Higher Education Settings Research Articles

PREPARING THE NEXT GENERATION OF THE DEMENTIA CARE WORKFORCE VIA SERVICE LEARNING: A SCOPING REVIEW

Abstract The prevalence of Alzheimer’s Disease and Related Dementia’s (ADRD) is rising rapidly with the aging of the baby boomer generation. A large workforce gap in dementia providers is widening with education as a frequently cited barrier to entry into the ADRD workforce (Mayer et al, 2023). This scoping review aimed to explore the extant literature on the use of service learning (SL) pedagogy related to ADRD in higher education settings for students in health-related majors. A systematic search was conducted using seven databases. Sources were included if participants were undergraduate/graduate students in any health-related discipline and if SL was utilized in conjunction with specific instructional paradigms (e.g., coursework, on-site workshops). SL, though individually defined by authors of included studies, was required to include community engagement with adults with ADRD; studies specific to clinical rotations were excluded. Included sources (n=32) were systematically extracted for characteristics including student demographics, SL components (learning instruction methods/training, experiences, reflection), and outcomes. Analysis of training revealed most ADRD SL paradigms relied on setting-specific training (n=15) over didactic academic instruction (n=7) or a combination (n=7). SL experiences ranged in type with informal activities (n=13) and creative arts (n=9) most commonly utilized to engage participants. The reflection component most commonly included open-ended reflective journals (n=15). Analysis revealed variability in how SL is represented in the literature. Despite this variability, sources frequently report SL as a viable option for educating the next generation of dementia service providers, with observed improvements in student attitudes and knowledge related to ADRD.

PROMOTING GERONTOLOGICAL TRAINING AND POSITIVE ATTITUDES OF AGING THROUGH HIGH-IMPACT TEACHING PRACTICES

Abstract Despite being the youngest state, Utah, along with the rest of the United States, has a growing aging population. There is demand from state leaders and employers for individuals, families, and a workforce that are knowledgeable about the experiences and needs of older adults. Utah Valley University (UVU) is Utah’s largest public university, with a dual-mission of a first-rate teaching university and open-admissions promoting easy access to higher education. Yet, efforts at UVU to promote gerontological training in the social sciences have been minimal. Students at UVU are often unaware of what gerontology is and the importance of gerontological training, and report negative attitudes and fears about aging and older adults. This descriptive case study is the first stage of a larger project aimed at promoting enrollment in UVU’s gerontology certificate and shifting student attitudes about aging to promote positive perceptions of and interactions with older adults and aging experiences. During this first stage, the gerontology certificate was adjusted to align with AGHE gerontology competencies, and an Adult Development and Aging course was re-designed with high-impact practices, including a common intellectual experience focused on service- and experiential-learning activities. This study reports on re-design efforts, the engagement and feedback of 80 students across two sections of the course, and the impact of learning activities on students’ attitudes about aging and older adults. Also addressed are theoretical and practical suggestions for promoting gerontological training, potential pitfalls to avoid, and recommendations for implementing these changes across a variety of higher education settings.

The long-term impact of lecturer talk on student learning: Japanese students’ reflections

This pragmatic case study explores Japanese students’ perceptions of lecturer talk in an Australian higher-education setting. The main findings cover two sections. The first section discusses positive talk focusing on pedagogical strategies that enhance student engagement. Teachers can create a stimulating learning environment that fosters active participation and meaningful connections with students through personal anecdotes, real-world applications, and interactive discussions. The second section examines negative talk with poor impact on student learning experiences. Issues such as lack of clarity, low interaction, and undesirable teaching approaches hinder students’ comprehension and engagement, highlighting the importance of effective communication strategies in facilitating learning. The article concludes with practical recommendations provided by students to improve teacher communication and enhance the overall learning experience, emphasising the significance of student-centred, engaging, and inclusive teaching practices in promoting compelling lecturer talk.

