Lifelong Learning Opportunities Research Articles

Progress and prospect of digital transformation of higher education in China: Bibliometric and visualized analysis

SDG4 calls for ensuring inclusive and equitable quality education while promoting lifelong learning opportunities for everyone. To achieve this, there’s a need to advance digital education to support personalized and lifelong learning by broadening access to high-quality educational resources. Higher education models are continually evolving to seize new opportunities that facilitate the deep integration of digital technology with education. Chinese government holds high expectations for digital education, aiming to foster comprehensive individual development and contribute to the United Nations 2030 SDGs. This paper clarifies the distinction between the concepts of digital transformation in higher education and visualized analyses of academic achievements in this area. By utilizing bibliometrics and knowledge graph technology, this paper examines the general trends, evolutionary features, and frontier topics related to digital transformation in Chinese higher education. The analysis is based on relevant literature sourced from the CNKI database, covering the period from 2000 to 2023. Furthermore, this paper combines with the CIPP model to propose a comprehensive theoretical framework and practical guidance for digital transformation in higher education, addressing the aspects of context, input, process, and progress.

AI in Education: Benefits and Concerns

Artificial Intelligence (AI) has rapidly transformed numerous industries, with education emerging as one of the most impacted fields. The global AI market, valued at $196.63 billion in 2023, is projected to expand significantly, reflecting the growing adoption of AI technologies. In education, AI-driven tools such as personalized learning platforms, automated grading systems, and accessibility-enhancing technologies are revolutionizing teaching and learning experiences. These advancements align with Sustainable Development Goal 4 (SDG 4) by promoting inclusive, high-quality education and lifelong learning opportunities for all. Examples like Duolingo, CoGrader, and the BBC’s AI investments demonstrate how technology is reshaping education to better engage students and improve outcomes. However, the integration of AI raises critical concerns about algorithmic bias, ethical decision-making, and data privacy. While AI can reduce human bias and improve efficiency, it risks perpetuating disparities if training data lacks diversity. Additionally, reliance on large datasets demands stringent data security measures to protect student privacy. Addressing these challenges requires collaboration among educators, policymakers, and developers to ensure AI is used responsibly. This paper examines the transformative potential of AI in education while emphasizing the need for ethical oversight and equity. Future research must focus on refining AI to meet diverse learning needs without compromising inclusivity or fairness.

Challenges in Implementing Quality Education at INTI International University: An Examination of Human Resource Management Practices

This study investigates the challenges that INTI International University has had in integrating Sustainable Development Goal (SDG) 4 by ensuring inclusive, high-quality education and opportunities for lifelong learning into its HRM practices. Key problems identified by the study include the need to accommodate varied faculty requirements in an inclusive environment, integrate new technologies with current teaching approaches, and attract and retain talented instructors. The implementation of HRM strategies is hampered by resource constraints, changing educational requirements, and the need for ongoing strategy modification, according to the insights of an HR specialist. The results emphasize the necessity of continual modifications to HRM practices to address these issues and forward the objective of universal access to high-quality education.

Time Efficient & Cost Effective Online teaching tool with iConcepts in Orthodontics for DDS students @ UoM

