Decolonizing ELT practices and policies in higher education: The cases of Mexico and Colombia

Higher Education Policy in Iraqi Kurdistan Region

Abstract Previous studies have affirmed the important role of multicultural competence and anti-hoax disposition in building social cohesion amid the infodemic. However, research examining the predictors of multicultural competence and anti-hoax disposition within the digital landscape remains limited. This study addresses this gap by analyzing differences in multicultural competence and anti-hoax disposition based on gender, academic achievement, family economic level, and parental educational background among university students in Indonesia. Using a cross-sectional survey design, data were collected from 2,622 students enrolled in public and private universities across various regions in Indonesia. Multicultural competence and anti-hoax disposition were measured using self-report scales, and the data were analyzed using independent-samples t-tests and one-way analysis of variance (ANOVA) to test mean differences across groups. The findings show that students’ academic achievement, family income level, and parental education are consistently associated with significant differences across all dimensions of multicultural competence and anti-hoax disposition. Gender differences emerged only in multicultural attitudes. These results indicate that university students’ multicultural competence and anti-hoax disposition are shaped by the interaction between cognitive–academic resources and family socioeconomic background. This study contributes to teaching and learning practice by underscoring the need for inclusive and differentiated learning policies in higher education that take into account the diversity of students’ academic and socioeconomic profiles.

This paper looks into the effects that internationalisation of German Higher Education Institutions has had on the language of instruction, with a particular focus on so-called ‘international degree programmes’. Although English-medium instruction has increased considerably over the past two decades, there is a clear lack of empirical studies looking into the ways in which this has been implemented: What overt or covert assumptions are associated with such international degrees? What role do other languages, including German, play in such programmes? How well are these roles defined, and how transparent are these to prospective students? What kind of language support is put in place and how effective is it from the students’ perspective? The present paper tries to shed some light on these questions by reporting the key findings of two case studies arguing in favour of a more consistent language policy in Higher Education in order to foster multilingual practices and competences.

This article will focus on some of the trends and policy changes that may be considered good news for higher education and other trends and policy decisions that may be considered bad news for higher education.

Purpose This paper investigates the potential of micro-credentials to democratize higher education in the context of Industry 4.0 and the creative disruption caused by generative AI. It proposes an applied framework for a micro-credential ecosystem that fosters collaboration and dynamic interactions among learners, providers, regulators and facilitators, enabling effective upskilling and reskilling in response to the rapid technological advancements that the world has yet to fully encounter. Design/methodology/approach Using Hong Kong as a case study, the research employs the concept of democratization of higher education and critical policy analysis to assess policy as a dynamic process influenced by power, discourse and social context and examine how these micro-credentials unbundle higher education and contribute to democratizing learning across the life-span. Findings The research reveals that micro-credentials are valuable tools for skill enhancement and career advancement. It offers new insights into the roles of stakeholders: learners as active participants in curating personalized educational journeys; providers as innovators of modular, stackable credentials; regulators as architects of quality assurance and recognition frameworks and facilitators as enablers of scalability and accessibility. The paper advocates for their integration into educational frameworks to facilitate the development and recognition of knowledge and skills acquired outside traditional learning systems, thereby promoting lifelong learning in an innovative and impactful manner. Originality/value This study contributes to literature and policy-making by demonstrating how micro-credentials bridge gaps between formal education, workforce demands and continuing education. Instead of merely conferring degrees and parting ways with graduates, universities, as innovative learning institutions, can offer transformative experiences that support individuals throughout their lifelong journeys. By embracing the concept of a 100-year lifespan, universities can position themselves for sustained growth and relevance in the evolving futures. Through the Hong Kong case, this research advances theoretical understandings of credentialing ecosystems and provides an empirical basis for exploring their scalability in other global cities, enriching the discourse on the future of higher education amid creative disruptions.

ABSTRACT This paper explores how global and transnational trends manifest in the governance reforms in European higher education. It brings together Finland, France, Poland, Portugal, and the Netherlands to analyse how the states mediate transnational trends and national policy priorities. While lacking official decision-making authority in higher education policy, transnational organisations have significantly influenced policy and practice changes due to the perceived importance of higher education for economic and social development. Their influence can be described as facilitating policy borrowing and policy lending, articulating the characteristics of the states and the established academic cultures with governance narratives. The study employs a comparative document analysis of national policy contexts across five countries. The analysis brought forward the role of the state in mediating higher education institutional autonomy, opening avenues for further research on the rationales influencing the national interpretation of transnational trends.

