Potential Of Higher Education Research Articles

Unlocking Teacherpreneur Potential in Higher Education: Validating a Competency Measurement Scale

This study investigated the level of teacherpreneur competency among pre-service teachers (n = 400), with an additional 400 pilot participants from the same academic context invited for exploratory factor analysis and reliability analysis. A self-reported questionnaire, adapted from the Teacherpreneur Competency Model (TCM), was used to assess participants’ competency across four key domains: pedagogical, social, personality, and professional. The findings revealed that pre- service teachers possessed high levels of teacherpreneur competency, with Personality Competency scoring the highest and Social Competency scoring the lowest. These results suggest that while pre-service teachers have a solid foundation in delivering instruction, targeted interventions are needed within teacher education programs to nurture their entrepreneurial spirit and foster the social and personal attributes associated with teacherpreneurship. This study underscores the importance of integrating comprehensive competency development into teacher education curricula to better prepare future educators for the dynamic demands of the teaching profession.

Optimizing Information and Communication Technology for Students with Special Needs at India’s Higher Education Institutions

Every person is entitled to a fair and just education and to be recognized as a vital member of the educational community, irrespective of their gender, race, colour, ethnic or social background, genetic characteristics, language, religion or belief, political or other viewpoints, involvement in a national minority, wealth, birth, or disability. Teachers should possess knowledge of Information and Communication Technology (ICT) and its potential in Higher Education to effectively address learning obstacles, enhance student retention rates and academic performance, and foster student autonomy and motivation to study. This study emphasized the concept of ICT, different ICT products, ICT applications, and the benefits of ICT for students with special needs.

A systematic review of virtual and augmented realities in higher education: Trends and issues

ABSTRACT Virtual reality (VR) is a computer-generated environment where scenes and objects appear to be real, immersing the user in their surroundings. This systematic review aims to explore the benefits and challenges of VR and AR in higher education and to identify the trends and issues regarding courses and teaching methods in which VR and AR are integrated. 95 articles from the past 7 years were reviewed to gather comprehensive insights. According to findings, VR and AR in higher education have been used most frequently in medical courses, while simulations have been predominantly implemented as teaching strategies in VR and AR. The most common types of research methods have been experimental and survey studies. The findings indicate that, while VR/AR has promising potential in higher education, certain challenges such as understanding how and when virtual and augmented reality can be most effective must be addressed before widespread adoption in higher education.

The Use of Virtual Reality in the Countries of the Central American Bank for Economic Integration (CABEI)

In recent years, virtual reality (VR) technologies have become one of the teaching tools with the greatest training potential in higher education. Thus, the study of factors that influence the adoption and valuation of VR by the educational agents involved is a fruitful line of research, because it can provide keys to promote its incorporation. This article compares the assessments of VR as a teaching technology in higher education given by professors from countries that are members of the Central American Bank for Economic Integration (CABEI) with those of professors from countries in the Latin American region that are not members of CABEI. For this purpose, a validated questionnaire on the perception of VR use was administered to a sample of 1246 professors from the entire Latin American region, and their responses were statistically analyzed. As a result, it was found that professors from CABEI countries give better ratings to the usability dimensions of VR and report a lower number of disadvantages in its use than professors from countries outside CABEI. However, the increase in the digital competence of professors in CABEI countries is more than twice as high as the increase in the valuation of VR. It follows that there is still much room for the integration of VR in higher education in CABEI countries. Furthermore, in CABEI countries there is a more pronounced gap between professors from private and public universities with respect to the above-mentioned ratings than in non-CABEI countries. As a consequence, some implications and suggestions derived from the results are reported.

The role and impact of ChatGPT in educational practices: insights from an Australian higher education case study

