Teaching In Higher Education Research Articles

Generative AI in Higher Education: Educators' Perspectives on Academic Learning and Integrity

Generative Artificial Intelligence (Gen AI), exemplified by models such as ChatGPT, has rapidly advanced, becoming a significant force in various sectors, including higher education. ChatGPT, a leading application of Gen AI, utilizes large language models (LLMs) to generate human-like text, providing capabilities that range from answering complex questions to facilitating software development. As these tools become increasingly integrated into academic environments, their impact on teaching and learning processes has become more under focus. However, there are not many studies focusing on the impact of such systems on students’ performance and the use of such systems. This study therefore examines the impact of GPT tools on higher education, aiming to address the following research questions: How does the use of GPTs influence the teaching and learning process in higher education? What are the perceived impacts of GPTs on educational practices from university educators’ perspective? The research employs a qualitative methodology, incorporating semi-structured interviews with educators from Swedish universities who have integrated GPT into their curricula. Data were transcribed and analysed using OpenAI's Whisper to extract key themes and insights. Data analysis was done through thematic analysis and categorizing the data using codes. The study uncovers a dual impact of GPT on education, while it offers substantial opportunities for enhancing productivity and personalized learning, it also raises significant concerns about academic integrity, over-reliance on AI, and the potential influences on students’ soft skills. These findings contribute to the discourse on digital learning by highlighting the need for instructional and constructive integration of AI technologies such as GenAI, in educational settings. In addition, the rise and integration of GPT technology is irreversible, and we must adapt to it rather than return to old ways. Embracing AI's potential while addressing its challenges is essential for progress and innovation in this new era. The study emphasizes the importance of developing clear policies and guidelines to ensure that the benefits of GPT are realized without compromising the integrity of the educational process. As such, this research provides valuable insights for educators, policymakers, and scholars interested in the ethical and effective implementation of AI in higher education

Strengthening Teacher Agency: Supporting the Orchestration of Ethical Dilemmas With EthicApp

Developing ethical reasoning as a competence is gaining relevance in higher education settings influenced by the current demands of society. One approach to achieve this competence is to propose realistic ethical dilemmas to the students. Nevertheless, educators need help in integrating ethics education effectively in higher education due to curricular constraints and a lack of supportive structures. EthicApp is a social platform that aims to support teachers in designing and enacting learning scenarios to foster ethical reasoning. However, the introduction of a new tool such as EthicApp may have undesired consequences for teachers’ agency. The notion of teacher agency is complex and not sufficiently studied in Technology Enhanced Learning contexts. For this reason, we propose to study the implications of the use of EthicApp for teacher agency in the light of the metaphor of orchestration. The metaphor of orchestration in TEL offers a holistic approach to studying how teachers integrate technologies into their practice. This paper presents preliminary findings from a case study in which three higher education teachers orchestrated learning designs supported by EthicApp. Early findings indicate that, although managing the learning scenarios in real-time was perceived as demanding, EthicApp empowered the participant teachers to design innovative learning scenarios, raise awareness, and inform the adaptation of the learning scenarios.

Writing Effective Cover Letters: Do Undergraduates Have the Written Communication Skills to Achieve the Spirit of SDG4 Quality Education?

