ABSTRACT Calls for the decolonization of higher education (HE) have multiplied across the globe. In the scientific literature, decolonial theory has flourished at a conceptual level, yet there remains a critical need to deepen our understanding and articulation of its modalities and praxis in HE. Drawing on the notion of “decolonial hacking”, we – three faculty members in different professional positions with different racialized positionalities – introspectively collectively reflect on decolonial praxis in HE based on our involvement in building a School of Social Sciences in a Belgian university. Decolonial hacking allows us to reveal decolonization as a collective praxis that attempts to decolonize knowledge production by changing the nature of relations between (1) faculty and students, (2) among faculty, and (3) between the university and civil society actors on which the production of academic knowledge rests.

ABSTRACT Recently, debates on how structural racism operates in higher education institutions and whether these institutions may be more sensitive to racialised students and faculty are present in multiple arenas. Whereas the existing literature in US and British universities about these matters is increasing, the reality of Southern European universities remains less visible. The aim of this study is to explore what are the challenges and possibilities perceived by racialised students and faculty to carry out several antiracist initiatives within the university. More specifically, we analyse some initiatives developed in a Catalan university aiming to generate a counter narrative towards the existing institutional racism. Fieldwork of this ongoing research consists of twenty-one semi-structured interviews with university leaders as well as racialised students and faculty who have participated and still do in these initiatives over the past ten years to ascertain possibilities for institutional change.

ABSTRACT This article examines the barriers to embedding anti-racist teaching and learning practices within predominantly white UK Higher Education schools. Teaching antiracism is a political project and remains difficult in universities where “objective” and “apolitical” knowledge is traditionally valued (Wagner, A. E. 2005. “Unsettling the Academy: Working through the Challenges of Anti-Racist Pedagogy.” Race, Ethnicity, and Education 8 (3): 261–275). Using a qualitative autoethnographic case study, it explores the personal and structural challenges a female academic of colour faces when attempting to advance anti-racist practices. Drawing on career reflections and a critical incident during an anti-racist pedagogy workshop in a Law department, Padilla’s (1994. “Ethnic Minority Scholars, Research, and Mentoring: Current and Future Issues.” Educational Researcher 2 (3): 24–27) theory of cultural taxation is applied to illustrate the disproportionate burdens placed on staff of colour. While widely studied in the US, cultural taxation remains underexplored in UK academic development. The study calls for trauma-informed approaches, more substantial support from white leadership, and sustained allyship. Prioritising psychological safety, racial literacy, and racial trauma awareness training for all staff, and greater institutional recognition of race equity work.

ABSTRACT Through a collaborative autoethnographic dialogue this article seeks to challenge hierarchical structures of teaching, learning, research, activism, and development through the lens of practitioners who work toward social justice and building a culture of peace through higher education in Somaliland. The main question guiding the article is, how does one HEI in Somaliland transform and embed indigenous conflict resolution mechanisms and peacebuilding processes to engage the communities that they serve, locally and globally? Lederach’s ([1997]. Building Peace: Sustainable reconciliation in divided societies. Washington, DC: United States Institute of Peace Press.) ‘actors and approaches to peacebuilding framework’ is operationalized to analyze and discuss how the HEI and university educators pay careful attention to local contexts in unique and particular ways, and how they work to disrupt colonial and Western hegemonic normative educational paradigms. The paper further contributes to understanding indigenous methods and grassroots concerns for HE research and pedagogical praxis, as well as restructuring global priorities to directly impact the communities they serve, locally and globally.

ABSTRACT Peace education remains marginal in higher education institutions in South Africa and elsewhere. Drawing on a three-decade-old peace education programme at a university in South Africa, this article shares the development of a peace and justice education programme amidst some of the highest levels of violence and inequality in the world. It discusses formal and non-formal curricula and the blending of these modes. This article explores partnerships, praxes and pedagogies for advancing critical and decolonial peace and justice education. It illustrates the roles of pedagogies of critique, critical reflection, dialogue, and action in existing offerings and the importance of pedagogies of care, connection and community building for life-deep learning which responds to cycles of trauma and violence.

