Higher Education Opportunities Research Articles

Opportunities in higher education for agricultural engineering graduates

Application of engineering in agriculture is known as agricultural engineering, and thus agricultural engineering aims at performing the agricultural work more easily and effectively with the engineering and technological inputs. Development, fabrication and operation of agricultural machines and equipment, efficient utilization of energy in different field operations, soil conservation, irrigation and drainage and efficient conservation and utilization of water, reclamation of degraded lands, processing of agricultural produce, preservation of food, renewable energy are some of the major subjects covered under agricultural engineering. With the increase in population leading to proportionate decrease in the land availability for farming, with less labour availability for farming operations, the scope and usefulness of agricultural engineering is increasing day by day.

Tracing the path to inclusion: lecturers’ perspectives on innovative and inclusive teaching methods

The fourth Sustainable Development Goal (SDG) highlights the need to ensure universal access to quality education, recognising its central role in advancing other SDGs. Achieving this goal requires higher education to embrace inclusivity and innovation, equipping students with the necessary skills for the dynamic labour market, while addressing inequalities and promoting gender equality. Despite this, in Italy, certain aspects of university teaching are left to the discretion of individual lecturers. To address the challenges and opportunities of higher education, 18 semi-structured interviews were conducted with lecturers at a major Italian university to explore lecturers’ personal feelings and experiences regarding the implementation of inclusive and innovative practices. The data were analysed through phenomenological descriptive analysis. The interviewees emphasised the need to enhance the interactivity of their teaching by incorporating innovative activities and methodologies. They highlighted both intrinsic and extrinsic motivations for this shift, noting that innovative and inclusive teaching methods significantly impact student engagement and the overall educational process. Many respondents are willing to adapt their strategies, whether by adopting new methods, modifying existing ones, or broadening their perspectives. In this process, training appears to be a fundamental factor as well as the availability of funding. Through this study, we aim to contribute valuable knowledge that can inform future efforts to improve the effectiveness and equity of higher education in Italy.

Education reimagined: South Africa’s journey through the 4IR and beyond

The Fourth Industrial Revolution (4IR) is transforming global education, posing significant challenges and opportunities for higher education in South Africa. This revolution is driving a shift in teaching methodologies, curriculum design, and the integration of advanced technologies. This study systematically investigates how South Africa’s higher education sector is adapting to the demands and opportunities of the 4IR.The research focuses on South African higher education institutions operating within a complex socio-economic environment. These institutions are navigating historical disparities and emerging technological trends to remain competitive and inclusive.Utilising the PRISMA framework for systematic reviews, this study synthesises existing literature on the adoption of 4IR technologies, such as artificial intelligence, big data analytics, and blockchain in higher education. Peer-reviewed articles, conference papers, and official reports published between 2010 and 2024 were critically evaluated to identify themes of technological integration, curriculum reform, and policy development. The review reveals a progressive integration of 4IR technologies across South African institutions. Key findings indicate significant curriculum updates to include 4IR competencies, ongoing faculty training to improve digital literacy, and the development of strategic partnerships with industry. However, persistent challenges such as resource constraints, digital inclusivity issues, and gaps in policy frameworks continue to hinder full adaptation.Contribution: Strategic investments in digital infrastructure, inclusive policy frameworks, and continuous professional development are critical for sustaining South Africa’s higher education transformation in the 4IR era. Addressing these challenges will ensure that institutions are well-equipped to encourage innovation and meet the evolving demands of the digital economy.

Equity challenges and opportunities in higher education: insights for Australia from South Africa

ABSTRACT This comparative case study analysis explores higher education equity in South Africa and Australia, garnering insights from South Africa to inform the implementation of the Australian Universities Accord. This article identifies challenges and opportunities from South Africa that may assist with implementing the managed growth policy framework and needs-based funding model. Four insights were identified. First, Australia should embrace managed growth but minimise equity students’ tuition fees to reduce, not reproduce, inequality. Second, Australia could consider a nested equity approach to intersectional, compounding disadvantage to enable differential redistribution. Third, needs-based funding will provide the opportunity for a ‘fair chance for success’. Lastly, epistemic access, epistemic success, RPL as an equity tool, university and vocational education and training harmonisation and alternative equity student tuition debt arrangements could be explored. The article promotes an uncommon equity alliance between Australia and South Africa, offering a broader view of equity policy and funding options.

