Higher Education Programs Research Articles

Promoting mental health in higher education students: a pilot study

Abstract Introduction The mental health and well-being of higher education students is a relevant topic today, given the high prevalence of mental disorders and their increasing trend. Therefore, it is imperative to develop health education programs that aim to develop strategies to promote psychological well-being and reduce suffering in this population. Objectives To develop and implement a mental health promotion program, with interventions based on Yoga/meditation and Auriculotherapy, and evaluate its impact on the mental health of higher education students. Methodology Pretest-posttest design, with assessment before (T0), after the intervention (T1) and with a three-month follow-up (T2). Evaluation with the Portuguese version of the Mental Health Inventory (Pais-Ribeiro, 2001), and physiological assessment (heart rate, respiratory rate and blood pressure). 22 students participated in the intervention, randomly divided into two groups: Yoga/meditation group (GY) and Auriculotherapy group (GA), each with 11 students. Results The physiological parameters evaluated showed, in all sessions, a decrease in averages, regardless of the technique implemented. In the assessment at T0 and T1, it was found that there was a significant decrease in the Distress (p = 0.037) and Anxiety (p = 0.031) dimensions. In the evaluation over time (T0, T1 and T2), it was found, regardless of the technique implemented, that the intervention had a positive effect on the mental health of the students. Discussion The results point to the importance of developing mental health promotion programs in higher education.

Engagement of stakeholders in action-oriented education for sustainability: a study of motivations and benefits and development of a process model

ABSTRACT Purpose Engagement of non-academic stakeholders is an important element of education for sustainability, but is rarely mentioned in contemporary agricultural education literature. This article investigates the process of engagement of non-academic stakeholders into higher education programs on agriculture. Non-academic stakeholders refer to private firms that are focused on the acquisition of knowledge with the objective of achieving a competitive advantage. Design/methodology/approach Eleven cases of agricultural education at the undergraduate (Bachelor’s degree) and graduate (Master’s degree) levels in three different countries (Italy, Greece, Norway) were analysed through interviews with teachers and stakeholders and in-situ observations. Findings Qualitative analysis revealed three categories of motivation (inspiration, marketing, sharing experience), two benefits (energy, problem-solving) and four combined categories (exchange, new knowledge, new workers, practical contribution). A conceptual model, developed in the study, provides guidelines for the engagement process, enabling more collaborative education approaches in agriculture and food. Practical implications The proposed model provides educational institutions with a tool for assessing stakeholder engagement process in new/existing education initiatives, enabling transformation of education from narrow individual disciplines to integration of knowledge sources and a variety of learning arenas in education. Theoretical implications Within the framework of university-industry collaboration in combination with action-oriented education for sustainability, findings provide unique insights into the engagement of stakeholders in education. Originality/value This study contributes to knowledge by applying principles of action learning and focusing on the education side of engagement. The results demonstrated that engagement in action-oriented collaborative education offers several benefits to non-academic stakeholders. This was found to have real effects on farm businesses, manifested as changes in production processes and discovery of new marketing opportunities.

Grounded Theory on Creating and Maintaining Adult Education Programs in Selected Higher Education Institutions in the Philippines

<p style="text-align:justify">This study is an attempt to develop a grounded theory on how adult education in higher education (AEHE hereafter) programs in the Philippines are created and maintained. The grounded theory illustrates the interrelation of factors that stimulate or serve as the drivers of AEHE in higher education institutions in the Philippines as well as the management and maintenance of AEHE at the operational and strategic levels, hence illustrating the bigger picture of adult education in higher education in the Philippines. Funded by the Commission on Higher Education (CHEd) of the Philippines, this study was part of a larger research project that investigated adult education in Philippine higher education institutions, that is, State Universities and Colleges (SUCs) and Private Higher Education Institutions (PHEIs). The data were derived from focus group discussions (FGD) with 43 participants from eight SUCs and nine private HEIs that have adult education programs that are regularly offered every academic year. The grounded theory drawn from the study pointed to the contextual – personal and institutional – factors, strategic and operational levels of management as well as the critical role of academic policy for the implementation and maintenance of AEHE programs, collaboration, and a compelling vision to ensure that adult education in higher education in the Philippines is prioritized in the country with involvement of relevant government agencies that will draw definite agendas and priorities to attain the goals of AEHE through a structure and management to carry out its functions and realize its compelling objective of creating a cadre of AEHE educators and specialists and adults suited for the demands of a knowledge-driven economy.</p>

