Standards Of Higher Education Research Articles

The Implementation of MBKM at FKIP Muhammadiyah University Bengkulu

The Minister of Education and Culture’s policy through Minister of Education and Culture Regulation Number 3 of 2020 concerning Higher Education Standards regarding Independent Learning on Independent Campuses (MBKM) seeks to give students the freedom to study in higher education as a form of learning innovation to obtain quality learning. The aim of the research is to find out how the existence of independent learning campus management education at the Faculty of Teacher Training and Education, Muhammadiyah University of Bengkulu, can be implemented well and what is the theory and practice in the learning process as seen from the four management functions, namely planning, organizing, implementing, and monitoring, which is usually abbreviated as POAC. This research is research with social and dynamic problems so that the researcher determines the use of descriptive qualitative research to search, collect, process, and analyze research data. The data sources in this research or those referred to as informants, are Deputy Dean 1 of FKIP UMB, Head of Study Program within FKIP, and students. Then non-human data sources include field notes, documents, and recorded interviews. Based on the results of the research and discussion, it is known that overall, it has gone quite well. However, from the evaluation results, there were still several problems encountered, especially regarding the conversion of grades from the MBKM program that students participated in. This is material for evaluation to improve in the future, especially in terms of the implementation of the MBKM Curriculum which is currently running.

A national DREEM: exploring medical and dental students’ perceptions on their learning environment across Hungary

BackgroundHungarian medical schools attract a diverse student body, enrolling numerous international and Hungarian students annually. The learning environment, encompassing all facets of their academic experience, significantly influences the overall educational experience at the medical schools. As the first nationwide survey, this study aimed to assess and compare the perceptions of international and Hungarian medical and dental students regarding their learning environment across the four medical schools in Hungary.MethodsThe Dundee Ready Education Environment Measure (DREEM) tool was used to get a better insight into the perceptions of international and Hungarian medical and dental students on their learning environment (LE). The questionnaire was distributed via social media platforms and the Neptun Educational System across the four medical schools in Hungary. To gain deeper insights into the participants’ perceptions, a qualitative component was also added to the survey, comprising five open-ended questions. The research was carried out between April and October 2022. To analyse quantitative data, IBM SPSS was used, while the transcription and exploration of the qualitative data was performed using the Sketch Engine software.ResultsA total of 1164 valid responses were received. The results illuminate similarities and differences in perceptions of the learning environment between international and Hungarian medical and dental students. As anticipated, international students’ perceptions were somewhat less favourable compared to their domestic counterparts, who are generally more accustomed to the workings of the Hungarian higher educational system (total DREEM score was 118.1 for the former, and 122.6 for the latter student population). Notably, significant differences were observed in perceptions of teachers and the overall atmosphere.ConclusionThe total score of the DREEM questionnaire was interpreted as “more positive than negative” for both international and Hungarian students, consistent with findings from other DREEM surveys, suggesting overall satisfaction with the learning environment. However, regular and ongoing evaluation of the learning environment is recommended in order to identify areas for improvement, ensure high standards of education, and continuously enhance the overall student experience.

Transforming higher education for the digital age

In this study, I explore the transformative potential of artificial intelligence (AI) and emerging technologies in higher education, focusing on case studies and pedagogical innovations that are reshaping the learning experience. Through an in-depth analysis of key initiatives—such as Stanford University's AI-driven personalized learning platform, the AI chatbot implemented at the University of Murcia, Knewton's adaptive learning system, and the intelligent tutoring platform developed by Pai et al.—the study highlights how AI enhances learner engagement, customizes educational experiences, and improves academic outcomes. The research also critically examines the ethical challenges and policy considerations associated with AI integration in educational settings. It emphasizes the need for clear guidelines to ensure responsible and equitable use of AI, particularly in addressing issues of fairness, student welfare, and access. The paper concludes by calling for further research into the long-term implications of AI on educational equity and ethical standards in higher education.

