Higher Education System Research Articles

Research on the Training Mode of Compound Talents in "International Trade and Economics + Korean" in the Context of “The Belt and Road Initiative”

Since the establishment of diplomatic ties between China and South Korea 32 years ago, the economic and trade cooperation between the two countries has continued to deepen, and both the investment and trade exchanges have shown a trend of steady growth. Under the background of increasing trade volume between China and South Korea，the demand for versatile talents who understand both "international economics and trade" and Korean is increasing. Therefore, the cultivation of this kind to talents has become more and more important. This paper aims to explore how to cultivate "cross-border interdisciplinary" talents who can promote transnational communication and enhance the comprehensive strength of the country under the framework of the "Belt and Road". At the same time, China's higher education system needs to seize opportunities, face challenges, and strive to cultivate "cross-border compound talents" for the country.

Development Digital Maturity Attributes Based on Higher Education Business Processes

Transformation in the digital aspect is a crucial part of the higher education development in digital age transformation. The oject of this study is to identify the transformation of digital maturity requirements in universities as higher education institutions from Indonesia, which will later be used as criteria for forming a digital maturity model. The research method is mixed, involving both qualitative and quantitative analyses. The type of research applied is the Exploratory Sequential Design, where the data is collected and analyzed with the qualitative method, then follows up the results with a quantitative one to explore a phenomenon. The content validity index applied in this study is used to validate digital maturity requirements. It has been applied to various digital technology companies, government policies in higher education systems, and management applied to multiple universities. The results can guide universities in navigating digital transformation in their institutions. This study highlights that previously proposed digital maturity models need to sufficiently consider the business processes of higher education and the need for security and privacy dimensions, which have not been extensively discussed in the literature.

INPUTS AND OUTPUTS OF HIGHER EDUCATION: A READING OF THE ALGERIAN HIGHER EDUCATION SYSTEM IN THE LIGHT OF THE KNOWLEDGE INDEX

Objective: The purpose of this research is to assess and understand the condition and difficulties facing the education system, in Algeria in light of the knowledge economy, with particular focus on the alignment between university outputs and labor market demands. Theoretical Framework: The study is based on the concept of the knowledge based economy model which underscores the pressing requirement for institutions to adjust to progress and changing economic landscapes. It examines the relationship between higher education outcomes and economic development in developing nations. Method: The study employs an analytical approach to evaluate Algeria's higher education system, examining public spending patterns, graduate employment rates, and the alignment between academic programs and market needs. Results and Discussion: The results indicate that with rises, in funding, for public education and enhancements educational inputs, Algeria faces persistent challenges: (1) high unemployment rates among university graduates, (2) misalignment between academic training and industry requirements, and (3) limited focus on entrepreneurship and innovation in university curricula. Research Implications: The study recommends strategic reforms including: (1) reorienting universities toward entrepreneurship education, (2) strengthening research and innovation capabilities, and (3) developing learning environments that foster creativity and practical skills. These changes aim to shift from a purely employment-focused model to one that emphasizes job creation. Originality/Value: In this study a thorough examination of the education system, in Algeria is presented within the framework of the knowledge economy., offering evidence-based recommendations for transforming universities from institutions that prepare job seekers to centers that create job creators, thereby contributing to sustainable economic development.

An evaluation and comparative analysis of higher education health and sustainability: India’s performance and global

This study evaluates the health and sustainability of higher education systems in nine countries: the USA, UK, Australia, Germany, Canada, China, Brazil, India, and South Africa. Using a multi-level analysis model and principal component analysis (PCA), nine key factors—such as international student numbers, academic levels, and graduate employment rates—were identified, capturing over 90% of the cumulative impact on higher education systems. India, scoring 6.2036 initially, shows significant room for improvement. The study proposes policies to increase graduate employment, promote international faculty collaboration, and enhance India’s educational expenditure, which surpasses 9.8% of GDP. Post-policy simulations suggest India’s score could rise to 8.7432. The paper also addresses the impact of COVID-19 on global education, recommending a hybrid model and increased graduate enrollment in China to reduce unemployment by 5.4%. The research aims to guide sustainable development in higher education globally.