Background Traditional teaching methods in Orthodontics include plaster models and photos which have been used for decades, however due to the nature of being static still images its difficult for 3-Dimensional (3D) changes in Orthodontics teaching, which has posed immense challenges as the learner is unable to clear concepts on the different planes that affect the final tooth positions not to mention the protracted treatment time ranges from 12 months (simple cases) to 36 months (complex cases). In 2024 with variety of platforms such as videos, 3D animations, interactive changes in face and teeth can be added to teaching tools for Orthodontics. Furthermore, orthodontic movements can pose difficulty in understanding the changes particularly in growing children adding to the 4th dimension. At UQ (Naser-ud-Din, 2015) and internationally (Bridges, 2015) provided experience with creating online teaching modules highlighting its strengths of flexibility, ease of access on demand and global presence. UQ developed SBLi -Scenario Based Learning interactive for Postgraduate Orthodontic students who found it highly engaging, with self-reflective and self-assessment elements useful. (Khoo et al., 2023; Naser-ud-Din, 2016). Generally simulations can be expensive to create (Kröger et al., 2017) and it’s essential to explore cost effective simulation teaching tools with industry partners for authentic learning experience. Aims There is a gap in the dental education sector, particularly with emerging CADCAM (Computer Assisted Design and Computer Assisted Manufacture), which can be used to enhance the learning of core concepts in biomechanics with the aid of 3D simulated online learning. This is reflected particularly for the university students in undergraduate courses who need to feel confident and clinically ready on graduation as Dentists. Thus, greater expectations to be aligned with current technological processes in dentistry. Over the past 5 years, in particular, there has been exponential improvements by the industry providing 3D simulations for treatment planning and patient communication, commonly referred to as the GPS for smile transformations. The aim of this presentation is to highlight the time efficiency and cost effectiveness of the learning tool in sync with contemporary demands in Orthodontics to provide authentic learning platform that prepares the clinician for real patients. Material & Methods Currently the CAD CAM technology provide 3D simulations as open access to general public and doctors portal which can be utilized for teaching core concepts related to biomechanics foundations for student learning, engagement and self-assessment. This project envisages to create a novel forum encompassing education revolution as massive changes in delivery will occur with speed and efficiency internationally with onlinelearning demands. Hence, robust online presence with an interactive textbook such as iConcepts in Orthodontics under the banner of UoM to assist students in Doctor of Dental Surgery at MDS shall pave the way to learning needs for the future. Results The purpose of iConcepts a digital interactive online textbook is to create lifelong learning opportunities in safe space for visual, auditory and kinesthetic with quizzes for interactive learning of concepts without pressure in class learning and feeling judged by peers. Interactive 3D Orthodontic learning directly translates into clinical applications for various orthodontic cases. In the past decade CAD CAM has become clinically relevant particularly with Clear Aligner Therapy adding to higher precision and patient satisfaction. Moreover, it is imperative to have Long Term Retention (LTR) (Irvine, 2020) of learning new tasks. It is essential that students in dentistry are aware of the digital workflows and have clinical preparedness on graduation as it’s the future and certainly here to stay. Both qualitative and quantitative data on student experience shall be collected and analysed to seek out the best practices and processes for instruction of delivery in Orthodontics for DDS cohort in particular and lifelong learning for all ages in general encompassing time efficiency and cost effectiveness. Conclusion The current iConcepts is developed by the author with Apple Education and prototype is being assessed with MSc Data Science cohort at UoM. Furthermore, it is refined by Master of Science Software Engineering students at UoM. Future Recommendations Novel teaching tools shall be marketed to developing universities internationally assisting the dissemination of information a flagship for UoM and revenue generation for department of Education at UoM. In future there will be more and more demand towards interactive concepts clarification (Poblete et al., 2020) and self-assessments hence iConcepts provides that ideal platform. Such technologies will become more prevalent in the future particularly with AI and translated into different languages/ sectors of education. Various faculties that showcase start to finish particularly lengthy/complex outcomes can benefit with timelapse videos and 3D CADCAM for clarity and comprehension for the entire process such as patient journey throughout treatment in Orthodontics.

STRUCTURE AND CHARACTERISTICS OF THE SECOND MODULE IN THE "INDIVIDUAL RESEARCH WORK" COURSE (“MEDICINE” PROGRAM)

Providing access to quality education is one of the Sustainable Development Goals (SDGs) set by the United Nations to be achieved by 2030 (Goal №4: Quality Education – “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”). The unique aspect of higher medical education is that its quality also supports the fulfillment of another SDG (Goal №3: Good Health and Well-being). Higher medical education is dynamic, with a growing global trend toward increasing the emphasis on scientific knowledge within educational programs. In leading countries, courses are being developed that actively incorporate the study of research methods in medicine. The introduction of new educational components aimed at developing scientific competencies in medical students represents a promising approach to improving the quality of education. The aim of this study was to analyze and characterize the structure of the second module in the course “Individual Scientific Work” within the educational and professional program “Medicine”. In preparing the manuscript, the authors employed the following general scientific theoretical research methods: analysis, synthesis, concept comparison, abstraction, and generalization. The primary goal of studying Module №2, “Methods of Researching Pathological Changes in Organs and Systems”, as part of the “Individual Scientific Work” in the educational and professional program “Medicine”, is to develop students’ skills in the methodology of conducting medical research. The thematic plan for Module №2 includes the following topics: Methods of registering functional changes in organs and systems; Methods of researching metabolic disorders; Methods of studying the development of oxidative stress in various organs and systems; Study of changes in the production and signaling of gas transmitters, including nitric oxide, hydrogen sulfide, and carbon monoxide. In conclusion, it should be noted that the structure and content of the second module of the course “Individual Scientific Work” in the context of professional program “Medicine”, developed by the Department of Pathophysiology at Poltava State Medical University, align with the requirements of modern higher medical education.