Introduction: This study investigates the impact of English language instructors’ intervention on the cover letter writing process for job applications among specific ESL learners enrolled in a workplace communication course at a public university in Malaysia. This study adopts an action research technique, incorporating content analysis conducted before and after the intervention. The goal of this action research is to identify inaccuracies or issues in the format and content of cover letters written by the selected learners and implement instructor intervention to resolve the identified problems or errors. Generally, the results of this study revealed that the effectiveness of the learners’ cover letters improved after receiving extra input and feedback from their language instructors. A lack of learner-readiness and job knowledge resulted in some learners experiencing difficulty in writing coherent cover letters. More importantly, the learners indicated that their writing experiences raised greater awareness of the many aspects of cover letters and enhanced their confidence in writing cover letters. Overall, this study contributes the initiative to enhance learners' understanding of the ever-changing employment market and develop not only their ability to write cover letters but also their self-confidence and proficiency in the English language. Most significantly, the written communication skills will provide them with lifelong learning opportunities that are taught in higher education as stipulated in the fourth goal (SDG4) of the United Nations’ Sustainable Development Goals, which emphasizes quality education. Objective: The objective of this study is to assess the learners' proficiency in writing cover letters by identifying their strengths and weaknesses. The aim is to evaluate the efficacy of the writing methods employed in cover letters and determine their appropriateness. Theoretical Framework: Kolb’s experiential learning theory (ELT) serves as the primary conceptual framework to define the sequence of activities in the research procedure. David Kolb's (1984) cycle of experiential learning stages perceives learning as a dynamic interaction between learners and their environment (Kolb, 2014). The Experiential Learning Theory (ELT) underscores a cyclical learning process that includes experiencing, reflecting, thinking, and experimenting (Kolb & Kolb, 2005). Method: This study adopts the action research methodology and employed a six-phase method, which comprises the first phase, the diagnostic test, the second phase, the evaluation of cover letters, the third phase, the pre-writing strategies, the fourth phase, the writing phase, the fifth phase, the instructor feedback phase, and the sixth phase is the re-writing phase. Results and Discussion: The results obtained revealed the necessity for graduating learners to possess enhanced skills and knowledge prior to entering the challenging work market. There is currently a strong demand for graduates to develop more modern and thorough tactics to successfully secure employment. The results of this study confirm the need for innovative methods in language acquisition, specifically grammar mastery. Research Implications: Learners need a helping hand with their language and should be guided closely beginning with the rudiments of writing and other integrated language skills that would help bolster their confidence in writing cover letters and improve their communication skills. They need to learn to be independent and proactive in the job-search process. As instructors empower learners with lifelong skills of writing cover letters, the learners themselves should constantly keep abreast of the changes in the dynamic job market. Originality/Value: This study helps learners comprehend the shifting job market, prepare cover letters, and improve their English and self-confidence. Most importantly, it will offer lifelong learning, as stated in the UN's fourth Sustainable Development Goal (SDG4).

Sane-heteroprofessionalism and knowledge production: queering and m/Maddening preservice professional programs

ABSTRACT This article theorises the concept of sane-heteroprofessionalism as a regulatory mechanism operating at the intersections of sanism, cis-heteronormativity, and other structural oppressions within pre-service post-secondary education programmes. Building upon existing discussions of heteroprofessionalism, we examine how sane-heteroprofessionalism functions to govern m/Mad, queer, and trans knowledge and subjectivities within these programmes, positioning professionalism as a tool of social control. We advocate for future critical analyses of sane-heteroprofessionalism to explore how notions of professional competency and regulation systematically marginalise queer, m/Mad, and trans perspectives among faculty, students, and instructors in higher education.

ChatGPT versus human essayists: an exploration of the impact of artificial intelligence for authorship and academic integrity in the humanities

Generative AI has prompted educators to reevaluate traditional teaching and assessment methods. This study examines AI’s ability to write essays analysing Old English poetry; human markers assessed and attempted to distinguish them from authentic analyses of poetry by first-year undergraduate students in English at the University of Oxford. Using the standard UK University grading system, AI-written essays averaged a score of 60.46, whilst human essays achieved 63.57, a margin of difference not statistically significant (p = 0.10). Notably, student submissions applied a nuanced understanding of cultural context and secondary criticism to their close reading, while AI essays often described rather than analysed, lacking depth in the evaluation of poetic features, and sometimes failing to properly recognise key aspects of passages. Distinguishing features of human essays included detailed and sustained analysis of poetic style, as well as spelling errors and lack of structural cohesion. AI essays, on the other hand, exhibited a more formal structure and tone but sometimes fell short in incisive critique of poetic form and effect. Human markers correctly identified the origin of essays 79.41% of the time. Additionally, we compare three purported AI detectors, finding that the best, ‘Quillbot’, correctly identified the origin of essays 95.59% of the time. However, given the high threshold for academic misconduct, conclusively determining origin remains challenging. The research also highlights the potential benefits of generative AI’s ability to advise on structuring essays and suggesting avenues for research. We advocate for transparency regarding AI’s capabilities and limitations, and this study underscores the importance of human critical engagement in teaching and learning in Higher Education. As AI’s proficiency grows, educators must reevaluate what authentic assessment is, and consider implementing dynamic, holistic methods to ensure academic integrity.

