Institutions Of Learning Research Articles

Understanding How the Dimensions of Brand Choice Influence Customer Loyalty Among Ghanaian University Students: The Trust-Commitment Theory Perspective

ABSTRACT The study examines how the dimensions of brand choice (emotional connection, brand attributes, brand image, and price) influence customer loyalty among selected Ghanaian university students as the COVID-19 pandemic has increased the importance of laptops in higher learning institutions. The study further examined the mediating roles of trust and commitment between brand choice dimensions and customer loyalty. The study adopted Structural Equation Modeling (SEM) using AMOS 24 to analyze responses from 310 Ghanaian university students selected purposely from two Universities in Ghana. Findings reveal that brand image and price are the main dimensions of brand choice that directly influence customer loyalty. Thus, brand image and price were the only constructs with a significant relationship with loyalty. Trust and commitment show diverse mediation effects on brand choice dimensions and brand loyalty. The study offers empirical findings to support the assumption that trust and commitment are significant in brand choice dimensions and customer loyalty when selecting laptop brands. The results provide practitioners and scholars with valuable information to understand the role of trust and commitment theory in designing brand choice dimensions to influence loyalty toward laptop brands.

Interpretation as a Technique to Foster Inclusive Classrooms at Higher Learning Institutions in Zambia: A Case Study of Kitwe College of Education

This study aims to explore the implementation of interpretation techniques designed to promote inclusivity in educational settings, particularly those characterized by linguistic diversity and limited resources. The focus is on understanding how various techniques, such as sign language interpretation, simplified language, peer assistance, visual aids, and bilingual instruction, contribute to enhancing the learning experiences of students with disabilities and language barriers. A phenomenological approach was used to gather in-depth insights into participants' experiences. The study involved a sample of 15 participants, including three teacher educators, two interpreters, and ten students. The data was collected through multiple methods, including focus group discussions (FGDs), lesson observations, and individual interviews. These techniques allowed for the exploration of participants' perspectives on the effectiveness of inclusive strategies and the challenges faced in their implementation. Thematic analysis was applied to identify common patterns and challenges, particularly focusing on systemic issues such as resource limitations, the availability of trained interpreters, and cultural attitudes. The analysis further examined how these barriers impacted the success of interpretation techniques in fostering an inclusive learning environment. Additionally, the role of time constraints and linguistic diversity was explored as factors complicating the consistency and accessibility of inclusive practices. The findings highlight the significant impact of inclusive strategies on the learning experiences of students, yet they also point to substantial challenges that hinder the full potential of these practices. The study calls for increased investment in resources, professional development, and the creation of standardized policies to address these barriers. Practical implications suggest that educational institutions must adopt comprehensive and consistent strategies to ensure inclusivity for all students.

Ethical Values for Future Leaders in Higher Learning Institutions in South Africa: A Cogent Scoping Review on Academic Jealousy

This review examines the critical importance of ethical values for future leaders in South African higher learning institutions, focusing on academic jealousy. Higher Education (HE) institutions play a pivotal role in shaping society; therefore, future leaders need a strong ethical foundation to navigate academic complexities. Academic jealousy, characterized by undermining peers due to envy, threatens academic integrity and progress. The authors conducted a desktop and literature study using a scoping review approach, emphasizing cognitive distortion variables contributing to academic envy and key global ethical leadership principles. The literature revealed the roots, manifestations, and detrimental impacts of academic jealousy on individuals and institutions. The review underscores the necessity of fostering a culture of ethical conduct, transparency, and mutual respect among academics. It advocates for leadership development programs prioritizing ethical training to cultivate leaders who are academically competent and morally grounded. The review concludes with strategies for HE institutions to address academic jealousy, promoting an ethical and collaborative academic environment, ultimately advancing South Africa's educational landscape.

Artificial Intelligence in Educational Data Mining and Human-in-the-Loop Machine Learning and Machine Teaching: Analysis of Scientific Knowledge

This study explores the integration of artificial intelligence (AI) into educational data mining (EDM), human-assisted machine learning (HITL-ML), and machine-assisted teaching, with the aim of improving adaptive and personalized learning environments. A systematic review of the scientific literature was conducted, analyzing 370 articles published between 2006 and 2024. The research examines how AI can support the identification of learning patterns and individual student needs. Through EDM, student data are analyzed to predict student performance and enable timely interventions. HITL-ML ensures that educators remain in control, allowing them to adjust the system according to their pedagogical goals and minimizing potential biases. Machine-assisted teaching allows AI processes to be structured around specific learning criteria, ensuring relevance to educational outcomes. The findings suggest that these AI applications can significantly improve personalized learning, student tracking, and resource optimization in educational institutions. The study highlights ethical considerations, such as the need to protect privacy, ensure the transparency of algorithms, and promote equity, to ensure inclusive and fair learning environments. Responsible implementation of these methods could significantly improve educational quality.