The Transformative Power of Generative Artificial Intelligence for Achieving the Sustainable Development Goal of Quality Education

This study explored the transformative potential of generative artificial intelligence (GAI) for achieving the UN Sustainable Development Goal on Quality Education (SDG4), emphasizing its interconnectedness with the other SDGs. A proprietary algorithm and cocitation network analysis were used to identify and analyze the network of SDG features in GAI research publications (n = 1501). By examining GAI’s implications for ten SDG4 targets, the findings advocate for a collaborative, ethical approach to integrating GAI, emphasizing policy and practice developments that ensure that technological advancements align with the overarching goals of SDG4. The results highlight the multifaceted impact of GAI on the SDGs. First, this paper outlines a framework that leverages GAI to enhance educational equity, quality, and lifelong learning opportunities. By highlighting the synergy between GAI and the SDGs, such as reducing inequalities (SDG10) and promoting gender equality (SDG5), this study underscores the need for an integrated approach to utilizing GAI. Moreover, it advocates for personalized learning, equitable technology access, adherence to ethical AI principles, and fostering global citizenship, proposing a strategic alignment of GAI applications with the broader SDG agenda. Next, the results highlight that GAI introduces significant challenges, including ethical concerns, data privacy, and the risk of exacerbating the digital divide. Overall, our findings underscore the critical role of policy reforms and innovative practices in navigating the challenges and harnessing the opportunities presented by GAI in education, thereby contributing to a comprehensive discourse on technology’s role in advancing global education and sustainable development.

Fostering an age-friendly Marketing Education: Integrating IntergenerationalLearning in Marketing Courses

ABSTRACT This manuscript examines the adaptation and integration of intergenerational learning to create an inclusive marketing education environment. The development of innovative course designs to promote intergenerational learning and age-friendly curricula is an opportunity for educational institutions, given a demographic shift in many parts of the world. An innovative course design is featured that addresses a gap in marketing education literature regarding intergenerational classrooms, aligning with AACSB’s societal impact objectives and the UN Sustainable Development Goal #4 – to promote inclusive education and lifelong learning opportunities for all. Guided by the contact hypothesis, we discuss a modular approach to intergenerational classrooms that promises to break down barriers for older adult learners, increase the effectiveness of intergenerational learning, and benefit students of all ages. This manuscript features a three-week intergenerational module integrated into a semester-long (16-week) consumer behavior course consistent with experiential learning theory principles. We use this module to illustrate the potential of integrating intergenerational learning in marketing education and highlight the necessary conditions to adopt similar modules in other marketing classes. This approach fosters environments conducive to inclusivity and societal wellbeing.

Study on the Dilemma of Rural Women’s Access to Education in China and its Legal Protection

This paper explores the multidimensional challenges faced by rural women in China in accessing education, revealing the root causes of the intersection between urban-rural educational inequality and gender discrimination. While legal and policy reforms have led to some improvements—particularly in the realm of compulsory education, where enrollment rates for rural girls have increased—significant barriers remain, especially in higher education and vocational training. These challenges are rooted in various structural issues, including disparities in educational resources, cultural capital deficiencies, and the persistence of traditional gender roles, all of which disproportionately affect rural women. The paper offers an in-depth analysis of these factors, highlighting the inadequacies of current legal frameworks and the practical difficulties in their implementation. It proposes strategies to improve the situation, such as enhancing legal enforcement, increasing state investment in rural education, addressing societal and cultural biases through gender equality education, and expanding vocational and lifelong learning opportunities tailored to rural women’s needs. The findings suggest that only through a comprehensive approach—integrating legal, policy, and cultural initiatives—can rural women’s educational rights be effectively protected, leading to more equitable educational outcomes, reduced gender disparities, and fostering overall social progress in China.