A Systematic Approach to Innovative Strategies for Vocal Instruction in Higher Education: Enhancing Student Performance

This study presents a systematic approach to developing innovative strategies for vocal instruction in higher education, focusing on enhancing student performance. Using Huaiyin Normal University as a case study, the research examines current vocal instruction practices within its Music Department, identifying both strengths and areas needing improvement. The study first provides an overview of traditional and contemporary pedagogical approaches, highlighting the importance of student-centered learning and the integration of technology in music education. Data were collected through interviews with vocal instructors and surveys with students to analyze the effectiveness of existing methods and the feedback from those directly involved. Key findings reveal a need for greater incorporation of collaborative learning, multicultural repertoires, and personalized vocal techniques to foster a more engaging and comprehensive learning environment. The study discusses the implications of these findings for higher education in music and compares them with practices at other institutions. It also addresses the challenges faced in implementing innovative strategies and provides practical recommendations for curriculum development. This research contributes to the broader discourse on enhancing vocal education through adaptive, inclusive, and modernized teaching practices.

Leveraging artificial intelligence to enhance teaching and learning in higher education: Promoting quality education and critical engagement

Leveraging artificial intelligence to enhance teaching and learning in higher education: Promoting quality education and critical engagement

Argumentation and Knowledge Construction in Higher Education: A Vygotskian Perspective

Empirical research indicates that the utilization of argumentation as an educational strategy fosters the acquisition of argumentation skills and disciplinary knowledge. Furthermore, there is evidence to show that argumentation skills development mediates the effect of oral argumentation on disciplinary knowledge. However, studies have also shown that argumentation is scarce in higher education and that although lecturers see argumentation as a relevant pedagogical goal, they think that students need to first acquire knowledge in order to develop argumentation skills. Therefore, a crucial pedagogical resource to promote scientific knowledge in higher education is being overlooked. This paper is aimed at shedding light onto argumentation as a key practice in higher education teaching, disputing the idea that to argue, students first need to acquire knowledge. We elaborate further on Vygotsky’s notion of scientific concepts, highlighting their dialectic structure, which accounts for the epistemic potential of argumentation. This paper extends an invitation to higher education lecturers to prompt argumentation in classrooms as a form of disciplinary learning. Limitations and implications are discussed throughout the paper

How higher education teachers see their professional identity

An important dimension to understand the student learning process is the professional identity of teachers, which is conceptualized as a continuous process of construction and reconstruction. In this process, teachers define and assume their roles in a specific educational context that is characterized by tensions, adjustments, and transformations. This study focuses on understanding the professional identity of higher education teachers, a field characterized by constant evolution and demands. The personal characteristics of this identity are explored, including experiences and biographical representations, as well as its interrelationship with the institutional environment. Using a qualitative interpretive approach, six teachers recognized for their pedagogical innovation and educational commitment were interviewed. The results reveal outstanding motivation and responsibility in educational work, but also tensions between personal identity and the work context, reflected in the perception of low recognition and the importance of institutional leadership. The teachers show a critical and reflective view of their work, influenced by childhood experiences that impact their conceptions of educational justice and equity. To conclude, the common characteristics of professional identity in higher education highlight the need to integrate them into professional development. The article advocates for the design of more personalized training programs and the promotion of continuous learning among peers as key elements to strengthen this identity and improve pedagogical practice.

