Retraction notice: Knowledge management practices: an exploratory study at the Malaysian higher education institutions

The world is witnessing rapid development in light of the continuous advancement in information and communication technologies. Artificial intelligence (AI) is at the forefront of these technologies due to its widespread impact and the growing interest it has garnered among researchers and specialists. AI is defined as the ability of computer systems to mimic human thought patterns, which has enabled the development of diverse applications that serve both faculty members and students. With higher education moving towards adopting digital transformation and implementing smart solutions, AI has emerged as a pivotal tool that can contribute to supporting the educational process and enhancing its quality through the use of innovative algorithms and advanced applications. This study aimed to clarify the effectiveness of employing AI applications in higher education by reviewing its concept, characteristics, and the justifications for its importance. It also highlighted its most important applications within higher education institutions, identified the most significant positive effects resulting from its use, and examined the challenges that may hinder its optimal utilization. The study employed a descriptive methodology for data collection and analysis, concluding with a set of recommendations, most notably: the necessity of promoting the use of artificial intelligence applications in higher education institutions, developing educational systems that rely on it to improve the quality of education, designing academic programs that align with the latest advancements in this technology, and developing the educational environment to support effective interaction with its applications.

Cultural reproduction of knowledge and identity: Impact of a competency-based curriculum on knowledge engagement and identity construction in second year undergraduate nursing students in England - A constructivist grounded theory study.

Economic and environmental prospects of implementation of waste management systems in higher educational institutions (HEIs): A study on IIT Indore campus

Gastroesophageal reflux disease (GERD) is a multifactorial condition characterized by the reflux of gastric contents into the esophagus, leading to bothersome symptoms and potentially serious complications. The mechanisms underlying lower esophageal sphincter dysfunction and hiatal hernia formation in GERD remain insufficiently understood. It is plausible that esophageal motility disorders and visceral hypersensitivity are influenced by alterations in the central, autonomic, and enteric nervous systems, particularly in the context of elevated stress levels commonly observed among students. Objective. To evaluate the role of psychoemotional status in the development of GERD symptoms in university students. Material and methods. The study included 157 students from higher education institutions in the Russian Federation. Participants completed an online questionnaire comprising the GerdQ, HADS, Spielberger-Hanin State-Trait Anxiety Inventory, and the Chalder Fatigue Scale. Statistical analysis was performed using multivariate covariance analysis. Results. Based on the GerdQ screening tool, 19.7% of respondents demonstrated symptoms suggestive of GERD. A statistically significant association was observed between GERD symptoms and (1) high anxiety according to HADS, (2) elevated situational anxiety (p=0.005), (3) fatigue severity on the Chalder scale (p<0.001), (4) depressive symptoms on HADS (p=0.017), and (5) the combination of high trait anxiety (Spielberger-Hanin) with pronounced mental fatigue (p=0.031). Multivariate covariance analysis identified seven psychoemotional profiles — distinct psychological patterns significantly associated with GERD symptom development, primarily driven by anxiety, trait anxiety, and depression. Conclusion. Screening for anxiety and depression should be incorporated into the comprehensive assessment of patients with GERD, particularly in populations exposed to elevated stress.

Decomposing the scope 3 carbon footprint of higher education institutions: Methodology and lessons from the University of Toronto

Robotic manipulation research in higher education institutions (HEIs) often faces the challenge of bridging the gap between simulation outcomes and real-world performance. This study, grounded in embodied intelligence theory and mathematical modelling, explored how digital twins and embodied AI can be integrated to enhance robotic manipulation in academic contexts. The research objectives were: (1) To investigate how digital twins and embodied artificial intelligence can be integrated to enhance robotic manipulation in higher education contexts. (2) To examine the contribution of mathematical modelling to improving the transfer of skills from simulation environments to physical robotic systems. The study adopted an interpretivist paradigm and a qualitative case study design. Data were collected over a six-month period in 2024 through semi-structured interviews and laboratory observations involving 15 participants, including lecturers, postgraduate students and technical staff from three HEIs with established robotics laboratories. Findings revealed that digital twins, supported by mathematical models, significantly enhance the transfer of manipulation skills from virtual simulations to physical robots. Meanwhile, embodied AI improves adaptability in unstructured environments and fosters effective human–robot collaboration. The study may contribute to policy and practice by recommending broader integration of digital twin platforms, incorporation of embodied AI into robotics curricula, and strengthened institutional collaboration to address resource disparities and promote inclusive robotics education across HEIs.

