Quality Of Higher Education Research Articles

Early childhood workforce professionalism in South Africa: Policy ideologies and teacher understandings

Despite its pivotal role in young children's development and learning, early childhood care and education (ECCE) remains undervalued and under-resourced, with its professional status and recognition often ambiguous. In South Africa, ECCE professionals experience dislocation and marginality within a fragmented system, hindering their efforts to achieve professionalism and consistency in recognition and status. This article examines workforce professionalism in South Africa's ECCE sector, analysing the interplay between policy ideologies and teachers’ understandings. A dual lens of democratic professionalism and transformative feminist perspectives was employed to analyse the sector's challenges within a highly unequal socio-economic landscape. The study combined document analysis of the Policy on Minimum Requirements for Programmes Leading to Qualifications in Higher Education for Early Childhood Development Educators (MRQECDE), and data collection through an online questionnaire with a purposive sample of 208 ECCE teachers from 73 ECCE centres in the Ekurhuleni district of Gauteng province. Findings reveal tensions between qualification-centric policies and teachers’ experiences, highlighting how systemic constraints and intersectional disadvantages affect workforce professionalism. Whilst teachers internalised policy ideologies on qualifications, they demonstrate agency by reimagining alternative pathways for their professionalism. This study contributes to global debates on ECCE professionalism, particularly to contexts where predominantly feminised workforce experience similar structural challenges. A more inclusive and context-responsive approach to professionalism is essential – one that adopts an empowerment framework and prioritises the recognition of marginalised voices.

The Role of Cambridge Curriculum in Shaping Academic Achievement in Sekolah Putri Darul Istiqamah

Education plays a pivotal role in shaping the intellectual, emotional, and social development of students. In the era of globalization, where critical thinking, problem-solving, and communication skills are highly valued, curriculum selection significantly influences academic performance. This study investigates the impact of the Cambridge curriculum on students' academic achievement at Sekolah Putri Darul Istiqamah, a school committed to nurturing excellence among young women by combining high-quality education with Islamic values. The Cambridge curriculum, developed by Cambridge Assessment International Education, is recognized globally for its rigorous academic standards, emphasis on analytical thinking, and holistic approach to education. At Sekolah Putri Darul Istiqamah, its implementation has enhanced academic performance, developed essential skills, and aligned seamlessly with the institution’s mission of integrating global academic excellence with Islamic teachings. This study employs qualitative descriptive-exploratory methods, including interviews, focus group discussions, and classroom observations, to analyze the curriculum’s effectiveness. The findings highlight significant improvements in students’ academic performance, critical thinking, and communication skills while ensuring alignment with moral and cultural values. Challenges such as resource allocation and initial adaptation were also identified but were mitigated through collaborative efforts. The study concludes that the Cambridge curriculum provides a balanced approach, enabling students to achieve global competency while staying connected to their cultural and religious identity.

Leveraging Transformative Digitalization Strategies to Enhance Learning at Mountains of the Moon University, Uganda

Mountains of the Moon University (MMU) is transitioning from traditional to modern educational practices to better meet the demands of the digital era. This study explored the implementation of digitalization strategies at MMU, aiming to bridge gaps between conventional methods and technological innovations. A qualitative approach was employed, utilizing semi-structured interviews and focus group discussions with 37 participants, including faculty members, student leaders, and administrative staff. Thematic analysis revealed that while MMU's digitalization efforts, including Learning Management Systems (LMS), online collaboration tools, a technical support desk, and regular blended learning schedules, have facilitated course delivery and virtual discussions, significant challenges remain. Issues such as low internet connectivity, insufficient ICT skills among users, and high data costs continue to impede effective implementation. Despite these barriers, digital tools have positively impacted student engagement and performance. The study recommends enhancing internet infrastructure, boosting digital literacy through targeted training programs, fostering a culture of digital innovation, innovative pedagogical initiatives and expanding blended instruction. Addressing these challenges can help MMU evolve into a dynamic, technology-driven institution, ensuring high-quality education that meets the needs of the digital age

Effect of familiarity and knowledge about epilepsy on associated cultural stereotypes in French society.