Enhancing education: the role and perceptions of assistant teachers in South African secondary schools

The concept of Assistant Teachers is new in South Africa. This concept was brought to South Africa during the COVID-19 pandemic. The introduction of assistant teachers in South Africa was an intervention in teaching and learning and in curbing youth unemployment. The assistant teachers are viewed as strangers in a school setting. Teachers and learners need to figure out their roles. South African teachers need assistance in classrooms to provide high standards of education. Using a qualitative research method, the study investigated the perceptions of principals, teachers, and learners of assistant teachers in secondary schools at Maleboho Central Circuit, Capricorn District, in Limpopo Province. The study used purposive sampling as a non-probability sampling technique procedure to select participants. The study sample comprised six learners, six teachers and three principals from three schools. Data were collected through interviews and document analysis. Collected data were analysed thematically. The study found that the presence of assistant teachers in a classroom has been documented as an asset to teachers. The assistant teachers play essential roles in the school. They manage and provide their skills in different departments of the school. Assistant teachers also learn and develop themselves into productive members of the school. Assistant teachers seemed to increase learners' enthusiasm for their academics. The study may assist the Department of Basic Education in providing the necessary support for having assistant teachers in respective schools.

Fantasy composition as a means of forming the artistic culture of architecture students

The article deals with the problem of the formation of the artistic culture of architectural students in the process of performing a fantasy composition. The authors consider the possibilities of developing these qualities when mastering the main professional disciplines of Drawing and Painting and coloristics in accordance with the standard of higher education. During the analysis of the literature, the authors consider the concepts of fantasy and composition, clarify the concept of fantasy composition, identify effective ways to form the artistic culture of architecture students using effective methods such as associative exercises, exercises for the transformation of forms and images, stylization and creation of a decorative image; creative tasks and projects to create fantasy compositions on various topics.

A journey of a Filipino pre-service teacher before entering the Department of Education

The journey of pre-service teachers in the Philippines was a transformative and crucial phase that involved comprehensive preparation, training, and personal growth. This research explored the experiences and challenges encountered by Filipino pre-service teachers and the factors that influenced the duration of their journey before they officially entered the Department of Education (DepEd). The research utilized a mixed-method design. The participants were sixty (60) pre-service teachers from different Teacher Education Institutions across the Philippines. Results showed that the duration of entering DepEd varied for each pre-service teacher based on different factors and their unique circumstances. Additionally, changes in policies, educational reforms, or external factors influenced the timeline for entering the department. The timeline for pre-service teachers to secure employment within the education department ranged from several months to a year or more, depending on the combination of academic requirements, licensure examinations, and bureaucratic processes they needed to complete. The duration of the transition process varied based on individual circumstances, such as qualifications, networking efforts, flexibility, and the specific conditions of the job market and educational institutions in a particular region. These findings implied that educational institutions, policymakers, and stakeholders could make informed decisions and implement targeted reforms that expedited the employment process for pre-service teachers. It was important to strike a balance between efficiency and maintaining high educational standards, ensuring that the reforms contributed to the overall quality of the education system.

Self-Efficacy and Teaching Competence of TLE Teachers as Mediated by Performance Standards

This quantitative study investigated the mediating role performance standards among on the relationship of teaching competence and self-efficacy of Technology and Livelihood Education (T.L.E.) teachers. Data were collected 200 T.L.E. teachers to assess these variables using statistical analysis including mean, correlation, regression, and Path analysis. Findings indicated high levels of self-efficacy, teaching competence, and performance standards among T.L.E. teachers. Notably, self-efficacy significantly influenced teaching competence and performance standard partially mediated the other two variables. This study emphasized the importance of continuous professional development and collaborative efforts to maintain high performance standards in TLE education. Recommendation included investing in specialized continuous professional development, fostering self-efficacy through mentorship and support programs, and promoting collaborative efforts to sustain performance standards. Integration of targeted interventions to strengthen performance standards. Integration of these recommendations by educational stakeholders could foster a vibrant TLE environment, ensuring quality education and professional growth for both educators and students.