Academic Mobility as a Strategic Vector of Quality Training of Future Specialists in the Era of Globalisation and Development of Educational Innovations

The article reveals the essence and analyses the conceptual foundations of academic mobility through the prism of its impact on the quality of educational services in modern universities. The close connection between academic mobility, globalisation processes and the rapid development of educational innovations aimed at integrating national higher education systems into a unified European educational area and the global knowledge society is emphasised. It stresses that academic mobility is one of the most important features of the modern education system and an effective tool for improving the quality of human capital. Based on analysis of academic literature and legal documents, the essence of the terms «mobility» and «academic mobility» is presented and the types and forms of academic mobility are defined. It is noted that one of the indicators of successful development of the global market of educational services is international academic mobility, participation in which contributes not only to improving the quality and competitiveness of the national higher education system in the global market of educational services, but also to improving mutual understanding between peoples and cultures, optimising educational intercultural communication, creating conditions for professional and personal self-realisation, formation of highly qualified specialists capable of acting effectively in a dynamic world. The article describes international academic exchange programmes aimed at supporting research and innovation in the field of education and science.

POLICY OF COMMON COMPETENCY ASSESSMENT IN TAIWAN’S HIGHER EDUCATION AND ITS APPLICATION IN UNIVERSITY AFFAIRS DATA

<p>This study focus on the competency assessments conducted through the University Career and Competency Assessment Network (UCAN), a platform widely utilized in Taiwan’s higher education system. Using a private university in Taiwan as a case study, the research tracked cohorts of students who enrolled between the 2018 and 2021 academic years. UCAN assessments were administered as pre-tests during the students’ first year and post-tests in their third year to measure changes in their common competencies. Institutional data obtained from these assessments were analyzed using one-way ANCOVA and independent sample t-tests to explore the impact of the Higher Education Sprout Project, which emphasizes innovative teaching, on students' competency development. The results from the longitudinal analysis reveal significant improvements in all eight core competencies, with the most notable self-efficacy gains observed in communication, problem-solving, and information technology skills.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0726/a.php" alt="Hit counter" /></p>

Roles of lecturer and student in the context of transformation of higher education (using of project based learning)

Introduction. In modern conditions, the higher education system is forced to respond to new challenges and change to meet the needs of society and the market. These changes are associated, first of all, with the need for practice-oriented training, bringing science and education closer together, increasing the role of student independence, as well as the need to use an interdisciplinary approach. In this regard, the role of the lecturer in the educational process is changing. The teacher must use new techniques and teaching methods, ones that will prepare a future specialist, a university graduate, to solve practical problems immediately after receiving a diploma. Project activity as part of the educational process at a university can solve many problems that teachers and students now face. The purpose of the study is to understand the changing roles of lecturer and students in the context of transformation of higher education using the example of organizing project activities. Materials and methods. The survey involved 152 regional studies students of the Faculty of Humanities Education of the Novosibirsk State Technical University (Russian Federation) aged 19 to 23 years (1-4 years). Statistical processing of the results was carried out by combining and grouping statistical materials. Results. Based on the survey, the results of students' expectations in the process of obtaining an education were revealed. It was not intended to explain or understand these results in detail. But we can state their general collective orientation and this is connected with the desire to learn (gain new knowledge, get acquainted with methods of processing/analysis of factual material). The main function of a student, according to the survey, is studying/gaining knowledge (100%), second place is occupied by a function related to communication (79.6%), followed by respect (34.51%). It is interesting that students perceive the functions of a teacher in a similar way: in the first place – to teach (100%), in the second place – to communicate (51%), third – to respect (48%). Conclusion. The use of project activities in the educational process in higher education helps the lecturer organize the educational process in such a way that learning takes place on the basis of the convergence of theory and practice, students act as active participants, mastering not only professional, but also communicative competencies, learn to work in a team, decide current tasks within the framework of your future profession. However, a detailed study of the mechanism for using this technology within individual academic disciplines is necessary.

Understanding Knowledge Management Education within the North American Higher Education System

Abstract: The purpose of this article is to provide an overview of the higher educational systems in the United States and Canada in general and knowledge management (KM) education specifically. The terminal degree for KM is primarily considered to be a master’s degree, and programs vary across disciplines. There are very few master’s degrees in KM; these are found in academic departments or schools of information, business administration, professional studies, and policy and government. Details on these degree programs as well as certificates are presented. Previous degree programs that have been discontinued are discussed. KM courses are also listed that are offered in other library and information science programs throughout the United States and Canada but not part of a KM degree program otherwise. It appears that KM programs and courses are in decline, although this may suggest an evolution rather than a decay of the field.