People with epilepsy face stigma that impacts numerous aspects of their daily lives. Although the stigma surrounding people with epilepsy has been extensively documented, the mechanisms underlying it-such as cultural stereotypes-remain to be explored. Cultural stereotypes are widely shared beliefs within a cultural context about attributes typically associated with members of a particular group. This study, conducted within French society, has two primary objectives: 1) to define the content of cultural stereotypes associated with people suffering from epilepsy and 2) to examine how familiarity and knowledge about epilepsy influence these stereotypes. To explore these stereotypes, a free association task was conducted across three cultural groups (n=96): (1) the general population, with low familiarity and knowledge about epilepsy (n=39); (2) healthcare professionals without epilepsy specialization, who have more familiarity and knowledge than the general population (n=38); and (3) healthcare professionals specialized in epilepsy, who have the highest familiarity and knowledge of the three groups (n=29). All participants held higher education qualifications to ensure a more homogeneous socio-cultural background across groups. Using the software program "IraMuTeQ", we analyzed the diversity of terms each group associated with "people with epilepsy." Additionally, we examined the valence and typicality of cultural stereotypes in each group. The results reveal that, regardless of familiarity and knowledge levels, cultural stereotypes linked to epilepsy are generally negative. Across the entire sample, the most prototypical associations with people with epilepsy included "madness," "possession," "tongue," and "intellectual deficiency." The general population shares some cultural stereotypes with non-specialized healthcare professionals (e.g., "photosensitivity"), while non-specialized professionals share other associations with specialized healthcare professionals (e.g., "intellectual deficiency" and "mental illness"). However, no overlap was found between the cultural stereotypes of the general population and those of healthcare professionals specialized in epilepsy. Stereotypes related to epilepsy appear to be less typical among healthcare professionals compared to the general population. This distinction between cultural stereotypes and personal beliefs is further discussed below. Considering cultural stereotypes may allow for more tailored and effective interventions to reduce epilepsy-related stigma by addressing specific socio-cultural groups. Further research within a cross-cultural approach is recommended to deepen these findings.

Changes to provision of childbirth education during COVID-19 and its implications for ongoing service delivery - An Australian Survey.

Childbirth and parenting education (CBPE) programs provide participants with information about pregnancy and labour and have a multitude of positive health impacts. During COVID-19, many CBPE classes ceased or transitioned to an online format, significantly impacting pregnant women across Australia. Little is known about the provision and delivery of CBPE in Australia during the COVID-19 pandemic from the perspective of CBPE educators and hospital managers, regarding its impact on staff and implications for ongoing service delivery. The PACS study was an online survey distributed through CBPE networks across Australia, including via Childbirth and Parenting Educators of Australia (CAPEA) and the NSW Parenting, Birth and Early Parenting Education Coordinators Network. From the 67 responses received, there was a substantial shift toward online delivery, however, there was an overall decrease in the number of classes provided. Respondents reported that CBPE was not prioritised by management during the pandemic, citing increased workloads, and a lack of access to equipment, infrastructure and support. Educators adapted over time, however, the loss of social connection and participant engagement was the main barrier to service delivery and raises concerns regarding ongoing services. Health systems should ensure there is adequate technological infrastructure, equipment, consultation and support for CBPE to make a positive transition to online and hybrid services and for future proofing delivery. It is essential that greater prioritisation and investment in educator staffing, consultation and training is provided, as well as further research into improving the quality of classes for continued delivery of high-quality education.

Infant Feeding Practices in Ethiopia: Birth Cohort Study in Five Regions.