Writing Effective Cover Letters: Do Undergraduates Have the Written Communication Skills to Achieve the Spirit of SDG4 Quality Education?

Introduction: This study investigates the impact of English language instructors’ intervention on the cover letter writing process for job applications among specific ESL learners enrolled in a workplace communication course at a public university in Malaysia. This study adopts an action research technique, incorporating content analysis conducted before and after the intervention. The goal of this action research is to identify inaccuracies or issues in the format and content of cover letters written by the selected learners and implement instructor intervention to resolve the identified problems or errors. Generally, the results of this study revealed that the effectiveness of the learners’ cover letters improved after receiving extra input and feedback from their language instructors. A lack of learner-readiness and job knowledge resulted in some learners experiencing difficulty in writing coherent cover letters. More importantly, the learners indicated that their writing experiences raised greater awareness of the many aspects of cover letters and enhanced their confidence in writing cover letters. Overall, this study contributes the initiative to enhance learners' understanding of the ever-changing employment market and develop not only their ability to write cover letters but also their self-confidence and proficiency in the English language. Most significantly, the written communication skills will provide them with lifelong learning opportunities that are taught in higher education as stipulated in the fourth goal (SDG4) of the United Nations’ Sustainable Development Goals, which emphasizes quality education. Objective: The objective of this study is to assess the learners' proficiency in writing cover letters by identifying their strengths and weaknesses. The aim is to evaluate the efficacy of the writing methods employed in cover letters and determine their appropriateness. Theoretical Framework: Kolb’s experiential learning theory (ELT) serves as the primary conceptual framework to define the sequence of activities in the research procedure. David Kolb's (1984) cycle of experiential learning stages perceives learning as a dynamic interaction between learners and their environment (Kolb, 2014). The Experiential Learning Theory (ELT) underscores a cyclical learning process that includes experiencing, reflecting, thinking, and experimenting (Kolb & Kolb, 2005). Method: This study adopts the action research methodology and employed a six-phase method, which comprises the first phase, the diagnostic test, the second phase, the evaluation of cover letters, the third phase, the pre-writing strategies, the fourth phase, the writing phase, the fifth phase, the instructor feedback phase, and the sixth phase is the re-writing phase. Results and Discussion: The results obtained revealed the necessity for graduating learners to possess enhanced skills and knowledge prior to entering the challenging work market. There is currently a strong demand for graduates to develop more modern and thorough tactics to successfully secure employment. The results of this study confirm the need for innovative methods in language acquisition, specifically grammar mastery. Research Implications: Learners need a helping hand with their language and should be guided closely beginning with the rudiments of writing and other integrated language skills that would help bolster their confidence in writing cover letters and improve their communication skills. They need to learn to be independent and proactive in the job-search process. As instructors empower learners with lifelong skills of writing cover letters, the learners themselves should constantly keep abreast of the changes in the dynamic job market. Originality/Value: This study helps learners comprehend the shifting job market, prepare cover letters, and improve their English and self-confidence. Most importantly, it will offer lifelong learning, as stated in the UN's fourth Sustainable Development Goal (SDG4).

A Sustainable Educational Tool for Engineering Education Based on Learning Styles, AI, and Neural Networks Aligning with the UN 2030 Agenda for Sustainable Development

This study addresses the United Nations 2030 Agenda Sustainable Development Goals 4, 8, 10, and 12 by developing a resource-efficient tool that promotes equitable quality education and lifelong learning opportunities, supports decent work and economic growth, reduces inequalities, and ensures sustainable consumption and production patterns. This study contributes to sustainable education by providing a tool that is designed to be easy to use, easy to modify, and resource-efficient, making it accessible to institutions with limited technological resources. The tool uses artificial intelligence and a long short-term memory (LSTM) neural network to provide personalized teaching, adapting to the unique learning styles of its users. A custom survey adapted from the Felder–Silverman model was used to track weekly learning style transitions among 72 engineering students at the Faculty of Engineering at the University of Los Llanos. These data were used to build the LSTM model to predict learning style transitions over a 16-week semester. Two interfaces were created: one for instructors, integrating the LSTM model, and one for students, incorporating a custom survey. An OpenAI API-powered chat was also built into both interfaces to provide study advice to students according to their styles and enable professors to personalize their teaching methodologies in engineering education.