A qualitative study on facilitators and barriers to adoption and implementation of nutrition interventions in higher education settings in Flanders

The transition from secondary school to college or university is a well-known and well-studied risk period for weight and/or fat gain and not meeting the dietary recommendations. Higher education acts as a promising setting to implement nutrition interventions. An important condition for intervention success is that interventions are implemented as intended by the protocol and integrated in the institutional policy. Unfortunately, to date, there is only little understanding of the factors influencing adoption and implementation of nutrition interventions in higher education settings. This study aimed to provide insight into stakeholders’ perspectives on facilitators and barriers to adoption and implementation of nutrition interventions promoting healthy and sustainable diets among higher education students in Flanders. Eight online group interviews and three online individual interviews were conducted involving a total of 37 stakeholders (e.g., staff of student services and student restaurants) from ten Flemish higher education institutions with varying food policy quality scores, and one external catering company which provides catering in higher education institutions. A semi-structured interview guide based on the Consolidated Framework for Implementation Research (CFIR-framework) was used to facilitate the interviews. Afterwards, the data were analyzed using a combined inductive and deductive thematic approach led by the CFIR-framework. Most of the institutions’ food policies focused on the provision and promotion of healthy and sustainable nutrition. Therefore, the reported factors in the present study consequently relate primarily to these two strategies. Stakeholders preferred to adopt low cost and institution-tailored interventions supported by experts and evidence, considering them easier and less resourceful to implement in the specific context of the institution. They stressed the importance of considering both students’ and institution stakeholders’ needs and perspectives in the development of nutrition interventions and implementation plans. Furthermore, interventions should be focused on a combination of different ecological levels and various strategies. Future interventions should be developed participatively and should be focused on a combination of both individual and environmental levels. Higher education institutions are encouraged to use opportunities such as creating win–win situations within the institution, working together with research groups and engaging students through student associations. The findings of this research add to the literature on implementation science and inform future development and implementation of nutrition interventions in higher education settings.

Exploring Pedagogical Competencies for Transformative Teaching and the Role of Transformative Pedagogy in Higher Education: Fostering Reconnection to Self, Others, and Nature

Education for Sustainable Development (ESD) is an emerging field in higher education focused on generating a greater level of awareness for sustainability-related matters and worldviews. However, there is a need to discover new approaches to expose learning communities to information in most effective and efficient ways. This study explores Transformative pedagogy (TP) in line with sustainable transition which emphasises transformation. It explores existing theory on the subject along with educators applying TP in their teaching practice, and new insights were drawn based on the experiences shared by the interviewees. The research shows that educators who decide in favour of transitioning towards TP, are most likely to be successful in conveying their message and enforcing transformation and change within and beyond their learning communities. This study provides a comprehensive overview of the individual and shared competencies necessary for implementing TP in higher educational settings. Moreover, this article provides limitations and risks associated with the practice.

Describing learning styles and associated demographic characteristics among university students: Implications for instructional provision in a higher education context

The purpose of this study was to describe students’ learning styles and identify associated demographic characteristics to imply appropriate instructional provisions in a higher education setting. We employed a cross-sectional descriptive survey design. Four universities—Arbaminch, Dilla, Wachamo, and Jinka—were selected from Southern Ethiopia. Three hundred seventeen participants were chosen at random. A learning style (ILS) scale was employed. The finding shows that active, sensing, visual, and sequential learning styles are the major learning styles among students. As in bivariate and multivariate analysis, age was positively associated with reflective, intuitive, verbal, and global learning styles. However, students’ sex, stream, and university were not significantly associated with their learning styles. Generally, looking into the way the learners prefer to learn, and adjusting the instructional provision to fit into their preference is vital. Periodic modification of the instructional provision is also essential as students learning styles change with their age or seniority. Finally, including more demographic and psychosocial variables to examine students’ association with their learning styles is suggested for future research.