This study aims to map and analyze research trends related to the MBKM (Merdeka Belajar Kampus Merdeka) E-Module in higher education by identifying publication growth, dominant themes, and research clusters during the 2020–2025 period. This research employs a qualitative descriptive approach using bibliometric analysis. Bibliographic data were collected from Google Scholar through the Publish or Perish (PoP) software using the keywords E-module, MBKM, and university. A total of 236 document metadata records published between 2020 and 2025 were obtained and stored in RIS format. The data were then analyzed using VOSviewer to generate network, overlay, and density visualizations to identify research patterns, keyword relationships, and publication trends. The findings indicate a fluctuating yet increasing trend in MBKM E-Module research, with a significant rise in publications between 2022 and 2024. The most frequently discussed topics include digital learning media, independent curriculum development, project-based learning, digital teaching materials, and student competency development. Network visualization reveals 13 distinct research clusters, demonstrating diverse research themes with strong interconnections among curriculum innovation, digital learning, and experiential learning approaches. Overlay and density visualizations show that recent studies focus increasingly on applied learning models and competency-based education. This study presents a comprehensive and longitudinal bibliometric mapping of MBKM E-Module research by systematically integrating e-module studies with the Merdeka Belajar–Kampus Merdeka (MBKM) policy in higher education. By analyzing publications from 2020 to 2025, this research reveals the intellectual structure, dominant themes, thematic evolution, and emerging research gaps within policy-driven digital learning. The findings offer novel insights into the development of MBKM-based digital learning scholarship and provide a robust reference for future empirical research, curriculum innovation, and evidence-based policy formulation in higher education.

Higher education institutions face both opportunities and risks when adopting Artificial Intelligence (AI), offering possibilities for educational progress while simultaneously deepening existing social inequalities. With the rapid adoption of AI in the legal profession, there is a growing need to reimagine legal pedagogy. Within the scholarship of teaching and learning, the pedagogical and ethical aspects of AI in education have received extensive global research, yet South African legal pedagogy has received limited study as far as its transformative potential is concerned, despite its ongoing social inequalities. The study examines AI-mediated learning environments through person–environment theory as well as Freire’s critical/postcolonial pedagogy in exploring their impact AI may have on students' legal reasoning abilities, research skills, and access to knowledge. The study employs qualitative document analysis of South African higher education policy documents alongside international AI-based legal education platforms. Preliminary analysis suggests that AI has the potential to enhance legal reasoning and research efficiency, yet also risks maintaining epistemic exclusion and the digital divide unless structural inequalities are addressed. The research adds to teaching and learning scholarship by proposing a justice-oriented framework that unites theoretical and practical approaches to integrate AI into South African legal education, thereby promoting socially just transformation. The research proposes inclusive curriculum design, critical digital literacy training, and context-sensitive pedagogical approaches. Situated within a Global South perspective, the study thus offers one of the first to combine theoretical insights and practical recommendations for using AI to challenge entrenched inequalities and promote socially just legal education transformation.

Private academic institutions in the Philippines improve higher education by offering flexible, creative programs that meet student needs and connect education to careers. To be competitive, these institutions need future-proofing measures to adapt to change. This descriptive-correlational study examined how a private institution and its branch in Laguna, Philippines, used these tactics. A survey of 35 middle managers (deans, department heads, and program coordinators) examined the relationship between future-proofing and institutional sustainability. All five future-proofing criteria were “excellent,” with curricular innovation scoring best. Student achievement and academic program relevance were "extremely good" for institutional sustainability. A substantial correlation exists between future-proofing approaches and institutional sustainability (r = 0.754, p < 0.001), indicating that better implementation leads to better sustainability outcomes. Future-proofing indicators did not differ by demography, although perceived sustainability did vary by age group (F (5) = 3.261, p =.019). Respondents shared practical, real-world methods for institutional resilience. The findings will inform private higher education policy and administration to prepare institutions for a changing educational environment.

The article is devoted to the analysis of the essence and main characteristics of open education, its advantages, as well as the role of international and national policy in shaping the development strategy of this direction. The key trends in the integration of open education into the higher education system, improving the quality of educational services and stimulating the innovative development of universities are highlighted. Attention is paid to the international dimension of open education: the activities of UNESCO, the European Union, OECD and other international organizations that define global standards and policies aimed at ensuring equal access to knowledge, creating open educational resources (OER) and supporting distance learning. The features of the implementation of the national open education policy are analyzed using the example of Ukraine, in particular the regulatory framework, digitalization of the educational process, creation of platforms and repositories, as well as participation in international cooperation programs. Comparative data on the development of open education in Great Britain and Ukraine for the period 2015–2025 are presented, which allows us to assess the pace of development and the scale of attracting applicants to online education. The main models of implementing open education at the national level are considered – state regulation, partnerships and grassroots initiatives (grassroots approach). The strategic importance of open education in the context of technoglobalism and geopolitical transformations is highlighted, its role in forming a global information education system, leveling disparities in educational markets and ensuring sustainable innovative development. The effective implementation of open education requires coordinated interaction at the international, regional and national levels, a combination of legislative regulation, financing, digital infrastructure and human resource development, which ensures equal access to knowledge, integration into the global educational space and overall progress in the field of higher education