Exploring digital literacy challenges: a comparative study of online inquiry skills among college students with reading difficulties

ABSTRACT Technology has revolutionised how we interact, work, and learn, with digital literacy offering lifelong learning opportunities. College students heavily rely on the Internet for education. As more students with developmental difficulties enter higher education, it is vital to understand how disparities impact classroom learning. This study assesses online inquiry and research skills in college students with reading difficulties compared to those with typical reading skills. We recruited 67 college students, including those with reading difficulties, in online research about the ketogenic diet, responding to open-ended questions. Findings reveal that students with reading difficulties could access basic information online like their peers but encountered challenges in identifying critical data, explaining concepts, describing processes, and constructing resource-based arguments. This study underscores the importance of educational assessments to enhance digital literacy among college students with reading difficulties, with implications for instruction and future research.

How dignity matters for life and lifelong learning: insights from participatory story-telling by university students in South Africa

ABSTRACT The claim made is that dignity matters in both legal and recognitional aspects for flourishing and lifelong learning opportunities for young adults. Dignity is understood here as a foundational capability and functioning to be and to do in ways which matter to a person, requiring the material and non-material conditions which enable and secure equal dignity for each person. The claim is first explored drawing on both the capability approach and conceptualisations of dignity, especially the inflorescent form. Then, to empirically animate the claim, the article draws on a participatory story-telling project undertaken in a South African university in 2020 with graduate students, in which they were co-creators of knowledge. Participants were supported pedagogically in producing their own individual and collective digital stories, focusing on their lived experiences of social justice and specifically of human dignity. The project shows that dignity is an especially important capability for young people’s present and future wellbeing and their aspirations. Dignity is formed in and sustained relationally in collective spaces. Further, dignity enables repair of the injustices of the colonial and apartheid past. If dignity is not fostered in and through education in adult and higher education spaces, education will always fall short of social justice aspirations and lifelong learning conditions.

تحليل محتوى كتاب الدراسات الاجتماعية للصف الأول المتوسط في ضوء الركائز الاستراتيجية لبرنامج تنمية القدرات البشرية لإعداد مواطن منافس عالميًا

The aim of the research was to know the degree of availability of the strategic pillars of the human capacity development program to prepare a globally competitive citizen in the content of the social studies book for the first intermediate grade. To achieve this goal, the researchers prepared a content analysis tool that included (3) strategic pillars under which (74) sub-axes fall to prepare a globally competitive citizen. To ensure its validity, it was presented to a group of specialized arbitrators. The stability of the analysis tool was also calculated by analyzing the same material twice, and at two separate periods. The results of the first researcher's analysis were compared with the results of the second researcher. The Holsiti equation was used to calculate this, and the average stability coefficient value was (0.93). The analysis results indicated that the number of sub-axes included in the book amounted to (42) sub-axes to prepare a globally competitive citizen at a rate of (58.3%) with different inclusion rates, as the first pillar (developing a solid and flexible educational foundation for all) obtained the highest inclusion rate (39.64%), followed by the third pillar (providing lifelong learning opportunities) at a rate of (17.82%), and it obtained The second pillar (preparing for the future labor market locally and globally) had the lowest inclusion rate (10.28%).

