Institutes Of Higher Education Research Articles

Post-pandemic face-to-face learning environments for undergraduate students: A scoping review protocol.

This scoping review explores the existing literature related to post-pandemic face-to-face learning environments for undergraduate students following their participation in virtual classes during the Covid-19 pandemic. The secondary objectives are focused to identify the cognitive; emotional, or communicative demands that characterize students; changes in pedagogical strategies; and primary recommendations regarding post-pandemic face-to-face education in the context of Covid-19. The global emergency created by the presence of COVID-19 has led to significant change in the daily lives of people worldwide, ranging from lockdowns to the proliferation of virtual channels for social interaction and learning. Interest in its effects remains relevant in various fields including social, economic, health, technological, and educational studies. The transition back to face-to-face studies in university settings requires new adjustment processes for both students and teachers, necessitating pedagogical transformations and addressing cognitive, emotional, communicative, and habituation demands. Studies on the return to face-to-face studies in university settings are relatively scarce and warrant in-depth research. This review will include studies completed and published in calendar years 2022 and 2024 that involve post-pandemic face-to-face learning environments for undergraduate students from any geographical area. This scoping review will follow the JBI methodology for conducting scoping reviews. The following databases will be used: Academic Search Complete, Inter-American Development Bank, CLACSO, and The UNESCO Institute for Higher Education in Latin America and the Caribbean (IESALC), Dimensions, DOAB, DOAJ, ERIC, LILACS, Psicodoc, Redalyc, Redib, Scielo, Scopus, Dialnet, Web Of Science, Latindex, Google Scholar, SocArXiv. The search will aim to locate publications without language restrictions from any geographic location, including peer-reviewed articles, grey literature, preprints, technical notes, and policy reports. Three independent reviewers will screen, retrieve and review full-text studies and extract data. Consensus will be sought in the event of disagreement. The search results will be presented in the PRISMA-ScR flowchart. A narrative summary will also be included (Tricco AC 2018). Registration of systematic reviews: Open Science Framework (https://doi.org/10.17605/OSF.IO/6P9QB).

Science communication for a sustainable academia: a comparative analysis of public and private universities Netherlands, Portugal, and Spain

Introduction: This research outlines a comprehensive study aimed at exploring the role of science communication in high education institutions, its impact and future sustainability in European universities across Netherlands, Portugal, and Spain. Methodology: By conducting a comparative review, we aim to provide valuable insights that can inform policy decisions and practices in the field of education sciences sharing knowledge in a more efficient manner. Through an examination of existing corporate data of public and private centers (N = 166) by conducting an exhaustive quantitative and correlational analysis of its official digital communications. Results: it is spotted that Spanish universities include more direct messages towards science communications, while Netherlands make much less general load but focuses more on sustainability topics. Findings suggests that in the stakeholder management, quantitative attempts in digital media are stronger from public institutions but may not be as decisive as the quality efforts, given that although Spain leads a higher gross value of online corporate communications, Dutch and Portuguese public universities are relatively much better valued in the global worldwide academic classification. Conclusions: This first study reveals an innovative unique new approach in cross-analyzing sustainable scientist knowledge, European universities, and international rating impacts based on the ARWU ranking.

Transformative Assessment Review

The rapid advancement of generative artificial intelligence (AI) in education and the workforce necessitates that students acquire critical competencies, including digital literacy, data integrity, and ethical AI use, to navigate an increasingly AI-driven world. Equally, academic staff must be upskilled to effectively guide students in the ethical and practical applications of AI. This project examines how a private higher education (HE) institute has modified its Quality Assessment Framework (QAF) to incorporate an AI competence dimension, improve HE assessment and foster students’ competencies. This new dimension complements the existing QAF elements—Intellectual Quality, Significance, and Student Support to ensure a holistic approach in preparing students for AI-integrated academic and professional environments. This project’s framework and innovative tools, such as the enhanced QAF and an AI-driven Generative Pre-trained Transformer (GPT) assessment review tool, support educators in adapting curriculum and assessment design, and empower them to integrate AI competencies seamlessly into the curriculum. The development of these tools drew upon established frameworks, particularly the QAF (Gore et al., 2009) and the AI Assessment Scale (AIAS) by Perkins et al. (2024), which categorises AI usage across five levels, guides assessment reviews and ensures consistent standards for AI integration in student work. A trial, conducted across selected disciplines at the institute, involved academic staff as assessment reviewers and utilised the GPT tool to streamline the assessment review process by aiding in feedback provision, coding, and suggestions for improvement. Evaluation of the tool includes qualitative and quantitative methodologies, gathering academic feedback on usability, clarity, and effectiveness, as well as comparative studies to assess review time and quality before and after GPT integration. Usability testing evaluates workflow compatibility, while academic performance data provide insights into the tool’s impact on student outcomes. Initial results on the tool’s success in enhancing assessment alignment with institutional goals and fostering a comprehensive understanding of AI competence were also examined. Developing and implementing these tools has presented challenges, including the complexity of aligning them with diverse curriculum needs across disciplines, the time investment required for staff training, and the necessity of continuous updates to keep pace with AI technology. Addressing these challenges has been crucial to ensuring the effectiveness and sustainability of these solutions. This digital poster provides insights into the project, covering its development process, trial outcomes, challenges encountered, and future directions for integrating AI competence in higher education assessments.