This study examines Tanzanian university instructors’ views on the shift from English to Kiswahili as the medium of instruction (MoI), comparing language-based and non-language-based instructors. Drawing on Language Planning and Policy Theory and Sociolinguistic Theory, the research examines how social, structural, and personal attitudes shape instructors’ views on language use in higher education. Through a survey of 74 university instructors, we investigated their opinions on the feasibility, benefits, and challenges of adopting Kiswahili as a MoI. The results show that language-based instructors (LBIs) are generally supportive, highlighting how Kiswahili can improve understanding, boost student engagement, and promote cultural identity. In contrast, non-language-based instructors (NLBIs), particularly in technical and scientific fields, expressed cautious support, raising concerns about resources, specialised vocabulary, and alignment with international standards. The study suggests that successfully introducing Kiswahili requires practical steps, such as developing teaching materials, training instructors, and aligning with national education policies. These findings reveal the diverse perspectives across disciplines and the complex realities of implementing language policy in higher education. By understanding these challenges and opportunities, policymakers, university administrators, and educators can make more informed decisions to support effective and culturally relevant language practices in Tanzanian universities.

This article explores the impact of government initiatives in the field of artificial intelligence (AI) on the development of higher education, using Singapore as a case study. In the context of global digital transformation, governments worldwide are actively formulating policies aimed at advancing AI technologies, which directly influence educational systems. Singapore is among the leaders in this field due to its progressive governmental strategies, particularly the National AI Strategy, and various initiatives led by the Ministry of Education, which focus on integrating AI into educational processes. One of the key initiatives is the Smart Nation program, which provides a systematic framework for developing infrastructure to support the implementation of innovative technologies, including AI, across all aspects of citizens’ lives, particularly in education. The study of Singapore’s Smart Nation initiative is particularly relevant, as it represents a crucial component of the country’s digital transformation strategy. The Smart Nation initiative envisions the integration of modern digital technologies across all sectors, from healthcare to education and government services. It fosters the development of AI-driven infrastructure, with a strong emphasis on educational institutions. The incorporation of advanced technologies into the learning process, along with the optimization of administrative functions through AI, is an integral part of this initiative. As part of Smart Nation, Singapore also actively promotes the concept of a Smart City, where education plays a crucial role in the development of the digital environment. Studying Singapore’s experience provides valuable insights into the potential application of similar government strategies in other countries, contributing to the global enhancement of educational models. The Smart Nation program serves as an important benchmark for many nations, offering a clear roadmap for integrating AI into educational technologies. Through the implementation of progressive policies and innovative solutions, Singapore has become a model for other countries seeking to incorporate digital technologies into education. Smart Nation supports the creation of digital platforms for students and educators, facilitating access to educational materials and resources while promoting a flexible learning approach in response to the constantly evolving technological landscape. This adaptability enables students and teachers to navigate new challenges effectively while fostering the development of essential skills required in high-tech environments. The findings of this study may be beneficial for both educational institutions and government bodies involved in shaping policies for digital education and innovative technologies. Applying Singapore’s experience can enhance the integration of AI into educational processes, improve the efficiency of teaching and higher education management, and create new opportunities for young professionals capable of thriving in a digitally transformed world.

Character education in higher education plays a strategic role in shaping a generation of the nation with integrity, democracy, and adherence to constitutional principles. In this context, Constitutional Law serves as a normative framework governing the implementation of national education, including the mandate to shape student character. This study aims to analyze how the principles of Constitutional Law—such as constitutional supremacy, good governance, and human rights protection—play a role in formulating and directing character education policies in higher education. This study uses a juridical-normative approach by examining the legal norms contained in the 1945 Constitution of the Republic of Indonesia, Article 31 paragraph (3) concerning the objectives of national education, Law No. 12 of 2012 concerning Higher Education, and Law No. 20 of 2003 concerning the National Education System. The results of the study indicate that State Administrative Law provides a strong constitutional foundation for the development of character education through the affirmation of moral values, public ethics, and citizen responsibility. In addition, higher education regulations mandate the integration of character in the curriculum, university governance, and the formation of a civilized academic culture. This study concludes that the role of Constitutional Law is not limited to normative aspects, but also encompasses oversight, institutional strengthening, and the guarantee of systematic character education implementation. Effective implementation requires regulatory harmonization, commitment from higher education institutions, and synergy between the state and society in shaping students' character as citizens based on the values ​​of Pancasila and the constitution.