Relationship Between Reward System and Work Performance of Faculty Members in Private Universities and Colleges in Camarines Sur, Philippines

This empirical investigation examines the interrelationship between reward systems and faculty work performance in private higher education institutions in Camarines Sur, Philippines. Employing a descriptive-correlational research design, the study analyzed monetary and non-monetary reward implementations through the theoretical lenses of Equity Theory, Expectancy Theory, Goal Setting Theory, Self-Determination Theory, and Social Exchange Theory. The research methodology incorporated a validated survey instrument (Cronbach's α = .958) administered to faculty members across four accredited private universities. Statistical analysis revealed a moderately strong positive correlation (r = 0.425, p < 0.05) between reward systems and faculty performance, with non-monetary rewards showing stronger correlations with work quality (r = 0.597) and quantity (r = 0.533). Faculty demonstrated exceptional performance in teaching load (mean: 3.28) and institutional service (mean: 3.24), though research productivity remained lower (mean: 2.90). Notably, timeliness of work showed minimal correlation with both reward types, suggesting intrinsic motivation drives punctual task completion. The findings revealed institutions' pronounced preference for non-monetary incentives over financial compensation, particularly in professional development and career advancement opportunities. This study contributes to educational management literature by providing empirically grounded insights for developing contextualized reward frameworks in resource-constrained private higher education settings, emphasizing the significance of balanced incentive systems in enhancing faculty performance.

First-in-Family students’ roots and routes into higher education: Familial dynamics as drivers for breaking intergenerational cycles of educational attainment

This study fills significant gaps in knowledge around how familial dynamics shape First-in-Family students’ educational pathways, inform how they engage with the higher education setting, and drive them to break intergenerational cycles of educational attainment. Twenty-seven interviews with First-in-Family students in four public universities in Austria revealed three drivers: aligning with familial expectations, leaving one’s social milieu and emancipation from familial orientations. The paper argues that these drivers inform not only the why but also the how they organise their social contacts during their university education (e.g. different forms of engagement and connection to their family milieu and community outside of university). The findings suggest that we need to take these subjective dimensions into account if we aim to improve targeted support and to enhance the quality of learning experiences for all higher education students. Furthermore, we need to acknowledge that a growing diversity in the student population might also mean a greater diversity in the reasons to pursue a higher education, which should be accompanied with critical reflections on how the needs of these students can be met in the post-pandemic university to foster student retention and success.

Pengaruh Konsep Diri dan Regulasi Diri Terhadap Stres Akademik Pada Mahasiswa

This study aims to analyze the influence of self-concept and self-regulation on academic stress in students of Universitas Islam 45 Bekasi. A quantitative approach with a correlational design was used to test the relationship between these variables. Data were collected through a Likert-based questionnaire on 137 active students aged 18–23 years. The results of the analysis showed that self-concept had a significant negative relationship with academic stress, while self-regulation did not show a significant effect. These findings indicate the importance of self-concept in managing students' academic stress. Although self-regulation was not statistically significant, there was still a relevant negative relationship. The implication of this study is the need for self-concept development programs to support student well-being, while improving self-regulation can be considered in other contexts. This study provides new insights into managing academic stress and supports more effective interventions in higher education settings.

Enhancing Learning Accessibility through Digital Libraries: A Study on User Orientation, Resources, and Pedagogical Aspects

The development of digital technology has driven the transformation of traditional libraries into digital formats to facilitate access to learning resources through internet networks. However, the effectiveness of digital libraries in meeting users' needs still requires comprehensive evaluation. This study aims to evaluate the effectiveness of an Android-based digital library platform used by students of the Educational Technology Study Program. The research employed a quantitative descriptive method with data collection techniques including questionnaires and interviews. The research instruments focused on three main aspects: user orientation, digital learning resources, and pedagogical aspects. The collected data were analyzed using descriptive statistics to measure the platform's effectiveness across these aspects. The findings revealed that the digital library platform received positive responses from students, with detailed results indicating an intuitive interface (90%), relevant learning resource collections (95%), good interactivity (85%), and support for collaborative learning (85%). These findings suggest that the Android-based digital library platform has been effective in providing access to learning resources and supporting students' learning processes. The conclusion of this study is that digital libraries can serve as an innovative solution to expand access to learning resources, enhance user engagement, and improve the effectiveness of educational processes in higher education settings.