Quantum algorithms for enhanced educational technologies

Quantum computing is the beginning of a new age for diverse industries, and educational technologies will significantly benefit from such quantum developments. This is a novel approach, applying quantum algorithms to enhance educational technologies, with no previous studies addressing the integration of quantum computing for personalized learning, data security, and resource optimization in such a comprehensive manner. It is in this context that the present paper delves into the role of quantum algorithms in education ecosystems and focuses on their capacity for transforming both learner and institution personalization, resources management, and secure data protection in learning contexts. Modern quantum algorithms like Grover’s Algorithm and Quantum Annealing support various functionalities like rapidity in processing as well as instantaneous flexibility towards customization of learning resources for the students and proper optimization of the learning trail. Also, quantum cryptography provides reliable security and prevention against future attacks on cyber security hence providing safe means of transferring educational data. Unfortunately, the use of these technologies in learning institutions has not been without some problems. Some of the challenges are the creation of well-functioning quantum hardware, functional software solutions, the application of data ethically, and others. This study presents a balanced view of the positive impacts as well as the technical and ethical implications of quantum technologies in education. In this respect, the paper advances theoretical and practical knowledge about what quantum computing could potentially do to reshape education. In conclusion, the findings of this study have revealed that more scholarly and collaborative research should be conducted in order to eliminate the existing obstacles to the use and exploitation of potential benefits of quantum computing in the educational system.

Learning Design Based on Technology in Islamic Education

Study aims to describe the design of technology-based learning in Islamic education. This is because, in the current digitalization era, we cannot be separated from technological advances in designing learning in Islamic educational institutions. This study uses a qualitative approach with a library research method by collecting information. from various journals and books. The results of the analysis show that progress knowledge obligatory environment education including Islamic education For Keep going adapt with development technology. One of the effective model is the ADDIE approach that has an impact positive in increase quality learning and helping student reach potential maximum they based on characteristics, quality as well as ability participant educate.

4IR modules in accounting curriculum: the university of Johannesburg in perspective

The main aim of this paper is to provide justification for the inclusion of Artificial Intelligence (AI) and other Fourth Industrial Revolution (4IR) technology innovations in the higher educational institutions’ curriculum based on evidence from modular, short-learning courses, degree and master’s programmes with particular focus on 4IR technology currently being offered by the University of Johannesburg, South Africa. In achieving this objective, this paper reviews the University’s policy document on the Fourth Industrial Revolution and various programmes and courses aligned to the 4IR, which have been designed and offered by the Department of Accountancy of the University of Johannesburg to provide both sensitization and knowledge of the 4IR technologies including AI. The content and outcomes of these courses and programmes together with target learners were reviewed. The Department of Accountancy of the University of Johannesburg in conjunction with the South African Institute of Chartered Accountants (SAICA) developed short learning programmes (SLPs) namely: Introduction to 4IR for Accountants; Introduction to 4IR for Professionals in Business; Artificial Intelligence for Accountants; Artificial Intelligence for Professionals in Business; Blockchain Technology for Accountants; Blockchain Technology for Professionals in Business. SAICA mandated their members to enroll for these courses as part of their continuous professional education. Apart from accountants, other professionals in other fields in various organisations were also encouraged to enroll for these SLPs. The findings show that in line with the institution’s policy on the fourth industrial revolution, various courses and programmes were developed to provide opportunity for the students, academics, professionals and managers to appreciate and acquire relevant knowledge on the 4IR technologies. This ensures that students are adequately prepared for the work of the future and that the current workforce are made relevant for the work of the future more so as the future is already here. The paper’s main recommendation is that other higher institutions of learning in South Africa and other parts of the world should join the train by developing course contents and providing training for students and the workforce in various field of endeavors to create ‘a better world in the future’.