Objective: This article aims to identify the factors affecting business and economics lecturers’ inclusion of artificial intelligence (AI) in the curricula. Research Design & Methods: We applied a quantitative approach to test a research model based on the theory of planned behaviour. We used partial least squares structural equation modelling to verify hypotheses using a sample of 133 university lecturers from business and economics. Findings: The study reveals that key background factors, including prior AI education and prior AI use, indirectly contribute to the inclusion of AI in the curricula. AI education contributed by enhancing lecturers’ cognitive attitudes and self-efficacy and AI use only contributed through self-efficacy. Contrary to expectations, previous instances of AI integration in teaching have had an insignificant influence on the inclusion of AI into the curriculum. Implications & Recommendations: The inclusion of AI in business and economics university teaching is a precondition for equipping graduates with skills expected in the job market. Based on the findings of this study, two paths seem to be particularly helpful in achieving this objective: improving lecturers’ attitudes via AI education and improving their self-efficacy through personal AI use. Contribution & Value Added: The contribution of this study consists of identifying the factors that influence lecturers’ intentions to incorporate AI into their curricula. Shedding light on these determinants can guide higher education policies and support the development of strategies to promote the effective incorporation of AI into current teaching programmes.

Introduction: E-learning has emerged as a transformative paradigm in medical education, emphasizing educational equity, the elimination of geographical barriers, and lifelong learning. It has become a central focus of higher education policy. The integration of modern educational technologies into clinical education has revealed significant challenges in clinical curriculum design and highlighted the need for faculty members equipped with digital competencies. This study aimed to develop a framework for the transformation of virtual clinical education to enhance the resilience of health education systems. Method: This qualitative study employed a phenomenological approach. In the first phase, the experiences of 26 clinical faculty members with virtual teaching experience from Tehran medical schools were collected through semi-structured interviews and analyzed using the Colaizzi method. In the second phase, a preliminary framework was developed based on the data. In the third phase, the framework was validated and finalized by a panel of 15 expert specialists. Results: Data analysis yielded 842 initial codes, which were clustered into 21 subcategories. These subcategories were then grouped into nine main categories, leading to the emergence of four overarching themes: “Effective Opportunities in E-learning,” “The Complementary Role of E-learning,” “Neglect of the Cultural and Social Dimensions of the Curriculum,” and “Shortcomings of E-learning.” From these results, the Virtual Clinical Education Transformation Framework was developed through an expert panel process. Conclusion: In summary, for the effective utilization of e-learning in medical sciences, it is essential to design curricula using a human-centered and context-based approach. This should both address the cultural and educational needs of learners and reduce existing shortcomings by fostering dynamic interaction and implementing comprehensive support systems.

This study aims to examine in depth the influence of educational research collaboration between Malaysia and Indonesia in supporting the development of science in the Southeast Asian region. Collaboration between countries in the field of research has become an important strategy to face global challenges and improve the quality of higher education. Using a descriptive qualitative approach, this study examines the various forms of academic cooperation that have been established over the past decade, including joint scientific publications, faculty and student exchange programs, the organization of regional scientific conferences, and the establishment of research networks involving institutions from both countries. Data was collected through document reviews, institutional reports, and scientific publications accessed from reputable sources. The results show that Malaysia Indonesia research collaboration contributes significantly to increasing scientific productivity, as shown by the significant upward trend in the number of joint publications from year to year. In addition, this collaboration encourages diversification of fields of study, strengthens cross-cultural knowledge exchange, and shapes a more inclusive and competitive research ecosystem at the regional level. Furthermore, it reinforces Southeast Asia's strategic position as a fast-growing region in contributing to the global knowledge landscape. The study recommends the need for a more structured regional research network, increased investment in cross-border academic cooperation, and harmonization of higher education policies in the region as strategic steps for the future. The findings are expected to serve as a basis for policy makers and stakeholders in designing collaborative strategies that are sustainable and impactful.