On the issue of the formation of the national identity of students (on the case of universities in Kazakhstan)

Introduction. The article examines the theoretical aspects and practical possibilities of formation of national identity in universities of Kazakhstan. This problem is becoming relevant in the context of the globalization of knowledge and international integration of education, the growth of academic mobility and the expansion of intercultural communications. Aim. The aim is to explore the mechanisms of constructing national identity and strengthening the national features of educational programs of higher education based on the study and generalization of the experience of Kazakhstani universities. Methodology and research methods. Based on the content analysis of normative documents on education, the content of bachelor's degree curricula and critical understanding of foreign scientific literature, the authors attempt to fill in the gaps in understanding the mechanisms of formation of national identity in higher education in the country and show its features. Results. The authors present the results of an analysis of the structure and content of bachelor educational programs at universities in Kazakhstan for the presence of the national component in them. Тhe authors summarize that the formation of national identity among the younger generation and filling it with semantic content is considered by the Kazakh academic community as an important state task, as a foundation for the cohesion and spiritual unity of citizens of a multinational country. The mechanisms of constructing national identity in the higher education system have been developed at the state level and are implemented in university training and educational practices. The national component of bachelor's degree programs, focused on formation of national identity, is provided by the content of general education humanities and language disciplines. University programs are developed in accordance with the requirements of the State Bachelor's Degree Standard, which contains a list of compulsory subjects for studying national history and culture, Kazakh, Russian and foreign languages. The principles of academic freedom allow universities to enhance the national flavor of educational programs by filling elective courses with national content. Scientific novelty. In modern conditions, the problem of ensuring the national identity of educational programs universities does not at all seem to be an axiom that contradicts the processes of internationalization of education. Universities around the world use various mechanisms to ensure the national identity of their programs, making them more attractive to students in the context of the development of intercultural communication. Kazakh universities are still gaining experience, but it may already be of interest from the point of view of accumulating practical experience. The practical significance of the study lies in the formulation of the problem as one of the important discourses in higher education. The results of the study will make a certain contribution to the understanding of the mechanisms and factors influencing the provision of national identity of educational programs using the example of a specific country. The article contributes to the scientific conversation about the meaning of national identity and can be a contribution to the study of the problems of forming the national identity of the younger generation.

Realization of the humanitarian potential of a higher mathematics course in the professional training of technical university students

Introduction. The next stage of globalization of relations is being formed – the creation of a digital economy, including smart manufacturing, smart finance, telemedicine, etc. The UNESCO Science Report: the Race Against Time for Smarter Development – Executive Summary, published in 2021, calls this phase the “fourth industrial revolution.” The development and basis of this revolution in the fields of science and engineering is directly related to digital technologies such as artificial intelligence, robotics, blockchain technology, which intersect with nano- and biotechnologies, and cognitive sciences. Scientific institutions and higher education systems are actively involved in this process as direct participants and as training institutions. Mathematical training is rightfully considered the methodological basis of most educational and special disciplines. The purpose of the study is to reveal the humanitarian potential of a higher mathematics course in the professional training of a technical university student. Materials and methods. In accordance with the provisions of the system-activity and information approaches, the authors have developed a questionnaire to identify preferences in realizing the humanitarian potential of the higher mathematics course at a technical university. Respondents are asked to rank the proposed six statements that characterize the mathematical preparation of students. 368 people took part in the survey, among them students of bachelor's degree (136 people), specialty (124 people), master's degree (78 people) and postgraduate studies (30 people) of St. Petersburg Mining University. The method of summarizing and grouping statistical observation materials was used. Results. The highest rating of 3.74 was occupied by the contradiction between the awareness of the leading role of mathematics in the development of logical thinking and at the same time the predominance of theoretical facts over their practical application in the university course of higher mathematics. This statement was noted as the most significant by 20% of students, 27% of undergraduates and 24% of graduate students. The other two, in terms of the severity of the contradiction, have a rating of 3.55 (mastering the content of a higher mathematics course is accompanied by objective difficulty due to the high abstractness of the subject) and 3.56 (insignificant inclusion of heuristic methods in the content of the course). In the context of constantly increasing requirements for the quality of engineering education, the problem of increasing the role of mathematical knowledge can be solved through didactic support of the educational and cognitive process in the classroom and as part of students’ independent work. In a multi-component educational activity, the basic dominants (spatial, logical, numerical and symbolic) are highlighted and the methodological features of their implementation in the student’s mathematical preparation are revealed. Conclusion. The humanitarian potential of the higher mathematics course presupposes a system of measures aimed at the priority development of intellectual and general cultural qualities of students. The realization of humanitarian potential involves the formation of a student's value attitude towards himself, the world around him and his activities in it. The realization of the humanitarian potential of the discipline in the training of a future engineer is possible through the organization of symbolic activities by means of practice-oriented tasks and educational cases of an applied nature.