Impact of Behavioural Intention to Use Generative Artificial Intelligence on Academic Performance of Students in Higher Education Institutions

The rapid advancement of Generative Artificial Intelligence (GAI) technologies has significantly impacted various sectors, including higher education. This study investigates the behavioral intention of students in higher education institutions to adopt GAI and its effect on their academic performance mediating the intention to use GAI. This study uses an analytical cross-sectional design to assess the current relationships among behavioral intention factors, intention to use GAI, and academic performance. Data were collected using a quantitative approach from 279 online and 105 student self-administered responses through purposive sampling. Purposive sampling was employed to target students with GAI experience, ensuring relevant insights aligned with the study’s objective of examining adoption patterns among the active users in higher education settings. The students represent seven higher education institutions that are accredited by the University Grants Commission, Nepal. A seven-point Likert scale measured variables like performance expectancy, effort expectancy, social influence, facilitating conditions, intention to use GAI and academic performance. The final sample size was 384, and pilot testing ensured instrument validity. Data analysis was conducted using SMART Partial Least Square (PLS). SmartPLS was chosen for its capacity to handle complex models, making it suitable for analyzing predictive relationships without requiring the normal data distribution. The results show that all the factors of behaviorual intentions significantly influence the intention to use GAI; however, the effort expectancy and social influence did not influence academic performance. The mediating role of intention to use GAI was also ensured. The findings highlight the need for educational institutions to provide targeted training and clear ethical guidelines for responsible GAI use, emphasizing its integration into curricula to enhance academic performance.

Fostering Global Citizenship through ESD in Higher Education: A Study of International Student Mobility and Sustainability Awareness

This study investigates the intricate relationship between international student mobility and sustainability awareness within the context of higher education, emphasizing the role of Education for Sustainable Development (ESD) in fostering global citizenship. By employing a mixed-methods approach, we surveyed 300 international students from 20 different countries and conducted semi-structured interviews with 20 faculty members across 10 universities. Our findings indicate that international student mobility can significantly enhance sustainability awareness but primarily when ESD principles are effectively integrated into academic curricula. Specifically, students who engaged in programs infused with ESD reported a deeper understanding of sustainability issues and a stronger commitment to global citizenship. The study further reveals that faculty development plays a crucial role in promoting ESD within higher education settings, as instructors equipped with enhanced knowledge and skills in sustainability education are better positioned to transform curricula in meaningful ways. Additionally, institutional policies and frameworks are essential to creating an environment conducive to ESD, ensuring that programs prioritize global citizenship alongside academic performance. By drawing connections between mobility, sustainability awareness, and educational practices, this research underscores the necessity for universities to adopt strategic initiatives and collaborative efforts aimed at embedding sustainability into higher education curricula. In conclusion, this study offers valuable insights for policymakers, educators, and institutions, highlighting the imperative to strengthen ESD practices to cultivate a generation of informed global citizens. The implications of our findings aim to inspire actionable steps toward integrating sustainability within higher education, ultimately promoting a more equitable and sustainable future.

