This article examines how English for Academic Purposes practitioners conceptualise the role of generative artificial intelligence within contemporary assessment practices in higher education. Drawing on 31 written reflections from teachers working across UK and international university contexts, the article uses metaphor analysis to explore how educators make sense of a rapidly shifting pedagogical landscape. The analysis reveals four interrelated conceptualisations through which teachers are negotiating their relationship with generative artificial intelligence: artificial intelligence as assistant or collaborator; artificial intelligence as invisibly embedded and increasingly inseparable from academic systems; artificial intelligence as a double-edged sword characterised by both affordances and risks; and artificial intelligence as a catalyst for rethinking authorship, assessment and the boundaries of pedagogical responsibility. Across these themes, negotiation emerges as a central construct, reflecting an ongoing attempt to balance technological possibilities with human oversight, ethical considerations and professional identity. The findings are interpreted through a lineage of educational technology theory, including Laurillard’s conversational framework, the technological pedagogical content knowledge model and more recent work on the role of generative artificial intelligence in higher education. The article argues that English for Academic Purposes teachers are not simply reacting to technological disruption but actively redesigning particular aspects of their practice and reasserting pedagogical agency. The article concludes by highlighting implications for institutional policy, assessment design and the very future of English for Academic Purposes, suggesting that sustainable, realistic integration of GenAI will depend on dialogic, ethically informed negotiation, rather than prohibition or uncritical adoption.

ABSTRACT Higher education in geography has been emphasizing active learning approaches that connect academic knowledge with professional practice. This paper presents a case study of an attempt to integrate Problem-Based Learning and Project-Based Learning within a master’s course in Human Geography focused on Healthy Urban Planning. The learning design, centred on urban green spaces as real-world planning challenges, engaged students in the analysis of environmental urban infrastructure with a focus on health promotion. The course involved graduate geography students working collaboratively through problem definition, data collection, analysis, and solution development, mirroring professional workflows. Students’ perceptions of the learning experience were explored through two anonymous open-ended surveys administered after course completion. Thematic analysis revealed high problem engagement, enhanced understanding through applied learning, and the development of autonomy, collaboration, and other transferable professional skills. Instructor guidance and peer interaction were identified as key supports, while challenges related to workload and uneven participation were also reported. The findings suggest that integrating Problem-Based and Project-Based Learning offers a valuable pedagogical framework for geography and planning education, particularly for place-based topics. The paper contributes to ongoing discussions on innovative teaching practices in higher education by illustrating how active learning supports disciplinary understanding and professional skill development.

ABSTRACT There is a growing interest in transformative learning in higher education as it provides a unique lens for understanding how to prepare students to think creatively and act purposefully in shaping a more sustainable and equitable world. This study explores student experiences and perceptions of transformative learning within a four-year transdisciplinary combined degree in an Australian university. Drawing on Mezirow’s, Grund et al.’s, and Hoggan’s transformative learning frameworks, we analyse students’ written reflections and semi-structured interviews on their experiences of significant cognitive, emotional, relational, and worldview changes experienced during the course of their four-year study. Students reported a range of transformative experiences, including shifts in the formation of their identity, changes to frames of reference, enriched relationships and enhanced capabilities. The study contributes to higher education theory and practice in three key ways. First, it synthesises transformative learning frameworks that are most appropriate for higher education contexts. Second, it offers a conceptual framework for understanding the kinds of transformative learning experiences that support the development of purposeful careers and meaningful lives. Finally, it calls for stronger links between transformative learning and transdisciplinary concepts and practices in higher education.

• Minecraft Education creates inclusive forensic learning environments. • Simulated crime scenes using Minecraft Education aid knowledge retention. • Simulated crime scenes effective regardless of prior Minecraft experience. Inclusive practices are increasingly important within higher education in providing equity across the learner experience. Many students find didactic lectures do not allow them to absorb and process teaching material in a manner that allows for maximum learning. Higher education practices therefore need to encompass a variety of approaches that create an inclusive learning environment. This research examines one such approach within the teaching of the forensic sciences, where Minecraft Education (ME) was used to create a simulated crime scene world. Students were asked to explore the ME crime scene world, either before or in class, noting the potential for forensic evidence. Accompanying this exploration, students completed a Microsoft Forms survey which asked them to consider forensic potential, health and safety within the crime scene and how any evidence may be recovered. This approach was adopted across five UK universities and one US university with the student experience subsequently evaluated after the end of the session. This research aimed to evaluate ME as a facilitator for gamified simulated activities and to assess whether such activities promote the application of knowledge, fostered enjoyment among participants and was perceived to be inclusive in nature. The findings showed that ME was effective and practical as a form of simulation with a low barrier to entry. Students reflected that the activity allowed for ease of knowledge application and was enjoyable in nature. In addition, it was found that the activity was inclusive in nature, demonstrating minimal to no barriers for disabled students, applicability across related academic pathways, age, and gender.