Effect of institute and LMS service quality on HEI Brand Equity: an empirical investigation

Purpose The purpose of this paper is to examine the education service quality factors, for online education context, that drive the brand equity of a higher education institute. In the times of emerging online education programmes by otherwise traditional institutes, assessing the service quality of educational institutions and its effect on the institute’s brand represents an extant research gap. Design/methodology/approach This study addresses the gap by empirically measuring higher education institution (HEI) service quality and explores its impact on student engagement, satisfaction and brand equity. This research analyses structured data from 250 students, through partial least squares-based structural equation modelling, to test the proposed hypotheses. Findings Within the overall service quality of an HEI, all components of institutional service quality are found to affect student engagement strongly; however, only some dimensions of learning management system service quality do. Student engagement is found to positively impact student satisfaction which, in turn, strongly affects all elements of HEI brand equity. Originality/value This study adds value to the extant research in higher education service quality by adding a layer of online platform service quality and offers actionable insights for HEI administrators.

An Empirical View of the Extent of Exercising the Education Exception to Copyright in Cultural Heritage Institutions

The article presents findings from a study funded by the Estonian Ministry of Justice titled ‘Extent of Use of Educational Exceptions of Copyright in Cultural Heritage Institutions’. The impetus for this work came from the fact that rights-holders, who are not compensated for the use of copyrighted works and material covered by related rights under the educational exception, desire compensation for such use yet data pertaining to the practices of educators conducting education programmes in cultural heritage institutions are scarce. The study’s results are important for the holders of the rights but also for policymakers and for those providing professional-development courses to the educators such that their practices could be fully aligned with the education exception to copyright. A 105-respondent questionnaire – adapted from an instrument used in a similar study that focused on educators in pre-school education, basic schools, upper secondary schools, vocational-education institutions, institutions for professional higher education, universities, ‘hobby schools’, and continuing-education institutions – among educators who are not copyright experts helped answer the question ‘What is the extent of exercising the education exception to copyright in cultural heritage institutions in Estonia?’. The paper explains the quantitative results further in light of focus-group interviews with seven representatives of cultural heritage institutions, of several types. Also, the results of this study are compared with the findings from the earlier one. The results, which shed light on copyright awareness, the form and extent of copying, etc. in relation to literary and reference works, photographs, musical works, and audiovisual works, indicate that Estonian cultural heritage institutions’ reliance on the education exception is in accordance with copyright law and, therefore, significant changes in related policy are unnecessary. However, responses to the survey and interview questions revealed aspects that could be addressed in designing guidelines and professional-development activities for educators in cultural heritage institutions.

Challenges of remote working, perceived peer support, mental health and well-being of WIL students

PurposeThis study explored the relationship between perceived peer support, mental health and the well-being of students enrolled in work-integrated learning (WIL) at a Canadian institute of higher education, who were completing remote work experiences.Design/methodology/approachAn online survey and virtual semi-structured interviews were used to collect data. The online survey captured demographic information as well as measures of perceived peer support, loneliness, positive mental health (PMH) and stressors associated with the on-going pandemic. The interviews captured narratives regarding peer support, attitudes surrounding remote work, mental health and well-being.FindingsWIL students completing remote work terms experienced only moderate levels of peer support, moderate loneliness, below-average PMH and all the stressors associated with the on-going pandemic. Data also revealed that completing a remote work term negatively impacted work communications, opportunities to build connections with colleagues and overall motivation. On the other hand, WIL students appreciated the flexibility and comfort of working from home, as well as reduced work-related expenses.Originality/valueWith remote work experiences increasing globally and now a reality for many WIL students, the potential negative effects emphasize the importance of providing social and mental health support and resources, especially during stressful times.

