Process In Higher Education Research Articles

The Implementation of Project-Based Learning in Higher Education: A Case Study in the Indonesian Context

The implementation of project-based learning has been the center of the teaching and learning process in higher education especially in Indonesia. Higher degree education including universities that implements the project-based learning model. Along with the practical use in class, there is a need to clarify whether the project-based learning has been well conducted. This study is conducted through qualitative approach to dig depicted picture of the implementation of the teaching model. The data were gathered through observation and in-depth interview which were analyzed using qualitative data analysis. The observation covers the preparation of the class like checking the lesson plan, syllabus, learning materials, and the instructional model used. The observation has also been done during the implementation of the lesson plan. The in-depth interview was done through conducting interview with the lecturers and the students about the implementation of the instructional model. The result of the study presents that the implementation of project-based learning was done in a number of ways and stimulate the development of the students’ skills. The implementation of the model was done in various ways covering the three main processes: preparation, implementation, and evaluation. The model implemented facilitates the students’ problem-solving skills, critical thinking skills, communication skills, collaboration skills, and information literacy. As the students developed their life skills, the teaching through the project-based learning model can be done creatively depending on the learners’ and teacher’s characters and the learning facilities.

Contemporary Trends of Digitalisation of Management Processes in Higher Education: Data Analytics, Cloud Technologies and Artificial Intelligence Authors

The continuous development, improvement and diversification of digital technologies cause the issue of rethinking their use in education, in particular, in the context of digitalisation of management processes at higher education institutions. It is important to understand the current state and trends of digital technologies, which become the basis for digitalisation of management processes in higher education. For this purpose, the article has analysed Ukrainian publications in the Google Scholar search engine to identify scientific works dealing with the digitalisation of management processes in higher education, using Scopus AI, the tool based on artificial intelligence, to obtain a conceptual map of digitalisation technologies of management processes in education, studied publications in the Scopus international scientometric database to determine the significance of digital technologies described in these publications. The article analyses digital technologies currently used for management tasks in higher education, namely: data analytics, cloud technologies, and artificial intelligence technologies. The main advantages of the digitalisation of management processes in higher education are highlighted: effective administration, improvement of the decision-making process, improvement of the provision of educational services, improvement of teaching. Challenges and difficulties accompanied by digitalisation of management processes in higher education are presented: insufficient financing of higher education; lack of understanding of the educational process by the participants (from students to managers) regarding processes taking place in the modern digital society, as well as emerging or changing technologies; the need for competent management and teaching staff, a high level of digitalisation of society at the national level, orientation of educational process participants in a large number of digital technologies. As a result of the study, the current trends in digitalisation of management processes in higher education are summarised (continuation of the process of introducing digital technologies into the educational process in general and management processes in higher education in particular; integration of these digital technologies into learning management systems; introduction of updated digital technologies into the teaching process; improvement of education through digital transformation of management processes.

An Investigation into the Impact of Educational Technology on the Teaching-Learning Process in Higher Education

Nowadays, educational technology has become an integral part of the teaching-learning process. Every day a new gadget or software appears that makes teaching easier. Technology has opened new doors to previously untouched aspects of education and has greatly influenced all areas of education, including higher education. Technology in education is changing the traditional role of the teacher in the classroom. New educational technologies have brought many changes in the current education system. It is playing an increasingly important role in the education sector. Interactive technologies have influenced the nature of the teaching and learning process. As technology advances, it benefits students of all ages in the learning process. Technologies are helping to transform the educational environment. These technologies are electronic and computer-based devices and associated human interactive materials that enable the user to use them in a wide range of teaching and learning processes. These technologies include computers, video, television, sensors, interface boxes, the Internet, telecommunications, satellite connections, and any programs and materials that help teachers use them to teach their students. The aim of the study is to reveal the function, role and relationship between educational technology and the teaching-learning process in higher education.