This review systematically examines the benefits and challenges of integrating Virtual Reality (VR) into English language instruction in higher education. Analysing 27 studies published between 2014 and 2024, the findings reveal that VR has been predominantly utilised as an instructional tool across diverse domains, including General English, English as a Foreign Language (EFL), English as a Second Language (ESL), English for Specific Purposes (ESP), English for Occupational Purposes (EOP), and English for Academic Purposes (EAP). The technology has been shown to enhance core language competencies such as speaking, writing, and vocabulary acquisition, with applications spanning vocational training, university programs, and specialised courses. Fully immersive VR, low-cost immersive VR and low-immersive VR were designed by the prior study in exploring learners' English language skills. However, challenges such as dizziness, fatigue, motion sickness, neck pain, and cognitive overload were identified as potential barriers to effective learning. The review further highlights underexplored opportunities for future research, including the integration of cognitive and metacognitive assessments, gamified learning environments, and evaluations of VR's impact on learner motivation. These insights aim to guide educators and researchers in refining VR-based language education strategies while addressing current limitations.

This study investigates the pedagogical value of rock climbing in Chinese higher education through the dual lenses of constructivist learning theory and the PERMA+IT framework of positive psychology in outdoor higher education studies. Drawing on interactive observation, in-depth interviews, and case-based analysis, the research examines how simulated and outdoor climbing experiences shape students' emotional, cognitive, and relational development. Findings demonstrate that climbing cultivates positive emotions, deep engagement, interpersonal and ecological relationships, meaning through self-efficacy, and accomplishment, while also advancing independence and trust as critical sub-dimensions. The results reveal that students not only develop physical competency but also experience heightened resilience, reflective thinking, and a stronger sense of community. These outcomes highlight rock climbing as a powerful medium for experiential learning that integrates physical challenge with psychological growth and human-nature connection. The study contributes to outdoor education research by evidencing how constructivist approaches and positive psychology principles converge to promote holistic student development and curricular innovation in higher education. Rock-climbing excursion in outdoor higher education merits greater pedagogical integration: it enriches student wellbeing, deepens learning, and empowers students to navigate uncertainty with confidence, an essential capability in contemporary education.

Generative AI dependence in higher education: A PLS-SEM examination of Chinese and Malaysian teachers through the I-PACE model.

Integrating sustainable development goals in higher education: A review and framework

The worldwide acceleration of digital transformation in healthcare underscores the need for professionals to continuously adapt and sustain robust digital health competence, shaped not only by individual characteristics and institutional environments but also by broader social, cultural, and geopolitical factors. This study aimed to identify distinct clusters of digital health competence among healthcare professionals across 19 diverse countries and regions, and to examine the factors influencing the development and distribution of these competence clusters. A cross-sectional international survey study was conducted between 2023 and 2024, using a validated survey instrument measuring digital health competence and its influencing factors. Data were collected from healthcare professionals in 19 countries and regions (n=6440; n=5945 used for this study), following a harmonised protocol with shared demographic templates and instruments. K-means cluster analysis was employed to derive digital competence profiles, with comparative analyses conducted to investigate associations between the identified clusters and individual characteristics (e.g., age, education, professional experience). Five distinct clusters of digital health competence were identified: (1) Beginners, (2) Developing Professionals, (3) Emerging Users, (4) Proficient Practitioners, and (5) Pioneers. Higher competence clusters (4 and 5) were associated with younger age, higher education, hospital-based work, and stronger perceived support from management, organisational structures, and colleagues. In contrast, lower-performing clusters reported limited digital engagement and minimal support. Perceived leadership influence, particularly managerial commitment to digital change, was a key differentiator across clusters. The findings demonstrate substantial variation in digital health competence across healthcare professionals internationally. Cluster-specific strategies, such as targeted upskilling, peer mentoring, and leadership engagement, are needed to address competence gaps. The results provide a foundation for policy development and workforce training frameworks aimed at strengthening digital readiness in global healthcare systems. Future research should explore longitudinal competence development and evaluate targeted interventions.