Artificial intelligence (AI) tools, notably ChatGPT, are increasingly recognised for their transformative potential in higher education. This study employs a detailed case study approach complemented by a survey, delving into ChatGPT’s impact on pedagogical practices, student engagement, and academic performance. It involved 74 undergraduate and postgraduate students enrolled in data analytics courses in Australia. The quantitative analysis highlights ChatGPT’s role in providing personalised and on-demand support, which is highly valued among users for its flexibility and responsiveness, meeting a critical demand in educational settings. Notably, the study identifies a medium effect size (η2=0.173\\documentclass[12pt]{minimal} \\usepackage{amsmath} \\usepackage{wasysym} \\usepackage{amsfonts} \\usepackage{amssymb} \\usepackage{amsbsy} \\usepackage{mathrsfs} \\usepackage{upgreek} \\setlength{\\oddsidemargin}{-69pt} \\begin{document}$$\\eta ^2 = 0.173$$\\end{document}) in perceived benefits, indicating that ChatGPT accounts for approximately 17.3% of the variance in improved academic outcomes. However, challenges such as ChatGPT’s limited understanding of complex queries and the lack of human interactions are primary concerns, with a medium effect size (η2=0.289\\documentclass[12pt]{minimal} \\usepackage{amsmath} \\usepackage{wasysym} \\usepackage{amsfonts} \\usepackage{amssymb} \\usepackage{amsbsy} \\usepackage{mathrsfs} \\usepackage{upgreek} \\setlength{\\oddsidemargin}{-69pt} \\begin{document}$$\\eta ^2 = 0.289$$\\end{document}) suggesting significant areas for improvement. Furthermore, statistical analyses reveal a clear relationship between the frequency of ChatGPT usage and the perception of its benefits, underscoring the transformative potential for users who have integrated it into their academic practices. Despite these challenges, the differential impact on users versus non-users highlights the potential for ChatGPT to foster more engaging and effective educational practices. The findings advocate for targeted strategies to epitomise ChatGPT’s integration into educational settings, emphasising the need for ongoing research and the development of comprehensive guidelines to navigate its complexities and maximise its educational benefits.

The role of chat generative pre-trained transformer in facilitating decision-making and the e-learning process in higher education

Digital technology and artificial intelligence technologies have been progressing rapidly, thus giving rise to intelligent chatbots such as chat generative pre-trained transformer (ChatGPT). These chatbots make searching for information more efficient and provide higher education institutions with assistance in decision-making. The goal of this research is to explore the capabilities of ChatGPT technology and its role in enhancing the e-learning process. Moreover, it seeks to determine whether ChatGPT can provide useful suggestions to improve the decision-making process in higher education. ChatGPT is effective in an e-learning environment for the following reasons: it facilitates personalized learning experiences, offers real-time support, and enhances decision-making by leveraging natural language processing capabilities. As suggested by the findings, ChatGPT has significant potential in higher education, as demonstrated by its ability to improve interactive participation, educational strategies, and educational outcomes. This study highlights the importance of incorporating ChatGPT into higher education settings to improve e-learning and decision-making.

Improving Student Retention in Institutions of Higher Education through Machine Learning: A Sustainable Approach

Effective student retention in higher education represents a critical challenge to institutional stability and educational quality. This study addresses this challenge by integrating machine learning and artificial intelligence techniques in the context of sustainability education. To achieve this, data are collected from a representative cohort of students undergoing extensive cleaning and pre-processing. Additionally, a pre-trained neural network model is implemented, adjusting key parameters. The model evaluation was based on relevant metrics and error analysis, demonstrating that integrating machine learning and artificial intelligence allows early identification of at-risk students and the provision of personalized interventions. This study addresses contemporary student retention challenges in three critical areas: the transition to online education, student mental health and well-being, and equity and diversity in access to higher education. These challenges are addressed through specific strategies based on data analysis and machine learning, thus contributing to overcoming them in the context of higher education. Additionally, this study prioritizes ethical concerns when applying these technologies, ensuring integrity and equity in decision-making related to student retention. Together, this work presents an innovative approach that uses machine learning and artificial intelligence to improve student retention within the framework of educational sustainability, highlighting its transformative potential in higher education.

Exploring the potential use of the metaverse in nurse education through a mock trial

BackgroundThe metaverse has been attracting attention as a space for the application of education, where integrating the real and virtual worlds offers immersive 3D experiences. Consequently, its potential for higher education, including nursing, is being explored as a dynamic alternative to traditional education. ObjectivesThis study explores the applicability of metaverse in nurse education. It was conducted to implement a mock court on the metaverse platform and explore the learning experiences of nursing students through mock trials. DesignQualitative study. SettingsA virtual mock court in VRChat (a virtual reality space). ParticipantsFourteen participants were divided into three groups. MethodsAn orientation was conducted to explain the virtual space before the mock trial. On the day of the mock trial, a health survey of study participants was conducted in advance. After the mock trial, questionnaires and reflective diaries were written. ResultsThe experiences of nursing students were organized into eleven sub-themes and three themes: “core features of the metaverse platform,” “participation in a mock trial in the VRChat virtual space,” and “metaverse-based learning using a mock trial.” ConclusionsNursing students participated and immersed themselves in learning while accepting the characteristics of the metaverse platform, which differs from face-to-face classes or existing educational methods. The metaverse enables reflective learning based on experiential learning and strengthens awareness of diverse viewpoints.

