Process In Higher Education Research Articles

Enhancing Academic Development: A reflexive exploration of Staff and Students’ Experiences on curriculum co-creation

Academic development of students and staff is a critical element in higher education, especially with reference to their engagement in curriculum development. While higher education institutions advocate for the inclusion of students in curriculum co-creation, in practice, this has not been easily implemented. The urgency to create this collaborative ecosystem necessitates a reflexive contribution. In this article, I explore the experiences of academic staff and students on their engagement in curriculum co-creation with a specific focus on developing a study guide for the newly developed module, which is part of the decolonisation process. The emphasis on meta-cognitive skills and the social justice element in the curriculum development process ensures a responsive curriculum that meets the needs of society, students and staff in a cohesive and integrated manner. I underpin this reflective study on Schon’s theory of reflection on action. I argue that engaging students in curriculum creation stimulates deep learning, an empowerment attribute which I explore as it enhances innovative and critical thinking. This study employed qualitative methods of collecting and analysing data, followed by identifying important themes from the data. The reflections and emergent themes provide pathways to enhance academic development to encourage curricula co-creation processes in higher education.

Mega trends Informing the Teaching - Learning Process in Higher Education

Mega trends Informing the Teaching - Learning Process in Higher Education

Educational Management Innovation by Utilizing Artificial Intelligence in Higher Education

Innovation in higher education is essential to align teaching with technological developments. The use of artificial intelligence (AI) offers great potential to improve education management in higher education through optimizing the teaching and learning process. This research aims to explore how the integration of artificial intelligence in education management can improve the efficiency, effectiveness, and quality of students' learning experience in higher education. The research method includes a comparative analysis between conventional education management systems and systems that utilize artificial intelligence, as well as the implementation of AI technology in the decision-making process in higher education. The results show that the application of artificial intelligence can improve the ability of prediction, data analysis, adaptation, and personalization in curriculum management, student performance evaluation, and the provision of learning resources tailored to individual needs. Artificial intelligence in education management in higher education has opened up various opportunities. Artificial intelligence enables personalization of learning. In addition, the use of artificial intelligence in administration has also improved the efficiency of resource management and administrative processes. The conclusion of this study states that the utilization of artificial intelligence in educational management in higher education can bring about positive changes. By effectively utilizing artificial intelligence technology, universities can improve students' learning experience and optimize administrative efficiency, better preparing students for future challenges. It can also manage education in higher education to create a more adaptive, responsive, and innovative learning environment, which in turn can improve the overall quality of higher education.

General Characteristics of Pedagogical Conditions and the Structural and Functional Model for the Formation of Future Vocational Education Teachers’ Pedagogical Tolerance by Means of Interdisciplinary Integration

Modern social processes are characterized by a global trend towards the priority of fundamental educational needs in the formation of a developed personality with significant intellectual and creative potential. The article provides a general description of the main pedagogical conditions for the formation of future vocational education teachers’ pedagogical tolerance by means of interdisciplinary integration, as well as the features of the structural and functional model for the process. The purpose of the article is to characterize the theoretical foundations and conditions for the formation of future vocational education teachers’ pedagogical tolerance, with the involvement of means of interdisciplinary integration, as well as a description of the structural and functional model for the process. Research methods. During the implementation of the research, a number of general scientific research methods were used, in particular, methods of analysis, synthesis, concretization and formalization, abstraction, induction and deduction, comparison. Results. It is determined that among the main vectors for modernizing the national system of vocational education is the optimization of the process of theoretical and practical training of future teachers. The article establishes that the need to actualize the phenomenon of pedagogical tolerance is conditioned by the specific requirements for the professionally significant qualities of a vocational teacher, those are characterized by the specific content and specific focus of pedagogical activity. In the course of the study, it was found that one of the promising areas of pedagogical education is the formation of personal qualities of a future vocational education teacher as a specialist, including his/her pedagogical tolerance. Attention is focused on the importance of forming pedagogical tolerance of future vocational education teachers with the involvement of interdisciplinary integration. The essence of the phenomenon under study is identified as a personal quality and principle of a teacher's activity, which consists in recognizing the value of and expressing respect for the differences between the subjects of the educational process, recognizing the right to be different, refusing to change it in one's own image, the ability to adequately understand each other, and the desire to build democratic relations with all subjects of the educational process. Conclusions. The study highlights the main provisions of modern legal acts that legitimize the need to transform the algorithms for training future vocational education teachers, as well as the conceptual foundations for organizing the educational process in higher education. In addition, the basic principles of implementation and development of interdisciplinary integration of the educational process are characterized.