Efficient management of academic timetables and elective subject allocation is a complex and constraint-intensive problem in higher education institutions. Traditional manual and semi-automated approaches are often time-consuming, error-prone, and incapable of ensuring fairness and optimal resource utilization. This paper proposes an automated timetable generation and elective subject allocation system that integrates constraint satisfaction problem (CSP) modeling with priority-based and fair allocation algorithms. The proposed system employs CSP techniques to generate conflict-free weekly timetables by simultaneously considering faculty availability, classroom constraints, subject distribution, and time-slot conflicts. In parallel, elective subject allocation is handled using First Come First Served (FCFS), Round Robin, and Priority-Based Allocation algorithms, where student preferences are weighted using academic performance indicators such as CGPA or qualifying examination percentage. The system is implemented using a modular web-based architecture comprising Spring Boot for application logic, MySQL for persistent data management, and a Python-based Flask API leveraging Google OR-Tools for constraint solving. Experimental evaluation demonstrates that the proposed approach significantly reduces scheduling conflicts, improves fairness in elective allocation, and minimizes administrative workload when compared to conventional methods. The results validate the effectiveness, scalability, and adaptability of the system in real academic environments. The proposed framework provides a robust foundation for intelligent academic scheduling and can be extended to support dynamic constraints, real-time updates, and advanced optimization techniques in future deployments.

This study examines the role of spiritual education as a foundational pillar of holistic development among students in the Indian context, using secondary data from published research articles, policy documents, and scholarly reports. Holistic development is understood as the balanced growth of intellectual, emotional, social, moral, and spiritual dimensions of learners. Drawing on existing literature on spirituality in education, holistic learning practices, Indian philosophical traditions, mindfulness, and socio-emotional learning, the paper synthesizes evidence on the educational significance of spiritual and value-based practices in schools and higher education institutions. The study adopts a descriptive and analytical research design based on systematic review and content analysis of secondary sources. Findings from the reviewed literature indicate that spiritual education, when integrated with formal curricula through practices such as meditation, mindfulness, value education, reflective learning, and community service, contributes positively to students’ self-awareness, emotional stability, ethical reasoning, social responsibility, and academic engagement. Institutions that emphasize spiritual and cultural values are found to create supportive learning environments that foster resilience, empathy, discipline, and character formation among learners. Such environments also promote inner well-being and help students cope with academic and social pressures. However, the literature also reveals several challenges in implementing spiritual education, including inadequate teacher training, lack of structured curriculum frameworks, limited institutional support, and concerns related to secularism and inclusivity in diverse classrooms. These issues often restrict the effective and balanced integration of spiritual components into mainstream education. The study concludes that spiritual education plays a significant role in nurturing holistic student development in India when implemented in a pluralistic, inclusive, and non-sectarian manner. It recommends systematic teacher preparation, curriculum integration, and strong policy support in alignment with the National Education Policy 2020 to promote spiritually informed, value-oriented, and sustainable education for the overall development of students.

