Quality Of Higher Education Research Articles

The effect of digital technology usage on higher vocational student satisfaction: the mediating role of learning experience and learning engagement

The fourth industrial revolution and the digital transformation represented by Industry 4.0 have stimulated digital innovations in economic and social spheres, accelerating the structural transformation of the labor market and increasing the demand for high-quality vocational education and training. The influence of digital technology on student satisfaction is acknowledged; nonetheless, the precise mechanisms via which it impacts student satisfaction related to learning experience and learning engagement remain largely unexplored. This study seeks to investigate the impact of digital technology usage on student satisfaction of Chinese higher vocational college students, mediated by learning experience and learning engagement, employing Social Cognitive Theory (SCT) as the theoretical framework. In June and July 2023, 424 participants were chosen from public vocational institutions in Hubei Province, Central China, using the simple random sampling method. Results were analyzed utilizing structural equation modeling (SEM) in AMOS 24.0 and SPSS 26.0. The findings indicated a significant correlation between digital technology usage and student satisfaction. Moreover, the digital technology usage exhibited an indirect and positive correlation with student satisfaction of vocational students through learning experience and learning engagement, respectively. The findings highlight the importance of learning experience as a crucial element connecting digital technology usage to student satisfaction. This study urges administrators and educators to recognize the significance of learning experiences and learning engagement in the use of digital technology, fosters a supportive educational environment through digital resources, facilitates substantial changes in teaching and learning in higher vocational education, and executes strategies to connect academia with industry. This study’s distinctiveness lies in its enhancement of theoretical understanding of digital technology usage by investigating the mechanisms via which it affects student satisfaction. This clarifies the complex interconnections among digital technology usage, learning experience, learning engagement, and student satisfaction, emphasizing the mediating roles of learning experience and learning engagement in the Chinese context.

Exploring the public dialogue on government school costs in Australia: a content analysis of print media

ABSTRACT Objective All children deserve high-quality education. In order to promote inclusive educational policies and practices, understanding barriers to participation in education is necessary. School costs is one potential barrier that has garnered limited attention in the literature to date. The objective of this research was to better understand public dialogue concerning government school costs in Australia. Method We conducted a content analysis of print media coverage on government school costs in Australia between 2011 and 2023. Results In total, 118 print media articles met the inclusion criteria. Six categories were generated: School Costs, School Fees, Payment Approaches, Support Services, Funding of Government Schools, and Impact on Children and Families. Parent voices were the most common in the included articles (30.5%), followed by government officials (17.8%). Conclusion Australian print media has documented that school costs are problematic for families in Australia. The perspectives of parents are central in public dialogue on this issue. There is a need for empirical research to better understand the impacts of school costs on Australian families, particularly those who are experiencing socioeconomic disadvantage.

Comparison on self-determination, peer-relationship, and alienation in physical education of early adolescent in Korea and China

IntroductionIn order to identify effective strategies for enhancing a high-quality physical education system, it is imperative to undertake research that examines the nuances of educational culture, specifically focusing on the psychological experiences of early adolescents within physical education classes. This study aims to compare self-determination, peer-relationships, and feelings of alienation in physical education among adolescents from Korea and China, both situated in East Asia, with respect to their nationality and gender.MethodsOne hundred and twenty two early adolescent males (M = 14.34, SD = 0.65) and 78 females (M = 14.34, SD = 0.64) from South Korea and 125 early adolescent males (M = 14.13, SD = 0.58) and 70 females (M = 14.13, SD = 0.59) from China participated in this study, with a mean age of 14.24 ± 0.62. The Academic Self-Regulatory Scale (SRQ-A), Peer-relationship Questionnaire, and a Scale for Measuring Student Alienation in Physical Education were utilized for data analysis. For statistic comparisons, a t-test was used.ResultsSelf-determination of male and female students in China was significantly higher than that of male and female students in Korea, respectively. Peer-relationship of male students in Korea was significantly higher than that of male students in China. Physical education alienation of the female students in Korea was significantly higher than that of male students in Korea.DiscussionGiven that the influence of self-determination, peer relationships, and physical education alienation varies by nationality and gender, it is crucial to seek and implement strategies to develop an effective physical education system. By doing so, physical education alienation can be minimized and prevented, ultimately preserving the health and well-being of adolescents. This approach is vital for fostering a supportive and inclusive environment that promotes lifelong fitness and health.

