Global Education System Research Articles

Higher Education Management Polity

To find out the main elements of the newly adopted management model and the level of application of indigenous and western models and principles, and also to investigate the generalization of education aspects and values in contexts other than their initial ones, we carried out such a study in three federal universities of the United Arab Emirates. Besides the vital nature of the questions to the United Arab Emirates, these interrogate the most troubling yet classic issues afflicting the Gulf and developing states alike. The outcomes show that hegemonic western approaches to higher education management subverts the unique cultural and religious traditions of the UAE that correlates with the local and national tourism environments. These comparative components were spread and controlled by the international higher education exchange culture that was not mandatory but rather, shared. A global higher education system plays an important role in preserving and spreading a standard culture to all states in the world. Received: 15 February 2024 / Accepted: 30 April 2024 / Published: 5 May 2024

УПРОВАДЖЕННЯ СИСТЕМ УПРАВЛІННЯ НАВЧАННЯМ З ФУНКЦІЯМИ ГЕНЕРАТИВНОГО ШТУЧНОГО ІНТЕЛЕКТУ В УМОВАХ ПОСТ-ПАНДЕМІЇ

In recent years, the global education system has undergone a transformative shift, relying increasingly on online tools to prove its resilience in the face of various challenges, including epidemiological events. This paper seeks to introduce a Learning Management System (LMS) designed to elevate the delivery of educational content, fostering the training and development of students' knowledge in a dynamic and adaptive learning environment anchored to the connectivity and synchronization needs of smart urban living. The system proposes the integration of a language generation model equipped with Application Programming Interface (API) access. This choice not only streamlines instructor support but also facilitates the creation of courses using an adapted and coherent language. The system goes beyond traditional LMS functionalities by providing suggestions to enhance and diversify lessons. Emphasizing flexibility and adaptability, the proposed LMS caters to various training levels, being able to accommodate the needs of learners across different domains. To identify the appropriate solution, a comparative analysis was conducted, evaluating various platforms based on functionality, intuitive presentation, and customization options. The selected system emerged as the most favorable, offering a robust framework for the development and delivery of educational content. To demonstrate the system's effectiveness, a curriculum was crafted for a specialized field of study - Artificial Intelligence (AI), with a specific focus on the practical application of Machine Learning algorithms. This curriculum incorporates theoretical and practical application components, complemented by a suite of assessment tools and assignments tailored to the proposed subject. The lessons within this curriculum were constructed by drawing insights from various bibliographical sources. What sets this system up-to-date is its integration of generative AI features directly into the LMS, enriching the teaching-learning-evaluating experience.

Surviving and thriving: voices from teachers in remote and disadvantaged regions of Vietnam

ABSTRACT Teaching in high need areas often requires significant resilience, especially as global education systems are recovering from COVID-19 . This study aims to offer some insights into aspects of teacher resilience in areas of greater adversity. We investigated strategies of resilience exhibited by a group of 53 teachers working in the northern mountainous areas of Vietnam. Findings indicate that the teachers experienced tremendous ongoing and unique contextual challenges that kept them from developing professionally. The study finds that the contextual challenges outweighed the available coping resources, resulting in the teachers “surviving not yet thriving”. Resilience strategies used by the teachers were mostly from within themselves (e.g., motivation, teaching passion, enthusiasm, and a sense of purpose) and from their colleagues’ support. There was, however, a substantial lack of financial, practical, emotional and institutional support from schools and local authorities. Implications for teacher resilience intervention and research are discussed.

Policy Matters: Tendencies towards Academic Misconduct

Since the outbreak of COVID-19 in March 2020, the global education system has been compelled to adopt Emergency Remote Teaching (ERT) in response to the threat of the virus. This abrupt shift in teaching methods has yielded anticipated and unanticipated consequences across all levels of education. The objective of this study is to investigate the impact of ERT on academic integrity at a higher education institution situated in the western region of Türkiye. 12 hypothetical academic misconduct scenarios questionnaire was completed by a total of 234 participants. The responses relating to student observations suggest that collusion is perceived to be the most commonly witnessed form of academic misconduct, with many students specifically noting the prevalence of exam outsourcing. However, contract cheating was found to be the least preferred method of academic transgression in this study. Another significant finding suggests based on students observations that in-class activities facilitated by teachers can inadvertently facilitate either collaboration or dishonest practices among students during ERT. It is worth emphasizing that the implementation of well-designed assignments for effective assessments can serve as an initial step towards preserving academic integrity within an academic institution. Consequently, this study underscores the persisting and widespread issue of academic integrity transgressions within higher education, reaffirming its status as an epidemic concern.