The Power of a Smile: Exploring the Connection between Teacher Facial Expressions and ESL Learning

This research was designed to determine the impact of smiling by an ESL teacher on students' learning achievement. Ten males and six females were interviewed using semi-structured interviews. All of them were students of a higher education program in the United Arab Emirates for the study. The findings suggested that a smile is a major part that can lead to better learning outcomes and affirmed the positive psychology theory. In addition, it was ascertained that a smiling teacher leads to positive changes in attitude; learning climate; motivation and involvement; rapport with the subject; reduction in stress; anxiety; fear and anger; and an improvement in trust and respect. Higher learning outcomes may be achieved through any of these ways. This conceptual model is conducive to empirical research study as presented in this research.

De-mythologizing Social Work Education: Ivan Illich Revisited

Abstract Social work presents itself as a social justice profession, being concerned with the empowerment and liberation of people. Here, we argue that social work as it is instituted in programs of higher education, shares the same assumptions of need, scarcity, and la Technique as the society it criticizes, and is an iatrogenic radical monopoly. We critique these assumptions in relation to social work and social work education and then discuss the Illichian concept of conviviality on the basis of which we make suggestions for reform.

Navigating the Contradictions of ePortfolio Implementation: A Practice-Based Approach Through the Lens of Activity Theory

EPortfolios have emerged as promising technology and practices to redefine pedagogical and learning practices in higher learning institutions. This study examines ePortfolio technology and practices implementation at - a dual-sector educational institution offering higher education and vocational training programs. The implementation, spearheaded by a dedicated central teaching and learning unit in collaboration with faculty academics, signifies a strategic institutional shift towards enhanced reflective practice and learning documentation. While prior research has acknowledged the general integration of ePortfolios within university pedagogy, there exists a lack of literature examining the nuanced challenges and prospects presented by learning design frameworks. Our paper seeks to address this gap by employing activity theory as an analytical framework to dissect the complexities of ePortfolio implementation within higher learning environments. Through the methodological lens of action research, we provide a nuanced narrative of the multi-faceted hurdles encountered during the roll-out of the ePortfolio platform and practices. Our findings not only delineate these obstacles but also showcase ePortfolios’ potential for pedagogical innovation. The paper aims to contribute to the ongoing discourse on digital pedagogies, offering valuable insights for educators, administrators, and policymakers to navigate the challenges of ePortfolio implementation process. This way the study offers ways to navigate such challenges to harness the full spectrum of ePorfolio systems and practices to support successful implementation in higher education institutions.

Analysis of Teaching Methods and Student Perceptions in Learning English Speaking Skills

This study aims to identify and analyze the teaching methods employed by lecturers to enhance speaking skills among university students in Karawang. Mastery of speaking skills in a foreign language is crucial for students, not only for academic success but also for professional development in the future. Despite its importance, teaching speaking skills often faces challenges, such as determining the most effective methods to improve students' speaking abilities. This research adopts a qualitative approach using narrative inquiry to explore various teaching methods utilized by lecturers and the perceptions of students towards these methods. Data were collected through interviews and classroom observations involving five randomly selected students who have participated in speaking courses. The findings indicate that teaching methods incorporating active interaction, constructive feedback, and the use of technology significantly enhance students' speaking skills. Students responded positively to more interactive and technology-based methods, which allowed them to practice speaking in contexts closer to real-life situations. The study also revealed that students' confidence in public speaking increased when supported by a positive learning environment and inclusive teaching methods. This research provides valuable insights for educators in developing more effective teaching strategies to improve students' speaking abilities. Therefore, the findings from this study are expected to contribute to the development of better curricula and more innovative teaching programs in higher education.