“Middle School Is Gonna Cost My Kid a Career in STEM”: Understanding the Implications of the Excellence Gap in K-12 Education

Like other administrators serving low-socioeconomic areas and/or minoritized populations of students, Assistant Principal Mackenzie Riley is struggling to ensure systems are in place to ensure all students in their building, regardless of ability level, have access to high-quality instruction. This case examines how efforts to close the “Achievement Gap” in a suburban middle school are at the same time widening the “Excellence Gap” for some high-achieving students of color, and the events that take place when an angry parent calls administration out on the issue.

THE IMPLEMENTATION OF SINGLE NATIONAL CURRICULUM IN PUNJAB: TEACHERS' PERSPECTIVES BY EXPERIENCE AND QUALIFICATION

Education has been recognized to be an important factor in nation-building. Every student has a fair & equitable opportunity to acquire a high-quality education within one education system which includes common curriculum, medium of instruction & assessment platform. A Single National Curriculum is one step in that direction. In 2020, Pakistan's government implemented the SNC, a significant curricular reform aimed at reducing differences in the national curricula and promoting basic competencies for students. Prior to the adoption of SNC, many schools taught a diverse curriculum. The purpose of this study is to investigate teachers' perspectives on the implementation of a SNC in the province of Punjab, taking into account their qualifications and experiences. A quantitative descriptive research design was applied. The results revealed that the highly qualified teachers demonstrated a stronger commitment to the SNC objectives, while experienced teachers exhibited varying level of acceptance showing higher positivity. The study suggested the need for teachers' training and Continuous Professional Development programs in order to implement SNC effectively. The SNC's aim will only be accomplished if the proposed assessment procedure is used, hence improving the examination system.

Perception of Childhood Routine Immunisation among Adults in Selected Communities of Ido Local Government Area, Ibadan, Oyo State, Nigeria

Aims: Immunisation is one of the medical achievements of the twentieth century; however, some vaccines are receiving less and less support. Increasing people's understanding of vaccination's direct advantages, beyond avoiding infectious diseases, may aid in regaining vaccine acceptance for children two years and below. The study determines the perception of childhood routine immunization among adults in selected communities of Ido Local Government Area, Ibadan, Oyo State. Study Design: Mixed method study design. Methodology: A mixed-method study design that adopted a multi-stage sampling technique to select 417 respondents for the study was used. Two instruments were used for data collection: a questionnaire and an in-depth interview guide. The questionnaire assessed perceived severity and benefits with 36 items each, and scores below < 19 and score ≥ 19 were categorized as low and high for each variable, respectively. Quantitative data was analyzed using descriptive and inferential (Chi-square) statistics at a significance level 0.05. The qualitative data was analyzed using a thematic approach Results: There were 41(9.8%) men and 376(90.2%) women, totaling 417 adults. The respondents 208 (49.9%) have a Secondary School Certificate, the highest educational qualification among the respondents. Results also revealed that 172(41.3%) of respondents had good knowledge about children's routine vaccinations. About 396(95.0%) had a high severity level of vaccine-preventable diseases. Also, 409(98.1%) had high perceived benefits of immunization uptake. Conclusion: This study showed a high level of perceived benefits of immunization uptake among the respondents. Since respondents perceptions of childhood routine immunization and education level were substantially correlated, the government should encourage and improve maternal education.