Free Education vs. Quality Education: A systematic analysis

Overview: The debate between free education and quality education remains a critical issue in the global education landscape. This systematic analysis aimed to dissect the intricate relationship between the provision of free education and the assurance of quality education. While free education is often lauded for its role in increasing accessibility and promoting educational equity, concerns about the potential compromise in quality cannot be overlooked. Body of Knowledge: The study’s analysis drew on a comprehensive review of existing literature, case studies, and empirical data from various countries that have implemented free education policies. Central to this analysis is the understanding that free education, though essential for fostering inclusivity, often faces challenges such as underfunding, overcrowded classrooms, and inadequate infrastructure. These issues can severely impact the quality of education delivered, resulting in poor learning outcomes and diminished educational standards. Methods: The study engaged both the qualitative and quantitative methods and a descriptive research design that sampled 150 respondents; head teachers, teachers and learners from selected secondary schools in Lusaka district, Zambia. Data was obtained from the respondents by means of interviews and questionnaires. Thematic analysis was used to analyze the qualitative data whereas quantitative data were analyzed by the use of the Statistical Package for Social Sciences (version 26) and Microsoft Excel (version 16). Results: The study’s analysis delves into the economic implications of free education. While it alleviates the financial burden on families, especially in low-income regions, the long-term sustainability of such policies is questioned. The study examined various funding models and the role of government expenditure in maintaining high educational standards without imposing direct costs on students. Recommendation: The study therefore recommended for policymakers to adopt a holistic view, ensuring that the drive towards free education is matched with adequate resources, effective management, and a commitment to continuous improvement in educational standards.

The Role of Salary on Teacher Performance in Secondary School

Objectives: The primary objective of this review paper is to examine the impact of salary on teacher performance in secondary schools. Methodology: The research utilizes an in-depth analysis of existing literature to examine how teacher salaries impact their performance. It examines data from multiple sources to investigate the trends and results related to teacher pay in different educational settings. Results: The results show a clear connection between fair teacher wages and enhanced performance. Educators who are fairly paid are more inspired, content, and dedicated to their duties, leading to superior educational results for students. In contrast, inadequate salaries lead to a significant turnover of teachers, especially in rural and less developed areas, which worsens educational inequalities. Conclusion: The research indicates that teacher salaries play a crucial role in guaranteeing a high standard of education. Proper payment not only boosts the performance of teachers but also helps maintain the stability and efficiency of the education system. Recommendations: It is recommended that educational policymakers prioritize competitive salary structures for teachers to enhance their performance and retention. Additionally, further empirical research should be conducted to explore the nuanced impacts of teacher pay on educational outcomes across different contexts.

Montreal Cognitive Assessment (MoCA): Normative Data for the State of Kerala, South India.

Montreal cognitive assessment (MoCA) is a tool that is widely accepted across the world to measure mild cognitive impairment (MCI). The original cut-off score of MoCA falsely screens a large population of Indians as having MCI. The aim of this study was to develop the normative data for MoCA for the older population of Kerala, South India. We conducted the study among 959 cognitively normal older individuals of Kalliyoor village of Thiruvananthapuram district, Kerala. The validated Malayalam version of MoCA [MoCA-M] was administered by trained volunteers. The mean, median, and 10th percentile of the scores [domain-specific and total] were calculated in various age and educational groups. The mean (SD) MoCA score was 19.4 (7.3). The 10th percentile for the total MoCA score was 9. The 10th percentile for all domains was zero, except for orientation. As age advanced, MoCA scores significantly reduced. The mean total MoCA scores dropped from 20.1 (7) [for ages between 65 and 75 years] to 7.4 (1.6) [for ages above 85 years]. We also obtained a significant improvement in scores among subjects with higher educational standards. The study throws light into the performance of MoCA among the Indian population. This study defines the norms for the Indian population and suggests redefining the threshold for positively screening for MCI using MoCA-M.

Higher education governance in Pakistan: the role and influence of HEC in the post-18th Amendment

In the 18th Amendment in the 1973 Constitution of Pakistan, the role of the Higher Education Commission (HEC) of Pakistan was limited to the quality standards of higher education and federal institutions and research centres only, as explained in Federal Legislative List I and II. Despite this constitutional constraint, the HEC maintains significant power over the universities and higher education, including policy formation, budgetary administration, and governance. The HEC was established as an advisory body under the HEC Ordinance, 2002. However, its powers have since then expanded its role to that of a quasi-governing organisation. The 2011 Supreme Court decision reaffirmed the HEC's authority under the law, emphasising the necessity of maintaining high educational standards and effective control. This article critically explores the degree of HEC's impact after the 18th Amendment, investigating the conflicts between provincial autonomy and federal monitoring and assessing the ramifications of HEC regulation on Pakistan's higher education environment. The study's findings show that despite the passage of the 18th Amendment, higher education is a more centralised subject controlled by Pakistan's federal government. The provinces, especially Khyber Pakhtunkhwa and Balochistan, possess limited autonomy concerning higher education governance and rely on HEC for higher education governance.