An investigation of higher education in further education: preparing a new campus for higher education delivery

ABSTRACT One of the hallmarks of an ever-changing educational landscape is that students are paying considerably higher fees to study higher education courses, including those offered by college-based HE providers. As such, the student experience becomes of paramount importance to ensure student needs are met. To this end, this project sought to discover the best practice(s) needed to ensure a newly built campus is prepared to deliver college-based higher education (CBHE). Using a mixed-methods research design, the project investigated the new campus’ potential for further HE growth, particularly given that there is no higher education institute (HEI) presence in the location where the research took place. This research aimed to investigate how specific spaces at a new FE college campus can benefit HE students. By examining the design and utilisation of these spaces, the study seeks to understand their impact on student experience, community building, and the amplification of student voices in the decision-making process. The findings provide insights for policymakers and CBHE providers on creating supportive and inclusive learning environments that cater to the diverse needs of their student populations. The findings revealed that the HE student experience is constantly evolving, and demands for quality learning environments are increasing. In co-collaboration with a sample of existing students, a framework was established that colleges could use to purposefully improve their overall experience of studying higher education within a further education environment. This research is of use to policymakers, CBHE providers and their staff, and all stakeholders with a responsibility in CBHE.

Role of Advanced Magnetic Resonance Imaging in Differentiating among Glioma Subtypes and Predicting Tumor-Proliferative Behavior

Abstract Objective Gliomas are a devastating and heterogeneous group of primary brain tumors. Previously, the source of glioma was undetermined. Recent literature indicates that neural stem cells, or progenitors, are proposed to be the source of glioma. The prognosis of different types of gliomas differs due to their various biological tissue types. Besides the histological grade, the two useful immunohistochemistry markers that show the tumor's biological behavior are isocitrate dehydrogenase (IDH) labeling and the Ki-67 labeling index. We sought to determine the magnetic resonance imaging (MRI) characteristics associated with IDH mutational status and ascertain whether MRI combined with IDH mutational status, can better predict the clinical outcomes of gliomas. Materials and Methods This period study was conducted in the Department of Radiology, Sri Ramachandra Institute of Higher Education and Research, Chennai, Tamil Nadu, India for 5 years (May 2016–May 2021). The study cohort included 30 patients diagnosed with gliomas who underwent preoperative MRI followed by surgical resection and histopathological examination. Preoperative MRI images were done to assess qualitative tumor characteristics such as location, margin of tumor, extent, cortical involvement, cystic component, mineralization or hemorrhage, and contrast enhancement. Discussion Differences in MRI features between IDH-mutant (MT) and IDH-wild-type (WT) groups were analyzed using the chi-square test for categorical variables and the Mann–Whitney U test for continuous variables. Statistical analysis was conducted using SPSS software. Results Among the 30 patients evaluated, 18 had IDH-WT and 12 had IDH-MT type gliomas. Male predominance (73.33%) was noted in our study. Brainstem location, indistinct borders (83.33%), less cortical involvement (72.22%), less cystic changes (88.89%), more area of necrotic component (44.44%), significantly increased choline/creatine (Cho/Cr) ratio, and choline/N-acetyl aspartate (Cho/NAA) ratio favors IDH-WT tumors. Positive T2-fluid-attenuated inversion recovery mismatch sign is more frequently seen in IDH-MT (7/12; 58.33%) tumors than in IDH-WT (4/18; 22.22%) tumors. Whereas well-defined contours (66.67%), more cortical involvement (83.33%), more cystic changes (58.33%), and less area of necrotic component favor IDH-MT type tumors. Conclusion MRI is a very promising and valuable tool for differentiating among glioma subtypes and predicting tumor-proliferative behavior in glioma cases. The combination of MRI characteristics with IDH mutation status enhances the predictive accuracy for clinical outcomes in glioma patients. This approach could potentially guide treatment planning and improve prognostic assessments.

«Любование стариной» в эпоху «великого перелома»: Н.И. Воробьев и преподавание этнографии в вузах Казани (1920-е – начало 1930-х гг.)