The Opportunities of Higher Education: The Impact of Foreign Language Learning on the Development of Innovative Thinking of Students

The impact of learning foreign languages on the development of innovative thinking of the university students, a skill crucial in today's dynamic and interconnected world, is examined. The study was conducted over four years as a longitudinal study involving representatives of two leading universities of Karaganda. The aim of the study was to determine the role of the foreign language teaching methods and interdisciplinary approaches in the development of innovative thinking, cognitive abilities and communicative competence. Data collection included surveys and observations, focusing on creativity, analytical thinking and critical thinking as key indicators of innovative thinking. The results show significant positive changes in students' cognitive skills with marked improvements in problem solving, innovative thinking and flexibility. The results highlight that students active in foreign language learning exhibit a higher level of innovative thinking compared to their peers who follow traditional approaches. These findings highlight the key role of learning foreign languages not only in developing language abilities, but also in equipping students with the innovative thinking needed to solve complex problems in a globalized academic and professional environment.

A Comparative Analysis of Higher Education Systems in the United States and Sweden: Lessons and Implications for Pakistan

This paper presents a critical comparative analysis of the higher education systems of the United States and Sweden, with a focus on institutional structures, funding models, accessibility, and pedagogical approaches. Anchored in a qualitative research design and systematic literature review, the study examines how both countries address contemporary challenges and opportunities in higher education. The analysis highlights the strengths and limitations of each system, offering valuable lessons for reforming Pakistan’s higher education sector. While the United States emphasizes institutional autonomy, research, and innovation, it faces persistent issues related to affordability and equitable access. Conversely, Sweden's centralized and publicly funded model promotes inclusivity and social equity but raises concerns regarding long-term financial sustainability and institutional flexibility. Drawing on the comparative insights from these two models, the paper outlines practical recommendations for Pakistan to develop a more inclusive, innovative, and globally competitive higher education system that supports national development and socio-economic progress.

DONGARIA KOND TRIBE AND HIGHER EDUCATION A CASE STUDY

There has been a growing concern over education across the globe. India is considered as leading country in terms of making legislations and taking strategic initiatives for education for its people since the onset of liberalism. Some of the fundamental reasons behind these are associated with the idea of sustainable development of human population in a competitive environment and protecting the global commons. Higher education is considered to be as a step forward for capacity building of individual and society in this regard in a knowledge driven society. This paper portraits the kind situations prevailed amongst the vulnerable Dongaria tribes in India in terms of getting access to opportunities of education particularly higher education and its implications in their socio-cultural, political and economic life. This paper claims that that the Dongaria Kond graduates have positive impression towards the system and the kind of opportunities there for higher education. Nevertheless, it establishes a contradictory unpleasant fact. On one hand Dongaria Kond graduates have positive impact on the social stability along with financial well-being of their family, however the quest for education and productive aspirations have brought some sort of disturbances in their own families caused by their movement to a distance place for education and participation in productive works on the other. The graduates sometimes crate distance from their own socio-cultural values because of their adaptive nature of behaviour they gradually develop. This paper suggests to strike a balance in terms sociocultural and economic sustainability of vulnerable groups loke Dongaria Kondh and developmental initiatives like opportunity for higher education and their effect in their own regions rather pulled by the external forces at the cost of culture and sustainable sources of livelihood. KEYWORD: Higher Education, Socio-economic life, Dongaria Kond

Policy-Driven Shifts in Higher Education: Implications for Academic Freedom, Major Choice, and Curriculum Diversity in the United States

Higher education in the United States is closely linked with socioeconomic factors, cultural advancements, and opportunities for social mobility. This study examines the allocation of higher education resources within U.S. policy and the limits of institutional autonomy. By integrating quantitative analysis of funding distributions with qualitative analyses of specific universities, this thesis assesses the differential impacts of policy changes on the equity of resource distribution and the level of educational independence. The unequal distribution of educational funding aggravates the inequalities between the institutions and limits the diversification of educational content and the development of pedagogical methods. Moreover, academic freedom restrictions hinder the ability of educational institutions to respond to the needs of society and thereby affect students' possibilities for self-study and critical thinking skills. Furthermore, the research demonstrates that policies driven by governmental and market forces constrain the autonomy of educational institutions, forcing universities to align with external priorities, which eventually takes away from their academic freedom. Collectively, these factors corrode the spirit of equal opportunity in higher education and undermine the ability of institutions to pursue an independent and diverse educational agenda.