ASSESSMENT OF FINANCING ADULT AND NON-FORMAL EDUCATION PROGRAMS IN GOMBE STATE

This study assessed the financing of Adult and Non-Formal Education (ANFE) programs in Gombe state. Three specific objectives and three research questions were formulated. Descriptive survey design was adopted and population of the study was 325 respondents which comprise 15 administrators and 310 instructors drawn from the 15 government own Adult Education Centers in Gombe state. A sample of 169 respondents was used for the study. That is 15 administrators and 154 instructors. Instrument used was a structured questionnaire with a four rating scale titled “Assessment of Financing Adult and Non-Formal Education Questionnaire (AFANFEQ)". It was validated by two experts in the Department of Educational Foundation, Faculty of Education, Gombe State University. Pilot study was carried out and Cronbach’s Alpha was used to compute the reliability coefficient of 0.97. Descriptive statistics (mean and standard deviation) was used to answer the research questions. The findings of the study revealed that Government, Philanthropists, Community members, Adult learners and NGOs such as UNESCO, World Bank and UNDP contribute in the funding of ANFE in Gombe State but over dependence on external donors, lack of political will, inefficient resource management, embezzlement by government officials and inadequate policy support affected and serve as barriers to efficient financing of ANFE in Gombe state. It was therefore recommended among others that there is need to advocate for stronger political commitment to ANFE in Gombe state. This can be achieved through lobbying, raising public awareness, forming alliances with influential stakeholders, and demonstrating the socio-economic benefits of investing in lifelong learning opportunities. KEY WORDS: Financing, Adult and Non-Formal Education Programs

Green chemistry for all: three principles of Inclusive Green and Sustainable Chemistry Education

Abstract The three principles of Inclusive Green and Sustainable Chemistry Education (IGSCE) are presented to guide the reflection, design, and implementation of potentially inclusive materials and approaches. These principles refer to (i) embracing student-centered learning, (ii) promoting teaching in the five levels of representation in chemistry, and (iii) adapting the curriculum to empower students to apply their academic skills effectively to real-life situations through supportive teaching and social guidance. Educational elements conducive to potentially inclusive classrooms and their interconnections are identified and discussed. These include using the Triangular Bipyramid Metaphor (TBM) to facilitate academic inclusivity for individuals with and without disabilities, such as those who are deaf and blind. Further, the importance of ensuring that all students, regardless of their abilities, can fully participate in the educational experience is highlighted, aligning with Sustainable Development Goal 4 (SDG #4) to achieve inclusive education and lifelong learning opportunities. Green chemistry should be available to everyone, not just a few. It promotes sustainable development and deserves global recognition and support. The change agents targeted by these three principles of IGSCE include, but are not limited to, educators, researchers, teachers, and students in secondary and university education.

Embracing sustainable development goals in B.Arch. design studio curriculum guideline through framework

PurposeThe Sustainable Development Goals (SDGs) were established by the UN in 2015 as an international call to action to end poverty, protect the environment, and ensure that everyone will live in peace and prosperity by the year 2030. (UNDP, 2015). Out of the 17 Goals, Goal 4 talks about “ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all.” The SDGs are essential to architectural education since buildings account for 40% of extracted materials used in construction and 39% of global energy-related carbon emissions. (Hendawy, 2023) To accomplish these objectives, the architecture curriculum must be up-to-date and efficient. It specifically takes into account the field of architecture. The purpose of this paper is to propose a framework for curriculum guidelines of B.Arch. design studios, focusing on the parameter designing for inclusivity (UIA2023CPH, 2020) of SDGs.Design/methodology/approachModels, approaches and theories of curriculum development are studied. An evaluation matrix is made to evaluate different curriculum framework for government colleges on their incorporation of SDGs. A survey/questionnaire and interviews with academicians from architecture are conducted to analyze the incorporation of SDGs in design studios and find recommended solutions for its incorporation.FindingsFinally, this research paper proposes a set of Architecture curriculum guidelines based on the evaluation framework for B.Arch. and an exemplary curriculum design model for the Architecture design studio which is evaluated through the desk critique stage for analyzing its functionality and applicability.Originality/valueDespite the emphasis on SDGs in the present scenario, the “Council Of Architecture (Minimum Standards of Architecture Education in India) Regulations, 2020” does not include or mention SDGs as a key aspect (Architecture, 2020).