Health promoting lifestyle in educational setting: an intervention study in the universities

The "health promoting universities" strategy has gained popularity and a presence in the higher education system, particularly in universities. It is imperative for higher education establishments to prioritize the promotion of health within their student body and academic community. By safeguarding and boosting students' wellbeing, a strategy centered on encouraging healthy lifestyles has the potential to boost the university's contribution to health improvement and offer significant value to the community. Universities have the power to improve health promotion through community service and to make policies in this area through research and teaching. In order to investigate student behavior in relation to the standard aspects of the healthpromoting lifestyle profile, this project will undertake an intervention study involving 150 students with the goal of promoting a healthy lifestyle. A pretest and post-test control group design was employed in this investigation. The health-promoting lifestyle standard profile II questionnaire was the research instrument, and descriptive statistics and inference were employed for analysis at the .05 significant level. The outcomes demonstrated a noteworthy impact on the implemented measures. This study's findings indicated that interventions in learning environments successfully raised student behavior linked to a healthy lifestyle and its components.

Metadisciplinary competencies and assessment of their maturity in the organisation of the educational process at teacher training colleges

Introduction. The labour market-driven changes in educational requirements, the development of information technologies and transformation of social relations require students’ new subject-specific and metadisciplinary competencies which should be formed at all levels of education. The aim of the study is to substantiate the role of metadisciplinary competencies and assessment of their maturity in the organisation of the educational process in teacher training colleges. Materials and methods. The study involved 1,742 students of teacher training colleges of the Chechen Republic, Republic of Ingushetia, Republic of North Ossetia–Alania, Republic of Dagestan, Kabardino-Balkarian Republic and Karachay-Cherkess Republic (Russian Federation). Methods: source analysis, author’s questionnaire for diagnosing metadisciplinary competencies in students of pedagogical colleges, methodology of assessing communication and organisational aptitudes COA-1 (V.A. Sinyavsky, B.A. Fedorishin). Results. The monitoring of the maturity level in metadisciplinary competencies revealed the deficiency in students’ goal-setting, information search abilities, cooperation and self-assessment. The following maturity level of metadisciplinary competencies in students of teacher training colleges was revealed: the majority of learners showed a goal-setting level (67.4%), information search and analysis ability (67.4%), cooperation level (68.1%), and self-assessment level (68.6%) – as specific of the average level. The elaborated model of educational process continuity covering schools, pedagogical colleges and teacher training colleges was based on the development of metadisciplinary competencies. Network interaction of pedagogical workshops was set up in secondary vocational schools of the North Caucasus Federal District (NCFD) of the Russian Federation – as a mechanism for ensuring consistency and continuity of future teachers’ training in the system of secondary vocational and higher pedagogical education. Conclusion. The implementation of the research results into the practice of pedagogical colleges and universities allows to improve the quality of future teachers’ schooling. The graduates of educational institutions involved in the network interaction of pedagogical workshops will possess not only subject-specific knowledge but also metadisciplinary competencies necessary for successful professional activity.