FORECASTING THE SUCCESS OF EDUCATION SEEKERS FROM A SEPARATE EDUCATIONAL COMPONENT BASED ON THE RESULTS OF THE PRELIMINARY MASTERY OF SUBJECT COMPETENCIES

The paper examines the main concepts related to the quality of education in general and the assimilation of educational material by higher education seekers. The task of predicting a seeker's grade in any discipline is formulated with data on his assimilation of program learning outcomes that also correspond to this discipline. The available specialized information system of own development is described which applies a number of methods (multivariate linear regression, artificial neural networks, k-nearest neighbors) and determines which method will be the most effective for the analysis of specific data. It is noted that during the further improvement of the quality system of knowledge assessment, it is important to determine at what level the student of education possesses the acquired competences, i.e. to calculate the success of seekers in terms of general and professional competences and program learning outcomes, determined by the standards of higher education and educational programs developed on their basis. The developed algorithm for calculating the success rate of higher education applicants in terms of program learning outcomes is presented; according to this algorithm, data were prepared on the acquisition of software creation competencies by 78 seekers of the first level of higher education of the educational and professional program Intelligent Decision Support Systems specialty 124, Systems analysis, of the DSEA. To solve the problem of forecasting by the method of artificial neural networks, the programming and data analysis language R is proposed. A script for finding the optimal neural network architecture is created. It was found that the best result (correlation is 0.9599, average absolute reduced error is 0.1132, percentage of correctly predicted points on the Ukrainian scale is 79.2) provides a perceptron with two hidden layers and five neurons in each one. This network was applied to predict the success of the new academic group: correlation is 0.923, the average absolute reduced error is 0.0654, the percentage of correctly predicted points on the Ukrainian scale is 82.4. The obtained results can be used to assess the quality of the structural and logical scheme of the EPP and in the work of the department during the analysis of seekers' success, etc.

Penerapan Total Quality Management Pada Dunia Pendidikan Dalam Meningkatkan Kinerja Tenaga Kependidikan

This research aims to analyze the application of Total Quality Management (TQM) in improving the performance of education staff. In an era of globalization that demands improving the quality of education, TQM is considered a strategic approach that is able to increase the efficiency and effectiveness of education personnel. The research method used is a case study with a qualitative approach. Data collection was carried out through direct observation, in-depth interviews with school principals, teachers and administrative staff, as well as analysis of documents related to the implementation of TQM in selected vocational schools. The research results show that the implementation of TQM contributes significantly to improving the performance of education personnel in several main aspects: first, through strengthening a quality culture that emphasizes the importance of student satisfaction and achieving high education standards; second, continuous work process improvement through the Plan-Do-Check-Act (PDCA) cycle; and third, increasing job satisfaction and professionalism of educational staff through continuous training and career development programs. In addition, key factors that support the successful implementation of TQM in the educational environment include strong commitment from school management, active involvement of all stakeholders, and effective and transparent communication. This research also identifies challenges in implementing TQM, such as resistance to change and limited resources, but emphasizes that the long-term benefits of implementing TQM are much greater. The conclusion of this research is that TQM is an effective and efficient strategy in improving the performance of educational staff in vocational schools, and therefore, can be adopted more widely by other educational institutions. Successful implementation of TQM will have a positive impact on the overall quality of education, so that it can produce graduates who are competent and ready to compete in the world of work.

