Practice In Higher Education Research Articles

Leveraging AI-enhanced and emerging technologies for pedagogical innovations in higher education

AbstractThis study examines the influence of AI-powered and emerging technologies on pedagogical practices in higher education, focusing on their role on behavioural intention (BI) and actual usage among educators and students. The research hypothesises that the relationship between each Unified Theory of Acceptance and Use of Technology (UTAUT) constructs - Performance Expectancy (PE), Effort Expectancy (EE), Social Influence (SI), and Facilitating Conditions (FC) - and BI to use AI is mediated by Attitude towards AI. Additionally, it explores the mediation of the relationship between Technological, Organisational, and Environmental (TOE) framework and BI to use AI by Attitude towards AI. Furthermore, it hypothesises that the relationship between UTAUT constructs, and the actual Usage of AI is mediated by BI. Data were collected from 115 respondents through a survey measuring perceptions of UTAUT and technology-organisation-Environment (TOE) constructs. Partial Least Squares Structural Equation Modeling (PLS-SEM) was employed to analyse the data, alongside PLS-Multi-Group Analysis (PLS-MGA) to explore gender differences. The key results indicated that PE and EE significantly influenced Attitude towards AI (F = 14.861 and F = 33.887, respectively), which in turn significantly influenced BI (β = 0.468, t = 5.106). However, SI had an insignificant effect (F = 0.346), and FC had a minimal influence (F = 2.225). The study found that Organisational Context played a significant role in shaping Attitude towards AI, influencing BI, whereas the direct influence of TOE on BI was not significant (F = 1.356), indicating full mediation by Attitude. Additionally, higher BI did not necessarily translate to increased AI usage (β = -0.381, t = 4.749), suggesting external barriers or moderating factors. These findings provide valuable insights for developing strategies to enhance AI-driven pedagogical innovations, emphasising the importance of fostering positive attitudes and addressing practical challenges in AI adoption.

Indigenizing pre-teacher education: reflections on utilizing traditional storytelling to gather language data from Sámi children

The aim of this study was to develop research-based pre-teacher education pedagogies in the context of Indigenous teacher education, focusing on Sámi (Indigenous people of Sápmi—northern Scandinavia and northwest Russia) communities and investigating the reflections of preservice teachers on their participation in research-based pre-teacher education as part of a Sámi teacher education development project in Norway. Utilizing the storytelling method, preservice teachers collected language data from Sámi children in kindergartens and schools. The study sought to understand the experiences of five participative preservice teachers during the data collection process, as recorded in their diaries. This study proposes a method to indigenize research courses within Indigenous teacher education programmes at tertiary education levels. Research in higher education practices within Indigenous institutions contributes to the advancement of Indigenous higher education and provides critical insights into diverse methods, goals, and contexts of conducting research in higher education settings.

Enhancing reflective practices in higher education with AI-supported anthropomorphic coaches

This paper reports on a pilot study exploring the use of generative AI and anthropomorphic coaches to enhance students’ reflective practices. Reflective practice is crucial for critical thinking and self-awareness. AI-driven feedback systems and lifelike avatars may create interactive, engaging environments for deeper student reflection. Drawing on observations from an ongoing project using Soul Machines Studio at the University of Auckland Business School, this inquiry considers anthropomorphic AI coaches’ ability to provide timely feedback and support reflective work in postgraduate courses. As a work-in-progress, we describe two use cases: (a) Refining team collaboration through AI-guided reflection and (b) providing feedback on reflective journal writing. We also outline future work on scalability, longitudinal studies, learning management system integration, cross-cultural adaptation, and ethical frameworks. We highlight AI's potential to develop students’ reflective practices and contribute to integrating advanced technologies in education.

Factors Influencing Satisfaction for Continuance Intention to Use E-Learning Systems in Higher Education: Delphi Technique

E-learning has been widely adopted by universities globally, transforming teaching and learning practices in higher education. While much research has focused on adopting and accepting e-learning, less attention has been paid to students' satisfaction and their continuance intention (CI) to keep using these systems. A literature review reveals low student satisfaction and the intention to continue using e-learning platforms. Despite the extensive studies on continuance intention in e-learning, there is no clear consensus on the factors influencing student satisfaction with continuance intention. This indicates a knowledge gap regarding individual and system aspects contributing to e-learning satisfaction. This study seeks to identify key satisfaction factors affecting continuance intention using a two-round Delphi technique involving ten experts and to develop an initial model of these factors for higher education institutions. This model is expected to help institutions better understand the critical factors driving continuance intention, enabling more informed decisions in evaluating and implementing e-learning projects.