Social solidarity of students: university practices and fashioning tools

The problem of the research. Integration and consolidation are needed in modern society. Of particular importance is the maintenance of solidaristic practices, the "education" of which should be carried out by the educational system in general and higher education institutions in particular. Today it is important to understand what tools the Russian university system has for the formation of solidaristic thought and action. In this regard, it is important to rethink the experience of the Soviet era, when solidarity education was part of the ideological system. The aim of the article is to identify the most effective tools and methodologies for fostering solidarity consciousness among students at Russian universities, with due consideration of both national and global experience. Materials and methods. Theoretical analysis was employed to examine Russian and global scientific literature on the nature and evolution of social solidarity among young people and students, its underlying principles and manifestations. The system approach and the principle of additionality were employed to comprehend the instruments and practices of social solidarity formation in higher education institutions. The position of an "internal observer" integrated within the university system was augmented and refined by the research position of an "external observer", enabling a comprehensive examination of the university system. Results. The system of Russian higher education in modern conditions continues to be the most important actor of socialization of the young generation, designed to instill in them one of the basic values – the value of social solidarity. The educational subjects within the social and humanitarian block, which form part of the overall educational process, have the potential to facilitate the formation of social solidarity. In order to fully grasp this concept, it is necessary to apply it to the ongoing process of updating the aforementioned disciplines, which are designed to create a uniform set of content and teaching methods. This will help to foster a holistic worldview in young people, equipping them to engage with the world around them in an informed and empathetic manner. The process of fostering solidarity thinking and action cannot be reduced solely to the educational process, the improvement of the curriculum and the set of disciplines. The trinity of educational, educational and scientific processes is capable of forming social solidarity among modern Russian students. Conclusion. It is challenging to envisage Russian society without the pivotal role of higher education, which is tasked with actively shaping the value priorities of young people. In light of the crucial mission of socialization carried out by higher education institutions, which includes the formation of fundamental values and the promotion of solidarity practices among student youth, it is evident that the influence of higher education on the younger generation of Russian citizens is significant.

Student Satisfaction and University Enrollments: Does the Urban or Regional Status of Australian Higher Education Institutions Matter?

In the aftermath of World War II, Western nations witnessed unprecedented growth in university enrollments, particularly in business schools, driven by the expansion of the publicly funded higher education system. This growth has prompted higher education providers to re-evaluate the critical role of student satisfaction in shaping learning, engagement, and overall institutional success. While the impact of student satisfaction on engagement and academic outcomes is well documented, its influence on broader university enrollments remains underexplored. Using longitudinal data from the Australian Government-funded Quality Indicators for Learning and Teaching (QILT) surveys and universities’ annual reports (2012-2017), we find that universities with higher student satisfaction show significantly higher enrollment rates. Moreover, the positive impact of student satisfaction on enrollment is more pronounced in metropolitan universities. Beyond contributing to social justice theory, this study provides actionable insights for government and higher education management to improve equitable access to higher education and reduce social disparities through strategically allocating resources, capabilities, and support services.

METHODOLOGICAL SUPPORT FOR PEDAGOGICAL DESIGN OF CYBERSOCIALIZATION OF STUDENTS BASED ON BLENDED EDUCATION

In the 21st century, with the rapid development of science and technology, approaches to pedagogy have changed significantly. New teaching methods such as distance learning (DL), online learning (OL) and blended learning (BL) have come into focus. In recent years, blended learning (BM) has become increasingly popular as a new pedagogical approach, including in Uzbekistan, where its application is gradually increasing in universities. This study analyzes students' perceptions of blended learning, its benefits and challenges in the context of higher education in Uzbekistan. The results, based on questionnaires and semi-structured interviews, showed that students have a positive attitude towards BM, especially those who combine studies with family and work responsibilities. The main challenge remains access to the Internet, however, students were able to successfully utilize the benefits of both face-to-face (F2F) and online learning. The study also highlights the need for further study on the application of blended learning in the higher education system of Uzbekistan for its successful implementation and understanding.