Career resources and securing quality work: graduate perspectives

ABSTRACT Empowering graduates to secure quality post-graduation employment is a key goal for higher education institutions and their students. University support in developing career resources may aid transition to work by enhancing social support and networks, fostering a strong sense of professional self, promoting career self-management, and instilling career confidence. Yet there lacks empirical understanding of these resources and the role they play, including how they interrelate, how they vary by personal characteristics, and how they are developed. This study examines how graduates fare in the labour market, characterises their career resources, and explores the relationship between career resources and graduate-level employment. These insights will contribute to theoretical understanding of building employability and inform effective employability programmes in higher education. The mixed-method approach encompasses an online survey of 324 bachelor graduates of Australian universities, followed by focus groups to further explore participants’ experiences. Employed graduates felt that their work did not align adequately with their degree-based knowledge and skills. Those with greater career confidence, social support, and career self-management experienced better outcomes, with these resources showing strong interconnections. Universities should consider a multi-faceted approach in developing employability, addressing multiple dimensions of career resources from the beginning of students’ degrees.

Does being physically active and engaged affect reading ability? A review of the literature

Reading ability is one of the basic skills to open the horizons of knowledge and bring authentic input for a performance of the mind. Learning programs in higher education are aimed at equipping students to have comprehensive critical thinking-based reading skills. Learning to read is an abstract process of cognition which is the performance of the sense of sight, a cognitive process consisting of critical thinking and self-awareness elaboration. It is suspected that students who are active will have better speed in reading comprehension. This research aims to examine based on research evidence by reviewing the literature. Materials were searched using the keywords "physical activity to reading skill". Searches were conducted in Scopus and PubMed accounts. Based on the analysis step using PRISMA, 13 relevant articles were finally obtained in accordance with the purpose of writing. Based on this study and review, it can be concluded that physical activity can be in the form of walking, cycling, play programs, gross motor interventions, providing motor stimulation to the whole body, has a positive effect on reading ability. The positive results of physical activity are the acquisition of fine and gross motor skills, the achievement of a good level of fitness that bridges the enthusiasm and endurance of learning so that it affects reading skills. The second conclusion from this study, besides specifically affecting reading skills, is also evidenced by 7 articles mentioning activity, activeness and the results of these two things affecting academic achievement. Keywords: Physical Activity, Active, reading ability

Design of a Serious Game to Teach Esports Concepts and Career Pathways

The popularity of esports has gained public interest over the past decade, leading to the industries evolution, providing further avenues for career prospects and educational outreach. Esports, abbreviated from electronic sports, is the nature of playing video games casually or professionally at a competitive capacity, either as an individual, or as a team. Previous research areas in esports have focused on education, psychological factors, health and nutrition, business management, performance review, and commercialisation, factoring in the relevance of esports in sports and supporting terms. The industry has different avenues and perspectives that are advantageous to develop innovative approaches, providing information about the industry, and improving the understanding for the wider general audience. Serious games and games-based learning provides the opportunity to educate and inform about the phenomenon of esports and the potential career industry pathways. This paper presents a conceptual design for an esports serious game to educate players about esports in relation to career pathways and genres. Investigation and adaption of serious game frameworks (e.g. Learning Mechanics-Game Mechanics, Activity Theory Model of Serious Games) will be adhered to through the research. This will lead to the development of a serious game for potential stakeholders to assist in their interests in studying or learning about esports and its multi-faceted career opportunities through simulated scenarios. A mixed methods approach will support the increased frequency of new esports programmes in secondary, further, and higher education, using a serious game to inform prospective students in relation to potential career avenues. The conceptual design idea presented in this paper will support the initial research steps of a serious game to teach about esports.

Understanding Mixed Reality Simulation as a Training Environment for Behavior and Special Education Knowledge and Skill Acquisition

Concerningly, pre-service teachers might utilize practices during practicum and student teaching experiences in ways that are less than satisfactory, or even harmful, to students, peers, or mentors. Mixed reality simulation (MRS), an educational tool for practicing teaching skills, may be a warranted approach to field experience that limits wrongdoing. However, few studies have researched the impact and meaningfulness of MRS teaching experiences. Therefore, this study combined both survey results and interview findings to report the extent to which MRS might improve the knowledge and skills of pre-service educators and whether MRS was considered an appropriate field experience alternative. Within one simulated scenario design, participants ( n = 94) were asked to engage five elementary-aged avatar students who presented challenging behaviors and asked questions or made comments about disability. Implications of findings are discussed in relation to mitigating common barriers of field experiences in higher education programs suggesting that, potentially, MRS may be an innovative way to respond to attrition concerns in the field of special education.