Introduction to the LINK PRAXIS V.2 I.1 second section

This collection of 13 manuscripts presents the exegetical writing produced by final-year undergraduate students completing their Bachelor of Visual Design, with a major in Communication Design, at Auckland University of Technology (AUT). These manuscripts are a key component of the students’ Level 7 capstone projects, where creative practice is critically contextualised through academic reflection. Following the connective exegesis model proposed by Hamilton and Jaaniste (2010), the project integrates 15 credits from Design Research, which focuses on research methodologies, and 45 credits from the Design Studio, which adopts a practice-led, research-driven approach. This framework encourages students to develop creative responses to complex global and cultural issues, connecting personal practice with broader social contexts. The capstone project’s thematic focus on Design Citizenship encourages students to engage in transdisciplinary work that addresses contemporary cultural, environmental, and social challenges. This approach fosters innovation and authenticity, allowing students to explore how design can offer both personal and socially relevant responses to critical questions. The programme has notably generated increased interest in postgraduate study, with many students continuing their research in the Master’s programme. These manuscripts offer a platform for students to engage in scholarly publishing, providing a space for them to reflect on how practice-oriented research can yield meaningful, contextually informed design outcomes. This collection contributes to broader discussions about the role of creative practice in higher education and its potential to generate new insights and knowledge through design research.

Näkymättömyysviitta ja tuntoisuuskysymys – kielenomistajuus, kehollisuus ja tila kielikeskusopiskelijoiden kertomina

This article examines university students’ experiences with the embodied and spatial aspects of language learning and use, along with the concept of language ownership. Bridging sociolinguistics, cognitive science, and the phenomenology of embodiment, the study is based on 11 thematic interviews with students who have taken at least one language course at a Finnish university language center. Our data illustrates how language users describe their bodily and spatial language experiences. We also demonstrate that language ownership, akin to grounded cognition, exists at the intersection of sensory perception, the external body as the object of perception, and the material and social environment. This research enriches the discussion on language learning environments and practices in higher education, while providing an interdisciplinary perspective on sociolinguistic concepts.

What’s Your Problem? Writing Effective Research Questions for Quality Publications

Research questions play a central role in papers, indicating the phenomenon or problem that is being addressed, and clearly stating what is being investigated. Indeed, the presence of research questions within a research article is an established quality indicator, and research questions form the basis of determining hypotheses, methodology, methods, and how interpretations and analysis of outcomes are undertaken. Given the key purpose of a research article is to communicate the phenomenon or problem that is being addressed, research questions play a central role in clearly stating what is being investigated. The Journal of University Teaching and Learning Practice (JUTLP) seeks to publish high quality research papers which offer impactful guidance for teaching and learning practice in higher education. In this editorial, we explore what research questions are, how they are used, their key characteristics, different types of questions, and how to write them. We also make practical recommendations for authors, reviewers, and editors in how to use research questions, what to look out for when reviewing manuscripts and making decisions, and how to best support authors in producing quality publications by ensuring impactful research questions are included.

E-leadership Practices and Implication for Higher Educations: A Systematic Review Protocol

E-leadership practices in developed countries are employed for leadership in business and industry which is an applicable system that is advantageous for leaders and employers to connect simply through technology. However, e-leadership practices in higher education, specifically in developing countries, need further investigation. To gain insight into this gap in e-leadership practices in higher education, this systematic review will search and analyze e-leadership practices from developed to developing countries in different disciplines with different methodologies which have implications for higher education. For this systematic review, the databases GOOGLE SCHOLAR, PUBMED and IEEE XPLORE will be utilized. Articles published in the English language that focus on e-leadership practices in different disciplines will be eligible. The evidence will be searched and data will be extracted on the similarities and differences between e-leadership practices in previous research. Indicating the searched evidence in methodology, geography, and discipline will determine how many e-leadership practices exist. I will ensure that all articles are checked and address e-leadership practices in different disciplines and contexts to provide vital ideas and implications for higher educations.