Педагогические кейсы в системе высшего образования

Introduction. In the system of domestic higher education, the creation of individual cases on pedagogical situations in higher education, and then the formation of their base is in demand. The purpose of the study is to develop a version of the pedagogical case on the situation in the system of higher education as a model for creating a bank of similar cases in the future. Theoretical analysis. When teaching disciplines in the field of higher education for future teachers, cases on various pedagogical situations are used. At the same time, publications on pedagogy consider professional trainings and similar cases on certain situations in preschool and school education, but cases on pedagogical situations that arise in the process of university educational activities are not presented in scientific literature. Results and their discussion. The author’s definition of the case is formulated; the case study on the pedagogical situation when an exam on a discipline is taken ahead of schedule is proposed in the basic and extended version and its solution based on the legislative framework, life and pedagogical experience of the author is given. Conclusion. The formation of the bank of cases on pedagogical situations that characterize the educational process in higher education is only at the initial stage. They have to be worked out and improved in the context of the transformation of higher education in order to effectively solve the problems facing the national higher school today.

THE ROLE AND CHALLENGES OF LECTURERS IN THE ERA OF INDUSTRIAL REVOLUTION 4.0 AND SOCIETY 5.0 IN DELIVERING LEARNING FOR MILLENNIAL STUDENTS GEN Z STUDENTS

Higher education is one of the learning facilities for the nation's next generation which is required to produce quality human resources. The success of the educational process in higher education is influenced by many factors that are interrelated with each other. One of these factors is the lecturer. Facing the era of industrial revolution 4.0 and Society 5.0, the role of lecturers in higher education is very important and strategic. In the era of digitalization, a lecturer must be able to adapt to technological advances. This research aims to provide an overview of the role and challenges of lecturers in the industrial revolution 4.0 era in delivering learning to students in the industrial revolution 4.0 era. To prepare students to enter the world of work in the digital era. The research method used is a descriptive qualitative approach. Data collection techniques in research were carried out based on theoretical studies from searching research journals, books and papers. a descriptive qualitative approach to describe how much influence the role and challenges of lecturers in the industrial revolution 4.0 era have in delivering learning to students. The picture obtained from several literature results is that to produce graduates who have good character, lecturers must act wisely in recognizing the conditions of students and classes in this digital era. Lecturers must make changes in teaching, at least changes that start from the lecturer himself. Learning patterns can no longer use old patterns, lecturers must be able to keep up with technological developments, so as to produce highly competitive graduates. The era of industrial revolution 4.0 and society 5.0 is an era where the digital industrial world has become a paradigm and reference in the order of life, so that new literacy is needed as capital to take part in people's lives.

Development of Essential Competences for the Success of Inclusive Quality Teaching–Learning Processes in Higher Education

Currently, the development of key competences has become a fundamental priority to ensure the success of inclusive quality teaching–learning processes at all levels of education. This research proposes a quantitative observational study that involved 446 Spanish, Chilean and Mexican individuals, using the INNOVAPRENDE questionnaire. Education is fundamental to provide citizens with the skills inside and outside the classroom. For this reason, the research focuses on the teachers’ perception of university students’ skills to develop Personal, Social and Learning to Learn (PSLL) competence: initiating learning, managing time, managing information and managing self-regulated learning. It was found that women (vs. men), older participants (vs. younger participants) and participants with 16–25 years of experience (vs. those with 0–5 years of experience) perceive that university students have greater knowledge and skills to deploy PSLL. The conclusion highlights the importance of teacher guidance and support, as well as expectations in relation to learners’ development of the skills that make up PSLL.