China’s Nine-Year Compulsory Education Policy and Rural Women’s Education

Globally, education is often regarded as a basic human right. In order to guarantee this right, many countries have adopted various measures to ensure universal access to an inclusive and fair quality education, without leaving anyone behind. The UNICEF (2017) Convention on the Rights of the Child provides tenets of the child’s right to education, education should focus on the all-round development of children’s personalities and promote mutual understanding, tolerance, friendship, and peace by respecting their personal cultural backgrounds. The draft UNESCO Education 2030 Framework for Action (UNESCO 2015) involves ensuring an inclusive and fair basic education and providing lifelong learning opportunities for all (Webb et al., 2017). The implementation of compulsory education and the comprehensive development of a modern education system thus are importance to countries such as China. In fact, the implementation of the compulsory education policy in contemporary China is regarded as the main task of the government, which means that the “right to education” is a top priority (Chang, 2010). However, although various levels of governments are making significant efforts to promote the development of compulsory education in rural areas, there is still a major gap in terms of the quality and attainment within China education, especially along urban-rural divides. Children from impoverished backgrounds, typically rural areas, have a much higher risk of dropping out than their urban peers after completing elementary school. Therefore, this dissertation seeks to present the difficult situation rural women find themselves in concerning education. It proposes two research questions that 1) Does China’s nine-year compulsory education policy include initiatives to address gender inequalities, such as the higher rates of illiteracy amongst rural women and girls, and what evidence is available on the extent of the policy’s effectiveness in this regard? 2) How are issues of gender inequality experienced by rural women and girls in China in the context of the enactment of the nine-year compulsory education policy? Analysing the implementation of China’s nine-year compulsory education policy in rural area, whilst investigating the inequality that rural women suffer.

Transforming higher education: a decade of integrating wikipedia and wikidata for literacy enhancement and social impact

AbstractThis study examines a decade-long implementation of a course model leveraging Wikipedia and Wikidata as primary educational platforms in higher education. In alignment with the UNs’ SDG 4, this initiative emphasized inclusive, equitable education and lifelong learning opportunities. The study scrutinizes the formulation and deployment of three elective courses, rooted in this model, which were designed to augment students’ academic, digital, collaborative, and communication skills through the creation of Open Educational Resources (OERs), achieving significant social impact—evidenced by over 2000 new and 7000 edited articles, accruing 75 million public views. The research addresses three principal areas: the development and application of the model; course outcomes, including OERs produced, academic achievements, and students’ learning experiences; perceived challenges and benefits from the perspective of both students and faculty. A mixed-methods approach was employed to examine data from 17 iterations, involving 616 participants. Students’ learning experience was extracted from post-course questionnaires completed by 70% (n = 429). Findings demonstrate the role of Wikipedia and Wikidata in fostering knowledge creation, digital and data literacies and critical thinking, with the research contributing to the conversation surrounding Open Educational Practices. Findings include details on incorporating issues of diversity, equity, inclusion (DEI) and knowledge gaps into the curriculum design, and map challenges and benefit for students and faculty. This extensive study offers valuable insights into the effectiveness of embedding OERs in higher education, spotlighting the pedagogical implications and social impact of this approach. It discusses the relevance of this educational strategy in the context of Generative AI technologies.

The Democratisation of AI in, for and through Education: A Position Paper

Amid the many claims surrounding the operationalisation of Artificial Intelligence (AI) in education, is the claim that AI can democratise education - referring to, inter alia, increasing access to equitable, high-quality lifelong learning opportunities for all. There is, however, also the claim that education should play an integral role in democratising AI. While the role of AI in democratising education is well-documented, the role of education in democratising AI is less clear. In this opinion paper, we briefly map the issues at stake in democratising education through AI, before focusing on claims on the role to democratise AI in, through and for education. We conclude this position paper with a number of pointers to inform policy, curricula and teaching practice.

Private University Students' Perspectives on Happy School: Building a 3P Plus Model Based on the UNESCO 3P Model

Quality education for all is a key goal among the 17 sustainable development goals (SDGs), directly tied to SDG Goal 4, with an emphasis on quality education, equity, and the promotion of lifelong learning opportunities. Based on UNESCO's "3P" model of people, process, and place, this study expands the understanding of quality education from the perspective of student happiness. The purpose of this study is to answer the question of whether the factors that contribute to university students' happiness are similar to the 3P model. Are there any additional 3P model characteristics that are particularly interesting to college students, beyond those included in the 3P model? By conducting in-depth interviews with students, the study explores and tests these hypotheses, contributing additional elements to the 3P model. Afterward, the quantitative results also contribute to validating the research by expanding the survey scope to 169 students. These findings led to a 3P plus framework adapted for college students. The study does not only provide empirical insight into the components of well-being in schools but also proposes a model that can inform educational practices and policies that promote student happiness.