Higher Education System Research Articles

Enhancing student engagement in online education: the role of self-regulation and teacher support in Zambia

This study examined the opportunities and difficulties of online learning in Zambia’s higher education system, emphasizing the effects of self-regulation as a mediator between teacher-scaffolded online interactions and student learning engagement. Students and teachers frequently encounter significant challenges, such as low motivation, engagement, and self-regulation, despite the growing popularity of online learning. Hence, there was a need to explore how these can be mitigated through enhanced self-regulation and contribute to better educational outcomes and the broader context of pedagogical innovation. Data was gathered from an online survey of 1323 undergraduate students who took online courses in blended learning environments at four higher education institutions in Zambia. The results show a substantial mediating effect of self-regulation on student learning engagement and teacher-scaffolded online interactions. Findings underscore the need for comprehensive strategies to enhance online learning experiences, including constructive feedback, conducive learning environments, and continuous professional development programs for teachers. Furthermore, this study emphasizes the importance of interactive online learning activities to improve students’ learning management skills and promote self-discipline in online learning. It highlights the vital role of self-regulation, active learning engagement, and teacher-scaffolded online interactions and calls on educators and administrators to develop innovative ways to make participating in online learning smoother.

Concern for Quality in Indian Higher Education

Abstract: The nations with the best higher education systems will rule the world in the twenty-first century because, in addition to increasing social and personal wealth, education also has a direct or indirect bearing on all other facets of development, including intellectual, social, cultural, artistic, economic, moral, and human resources. In India, the number of universities, college campuses, and university-level institutions as well as the number of students enrolled has increased dramatically. Rashtriya Uchchatar Shiksha Abhiyan (RUSA), a Centrally Sponsored Scheme launched by the Indian government in 2013, aims to improve the state of higher education. As a result, the current enrolment ratio is at 27.3% The nation has seen a notable gain in enrolment, but as of right now, concerns remain about the quality, which is crucial to meeting objectives and carrying out national policy. Higher education faces a number of challenges, including inadequate facilities, a curriculum focused on exams, memory-based exams, a lack of qualified faculty, subpar teaching techniques, a lack of funding, uneven government policies regarding education, political unrest, vested political interests, high demand from the youth, growing privatization, a lack of access and equity, etc. There exist numerous other comparable difficulties, all of which are rigorously analysed in this work along with potential answers.

Implementation of Master’s degree programs in Artic indigenous languages in the higher education system (on the example of the Sámi language)

In this article, we discuss the specifics of implementing the Master’s degree program entitled “Technologies of teaching the Sámi language” launched at the Department of Philology, Intercultural Communication, and Journalism of the Murmansk Arctic University during the 2022–23 academic year. The lectures and practical sessions included in the program are briefly described. The methodological aspects of the discipline “Teaching the Sámi language (initial stage, school)” are presented in greater detail. The relevance of introducing a Master’s degree in this profile for reviving the Sámi language, which is on the verge of extinction, is shown. The factors leading to extinction of the indigenous language of the Kola North are outlined; measures for preserving and reviving the Sámi language are proposed.

Modeling appeals in university accreditation in Chile: an exploratory study

ABSTRACT In Chile, university administrators may appeal to a secondary agency to challenge the accreditation decisions of the primary national accreditation agency. The study analyzes the appeal judgments, using an empirical approach to identify arguments used by the secondary agency to justify its decisions. The analyses identify several factors, such as improvements since the last accreditation, faculty productivity, and financial standing, as the most relevant predictors of appeal success. The appellate agency, however, tends to emphasize the absence of deficiencies or weaknesses associated with these factors when it grants an appeal, sidestepping the primary agency’s criteria and standards for accreditation. Such an approach may be appropriate given the heterogeneous landscape of the Chilean higher education system, providing leeway to drive excellence in more selective institutions while maintaining some minimum standards in less selective ones.