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The dynamic development of modern pedagogical science is characterized by the search for basic approaches to building the educational process in higher education. It is aimed at educating and training a professionally competent, proactive, creative specialist with highly developed personal and creative skills. Such a specialist should be endowed with a sense of duty and responsibility to society. Moreover, he or she must be able to quickly adapt to the modern world, characterized by an increased role of the individual, and intellectualization of his or her activities in the face of rapid changes in the development of science and information technology. The article aims to identify the patterns and clarify the main vectors of higher education development, given the conditions and current requirements. In the course of the study, the analytical method was applied to study the scientific literature on the development of HEIs. To study and process the data, the authors employed such methods as analysis, synthesis of information, induction, deduction, systemic and structural, comparative, logical, and linguistic methods, abstraction, and idealization. Moreover, the authors of the study conducted an online survey to clarify the most important issues related to the peculiarities of the development of HEIs practically. Based on the results of the study, the main most important vectors of higher education development were identified, and the opinion of scientists and heads of HEIs on key practical aspects of higher education development was investigated.

E-Learning Experiences in the Computer Networks Course in Higher Education

This article examines the impact and benefits of e-learning in higher education, focusing on student experience in the Computer Networks course. To evaluate the meaning of e-learning, the author used a complex questionnaire, applied to 98 students from the Technical University of Moldova. The results highlighted the importance of course structure, reliance on deep study, lecturer training quality, feedback and interaction, and use of digital resources. The article argues that e-learning has significant potential to improve academic performance, save time and costs, and provide access to quality educational content. The study highlights the significant contribution of e-learning to improving the learning process in higher education and to meeting the evolving needs of students and labor market demands.

Психолого-педагогические основы развития гражданской идентичности в процессе профессионального образования в высшей школе

The formation and development of civic identity are one of the important tasks of the education system and upbringing of youth. Modern education in general faces serious challenges and problems in the formation of social and civic identities among the younger generation. The purpose of this article is to conduct a theoretical analysis of the methodological foundations of the formation of civil identity and present the main directions and stages of its development in the educational and extracurricular educational process in higher education. The content of the article substantiates the need for scientific development of the phenomenon being studied on the basis of psychological and pedagogical methodology. The problems of the formation of civic identity in Russian and foreign studies are considered. The authors present a theoretical analysis of the concepts of “civic education” and “civic identity” as polyscientific and interdisciplinary categories, on the basis of which the structure of a person’s civic identity is constructed, consisting of cognitive, emotional, value and behavioral components. The novelty of the research lies in the fact that, based on the theoretical analysis carried out, the work identifies and illustrates in the form of a model the main markers of the formation of civic identity, focusing on which allows us to develop and introduce into the educational process educational technologies to support the development of civic identity among modern youth. The content of the article highlights and substantiates the main stages and forms of development of students' civic identity at different stages of education. In conclusion, it is noted that the process of civil self-determination of young people is a strategically important goal in shaping the security of the Russian state. A special role and mission for the implementation of the technology for the formation of civil identity is assigned to the teacher. Of course, to implement educational technologies, it is necessary, first of all, to work with the teaching corps of representatives of higher education, with the civic consciousness of the teaching staff, who form and develop the human capital of the country’s future generations.

An Analysis of Types of Teacher's Questions in The English Learning Process in Higher Education

This research discusses the types of questions lecturers use in the teaching and learning process for the students of the University of Putra IndonesiaYPTK Padang. The aim of this research is to identify the types of questions generated by lecturers in classroom interactions. This research was carried out on students majoring in Management. In collecting data, researchers used observation and interviews. Observations are used to see the types of questions used by lecturers in the teaching and learning process. Meanwhile, interviews are used to find out why lecturers used the questions in the teaching and learning process. The researcher made observations using an observation checklist, field notes, and a video recorder as tools during the observation. Teacher questions were analyzed using the Miles and Huberman (1995) qualitative data analysis model. The research results show that in the process of learning English in Management classes, teachers predominantly use procedural and convergent types of questions to interact with students. These questions are used to determine the level of students' understanding of the material that has been taught and can help students to recall the material. Using these questions can help students participate actively by responding to these questions. Lecturers do not use divergent types of questions which can increase students' thinking patterns to be more critical in conveying ideas or opinions about something.