Große Transformation für eine Nachhaltige Raumentwicklung als Herausforderung für die raumbezogene Hochschullehre

Climatic and ecological changes across the globe represent a challenge for humanity that can only be solved through a great transformation, that is, a widespread shift toward sustainable spatial development. This means addressing transformation needs in all systems to recognize that civil society, economies and politics are all predetermined by planetary boundaries. This transformation demands that the fields of applied spatial science and spatial planning identify strategies and solutions. This paper examines the extent to which these topics are already being addressed by the university-level spatial studies programs currently training future planners. It develops and examines criteria for evaluating these programs using guideline-based interviews and literature research to perform detailed analysis of selected programs. The study demonstrates that not only specialist knowledge, but also personal and methodological skills are crucial to the success for far-reaching change processes and, ultimately, a society-wide paradigm shift. In some cases, these skills are already being addressed by individual spatial studies programs, especially planning programs. However, there remains a need to accelerate the cultivation of independent learning skills and collaboration in inter- and transdisciplinary teams. Accordingly, this paper proposes a differentiated view of teaching and learning formats in higher education and encourages deepening the focus of spatial studies programs on sustainability and transformation issues.

Enhancing student critical thinking and learning outcomes through innovative pedagogical approaches in higher education: the mediating role of inclusive leadership

This quantitative study examines the influence of innovative pedagogical approaches (IPA) on enhancing student critical thinking (SCT) and student learning outcomes (SLO) in higher education, with an emphasis on the mediating role of inclusive leadership(IL). Using a sample of 321 students from public and private universities in Pakistan, the research reveals that methods such as problem-based learning, flipped classrooms, and interactive teaching significantly boost academic performance and cultivate critical thinking skills. The findings indicate that innovative pedagogical approaches positively and significantly impact student critical thinking (β = 0.536, t = 6.539, p < 0.001) and learning outcomes (β = 0.551, t = 12.725, p < 0.001). Additionally, inclusive leadership mediates the relationship between innovative teaching methods and both student critical thinking (β = 0.331, t = 3.833, p < 0.001) and learning outcomes (β = 0.405, t = 8.662, p < 0.001). Data were collected using survey questionnaires adapted from established studies on inclusive leadership, innovative pedagogical approaches, student critical thinking, and learning outcomes. These results highlight the essential role of inclusive leadership in enhancing the efficacy of innovative pedagogies by creating a supportive and diverse learning environment. The study suggests that implementing active learning strategies and integrating technology in the classroom, along with inclusive leadership practices, can significantly improve student engagement, critical thinking, and overall academic performance. This research offers valuable insights for educators and policymakers seeking to enhance teaching and learning experiences in higher education.

Building pedagogical partnerships

Engaging students as pedagogical partners in teaching and learning in higher education is becoming increasingly prevalent. However, developing and sustaining such partnerships can be challenging. The present study highlights the potential of utilizing work-integrated learning (WIL) students as partners. Semi-structured interviews were conducted with 18 university instructors to explore how access to an online learning assistant (OLA) program helped them navigate remote instruction challenges. The OLA program was a novel WIL initiative providing co-operative (co-op) education students with full-time, paid work to assist instructors transitioning to remote learning. Unexpectedly, our findings demonstrate that pedagogical partnerships emerged in the context of this WIL program, leading to teaching and learning benefits. Online learning assistants were able to assist instructors with many of the difficulties they faced, although some program challenges also emerged. Our findings suggest that full-time, paid co-op student positions offer a unique program structure that make them ideal for the development and ongoing success of pedagogical partnerships.