Accessible Geology

Introduction. The universal right to access education faces challenges in ensuring an inclusive system, particularly for students with disabilities. Objective. This study focused on creating accessible educational materials for visually impaired individuals in the discipline of magmatic petrology within the geology course. Methodology. We utilized Braille printing, a fusor machine, “Multiplano”, a Braille labeler, and manual materials such as wood sticks, hot glue, and raised ink. Results and discussion. Practical activities involved handling samples and thin sections, with illustration diagrams printed using the fusor machine. Field practical classes enabled the observation of rocks in situ. The use of “Multiplan” in map creation complemented the learning process. Conclusion. We concluded that the developed materials were effective; continuous feedback from the student guided material improvements, fostering mutual learning exchange. This study also underscores the benefits of these materials for non-disabled students, promoting a more accessible and high-quality higher education for all.

Compliance QFD – how compliance contributes to quality in higher education

ABSTRACT The study aims to present a framework, a so-called Quality Function Deployment (QFD) house, to enhance the service quality of higher education institutions (HEIs), supporting the institutional compliance management issues and processes. To develop the compliance QFD, questionnaires and focus group interviews were conducted to determine the service quality attributes, while the compliance management functions originated from a comprehensive literature review. This research describes and correlates ten service quality attributes at the institution level of HEIs and nine compliance management functions. The QFD results present the priority ranking of the examined compliance functions proposing improvement criteria based on higher education institutions’ general compliance and service quality management areas. These insights will be helpful to educational leaders to align compliance activities for student-perceived quality and also to leaders and policymakers in deriving a strategic plan on compliance management to improve the service quality offered to the stakeholders, primarily students.

From classroom to industry: Developing universal competencies and AI integration in engineering education for technological advancements

The purpose of this study is to develop strategies for enhancing higher and postgraduate education in Kazakhstan, with a focus on improving graduate readiness for professional roles and building predictive models to analyze and assess doctoral graduation rates in technical fields for 2023–2025. This research emphasizes a flexible framework that integrates universal competencies into engineering programs, adaptable to various institutional and national contexts. Active learning methods, including project-based tasks, problem-solving exercises, internships, and lab work, are employed to cultivate practical skills aligned with real-world engineering demands. The study also highlights the need for comprehensive assessment systems that extend beyond theoretical testing, incorporating continuous feedback and curriculum adjustments to align with labor market needs and scientific developments. Results reveal key areas for higher education reform, as outlined in Kazakhstan’s State Program for Education and Science Development (2020–2025). These include implementing a competency-based approach, optimizing interdisciplinary and practice-oriented teaching methods, and enhancing the global competitiveness of Kazakhstani universities. Additionally, through time-series analysis of doctoral graduation data, a trend model was created, showing a steady increase in graduates, tested for anomalies and trend adequacy, making it reliable for forecasting graduate numbers. The scientific significance of this work lies in its contributions to models that improve graduate training, fostering high-quality education to enhance Kazakhstani universities’ global competitiveness. By integrating AI-driven strategies and emerging technologies, the research provides an adaptive educational model to equip students with essential professional and universal competencies, essential for navigating the evolving labor market and supporting sustainable development.

Ten Reflections to Consider Before Your First Research Project.

Pediatrics is an ever-evolving field, and clinicians focused on clinical care, including pediatric hospital medicine providers, are in an ideal position to develop research projects that advance evidence-based practice. However, clinical providers get pulled away from their research to deliver high-quality education and care at the bedside to children and families. The challenges of balancing these important goals are ones most faculty will face their entire career. This is most difficult for faculty taking on their first project, as they have yet to refine their research skills, learn their various institutional resources, and build a research team. The purpose of our manuscript is to offer 10 reflections to consider when developing your first research project. We intentionally focused on concepts we felt were highly relevant to first research project experiences. Our goal is to motivate talented clinicians and encourage the development of a solid project foundation to avoid the various pitfalls we have experienced.