Long-Term Social Outcomes of Pediatric Liver Transplant Recipients: Transition From Childhood to Adulthood.

Chronic disorders may negatively affect people's learning status, marital status, occupational life, and social life. Liver transplant is the only curative treatment for chronic liver diseases. This study was undertaken to evaluate the psychosocial effects of liver transplant in adult patients who had undergone liver transplant during the pediatric period compared with psychosocial facts in the general population. We retrospectively reviewed adult patients (>18 years of age) who had received liver transplant as children. We compared sex, age at the time of transplant, current age, type of donor, graft survival status, marital status, age at first delivery, number of children, educational status, and occupational status in the study population versus the general (normal) population. To compare the liver transplant patients included in the study with the general population correctly, we used data from the Turkish Statistical Institute. Among 77 liver transplant patients included in our study, the mean age at transplant was 10.9 years (range, 0.5-16 y) and the mean age at the time of the study was 25.2 years (range, 18-42 y). Of the patients, 61 (79.2%) were single and 16 (20.8%) were married. Patients in the study population married at a younger age than the general population (25.5 vs 28.1 y for men, 24.3 vs 25.4 y for women). Of 16 married patients, 9 (56.2%) had a healthy child or children. The percentage of patients who graduated from higher education or were continuing their higher education process was higher in our study population than in the general population (36.3% vs 22.8%). Among our study population, 37 patients (48%) were workers. Liver transplant had no negative effects on the social, educational, and professional lives among adults in our study who received transplants in the pediatric period.

INTERNALIZATION OF ISLAMIC VALUES IN AN URBAN MUSLIM SOCIETY: A CASE STUDY OF DIGITAL LEARNING AT MUHAMMADIYAH UNIVERSITIES IN YOGYAKARTA

As the majority religion, Islam in Indonesia is not directly proportional to Islamic values which should be displayed in the form of daily behaviour. Therefore, internalizing Islamic values, especially in the learning process in higher education, is of paramount important. Internalization of Islamic values is an aspect that is often overlooked in learning discussions, particularly in online learning. The issues raised in online learning discussions are more about methods and approaches in the learning process and very rarely to touch on the value aspect. In the context of Muhammadiyah higher education (PTM), instilling Islamic values as the core of its character education is a challenge for lecturers and students. In particular, those who live in urban areas which are full of challenges. This study explores challenges in internalizing Islamic values in digital learning at Muhammadiyah affiliated universities. Class observations and semi-structured interviews were conducted with 15 lecturers at three Muhammadiyah affiliated universities in Yogyakarta to garner an understanding of the internalization process and the challenges faced in this process. Data analysis was carried out using thematic analysis from Braun and Clarke. This study delineates that the process of internalizing Islamic values in the universities was still limited to the level of transformation and value transactions and has not yet touched on trans-internalization of values. This is because there are four main challenges faced, namely technical, pedagogical, psychological and semantic challenges. The implications and factors related to these four challenges are discussed in more depth in this paper.

Contextual factors and motivation opportunities of gamification technology in studying the educational discipline "Mass communication and information"