Modern high school handbook: analysis of sexism and gender stereotype

The article is focusing on one of the most important problems of gender studies — the creation of modern methodological and curricular support for the educational process in higher education. The author analyses the experience of teaching the elective course ‘Gender Studies’ for Bachelor’s students majoring in Primary Education at the Faculty of Pedagogical Education of Borys Grinchenko Kyiv Metropolitan University. This course is practice-based and aims to prepare pre-service teachers to address gender issues in the educational process. Teaching this course raised questions about the content of higher education textbooks and their analysis concerning sexism and gender stereotypes. The author recognizes that textbooks on gender issues are currently linked to certain courses: gender psychology, gender sociology, gender pedagogy, gender journalism, etc. However, according to the author, a modern textbook should be comprehensive and based on the latest scientific research, deep interdisciplinary connections, and contemporary practice. The article defines the main characteristics of a modern textbook in general and gender studies, in particular: it should be comprehensive in terms of analysis when it comes to sexism and gender stereotypes, regardless of the specialty; the content of any textbook should be based on scholarly research in the field of gender studies; the textbook should show deep interdisciplinary connections; the formation of critical thinking of students is the main goal of any modern textbook, regardless of the specialty it is written for; without the use of interactive teaching methods, it is impossible to create a modern textbook. The article also discusses approaches and methods for analyzing textbooks for sexism and gender stereotypes. The author pays special attention to hidden discrimination in the curricula on gender equality of students and schoolchildren

Automation of student evaluation process through online educational platforms

In the increasingly digital age, students’ education and assessment have undergone significant transformations, and online educational platforms have become an essential tool in this process. The purpose of this article is to explore and highlight the crucial role these platforms play in optimizing the assessment process in higher education institutions.In the year 2020, the world of education has been challenged by the global pandemic of COVID-19, causing educational institutions to rapidly reconfigure teaching and assessment strategies. With the suspension of traditional courses, institutions have been forced to adopt distance teaching and assessment methods. In this context, the development and use of online learning platforms have become essential to ensure the continuity of the educational process. Focusing on universities, this article proposes to highlight the crucial importance of online educational platforms in optimizing students’ assessment. The goal is to develop a university platform that facilitates both the student evaluation process and effective communication between students and teachers. Thus, this article aims to explore in depth how online educational platforms can influence and improve the process of student assessment in universities. This paper brings to the fore the essential role that technology plays in educating future generations and preparing them for the challenges of a world in continuous transformation. We present our proposed platform that can be used to evaluate the students in automatically way.

Autorregulação da aprendizagem e autonomia promovidas em práticas educativas docentes de Relações Públicas

Abstract This article presents a survey carried out with teachers and/or coordinators of Public Relations courses at Higher Education Institutions in Brazil that sought to identify whether educational practices can be given new meanings through the promotion of self-regulation of learning and student autonomy. Through a literature review on the research object, the article's originality was noted. The research carried out was qualitative and considered quantifiable data when describing and analyzing the empirical data collected in the field through two stages and the use of two instruments: (i) questionnaire - structured with 20 multiple choice questions formulated based on the Likert scale and which had 18 participants; and (ii) structured interview - presented with 12 open questions and had 13 respondents (among the 18 participants in the previous stage). The sample indicated results that were grouped into three categories of analysis and twelve axes. It could be seen that the sample participants identified the importance of promoting self-regulation and autonomy in the teaching and learning process in higher education and understand that it is necessary to obtain due knowledge about the constructs of selfregulation of learning so that they can bring other contributions on the topic little explored and applied. It is expected that new studies will be presented based on the results presented in the research developed that sought to verify whether Public Relations teaching practices can be redefined through the promotion of self-regulation and autonomy.

(NON)COMPUTER-ORIENTED TESTING IN HIGHER EDUCATION: VIEWS OF THE PARTICIPANTS OF THE EDUCATIONAL PROCESS ON (IN)CONVENIENCE USING