Nigerian Graduates as Newcomers in the Workplace: Making Sense of Transitioning Into the Industry

ABSTRACT Nigeria’s higher education system is plagued with diverse structural challenges. However, little research has explored its impact on the achievement of career goals of graduates of this system, especially in the workplace. This study adopts sense-making and blame attribution theories to investigate the experiences of Nigeria’s graduates in their workplaces. After a qualitative analysis of narrative interviews, this study argues that (1) blame attribution forms an anchor to organize narratives of sense-making within an organization; (2) Nigerian graduates blame their education, workplace, and self for the challenges they encounter. Self-blame can potentially shed light on newcomers’ sense-making of their difficult transitioning experiences. The analysis identifies a tripartite problem where these three distinct, but interconnected entities are viewed as responsible for post-graduation challenges in the workplace. Thus, the results demonstrate the need to extend blame attribution theory from its current focus on either external or internal blame targets to understanding individuals within an organizational context potentially blaming both internal and external factors simultaneously for workplace challenges.

Bildung, hermeneutics, divergence: learning in the dystopian university

Abstract In this article, I offer an account of the 2014 dystopian-fiction film Divergent, based on the novel by Veronica Roth. The film tells the story of Beatrice, a young woman living in a postapocalyptic Chicago, and her process of enrolment into the higher education system. I argue that Beatrice’s troubled story can help us to uncover the high tension between today’s university’s self-alienating mechanisms and the thirst for Bildung. I suggest that the notion of ‘divergence’ can help to develop an account of Bildung in an innovative direction. ‘Divergence’ is a term used in the film to define individuals—like Beatrice—who cannot fit into the categories established by the government to sort students into appropriate educational pathways. I link the notion of ‘divergence’ to an interpretation of Gadamer’s account of Bildung. First, I draw on Gadamer’s thinking to suggest the metaphor of the university as a ‘crossroads’ and outline the idea of the risks and possibilities that are attached to authentic learning experience. Then I explore the self-alienating mechanisms that Gadamer saw at work within the postindustrial structure of the university. In conclusion, I develop Gadamer’s notion of self-education along the lines of the idea of divergence. While some argue that the university can still be a place for human encounter and gathering, I aim to show that, without divergence, it remains a site of displacement, or a dystopia.

Economic inclusion and ethnonational exclusion of Arabs in Israeli higher education: two tales of one policy

ABSTRACT Higher education systems worldwide strive for diversity, equity, and inclusion. However, policies meant to support these values often – intentionally or not – construct new forms of labeling, discrimination, and exclusion. This study examines this dynamic through the case of access and participation plans for Arabs in Israeli higher education. An analysis of citizenship discourses used throughout the policy narrative is applied to state policy documents and interviews with policymakers and implementors. The analysis reveals two narratives describing a single policy: a ‘shared interests’ narrative focused on economic development and growth, and a ‘balancing tradeoffs’ narrative balancing economy and security. These narratives help identify the policy as a ‘multiple diversity regime’ with social, economic, civic, and ethnonational dimensions. Diversity, equity, and inclusion values are promoted through social, economic, and civic convergence, while labeling, discrimination, and exclusion arise through economic and ethnonational convergence. This study contributes to higher education research by accounting for the complex and multi-dimensional dynamic of diversity policies, especially in deeply divided societies. It calls for higher education systems and institutions to take on a more comprehensive approach, going beyond the social and economic dimensions of diversity, to pursue substantial ethnic and national equity and inclusion.

Сергей Кабышев: «Юридическое образование — это воспитание правовой совести гражданина на профессиональной основе»

The development of legal education has long been one of the most acute and controversial topics of discussion in departmental, academic and expert circles. There are different approaches to understanding, in particular, the modern model of a lawyer, the formation of the core of legal disciplines, the correlation between theoretical and applied training, and the role of educational work. The ongoing pilot project aimed at improving the system of higher education brings the discussion on the prospects of legal education into practical terms.