The rapid expansion of digital media has transformed journalistic media consumption patterns in higher education, raising concerns about information credibility and increasing vulnerability to misinformation. This study aims to analyse differences in patterns, preferences, and objectives of journalistic media use between university students and lecturers in Medan City. The research employed a qualitative descriptive approach, with data collected through in-depth interviews, observations, and documentation involving students and lecturers from several higher education institutions. The findings reveal clear differences between the two groups. Students tend to rely on social media platforms and digital news portals due to their speed, ease of access, and compatibility with digital lifestyles. At the same time, lecturers predominantly use more credible and analytical journalistic sources, such as Kompas.com, Tempo.co, and academic journals to support teaching and research activities. Variations influence these differences in digital literacy levels, information needs, and attitudes toward misinformation. Students are found to be more vulnerable to hoaxes, whereas lecturers demonstrate more critical and selective information practices. The study highlights the importance of strengthening media literacy in higher education through curriculum integration, targeted training, and collaboration with media professionals to foster a credible and educational digital information ecosystem.

Experiencing violence from an abusive partner in a relationship is detrimental to people's lives and is classified as a public health problem. This analytical study aimed to analyze the associations between experiences of dating victimization, stress, and breakup-related behaviors among university students. It determined the associations between perception of dating violence, stress, and relationship situation in university students and identified the predictors of victimization by dating violence. The participants were 429 students belonging to three higher education institutions in Ecuador. The Dating Violence Questionnaire (DVQ-VP), complementary questions for analysis of breakup-related behaviors and the Perceived Stress Scale (PSS) were used for data collection. Victims of repeated violence reported higher levels of stress compared with those who were victims of sporadic violence (DVQ-V and PSS; p < .05 and SE ≤ 0.2). In the breakup-related behaviors to end the relationship, number of attempts presented a moderate association (ES ≤ 0.6) with victimization due to repeated abuse. The results highlight the importance of recognizing dating violence victimization, stress levels, and breakup-related behaviors to design dating violence prevention programs for college students. The study indicates the need for specific counseling measures in universities to increase awareness of abusive behaviors within dating relationships and emphasize the factors that promote the identification of warning signs, for example, stress or normalization of violent behaviors in a relationship.

The sustainability and societal relevance of liberal arts education are increasingly scrutinized within contemporary higher education quality assurance regimes. Positioned within the framework of outcomes-based education (OBE) and continuous quality improvement (CQI), this study examines graduate-perceived attainment of program outcomes across three Liberal Arts programs—Bachelor of Science in Psychology, Bachelor of Arts in Political Science, and Bachelor of Arts in Communication—offered at a private higher education institution in CALABARZON, Philippines. Using a descriptive evaluative design, the research investigates (a) the extent of program learning outcomes attainment, (b) curriculum relevance to graduates’ occupational roles, (c) responsiveness to industry expectations, and (d) institutional mission–vision alignment as operationalized through program implementation. Findings indicate generally moderate to high levels of perceived outcomes attainment, albeit with discipline-specific variations. Psychology graduates reported strong theoretical foundations but comparatively lower confidence in applied assessment competencies. Political Science graduates demonstrated strengths in analytical reasoning and communication, while identifying the need for deeper integration of ethical and civic praxis. Communication graduates exhibited consistently high attainment across digital, media, and development communication competencies, reflecting closer alignment with contemporary labor market demands. Across programs, curricula were perceived as relevant and responsive; however, systemic gaps were identified in practice-oriented learning, structured industry engagement, entrepreneurial preparation, and global competence integration. The study concludes that while Liberal Arts programs demonstrate substantial alignment with institutional objectives and professional expectations, targeted curricular recalibration is necessary to strengthen applied learning ecosystems, interdisciplinary responsiveness, and global–local coherence. By generating empirically grounded CQI inputs, the study contributes to the discourse on outcomes assessment in liberal arts education and advances a structured model for aligning academic programs with employability, institutional mission fulfillment, and sustainable development imperatives.