The article focuses the problems of using computer-based testing learning outcomes under modern conditions of accelerated development of distance and blended learning. The aim of the study is to identify and compare the views of the participants of the educational process in higher education (students, PhD students, university teachers) on convenience using during computer-based testing as compared to paper-based testing and oral-based testing. The author included 3206 respondents in the anonymous online survey in 2020-2023, including 2897 students (Bachelor and Master students), 140 PhD students, and 169 university teachers; used IBM SPSS Statistics 23 for statistical analyses. There are research results: the convenience of testing improves in the direction (the mean values of convenience and the corresponding percentages of respondents): computer-based testing – students (М=3,68; 58,3%) → university teachers (M=3,81; 65,7%) → PhD students (M=4,31; 84,3%); paper-based testing – students (M=3,21; 42,2%) → PhD students (M=3,28; 44,3%) → university teachers (M=3,46; 54,6%); oral-based testing – students (M=2,49; 19,9%) → PhD students (M=2,84; 31,4%) → university teachers (M=3,69; 60,8%). Oral-based testing is the least convenient for students and PhD students. Paper-based testing is the least convenient for university teachers. Respondents have maximum convenience during computer-based testing for all studied groups. The t-test shows a statistically significant difference (p≤0,05) of the convenience testing in the majority of compared independent groups (students, PhD students, university teachers). The author obtained the results in dynamics over four years: convenience increases in the direction oral-based testing → paper-based testing → computer-based testing for all groups according to various characteristics (educational level, gender, specialty, form of education, year of the survey). The study shows that in most cases there are no statistically significant differences (p≤0,05) of the convenience testing in the following cases: between all independent students groups for all testing forms according to the feature «form of education»; according to the feature «academic performance level» for computer-based testing. We believe that the obtained results regarding the (in)convenience testing of participants in the educational process should be taken into account in the practice of higher education institutions.

The Pact: How a Seemingly Race-Neutral Behavioral Policy Reproduced Racial Inequality at a Predominantly White Liberal Arts College

How do seemingly nonracial organizational processes reproduce racial inequality? This study examines how “the Pact,” an ostensibly race-neutral COVID-19 behavioral policy implemented at a predominantly White U.S. liberal arts college, undermined social connection and belonging among students of color. Analyzing three waves of interviews with 30 undergraduates (N = 75 interviews), we document disparities in four domains of campus life: (1) social isolation in residence halls, (2) access to “safe” forms of rule breaking, (3) visibility and surveillance, and (4) stakes of violation. We identify three underlying mechanisms—unequal resource allocation, uneven rule enforcement, and color-blind decision-making—and demonstrate how distinct institutional conditions facilitated these processes. This analysis advances theoretical understandings of racialized organizational processes in higher education by connecting previously theorized mechanisms to specific university characteristics and practices.

Реалізація принципу конфігуративності варіативної іншомовної підготовки здобувачів вищої освіти

Background. The article is devoted to the rationale for introducing the principle of configurability into the methodology of teaching foreign languages at the third level of higher education in higher education institutions. In order to get acquainted with the basics of contextual learning, five main principles of the competence-based model of foreign language training are considered. Each principle is revealed in relation to the organisation of students' learning of the content of the discipline "Foreign Language". Purpose of the article is to justify the introduction of the principle of configurability in the methodology of teaching foreign languages in higher education institutions. Results. The features of the educational process in higher education are described. It is noted that the professionally oriented nature, multilevel nature as the presence of higher education levels, such as bachelor's, master's and postgraduate, multi-level education, when in one group there are students with a significantly different level of proficiency in another foreign language, set the trend towards the introduction of variable training. Variable foreign language training is implemented through the development of basic and additional educational options. Basic options are focused on fulfilling the requirements of state educational standards at the minimum necessary level and are implemented in a larger volume in contact classroom work. Additional options are aimed at achieving the highest possible level, which is determined by the needs and motivation of a particular applicant for the third level of higher education. Taking into account their individual characteristics and cognitive needs is possible in the presence of many different options. Conclusions. The introduction of the principle of configurability (the presence of changing borders) into the methodology of teaching foreign languages is intended to ensure the design of a large number of different educational options. The didactic principle of configurability is considered as the construction of an educational process or its segment by transforming structural components, choosing the content of components from a number of options. The availability of different approaches, methods, teaching aids and forms of control allows to create a number of structural components. The choice of component content is based on criteria such as the learner's level of foreign language proficiency, cognitive learning style, cognitive needs and interests. When configuring a holistic course, the determining criteria are optimisation and intensification of foreign language training. The article presents an example of the application of the principle of configurability in the formation of educational options for students majoring in Foreign Philology. It is shown that the application of this principle contributes to the individualisation of their foreign language training.