The emergence of multipolarity in global higher education: the Belt and Road Initiative and African students’ motivations to pursue postgraduate education in China

ABSTRACT The past decade has witnessed an unprecedented transformation of China into an important “receiving” nation for international student mobility (ISM), underscored by the Belt and Road Initiative (BRI)-tied African countries becoming the main import markets. The emerging China-bound ISM, driven by contextually-specific motivations, necessitates a re-theorisation of the Western-centric, neo-liberal-driven push–pull model within the broader context of multipolarity in higher education. Through semi-structured in-depth interviews with eight international students from BRI African countries pursuing postgraduate programmes in Beijing, this micro study explores the dynamic macro–micro interface of push and pull factors. These narratives of how the push (e.g. the under-developed higher education system in the home country) and pull factors (i.e. host nation’s financial support for international students, economic and political links between the home and host countries, and host nation’s exponential growth) intersected with individuals’ desire, reflect the multipolar shifts in global higher education landscapes. By extending the macro-focused push–pull model to incorporate these complexities, this study echoes the need to recognise contemporary multipolarity when explaining ISM in diverse contexts.

Creating Personalized Higher Education Teaching System Using Fuzzy Association Rule Mining

Universities and colleges aim to provide students with a solid academic foundation. Quality instruction is one strategy for achieving the highest possible standard in the higher education system. Personalized teaching caters to each student by adapting the learning pace and method to their specific requirements. However, the present state of customized education in higher education resources prevents proper resources from being extracted due to a lack of multi-dimensional association analysis between students, circumstances, and materials. A hybrid personalized teaching system utilizing fuzzy association rules mining is the goal of this research to improve learning in higher education. Effective multi-dimensional association analysis among students, settings, and instructional materials is facilitated by the fuzzy association rules mining-based hybrid personalized teaching system (FARM-HPT). The proposed study conforms to AI standards, is based on fuzzy logic theories, and guarantees precise university-level resource discovery. The study builds on earlier work in data mining by presenting a new, learner-specific recommendation model for personalized teaching that uses FARM to ensure accurate resource recognition and efficient mining of instructional assets at the higher education level. This new approach generates fewer set comparisons and does them faster than the current standard. Focusing on experimental validation, the study shows that the FARM-HPT system can generate individualized lessons while overcoming the constraints of traditional information mining methods. These findings align with AI standards, which shows how important it is to validate new AI approaches using robust empirical evidence. The system ensures effective accuracy on various datasets: LFW (89.76%), JAOLAD (94.43%), OECD (95.43%) and OULAD (97.45%).

Evaluating Arab generation Z’s acceptance of biometric attendance control technology in educational systems

There is insufficient consideration of Generation Z’s cultural and generational needs in the implementation of biometric attendance systems in Arabic educational settings. This study delves into Generation Z’s discipline, exploring their perspectives on attendance systems and aligning commitment with their interests. The primary aim is to gauge biometric systems’ impact on productivity. Google Form questionnaires collected data from young employees, ages 25 to 35, who belong to Generation Z’s working in the higher education system. Structural equation modeling and descriptive analysis assessed the data. While biometric systems enhance discipline, they may dampen morale. Implementing systems fairly and maintaining flexibility is vital. The study underscores the importance of evaluating employees based on achievements. It sheds light on biometric systems’ role in attendance management and organizational performance, aiding HR practices. The results showed no significant effect of Employee Management Practices (EMP) on organization performance through Biometric Attendance Technology (BAT) (B = 0.049, t = 1.330, p = 0.184). Nor significant effects of Organizational Performance Metrics (OPM) (B = 0.019, t = 0.608, p = 0.543). Technological Infrastructure (TI) (B = 0.019, t = 0.2461, p = 0.645), or Satisfaction and Engagement (ESE) (B = 0.057, t = 1.381, p = 0.167) on organization performance through Biometric Attendance Technology. The mediator impact was also found to be not significant (P > 0.05). Therefore, both direct and specific indirect effects were not significant. Indicating that Biometric Attendance Technology does not mediate the relationship between these variables and organizational performance.