Coalition: Mapping the Development of Inclusive Practices in Initial Teacher Training for Fostering Student Participation

In this article, we present the progress of the Erasmus+ Coalition European project. The aim of this project is to promote the development of inclusive practices in higher education so that optimal learning scenarios can be experienced which allow for the rethinking of participation processes in an educational context. In the first phase of the project, a study was carried out using a mixed methodological approach of teaching competences for the development of inclusive practices. University teaching staff and students from several European institutions participated in this study with the aim of gathering information on the following key areas: academic perceptions of possible institutional obstacles and resources; beliefs of the teaching body with regard to inclusive pedagogical approaches; and strategies for adapting to different learning styles and encouraging student participation. Here, we present the results obtained in relation to the implementation of procedures for inclusive teaching, placing our emphasis on the strategies used to favour the monitoring of student learning. Based on the achievements of the initial stage, our intention is to generate a community of practice that supports the training scaffolding of those concerned, and to develop online processes of inquiry to improve initial teacher training in fomenting student participation.

Research on Mobile Learning (M-Learning) in Higher Education: A Systematic Review (2016 to 2023)

This study investigates the evolution of mobile learning (M-Learning) applications in higher education between 2016 and 2023. This period marks an era of significant technological innovations and the profound impacts of the COVID-19 pandemic on education. The purpose of this research is to delineate how M-Learning applications are represented in the academic literature during this time and to identify research trends within this field. The research is based on a systematic review of 161 academic articles related to M-Learning, published between 2016 and 2023 in the Scopus and Web of Science databases. The study utilizes the TCCM (Theory, Context, Characteristics, Methodology) framework to conduct an in-depth analysis of theoretical approaches, research contexts, learning characteristics, and methodological strategies in the literature. The findings reveal that M-Learning positively impacts areas such as collaboration, skill development, and self-assessment among students. The effective use of mobile devices as educational tools by instructors and students is identified as crucial for the success of M-Learning applications. Moreover, the success of M-Learning is closely linked to users' attitudes toward technology and the integration of technological and pedagogical supports into the learning processes. This systematic review provides significant insights into how M-Learning can transform learning and teaching practices in higher education. It suggests strategic planning and further research for educators, policymakers, and researchers on integrating mobile technologies into learning processes. Specifically, there is a need to explore the long-term effects of M-Learning on student achievement and its applicability in various learning contexts.

A narrative review of the potential use of generative artificial intelligence in educational research practices in higher education

A narrative review of the potential use of generative artificial intelligence in educational research practices in higher education

Reflective portfolios: a learning and self-assessment tool

Recent studies have emphasized the growing relevance of portfolios in higher education, particularly as a tool that fosters reflective and formative assessment practices. This article presents a qualitative study conducted with a group of Education students, exploring the portfolio as the primary assessment method. The research investigates the conditions under which portfolios can serve as effective tools for both self and peer assessment, using reflective cognition (metacognition) to enhance learning. Classroom observations were combined with open-ended questionnaires, and data analysis was conducted using webQDA software to ensure rigor and objectivity in interpreting the findings. The study reveals that the use of portfolios not only fostered student agency and autonomy but also strengthened self-responsibility and promoted deeper engagement with the learning process. Furthermore, portfolios facilitated a more dynamic, transparent, and collaborative relationship between students and instructors, offering a structured yet flexible approach to assessment. By aligning with competency-based curricula, the portfolio enables a more personalized and meaningful evaluation of students' development, shifting away from traditional, static assessment models. This study contributes to the advancement of assessment practices in higher education, advocating for portfolios as a critical tool in promoting cognitive development, reflexive thinking, and an integrated approach to learning and assessment.

Advancing inclusive practices in higher education: possibilities and limitations of a social justice professional development course

ABSTRACT Research on widening the participation of historically underrepresented university students tends to focus on student preparation and the structural adjustments needed to attract and retain them. Few studies have examined how to prepare university staff for the diversity of students that comes with such widening participation programmes. This paper contributes to this gap by discussing the impact that a professional development course on practising inclusion in higher education had on academic and professional staff participants’ understanding of equitable and inclusive practices. Using interview data, we found that participants developed a more nuanced and sensitive practice and greater confidence to act for change as they acquired new skills and knowledge associated with social inclusion practices, reflected on their professional identity changes, and gained critical insights into their roles. These findings support the need for this type of professional development to prepare all higher education staff to genuinely support university students from underrepresented groups. They also highlight the need for these professional development offerings to foster greater reflexivity about taken-for-granted assumptions, a deeper understanding of structural power and inequity in higher education, and higher education staff members’ capacity to enact change within these structures.