The Linguistic Background of the Modern Process of Educating Future Teachers

The author makes an attempt of sociocultural and sociolinguistic analysis of how the content of everyday speech and quasi-professional speech background affects the educational process in higher education for future teachers. The negative influence of obscene vocabulary in students’ everyday speech and foreign language borrowings in the vocabulary of the educational process on the professional formation of future teachers was revealed. The scientific novelty of the study lies in the fact that it is proved that the linguistic background of modern everyday and quasi-professional speech heard by modern students does not stipulate their future professional formation. In this regard, the counteraction to profanity and unjustified foreign language borrowings in the teaching process of pedagogical universities should be considered not in the general pedagogical context and not in the context of the formation of «flexible competences», but as a task to form professionally necessary pedagogical qualities.

Analyzing the evolution of higher education in Afghanistan

Look into Analyzing the Evolution in Higher Education of Afghanistan. The study used a qualitative research method with a historical lens. The researcher tried to make use of available documents, enactment, and in-depth and semi-structured interviews with key experts in the field of higher education using a " targeted approach " based on the pattern of qualitative interviews and following its standards through qualitative content analysis regarding the identification of the transformation periods and the exploration of higher education, to show its evolution in five periods with an analytical point of view. The finding shows that higher education in Afghanistan has gone through different phases during its lifetime between 1311-1400. The experience gained from the higher education process before and after the occupation of Afghanistan by the former Soviet :union: and civil wars shows; the transition from a relatively national and independent higher education system during the period of Pragmatism to an ideological and centralized higher education system during the period of Isolation and exclusivition. Finally, the process lead to a period of transformation after ten years of stagnation by asking the opinions of university stakeholders to participate in higher education. The fifth period is the ritualization of universities based on Islamic teachings, which begins after 1400.

Monitoring as a steering tool for gender equality policy in higher education institutions: ideal and reality

In an ideal-typical process of gender equality policy development and implementation, empirical evidence plays a central role. The gender analysis at the beginning of the process describes the gender issue to be addressed. Based on this baseline, objectives and priorities are defined, policies are designed and implemented, and these are then monitored and, ideally, evaluated. The aim of monitoring is to provide information on the implementation of the gender equality measure so that countermeasures, if needed, can be taken at an early stage in the event of deviations from the planned implementation. However, this requires that the monitoring indicators are derived from the policy objectives and are measurable. Practice shows that the availability of data, rather than the objectives, determines the development of indicators. The procedure for developing indicators is described and reflected on using the example of monitoring the implementation of the recommendations of the Austrian Convention of Higher Education Institutions on strengthening gender competencies in higher education processes. The preconditions for the steering function of monitoring and its limitations are discussed.

Need Analysis for Teaching English in Early Childhood Education Students

Analysis of needs for English language teaching in PG-Paud. English for Specific Purposes (ESP) in the learning process in higher education is often less effective. One contributing factor is the lack of a learning plan so that learning is not relevant to the field of science they are capable of. Therefore, it is necessary to start planning learning by conducting a needs analysis based on students' needs in learning English. This research aims to determine and describe the needs of English language students in PG PAUD Universitas Prima Nusantara Bukittinggi. This research was conducted using a qualitative descriptive approach. The objects of this research were students in the third year. Data was collected through questionnaires and direct interviews. The collected data is classified so that students' needs in learning English can be identified, then each one is explained. The research results show that (1) students' mastery of English is still relatively low, (2) 50% of students improve their oral communication or speaking skills and 30% write as the main priority in learning English in preparation for applying for work, (3) during learning English, students expect an increase in their skills related to both oral and written. Based on these results, it is recommended to prepare syllabus planning and develop English teaching materials in PG-Paud programs.