Enhancing Innovative Thinking Skills via Digital Narratives in Translation Training

In this study, the authors take the presented pedagogical approach, Digital Narratives in Translation Training (DNTT), as the starting point to promote innovative thinking in translation education. Specifically, it evaluates the framework’s impact on three dimensions of cognitive creativity: associative reasoning, visual structuring, and ideational fluency. In the present study, a quasi-experimental research design was employed, and the participants were 63, divided into two experimental and control groups to assess the impact of integrating digital storytelling in translation training. The results presented have revealed a relatively significant improvement, particularly in the conceptual fluency that has dramatically enhanced the generation of multiple and novel ideas. This means that the performance of associative reasoning was moderately improved to support the enhanced creative ideas connected to the translation tasks. Visual structuring, however, only needed moderate advance, indicating specific problems in transferring spatial and visual factors into cognitive processes of interpretation. The quantitative data and graphical illustrations serve as evidence of those outcomes and underscore the value of the DNTT framework for developing mental and creative skills. All these outcomes show that the integration of the use of digital stories is a strategic factor in the training of translators. The study encourages higher learning institutions in translation to embrace progressive, creativity-based strategies alongside mainstream strategies to train translation students in innovative skills. This study attempts to contribute to reducing cognitive creativity gaps in translation training to enhance the field's educational model.

The Value of Professionalism: Implication for Value for Money in Projects Implemented by Force Account Procurement Method in Tanzania

This study aimed to describe the implication of professionalism on Value for Money (VFM) in the construction projects of higher learning institutions implemented by force account procurement method in Tanzania. Positivism philosophy was employed through collection of quantifiable facts from the force account team members of the selected higher learning institutions in Tanzania. Census approach was used to approach 64 members. The data collected was analyzed using ordinal logistic regression at a confidence interval of 95%. The null hypotheses were rejected implying that knowledge, experience and integrity are the important parameters of professionalism in implementation of force account projects. Consequently, acknowledgement of professionalism in force account projects realizes VFM in construction projects. Practically this study shows how knowledge, experience and integrity of force account team members helps to realize VFM in force account projects in the context of Tanzania. Correspondingly this study has multidisciplinary contribution involving a blend of management, procurement, and project management. Theoretically, the study enlightens professionalism as a resource advantage as stipulated by ResourcesBased View Theory. Also, the study contributes to responsible management goal and that of quality education for all as encouraged by SDGs. This study limited in disclosing the link between professionalism and VFM. Contemporarily, since environmental issue is a global agenda, it is imperative to include it in this study. Also, Sustainable Development Goals (SDGs) champion the application of Corporate Social Responsibility. Generally, future studies should focus on the application of CSR in force account projects.

Determinants of Enrolment Rate Decline in Higher Learning Institutions: A Case of the Tanzania Institute of Accountancy

The decline in the enrolment rate is not an uncommon trend in most higher learning institutions, and the reasons for this have never been common to all universities. This study contextually identifies the key determinants of enrolment rate decline for procurement and logistics management (PLM) programs in public higher learning institutions using the Tanzania Institute of Accountancy (TIA) as a case study. This study adopted a cross-sectional research design to collect empirical data from 302 respondents pursuing various programs offered by the institute, including Accountancy (ACC), Business Administration (BA), Marketing & Public Relations (MPR), Human Resource Management (HRM), and Public Sector Accounting and Finance (PSAF). Data were analysed using SPSS 24, where a multiple regression model was developed to determine the linear effects of the nine determinants of enrolment rate decline. The results show that the key determinants of enrolment decline include entry qualifications, lack of information about the PLM program, lack of passion for the PLM program, negative community myths, and lack of social support. Other determinants, such as students’ ambitions, lack of funds, lack of information about the labour market, and inadequate training facilities, have an insignificant influence on enrolment rate decline. This finding implies that information regarding the PLM program is very important. Therefore, it is important to disseminate information about the PLM program’s structure, cost, and duration to potential applicants.