The Emigration of Highly Qualified Students from Morocco: An Analysis Using Panel Data

The emigration of highly qualified students from Morocco poses a significant challenge to the country’s economic and social development, contributing to a troubling "brain drain" that impacts not only the fields of medicine and engineering but also various other critical sectors in need of innovation and expertise. This study investigates the specific factors driving these students to leave Morocco, utilizing a sample of 31 countries and employing a fixed-effects econometric model for the period 2016-2018. Our analysis identifies several key determinants of emigration, including GDP per capita, public spending on education, the unemployment rate, and the quality of higher education. The results highlight the critical role of effective public policies in talent retention and suggest that targeted interventions are necessary to mitigate this outflow of skilled individuals. This research contributes to the understanding of brain drain dynamics and offers actionable insights for policymakers seeking to address this pressing issue.

‘Grades alone are insufficient!’ Chinese EFL student teachers’ perspectives on teacher written feedback on course essays

ABSTRACT Despite the important role teacher written feedback plays in student learning, it is still an under-researched area at tertiary education level, especially in the field of EFL (English as a Foreign Language) teacher education. Moreover, Chinese university students’ perceptions of teacher feedback have been left unattended. Therefore, this study sets out to uncover EFL student teachers’ perceptions of the current teacher feedback on their course essays and desirable teacher written feedback. Drawing on questionnaires and semi-structured group interviews conducted with 117 pre-service teachers in an undergraduate EFL programme in Central China, the study shows a low level of satisfaction with the current grade-alone feedback practice. High-quality teacher written feedback on course essays was considered as necessary to improve student teachers’ learning. Implications are drawn on how to enhance teacher educators’ written feedback.

Students Emotion and Distraction Detection While Adopting E-Learning Approach

Currently, e-learning has changed the way students’ study by providing high-quality education that is not restricted by place or time. Mobile phones, tablets, laptops, and desktop computers are some of the products that make online learning easier. These devices were used for mandatory online learning due to the COVID-19 pandemic. However, because the e-learning approach prevents an instructor from actively observing a group of students, they may become distracted for many reasons, significantly reducing their learning potential. This paper proposes an intelligent system called the Intelligent E-Learning Monitoring System (IELMS) that helps faculty members keep track of such students and supports them in improving their performance. Convolutional neural network (CNN) techniques are utilized to detect emotions, and once the optimum algorithm for detecting emotions has been identified, it is fused into the model that detects an online learner’s distraction. The fused model produces logs of distraction and emotion. These logs will assist the teaching community in identifying underperforming online learners and facilitating counseling.

Effectiveness of using augmented reality technology in the educational process

The relevance of studying augmented reality (AR) technology in education is driven by the rapid advancement of digital technologies and the need for modernising education. As society undergoes technological transformation, educational institutions must adapt to ensure high-quality education that meets modern labour market demands. Exploring AR’s implementation is crucial for developing innovative methods and tools that align with the needs of today’s students. The purpose of the study was to analyse augmented reality technology, identify its types, and examine the possibilities and benefits of introducing augmented reality technologies in educational institutions. The study was conducted using theoretical methods such as analysis, synthesis, generalisation, and systematisation. The article offered the author’s vision of the effectiveness of using augmented reality technology in the educational process based on the analysis of research by Ukrainian and foreign scholars who consider this technology to be a modern teaching tool. It analysed the classification of augmented reality systems by the type of transmitted information, receivers, user interaction, and mobility. Given that augmented reality technologies in education are currently in their infancy, the author presented foreign and Ukrainian experiences regarding the use of augmented reality technologies in education and outlined the possibilities and advantages of their use in the educational process. The integration of augmented reality technologies into the educational processes at Stanford, Harvard, and UK universities was highlighted. The practical significance of the study lies in identifying the real advantages and challenges associated with its implementation in the educational process. The results of the study will contribute to the development of methodological recommendations, educational tools, and applications that maximise the potential of augmented reality