The interconnectedness between Ubuntu principles and generative artificial intelligence in distance higher education institutions

The interconnectedness of African philosophical principles of Ubuntu with generative artificial intelligence may provide an inclusive approach to distance higher education. This fusion may improve and provide customised learning, access quality education, collaboration, inclusivity, strengthens lecturer support and development, and a culturally relevant experience that acknowledges the communal interests of all stakeholders. Generative artificial intelligence promotes epistemological access for all students irrespective of their diverse social, financial, and linguistic backgrounds and redefines higher education experiences and practices while the principles of Ubuntu prioritise the well-being of stakeholders. The objective of this conceptual article was to explore the interconnectedness between Ubuntu principles and generative artificial intelligence perspectives in distance higher education institutions to reimagine methods of teaching and learning. This article is grounded in the theory of the Ubuntu principles and advocates for a paradigm shift in higher education practices. It contends that integrating African philosophical principles into the implementation of generative artificial intelligence’s learning provides a more inclusive and culturally relevant approach to education. The notable highlights confirm that Ubuntu principles dismantle oppressive systems, restore self-determination for all students and promote change and reconciliation through the use of generative artificial intelligence. This approach can be applied to distance higher education institutions to create inclusive learning experiences that gives precedence to a sense of belonging, mutual support, and ethical considerations.

Examination as knowledge development: A case study from vocational education and training

Post-graduate and further education can easily be overlooked as a contribution to collective knowledge and practice development in a field of practice. An overarching theme of this article is how the organisation of a post-graduate and further education initiative can influence collective knowledge in vocational education and training. This article aims to inquire about what teachers and school managers in vocational education and training experience with an examination format where the teachers conduct a university exam at their school, with their management as audience and potential participants. This case study is based on qualitative data from four focus group interviews with teachers and five focus group interviews with school managers at five vocational training schools. The teachers participated in the ‘Vocational Teacher Training Initiative programme’ (YFL) in Norway. ‘The third space’ is used as the overarching theoretical framework. Through a thematic content analysis, the findings were crystalised into three categories. 1) The examination format facilitated a proximity to practice. 2) Knowledge sharing appeared as concrete actions. 3) The examination format revealed new possibilities for co-creation with higher education. The result is that the examination format seemed to function as a bridge between conventional teaching practices in higher education and collective development in vocational education and training. Minor changes in the examination format appeared to open the door to what is termed ‘a third space’ between higher education and schools.

EPortfolio practice for student well-being in higher education: A scoping review

The aim of the study was to map and assess published empirical studies on the contribution of ePortfolio practice to student wellbeing in higher education. Our leading research question was: What is known in the existing literature on the wellbeing outcomes of ePortfolio practice in higher education? A scoping review was conducted to identify affective outcomes of ePortfolio pedagogy. The review included 23 papers. Six thematic groupings around student well-being were identified among the included papers: ePortfolios for achieving human potential, ePortfolios leading to self-awareness, ePortfolios enhancing identity formation, ePortfolios supporting connectedness, ePortfolios fostering self-regulation, ePorfolios as stressors.

Regaining focus: Promoting attentional literacy in digital higher education

The attentional demands placed on digital learners have grown, with online and blended education increasingly impacted by hyperconnectivity and digital disarray. In this context, it is essential for educators to help learners develop attentional literacy (AL). Building on past research on AL which fused insights from the fields of digital literacies and contemplative pedagogy (CP), this Delphi study examined the concept of AL and associated practices in higher education. Starting with a working definition of AL, expert feedback was invited from a global panel of experienced CP practitioners across academic disciplines. Through three Delphi rounds, the AL definition was validated and refined, before an abbreviated version was produced to facilitate operationalisation by digital educators who may not have a CP background. The study further explored how AL can be integrated into online higher education curricula, identifying strategies for educators and students to develop AL practices and address barriers to these practices. Despite systemic and structural constraints, cultivating AL allows educators and students to exercise a greater degree of individual and collective agency over their own attention in a digital world. Implications for practice or policy: Students can be guided in developing AL through a series of stages involving awareness and noticing, focus and intentional choice, openness and curiosity, and consideration of the wider attentional ecosystem. Educators should develop their own AL first, approaching it holistically by integrating personal, pedagogical and professional development-related practices, along with complementary offline activities. Institutions can maximise scope for AL development by increasing technological support and, especially, reducing curricular time pressure on educators and students.