Exploring the Influence of Family Cultural Capital, School Environment, and Peer Relationships on the Scientific Literacy of Primary School Students: A Conceptual Analysis in Chengdu City, China

This paper explores the impact of blended education on the quality of college student learning in Southwest China during the post-epidemic era. The study highlights the potential of blended learning to enhance student engagement, adaptability, and learning outcomes through the integration of digital tools with traditional teaching methods. It identifies critical factors such as institutional support, technological infrastructure, and faculty training as essential for maximizing the benefits of blended education. Additionally, the paper examines the unique socio-cultural context of Southwest China, emphasizing the need to address regional disparities in digital access to ensure educational equity. The findings suggest that blended education can serve as a transformative model for higher education in the region, fostering essential 21st-century skills and reducing educational inequalities. The paper concludes with recommendations for policymakers and educators to support the sustainable implementation of blended education, contributing to a more resilient and inclusive higher education system.

Sustainable, affordable, and transferable approaches to experienced doctoral supervisor development

ABSTRACT Doctoral supervision is complex and takes place against a background of contextual, political, economic, and cultural affordances/constraints; with multiple purposes; and in a global higher education system. The result can be significant tensions for supervisors and, often, poor student satisfaction and progression. Globally, systematic development of doctoral supervision capacity is unusual and/or prohibitively expensive at scale. In response, this paper reports an educational design research initiative to develop a series of collaborative online workshops for experienced doctoral supervisors, supporting deliberate ‘reflective, personal, scholarly and systematic reflection’ across ten areas of doctoral supervision. Participants are then well-equipped to craft a successful application for the prestigious United Kingdom Council for Graduate Education supervisor recognition. Our evidence suggests short-term benefit is in two phases: directly via collaborative workshop engagement with the supervision literature in relation to participants’ shared experiences of supervision, and then via application of that to practice, captured in semi-structured scholarly reflective accounts on development of practice in submission for accreditation. Embedded medium-term benefits are now emerging. Multiple iterations suggest the approach is sustainable, transferable, affordable, and richly beneficial to participants, doctoral students, and wider doctoral communities. The contribution is to development of academics’ teaching and research, and it is both theoretical and practical.

Basic Framework of Apophatic Metaphysics (Negative Theology) Toward Islamic Higher Education System: Analytical Study at Perguruan Tinggi Keagamaan Islam Negeri (Ptkin) In Indonesia

The construction of the metaphysics of divinity that exists in the Islamic higher education system, especially in Perguruan Tinggi Keagamaan Islam Negeri (PTKIN) - in the form of universities) in Indonesia has been finalized and established. It turns out that there was a logic of metaphysics of divinity that was different from the mainstreaming of the established metaphysics, namely metaphysics (apophatic theology). Based on this reality, this study focused on the construction on the concept of apophatic theology that grew and developed in the Islamic higher education system in PTKIN (namely UIN Sumatera Utara, UIN Malang, and UIN Jember). The research problem in this study was how does the construction of apophatic theology in the Islamic higher education system develop at UIN Sumatera utara, UIN Malang, and UIN Jember? In order to analytically answer this question, this study used a qualitative approach with data collection techniques; such as in-depth interviews, participatory observation, and documentation. The data analysis used interactive data analysis from Miles, Hubermann, and Saldana. This study found that apophatic theology was positioned as a discourse of profetization of divine values expressed through a negative style. The theological construction basically "rejects" divine knowledge with the logic of negation and paradox. This apophatic theology in the Islamic higher education system builds an axiological framework that more oriented towards the dimensions of humanity and divinity; or the profane dimension and transcendental.