Institutional Support Strategies for Academic Career Progression among Female Lecturers: A Case of Kyambogo University of Uganda

Supporting the academic career progression of female lecturers has a positive impact on gender equality within society because universities play a big role in shaping society and building active citizens based on the fact many people who take up powerful roles in society have a background in higher education. It can also enhance their participation in higher education leadership because leadership qualities and potential in higher education are tied to academic rank. However, there is a low academic career progression of female lecturers at Kyambogo University. This qualitative study set out to examine the support strategies employed by the Kyambogo University of Uganda to advance the academic career progression of female lecturers. The study was positioned within an interpretative paradigm and employed a phenomenological approach to uncover the female academics’ experiences. Both semi-structured interviews and documentary analysis data generation strategies were used in this study. In semi-structured interviews, a sample comprising eight female academics with not less than five years at the rank of a lecturer at Kyambogo University were selected, while documents such as the Human Resources Manual which enshrines the policy that guides the promotion of staff in the university and the Gender Policy were analysed. Data were thematically analysed according to phenomenological analysis such as strategies bracketing, clustering into themes, textual description, structural description, and textual-structural essence of the study. The findings which emerged from the study indicate that though the university has some support measures in place, the majority of female academics at Kyambogo University regard the available support strategies as inadequate for instance, most of them have inadequate skills in academic writing, there is inadequate funding of female academics, gender neutral promotional policies, unsatisfactory work environment and scarcity of workshops. The findings further indicate limited women’s academic networks and inadequate mentorship collaboration among academics as the key factors that hamper female lecturers’ academic career progression. The study recommends, among others, academic writing training, adequate funding, and redesigning promotion policies to suit female academic progression.

The Problems and Potential of Higher Education in Nineteenth- and Twentieth-Century Urban America

The Problems and Potential of Higher Education in Nineteenth- and Twentieth-Century Urban America

Prospects for ChatGPT Application in Higher Education: A Scoping Review of International Research

Introduction. The arrival of advanced Generative Pre-Trained Transformer (GPT) in late 2022 resulted in a wide spread of the technology, capable of generating texts of any genres, complexity, and styles. Written communication embraces all spheres of human educational and professional activities that caused a lightning speed at which the technology was introduced into education, science, journalism, mass communication, medicine, etc. The academic community is vigorously discussing the plausible consequences and potential of ChatGPT for various domains, especially education, medicine, and science at large. The review seeks to analyze international publications on ChatGPT’s impact and potential in higher education and to identify the key lines of research. Materials and Methods. Based on the PRISMA methodology the authors selected 190 articles and reviews indexed in the Scopus database with the inclusion criteria in focus (period, languages, field, themes). The publications were analyzed and distributed among seven thematic clusters. Results. As a result of the analysis of the publications, the following clusters were formed: higher education (71 documents), education in various areas (37 documents), writing and language learning (24 documents), assessment in educational systems (22 documents), medical education (18 documents), ethical issues and academic integrity (15 documents), and perception of ChatGPT on part of students and educators (12 documents). Discussion and Conclusion. The analysis of the ChatGPT potential and negative aspects in higher education allows for singling out the subject areas where the most essential transformations will take place: assessment of knowledge and skills, information credibility, scope of competence and skills formed in higher education, ethical issues of research, various aspects of professional training. The authors’ conclusions correlate with the reviews on ChatGPT published earlier. Addressing the new challenges requires the system of education to be transformed, new forms of learning and assessment to be introduced. The review results may be applied in further research on the topic. Given a skyrocketing rise in the number of publications on ChatGPT, researchers ought to keep track of new research in the emerging subject area.

Addressing Challenges of Undergraduate Medical Education in India Through Massive Open Online Courses (MOOCs)

Context: Massive open online courses (MOOCs) have much potential in higher education, including medical education. This paper explores the challenges and potential solutions through planning, developing, and integrating MOOCs into the medical curriculum. Evidence Acquisition: A non-systematic review study was conducted in March and April 2021. A comprehensive literature search was done on Pubmed, Scopus, Web of Science, Google Scholar, and websites to retrieve articles on MOOCs and medical education using relevant search terms. Results: With their wide availability, open access, and affordability, MOOCs have attracted the attention of several educationalists and learners. Indian medical undergraduates face several problems, such as introducing the new competency-based curriculum, information overload, the COVID-19 pandemic, and increased health care demand. The advantages of MOOCs can be leveraged to solve some of the problems in medical education. They can be effectively used to educate and empower the general public and provide patient education and continuous professional development. Conclusions: With embedded advanced interactive tools, MOOCs have the potential to reshape medical education. Sustained commitment, promotion competition, and collaboration can help overcome the common barriers to MOOC development and integration into the undergraduate medical curriculum.