Evaluating intercultural learning materials from the RICH-Ed project through a non-essentialist perspective: Chinese University students’ and instructors’ perceptions

ABSTRACT Globalisation has increased cultural diversity in Chinese higher education, highlighting needs for intercultural competence development. However, suitable China-centric resources are lacking. This study evaluates intercultural learning materials developed by the RICH-Ed project, an intercultural communication textbook grounded in critical social constructionism and non-essentialist principles. The study employed a two-phase qualitative design, collecting data through questionnaires and interviews to understand students’ and instructors’ perceptions of the materials. The results indicate the RICH-Ed intercultural learning materials expanded students’ intercultural understanding. The interactive experiential learning activities enabled transformational self-reflection, challenging previous assumptions and developing appreciation for diverse perspectives. Similarly, the materials shaped instructors’ beliefs about intercultural communication. Instructors also experienced significant pedagogical shifts from essentialist to contemporary critical constructionist approaches. The collaborative lesson planning, observation, and reflection cycles built instructors’ confidence and competence in student-centred, dialogue-based methods aimed at intercultural learning goals. However, academic reading difficulties and the need for supplementary teacher training were issues identified. Recommendations include scaffolding comprehension through glossaries, discussions, and levelled reading; tailoring examples and roleplays for Chinese contexts; adding interactive multimedia; and expanding lesson studies. This utilisation-focused evaluation provides insights to strengthen emergent intercultural resources and training programmes in Chinese higher education.

The application of curriculum analytics for improving assessments and quality assurance in higher education

Curriculum mapping is a necessary process for establishing evidence of where learning outcomes are taught and assessed in higher education programmes. Mapping ensures the credibility of the institution and programme offerings and provides students with a clear understanding of what they can expect to learn and achieve during their academic studies. Well-mapped curricula that reference relevant standards and articulate aligned assessments are foundational for effective teaching and learning. Curriculum quality assurance measures are commonly accepted as a means of assuring accurate mapping. Assurance processes are, however, resource-intensive, error-prone and reflect human biases. Few studies have adopted an analytical approach to ensure programme quality assurance steps are traceable to a fundamental level of these maps: single courses and their assessment items. In this study, we adopted a novel curriculum analytics methodology to validate the mapping of professional standards to course-based assessments in a higher education degree program. Using an Australian initial teacher education programme as a case study, we applied and analysed results from a structured methodology that may be implemented across other disciplinary programs. Practical implications for quality assurance in higher education and the methodological contributions of this novel approach are further discussed. Implications for practice or policy: Quality assurance mechanisms in higher education serve to demonstrate that specific accreditation standards have been attained or maintained. An evidence-based approach is needed to ensure curriculum mapping and quality assurance. This study's novel curriculum analytics approach provides a robust foundation for demonstrating assessments’ compliance with accreditation standards at the degree program level. A data-driven approach for quality assurance presents opportunities for wider and scalable applications across other institutions.

Adult learning and education for expanding access to higher education: the case of opsimaths in Ghana

ABSTRACT Opsimaths are a unique group of late learners among adult learners who qualify as Knowles’ ‘neglected species’. Opsimaths usually face more daunting challenges in their academic journey than other adult learners. In this study, we employ the [exploratory] phenomenological design to present the experiences of 15 opsimaths in Ghana who entered the university through literacy classes. The 15 opsimaths went through a university-approved access course and passed an entrance examination before gaining admission to higher education programmes. All 15 learners were pursuing postgraduate programmes at the time of this study. The findings show there are varied reasons for opsimaths to embrace formal higher education in their later years. The findings further identified the challenges opsimaths faced, their resiliency strategies, and identity reconstruction as they pursued higher education. Beyond the opsimaths, the study’s findings have implications for higher education practitioners The findings provide a basis for a re-think and for higher education administrators to develop bespoke policies for such a cohort of learners.