A Systematic Literature Review of Synchronous E-Learning Challenges in Higher Education Institutions in Developing Nations during the COVID-19 Pandemic

Abstract Introduction: The COVID-19 pandemic has accelerated the transition to online learning, with synchronous e-learning becoming a critical modality in higher education institutions (HEIs) worldwide. This shift, while ensuring educational continuity, has unveiled numerous challenges, especially in developing nations where resources and infrastructure may not adequately support such a rapid transition. Purpose: This study aims to provide a systematic literature review of the challenges encountered by students in developing nations during the implementation of synchronous e-learning amid the COVID-19 pandemic. It focuses on identifying and analysing technological, pedagogical, infrastructural, socioeconomic, and health-related challenges that have impacted the efficacy of online learning. Methods: Through a systematic literature review of 43 peer-reviewed studies conducted in developing nations, dated between 2020 and 2022 sourced from the SCOPUS database, this article synthesises findings on the multifaceted challenges faced by HEIs students during the COVID-19 pandemic. The study employs a thematic analysis approach to categorise these challenges and discuss their implications for educational equity, student well-being, and the resilience of higher education systems in developing countries. Conclusions: The study underscores the need for comprehensive strategies to address the identified challenges, emphasising the importance of infrastructural improvements, pedagogical support, socioeconomic interventions, and health-focused measures. It calls for a collaborative effort among educational institutions, governments, and international organisations to enhance the resilience and inclusivity of e-learning environments, ensuring equitable access to quality education in developing nations during and beyond the pandemic.

USE OF AN INTERDISCIPLINARY APPROACH ON THE EXAMPLE OF TEACHING THE DISCIPLINE "METHODOLOGY OF SCIENTIFIC RESEARCH"

In the context of global transformations, the education system of Uzbekistan is also undergoing reforms aimed at improving the quality of training specialists. An interdisciplinary approach in teaching Methodology of scientific research is a promising direction that contributes to the formation of flexibility of thinking, critical analysis and the ability to adapt to modern challenges in master's and doctoral students. This article examines the possibility and necessity of applying an interdisciplinary approach in the higher education system of Uzbekistan, as well as the key challenges and prospects for its implementation.

Mapping visual-based methods: an interdisciplinary approach

Images are central to our understanding of and learning about our world. We argue that visual training needs to be improved in the higher education system to enhance the potential of visual thinking to mediate productively our relationship with the context we inhabit. Initiatives from the social sciences and humanities since the end of the twenty century have highlighted the importance of training in visual research methods and visual literacy, but they also expose the scarcity of tools for understanding and applying images in research processes. In this paper, we examine the way visual methods were organised and employed in earlier studies and propose a new taxonomy. This classification will map these methods in an interdisciplinary framework that allows practitioners to use images in the development of projects. This proposal also seeks to inform future methodological approaches where images are recognised as a language of knowledge, analogous to numbers or linguistic expressions.

Artificial intelligence in teaching social disciplines: Opportunities and challenges of tools

Based on the analysis of scientific sources and practical experience in teaching social disciplines, the article reveals the role and problems of using AI in the system of higher education. The scientific opinion about the inevitability of using AI, despite its risks, in teaching social disciplines is expressed. A comparative analysis of the subject area, conceptual apparatus, functional purpose and research methods of social disciplines is carried out. Similar features are revealed, the basis of which is their focus on the scientific study of the social and psychological behaviour of individuals, social groups and communities. On the example of didactic methods of teaching social disciplines in higher education, the expediency of using AI tools in the process of teaching is substantiated. Their main capabilities are personalised learning, forecasting and trend analysis, data visualisation, simulations and virtual laboratories, speech, video and voice interfaces, assessment tools, and generation of comments and feedback. Clarification of the principles and main possibilities of using AI tools has revealed the main problems, which include ethics, reliability, transparency, insufficient professional training of teachers and imperfect legal support. We outline prospects for further research on the peculiarities of using AI tools to teach social disciplines in higher education.

Digital Transformation in Higher Education System: Learning Technologies at Open University of Mataram

The proliferation of technology has significantly impacted learning development. This study aimed to investigate the effectiveness of learning technologies based on students’ perspectives and to discover the challenges encountered when using technologies. In conducting a qualitative case study, the researcher collected data using an open-ended questionnaire at the Open University of Mataram. The data from six informants were analyzed by using the thematic analysis technique. The analysis procedures were based on Kawulich's (2004), which encompassed narrative, coding, interpretation, confirmation, and presentation. The result showed that the students found technology in their learning was effective primarily in creating attractive, practical, and accessible learning experiences, promoting flexible learning and independent learners, and enriching and deepening understanding. Meanwhile, three main challenges were identified: an unstable network, social media, environmental distraction, and a lack of technological competence among students. This study recommends researching teachers’ perspectives on digital transformation for further studies