The retention and recruitment of freshmen students transitioning to higher education or transferring to new academic institutions represents considerable challenges for universities nationwide. Research also underscores the mental health challenges encountered by students upon entering higher education, highlighting the necessity for effective resolution strategies. The study used an exploratory quasiexperimental design and a convenience sampling method to assess the impact of a plant distribution and care program on first-year university student retention, as well as levels of depression, stress, anxiety, and loneliness. The study employed a treatment and control group, both of which underwent pretest and post-test assessments using the 21-Item Depression, Anxiety, and Stress Scale (DASS-21) and the UCLA Loneliness Scale, along with the collection of demographic information and prior experiences with mental health issues and plants. The treatment group participated in an 8-week program in which they received houseplants for their dormitories and were given plant care instructions through an online platform. Additionally, students were offered further volunteer opportunities to engage in greenhouse activities with more than 50% of the treatment group opting to participate at least once. Conversely, the control group underwent pretest and post-test assessments at about the same intervals as the treatment group, without any intervention. Retention data were obtained by emailing contacting the university’s student success office to distinguish whether students re-enrolled for the spring semester. The results revealed a significant improvement in mental health among participants in the treatment group over the course of the study, despite post-test data collection coinciding with final semester exams. Conversely, the control group exhibited no discernible differences between pretest and post-test assessments. These findings suggest that houseplants combined with plant care tips teamed with the opportunity for plant-based activities may serve as a viable means to mitigate stress, depression, anxiety, and loneliness among incoming university students. Additionally, the retention comparison indicated that all participants in the control group and all but one in the treatment group registered for courses in the upcoming semester, showing no difference in retention rates between the student groups.

Chronic hepatitis B (CHB) and hepatitis D (CHD) remain global health challenges, where sustained care engagement, treatment adherence and regular monitoring are essential but often limited by stigma and healthcare access. Digital health tools offer new opportunities to bridge these gaps. This study aimed to adapt the NORA mobile health app for CHB and CHD patients and evaluate its real-world utility in improving knowledge, adherence, communication and quality of life. We conducted a prospective, comparative study (February 2022-April 2024) including adult CHB (HBsAg-positive, HBeAg-negative) or CHD (anti-HDV or HDV-RNA-positive) patients with mobile access and Spanish proficiency. The app offered educational content, medication reminders, quality-of-life questionnaires (CLDQ, FACIT-F, EQ-5D-5L), a chat function and a knowledge test. Sociodemographic, clinical and usage data were analysed. Of 406 patients evaluated (356 CHB, 50 CHD), 277 CHB and 41 CHD patients were eligible. Participation was high (CHB: 88.4%; CHD: 90.2%), with active use in 48.1% and 70.3%, respectively. App users were more often male and Caucasian, and CHD users more frequently had detectable HDV-RNA. Patients with inactive HBV infection were less likely to use the app over the medium term (OR = 0.462, p = 0.003), and those who did use the app missed fewer clinic visits than nonusers (8.4% vs. 18.1%; OR = 0.41, p = 0.016). Among users, 85 were on antiviral therapy, 67% used the medication reminder, and chat use was higher in CHD and in treated patients (p = 0.004). High adherence (68% CHB, 84% CHD) and knowledge gains were observed, particularly in CHB with higher education. CHD patients showed worse baseline quality of life and greater declines over time. This first real-world study of a tailored mobile health (mHealth) app for CHB and CHD showed improved patient knowledge, adherence, communication and quality-of-life monitoring, with greater engagement in patients with advanced disease.