Engineering education in higher education often emphasizes theoretical knowledge over applied practice, leaving graduates underprepared for professional problem-solving. This state-of-the-art review examines recent pedagogical, technological, assessment, and institutional practices in process design engineering to explore how the “E” in STEM is operationalized. Using a purposive sampling of 25 peer-reviewed studies published between 2019 and 2024, the review adopts a state-of-the-art methodology, prioritizing recency, innovation, and relevance to identify emerging trends in experiential learning, technology-enhanced instruction, and institutional support. Findings indicate that capstone projects, laboratory exercises, and simulation-based modules, when combined with iterative, competency-based assessment and guided faculty development, are most effective in fostering applied engineering skills. Institutional investment in resources, virtual laboratories, and industry collaboration further supports scalable, practice-oriented programs. To address persistent challenges such as budget constraints, curriculum rigidity, and reliance on short-term or self-reported outcomes, the review recommends integrating pedagogical, technological, and institutional strategies into coordinated programs that align with professional competencies. Collectively, these evidence-based practices equip graduates with transferable skills, bridge the theory–practice gap, and enhance the strategic value of applied engineering education within contemporary STEM curricula.

Purpose The purpose of this study is to explore how University Social Responsibility (USR) research has evolved to support the Sustainable Development Goals (SDGs) and strengthen higher education institutions’ (HEIs) societal role. This study examines how universities move beyond academic functions to embed inclusion, sustainability and community welfare within institutional strategy, teaching and governance. Design/methodology/approach A bibliometric and science-mapping analysis was performed on 789 Scopus-indexed documents (2000–2025) using Biblioshiny and VOSviewer. Citation, co-authorship and keyword network analyses were used to identify influential scholars, themes and conceptual linkages between USR and SDG implementation. Trends and thematic clusters were interpreted to trace how USR research translates into social and institutional transformation. Findings The analysis revealed a significant rise in USR research after 2015. Three major thematic areas were identified: student engagement and sustainability education, institutional assessment and governance and community-focused sustainability. Influential journals included Sustainability, International Journal of Sustainability in Higher Education and Journal of Cleaner Production. Europe, Latin America and Southeast Asia emerged as key contributors. The findings of this study indicate a paradigm shift from environmental compliance toward integrated social innovation, positioning HEIs as catalysts of inclusive and sustainable development. Practical implications This study provides HEIs with actionable insights to embed USR in curricula, partnerships and policy, guiding measurable progress toward SDGs through transparent assessment and community collaboration. Social implications By bridging academic research with real-world outcomes, this study demonstrates how universities can institutionalize responsibility, promote equity and actively contribute to societal well-being and sustainable development. Originality/value This study offers one of the most comprehensive bibliometric reviews connecting USR with the SDGs in higher education. Drawing on 789 publications over 25 years, this study consolidates fragmented literature into a structured synthesis of performance indicators, collaborative networks and thematic clusters.

This study examines the instructional management of English teaching across non-English departments in Indonesian higher education. It aims to explore instructional strategies, implementation practices, and challenges across diverse academic disciplines, including nursing, pharmacy, psychology, computer science, and international trade. A qualitative case study was conducted at Universitas YPIB over a three-month period. Data were collected through classroom observations, semi-structured interviews, and document analysis involving six lecturers and thirty students selected through purposive sampling. The findings reveal that effective instructional management requires adaptive teaching strategies, the integration of English for Specific Purposes (ESP), and alignment with disciplinary needs. However, several challenges persist, including varying levels of students’ English proficiency, limited institutional support, and the absence of a standardized curriculum. This study highlights the importance of flexible instructional planning and cross-disciplinary collaboration to enhance teaching effectiveness. It contributes to the development of instructional management practices in higher education, particularly in the Indonesian context. Furthermore, this study offers a cross-disciplinary perspective by integrating instructional management and ESP within a single institutional context.