Алгоритм моніторингу та перегляду освітніх програм у системі внутрішнього забезпечення якості

The article presents an algorithm for monitoring and periodic review of study programs in the university system for quality assurance in higher education. It is proved that the responsibility for quality assurance in higher education is delegated to the institutional level, where the learning process is directly planned, organized and implemented. The procedures and order of monitoring, periodic review and updating of study programs at five organizational levels of the internal quality assurance system (IQAS) are characterized. It was determined that information about stakeholders' satisfaction of the quality of training and their recommendations for further improvement of study programs is collected at the first level of the IQAS. The second level of IQAS (department) is responsible for monitoring the study programs and periodic review based on changes in the legislative framework, taking into account the best pedagogical education of Ukrainian and foreign universities, the results of stakeholder surveys, etc. Responsible persons of the third level of IQAS (faculty) control the deadlines, the process of preparation and completion of procedures for external quality assurance in higher education, periodic review of study programs, curricula, programs of subjects for their compliance with higher education standards, urgent requirements of the labor market, educational needs and the interests of students. At the fourth level of the IQAS, structural units monitor the content of study programs for compliance with the Licensing Requirements for Educational Activities, the regulatory framework of higher education of Ukraine, and the current regulatory university documents. The fifth level of the IQAS is responsible for monitoring compliance with the requirements of the internal quality assurance system, including the academic integrity system at all organizational levels. It is summarized that compliance with the procedure for monitoring and periodic review of study programs will allow the university to achieve strategic goal of providing high-quality educational services to students based on sustainable cooperation with stakeholders.

Prospects for the Formation of Russian-Centric Model of Higher Education

Russian higher education, experiencing the influence of both objective processes (transition to the information society and knowledge economy, globalization, internationalization, increasing environmental ventures, changes in the geopolitical situation) and internal transformations (change of political guidelines, exit from the Bologna system, return to value-based educational paradigm) is being modified again today. The article is devoted to the study of the prospects for the formation of a new Russian-centric model as the basis for transforming Russia into a new global educational center based on an effective balance of traditional and innovative educational technologies, repositioning Russia in the global context, including in the educational sphere, the development of new formats of international cooperation in the field of education with the predominance of Russian educational practices. The paper presents the results of a study of current scientific and expert discourse on the state of Russian higher education, identifying the drivers of the formation of a Russian-centric educational model. The article summarizes the nature and types of educational technologies used in modern domestic higher education, assesses the quality of teaching in modern Russian universities, as well as the need for foreign citizens to obtain higher education in the Russian Federation based on pilot surveys of Russian and foreign students conducted by the author. Conclusions are drawn about the positive prospects for creating a Russian-centric model based on the high standards of Russian higher education, the fundamental traditions of teaching in Russian higher education, taking into account the introduction of the latest educational innovations, as well as the high demand from foreign students and applicants for obtaining Russian universities’ diplomas.

Construction and Application of a Prediction Model for Students’ Satisfaction in Chinese-Foreign Cooperatively-Run Educational Programmes Based on Machine Learning

The increasing popularity of educational programs by Chinese and foreign partners in China's universities presents challenges in administration due to differences in organization, social expectations, and academic requirements. This study presents a prediction model using Machine Learning techniques to assess student satisfaction levels. The Gradient Boosting Machine (GBM) framework, enabled by Principal Component Analysis (PCA), was used to collect data from 1,237 students. The approach was compared to other ML models like Random Forest, Linear Regression, Naïve Bayes, and Support Vector Machine and trained and validated using 5-fold cross-validation. The PCA+GBM model scored most effectively of significant metrics, with 93% accuracy, 92% precision, 91% recall, and 91.5% F1-score. Policymakers and educational administrators can use the outcomes as an incentive to enhance the strategy and standard of Higher Education (HE) that are run in collaboration between China and foreign countries.

The role of cultural and creative competencies in shaping success of art ukrainian students

The article considers the issues of the competency-based approach in higher education and the role of cultural and creative competencies in the modern educational discourse. The aim of the article is to define the peculiarities of forming cultural and creative competencies of students in artistic specialties in higher education institutions of Ukraine, as well as to elucidate the influence of these competencies on the competitiveness and professional career advancement of specialists in both domestic and global labor markets. The research methodology includes a combination of systemic-differentiated, comparative, synergistic, cultural, axiological, structural-functional, and empirical methods, which are employed to clarify the peculiarities of forming cultural and creative competencies during students’ professional training in artistic specialties. The article demonstrates the peculiarities of forming cultural and creative competencies in the Standards of Higher Education and educational-professional programs, examines role of the educational environment in forming creative competencies and its peculiarities as an educational-creative environment using the example of training students in artistic specialties at Kharkiv State Academy of Culture. Promising directions for improving creativity development in educational-creative environments of educational institutions are identified, which enhance the competitiveness of professionals in artistic specialties and contribute to the resolution of crisis phenomena in society.