Empowering University Graduates for Self-Defined Careers via Entrepreneurship: A Roadmap

The increasing unemployment among the educated groups has become a major socio-economic problem which is being addressed by Higher education system of India which is relentlessly working towards developing a culture of generating successful entrepreneurs. Different studies have been conducted to demonstrate how entrepreneurial education imparted by academic institutions has paved way for students to become self-reliant. This research work has been focussed on identifying the bottlenecks/ lacunae in education system that hamper the growth of students as entrepreneurs. The main instrument of study was a questionnaire that confirmed validity by a panel of experts. This study used 120 respondents from postgraduate students of SKUAST-Kashmir where 50% of the respondents were female students. The results of study showed that majority of respondents lacked the confidence and skills to become entrepreneurs. The investigation has suggested the pathways to overcome these drawbacks thus making University education system more entrepreneurship oriented. The study concluded that for motivating, developing positive attitude and expertise among the students regarding entrepreneurship, the universities need to reframe their syllabus and pedagogy which is focused on practical applicability of a subject. The research work also highlighted the importance of including entrepreneurship related subject from 1st year up to the final year of the study in order to inculcate the culture of entrepreneurship among the students. The study suggested the steps to be undertaken for making higher education system more entrepreneurship focused and result oriented.

Жак Гандшин о музыковедении. Наука и образование

The article presents materials related to the pedagogical activities of the prominent Russian-Swiss musicologist and organist Jacques (Yakov Yakovlevich) Handschin (1886, Moscow — 1955, Basel). Based on the example of two articles related to different periods of the scholar’s work and a number of additional materials (including epistolary sources), the author of the article examines the specifics of his work with his students, as well as his views on musicology as a pure (fundamental) science and as an academic discipline in the systems of higher education in Switzerland and Russia. In the context of modern Handschin-research, this study is the first to address the scholar’s pedagogical views and beliefs. In addition to the materials of the two analysed articles (the fragments of which are presented in Russian translation for the first time), it introduces a range of epistolary sources on the history of academic musicology of the 20th century.

Transdisciplinary approach as a resource for the development of critical thinking in higher mathematical education

Introduction. In a modern digital and globalized society, the higher education system is faced with the task of developing critical thinking skills in graduates that allow them to solve complex problems through the integration of knowledge from various disciplines at a new transdisciplinary level of knowledge. Such integration seems possible based on the use of modeling methodology, methods of computational and discrete mathematics, and mathematical cybernetics, which form the foundation of the language of information technology and processes. The purpose of the study is to identify the role of the transdisciplinary approach in the development of students’ critical thinking through mathematics. Materials and methods. 76 students of the Vyatka State University majoring in 06.03.01 Biology took part in the study, covering 2022–2023. The main methods for measuring critical thinking, presented by the UF/EMI Critical Thinking Disposition Instrument and The Critical Thinking Barriers Scale (CTBS), were supplemented with diagnostic tools from specially designed tasks, taking into account specifics of teaching mathematics to future biotechnologists. Statistical analysis of the obtained results was performed using the Mann-Whitney U test. Results. A number of methodological conditions have been formulated to ensure the development of students' critical thinking in the process of teaching mathematics, which corresponds to the priority goals of modern higher education. The expediency of using contextual mathematical problems containing a real data set, the method of mathematical modeling, the inclusion of modern mathematical theories and their applications in the teaching content, a joint form of work in the classroom and work with scientific articles is substantiated. A quantitative analysis of the results confirmed the significance of the differences (Uemp = 65 < Ucr = 66; р < 0,01), which indicates the effectiveness of the intervention based on the proposed methodological conditions. Conclusion. The practical significance of the study is determined by the possibilities of using its results in improving the critical thinking skills of students in the process of teaching mathematics.

Potential of students' independent work for improving the quality of knowledge in physics in the context of reduced classroom hours