Influence of Lecturer Interpersonal Communication on Motivation and Learning Achievement Students of Jinarakkhita Buddhist College

The motivation aspect is very important in a learning process in higher education, because motivation determines the intensity of effort in learning and encourages students to carry out certain activities related to the process of gaining knowledge. Learning motivation is one aspect that influences a student's academic achievement. Academic achievement is the result of the learning process as a measure of the quality and quantity of knowledge that students have mastered. Optimal learning outcomes are greatly influenced by various components in teaching and learning, in including lecturer interpersonal communication. This research aims to determine the influence of lecturers' interpersonal communication on students' learning motivation and academic achievement at the Jinarakkhita Buddhist College.
 This research uses a quantitative approach with correlational methods. Research data is collected using a questionnaire, then the data will be processed and analyzed descriptively. The theoretical basis used is the theory of self-disclosure (Self Disclosure Theory), proposed by Sydney Marshall Jourad. The research results show that interpersonal communication between lecturers and students has an effect on learning motivation by 49.4% with a regression coefficient of 0.469 and a constant of 18.644. Meanwhile, for the academic achievement variable, 32.3% is influenced by lecturer interpersonal communication and the rest is influenced by other factors. Temporary communication lecturer interpersonal influential in a way significant and positive to motivation learning and achievement academic student amounting to 24.4%.

Project-Based Learning Model Development Using Flipped Classroom for Drawing Learning in College

The learning process was initially carried out online during the pandemic then after the post-pandemic, learning activities began to be carried out face-to-face. This raises a new problem, because lecturers who teach are starting to be required to use various media in the learning process in the new normal era. But in reality, the lecturers still use old methods such as lectures or task-based learning. Therefore, the research objective is to develop a new model that can be used in the learning process in higher education. This type of research is development research using the ADDIE approach. The instrument used was a student learning motivation questionnaire and a student learning satisfaction questionnaire following the lesson. Another instrument used is a Likert model scale with three alternative answers. The operational procedure taken in this research and development goes through three stages, namely: (1) preliminary study, (2) preparation of conceptual models (3) validity test and (4) practicality test. The results of the validity test show that the model book and manual are in the very valid category from the aspects of design, language and content. Furthermore, the practicality test results show that model books and guidebooks for project-based learning models using flipped classrooms for drawing lectures in tertiary institutions are practically used by lecturers. The implications of this research can help lecturers in designing practical learning.

Improving Metacognitive Ability Through The Reading Questioning Answering (RQA) Model Assisted With Learning Journals in Nonformal Educational Study Programs

The important skills identified by UNESCO for the 21st century remain related to the four pillars of education, including: 1) learning to find out, 2) learning to do, 3) learning to be personal), an 4) learning to live together in peace (learning to live together in peace). One of the skills that must be empowered through the learning process in higher education is metacognitive skills. The aim of this research is to increase metacognitive abilities through the Reading Questioning Answering (RQA) model assisted by learning journals in social and development problems courses." This research method is a quasi-experimental type. The results of research on the influence of the RQA (Reading Questioning and Answering) model assisted by learning journals on students' metacognitive abilities in learning social and development issues, it can be concluded that there is an influence of the RQA (Reading Questioning and Answering) learning model assisted by learning journals on students' metacognitive learning outcomes with Gain score analysis shows that there is a significant difference in the Gain Score percentage. The difference in the percentage value of the gain score obtained from the two. The control group got a percentage of 10% in the ineffective category. Meanwhile, the experimental group had a G-Score percentage of 60% in the quite effective category. The results of implementing learning with RQA assisted by learning journals are effective in improving students' metacognitive skills

Educational and methodological enrichment of the learning process of foreign medical students

The process of internationalization and globalization is being actively implemented in domestic higher education, determining the degree of competitiveness of Russian universities. One of the indicators of Russian university participation in this process is the education of foreign students. Today, within the framework of the strategic program in the sphere of higher education policy «Education in Russia» («Обучение в России») more than 30 universities of our country train students from foreign countries. Teaching foreign students actualizes the search for new ways, methods, approaches to their educational process. In this regard, the question of normative-legal and educational-methodological support of the process of teaching foreign students, as well as its regular enrichment is particularly relevant. On the basis of the studied material, the article presents a theoretical substantiation of educational and methodological enrichment of the learning process in higher education by creating and approbation a textbook of a foreign language (English) for foreign students of medical specialty. The features of the composition of the content of the textbook in a foreign language (English) for foreign students of medical specialty are revealed. The significance of the system of exercises, including text-based tasks and lexical task-based tasks, is revealed. The authors’ examples are provided.