Digital Access, Resources, and Literacy: Mapping the Digital Divide and ICT Learning Challenges among Undergraduate Students in Bangladesh

Abstract Although Bangladesh has adopted many digital initiatives, it continues to grapple with widespread digital disparity and social inequality. Through semi-structured interviews, this study explores the dynamics of the digital divide and the perceptions and experiences of undergraduate students in Bangladesh in ICT education and learning. The findings indicate that, despite the significant impact of the digital divide, caused by multifaceted socioeconomic inequality, ICT education has largely failed to provide students with essential digital skills. This article emphasizes the need for an effective learning environment that prioritizes three interconnected dimensions: equal access, resources, and digital literacy. By examining the interplay between digital divides and the imperative of integrating e-learning into pedagogical strategies, this study contributes to the field of educational policy and technology. Ultimately, this article advocates a digitally inclusive and student-centred digital learning environment in the technology-poor setting of higher education in Bangladesh.

Morality in Communication Between Digital Native Students and Digital Immigrant Lecturers In Higher Education

This study examines the communication ethics between digital native students and digital immigrant lecturers in higher education. With the rapid advancement of digital technology, communication between these two groups is often influenced by generational differences. The study employs a qualitative research approach, utilizing phenomenology and action research to explore the communication experiences and challenges of both parties. The results indicate that while there are gaps in communication styles and technological adaptation, ethical communication, based on respect, empathy, and understanding, is essential for fostering a positive academic environment. This research also suggests that action research can effectively improve communication practices by promoting awareness of ethical communication standards and bridging generational divides in higher education settings.

The Influence of Mission Valence on Faculty's Voice Behavior: The Role of Thriving at Work and Servant Leadership.

Faculty's voice behavior is crucial in promoting institutional reform and sustainable development in higher education institutions. However, there is still significant room for exploration regarding how to effectively stimulate such behavior among faculty. This study, based on data collected from 630 Chinese university faculty, investigates the conditions under which mission valence can promote voice behavior in higher education settings. The study involved constructing a moderated mediation model, with thriving at work as the mediator and servant leadership as the moderator, to explore the relationship between mission valence and faculty's voice behavior. The results reveal that mission valence has a significant positive impact on faculty's voice behavior in higher education and indirectly promotes such behavior through the mediating role of thriving at work. Furthermore, it was found that servant leadership plays a significant moderating role in the relationship between thriving at work and faculty's voice behavior, enhancing the overall mediation mechanism. This study extends our understanding of the relationship between mission valence and faculty's voice behavior in the context of Chinese higher education and provides practical insights into strategies for promoting faculty's voice behavior.

Investigating mobile blended learning adoption with usability factors: an empirical study

Purpose Mobile blended learning (MBL) is becoming common in higher education settings; however, the student’s intention to adopt such technological innovation is less explored. The purpose of this study is to measure MBL adoption using common variables used in the literature (supporting factors, learner attitude, learner perspective and learner effectiveness) and extending the model to include usability factors (ease of use, satisfaction and usefulness). Design/methodology/approach Data was collected from 322 respondents and analyzed using confirmatory factor analysis and partial least squares-structured equation modeling technique to assess the hypothesis. A five-point Likert scale instrument was developed using the existing literature for data collection. Findings The findings have both theoretical and managerial implications concerning MBL adoption. From a theoretical perspective, the findings provide a reconfirmation of the importance of usability in MBL adoption. From a managerial perspective, it will provide the necessary knowledge to incorporate relevant variables and factors that decision-makers could use to oversee a successful implementation. Originality/value This paper contributes to the ever-growing body of literature on MBL through an analysis of students’ intention to adopt MBL using usability factors.

Developing a design thinking artificial intelligence driven auto-marking/grading system for assessments to reduce the workload of lecturers at a higher learning institution in South Africa