Introduction. Currently, the higher education system is experiencing a reduction in classroom hours in favor of increased share of students' independent work. Therefore, the scientific and methodological problem of organizing extracurricular independent work of students in physics without losing the quality of education is relevant. Objective: within the framework of theoretical and experimental research, to develop and test methodological techniques for organizing independent educational activities of students for mastering general physics at a university while maintaining the specificity of physics as an experimental science, and to provide recommendations for correcting the educational process at the university. Methodology and methods. The study was conducted at FSBEI HE Vyatka State University (Russia). Three groups of second-year students took part in the pedagogical experiment (total sample was 180 people). Methods of experimental research were: written survey, element-by-element analysis of students' work, statistical processing of results (φ* – Fisher's angular transformation). Independent work of students in the experimental group was organized using specially designed and selected tasks aiming to master knowledge and key skills in teaching physics. It also aimed to compensate for classroom laboratory work; therefore it contained creative tasks that boost students' activities and help master symbolic physical thinking. Results. The experimental group showed statistically significant results in mastering subject knowledge and a number of experimental skills on a par with the group of students whose classroom workload was a third higher due to the laboratory practical training. At the same time, the experimental group showed the best results in mastering the skills of visual representation and description of phenomena (φ* = 5.187; p < 0.05) due to the orientation of the controlled independent work, including formation of symbolic physical thinking. Conclusion. The proposed methodological ideas for organizing independent activities of students focused on direct work with signs (pictures, texts, diagrams, models) contribute to maintaining the quality of students' knowledge in the conditions of reduced classroom load but do not solve a number of skills formation problems that develop when a full-scale physical experiment is conducted. The results of the study can be useful for doctoral students, postgraduate students, and university teachers.

Study of the readiness of university teachers and staff to participate in higher education development programs

Introduction. Currently, higher education is considered as one of the drivers of the socio-economic development of the country, in connection with which continuous transformations are taking place in the higher education system, management mechanisms are being formed that can ensure that the results of the activities of universities correspond to their goals, which consist not only in training highly qualified specialists, competitive in the labor market, but also in strengthening university science, including applied scientific research. Achieving these goals directly depends on the readiness of employees, primarily university teachers, to participate and actively contribute to the implementation of adopted development programs. Research aim: a study of the degree of involvement of university employees in the implementation of current trends in the development of higher education, as well as their readiness to contribute to ongoing programs within the framework of their activities. Materials and methods. A survey of university staff was conducted using a questionnaire developed by the author. The sample consisted of 100 people. The research base is the Federal State Budgetary Educational Institution of Higher Education, Moscow State Psychological and Pedagogical University. The questionnaire included 22 questions related to determining the involvement of university employees in the higher education development programs it implements, as well as identifying problems that reduce their willingness to participate in these programs. Results. The survey made it possible to note the need to improve the mechanisms of coordination and involvement of university staff in order to increase the efficiency of activities in achieving development targets determined by the state. Thus, 67% of respondents named the lack of a clear and understandable strategy as the main problem in the development of higher education, and 54% drew attention to the need to improve coordination and communication between levels of higher education management. At the same time, a fairly high degree of staff readiness to take part in the higher education development programs proposed by the university management was noted. Conclusion. Based on the conducted research, it is concluded that special attention should be paid to involving university staff in the development of their development strategies, stimulating their innovative activity and willingness to participate in the implementation of development programs.

Политэкономическая оценка продвижения системы образования в России в условиях становления цифровой экономики

The article reviews a political-economic analysis of the growing dynamics of the education system in Russia, using the example of higher education in the creative solutions of the digital economy. The author examines the economics of education from the political economy view. The evolution of targets in higher education is presented. When comparing definitions of higher education targets, they provide two mutually related, but competing functions of higher school: the role of higher education in the teaching workforce for all economic sectors and the general intellectual growing of a creative, socialized personality. The nature of economic interests in the higher education system is determined. Market economy and democratic society principles imply models of competitive harmony in economic interests of higher education. The educational product is analyzed from the principle of diglossia as a public and private benefit. In the near future, a combination of fee and free higher education in Russia is inevitable. However, the share of fee-paying educational services of universities will dramatically increase. The analysis confirms academic steps to create a scientific product in the digital economy. Competition of universities in the market of scientific products for receiving profitable contracts with firms and corporations stimulates universities to increase their rankings. The conclusion shows the inconsistency of the dynamics of the development of the education system of Russia in the digital economy. An important contradiction is in the prevalence of political decisions free from long-term socio-economic consequences.