The persistent awarding gap between advantaged groups and marginalised groups remains a critical concern for higher education. Moving beyond individual-deficit explanations, this study investigates how assessment design, including types and loads, functions as structural impediments for success. Drawing on a large-scale longitudinal data set (2017/18–2024/25) involving 52,420 students represented across 3,606 modules (over 700,000 student-module observations) at a UK university, we employ linear mixed-effects modelling to examine the relationship between assessment design and student performance. Our results reveal that traditional, exam-based assessments are positively associated with academic performance among White students, but negatively associated with the performance of Black students and those from socio-economically disadvantaged backgrounds. Conversely, practice-based and relational assessments appear to function as a pedagogical leveller, particularly for Black students. Furthermore, this study finds a positive association between assessment load and module marks, a result which is significantly more pronounced for socio-economically disadvantaged students. These findings have crucial implications for assessment policies and educational practices in higher education.

Abstract Recent years have witnessed transformative advancements in generative artificial intelligence, with profound implications for higher education. As universities increasingly integrate AI into teaching, learning, and research, there is an urgent need to craft policies that confront ethical challenges and promote its responsible use. This paper takes a first step towards developing a foundation for policy development by evaluating the current landscape of generative artificial intelligence policies across South African universities. Specifically, it examines how South African universities are beginning to govern the ethical use of generative AI in teaching and learning, by analysing the extent to which institutional guidelines embed core ethical principles. Drawing on four international AI-in-education frameworks, five ethical principles: transparency, accountability and responsibility, privacy, human agency and oversight, and inclusiveness and diversity were synthesised and used as a deductive coding frame for a qualitative document analysis of publicly available generative AI guidelines issued by South African universities, collected during February 2025. Only 46% of universities had institution-wide generative AI guidelines at the time of analysis, and ethical principles were unevenly operationalised. Transparency and student-centred accountability were strongly foregrounded through detailed expectations for disclosure and responsible use, whereas privacy, institutional data governance, staff accountability, and inclusiveness were addressed more briefly and often framed as advisory rather than enforceable obligations. The paper contributes to evolving discourse on higher education practice in the current era. The findings would enable actionable implications, providing a policy guideline for higher education, and the paper provides a national baseline of policy maturity regarding AI in education and a call for harmonised, privacy-by-design guidelines.

There has been a shift in higher educational practices from instructionalism to project-based active learning. However, the implementation of student-centered learning methods such as peer-led teaching and learning designs has shown various degrees of effectiveness. Here, we describe the implementation of peer-led teaching and learning strategies in a new course offering at two distinct undergraduate institutions. The design of these courses is based on the formation of communities of practice and the application of the common principles of this framework. Despite differences in demographics and educational backgrounds, this course design successfully created communities of practice and led to the same degree of self-reported positive student outcomes at both institutions.

Feedback can be powerful for student learning, yet its effects heavily depend on how teachers design and implement meaningful practices. Teacher feedback literacy (TFL) has been recognised as complementary to and crucial for the development of student feedback literacy (SFL). Although TFL is commonly regarded as an improvable capacity, few validated measurement tools exist. This paper therefore documents the development and validation of the Teacher Feedback Literacy Scale, a self-report instrument intended to measure teachers’ design-oriented, enacted feedback practices in higher education. Following multiple iterations and expert review, 57 questions were trialled with 613 higher education teachers worldwide. Exploratory factor analysis (EFA; n = 307) initially yielded a seven-factor solution, while our final 30-item scale comprising five inductively labelled factors (Design for student action on feedback (DSAF); Design and implement peer feedback (DIPF); Develop students’ feedback literacy (DSFL); Design and sequence feedback processes (DSFP); Manage feedback priorities (MFPR)) was supported by confirmatory factor and Rasch analyses (n = 306). This tool offers a robust way for educators, institutions, and researchers to systematically assess TFL and trace its development over time in response to interventions.