Investigating the plurilingual profiles and linguistic repertoires of student language teachers: issues of SLA, multilingual assessment, and the role of L2 Italian in a localized Greek context

Abstract Plurilingual competence or repertoire of languages refers to all individuals being potentially plurilingual. As plurilingual competence and language repertoires are individual, assessment modes targeted to the individual and localized to the context should be encouraged. This study explored and depicted the plurilingual profile of Italian Studies students (and thus student language teachers) in the Greek context through various modes. The role of the Italian language in this localized context was also explored and the language trajectory was attempted to be de-picted qualitatively. The instruments used were the Language Passport, the DIALANG diagnostic test, the ECML ‘Self-evaluate your language skills’ tool, a plurilingual portrait (to make the language repertoire visible), and a short personal written narrative. It is mainly a qualitative study, and instances of multi-method research are also present. Moreover, the whole procedure contributed to incorporating plurilingualism and multiculturalism into language teacher education for student Italian language teachers in higher education.

Leveraging Artificial Intelligence In Project-Based Service Learning To Advance Sustainable Development: A Pedagogical Approach For Marketing Education

ABSTRACT Artificial intelligence (AI) has revolutionized various aspects of teaching and learning in higher education, with the potential to significantly enhance learning experiences, streamline administrative tasks, and foster personalized education. As the use of AI by students and instructors expands, it is crucial to carefully consider both its benefits and risks, as well as to adhere to ethical guidelines and best practices. A systematic literature review was conducted to investigate the application of experiential learning theory in marketing education, particularly focusing on the integration of new technologies and tools, such as AI, within project-based service learning (PBSL). This review explores how these integrations may positively impact student learning outcomes, community partner benefits, and contributions toward the United Nations’ Sustainable Development Goals (SDGs). Specifically, the potential of AI in the marketing classroom to advance these goals was examined utilizing the Artificial Intelligence for Service Learning and Experiential Education (AISLE) model. This model advocates for an ethical approach to using AI in educational settings, leveraging theory-based innovative practices to achieve positive, measurable outcomes for both students and community partners.

Equity in Literacy Education: A Case Study of Tier 2 Personalized Instruction

According to the NAEP, proficiency in reading is reported to be 67% in 4th-grade students. General education classroom teachers are responsible for providing Tier 1 and 2 instruction, including interventions in Tier 2. However, many teachers are unsure about implementing interventions and have had negative experiences with Response to Intervention (RTI), finding the process frustrating and overwhelming. This case study examines the effectiveness of teachers who have seen an increase in reading levels and student interest. The research explores the teachers’ perceptions, experiences, and skills of the current implementation of RTI using Gibbs’ Reflective Practice as a theoretical framework. Data collected from individual interviews and observations are analyzed using open coding. Themes and concepts are identified from the interview and observational data. These findings inform educators and higher education teacher educators about Tier 2 implementation and equitable, personalized instruction in the RTI process, aiming to strengthen the implementation and effectiveness of Tier 2 interventions in the general education classroom.

What evaluation criteria are used in policy evaluation research: A cross-field literature review

This literature review offers a comprehensive overview of the use of evaluation criteria across five policy fields: social services, land-use planning, teaching in higher education, vocational education, and the environment. Though it is a key part of the evaluation process, the question of how criteria are defined, chosen, and applied generates surprisingly little debate among the evaluation community. In evaluation practice, criteria are often taken for granted – and occasionally even used in ways that are neither explicit nor transparent. This cross-field literature review shows a strong presence of routinized evaluation criteria (relating to the specifics of each policy field), while some new sets of higher-degree criteria also emerge in the face of social challenges relating to sustainability, public acceptance, or social justice. Criteria development draws on both inductive bottom-up processes (which can include policy stakeholders) and top-down deductive processes (which derive criteria from the literature, as well as from national and international standards). A more profound reflection on evaluation criteria (that is, the dimensions used by societies to assess the success of policy interventions) might be required in the future of evaluation research and planning; a deeper cross-field dialogue could support this endeavor.