The paper examines the teaching activities of the famous ethnographer, geographer, researcher of the ethnography of the Tatars and other peoples of the Volga region, Nikolay Iosifovich Vorobyev, at Kazan University and the Eastern Pedagogical Institute in the 1920s – early 1930s. His role in organising special departments of these universities, where ethnography and related disciplines (anthropology, anthropogeography, ethnology, etc.) were taught, is shown. The views on ethnographic education of the Kazan teaching community, students and authorities at various levels are described. The paper shows that in the first years of the Soviet rule, ethnography was taught in large quantities at several Kazan institutes of higher education – Kazan University, North-Eastern Archaeological and Ethnographic Institute, and Eastern Pedagogical Institute. The main initiators of including ethnographic disciplines in the curriculum of institutes were employees of Kazan University, including N.I. Vorobyev. However, officials of the RSFSR People’s Commissariat for Education considered ethnography as a discipline that studies ‘backward peoples’ and ‘relicts’, and did not see it as a means of ideological education of students. Therefore, the number of hours assigned to this subject was reduced quite quickly. N.I. Vorobyev and his colleagues proposed a number of educational departments projects (geographical and museum-ethnographic sections of the Eastern Pedagogical Institute) in order to preserve ethnographic education in Kazan. As a result of their efforts, students of the Physics and Mathematics Department of Kazan University and the Eastern Department of the Eastern Pedagogical Institute studied ethnography and related subjects until its ‘defeat’ on the cusp of the 1920s and 1930s.

Enhancing collaborative online learning in higher education: using Google Docs to analyze Literature texts by teacher trainees

The purpose of this project was to explore how collaborative learning can be enhanced through Information Communications Technology in the critical reading and analysis of Literature texts in a particular teacher training course at a selected university in Uganda. The study undertook an interventional research approach whereby critical literacy principles provided the basis for formulating online tasks that would provoke higher order thinking skills such synthesizing, analyzing, reasoning, comprehending, application, and evaluation during the discussion of the play The Lion and the Jewel. A conversational framework was adopted to design a collaborative learning environment by which face-to-face sessions were combined with technology in form of Google Docs. Some of the steps of engagement included identifying the eight participants, sharing of initial content on critical literacy with them, face-to-face sessions and uploading of tasks. The findings reveal that with systematic instructions and guidance Google Docs can provide a collaborative learning platform whereby students can continuously comment about Literature texts in a conversational manner; the intervention proved the possibilities of flexibility in the learning environment; and dialogic teaching especially when discussing Literature texts was greatly enhanced during this intervention. This study was carried out in a real time learning context during the teaching of one of the researcher’s courses. The finding thus can offer some useful guiding steps as benchmarks for actual take up of other ICT tools in teaching and learning in higher institutions of education

Curriculum reform-necessity for emerging VUCA worlds to enhance pre-service teachers’ pedagogy

The economic meltdowns across countries are exacerbated by COVID-19 and its aftermath, which bear the brunt of perennial devastations characterised by abject poverty. Although somewhat peculiar, higher institutions of education (HIE) have modified learning and teaching strategies to accommodate the deleterious effects of COVID-19. Conversely, while adapting, the emergence of artificial intelligence (AI) necessitates that HIE reprioritises a plethora of factors, including pedagogies. This approach catalyses the comprehension of volatile, uncertain, complex, and ambiguous (VUCA) environments in economic sectors. Hence, this paper aims to evaluate the use of pre-service teachers’ AI skills and digital pedagogy at universities to determine the need to reform the curriculum for the purposes of navigating the VUCA world. Likewise, critical theory is utilised to understand the necessity of digital skills for pre-service teachers to enable HIE’s adaptation to VUCA environments. This mixed-method study involves purposively sampling 12 participants for interviews and randomly sampling 78 participants for surveys. Using critical discourse analysis, the data is analysed to postulate nuances of perspectives. The findings depict that, despite universities adapting to innovative methods, particularly AI, there is a paucity of AI content and infrastructural development that enables pre-service teachers to acquire the digital competencies and skills needed to teach robotics, coding, and maritime studies. Overall, digital skills are below average; hence, the paper recommends that universities reform their curricula to stimulate digital skills that reflect the requisite capabilities of digitalisation and AI to withstand the VUCA world.

Роль высшего учебного заведения в социальной абилитации школьников с ограниченными возможностями здоровья

The article deals with one of the most important aspects of inclusion development, that is sectoral cooperation of educational establishments of different levels to solve the tasks of development of inclusive society. The author underlines that institutes of higher education have a lot of opportunities both to form an inclusive competence of their students and to provide help in development, training, education, career guidance, various events management and other forms of social rehabilitation of children with limited health capacities, who attend learning disability schools. The author also shares her real-life experience of cooperation of the kind by using interactive excursions management for school students with limited health capacities as an example. These interactive excursions are the result of social project that has demonstrated the efficiency of the sectoral cooperation of educational establishments of different levels for all the participants of inclusive approach.