Student experiences of ChatGPT as a feedback tool in higher education

Generative artificial intelligence provides both challenges and opportunities for higher education. Few studies to date have accounted for student experiences of purposeful use of generative AI. This article reports on a mixed methods study of two university classes using ChatGPT to generate feedback on written assignments. Students’ attitudes were collected through a survey, lab reports, and in-class discussions. The analyses show that students experienced their role as feedback receiver qualitatively different in the AI feedback situation compared to teacher- and peer feedback, because they themselves had to assume all the responsibility for the critical judgment of prompts and replies. Students felt that asking ChatGPT for feedback was more frustrating but emotionally easier than asking peers or teachers, which points to important differences in the dynamics of sociality and interaction between feedback receivers and human vs. AI feedback givers.

Partnership in the Classroom: Engaging Students Through Inclusive Student-Teacher Relationships to Advance Social Justice

Student-teacher relationships matter in creating inclusive student engagement opportunities in higher education. Student engagement is a wide-ranging topic, and much of the existing literature discusses student course representation (where student leaders gather feedback and work with staff to enhance the quality of courses) and curriculum co-creation (where students and teachers partner in decision-making regarding aspects of a course) as two distinct approaches. However, there is a notable paucity of prior empirical research comparing the ways that student representation and curriculum co-creation can lead to different forms of relationship-building. Therefore, this qualitative study first examined student course representatives’ and co-creators’ perceptions of effective student-teacher relationships in courses, followed by an analysis of the differences in those relationships between teachers and (a) course representatives and (b) curriculum co-creators. We identified five elements of effective student-teacher relationships within the classroom context that help students feel included, connected, respected, valued, and inspired. We found that different communication structures inherent in course representation and curriculum co-creation yielded distinct contributions and risks in building inclusive student-teacher relationships. To deepen understanding of inclusive student engagement, we explore opportunities to enhance these relationships and work towards meaningful partnerships between students and teachers that can advance social justice.

Service Quality in State-Own Technical ICT Training Institutes and the Students Satisfaction

Extension of globalization in to education and the education driven practical and vocational training have been recognized as significant. In catering to the exogenous demand for the information technology and the online operationalization of all aspect of the businesses have been committed to drive demand for It professionals not only within the national context but also regional and international arena. Especially the indexed and the facts derive that there is a greater tendency among the generation z for the information, telecommunication technology, and computing driven studies. Especially within the formal sector education conceded facts reviled that there are 4 Million students in nearly 10,000 schools under the mentorship of 200,000 teaches to ensure 98% information Technology literacy among the generation Z youth. Still there are many concerns for students to continue with the advance IT education, and it has been phenomenon that both formal and informal sector contribute for opening an avenue through higher education opportunities. According to the survey conducted many of the stakeholders believes that formal sector institution connected to state-sector is more trusted in education and advancement of the IT education. Still the survey conducted indicates that student’s satisfaction towards to services and the service quality of the information and telecommunication professional education service providers with a 20% drop which is being recognized as the research issue. Within the calibration of the research problem it is to explore impact of the service quality of the treasury education institutes on the student satisfaction. Respecting to deductive approach aligning with the theories of service quality and the models will be tested using survey strategy. Scope has been recognized as the current students of the ICT programs in treasury high education organizations driven by state. The regression analysis used to extend the data analysis and interpretations reviled that there is a significant relationship between academic materials, Administrative facilities Administrative Support, Infrastructure and the Support services while Academic facilities are not indicating any relationship with the academic facilities, leaving an opportunity for the state-own IT service providers to take necessary initiatives to enhance the student satisfaction.

ESPO AND ACADEMY FOR GERONTOLOGY IN HIGHER EDUCATION SECTION SYMPOSIUM: INTERGENERATIONAL ENGAGEMENT IN HIGHER EDUCATION: SUCCESSES, SETBACKS, AND BEST PRACTICES

Abstract Connecting generations through experiential learning opportunities in higher education provides promise for mutually beneficial outcomes. While the theoretical underpinnings (i.e., the “why”) are clear, the practical application (i.e., the “how”) of bringing undergraduate students and older adults together can be more messy. This session focuses on lessons learned, strategies for success, and setbacks to be aware of, with the goal of enhancing our fortitude as educators who value and strive to incorporate impactful intergenerational experiences into the student experience. The first presentation explores the perspectives of students and older adult participants engaged in an intergenerational team-based learning course for first-year undergraduate students, framed by Age-Friendly University principles. The second presentation shares lessons learned from a new service-learning model in which students assessed the transportation needs of older adults engaged with the university-affiliated Osher Lifelong Learning Institute. The third presentation examines the experience of undergraduate students engaged in hands-on gerontology research and highlights takeaways based on students’ intergenerational connections with older adult participants. The final presentation sheds light on sustainable program development through describing their creation of a checklist that aids in intergenerational technology program implementation within higher education. In addition to drawing on the perspectives of scholars across the academic career-span, this symposium session highlights the many contexts within higher education in which intergenerational connections can be facilitated. Aligning with the Annual Scientific Meeting 2024 theme, these presentations demonstrate fortitude in refining processes to ensure we are building optimal experiences that connect students and older adults.