Polish Development and Humanitarian Aid for Kenya

Kenya has been among the recipients of Polish Official Development Assistance since 2011. Polish aid to Kenya is improving the quality of healthcare, the access to high-quality education at all levels, increasing the capacity of emergency services, equalizing educational and life chances for children from groups at risk of exclusion, entrepreneurship development and activities to increase the efficiency of micro and small enterprises, and initiatives for environmental protection. Poland, on the basis of the Multiannual Development Cooperation Program 2021–2030. Solidarity for Development, supports the communities of 10 priority countries, including Kenya. Earlier, between 2016–2020, it was also supporting the communities of 12 priority countries, including Kenya. Humanitarian aid is often provided under an ad hoc procedure in connection with emerging humanitarian crises that affect the inhabitants of a given region. Humanitarian aid can be delivered both bilaterally and through multilateral channels through contributions to specialized international organizations. The PCPM Foundation ran the program of development of the specialist rescue system in Kenya between 2021–2023. Development aid in Kenya is also provided by the Polish Humanitarian Organization. Caritas Polska helps starving Africa

Mature Students’ Perceptions of Accessing Higher Education in England: A Case Study on a London-based Alternative Higher Education Provider

Ensuring equal access for all to affordable and quality higher education is a key target of the United Nation’s sustainable development agenda (target 4.3). However, with numerous factors influencing inclusivity and equity in higher education, achieving this goal has been increasingly challenging in the United Kingdom (UK). While the UK government has urged all relevant stakeholders to engage with its “widening participation strategy”; higher education providers have a prodigious responsibility in ensuring equal access for all (Connel-Smith & Hubble, 2018). \newline For mature students (aged 21+), accessing higher education involves navigating several barriers. These include fear of re-adapting to a learning environment, age-related stigma, juggling family and work responsibilities, lack of awareness regarding application and funding processes, and limited support and guidance (Brown, 2021; Farini & Scollan, 2019; Hubble & Bolton, 2021; Johnson, 2023; Moore et al., 2013; Office for Students, 2021a). While these barriers challenge mature students to access higher education, various support mechanisms enable them to successfully overcome them. \newline This research endeavored to identify what factors enable mature students to access higher education overcoming barriers to learning. Using a single case study research design, qualitative data was collected through three focus group discussions with mature students from an alternative higher education provider in London. Thematic analysis revealed three key findings: (1) motivations behind accessing higher education, such as advancing employability, utilizing spare time productively, evolving with life, pursing personal growth, fulfilling family aspirations, or acting on professional recommendations; (2) barriers like lack of confidence, high costs, competing priorities, language, digital literacy and accessibility challenges; and (3) support mechanisms including confidence-building programs, preparatory programs, financial aid and supportive institutional cultures. The research concludes that, despite challenges, mature students equipped with determination and robust support systems can successfully navigate barriers to access higher education.

Virtual vs. Traditional Learning in Higher Education: A Systematic Review of Comparative Studies

The evolving landscape of educational technologies has ushered Virtual Reality (VR) in the forefront of higher education. As the COVID-19 pandemic propelled a rapid shift toward e-learning, the demand for high-quality distance education has surged, prompting an exploration of VR as a viable solution. While existing research indicates that VR supports student engagement and learning experiences compared with traditional teaching methods, the lack of shared pedagogical frameworks and systematic analyses of its applications leaves a deeper investigation of VR’s potentials and limitations in enhancing learning outcomes still unexplored. This paper presents a systematic literature review aimed at filling this gap by considering studies that evaluate VR-based teaching methods in comparison with traditional ones in higher education contexts in order to assess the strengths and weaknesses of this technology in improving students’ learning outcomes and achieve inclusive education. The analysis focuses on a set of dimensions including the adopted research design, participants’ characteristics, disciplinary field of application, VR technological features (i.e., immersivity, interactivity, operability, commercial availability, and presence of VR training), adopted teaching methodologies, assessed VR impact on learning outcomes and presence of studies involving students with disabilities or Specific Learning Disorders (SpLDs). Based on inclusion/exclusion criteria, a total of 71 studies of VR in higher education were analysed. Most of analysed studies employed quantitative methods (67%), while no qualitative studies were found. More than half of the studies were conducted with undergraduate students (61%). Most of the studies involved VR in STEM disciplines, with almost half of them concerning Health Sciences (45%). VR solutions were most frequently immersive (63%), predominantly using Oculus Rift and HTC Vive HMDs, interactive (59%), single-user (92%) and non-commercial (57%). Only a small portion of studies included a VR training in the research protocol (8%). Most of the studies compared lecture-based methodologies as control condition with active methodologies in the VR condition. Learning outcomes were positively influenced by immersivity, interactivity and active methodologies, although at different degrees. No study involved students with disabilities or SpLDs in the experimentation. By offering a multidimensional perspective on the application of VR in higher education contexts, the paper provides a valuable resource for educators, researchers, and policymakers navigating the dynamic intersection of VR and higher education.