Advancing diagnostics: integrating microRNA profiling and protein markers in ectopic pregnancy detection

IntroductionEctopic pregnancy (EP) poses significant health risks, particularly in developing nations, necessitating improved diagnostic methods. This study aimed to explore potential biomarkers for EP diagnosis.MethodsA case–control study was conducted at...

Enhancing Global Sustainable Higher Education Through Sustainability Window Approach

The sustainability window approach began as a model that could explain the way to sustainable economic development. This theory places emphasis on ecological, economic and social linkages for making comprehensive analysis and policy towards United Nation’s Sustainable Development Goals. It identifies four theoretically sustainable paths; two associated with economic growth and the others requiring growth conditional or strict adherence to environmental and social criteria. Many studies confirm that higher education institutions have not been able to completely embrace the concept of sustainability window approach. The paper asserts that these are the most effective ways through which global higher education establishments can achieve sustainability: well-being of society, environmental protection, low consumption, and limited social usage. Finally, it concludes by calling on high education institutions to incorporate sustainability window and integrate it with triple bottom line and responsible management education approaches. The paper argues that in order to determine whether such a change might be suitable in different settings, it is recommended that we test this revised framework using empirical evidence

Prize‐Based Learning in an Introductory Computer Course—A Case Study

ABSTRACTIntroduction to Computer Science is traditionally the first course that all computer science and software engineering majors take. The course introduces many problem‐solving techniques which can be challenging for many freshman students. In order to mitigate some of the issues of this course, we, at the Higher Education Institute, introduced a new prerequisite course, Introduction to Programming Logic, which is a required course for all students who have not taken any previous computer science course. In the Summer Session of 2022, we included prize‐based learning in one of the sections of the course. Prize‐based learning is similar to both problem‐based learning and project‐based learning in many aspects, including the principle of student‐centred learning. However, it differs with respect to the motivation for student success. This approach utilises the students' ambition to win, to encourage students to work harder and learn more both inside as well as outside the classroom.

Impact of Bedside Echocardiography in the Management of Critically Ill Pediatric Patients in the Pediatric Intensive Care Unit: A Cross-Sectional Study.

Background Managing critically ill pediatric patients is a challenging responsibility that necessitates effective prioritization and time management. It is important not only to assess the condition of the patient on a continuous and real-time basis but also to assess in a way that will provide vital clues that may help in diagnosis and treatment. Our study aims to investigate the association between echocardiography and clinical systemic examination, to find the association between cardiac dysfunction and pediatric outcomes, and to identify the indications and necessity of echocardiography assessments and therapeutic interventions for patients in the pediatric intensive care unit. Methods This cross-sectional study was conducted in the pediatric intensive care unit (PICU) of the pediatrics department at Datta Meghe Institute of Higher Education and Research, Wardha, India. All critically ill pediatric patients admitted to the PICU underwent echocardiography. The study primarily focused on the indications for echocardiography, the association between systolic and diastolic dysfunction and patient outcomes, and the therapeutic interventions implemented based on the echocardiographic findings. Results The study analyzed 139 subjects aged from one month to 204 months, with the majority in the one- to five-year age group, followed by the 10-15-year age group. Cardiac anomalies were identified in 39 out of 139 cases, and cardiac murmurs were present in 27 cases with an almost equal gender distribution in the infantile age group. Dyspnea, edema, and hepatomegaly were the most common indications for echocardiography. Lasix was the most commonly used antifailure drug used in heart diseases. Sixteen individuals had systolic dysfunction, and eight had diastolic dysfunction, with a mortality rate of 62%. There was a significant association between systolic and diastolic dysfunction and mortality. Conclusion Echocardiography is a valuable asset within the PICU, providing critical insights into cardiac function and hemodynamics. By guiding clinical decision-making, it plays a pivotal role in optimizing care strategies, ultimately leading to improved outcomes for pediatric patients admitted with cardiac conditions. Overall, the study emphasizes the complex nature of pediatric cardiac conditions and the necessity for individualized treatment approaches based on distinct diagnoses and clinical indications.