This bibliometric study maps the intellectual structure and emerging trends in English Language Teacher Education (ELTE) research from 2007 to 2024. We conducted co-occurrence network analysis and co-citation mapping on 17,492 Web of Science-indexed publications, including 16,467 peer-reviewed journal articles, 827 reviews, 192 editorial materials, and 1,446 early access publications. The analysis identified five primary research clusters: (1) teacher professional development, (2) language acquisition, (3) academic achievement and assessment, (4) higher education policy, and (5) learner psychology. Burst analysis and co-citation networks highlighted emerging areas such as teacher professionalization, technology integration, and learners’ emotional experiences. Geographic analysis showed that the United States, China, and the United Kingdom produce 76.3% of the research, while southern hemisphere countries contribute just 12%. Future research should prioritize examining the long-term impacts of technology-enhanced teaching methods, particularly on learners’ emotional engagement, including foreign language enjoyment and anxiety. These investigations will deepen our understanding of how technology can enhance language learning experiences and contribute to the professional development of teachers, fostering more effective and equitable ELTE practices worldwide.

Against the dual backdrop of the popularization of higher education and the acceleration of social transformation, student mental health issues have become a key issue affecting the quality of talent cultivation. As the core lever for coordinating resource allocation and coordinating multiple forces, the practical effectiveness of higher education leadership policies in the field of mental health is directly related to the achievement of educational goals. This article is based on policy frameworks such as the "Special Action Plan for Strengthening and Improving the Mental Health of Students in the New Era (2023-2025)", and combines practical cases from institutions such as Nanyang Normal University and Qingdao Engineering Vocational College to systematically analyze the current practice status of leadership policies in organizational structure building, resource supply, and collaborative mechanism construction. Research has found that there are currently problems such as policy implementation hierarchy gaps, imbalanced resource allocation, and poor coordination mechanisms. By reviewing typical experiences in the construction of the "four level network", collaboration between school doctors, and intelligent monitoring, optimization strategies such as strengthening top-level design, optimizing resource coordination, improving collaborative systems, and perfecting evaluation mechanisms are proposed to provide practical references for improving the quality of mental health work in higher education.

Purpose: This research explores the impact of women’s transformational leadership on Equity, Diversity, and Inclusion (EDI) policies within higher education in the UK. Despite significant advancements in gender equity, the specific role of women leaders in shaping EDI policies has not been thoroughly investigated. Women remain underrepresented in senior academic leadership positions due to structural inequalities and cultural biases that prioritize male leadership. This study seeks to understand whether women leaders, through transformational leadership, can influence the development and implementation of EDI initiatives, fostering a more inclusive academic environment. Methodology: A meta-synthesis was conducted as part of a systematic review (6 tight-focussed articles) and meta-analysis (56 wider articles), following PRISMA guidelines, to examine the relationship between women’s leadership and EDI policies in higher education. The study synthesized evidence from diverse sources, evaluating the quality of included studies. The central research question was: Are women leaders and their leadership styles actively promoting EDI? The analysis integrates findings to assess the impact of women’s transformational leadership on advancing EDI initiatives, highlighting successes, challenges, and areas needing further exploration. Findings: The study reveals that women leaders who adopt transformational leadership styles significantly influence EDI policy development, aligning policies with institutional values and fostering inclusive academic environments. However, few women are afforded the opportunity to assume leadership roles, limiting the broader impact of such leadership. Institutions led by committed women leaders are more likely to implement comprehensive EDI strategies, affecting recruitment, promotion, and retention practices. Strong leadership correlates with robust EDI policies, enhancing staff and student outcomes. Faculty and students who perceive leaders as champions of diversity report higher engagement, greater job satisfaction, and improved collaboration and innovation. Originality/Theoretical Contribution: This research addresses a gap in the literature by linking women’s transformational leadership to EDI policy development in higher education – a relationship that has not been explicitly explored. The study contributes theoretically by demonstrating how leadership styles can shape institutional culture and policy implementation, providing a nuanced understanding of gender, leadership, and organizational change within academic contexts. Practical Implications: Findings offer actionable insights for university leaders and administrators: promoting women into senior roles can enhance the development and implementation of EDI policies. Leadership development programmes that foster transformational leadership among female academics could help institutions create more inclusive, equitable environments. Societal/Policy Implications: Women in transformational leadership positions can contribute to a fairer society by influencing institutional practices that promote equity, diversity, and inclusion. Policy interventions should focus on increasing women’s representation in executive and senior roles, ensuring EDI policies leverage women’s leadership potential. Broader societal benefits include enhanced organizational performance, improved workplace culture, and stronger support for historically marginalized groups. Limitations: This study is limited by the scarcity of research specifically addressing women’s leadership in higher education. Leadership in academia remains underexplored, particularly concerning the barriers female academics face and how they navigate systemic power dynamics. Additionally, while PRISMA meta-synthesis provides a structured approach, it may exclude studies using unconventional methodologies and risk oversimplifying complex phenomena. Despite these limitations, the approach highlights gaps and underexplored areas, paving the way for future interdisciplinary research.