Expert System For Career Early Determination Based On Howard Gardner's Multiple Intelligence

The problem that exists is how to design a tool to help students recognize their potential and abilities so that they can recognize the right potential in higher education based on their potential and abilities, with the influence of technological changes that have penetrated into life and even the world of education, then the purpose of this research is to develop software in the form of an expert system as a technology that can be used by students to be able to recognize their potential. The development of this expert system uses the Software Development Life Cycle (SDLC) method, the design of an expert system to determine the potential in higher education based on Multiple Intelligence. This expert system is designed using the Unified Modeling Language (UML).

Conflict Potential in Higher Education: Factors of Emergence and Growth

In this article, the author discusses the problems of conflicts in the field of higher education the analysis of the factors of their emergence and growth. The definition of social conflict potential and its difference from conflict are given. The content of modern Russian scientific literature devoted to this issue is analysed, making it possible to determine the most significant factors in the emergence of conflict potential. The most important factor is called the socio-political and economic upheavals of Russian society caused by perestroika, the collapse of the USSR, the breakdown of all established systems of society, and numerous educational reforms. There is a high degree of psychological tension in the teaching environment and discomfort caused by a high degree of responsibility, increasing loads of classroom and research work assigned to teachers, emotional burnout of teachers, which creates conditions for a high degree of readiness for deconstructive behaviour. The author states the polarisation of the value-semantic guidelines of the participants in the educational process, the commercialisation of education, its positioning as a service, the increasing social stratification, the tendency towards an increase in the elitisation of higher education, which not only generate conflict factors, but also determine the differentiation of demand for education. It is concluded that the factors of conflict can develop into social conflicts if the accumulated contradictions are not resolved in the future.

University classes during the state of emergency in Serbia introduced after the outbreak of the COVID-19 pandemic crisis: Students’ attitudes

The state of emergency was declared in Serbia in the spring of 2020 due to the pandemic of the new disease, COVID-19. As a result, distance learning was introduced for the first time at Serbian universities - online learning in utterly specific crisis circumstances caused by the outbreak of the pandemic of a completely unknown infectious disease. This model of learning was adjusted to that fact in the form of emergency remote teaching. The paper presents the results of examining the attitudes of female students of teacher education faculties in Serbia regarding the efficiency and sustainability of the distance learning model in which they gained experience. The sample included 399 female students, who completed an online survey designed for the purposes of this research. The results of the survey showed the strengths and weaknesses of distance learning as a formerly untapped potential in higher education in Serbia, which specifically refers to the teaching model applied during the state of emergency introduced due to the crisis caused by the COVID-19 pandemic. Also, the differences in the knowledge of digital technologies by the professors came to the fore in terms of the methods that the professors used in their work. The results suggest that distance learning can be a useful tool in the process of knowledge transfer in higher education, but that final year students are most affected by the inability to acquire knowledge in practice that cannot be virtually compensated, which is a very important step in their work training, as well as the pronounced general problem of lack of social interaction and meeting social needs, arising as a result of the pandemic. In contrast, increased leisure time and health reasons stand out as the main advantages of the new teaching model, which is significantly characterized by the crisis environment.

“Education as the practice of freedom?” – prison education and the pandemic

ABSTRACT Throughout the COVID-19 pandemic there has been a corner of society where the spotlight has not fallen – the black hole of prisons, confining predominantly poor, minoritised and often younger adults. Globally, during the pandemic, people detained in prison have been locked away in solitary, or near solitary, confinement for up to 23-hours a day. In the UK, this meant choosing between fresh air, exercise or a phone call to loved ones each day. There has been little mention of education. Those in custody endured over a year locked in a cell without access to basic education let alone Higher Education (HE). In examining the state’s responsibility to provide “education for all”, we demonstrate, through our collective participation in the Inside-Out Prison Exchange Programme, the value and importance of prison education beyond the current focus on risk, responsibility and recidivism. We evidence the transformative and humanising potential of HE in prison through three key elements – the space and learning environment; the role of voice, recognition and agency; and the power of disruptive and transgressive teaching practice. We shine a light on education in prison during the COVID-19 pandemic. The impacts of COVID-19 expose new and deeper forms of structural disadvantage that shape the educational experiences and journeys of people in custody. We consider how we can expedite “education as the practice of freedom” for those who are incarcerated during and beyond the pandemic. We conclude by reimagining HE in UK prisons, reflecting upon alternative, more positive, approaches to prison education.