Integration of Artificial Intelligence into the Planning and Management of Records in Open and Distance Learning Institutions in Nigeria

Integration of Artificial Intelligence into the Planning and Management of Records in Open and Distance Learning Institutions in Nigeria

Research on Sports Decision Making in Higher Learning Institution Tennis Players in Jiangxi of China

Research on Sports Decision Making in Higher Learning Institution Tennis Players in Jiangxi of China

Lived Experiences of LGBTQIA+ Community in Administrative Leadership of School Heads

This study explored the administrative leadership of LGBTQIA+ school heads in private high schools in the province of Quezon. The interview was the primary tool used in the form of semi-structured interview questions that were systematically crafted to give way to the target respondents based on their lived experience. Coding and thematic analysis were done to deeply analyze the responses from the participants. Based on the findings, the identity politics among school heads were described as having genderless and affirmative leadership. Creating inclusive environments, greater professional leadership, and identity reaffirmation and community acceptance were found useful in surpassing the challenges faced by LGBTQIA+ leaders. Reliving the unconventional leadership representations of LGBTQIA+ school heads focuses on reflecting transformative leadership and advocating inclusivity. In the private school setting, there is many recommendations formulated based on the responses of the participants. Though there are already existing policies on gender responsiveness, there is still room for modification to set clearer, more inclusive, and comprehensive policies. School leaders can make school safe and inclusive for all. Learning institutions can, therefore, foster effective and responsive school culture for LGBTQIA+ educators in their workplace. Undertaking this study discovered the identity politics, struggles, and representations of the LGBTQ+ Community. It explored their significant lived experiences, which became an eye-opener to the current status, experienced struggles, and representation of the LGBTQIA+ school heads, which could leave an impact on the target readers of the substantial contributions of these leaders in administrative leadership and gender studies. The result of the study can bring change among LGBTQIA+ school heads and teachers and encourage administrative change and integration of evidenced-based solutions that support the LBGTQIA+ community.

Critical Overview of Coach Education Programs in Botswana

Coaches play a pivotal role in elite athlete talent identification and development. Coach education programs should, therefore, be contextualized to national sports federation’s athletic needs and national cultures. Botswana and several developing countries still rely on formal and informal coach education programs developed in industrialized countries. The development and training of coaches have been conceptualized in several broad areas including formal, nonformal, informal, directed, and self-directed programs. National, regional, and continental sports federations still run parallel athlete and coach development programs that heavily rely on consultants from outside their respective countries. Collaboration with local institutions of higher learning and experts in Africa is still in the infancy stage, which undermines athlete and coach development. This article will first provide a brief background on the Botswana sports system. The second section presents a critical overview of coach education in Botswana with emphasis on Botswana Football Association and Botswana Athletics Association Coach Education Programs. The authors examine coaches’ education programs’ context and culture consistent with Wang et al.’s three crucial factors of coach educator pedagogy, learning design, and course content. Finally, the paper will provide a conclusion and future directions.

Leveraging climate resilience capacities by (un)learning from transdisciplinary research projects

Climate adaptation in Europe faces a significant implementation gap: while high-level policies set ambitious resilience goals, local knowledge integration and policy uptake remain slow due to entrenched institutional routines. Reflecting on lessons from three transdisciplinary European projects, this article aims to provide a fresh perspective on how climate resilience can be effectively enhanced through projects that facilitate institutional (un)learning. We tailor a climate resilience capacities framework to diagnose stewarding, unlocking, transforming and orchestrating capacities that enable coordinated shifts from risk-averse to risk-embracing adaptation. These capacities emerge from, and generate, processes that actively dismantle obsolete learnings while fostering novel, resilience-oriented behaviors and routines. Key examples include climate resilience pathways and the empowerment of champions and institutional entrepreneurs, an integrated approach and neutral facilitation and the formation of networks such as Communities of Practice and Real-World Labs. We propose that, while already successful ex-post, embedding this thinking at the conceptualization phase can further accelerate the transition to adaptive societies capable of embracing uncertainty and enhancing climate resilience.

Psychological Barriers Contributing to Students’ Poor English Language Speaking Skills

The study aimed to investigate psychological barriers contributing to students’ poor English language speaking skills at the College of Education and Behavioural Sciences, Haramaya University, Eastern Etiopia. A descriptive survey research design was employed through a stratified random sampling technique to collect primary data from participants (n = 210) by using a questionnaire. Both descriptive and inferential statistics were used to analyze the collected data. The finding indicated that 75% of the participants agreed upon psychological barriers contributing to students’ poor English language speaking skills in Ethiopian Higher Learning Institutions in general and Haramaya University in particular. Students’ lack of confidence in English language speaking skills, lack of motivation to speak the English language, fear of mistakes while speaking in English in front of many eyes, shyness, and stage anxiety (psychological barriers) contributed about 88% to students’ poor English language speaking skills. There was a statistically significant mean difference between female and male respondents in English language speaking during their senior essay presentation, open defense, and advisory activities. To conclude, fear of mistakes, stage anxiety, shyness, lack of self-confidence, and lack of motivation were the five psychological barriers contributing to students’ poor English language speaking skills.