Appropriate infant feeding is crucial to ensure optimal child growth and survival. We aimed to assess infants' breastfeeding and complementary feeding practices from 0 to 12 months in Ethiopia. This study was a secondary analysis of data from the Ethiopia Performance Monitoring for Action panel study performed from July 2020 to August 2021. One thousand eight hundred and fifty infants were included from five Ethiopian regions: Addis Ababa City Administration, Oromia, Amhara, Afar, and Southern Nations, Nationalities, and Peoples Regions. Appropriate infant feeding practices were assessed using the World Health Organization measurement criteria and descriptive analysis. One-year-old infants were considered to have a diversified diet if they had complementary feeding comprising five or more food groups. Two-thirds (67%, 95% CI: 63, 71) of newborns were put to the breast within 1 h after delivery. The median duration of exclusive breastfeeding was 6.5 months, and 69% (95% CI: 67, 71) were exclusively breastfed at 5 months. Almost all (97%; 95% CI: 96, 98) were still breastfeeding at 12 months. Sixteen percent (95% CI: 13, 19) of infants (boys 15%, girls 16%) aged 12 months had a diversified diet, and 49% (95% CI: 44, 55) consumed sugary foods or beverages. Most Ethiopian infants had appropriate breastfeeding practices, while almost all had poor-quality complementary food at 1 year. Increasing access to high-quality education on infant feeding is crucial to maintaining and enhancing appropriate breastfeeding practices and complementary food quality. Intensifying poverty reduction efforts are essential to improve infants' dietary diversity and nutrient-dense food consumption.

How often do University Students use Artificial Intelligence in Their Studies?

This study deals with the use of Information and Artificial Intelligence technologies with education. The purpose is to investigate students' use of Artificial Intelligence (AI) in their studies. The authors have used a survey of 882 Ukrainian university students, graphical and tabular result presentation, t-statistics, and zstatistics with a high significant level of 0.01. The authors have found out that students use AI in their learning process: every day 8.0% – 31.0%, 3-4 times/week 6.0% - 15.0%, 1-2 times/week 17.0% - 20.0%, 1-2 times/month 14.0% - 40.0%, never 20.0% - 29.0%. Research novelty is: confirming two Research hypotheses, new scientific facts about the use of AI technologies in the learning process, and the absence of the need to develop proposals for improving the teaching process using AI technologies because university teachers provide students with a real-world AI-enabled environment that is adequate for student needs in their studies. The results are very important for monitoring the use of AI in higher education. The new data can help to make management decisions to achieve high-quality education. The new research findings contribute to the growing debate on the integration of information technology, computers, and AI technologies in education.

Understanding the complexity of centers for teaching and learning: introducing a four-dimensional model

Abstract Centers for Teaching and Learning (CTLs) are gaining visibility in the higher education landscape as key actors that support universities in providing high-quality education and fostering a culture that values teaching and learning. While existing research on CTLs typically focuses on evaluation, impact, or institutionally context-specific work, we sought to unearth a framework that could be universally applied to understanding CTL work and functionality. Following data collection and 25 interviews with CTL Directors from higher education institutions across the USA, we created an integrative approach that brings together organizational, behavioral, and relational perspectives. The four dimensions—governance, identity, social capital, and activities—enable us to investigate CTLs from various angles and at different levels, providing valuable clues for understanding CTL performance and challenges. This integrative model can also be used as a framework to inform CTL design decisions.

Evaluating the Impact of an Educational Intervention on Nursing Labor Support Practices and Cesarean Birth Rates.

Background: Over 30% of births in the United States occur via cesarean section despite increased risks to the birthing person and neonate. Evidence-based nursing practice related to fetal monitoring, patient positioning, and management of the second stage of labor can decrease the incidence of cesarean birth. Objective: The objective is to decrease the cesarean birth rate by 3% in a Midwestern suburban hospital. Methods: Baseline data on demographics, labor interventions, and birth outcomes were collected for 4 weeks (n = 85 births). The intervention included a sample of 24 labor nurses who took a pretest, viewed a narrated PowerPoint on methods to promote vaginal birth, and completed a posttest. Data were then collected for another four weeks (n = 90 births). Results: The mean improvement in posttest scores was 4.792 points, providing strong evidence that this education would result in a score increase between 3.9 and 5.6 with 95% confidence. There was no increase in the number of nursing interventions utilized during labor. The overall cesarean birth rate increased from 18.8% to 28.9%. Conclusions: The education was highly effective in increasing nurse knowledge, but this did not affect a change in nursing practice or cesarean birth rate. Implications for Nursing: High-quality education is not enough to change practice or outcomes. Additional research is needed on barriers that prevent the translation of knowledge into practice.