Driving Digitalization: Action Research to Innovate Pronunciation Pedagogies by Building a Virtual Voice Laboratory

This paper explores the potential of digitalization in supporting English as a Second Language (ESL) students' development of pronunciation skills through a parallel action research. The author created a Virtual Voice Laboratory (VVL) platform to innovate pronunciation pedagogies in higher education; and simultaneously conducted an ongoing action research study to examine three research questions. The questions examined the efficacy of the VVL in facilitating blended learning, self-directed practice, and self-evaluation within a pronunciation course, and its impact on student engagement, participation, and pronunciation skill development. This VVL as a tailormade digital platform was implemented with undergraduate ESL students in Hong Kong's higher education context. It enabled blended learning, wherein students engaged with the mechanics and articulatory movements essential for improving English pronunciation through self-directed practice using the VVL. Adopting an action research methodology, the study investigated the process of implementing digitalization and blended learning strategies. This was achieved through the analysis of student recordings, sound chart comparisons, and qualitative-quantitative feedback collected during a pilot study. The findings reveal nuances of student experiences, their learning trajectories, and the results from the pilot study, illuminating the impacts and outcomes facilitated by the e-learning approach. The research holds valuable implications for integrating digitalization and blended learning in language education, contributing to the ongoing scholarly dialogue on the transformative potential of technology-mediated approaches in fostering dynamic and impactful learning experiences for diverse student populations.

Exploring the Implementation of Artificial Intelligence (AI) Writing Tools in Teaching and Learning: Faculty and Students’ Perspectives in Higher Education

Artificial Intelligence (AI) has emerged as a transformative tool in the field of education, with its potential to revolutionize teaching and learning in higher education institutions. People are exploring ways to connect its power and reform traditional educational practices. This paper explores the implementation of five different AI writing tools in teaching and learning in Higher Education, focusing on the perspectives of faculty and students. By examining their perspectives and identifying the challenges that can be encountered, the study seeks to gain a better understanding of the benefits and limitations of integrating AI writing tools in higher education. There are limited studies that seek to determine the perspectives of faculty and students in higher education regarding AI writing tools. The method used for the study is literature review, particularly hand-searching journal, and books approach. The study's findings have revealed that AI writing tools perform a multitude of functions, yet they also possess certain limitations

Instructional Method Shifts: Instructors’ Plans Post Emergency Remote Teaching

The coronavirus pandemic, beginning in 2020, caused significant disruption to higher education around the globe, forcing instructors into emergency remote teaching. This emergency response created unprecedented adaptation to online and distance education processes and activities. Yet, the ways in which those teaching changes influenced or continue to influence teaching in higher education are unknown. This study explores the changes to faculty teaching practices, and associated learning, as a result of emergency remote teaching and faculty plans to continue or discontinue those practices post-pandemic. Quantitative results indicated practices were largely intended to impact cognitive, emotional, behavioral, and social dimensions, social interactions, and learning activities. A significant majority of the practices achieved their intended results and almost two-thirds of the practices will be continued. Qualitative results illustrated a variety of benefits for both students and instructors. These shifts were largely student-centered with noted improvements in areas like flexibility, agency, access, inclusivity, engagement, and connection. Results apply to workplace training and professional development for faculty in higher education and beyond, including ways to engage faculty in valuable teaching practices and support student learning at a distance.

Academics’ intention to sustain new teaching practices after the COVID-19 pandemic: Examined through the theory of planned behaviour

AbstractFollowing the COVID-19 pandemic, higher education teachers, having transitioned to new teaching methodologies, including online learning and modified assessment strategies, face the question: Do they intend to revert to pre-pandemic ways of operating or retain their new practices? A university-wide invitation with an incentive resulted in 63 academics from all four faculties of the university participating in this study. Using the Theory of Planned Behaviour, this exploratory research assessed the roles of attitudes, subjective norms, and perceived control in determining academics’ intentions to maintain instructional shifts. Collectively, these elements robustly predicted intention, explaining 38% of the variance. Notably, our findings revealed that fostering a positive attitude towards these changes was the sole unique driver for wanting to maintain them. Without a conducive attitude to teaching, the efforts of others and perceived control become inconsequential in effecting educational change. Within the limitations of a small sample size, our study offers an understanding of the variables influencing academics’ intentions to sustain shifts in teaching practices. Such knowledge can guide future decision-making in higher education environments, especially when substantial transformation is required.