Monolingual approaches to language learning proves inconsequential in teaching an African language to a cohort of students who have limited access to the language of teaching and learning. This study aims to examine the effectiveness of students’ repertoires in L2 classroom. The study further seeks to establish how students make use of non-target languages to support language learning. This study is underpinned by ubuntu translanguaging as a pedagogical approach which is applied in the classroom setting to enhance learning. This study employs a qualitative approach by applying a document analysis approach. The findings indicate that the use of non-target languages in the classroom is used as a resource for meaning making, provides ontological access to disciplinary content, and that this approach empowers students within the language learning context. Therefore, the use of non-target languages is an inescapable reality in a time sensitive learning environment. Moreover, it has been determined that the use of non-target language(s) are an important component in the process of meaning-making. This study promotes the use of ubuntu translanguaging as a decolonial pedagogy which enhances access, meaning making, and student empowerment in an African language classroom. The study actively advocates for pedagogical transformation and a curriculum design rethink in the teaching and learning of an African languages as an additional language.

ABSTRACT This article draws on semi-structured interviews to analyse international students’ learning practices in an Australian university. Drawing critical internationalisation studies into conversation with asset-based pedagogies, I propose tracing pedagogy from below as an analytical and methodological route toward an affirmative account of international students’ learning practices. In contrast to depictions of international students as passive or reluctant to engage in classrooms, this article teases out the active ways international students learn within and beyond the classroom. It demonstrates how international students (i) develop and mobilise transnational academic knowledges, (ii) build inclusive learning communities, and (iii) develop relational competencies through practices of care. The conclusion positions international students’ learning practices not as a problem to be solved but as problem solving, suggesting that recognising and harnessing their pedagogical practices might inform more ethical and inclusive forms of higher education.

The use of Artificial Intelligence (AI) within public educational institutions creates a paradigm shift that produces elevated academic performance quality in addition to boosted research outputs. This study examines the effects of AI technology on public university productivity levels in the Kurdistan Region of Iraq, specifically analyzing the relationship between AI knowledge and estimated advantages and moral concerns affecting research performance. The study employs AI as its independent variable through three separate analysis dimensions: AI awareness and usage behaviors; perceived benefits from AI implementations; and related ethical challenges. Research productivity and research performance outcomes serve as the two components through which the dependent variable, academic productivity, is measured. The study used a structured questionnaire to collect data from 11,641 permanent academicians and staff members at public universities in the Kurdistan Region. A total of 320 questionnaires were returned, of which 314 were valid and used for the analysis. To achieve the research objectives, the researchers adopted a descriptive and analytical approach. The study provides data that can enable educational leaders to develop policies and design institutional practices for adopting AI in pursuit of scientific progress and academic sustainability. The research evaluates the relationship between AI technology usage and productivity measures, advancing the digital transformation discussion in higher education practices.

The Sustainable Development Goals (SDGs), introduced by the United Nations in 2015, provide a global sustainability framework addressing social, economic, and environmental challenges. As higher education institutions play a vital role in advancing sustainability, this study examines the level of SDG awareness among students at Romblon State University and analyzes its relationship with year level. Using a descriptive-quantitative design and Structural Equation Modeling (SEM), data from 2,267 students revealed a high level of SDG awareness, particularly in SDG 3 (Good Health and Well-being) and SDG 4 (Quality Education), which were the most visible on campus. Results show that year level significantly predicts SDG awareness (R² = 0.224, p < .001), indicating that awareness improves as students’ progress academically. However, gaps remain in deeper understanding, curriculum integration, and institutional support. The findings highlight the need to strengthen sustainability education through curriculum alignment, targeted awareness programs, and enhanced institutional initiatives. This study contributes to advancing sustainability practices in higher education by providing insights into improving SDG integration and student engagement.

This study explores how participation in student organizations fosters leadership development in Turkish higher education. Fourteen undergraduate students (ages 18–24) from various disciplines who served at least one year on the “Mind and Intelligence Games” community management board at a public university were interviewed using semi-structured questions. Content analysis (κ = 0.97) revealed five key themes: (1) motivational factors for service, (2) personal development, (3) communication skill enhancement, (4) leadership competency development, and (5) contributions to professional preparation. Participants reported improvements in self-confidence, communication, decision-making, delegation, and responsibility. The most salient leadership competencies included decision-making under uncertainty, ownership, effective delegation, and conflict management. Findings indicate that both intrinsic and extrinsic motivations influenced engagement, and that board participation significantly contributed to students’ career readiness by providing transferable skills. The study highlights student leadership as a high-impact experiential learning practice in higher education.