Gender Digital Divide and Education: A Reflection from the University of Nairobi, Kenya

The use of digital technology safely and effectively is increasingly becoming important. Moreover, since the onset of the COVID-19 pandemic, digital technological skills have continued to transform the educational landscape, bringing a wide range of benefits to both students and teachers. This requires both men and women students and teachers to know how to use digital devices and connectivity tools for high-quality and future-focused teaching and learning processes. The objective of the study was to find out the extent to which gender digital divide exists in the Faculty of Education, University of Nairobi. Findings and information presented and discussed in this paper were obtained from a critical review of relevant literature based on gender and digital technology in education. In addition, using documentary analysis guide statistical data based on the number of women and men in selected Information, Communication and Technology courses was derived from the University of Nairobi’s E-Graduation booklets covering three consecutive academic years; 2020, 2021 and 2022. Descriptive data was computed using frequencies and percentages. Findings reveal that gender digital divide gap is clearly visible, for instance, there were only 6 and 8 men and no women graduates in Masters of Science in Computer Science and Masters in Education Technology respectively. Such gender disparity is likely to impact the number of women pursuing Information Communication and Technology-related careers. There is evidence to show that to some extent, the gender digital divide is a result of gendered-related social norms and stereotypes to poor advocacy of digital technological careers. Thus, there is a need to encourage both men and women students to study Information Communication and Technological courses with the aim of ensuring inclusivity and equitable education for everyone, while developing lifelong learning opportunities as stipulated in Sustainable Development Goals 2030

Assessing Readability of Patient Education Materials on Adult-Acquired Buried Penis.

Adult-acquired buried penis (AABP) is an increasingly prevalent condition characterized by the penis "buried" in prepubic/suprapubic tissue. AABP affects urinary and sexual function, hygiene, and psychosocial well-being. Because many affected individuals are unfamiliar with the condition or hesitant to seek medical help, accessible, high-quality patient education materials (PEMs) are necessary. The American Medical Association recommends that PEMs be written at or below a 6th-grade reading level. This study aimed to assess the readability of the most easily accessible AABP PEMs. After disabling user account information, the top 10 results for "buried penis treatment" from 3 search engines were collected. Academic journal articles, advertisements, and pediatric PEMs were excluded. Plain texts without graphics and extraneous information were copied to the Readability Test Tool (WebFX, Harrisburg, PA) to generate readability scores. Descriptive statistics were used to analyze the data. The top 10 results for each search engine, excluding duplicates, resulted in 12 unique articles. Of 5 readability tests used by the Readability Test Tool, the mean grade level necessary to comprehend resource content was 12.3, or about a 12th-grade level. The mean age estimated for understanding was 17.7, or an age range of 17-18 years old. Complex words comprised on average, 16.6% of a resource's material. This study emphasizes the inadequate readability of current PEMs for AABP. The readability for most accessible materials exceeds the recommended reading level of at or below 6th grade. Providers should aim to publish easily comprehensible online PEMs to promote patient awareness and comprehension.

Here and elsewhere, together: how emerging blended synchronous learning approaches and perceptions can inform teaching guidance and support

ABSTRACT Blended synchronous learning, or BSL, emerged in the early 2000s to signify scenarios where remote students and in-the-room students participate in activities together at the same time. The recent proliferation of hybrid teaching provides an opportunity to redefine this teaching model and reassess its potential for contributing to teaching quality. Likewise, the urgent upskilling of staff cohorts to teach in modes like BSL during the pandemic has highlighted the potential role of academic developers in this realm. Semi-structured interviews with 12 teaching staff within a built environments faculty in Australia explored their experience teaching BSL for the first time, and their perception of support from the authors’ academic development group. Their on-the-ground reflections offer implications for supporting high-quality hybrid teaching at scale and justify consideration for long-term investment in BSL across the sector.

Exploring Haemodialysis Nurses' Perceptions on Kidney Replacement Therapy Modality Education: A Framework Analysis.