As demand grows for personalized, scalable assessments in higher education (including both scoring and feedback provision), large language models (LLMs) have emerged as promising tools. While human educators typically perform scoring and feedback in a sequential and interrelated manner, existing research has largely addressed these tasks separately. This raises important questions about LLMs’ ability to handle scoring and feedback within a single workflow and the extent to which task sequencing affects their performance. To address this gap, this study investigates how prompting LLMs to perform scoring and feedback either together in one single prompt (prompt composition) or separately in two consecutive prompts (prompt decomposition), and the order in which these tasks are prompted affect the performance of GPT-4o, a cutting-edge LLM, in postgraduate open-ended assessments. We analyzed the scoring performance across student groups of varying performance levels. To tailor GPT-4o-generated feedback to individual student learning needs, we embedded well-established learner-centered feedback principles into the prompt design and assessed the quality of the generated feedback based on these principles. The scoring results revealed that prompt effectiveness varied modestly across student groups, with higher scoring errors on lower quality submissions. In terms of generated feedback, GPT-4o demonstrated greater support for learner agency. Task order influenced how this agency was expressed: prompting feedback first fostered learner autonomy, while prompting it after scoring emphasized the student–teacher connection. • Examines how specific prompt designs affect GPT-4o’s scoring and feedback provision. • Assesses scoring performance across student groups of varying performance levels. • Prompt effectiveness varied across groups, though performance differences were modest. • Embeds learner-centered principles to guide personalized feedback. • GenAI-generated feedback promotes more learner agency than human-written feedback.

This a This evaluation is expected to provide strategic advice on how to develop policies and learning practices in universities to maximize the benefits of hybrid learning and improve the quality of education. The aim of this study is to evaluate the effectiveness of hybrid programs that combine face-to-face and online methods. This research method uses literature review research. Effective learning systems can be applied in universities, the results of a literature review of several articles. Over the past four years, the hybrid model has developed and gained positive values from students. Universities use technology to meet the needs and learning styles of students.

The role of online communities of practice in developing blended teaching knowledge and practice during a digital transformation in higher education

An importance-performance analysis of geriatric nursing learning needs among Chinese nursing undergraduates: A multicenter survey.

AI Anxiety, AI Use, Motivation This study aims to analyze the effect of artificial intelligence (AI) anxiety on the use of AI technology with learning motivation as a moderating variable among Economics Education students at the Faculty of Teacher Training and Education, Sebelas Maret University. The study employed a descriptive quantitative approach with a sample of 70 students from the 2020 cohort, collected through a Likert scale questionnaire and analyzed using hierarchical regression with the assistance of SPSS 26. The results show that AI anxiety has a positive and significant effect on AI usage, indicating that the higher the level of student anxiety towards AI, the higher the intensity of AI usage as an adaptive strategy in completing academic tasks. However, learning motivation was not found to moderate the relationship between AI anxiety and AI usage, so that the effect of AI anxiety on AI usage remained consistent among students with different levels of learning motivation. These findings confirm that AI anxiety can function as a driver of adaptive behavior in the use of AI technology in higher education.

To determine the CMV seroprevalence among pregnant women and assess the rate of primary CMV infections during the first trimester. Prospective multicentre observational cohort study. Four primary care centres (ASSIRs) and two tertiary hospitals in Barcelona and its metropolitan area. Pregnant women attending first-trimester antenatal visits between October 2022 and September 2024. All participants underwent CMV IgG and IgM serological testing at the first antenatal visit. Women with positive IgM and low or intermediate IgG avidity were diagnosed with primary CMV infection and managed according to local protocols, including treatment with valaciclovir and fetal follow-up. CMV screening acceptance rate, seroprevalence, rate of primary infection, fetal infection, and neonatal outcomes up to one year of age. Of 3 677 pregnant women recruited, 3 357 were included in the final analysis. CMV screening acceptance was high. Seroprevalence was 77.7% (95% CI 76.2%-79.1%), and 743 women (22.1%, 95% CI 20.7%-23.6%) were seronegative. Five cases (0.15%, 95% CI 0.05%-0.37%) of primary CMV infection were identified and treated. No fetal infections were detected by amniocentesis. One newborn tested positive for CMV but remained asymptomatic at birth and at 6 months. Women who were seronegative were generally older, of European origin, and had higher education and employment rates. Universal first-trimester CMV screening is feasible and well accepted in a public healthcare setting. While the rate of primary infection was low, early identification of seronegative women offers opportunities for preventive counselling and targeted follow-up.

RSV vaccination uptake by the end of the 2024-25 respiratory virus season among adults aged 60-74years at increased risk of severe RSV and adults aged ≥75years.

Performance-based funding mechanisms as a tool for quality management of research in higher education in Poland