The article examines the main aspects and principles of gamification technology, which is an effective way of making changes in teaching methods, an opportunity to provide students with not only theoretical knowledge about the subject matter, but rather to develop their creative potential. Gamification is studied in three aspects: how motivational learning opportunities are implemented; in terms of studying the psychological factors of the game process as well as analyzing of behavioural results. The authors describe several ways of using gamification by means of information technology in education, in particular in journalism training. A number of educational services and communities which are used in the educational process are reviewed. Based on the comparative analysis, the issues of the conceptual and categorical apparatus of gamification technology are specified. The analysis of scientific sources has provided grounds for identifying the main components of the gamified learning process and game elements that form the mechanics of the gamification process, such as challenge, tasks, tests, cooperation, feedback, accumulation of resources, rewards, and the state of victory. The article considers gamification both as a teaching method and as a means of organizing a complex learning process in higher education. Approaches to the development and successive stages of the lesson in the course "Mass Communication and Information" using gamification technologies are proposed. An attempt is made to delve into each stage of developing the plot of an educational game in order to master the principles of building a game plot, storytelling tools using specific examples and introducing gamification elements into a practical lesson. The contextual factors of gamification are studied on the example of the project of a practical lesson of the mentioned training course, based on the discussion of motivational possibilities, taking into account the psychological/behavioral results of gamification. It has been found that the final learning outcomes and competences of students have become, firstly, an indicator of achieving the goals and objectives set in the educational game, and also allowed to establish that the introduction of game elements in the learning process contributes to increasing the cognitive activity of students due to the effect of novelty, forming interest in knowledge, developing learning motivation and initiative, and also makes it possible to combine practical activities with theory. The empirical results on the effectiveness of gamification in journalism classes show that educational games provide a positive effect, but the latter largely depends on the context in which gamification is implemented, as well as on the users involved in the educational game, the latter factor being addressed through proper psychometric studies of the student audience.

Predictive machine learning model for mental health issues in higher education students due to COVID-19 using HADS assessment

PurposeStudents pursuing different professional courses at the higher education level during 2021–2022 saw the first-time occurrence of a pandemic in the form of coronavirus disease 2019 (COVID-19), and their mental health was affected. Many works are available in the literature to assess mental health severity. However, it is necessary to identify the affected students early for effective treatment.Design/methodology/approachPredictive analytics, a part of machine learning (ML), helps with early identification based on mental health severity levels to aid clinical psychologists. As a case study, engineering and medical course students were comparatively analysed in this work as they have rich course content and a stricter evaluation process than other streams. The methodology includes an online survey that obtains demographic details, academic qualifications, family details, etc. and anxiety and depression questions using the Hospital Anxiety and Depression Scale (HADS). The responses acquired through social media networks are analysed using ML algorithms – support vector machines (SVMs) (robust handling of health information) and J48 decision tree (DT) (interpretability/comprehensibility). Also, random forest is used to identify the predictors for anxiety and depression.FindingsThe results show that the support vector classifier produces outperforming results with classification accuracy of 100%, 1.0 precision and 1.0 recall, followed by the J48 DT classifier with 96%. It was found that medical students are affected by anxiety and depression marginally more when compared with engineering students.Research limitations/implicationsThe entire work is dependent on the social media-displayed online questionnaire, and the participants were not met in person. This indicates that the response rate could not be evaluated appropriately. Due to the medical restrictions imposed by COVID-19, which remain in effect in 2022, this is the only method found to collect primary data from college students. Additionally, students self-selected themselves to participate in this survey, which raises the possibility of selection bias.Practical implicationsThe responses acquired through social media networks are analysed using ML algorithms. This will be a big support for understanding the mental issues of the students due to COVID-19 and can taking appropriate actions to rectify them. This will improve the quality of the learning process in higher education in Oman.Social implicationsFurthermore, this study aims to provide recommendations for mental health screening as a regular practice in educational institutions to identify undetected students.Originality/valueComparing the mental health issues of two professional course students is the novelty of this work. This is needed because both studies require practical learning, long hours of work, etc.

STRATEGIC PLANNING IN UNIVERSITIES OF KAZAKHSTAN IN THE POST-PANDEMIC PERIOD

The purpose of the research – This research aims to study the practices of strategy development in public and private universities in Kazakhstan and develop recommendations for their improvement. Particular attention is paid to the strategy development process, stakeholder engagement, the impact of the pandemic, as well as issues of well-being and digitalization.Methodology – Semi-structured face-to-face and online interviews were used as a collection method. The researchers conducted 7 semi-structured interviews with senior or middle managers who participated or are involved in the development of the strategy (rector, vice-rector, head of the department), as well as an analysis of strategic documents.Originality / value of the research – There are many studies in the scientific literature on the impact of the pandemic on various processes in higher education, but the impact on the strategic planning process, taking into account digitalization and the well-being of students and staff, is poorly studied. This study fills this gap, and also shows practices and difficulties in strategic planning at universities in Kazakhstan.Findings – In the process of strategic planning, there is a top-down approach, with low involvement of stakeholders. In public universities, the dominant role is played by key performance indicators (KPIs), released by the EOM, turning strategies into a plan to achieve these KPIs. The pandemic has prompted universities to take a strategic approach to digitalization, but well-being issues are not taken into account in the planning process.