Teacher-student relationships in higher education: reflections from an adventure sport context

ABSTRACT Teacher-student relationships form an integral part of students’ learning process in higher education. Using an autobiographical research methodology and critical incident theory, we reflect upon significant episodes during adventure sport fieldwork. We use these to discuss why it is essential for educators to reflect upon this aspect of their practice to cultivate an equitable, inclusive, and empowering learning environment for students. We begin by proposing a definition of ‘care’ in the context of higher education and discuss how its application produces distinctive issues to consider in the teaching of outdoor adventure education (OAE). Using this as a foundation for our thinking, we proceed to address the issue of diversity. We argue that managing teacher-student relationships to create an environment which supports and values a diverse student population is crucial for a sector still trying to shake off the ideological remains of its racial capitalist origins. Finally, we consider the issue of power within teacher-student relationships. Specifically, we suggest that OAE is a field which lends itself well to challenging conventional role boundaries and hierarchies, provided that educators do so with appropriate care. In doing this, we reflect the contemporary issues evident in wider society and by engaging with students over issues of power, oppression, and inclusion, we seek to make an impact beyond our teaching in the academy.

Training of engineers on a bilingual basis: specifics of the English mathematical language

Due to globalization processes in higher education, the use of English as the medium of instruction is becoming more widespread in non-English-speaking countries. Bilingual education is actively being implemented in Ukraine, where professional disciplines are taught in a foreign language, primarily English. This article emphasizes that in bilingual education, the foreign language serves not only as a goal but also as a means of comprehending specialized knowledge. Consequently, the issues related to the nuances of employing a foreign language within specific subject areas, especially when teaching professional disciplines at technical universities, are highly relevant. The article underscores that, at present, only specific aspects of the challenges associated with bilingual higher education have been identified. A comprehensive concept of bilingual professional education in Ukraine has yet to be fully developed. In particular, the methodological and technological foundations for bilingual education in professional engineering and technical disciplines remain underdeveloped. The primary objective of this work is to explore the distinctive features of the English mathematical language within the context of bilingual training for future engineers. The article also analyzes the use of mathematical symbols in acquiring relevant linguistic conventions. It highlights various linguistic aspects of mathematical English texts and conducts a comparative analysis between mathematical and general literary language, examining their shared characteristics and differences. From this perspective, the article delves into the semantic and syntactic aspects of mathematical language, its vocabulary, terminology, and the role of symbols in mathematical expressions. Particular attention is devoted to the use of variables in standard expressions. Various types of variables are identified, including terms, characteristics, and references. The article introduces the concept of “highlighting a form in mathematical language and filling this form with variables”, essentially associating structure with content. The practical application of this concept results in the creation of mathematical templates or clichés, which are utilized in bilingual mathematics education. The article provides examples of such templates and illustrates how they can be employed. Practical experience confirms the effectiveness of this approach, especially when teaching higher mathematics in English to students pursuing engineering and technical specialties. It demonstrates that students can quickly grasp the fundamentals of the English mathematical language through this method

Enhancing Academic Development: A reflexive exploration of Staff and Students’ Experiences on curriculum co-creation

Academic development of students and staff is a critical element in higher education, especially with reference to their engagement in curriculum development. While higher education institutions advocate for the inclusion of students in curriculum co-creation, in practice, this has not been easily implemented. The urgency to create this collaborative ecosystem necessitates a reflexive contribution. In this article, I explore the experiences of academic staff and students on their engagement in curriculum co-creation with a specific focus on developing a study guide for the newly developed module, which is part of the decolonisation process. The emphasis on meta-cognitive skills and the social justice element in the curriculum development process ensures a responsive curriculum that meets the needs of society, students and staff in a cohesive and integrated manner. I underpin this reflective study on Schon’s theory of reflection on action. I argue that engaging students in curriculum creation stimulates deep learning, an empowerment attribute which I explore as it enhances innovative and critical thinking. This study employed qualitative methods of collecting and analysing data, followed by identifying important themes from the data. The reflections and emergent themes provide pathways to enhance academic development to encourage curricula co-creation processes in higher education.