This study explores the development and implementation of a design thinking Artificial Intelligence (AI)-driven auto-marking/grading system for practical assessments and accurate feedback aimed at alleviating the workload of lecturers at an Online Distance eLearning (ODeL) institution in South Africa. The study adopts an iterative approach to designing and prototyping the system, ensuring alignment with the unique needs and challenges at an ODeL higher learning institution (HLI). The study outlines a Design thinking framework for developing the AI system, emphasizing empathy with user needs, clear problem definition, ideation, prototyping, testing, and iterative improvements. Integrating such a system promises to enhance operational efficiency, ensure fair and unbiased grading for assessments, and provide students with consistent, timely, personalized feedback. Tapping on theorists such as Michael Foucault and Joseph Schumpeter, this study contributes to the ongoing discourse on innovative solutions for educational challenges in South Africa by employing a design thinking framework and qualitative research methods. It provides insights for developing and implementing AI-driven auto-marking/grading systems in higher education settings. Cognizant of data privacy laws, the study will highlight the essential adherence to ethical guidelines in automated assessment processes and the successful implementation of AI-driven auto-marking/grading systems in ODeL. Additionally, this study aligns with several Sustainable Development Goals (SDGs), such as Good Health and Wellbeing (SDG 3), Quality Education (SDG 4), Decent Work and Economic Growth (SDG 8), Industry, Innovation, and Infrastructure (SDG 9). The study will have a follow-up article that will report on the data collected, and we will conduct another study where we seek the users’ feedback regarding the system.

Assessment of Strategic Knowledge of Learning From Errors in Higher Education

Abstract: In higher education settings, students are confronted with learning materials and topics of great difficulty. Therefore, learning from errors and dealing with them in an adaptive way tends to be important. Besides facets such as error culture, students’ learning in such situations might differ due to individual differences in strategic knowledge of dealing with errors while learning. In this study, we developed a scenario-based test that aims to measure strategic knowledge of learning from errors in higher education settings. Besides cognitive–behavioral strategies, affective–motivational regulation strategies were considered and a standard of comparison was derived through expert rating. The article addresses the evaluation of the psychometric properties of this test in German. Analyses relied on a sample of 178 university students. Findings showed good signs of unidimensionality. Construct reliability and test difficulty tended to be lower than optimal. Relationships with students’ tendencies to deal adaptively with errors in learning were also explored. Finally, research desiderata and areas of application are discussed.

Google Docs for improving students’ collaborative scientific writing

ABSTRACT This study explores the outcomes of using Google Docs for collaborative scientific writing and the associated student perceptions. The study included a total of 35 undergraduate students from the educational sciences programme. All students participated in a pre- and post-test design experiment and 10 were randomly selected to attend interviews. The study revealed three key findings: (a) there was a positive correlation between the frequency of interactions with Google Docs (edits, comments, and revisions) and the improvement of collaborative scientific writing; (b) a significant link was observed between the duration dedicated to writing activities and the quality of individual contributions, indicating that extended involvement leads to more substantial input; (c) students perceived Google Docs to be a useful, satisfactory, easy-to-use, engaging, and interactive tool that enhances their productivity in collaborative scientific writing. The results highlight the usefulness of Google Docs for supporting effective collaborative scientific writing in higher education settings.

PREMUCC: Design proposal for a microservices architecture for the development of a context-aware dropout prediction system

Introduction: This article presents the PREMUCC system, a proposal based on microservices to predict context-aware college dropout in higher education. Student attrition is a concerning issue addressed by this innovative solution, enabling personalized support and informed decision-making. Objective: The objective of the PREMUCC system is to anticipate university dropout through the use of machine learning techniques and a microservices architecture, providing personalized support to students and facilitating educational management. Method: The proposal for PREMUCC was based on analyzing dropout prediction systems and microservices architectures. Technologies and data analysis processes were identified to ensure system efficiency and accuracy. Results: The PREMUCC system integrates six microservices encompassing user authentication, previous studies analysis, psychological testing, grade tracking, financial evaluation, and the prediction system. Students access personalized information to improve their academic performance. Conclusions: The PREMUCC proposal represents a significant advancement in mitigating college dropout. Its focus on microservices and modern technologies enables closer tracking of each student's context, supporting informed decision-making. Its implementation could enhance the educational system, saving resources, time, and effort. It is proposed to strengthen the architecture and evaluate its effectiveness in real higher education settings.