Fostering Digital Literacy in Higher Education: Benefits, Challenges and Implications

The perception of "literacy" has traditionally been linked to the ability to read and write. However, with the advancement of technology, the scope of literacy has expanded to encompass various other skills and abilities. One significant aspect is digital literacy, which goes beyond computer proficiency and comprises a range of skills essential for effective teaching and learning. Digital literacy plays a crucial role in making information more accessible and respecting the preferences of young learners. In today's increasingly digital world, students and teachers must master digital competence to succeed. Therefore, it becomes imperative to incorporate digital literacy into the curriculum, as it not only contributes to lifelong learning but also serves as a vital competency for future employment. This article presents a literature review on the positive impact of digital literacy and its associated learning outcomes in higher education. It seeks to address the following questions: How does digital literacy, as a powerful technological tool, enhance the teaching-learning process in higher education? Also, what challenges may hinder the successful implementation of various digital-related skills? Through exploring these aspects, this study aims to shed light on the significance of digital literacy in higher education and its potential implications for both educators and learners.

Development of Higher Education of the XXI Century in the World Context in the Face of Global Challenges

The article is devoted to the problem of higher education development in the twenty-first century in the context of global challenges. Since the scientific research did not include an empirical component, theoretical methods of scientific knowledge (analysis, synthesis, abstraction, etc.) became additional components of the methodological toolkit, and the analysis of relevant scientific publications on educational issues for the period of 2019-2023 was taken as a basis. For convenience, the materials were systematized according to the relevant topics: development and implementation of innovative methodology in the educational process; opportunities for integrating digital technologies into education, digitalization; stakeholder requirements for the personality of a specialist and their implementation in the educational process; problems and prospects for the development of the educational sector; transformation of higher education in Ukraine under the influence of a full-scale war. The purpose of the article was to analyze certain aspects of the development of higher education in the twenty-first century. The analysis of publications allowed us to identify visions of ways to solve educational problems and modernize higher education. Particular attention was paid to the peculiarities of the organization of higher education in Ukraine during the war and the factors that will stimulate/hinder the development of post-war Ukrainian higher education. The generalization of information obtained from relevant scientific sources made it possible to model the process of transformation of higher education today, to identify global factors, to point out the incentives and the path of development that the educational sector is currently moving along. The novelty of the proposed research lies in the attempt to systematize existing scientific studies and build a holistic vision of the transformation processes in higher education. The article is aimed at educators, students, educational reformers, and researchers and aims to draw attention to the importance of educational issues.

A Dialectical Perspective on an Institutional Change Process in Higher Education

A Dialectical Perspective on an Institutional Change Process in Higher Education

The Strategic Role of ICT in Islamic Higher Education

Times continue to change, cultural shifts continue to occur continuously. The world of education is no exception. It is inevitable that the erosion of information and communication technology will continue to touch the world of education. From management, learning and finances, the use of information and communication technology can be maximized.This research method is a qualitative research method with a case study approach. A case study is a model that focuses on "bounded system" exploration of one case or several cases in detail by extracting data in depth. Various sources of information that are rich in context are used for data mining.. Basic Concepts of Information and Communication Technology, The Role of ICT in the Learning Process in Higher Education and Supporting Institutional Administration, Stai Nurul Ilmi Tanjungbalai slowly began to complete the infrastructure for managing the campus and conducting learning. The room is provided with multimedia equipment and WiFi which can be used as a source of learning material.In the end, based on the experience of universities that have successfully used ICT to improve performance, it can be said that the ICT "invasion" in the world of higher education will not be successful. Campus human resources must be ready to change their paradigm, way of thinking and daily habits.