Response-able study: sketching ecologies for collective, affective and speculative practices in higher education

ABSTRACT This article engages Stefano Harney and Fred Moten’s conception of ‘black study’ (2013. The Undercommons: Fugitive Planning and Black Study. Wivenhoe: Minor Compositions.) as an enactment of a feminist ethics of response-ability. As such, this article inquires: how might ‘we’ conceive of study as a response-able practice of ‘collective knowing and doing’ (Haraway, D. J. 2016. Staying with the Trouble: Making Kin in the Chthulucene. Durham: Duke University Press.) through the confluence of thinking-with feminisms, posthumanisms, black studies, and affect theories? This article experiments with study as an ecological mode of engagement that affirms difference through the decentring of individual identity in favour of foregrounding co-constitutive relations. I do so by proposing response-able reading, sensing and storying as practices of study that might contribute towards new educational imaginaries for thinking and doing higher education differently.

Quest for Equity: Using multiple methodologies to promote collaboration and engagement in anti-racism education

This article explores how multiple methodologies can create new spaces to reimagine anti-racism work and enhance engagement in anti-racist education. Through the combination of two methodologies, namely design-based research (DBR) and gamification, the paper describes the design formation of the game Quest for Equity, a collaborative and engaging speaking tool. The game improved player engagement and effective collaboration, while challenging performative and racist practices in higher education. This paper provides methodological contributions such as the unique use of facilitation observation and presents an interesting way to extract elements of multiple research approaches to suit contextual goals, reimagining new solutions to historical and contemporary problems.

The determinants of data use practice for instructional practice in higher education

PurposeAn evidence-based approach to improving instructional practices and student outcomes in data use. It is a systematic process of evaluating and analysing learning problems, collecting and transforming various types of data into instructional decisions, and implementing informed actions to improve instruction and student learning. Since teachers are the main actors in instructional practices, this article reports on a study aimed at predicting the influence of various teachers’ characteristics on the degree of data use practices for instructional purposes.Design/methodology/approachIn this study, we conducted a survey in a developing country to gather primary data. The collected data were analysed using a supervised machine learning approach, focussing on decision tree analysis, to determine the influential factors.FindingsOur investigation identifies pedagogical knowledge, data literacy, content knowledge, knowledge of English for teaching and attitudes towards data as crucial determinants in predicting the intensity of such data use practices. Notably, pedagogical knowledge emerges as the most potent predictor, emphasising its pivotal role in shaping teachers’ frequency of instructional data use practices. Surprisingly, English proficiency does not exhibit a significant influence in this predictive model.Research limitations/implicationsThe findings may not be generalisable to a wider context since this study relied on a relatively small teacher self-reported sample collected through surveys, and, as this study used perception data, this may or may not reflect teachers’ actual knowledge and skills.Practical implicationsBy spotlighting the nuanced interplay between teacher individual characteristics and the practice of data use for instructional improvement, this research contributes to a nuanced understanding of the factors shaping teachers’ engagement with data. Ultimately, it provides a foundation for targeted interventions and strategies aimed at fostering a culture of evidence-based practices to improve instruction and consequently student learning outcomes within educational settings.Social implicationsThis insight holds significant implications for policymakers, educational practitioners and providers of professional development programmes seeking to facilitate effective data use practices for instructional improvement.Originality/valueBy spotlighting the nuanced interplay between teacher individual characteristics and the practice of data use for instructional purposes, this research contributes to a nuanced understanding of the factors shaping teachers’ engagement with data. This study represents an empirical examination of such factors by employing a quantitative approach: a flexible decision tree analysis. This contributes to a growing body of research on factors related to teacher characteristics and much of the research in the field of data use has been done using a qualitative approach.