The development of digital technology has brought significant changes to patterns of social interaction and character formation among young generations, including within the madrasah environment. Uncontrolled use of gadgets has the potential to lead to moral degradation, behavioral deviance, and violations of legal and Islamic norms. This community service program aims to provide preventive education based on Islamic criminal law to students of MTsS Darul Ulum Sasa, Ternate City, in order to foster wise and responsible use of gadgets.The implementation methods included interactive counseling sessions and participatory discussions. The materials covered the basic concept of jarimah in Islamic criminal law, the principle of protecting honor (hifz al-‘ird), the protection of intellect (hifz al-‘aql), and their relevance to social media ethics and potential digital offenses such as the dissemination of negative content. The results of the program indicate a significant improvement in students’ understanding of the moral and legal consequences of gadget misuse. Furthermore, there was increased awareness of the importance of upholding Islamic values as guidance in daily digital activities. This program recommends strengthening digital literacy based on Islamic values through collaboration among schools, parents, and higher education institutions to prevent potential legal violations in the digital era

Universities across the world are increasingly redefining their campuses as comprehensive learning ecosystems that extend learning beyond formal classrooms. This review-based study examines how global higher education institutions integrate experiential learning, sustainability practices, interdisciplinary collaboration, and institutional operations into campus-based learning environments. Using secondary data drawn from peer-reviewed international journals, policy documents, and institutional reports published between 2015 and 2024, the study adopts a descriptive and exploratory research design. A thematic literature review approach is used to identify key dimensions, models, outcomes, and challenges associated with campus learning ecosystems. The review indicates that campuses functioning as learning ecosystems enhance student engagement, applied skill development, sustainability awareness, and institutional innovation. The study also highlights significant research gaps, particularly in developing country contexts, and emphasizes the need for empirical and longitudinal research. The paper contributes to the literature on higher education innovation by synthesizing global practices and offering a structured conceptual understanding suitable for policy and academic discourse.

The Swachh Bharat Abhiyan (SBA), which is one of India's most comprehensive national cleanliness and sanitation programs, was launched in 2014. The present study evaluates the impact of SBA in reducing environmental degradation and changing hygiene-related practices in higher education institutions. Data were analysed using non-parametric inferential tests, reliability metrics, and descriptive statistics using a standardized 32-item Likert-scale questionnaire. The descriptive results show that SBA activities are generally viewed favorably, especially regarding institutional support, awareness, and cleanliness standards. Strong internal consistency was demonstrated by reliability analyses, corroborated by high item–total correlations and Cronbach's alpha values. There were no statistically significant differences between colleges or gender groups, according to inferential analysis utilising the Kruskal-Wallis and Mann-Whitney U tests. This suggests that SBA efforts are implemented and perceived uniformly. The findings show the beneficial institutional effects of SBA while pointing out areas that need further policy support, like waste audits and enforcement systems.

This phenomenological study explored the lived experiences of employees who voluntarily stepped down from high-ranking positions to lower roles within the same organization. The study aimed to understand the motivations behind voluntary demotion, how individuals perceived their transition, and the implications for administrators and human resource managers. Using a qualitative phenomenological design, data were gathered through in-depth interviews with faculty members from higher education institutions in Koronadal City who had served at least two years in leadership roles before stepping down. Thematic analysis revealed that burnout and workload stress, a toxic work environment, a lack of administrative support, professional misalignment, and the pursuit of personal goals were the primary factors influencing their decisions. After transitioning, participants reported improved work-life balance, reduced stress, enhanced job fulfillment, and renewed focus on teaching and personal growth. However, some experienced reduced decision-making authority, diminished influence, and perceived loss of prestige. Despite these challenges, most participants viewed voluntary demotion as a strategic and necessary decision to preserve well-being and achieve professional alignment. The findings highlight the importance of transparent communication, structured transition support, and employee-centered leadership practices in fostering sustainable and healthy organizational environments.

Racism constitutes a structural phenomenon that is also reproduced within higher education institutions, where students are among the groups most frequently affected. However, students do not always recognize that their own practices—or the aggressions they experience—are part of the broader spectrum of racist manifestations. The purpose of this study was to identify and render visible such expressions within the student community to develop intervention strategies grounded in an intercultural approach. Using an action research methodology, participatory workshops were conducted between 2024 and 2025 with undergraduate students in the Pedagogy program at Universidad Veracruzana (Xalapa campus), drawing on materials from the Initiative for the Eradication of Racism in Higher Education. The findings indicate that throughout their educational trajectories, participants have encountered racist situations both at the university level and in earlier stages of schooling. In addition, they identify related issues such as violence, discrimination, and class-based prejudice.