Open distance and e-learning (ODeL) assessment indicators for quality learning

This paper is aimed at identifying indicators of open distance and e-learning (ODeL) assessment for quality learning in higher education. The demand for university education in higher learning institutions has continued to grow and hence there has been a phenomenal expansion in enrolments that are not matching with the expansion of facilities. As institutions of higher learning step up to offer their academic programmes by ODeL mode of instructional delivery, there are concerns from stakeholders about the quality of the certificates and degree awards. This can be attributed to inadequate quality assurance standards to assess the quality and value of ODeL academic programmes. The concept of quality, in general, is debated to a high extent, even though it is a common word, it is not a well-understood concept and is defined differently by different individuals in different contexts at different points in time. The implications of poorly assessed students in most cases result in half-baked graduates who may fail to grasp the concepts, skills and knowledge in their area of specialization. On the same score, it is envisaged that the process of assessment requires students’ full engagement with clearly explained criteria that includes peer-reviewing of each other’s work and the necessary support that is provided to the students on the programme. The process of assessment is an iterative process and benefits both the lecturers and students. Although assessment demands a synergetic approach by all the players in the delivery of a programme, there are other critical indicators of assessment that promote quality teaching, and these must be taken into serious considerations. Therefore, the paper contends that there are various indicators of ODeL assessment for quality learning. Additionally, the paper presents Evans’ assessment tool (EAT framework) that could be used to improve quality e-assessment feedback of ODeL and move away from the more traditional methods of providing feedback to the learners under this mode.

STUDENTS HELPING OLLI BUILD A MORE DIVERSE MEMBERSHIP WITH AN ASSESSMENT OF AVAILABLE TRANSPORTATION OPTIONS

Abstract An undergraduate adulthood and aging class partnered with Osher Lifelong Learning Institute’s (OLLI) Diversity Committee to identify transportation resources available for seniors in their community to potentially increase the diversity of the OLLI membership. A needs assessment research framework was used to put a semester long, four-phase research project into place, each with specific goals and milestones. General milestones included researching available transportation resources and organizations for seniors; documenting target audiences and associated difficulties using said resources; exploring potential solutions and providing recommendations for future pilot projects. The Director of the OLLI program attended monthly report outs to assist in the creation of a doable pilot project, helping identify key constraints and logistics. The semester ended with a formal research report out, executive summary, and the university career counselor attending to help students brainstorm and create solid resume entries. The presentation will finish by describing what was learned via best practices and practices to avoid, particularly intergenerational “gaps” that surfaced on how to collect research, the types of research, and the breadth and depth of the research. Lastly lessons learned as a teacher on how to be in the “middle” of both generations and the OLLI director to help make the project a success and how to get student “buy in” by continually reviewing the importance of participating in a service-learning class project for future career aspirations.

Gamification in Education: Enhancing the Students Engagement and Learning Achievements through the Integration Use of Game based Learning

The aim of this study is to determine the impact of gamification in encouraging learners' involvement, achievement and learning activities within learning institutions. Here, game characteristics include the issuance of points, competition, incentives, and feedback mechanisms to be used in game force. The goal of integrating these elements into the conventional contexts of teaching and learning approach is, therefore, to determine whether the application of gamified features can increase students' engagement and consequently improve their academic performance. Consequently, this research employs a quantitative research paradigm to capture and explain the effects of gamification on learning behaviors and performance. The study will compare two distinct groups: The first class will be introduced to learning through games, whereas the second class will be taught in a normal, conventional manner. Questionnaires will be used as data collection tools so that both groups will complete questionnaires about their learning experiences, interests and perceived learning achievements. Through the analyses of these surveys, the present research aims to establish whether gamification can help enhance engagement and learning achievements over traditional stimuli. This research aims to provide enlightening results that help to answer the question of whether it is possible to make use of the means of games to enhance the learning activities and students' activity and results, thus enriching the field of educational technology. Besides, the study may also provide recommendations to instructors in terms of creating bespoke and relevant teaching and learning environments that can enhance learning outcomes for learners of different profiles.

The effect of management information system on student academic performance: A case of selected higher learning institutions in Lusaka District, Zambia

The effect of management information system on student academic performance: A case of selected higher learning institutions in Lusaka District, Zambia