Introduction: The Civic Reconstruction of Higher Education and the Future of the Good Society

Introduction: The Civic Reconstruction of Higher Education and the Future of the Good Society

ГОТОВНІСТЬ ЦИФРОВОЇ ІНФРАСТРУКТУРИ ЗВО УКРАЇНИ ДО МАСОВОГО ДИСТАНЦІЙНОГО НАВЧАННЯ

Purpose. Digitalization of higher education is a long-term trend that has gained a new impetus for further devel- opment due to the forced transition to distance learning during the pandemic COVID-19. The article analyzes the im- pact of digital transformation on the educational process in higher education institutions via teachers’ and students’ per- ception; explores the experience of mass distance learning provision in Ukraine’s higher education system due to COVID-19. Methodology. The research study is based on the survey results conducted by the authors in November- December 2020 among teachers and students of sixty-five Ukrainian institutions of higher education. The authors have also explored the current state of the educational process provision in the sector of higher education in Ukraine, the EU and the world under the conditions of the pandemic; have identified problem areas in the work of higher education inst i- tutions during quarantine and social isolation conditions, as well as challenges in each structural integral. Results. The authors have specified the transformational changes experienced by the global higher education system under the im- pact of the pandemic, which bring to higher education institutions a huge number of serious challenges and will signifi- cantly change the global higher education system in the future. Originality. The paper investigates students' attitudes towards distance learning as a three-level unity with emotional, cognitive and behavioral aspects and draws a general conclusion that, in general, distance learning is both a field of opportunity and a possible source of individual and inst i- tutional risks. Practical value. The article determines the directions of e-learning in the entire system of distance learn- ing in the national system of higher education in the pandemic and after it. This article was prepared within the framework of the research project “Potential of higher education in conditions of the pandemic: global, European, national dimensions” of the National Research Fund of Ukraine.

Higher Education as a Bridge between China and Nepal: Mapping Education as Soft Power in Chinese Foreign Policy

In this globalized world, education has become an important medium to enhance people-to-people contact. The Delores report of the International Commission on Education for the 21st century highlights the enormous potential of higher education to use globalization as a resource for bridging the knowledge gap and enriching cross-cultural dialogue. As a major contributor to soft power and an important field of public diplomacy, international education can have a wealth of advantages, including the ability to generate commercial value, promote a country’s foreign policy goals and interests, and contribute to economic growth and investment. The People’s Republic of China, well-known for being the world’s most populous nation and the global economic powerhouse, prioritizes the internationalization of the country’s higher education system. China is looking to expand its higher education program and carry out its diplomatic project in South Asia. In this sense, the South Asian zone, especially Nepal, is significant for China, where its educational diplomacy is playing as a “bridge between Sino- Nepal relations.” In this review, we describe the place and priority of “Education” in China’s foreign policy; explore China’s mediums of investment in Nepal’s education sector; and highlight the importance of educational aid in Sino-Nepal relations. Chinese educational aid to Nepal takes many forms, where Nepali students and officials engage with Chinese investment to enhance their career prospects and the education system in Nepal.

Students’ Innovation in Education for Sustainable Development—A Longitudinal Study on Interdisciplinary vs. Monodisciplinary Learning

Innovative ideas are essential to sustainable development. Students’ innovative potential in higher education for sustainable development (HESD) has so far been neglected. Innovation is often associated with an interdisciplinary approach. However, the results of research on diversity and its role in innovation are inconsistent. The present study takes a longitudinal approach to investigating student teams in project-based learning courses in HESD in Germany. This study examines how innovation develops in interdisciplinary student teams in contrast to monodisciplinary student teams. The results of the latent change approach from a sample of 69 student teams indicate significant changes in students’ innovation over time. Monodisciplinary student teams outperform interdisciplinary student teams in idea promotion (convincing potential allies) at the beginning, whereas interdisciplinary student teams outperform monodisciplinary student teams in idea generation (production of novel and useful ideas) in the midterm. There is no difference in the long term. The results indicate that interdisciplinary student teams have an advantage in the generation of novel ideas but need time to leverage their access to different discipline-based knowledge. We discuss practical implications for the design of interdisciplinary learning with strategies to support students in the formation phase in project-based learning in HESD.