The Impact of State Funding of Higher Education on Employment and Living Standards in Georgia

State financing of higher education is crucial for promoting innovation and competition, as well as guaranteeing equal opportunities and access to education. This financing facilitates the development of students' potential by providing them with the necessary skills and information to enhance graduation rates and social well-being. Scholarships and grants are implemented to improve student access to education by aligning the financial system with the demands of the job market and educational developments. The aim of the study is to evaluate the impact of financing higher education in Georgia on employment of graduates and well-being of the population. The results of the survey of entrants and students reveal that public awareness of state-funded higher education programs in Georgia is quite low (47.2%). A large part of the graduates (47,8%) provided with various types of state funding during their studies are not employed in their specialty. The impact of the increase in the expenditure on education on the increase in the income of the population is quite low (0.23%). The research concludes that the allocation of public funds for higher education in Georgia does not effectively match the capabilities of graduates with the demands of the labour market. The reason for the mentioned inconsistency is that the requirements of the labor market were not taken into account when determining the directions to be financed. In addition, it is important to note that the demands of the labor market change every year in accordance with the current challenges, therefore the employer also demands relevant skills immediately, which cannot be met by higher education institutions in a short period of time. Despite the above, the involvement of employers in the process of developing educational programs is low and it is mostly formal in nature. When determining the priority educational programs, there is no periodic revision of the directions so that it is adapted to the demands of the labor market. It is necessary to establish partnership relations between employers, higher educational institutions and the state in order to take into account the requirements of the labor market both in the development of educational programs and in the determination of priority educational directions. Enhancing transparency and emphasising practical training in key areas are essential for enhancing the program's efficacy and enhancing the career chances of graduates. These modifications will provide a more favourable return on investment for state education expenditure. Keywords: higher education, state financing, employment, living standards

Predictors of an android-based suicide risk prevention program in higher education

Introduction: The threat of suicide risk represents a serious psychiatric emergency within society. The implementation of digital-based suicide risk prevention behavior programs on university campuses has been suboptimal due to various factors, including the knowledge, attitudes, and self-efficacy of Gatekeepers. Therefore, this study aims to assess the determinants of knowledge, attitudes, and self-efficacy concerning suicide risk prevention behavior in higher education nursing institutions. Methods: This quantitative study employed a cross-sectional approach through an online questionnaire administered to 150 Gatekeepers. The sample was proportionally randomized, including students, educational service staff, and lecturers within the campus environment. Data collection was conducted using an online questionnaire. A One-Way ANOVA probability test was utilized to evaluate differences in basic socio-demographic characteristics. Multiple linear regression models were used to assess the predictors of knowledge, attitudes, and self-efficacy concerning suicide prevention behavior. The scores for these three predictors were standardized based on data distribution, and the results were expressed as regression coefficients with a 95% confidence interval. Results: This longitudinal survey involved 150 Gatekeepers, all of whom completed the survey. The model testing results demonstrated that the knowledge, attitudes, and self-efficacy of Gatekeepers are significant predictors of suicide risk prevention behavior. The variables of knowledge, attitudes, and self-efficacy collectively accounted for 68.5% of the variance in students’ suicide risk prevention behavior (R² = 0.685), with the remaining 31.5% influenced by other variables outside the model. Individually, knowledge (p = 0.037), attitudes (p = 0.043), and self-efficacy (p = 0.024) were all significant contributors to suicide risk prevention behavior among students. Conclusion: Gatekeepers in higher education health institutions still feel inadequately prepared to handle real-life suicide risk situations. This is mainly due to the fact that the majority of campus Gatekeepers have not entirely performed their roles, and no agreed-upon suicide risk prevention planning exists between primary healthcare providers, hospitals, and campuses. The levels of knowledge, attitudes, and self-efficacy of Gatekeepers are key predictors of their suicide risk prevention behavior.

The limits to sustainability: views and tensions expressed by future leaders for change

Future leaders will have the challenging task of transitioning current societal practices and organizations towards sustainability, but we lack in-depth characterizations of young sustainability leadership students within specialized higher education programs. Understanding their aspirations, doubts and fears may help educators to provide tailored and innovative teaching. In this study, we engage 24 students of a Finnish sustainability leadership Master’s degree program through a workshop, a survey, and interviews with the aim of understanding how they conceptualize and operationalize sustainability. A thematic analysis indicates that their understanding is contested—they feel responsibility, but they channel it primarily through individual action and often value moderation (i.e. not taking action to perceived extremes); engaging the public is seen as important, but some suspect that human selfishness cannot be changed; and post-capitalist views exist alongside advocacy for business-as-usual consumption-based happiness. Based on these insights, we outline implications for research and education.