Zoom Fatigue Among Undergraduate Nursing Students: A Descriptive Study

Background: The COVID-19 pandemic has disrupted the global education system. The School of Nursing at UGM enforced a transition from face-to-face to blended learning. Delivery of synchronous online learning by utilizing video conferencing applications can trigger fatigue, hereafter referred to as Zoom fatigue. Fatigue may pose a physical and mental risk to students' social functioning and perceived safety; it may also decrease their ability to deal with problems and limit opportunities for fulfilling social needs. Therefore, evaluating Zoom fatigue among nursing students at the Faculty of Medicine, Public Health, and Nursing UGM is necessary. This study aims to describe Zoom fatigue among undergraduate students at the School of Nursing at UGM during the COVID-19 pandemic based on Zoom fatigue dimensions.Methods: This research is a quantitative descriptive study with a cross-sectional design. A total of 188 students from the second, third and fourth years were recruited with stratified random sampling. The Zoom Exhaustion and Fatigue Scale (ZEF) questionnaires tested for content validity and reliability with Cronbach alpha=0.909 were distributed to the students through Google Forms. Retrieved data in this study was explored using computer-based data analysis.Results: A total of 98 students (52.1%) were reported to have severe Zoom fatigue. Based on the five dimensions of fatigue, most participants (72.9%) suffered from general fatigue. Emotional fatigue was indicated in 122 students (64.9%), followed by social fatigue with 115 students (61.2%), motivational fatigue with 102 students (54.3%), and eyestrain with 99 students (52.7%).Conclusion: Undergraduate students at the School of Nursing at UGM suffered from severe Zoom fatigue, especially in the general fatigue dimension.

A new model of the formation of social and labor activity of students: model evaluations

Relevance. In modern society, where knowledge and intellectual development are key strategic resources for economic growth, the status of education has greatly increased. Forming key competencies in students, including social and labor functions, is a top priority for the global education system. Purpose. The problem of forming the key competencies of the future teacher in general and socio-labor in particular is a relatively new scientific problem. Therefore, the purpose of our research is to develop a model for the formation of social and labor functions of the future teacher and evaluate its effectiveness. Methodology. To solve the tasks and verify the initial assumptions, we used a set of complementary research methods: theoretical analysis of philosophical, psychological, and pedagogical literature; sociological methods (questionnaires, conversations); study and generalization of pedagogical experience; observation; experimental methods (stating and forming experimental variants); mathematical and statistical methods. Results. As a result, the study specified the scientific understanding of the content of the concept �socio-labor function and competence� and identified the functions of their components and the principles of implementation of the model of formation of social and labor competencies of the future teacher; grounded indicators of socio-labor competencies identified and experimentally tested pedagogical conditions providing the formation of social-labor competencies of the future teacher. Conclusions. The implementation of the model of the formation of social and labor activity in line with modernization strategies creates a supportive, competence-oriented educational environment that integrates general and supplementary education. A strong correlation exists between social and labor relations and social skills, as well as between the motivational, cognitive, and activity components of the competencies developed through experimental training. The practical significance of the research lies in its focus on improving the activities of universities in the formation of social and labor competencies of future teachers. Keywords: social and labor function; competence; professional training; model of formation; future teacher

Teaching Kazakh literature in secondary education through the technology of �reasoning, fall to thinking, thinking�

Relevance. This study highlights the relevance of Kanipa Bitibaeva's technology �Throw an idea, fall to thinking, thinking� popular in Kazakh CIS secondary schools. Purpose. The article examines the process of technology research and development for teaching foreign and domestic literature. Methodology. An analysis of the existing literature on pedagogical technologies was carried out, emphasizing the importance of a step-by-step approach and practical application of advanced domestic and global pedagogical technologies. Results. The issue on the agenda of the humanitarian education system of the state of Kazakhstan is to improve the quality of education and the formation of a well-developed personality with a rich spiritual world. Introduction of new teaching technologies, informatization of education. This technology identifies the scientific and methodological foundations of teaching, deepens the knowledge of students who study the Kazakh language and literature in depth, encourages the development of business skills, writing skills, vocabulary, and literary language, and promotes creative activities. In the global education system, the questions such as �What should be taught in the XXI century?�, �How do teachers prepare students for the XXI century?� are on the agenda. In the XXI century, our sovereign state aims to ensure that not only the economy, but also the education system meets international standards and is of high quality. Conclusions. The technologicalization of the educational process in accordance with modern requirements is based on the modernization of the content of education, the use of new teaching methods in the discovery of personality. The effectiveness of innovative technologies prevails in the implementation of these issues, and educational institutions play an important role in the implementation of the goals and objectives. Keywords: literature; pedagogical technology; methodology; innovation; fiction

Beyond COVID-19: Teaching and learning lessons for the next pandemic through Ubuntu currere

The emergence of the teaching an pandemic was a fundamentally disruptive force in the global higher education system that called on us to re-think the very purposes of higher education, our values, and who the academy is inherently for. Largely driven by the then panic over the unpredictable and infectious nature of the COVID-19 disease, higher education institutions had to close down and find virtual, Online and/or digital ways of continuing the teaching and learning programme. In this article, we firstly explore and theorise academics’ experiences of the emergency remote teaching and the complex challenges that they had to negotiate during this crisis in higher education. We reveal the complex, challenging and depressing experiences that they navigated as they grappled with the emergency remote teaching in their context, and the effect this had on their well-being. We propose the idea of Ubuntu currere as an emancipatory pedagogy, necessary to helping us respond to the next pandemic in the higher education sector. We suggest that our response to the next pandemic(s) needs to be anchored in decolonial and social justice frameworks, necessary for rethinking teaching and learning during a crisis.Contribution: In this article, our contribution is twofold. We firstly contribute to the emerging body of research that shines a spotlight on academics’ experiences, voices and/or narratives in grappling with the COVID-19 pandemic in their teaching and learning contexts. Secondly, we propose the idea of Ubuntu currere (i.e. Ubuntu curriculum) as offering us useful emancipatory lessons in responding to the future pandemics in higher education.

English medium instruction in emerging contexts: An editorial introduction to the special issue

The burgeoning field of English Medium Instruction (EMI) has witnessed a significant increase in empirical studies yet remains largely insular and under-theorised. This special issue aims to address these gaps by spotlighting EMI in emerging contexts and interrogating its theoretical underpinnings. Comprising 10 empirical studies across diverse geographical and educational settings, this special issue, edited by Heath Rose, Samantha Curle, and Dogan Yuksel, offers a multifaceted examination of EMI's impact on language proficiency, academic achievement, and pedagogical practices. These studies contribute valuable insights into the complexities of implementing EMI. They also reveal a predominant focus on applied linguistics, often to the exclusion of other disciplinary perspectives. This editorial introduction critiques the current state of EMI research, calling for greater interdisciplinary collaboration and theorisation. It concludes with an urgent call for future research that is not only geographically diverse but also critically and theoretically robust. The overarching aim is to broaden the scope of EMI research, particularly in the face of the unrestricted Englishisation of global education systems.

Developing indicators for a new principal induction program in Taiwan using the fuzzy delphi method

ABSTRACT Quality induction initiatives can mitigate burnout, turnover, and shortage challenges in global education systems. Increasing the relevance of induction programs for new principals is imperative. However, systematic program evaluations lack comprehensive tools. This study aims to construct assessment indicators for the Taipei Induction Program for New Principals (IPNP) using mixed methods. Six capacity-building dimensions and 52 indicators were developed through qualitative interviews, expert consensus, and the Fuzzy Delphi Method. Survey results showed positive perceptions of program effectiveness, particularly regarding communication, learning, and execution capacities. However, dimensions related to professionalism and accountability require further refinement. This study’s contribution lies in providing a comprehensive assessment tool for program providers and enhancing novice principal induction programs. By addressing a critical gap in systematic evaluation, this research contributes to the enhancement of principal development programs. Future research could prioritize indicators and delve into real-life experiences, further refining the design and implementation of effective induction programs.