This study aimed to develop a mobile-based English teaching test application used in the language Laboratory of Polman Babel. Before this study was conducted, the evaluation process of English learning still used paper-based tests, which required a long correction time and carried a risk of scoring errors. The developed application provided a solution by offering a digital testing system that displayed questions, received student answers, and automatically generated results. The research applied the Research and Development (R&amp;D) method with a waterfall approach consisting of requirement analysis, system design, implementation, testing, and evaluation. The application was developed using the Flutter framework for the user interface and Laravel for data management on MySQL. The testing results showed that the application functioned properly and improved the efficiency of the assessment process while reducing correction errors. Therefore, this application was expected to serve as an innovative alternative to support the digitalisation of English learning assessment in higher education institutions

This study aimed to investigate the effect of integrating the bring-your-own-device (BYOD) approach into an intensive English course for Ukrainian military personnel at a higher military educational institution. The research focused on assessing the impact of BYOD on the service members’ English proficiency and their perception of its implementation. The experimental study applied a mixed-method research design combining quantitative and qualitative approaches and involving a survey of the participants, collecting evidence through the proficiency test and questionnaires, and statistical data processing. The study procedure consisted of three stages: preliminary, enactment and evaluation. During the preliminary stage, the service members’ experience with using portable electronic devices and their readiness for the BYOD approach were examined. The enactment stage involved the implementation of the experimental training, while the evaluation stage focused on assessing the effect of BYOD incorporation into an intensive English course for Ukrainian military personnel. The results demonstrated that the BYOD approach had a positive influence on the service members’ English proficiency. Regarding the participants’ perceptions, they expressed overall approval of BYOD implementation during the course. Among the BYOD-integrated activities, they found beneficial tasks aimed at developing listening skills, information searching, checking meaning of new words and spelling, vocabulary acquisition, testing, sharing information, communicating with groupmates, as well as personal consulting and assisting from the instructor. The participants also highly evaluated positive influence of the BYOD approach on their English proficiency, vocabulary acquisition, listening, speaking and searching skills. However, they expressed some disagreement regarding its beneficial effect on critical thinking, motivation, self-discipline, communicative skills, cooperation abilities and creativeness. The findings contribute to the development of practical recommendations for integrating BYOD into foreign language courses at higher military educational institutions.

Academic Registries in African Higher Education Institutions are central to admissions, enrolment, progression, graduation, and the integrity of educational records. However, they operate within uneven policy frameworks and resource-constrained environments. This empirical review synthesises findings from recent studies on records and registry management across African Universities to examine how Academic Registries manage student records, the extent and nature of guiding policies, and the organisational, technological, and human factors shaping practice. Evidence shows that while many institutions have developed record-keeping systems and, in some cases, formal records or registry policies, implementation is often weak, fragmented, or inconsistently applied across units, with limited national-level policy direction in several countries. Digitalisation of academic records has improved efficiency and accessibility, where adequately resourced. Still, progress is hampered by obsolete filing systems, inadequate ICT infrastructure, security and privacy concerns, and shortages of trained records personnel. Registry performance is further constrained by understaffing, insufficient professional development, and bureaucratic bottlenecks, which collectively undermine timely decision-making, student services, and institutional effectiveness. At the same time, robust records and registry practices are consistently associated with better administrative performance, organisational effectiveness, and institutional reputation, highlighting their strategic importance for quality assurance and governance. The review argues for comprehensive, context-sensitive academic registry and records management policies that clearly define roles, standards, and procedures across the records lifecycle, supported by adequate resources, capacity building, and integrated digital systems. It concludes with recommendations for harmonising institutional and national policy directives, strengthening accountability mechanisms, and pursuing further empirical research, particularly longitudinal and comparative studies on policy implementation and its impact on registry effectiveness and student outcomes in African higher education.