Social moderation and calibration versus codification: a way forward for academic standards in higher education?

ABSTRACT A key responsibility of higher education providers is the accurate certification of the knowledge and skills attained by their students. However, despite an intense focus on developing relevant quality assurance regulations, academic standards in higher education have remained resistant to explication and consistent application. In this paper, we initially deconstruct and evaluate academic standards and dominant practitioner perspectives on their nature and use, including techno-rational, sociocultural and sociomaterial approaches. The limited prior research on the effectiveness of calibration and social moderation processes is reviewed, highlighting the significant challenges in sharing tacitly held understandings of assessment criteria (attributes of quality) and standards (levels of achievement). Further complications are considered that arise from the varying expertise and power relationships of assessors and the complexities inherent in the development and use of codified artefacts for capturing and sharing standards. We opine that because of the difficulties in clearly representing and agreeing standards, it is unsurprising that there is little evidence of marking consistency to be found in the literature even in contexts where carefully crafted artefacts, such as rubrics, are in use. We conclude that effectiveness would be enhanced through sharing understandings more widely and refocusing the use of assessment codifications towards how they may catalyse effective social moderation and calibration dialogues. Dialogues that foreground individuals’ positions of consensus and dissensus at significant points of interpretation in the assessment process are identified within the paper.

The Use of Simulation in Nursing Education Programs: A Cross-Sectional Interuniversity Study

Background. Simulation-based education has been incorporated into nursing curricula as an educational strategy. However, its implementation has not yet been standardized in different regions. Purpose. The aim of this study is to describe simulation-based education in the nursing curricula in Catalonia and Andorra. Methods. An exploratory cross-sectional study was conducted in 2019 in which 16 universities participated. Results. The median dedication to clinical simulation in the nursing studies was 287.5 hours, with variations between universities (ranging from 24 to 516 hours). The dedication for the low-medium fidelity simulation was 89.4 hours (SD ± 58.3) and 26 hours (SD ± 17) for the high-fidelity simulation. All the universities had qualified teaching staff and facilities. Conclusions. There is variability in the implementation and use of simulation-based education among universities. However, there is consensus on its usefulness in nursing curricula. To integrate simulation training into the nursing curriculum, it is necessary to establish convergent simulation standards in higher education.

THE ROLE OF ACCREDITATION IN ENSURING THE QUALITY OF HIGHER EDUCATION IN UKRAINE

The article examines the problems and prospects of the accreditation system as a tool for ensuring the quality of higher education in Ukraine. The state and peculiarities of integration of the Ukrainian accreditation system into the European context are investigated. The purpose of this study is to analyse the accreditation system of higher education in Ukraine and to study its impact on ensuring the quality of education in accordance with European standards. The emphasis is placed on analysing the theoretical and practical aspects of accreditation in Ukraine, identifying problems and opportunities for further improvement. The study uses general scientific methods. The method of documentary analysis was also used. The article examines topical issues related to the accreditation system of higher education in Ukraine, in particular the factors that affect its effectiveness and compliance with European standards. The analysis of the state of integration of the Ukrainian accreditation system into the European dimension has revealed key challenges and prospects. The theoretical aspect of the study highlights the conceptual foundations of accreditation, its goals, and impact on the quality of education. The practical analysis revealed problems such as the lack of a unified assessment methodology and insufficient coordination between accreditation bodies. The results of the study can serve as a basis for developing specific strategies and recommendations to improve the effectiveness of accreditation and maintain higher quality standards in Ukrainian higher education. The article emphasises that accreditation is an important tool for monitoring and ensuring the quality of higher education in Ukraine. It serves not only as a mechanism for determining the compliance of higher education institutions with the established standards but also guarantees a high standard of education and compliance with academic standards. Recommendations for improving the quality of higher education in Ukraine are proposed, taking into account the European experience in the field of accreditation. The study emphasises the importance of affinity with European models and the need for active cooperation to ensure a high standard of quality of higher education in Ukraine.