The failure to decarbonize the global energy education system: Carbon lock-in and stranded skill sets

The energy transition involves the transformation of professions and labour markets, which in turn depend on the availability of a workforce with the right education and competence. This study assesses how quickly global higher education is transitioning from fossil fuels to renewable energy in terms of educational content. The article is based on a review of 18,400 universities and the creation of a dataset of 6,142 universities that provide energy-specific education in 196 countries. The study compares the prevalence of educational programmes oriented towards fossil fuels and renewable energy. The findings show that the rapid adoption of renewable energy worldwide is not matched by changes in higher education, since universities continue to prioritise coal and petroleum studies. In 2019, 546 universities had faculties and/or degrees dedicated to fossil fuels whereas only 247 universities had faculties and/or degrees in renewable energy. As many as 68% of the world’s energy-focused educational degrees were oriented towards fossil fuels, and only 32% focused on renewable energy. This means that universities are failing to meet the growing demand for a clean energy workforce. At the current rate of change, energy-focused university degrees would be 100% dedicated to renewable energy only by the year 2107. Since a career may last 30-40 years, this creates a risk of long-term carbon lock-in and stranded skill sets through (mis)education. The results also indicate that developing countries lag behind developed ones in this area, even though the need for professionals trained in renewable energy is greater in developing countries. Along with lack of capital, underdeveloped regulatory frameworks for renewable energy, and entrenched fossil-fuel business interests, the mismatch between energy education and the needs of the renewable energy industry may hold back the energy transition in many developing countries.

Pendidikan Profetik Dalam Konteks Global: Tantangan dan Peluang

This journal explores the impact and dynamics of prophetic education in a global context, highlighting the challenges and opportunities faced. Through a literature analysis approach, this research investigates how Islamic prophetic values can be significantly integrated into diverse global education systems. Identified challenges include cultural differences, varying understandings of Islam, and rapid social change. On the other hand, opportunities arise in the form of cross-cultural collaboration, global knowledge exchange, and the development of innovative educational strategies. By delving deeper, this journal provides insight into how prophetic education can be an important instrument for building better understanding, harmony and tolerance in an increasingly complex global educational environment.

Multi-Dimension Framework for Global Education System

In today’s growing interconnected and rapidly evolving world, where all aspects of human life are interdependent, a broader understanding of cultures, economies, politics, and social issues is required. Considering the importance of education role in this issue, diverse traditional education systems around the world have resulted in fragmented approaches that fall short in preparing individuals for the complexities of an interlinked global society. To this end, it is necessary to provide a new innovative education model that adapts to and integrates evolving socio-economic and technological dimensions. This paper presents a great vision of a comprehensive framework for a dynamic global education system leveraging cutting-edge digital technologies such as artificial intelligence to interconnect economic, social, cultural, technological, and well-being dimensions aligning with the Sustainable Development Goals (SDGs), thereby facilitates equitable access to quality education and aspires to transcend conventional boundaries leading to foster holistic development and global collaboration.

Integrating Language Learning and Problem-Based Learning in Engineering Education: A Promising Approach

Abstract—In the evolving landscape of global education systems, the need for transformation is evident to have an impactful teaching and learning process. English language teaching is no exception to this. As the contemporary engineering graduates increasingly engage with professionals across the globe, proficient English language skills have become paramount. This research paper examines the effectiveness of integrating problembased language learning (PrBLL) into English language classes for undergraduate engineering students, aiming to enhance language proficiency, foster collaborative teamwork, and optimize the language learning experience. This approach aims to enhance the practical application of language skills, mirroring the demands of future engineering interactions on a global scale. This study employs a mixed-methods research approach to comprehensively investigate the integration of problem-based language learning into English language teaching. By contextualizing language acquisition within real-world scenarios through the innovative lens of PrBLL, this study seeks to contribute to the enrichment of language classrooms and the advancement of modern educational paradigms. Beyond language education, PrBLL's success echoes the broader potential for educational innovation. Keywords—Problem Based Language Learning; 21st Century Skills; Innovative Pedagogy; Language Practice for Engineering Graduates.