INTEGRATING VIRTUAL REALITY DEMENTIA SENSITIVITY TRAINING INTO THE UNDERGRADUATE CURRICULUM

Abstract There is a need for Age-Friendly endeavors to include dementia-inclusive educational opportunities in higher education. Given the rising aging population, undergraduate students increasingly will (a) have personal experiences with loved ones diagnosed with dementia or Alzheimer’s disease, (b) pursue careers in the field of aging and directly work with individuals with dementia or Alzheimer’s disease, or (c) indirectly work with individuals with dementia or Alzheimer’s disease and their caregivers through roles in various professions such as finance or law. Undergraduate students in a gerontology course at an Age-Friendly University engaged in a dementia inclusive virtual reality training intended to sensitize individuals to the needs of people living with dementia. Virtual reality experiences related to dementia can help build empathy towards daily challenges faced by people living with dementia. Prior to and after engagement in the session students were asked questions about their understanding and empathy for people with dementia and their caregivers. Small group discussions followed the session to prompt reflection, encourage critical thinking, and facilitate discussion on the impact and lessons learned from the training. This experiential learning was preceded by an interactive lecture about the basics of Alzheimer’s disease and dementia delivered by a Community Educator from the Alzheimer’s Association. Age-Friendly University principles provide a guideline for the many ways higher education can shape age inclusive teaching and learning environments that promote greater empathy and understanding for people living with dementia or Alzheimer’s disease and their caregivers.

The Footsteps on the Sands of AI for Higher Education: Moving Beyond Ad-Hoc

Artificial Intelligence (AI) offers an array of challenges and opportunities for higher education (HE). What once seemed like science fiction has become ubiquitous with AI now used to support the intellectual and creative work of faculty and students. The authors have been experimenting with AI, trialling and testing ways to meaningfully utilise the tools for teaching and learning. The University of Southern Queensland, a successful distance education regional university in Australia, has over 70% of its enrollment learning online. This paper shares a timely contextual perspective on AI support of Academic Efficiency, Learning Design, and Assessment. It discusses moving beyond an ad-hoc approach to a seamless integration of AI.

Can parental financial literacy enhance children's higher education opportunities?

Can parental financial literacy enhance children's higher education opportunities?

Research on the Impact of Educational Equity on Access to Higher Education Opportunities

Abstract: Educational equity is a core value in modern society, centered on the principle that everyone should have equal rights and opportunities to access education. In higher education, educational equity directly impacts individuals ability to pursue fair opportunities, which in turn influences their career prospects and social standing. This article aims to explore the impact of educational equity on access to higher education. By conducting interviews with educators and analyzing both domestic and international literature, this study analyzed factors such as the allocation of educational resources, family economic and educational backgrounds, and educational policies. The findings highlight the important role of educational equity in the distribution of opportunities in higher education. Research has found that educational equity is crucial not only for individual growth and development but also as a key indicator of social equity and justice. This article proposes a series of strategies aimed at promoting educational equity and expanding access to higher education.

Inequality of higher educational opportunity – the role of circumstances among the Jordanian people

ABSTRACT This paper investigates the role of background circumstances in shaping individuals’ opportunities in higher education in Jordan, for the whole population as well as for key subpopulations using both of the publicly available waves of the Jordan Labor Market Panel Survey (2010 and 2016). My findings suggest that higher education attainment and the mean years of completed education have expanded for the whole population, as well as for all subgroups. Unequal opportunities in higher education are relatively moderate in Jordan and are mainly explained by parental education, father’s occupation, and sector of work, with much less impact from gender, number of siblings, and the region of birth.

Black-White Gap Across Levels of Educational Childhood Opportunities: Findings from the ABCD Study.