PDK CONNECTION: Strategic planning and the future of PDK membership

In this month’s PDK Connection, CEO James F. Lane announces the association’s new vision (to eliminate the teacher shortage by reimagining educator pathways) and new mission (to inspire and grow current and rising educators to become community leaders and advocates for high quality education). Lane also shares information about a new member benefit and a new Kappan publication schedule. PDK members now have access to the Teaching Channel video library, while print editions of Kappan will be delivered to members four times a year (March, May, September, and December).

Comparing telesimulation-based learning and e-learning as remote education delivery methods in pre-hospital practice

Introduction: Pre-hospital practitioners based at rural and geographically spread-out regions often find it difficult to access education and training for continuous professional development. Distance learning can resolve the dilemma of how to provide high-quality education where the number of participants is small and widely scattered. E-learning is an established teaching modality that has been widely used, whereas telesimulation is a novel teaching tool that has been evolving throughout the past decade. This study aimed to evaluate the experience of e-learning compared to telesimulation for pre-hospital practitioners.Methods: This study was conducted from January to June 2021. Twenty-six pre-hospital responders were randomly allocated to complete either an e-learning module or a telesimulation session based on acute paediatric asthma. Each participant completed a post-session satisfaction questionnaire for quantitative and qualitative analysis. For the telesimulation session, all participants attended remotely, while the faculty were based on site. The e-learning module was accessed by the participants via the internet.Results: Both modalities were positively received, with participants agreeing that the learning objectives were met. However, telesimulation was rated significantly higher in terms of engagement (p = 0.044) and suitability (p = 0.033). Qualitative feedback highlighted the immersive and realistic nature of telesimulation as key advantages, while e-learning was appreciated for its flow and stimulating questions.Conclusion: Telesimulation and e-learning can help learners with restricted availability and geographical challenges. Telesimulation allows learners to work as a multi-disciplinary team despite being scattered across a large geographical area, while e-learning gives learners the flexibility to access education at a convenient time.

Implementation of Sustainable PBL towards Affordable and Clean Energy: Industry, Innovation

Abstract— Sustainable development is way of life need to adopt to preserve resources for future generation. Adopting this idea will help to keep the ecosystem in balance. Sustainable development is defined as development that fully recognizes, supports human needs while explicitly endorsing ecological limitations within the framework of economic activity. The Sustainable Development Goals (SDGs) are examined in this study as a critical international framework for addressing environmental, socioeconomic issues. It breaks down intricacies of SDG implementation by carefully examining advancements, obstacles, strategic paths. This research work focuses on different Sustainable Project based learning methods of Industry, Innovation, Infrastructure; Sustainable Cities. To obtain clean energy, industry innovation education plays key role in energy transition by raising awareness, training, sector players to promote renewable energies. In order to give high-quality education on renewable energy, it is imperative that educators stay up to date on current industry trends, emerging technology, and successful pedagogical approaches. This can be achieved through ongoing professional development programmers. For energy transition a continuous monitoring and SDG indicators, baseline assessment, promotion of energy policies, examining investment trends, regulatory frameworks, publicprivate partnerships supporting industrial development, innovation ecosystems are required. For this a new project-based learning (PBL) must be involved to obtain specified goals. PBL teachers should support acquisition of interdisciplinary learning goals via a variety of learning activities that include direct instruction organized under an inquiry, typically with significant student voice. Keywords—Sustainable Development Goals (SDG), Sustainability, Renewable Energy, PBL, SDG indicators.