Student and graduate perceptions of a ‘clients as teachers’ experiential learning program on development of family-centered practice

ABSTRACT Family-centered practice (FCP) is a healthcare framework which prioritizes the voices of clients and their families to allow them to achieve their goals and optimize quality of life. However, current research evidence indicates weaknesses in the education of university students to develop skills in FCP. An Australian university’s Parent Tutor Program (PTP) is a ‘clients as teachers’ experiential learning program which aims to improve students’ understanding of FCP in their first year as speech-language pathology (SLP) students. This study aimed to investigate the impact of the PTP on (1) SLP students’ perceptions of their understanding of FCP and (2) SLP graduates’ perceptions of the long-term implementation of FCP. Two focus groups, one with SLP students, and one with SLP graduates, were conducted. Data were analysed inductively through open coding, followed by synthesis into themes and subthemes. Participants believed that the PTP instilled a strong value of FCP. The participants conveyed that the PTP was part of a larger experiential journey in learning FCP. The immediate and long-term impacts of the program were identified within the student and graduate reflections. The findings of this study will inform tertiary educators of the value of ‘clients as teachers’ programs in higher education.

Fostering Readiness of Future Doctors and Nurses for Teamwork

Background. “Teamwork and leadership” is a core universal competency established by the Federal State Educational Standards of the Russian Federation. All students in any higher education program (specialist’s, bachelor's, master's, and other degrees) should acquire this competency before graduation since teamwork is a leading way to carry out joint activities. Therefore, it is crucial to study the development of teamwork skills among yesterday's students and future specialists with higher medical education. Materials and methods. The authors analyzed the models of team development and the indicators of acquiring teamwork and leadership skills among future nurses and doctors. As a result, six components of effective team development in a medical organization were identified: support from leaders, team synergy, mutual understanding and confidence in team members, mutual assistance and support, consensus in goals and intentions, delineation of responsibilities, and assignment of roles. These components laid the foundation for the team development model in a medical organization. Findings. The empirical study involved future doctors and nurses as well as practicing medical staff (n = 472). It was found that the processes for fostering the readiness of future doctors and nurses for teamwork were generally at a satisfactory level. Meanwhile, 56.9% of future doctors and almost half of future nurses could not unequivocally answer the question about classes for developing teamwork skills. Respondents are likely to acquire teamwork skills both in and out of the classroom. Discussion. The questions “Where and when should students acquire teamwork skills?” and “Whether educational programs should include special classes dedicated to developing teamwork skills?” require additional studies.

Развитие системы педагогического образования в Республике Гана

Relevance. Integration of African students into the Russian cultural and educational space is one of the most effective means of fostering friendly bilateral relations in order to implement Russia’s humanitarian policy on the African continent. Pedagogical education can become an important form of cooperation; it may include enrolling foreign students in higher education programs and expanding our work in educational centers abroad. Such a center promoting Russian culture among students was opened in the Republic of Ghana in 2003. However, our understanding of the organization of pedagogical education – primarily the system of teacher training – will contribute to deeper integration into the Ghanaian educational system in order to achieve the above-mentioned objective. We should aim to comprehend the internal structure, objectives, content, management, and evolving directions of the Ghanaian educational system, grounded in its history. The aim of the research is to analyze the contemporary system of teacher training education in the Republic of Ghana. The methodology uses a cultural approach, blending comparative and historical pedagogical methods with analysis of scientific literature, state educational documents, reports of the Ministry of Education and international organizations, enhanced by field observations and interviews with representatives of Ghana’s higher education. The findings reveal a dynamic evolution in Ghana’s higher education system, highlighting its contemporary structure, governance, and educational policies concerning teacher training. Conclusion: the study identifies the principles underpinning the organization of Ghana’s national pedagogical education and notes the active renewal phase of the teacher training system, which aligns with national interests yet relies on international support (methodological and financial). Therefore, at the moment, Ghana is as open as possible for cooperation in teacher training education. Practical application: the research results are valuable for the development of the Center for Open Education in Ghana and for creating joint training programs under the Russian Federation’s Humanitarian Policy abroad. Additionally, the results can contribute to comparative pedagogy courses at university level.