This study examines racial disparities in educational outcomes-including reading proficiency, grade point average (GPA), school discrimination, and school disciplinary actions-across regions with different levels of educational childhood opportunity index (COI). Our aim is to explore how these racial gaps between Black and White students vary in areas with differing educational opportunities. We hypothesize that higher COI is associated with smaller academic achievement gaps but may also correspond with greater racial bias in unfair school treatment. Data were drawn from the Adolescent Brain Cognitive Development (ABCD) study, which provides comprehensive measures of educational outcomes, cognitive performance, and COI. National COI rankings were used to classify regions into five categories: very high, high, average, low, and very low educational opportunity. We analyzed racial gaps in reading proficiency, and experiences of discrimination and suspension across these COI categories. Multi-group Structural Equation Models (SEM) were used to assess how the relationship between race and educational outcomes varies across COI levels. Our findings confirmed that Black-White gaps in reading proficiency and cognitive test performance (Flanker task) were less pronounced in regions with higher COI. However, racial disparities in school disciplinary actions and experiences of discrimination were more pronounced in higher-opportunity areas. Specifically, the effect of Black race was stronger in regions with the highest COI, where Black students experienced a disproportionately higher rate of unfair school treatment, including both school discrimination and suspensions, compared to their White peers. This exploratory study supports that while higher educational opportunities are associated with smaller academic achievement gaps between Black and White students, they might be linked to increased racial bias in school disciplinary actions and discriminatory treatment. These findings underscore the complexity of educational equity, suggesting that improving access to quality education alone is insufficient to eliminate racial disparities in school experiences. Addressing school-based bias and discrimination must accompany efforts to enhance educational opportunities.

Impacting factors and degree of influence on the selection of ICT subject in GCE Advanced Level

Education in Sri Lankan education focuses on accelerating the country’s knowledge economy by producing skilled and knowledgeable people who suit present-day needs. Moreover, society wants universities to produce graduates, and of course, those graduates must be employable. Meanwhile, job opportunity is guaranteed for job seekers skilled in Information and Communication Technologies (ICT) nowadays. Thus, the Sri Lankan government introduced a new stream “Technology” in the year 2015 as an educational reform. The success level of this government initiative should be measured in an acceptable form for further improvements. The most productive way to measure success measuring the interest of students in ICT on GCE A/L, and the factors that influence it. This study was conducted to examine the factors fluencing ICT subject selection by GCE Advanced Level students and to find out the degree of influence of each factor. The coastal region area of Ampara district of Sri Lanka was covered as a sample population for our study. Data to find out the influencing factors were collected by having One on-One interviews with four categories of stakeholder groups, namely principals or deputy principals, teachers, students, and parents, and prepared a questionnaire with these factors and distributed among the A/L students from different schools to gather their opinions from 266 respondents to find out the degree of influence of factors using the convenience sampling technique. Later, the answers to the questionnaire were analyzed by a statistical data analysis tool which shows that the family income, awareness programme, other main subjects in A/L, and the results of mathematics, English, and ICT subjects in O/L are affecting the ICT subject selection in A/L, meanwhile the results says that gender, parents’ education, and previously followed ICT related courses are not having relations in A/L ICT subject selection, and it revealed the degree of top encouraging factors such job market, opportunities in higher education, and getting high z-score and discouraging factors such lack of resources available in the medium, having no relevancy with other main subjects, and lack of interest in IT.

Leveling Up Learning: Game Based Learning Initiatives in Canadian Higher Education

Game based learning (GBL), the use of game design elements within non-game contexts such as education, became increasingly popular in the early 2000s, yet empirical evidence about the benefit of games on student learning remains inconclusive. The potential impact of GBL can be influenced, for example, by design elements, context, and discipline. In Canadian higher education, GBL may be housed within departments, the library, or centres for teaching and learning. At our institution, GBL initiatives have only recently begun to surface; for example, the Department of English and Drama has recently launched a games studies minor for undergraduate students, the library has an extensive collection of video games available to borrow, and the academic skills centre has a large collection of board games that are used primarily for social game cafés. While opportunities for curricular connections may exist, our academic skills centre currently lacks staff who have both capacity and expertise in GBL pedagogy. Exploring possibilities for expansion, we aimed to understand the landscape of GBL initiatives across Canadian post-secondary institutions. To achieve this aim, we conducted an environmental scan of over 100 Canadian post-secondary institutions, gathering data such as the existence of GBL programs, category and level of programming (curricular, co-curricular, or research), initiative types, research development, faculty involvement, and availability of additional resources. Findings indicate inconsistencies in definitions used to promote GBL and a concentration of GBL initiatives at the curricular and research levels. The majority of GBL in Canada is led by faculty through course and degree-level programs at both undergraduate and graduate levels. This research gives us insight into GBL program development, challenges, and opportunities for higher education in Canada and globally.