Systematic review of teacher well-being research during the COVID-19 pandemic.

The COVID-19 period posed great challenges to global education systems, especially teachers even after lock-down. Teachers' wellbeing has been a concern because they have to balance health with work. Since the role of teachers is pivotal in education, there is increased in research on their wellbeing status. The current systematic review aims to analyze the distribution of research on teacher wellbeing from 2020 to mid-February 2024 using a quantitative method. It focuses on yearly distribution of studies, the research methods adopted by scholars, and the group of teachers investigated over the period. The PRISMA guidelines were followed, and 103 empirical studies were selected for the analysis. The review shows notable increase in research, particularly in 2022 and 2023, representing 37.9% and 35.9% of studies, respectively. This suggests a growing interest in teacher wellbeing among educational researchers. The findings also indicate that researchers mostly adopted quantitative methods in form of surveys (79.6%) for studies on teacher wellbeing. However, there has been an increase in qualitative and mixed-methods research recently, with qualitative research accounting for 9.7% and mixed-method research accounting for 10.7%. The review also identified a greater focus on teachers in general than on specific group of teachers.

Blended Learning Environment Affecting the Socio-Emotional Skills of the BEED Students

The pandemic has impacted the global educational system, leading to the longest school closing that created a setback for the students and school institutions. Using a descriptive-correlational design, the researchers gathered the needed data to describe the level of blended learning environment and socio-emotional skills and explain the relationship between blended learning and socio-emotional skills. Random sampling was used to determine the sample size of the study. The adapted questionnaire was tested and was proven to be reliable. Moreover, the questionnaire used a five-point Likert scale that measured the following indicators: Independent Variable – performance expectancy, effort expectancy, social influence, and facilitating conditions; Dependent Variable – psychological impact and social impact. Upon analysis of the data, it shows no significant relationship between the two variables. However, indicators such as social influence and social impact, facilitating conditions together with psychological impact and social impact show a significant relationship. The results explain how there was less interaction during the independent learning sessions. This finding correlates to the Engagement Theory, which emphasizes the need for students to collaborate with their peers to lessen the tendency of having communication lags. Engaging learners in their learning process through collaboration greatly helps their academic progression. To relate this to the theory of Site Ontology it supports the findings that if collaboration is always practiced and encouraged among students, the tendency of students being unable to express through their interpersonal skills will likely be avoided.

THE IMPACT OF COVID-19 ON MATHEMATICS EDUCATION STUDENT’S RELATIONSHIPS BETWEEN PEERS, LECTURERS AND PARENTS DURING ONLINE LEARNING

Global education systems have experienced an abrupt disruption in traditional classroom instruction due to the coronavirus pandemic, which compelled all schools to close in March 2020 and introduced home-based distance learning. Consequently, families, schools, and students have had to collaborate more closely. The shift to online learning can impact student relationships. Maintaining open communication with peers, seeking virtual interactions with lecturers, and involving parents in the learning process can foster a supportive environment. Thus, this study is to determine the impact of COVID-19 on student’s relationships between peers, lecturers, and parents during online learning. Questionnaires were distributed to Education Mathematics’ students. Total respondents are 82 students. Dependent variable is online learning and three independent variables are student's relationship with classmates, student's relationship with lecturers and student’s relationship with family. Data was analysed by using SPSS statistical tool. ANOVA test used to determine significant factors towards values in mathematics and path analysis testing the established hypotheses. The result indicated all three factors shows a significant factor. It means that student's relationship with classmates/peers, lecturers/faculty, and family play an important role during online class. Recommendations include utilizing online platforms for group activities and addressing concerns promptly to ensure a positive learning experience.