Many people with kidney failure start and remain on in-centre haemodialysis treatment despite evidence of improved outcomes with home dialysis. To make an informed modality decision patients must receive frequent, high-quality modality education. This education is inconsistent in the in-centre haemodialysis setting, where patients spend the most time with nurses while receiving haemodialysis treatments. The aim of this study was to examine in-centre haemodialysis nurses' perceptions around modality education for patients receiving in-centre haemodialysis using the COM-B model of behaviour change. We used framework analysis as a research method, applying the COM-B model as a theoretical framework to understand nurses' perceptions of modality education. We interviewed 13 in-centre haemodialysis nurses in a single province in Canada. We completed semi-structured interviews via Zoom, which ranged from 30 to 60 min. Participants reported knowledge deficits, lack of experience or exposure to other dialysis modalities, and lack of resources to support modality education practices. In-centre haemodialysis nurses reported some factors that enhanced modality education, including strong nurse-patient therapeutic relationships and previous experience in other dialysis modalities. Nurses could have a role in modality education but had different views on what this role should be. Nurses faced barriers in modality education such as knowledge deficits, a lack of experience with home modalities, and limited patient teaching resources. Factors that favoured modality education were strong nurse-patient relationships and previous experience with other modalities.

An Investigation of the Quality of Preschool Piano in Weifang

Objective: The study aimed to assess the quality of preschool piano education in Weifang, examining its goals, content, and learning outcomes. It also explored ways to enhance teaching efficacy through improved curricula, resources, and methodologies. Theoretical Framework: The theoretical framework for this study is grounded in educational and developmental theories, emphasizing the role of early childhood music education in fostering cognitive, emotional, and social development. It draws on the principles of constructivism, which highlight active learning through engagement and interaction, and Howard Gardner's theory of multiple intelligences, particularly the musical-rhythmic and bodily-kinesthetic intelligences. These theories support the idea that quality piano education can enhance preschoolers' overall development and learning outcomes. Method: The study employed a mixed-methods approach, combining quantitative and qualitative methods to gather comprehensive data. Questionnaires were administered to parents and piano teachers to collect quantitative data on their perceptions of the quality of preschool piano education. Additionally, interviews with teachers and parents provided qualitative insights into teaching methodologies, challenges, and outcomes. Data were analyzed using descriptive statistics for quantitative data and content analysis for qualitative data, ensuring a thorough understanding of the research problem. Results and Discussion: The study found that preschool piano education in Weifang met expectations, contributing to children’s cognitive, emotional, and social development. It enhanced skills like discipline, confidence, and creativity. Challenges included limited resources, inconsistent teaching methods, and rising demand impacting quality. The findings highlight the need for improved curricula, resources, and teacher training to sustain high-quality instruction. Research Implications: The study underscores the importance of prioritizing quality in preschool piano education by revising curricula, improving teaching resources, and standardizing methodologies. It highlights the need for professional development programs to equip teachers with effective strategies. These implications extend to policymakers, educators, and curriculum developers, emphasizing the role of structured and resourceful piano education in fostering early childhood development. Originality/Value: This study contributes to the existing body of research by focusing on the quality of piano education for preschoolers, a relatively underexplored area in early childhood music education. Its mixed-methods approach provides valuable insights into improving teaching practices, curricula, and resources. The findings offer practical recommendations for enhancing preschool piano education, benefiting educators, parents, and policymakers alike.

Empowering Educators: Overcoming Challenges in Digital Education for Remote Areas

Though obstacles including poor infrastructure, scarce resources, inadequate teacher training, and policy gaps prevent its successful implementation, digital education presents new chances to enhance instruction in remote areas. This essay investigates these challenges and looks at strategies for empowering teachers in areas with limited resources. Using a combination of case studies and literature analysis, the study finds structural challenges, such as inadequate internet connectivity, an absence of digital tools, out-of-date instructional materials, and restricted access to professional development. Challenges including evaluating student achievement, sustaining engagement in online learning settings, and modifying pedagogy for digital forms are also covered. To address these issues, the results emphasize the value of training teachers in digital pedagogy, culturally sensitive education, and inclusive evaluation techniques. Furthermore, strengthening community collaborations, financing infrastructure, and enhancing government support are essential for long-term digital education. The essay ends with practical suggestions, such as offering affordable digital resources, individualized instruction, and comprehensive teacher support. By bridging the urban-rural gap and promoting long-term educational progress, these policies seek to provide fair access to high-quality education in remote communities.