The present study investigated the mechanism underlying the relationship between teacher support and undergraduates' learning engagement, examining epistemic beliefs as a mediator and gender as a moderator. A cross-sectional survey of 1213 students from Chinese universities was analyzed using structural equation modeling. The findings indicated that teacher support directly and positively predicted learning engagement, with epistemic beliefs serving as a significant partial mediator. Furthermore, a moderated mediation effect was identified: the indirect pathway through epistemic beliefs was significantly stronger for male students compared to female students. These results demonstrate that teacher support enhances learning engagement by fostering the development of mature epistemic beliefs-a cognitive pathway particularly crucial for male students. Consequently, in higher education practice, efforts should extend beyond strengthening teacher support to include the intentional cultivation of students' mature epistemic beliefs, along with the design of gender-differentiated intervention strategies, in order to effectively improve students' level of learning engagement.

The integration of AI-based writing assistants—such as ChatGPT, Grammarly, and QuillBot—has rapidly transformed academic writing practices in higher education. These tools offer instant feedback on grammar, coherence, and structure, and can even generate entire essays or research drafts. While many students and educators recognize the benefits of improved writing fluency, efficiency, and personalized support, significant concerns persist regarding the potential erosion of critical thinking skills and threats to academic integrity. Research highlights a dual impact: AI tools can foster self-directed learning and support skill development when thoughtfully integrated, but overreliance may diminish independent reasoning, creativity, and ethical standards. The literature underscores the need for balanced integration strategies that promote responsible use, ethical awareness, and continued development of core academic competencies. This systematic review synthesizes findings from 50 peer-reviewed studies to examine whether AI-based writing assistants negatively impact student critical thinking and academic integrity in higher education. The review reveals a nuanced picture: strong evidence supports improvements in grammar accuracy and surface-level writing skills, while moderate evidence indicates risks to independent critical thinking, particularly among less experienced writers. Academic integrity concerns are significant, with frequent use associated with increased plagiarism risk absent ethical training. Structured integration with AI literacy education and clear institutional guidelines mitigates negative effects. The review concludes with recommendations for balanced implementation that harnesses benefits while safeguarding core academic competencies.

This scoping review protocol addresses the imperative need for a comprehensive understanding of the health and well-being of university members, aligning with the global recognition of universities as pivotal in promoting holistic well-being. The lack of consensus and diverse definitions surrounding health and well-being in the academic literature necessitate a systematic approach. The scoping review protocol is designed to develop proposals for measures to improve the health and well-being of university members. The objective of this scoping review is to systematically map the domains, topics, and methodological characteristics of survey-based studies assessing health and well-being among university members, including students and employees. This protocol follows the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews) guidelines to outline a scoping review to map the existing literature. The review uses the SPIDER (Sample, Phenomenon of Interest, Design, Evaluation, and Research type) tool to define key elements of the research questions. Eligibility criteria include English-language publications reporting on health and well-being surveys of university members published within the past 10 years. Several electronic databases and gray literature repositories were searched. The scoping review based on this protocol has been completed and published, and this manuscript reports the methodological framework applied during that process. It specifies the primary outputs, including a thematic domain framework, an inventory of survey instruments, and a methodological overview of survey implementation in higher education settings. By providing a transparent and reproducible methodological description, this protocol supports a comprehensive understanding of health and well-being survey practices in higher education and informs the development of comparable assessment approaches for universities at national and international levels. OSF Registries 10.17605/OSF.IO/JMU78; https://osf.io/jmu78/overview.

This article examines the potential of generative artificial intelligence (GenAI) to reshape feedback practices in higher education. It reports on a proof-of-concept study in which teacher educators recorded oral feedback. These recordings were uploaded to a customised ChatGPT model and restructured in alignment with the assessment rubric. Educators then edited the text to ensure accuracy, appropriate tone, and alignment with the rubric. Using collaborative autoethnography, we analysed our experiences to explore how GenAI reshaped the feedback process. Initial implementation increased workload due to technical challenges and substantial editing demands. Over time, efficiencies improved as prompts and workflows were refined. Some educators reported reduced cognitive demands when speaking rather than typing, although labour shifted towards verification, tone calibration, and rubric alignment. While GenAI output imposed a coherent structure on spoken commentary, human oversight remained essential. Ethical considerations relating to authorship, transparency, and professional responsibility were central throughout. We argue that meaningful integration of GenAI into feedback practices requires careful design, sustained human oversight, and explicit ethical reflection. This study raises important questions about assessment authorship, professional identity, and evolving assessment processes in higher education.