A study of the Decision to Enter Higher Education in Ordinary Upper Secondary School Students in Chiang Mai Educational Service Area

This research aimed to study factors, problems, and suggestions that affected the decisions to study in the Higher Education of the Ordinary High School Students in Chiang Mai Educational Area. The researcher used stratified random sampling and collected data from 399 students by questionnaire deviation with descriptive statistics including percentage, mean, and standard deviation. The personal factors were as follows: the students decided to study by themselves at a high level with a mean score of 4.38. The factors of higher educational institutes were as follows: the has modern media, equipment, and teaching and learning at a high level with a mean score of 4.33. The factors of society, economy, politics, and competition were as follows: when they graduated, they would have opportunity to get a job and high income in high level with the mean score of 4.37. The important problems of personal factors were as follows: the students did not know their preferences or aptitudes or potential, so they were confused to choose higher education institute and study major. The important problems in the factors of the higher educational institute were as follows: the university will be acceptable from university’s teaching and learning, and study curriculum of higher education institution. The most important suggestion curriculum should be updated to suit the current situation. Next is suggestions for the quality of teaching and learning, the university should have modern and up-to-date development for responding to students' requirements effectively and suggestions borrowing money for ducation. The loan limit should be increased in accordance with the current economic situation.

The Role of Digital-Game Based Language Learning in EFL Vocabulary Learning and Retention: A Case Study at a Higher Educational Institute in Oman

This study investigates the role of Digital-Game Based Language Learning (DGBLL) in helping students learn and retain English vocabulary items in a foreign language context. Using a quantitative approach, data was collected from 80 students enrolled in four different levels of the General Foundation Program at the University of Technology and Applied Sciences, Ibra, Oman. The students were exposed to practice learning the meaning of ten vocabulary items per level using Kahoot and Wordwall games. Three tests were administered: a pre-test in week 1, a post-test after practicing the vocabulary items using the previously mentioned digital games in week 4, and a retention test in week 6. In addition, students’ perceptions regarding the efficacy of DGBLL in the vocabulary learning process were measured via a questionnaire following the post-test. The findings indicated the students’ positive attitudes in terms of utilizing DGBLL as a learning approach to mastering vocabulary regardless of gender or class level. Additionally, the findings demonstrated the effectiveness of DGBLL in vocabulary learning and retention. Hence, the study recommends using digital games to promote vocabulary learning and retention, resulting in a more engaging foreign language educational environment.

Learning Styles of the students of the faculty of Medicine at Bayazid Rokhan Institute of Higher Education, Kabul: A Cross-Sectional Study

Learning Styles of the students of the faculty of Medicine at Bayazid Rokhan Institute of Higher Education, Kabul: A Cross-Sectional Study

Exploring the Association of VEGF-A and ANGPTL2 with the Prognosis of Non-proliferative and Proliferative Diabetic Retinopathy.

Introduction Diabetic retinopathy (DR) is a microvascular ailment that can arise from the long-term effects of diabetes mellitus. It can potentially cause retinal damage that could endanger vision and cause blindness. The worsening of DR is mainly linked to poor glycemic control, uncontrolled hypertension, and dyslipidemia. There is a need for alternative and clinically significant novel molecules involved in the pathogenesis of DR because the diagnostic and prognostic markers have reached a limit. Materials and method This study included sex and age-matched diabetic patients with proliferative stage (N = 70), non-proliferative stage (N = 80), and control (N = 80, without the sign of DR). These patients were recruited from outpatients in the Department of Ophthalmology, Sri Ramachandra Institute of Higher Education and Research, Chennai, India. A random blood sample was collected from each study participant, and the serum was separated after centrifugation and stored at -80 °C for batch analysis. The biomarkers vascular endothelial growth factor (VEGF-A) and angiopoietin-like protein-2 (ANGPTL2) were measured using a sandwich enzyme-linked immunosorbent assay (ELISA) technique, and the laboratory parameters such as fasting blood sugar (FBS), lipid profile, blood urea nitrogen (BUN), creatine, and glycated hemoglobin (HbA1C) were also assessed. Results We observed statistically significant differences in theduration of diabetes, FBS, total cholesterol (TC), triglyceride level (TGL), BUN, and creatine (p<0.05), and the mean age of study participants was 52.95±8.20 years in the control group, 53.85±10.20 years in the proliferative diabetic retinopathy (PDR) group, and 55.02±7.65 in the non-proliferative diabetic retinopathy (NPDR) group. Furthermore, ANGPTL2 levels were statistically significant according to the severity of the disease (p<0.001*), and they were also linked (p<0.05) with established markers such as VEGF-A. Conclusion Thus, our research implies that the up-regulated markers might be linked to the disease's advancement and could serve as a prognostic indicator or therapeutic target for DR.