Impact of COVID-19 on the quality of higher education in Pakistan: students’ perspective

Impact of COVID-19 on the quality of higher education in Pakistan: students’ perspective

Relationality in Psychedelic Facilitation Training Programs: The UC Berkeley Case

Psychedelic medicine must embrace high-quality, culturally sensitive, relational, and community-based education of facilitators in order to reduce risks and increase benefits. The University of California, Berkeley Psychedelic Facilitation Certificate Program (UC Berkeley PFCP) aims to provide this training through a mindfully crafted program. This paper outlines the UC Berkeley training model, focusing particularly on the training program’s relational and culturally sensitive approach. This model is one we believe should be adopted by other psychedelic training programs to improve the quality of facilitation and create a robust network of skilled practitioners.

Digital redesign of the radiotherapy course for medical students with ablended learning approach.

Due to the need for high-quality teaching, we present anew blended learning concept combining digital modules, interactive seminars, and clinical experience. Furthermore, we evaluated its acceptance among students. Anew concept for teaching was applied to the radiotherapy module and made available via the Hannover Medical School (MHH) learning management system as part of ablended learning concept with educational films, multimedia learning modules, online seminars, and onsite practical training. The evaluation recorded assessments of the requirement profile, design, and opportunities for skills acquisition; evaluation of the seminar and internship; and questions on the overall assessment. The new concept was applied to four passes in the fourth academic year. Atotal of 152 students completed the radio-oncology learning module, which was evaluated by 46students. Forty students considered the course duration to be appropriate for the material covered, and most students stated that their prior knowledge had been sufficient. The level of difficulty of the content was rated by the students as somewhat too high. The design of the digital course, the opportunity to acquire skills, the seminar course, and the practical course were mostly rated positively. Through digital redesign, ateaching concept can be implemented that combines self-determined learning, professional exchange with doctors, and clinical practice experience. The concept can be transferred to other areas because it combines theoretical knowledge transfer with synchronous teaching and clinical experience. The results of the evaluation show that the students rated the new concept well.

The Policy Collation and Text Analysis of High-quality and Balanced elementary education in China— from the Perspective of the Multiple Streams Theory

High-quality and balanced elementary education is an important issue related to the construction of a strong socialist modernized education country and also meets the needs of the era for Chinese-style modernization. By sorting out the policy texts related to high-quality and balanced elementary education at the national level since the beginning of the new century, and analyzing how high-quality and balanced elementary education enters the policy agenda from the perspective of the Multiple Streams Theory, it is found that key indicators and focal events constitute the problem stream, providing a rational basis for policy suggestions; research results of experts and scholars, and explorations and practices at all levels of government constitute the policy stream, providing feasibility for the policy "broth"; national sentiment and governing philosophy constitute the political stream, promoting the sustainable development of the policy agenda. The concern of the new round of technological revolution for the quality of talent cultivation in elementary education has accelerated the interweaving of the three streams, opening the "policy window" for the high-quality and balanced development of elementary education in China, and the policy agenda for high-quality and balanced elementary education has been established.

Becoming a Mobile Student The Process and Reasons Why Chinese Students Choose Italy

In the context of the internationalization of higher education and the yearly increase in the number of Chinese students in Italy, this paper examines the processes and reasons why Chinese students choose Italy. Using a semi-structured interview with ten English-taught Master's students at the University of Padova in Italy, the study illustrates the reasons why Chinese students choose Italy by focusing on previous mobility experiences and the social embeddedness of the students and incorporating push and pull models from the international student mobility literature. The paper finds that previous successful mobility experiences and the social networks in which students are embedded foster the formation of study abroad perceptions. Economic factors, a novel curriculum, high quality of education, and low entry language requirements were key factors in choosing Italy.