Satisfaction and associated factors of E-learning among nursing undergraduates during COVID-19 pandemic in two selected state universities of Western Province, Sri Lanka

Introduction: The global education system was seriously impacted by the COVID-19 pandemic. During this time, the majority of education institutions all over the world had to discontinue their face-to-face teaching and learning methods and switch to online learning. Therefore, university students struggled with the rapid change in the education system, and they needed to adapt to the new educational environment. This study was carried out to assess the satisfaction of E-learning and associated socio -demographic characteristics among nursing undergraduates during COVID-19 pandemic in two selected universities of Western Province, Sri Lanka. Methods: A descriptive cross-sectional study was conducted among conveniently selected 395 undergraduate nursing students from the two study settings using a web-based/online survey. A pre-tested self-administered questionnaire prepared as a Google form was sent to all the nursing undergraduates in the two selected state universities in Sri Lanka.Descriptive statistics and Chi-square test was used to analyze the data. Ethical approval was received from the Ethics Review Committee of the Faculty of Medical Sciences, University of Sri Jayewardenepura. Results: The response rate for the survey was 93.6%. The majority of the participants (n=298, 75.4%) were females. Most of the respondents (n=168, 44.8%) agreed with the clarity of the lecture material provided online, and 46.2% were satisfied with the guidance and services of the lecturers. Of the sample, half (50.1%) of the participants had a good level of satisfaction on E-learning. Only the gender was associated with the satisfaction on E-learning (p=0.024). Most of the (n=159) female participants had a good level of satisfaction on E-learning than male participants. Conclusions: More than half of the undergraduate nursing students in the two selected state universities of Western Province were satisfied with the E-learning they had received during the COVID-19 pandemic. There was a significant association between gender and satisfactions on E-learning. Females had a good level of satisfaction on E-learning.
 Keywords: E-learning, Satisfaction, COVID-19, Nursing undergraduates

A geopolitics of knowledge analysis of higher education internationalisation in Kazakhstan

AbstractThis critical interpretive paper deploys Walter Mignolo's geopolitics of knowledge concept to examine higher education internationalisation in Kazakhstan. Amidst growing concerns about economic and environmental sustainability, elitism and cognitive justice, among other critical issues, internationalisation remains a vital government policy. By tracing Kazakhstan's development since independence from the Soviet Union and focusing on key higher education development policy frameworks, the paper argues and illustrates that: (1) the internationalisation of higher education in Kazakhstan promotes a specific representation of the world that is considered universal and modern; (2) the internationalisation of higher education in Kazakhstan illustrates the existing hierarchical global higher education system that is dominated by the West as centres of knowledge and learning while allocating other countries peripheral roles; and (3) the geopolitics of knowledge concept enables the reading of higher education internationalisation beyond what is knowledge to who, why and where knowledge is produced. The data for this paper came from a qualitative study that involved 15 semi‐structured interviews with graduates who studied abroad at Western universities through the government‐sponsored Bolashak Scholarship. Three focus group sessions with 21 graduate students at Nazarbayev University complemented the interviews. The qualitative data suggest that Mignolo's geopolitics of knowledge offers a close‐to‐perfect description of the internationalisation of higher education in Kazakhstan. The conclusion drawn from this post‐Soviet study is the universalisation of Western knowledge as nations utilise it for meaningful development, despite decolonial and cognitive justice concerns.

DECODING DIGITAL LEARNING: A CART ANALYSIS INSIGHT

In today's digital era, online education has become an integral component of the global educational system. However, the quality of providers, mastery of online learning media, and the capability of teachers in delivering content significantly influence students' comprehension. Understanding how these factors impact students is crucial for optimizing online educational experiences. This article examines the effect of provider quality, mastery of online learning media, and teacher's capability in teaching on students' understanding in an online learning environment using Classification and Regression Trees (CART). The study focused on the active students of UIN Maulana Malik Ibrahim Malang, totaling 18,104 based on data from PDDIKTI. Due to the vastness of this population, stratified random sampling was employed. The sample size was determined using the Kock and Hadaya method, resulting in a minimum sample of 271. Each sample in the stratum was taken based on the proportion of the population across 19 departments, with the Department of Psychology having the largest sample size of 20 students and the Department of Library and Information Science the smallest with 4 students. The findings revealed that a teacher's capability has a more profound influence on students' understanding than mastery of online learning media, while provider quality showed no significant impact. To enhance the effectiveness of online learning, it's recommended that educational institutions invest in teacher training focused on effective teaching methodologies and technological utilization, and also ensure the selection of online learning platforms that cater to student needs.