Higher Education Programs Research Articles

The Effects of Three Scaffoldings on Computer-Supported, Robot-Assisted Collaborative Programming in Higher Education

Computer-supported, robot-assisted collaborative programming (CSRACP) is a computer-supported collaborative learning (CSCL) mode used in programming education. CSRACP allows students to work in groups with the support of robots to achieve programming functions and complete complex tasks. This research applied multimodal learning analytics (MMLA) to examine the effects of three pedagogical scaffoldings (i.e., conceptual, task-oriented, and meta-cognitive scaffolding) on student pairs’ CSRACP activities in higher education. The results revealed that students under conceptual scaffolding had the low-level cognitive engagement, task-oriented regulation, and low-level socio-emotional expression, with the lowest programming task score; students under task-oriented scaffolding had the operation-driven cognitive engagement, observation-oriented regulation, and low-level socio-emotional expression, with the highest programming task score; and students under meta-cognitive scaffolding had the communication-driven cognitive engagement, exploration-oriented regulation and high-level socio-emotional expression, with the medium programming task score. Based on these findings, pedagogical and analytical implications were proposed to promote CSRACP in higher education.

Towards an understanding of multi-generational higher education cohorts in gamified entrepreneurship education

The increasing inclusion of gamified courses in entrepreneurship programmes in higher education have left gaps in understanding the critical essentials of the multi-generational student cohort undertaking these programmes. In this paper, we interrogate the educational experiences of multi-generational higher education students in a core gamified entrepreneurship course in an undergraduate business school programme. The research analyzed 392 course feedback responses from three generations (X, Y and Z) of a multi-generational cohort. The study developed and validated a behaviour-results model for gamified entrepreneurship courses leading to student entrepreneurial intention and entrepreneurial orientation, and disaggregated student engagement into it's multiple dimensions of cognitive, behavioural and emotional. The model also validated six dimensions of individual entrepreneurship orientation. Using the model, the study found differences in the component variables based on student Generations X, Y, and Z. Also, student cognitive and behavioural engagement led to entrepreneurial intention which also influenced student entrepreneurial orientation. There were marked differences in student grit, cognitive engagement, and emotional engagement between Generations X and Z. Furthermore, generational differences existed amongst Generation Z and Y, and also for Generation Z and X in student entrepreneurial intention. The study also confirmed the difference in entrepreneurial orientation between Generations X and Z. Additionally, the study found that there is a need to contextualize student engagement facilitators such as results demonstrability of the business simulation platform, student grit and user characteristics as they have selective effects on student cognition, behavioural and emotional engagements in a multi-generational student cohort of Generation X, Y and Z.

Vocational and Higher Education: The Role of Trust in the Formation of Educational and Professional Trajectory

The article compares the impact of student trust on their educational and career trajectories in vocational and higher education. Since 2015, in Russia, enrollment in upper-grade vocational education programs has exceeded enrollment in higher education programs, and increasingly, young people choose TVET (Technical and Vocational Education and Training) institutions. Therefore, interest in studying various factors influencing the specific trajectories in TVET and higher education is growing. One of these factors is trust, which remains insufficiently studied. Trust has a positive effect on various aspects of education (academic achievements, satisfaction, loyalty to the university, etc.), which can directly or indirectly determine the choice of further educational and professional trajectory. The research data comes from a survey of Russian TVET and higher education students. Particularly in higher education, in contrast to TVET, student trust (in other students, teachers and management) influences their plans regarding educational and career trajectories after graduation. However, this influence depends on the subject of trust and on the intended life trajectory.

A framework for program wide curriculum transformation

Designing and delivering higher education programs in a global climate of constant change, technological advances and uncertain futures leads to the need for curriculum transformation practices that are innovative and responsive. This paper describes a university-wide approach to developing a framework for program level transformation that is strengths-based, data-informed and design-led. A strengths based approach builds on good practice, creating a space that is positive and forward looking. Data informed practice and the inclusion of data wranglers on the project allowed for conversations about the known, unknowns and desirable directions to take place and inform directions. Design-led practices introduced design thinking principles such a building empathy and co-design with students, alumni and industry. The emergent framework has three key stages: vision, design and build. The vision stage focuses on the program team, its students, industry and desired direction for transformation. The design stage focuses on defining challenges, ideating, co-designing and creating a plan for development. The build stage uses a rapid prototyping and iterative approach to development that incorporates user testing early in the stage. The project has delivered a framework for program level transformation and innovation and has shown that a strengths-based approach that is data informed and engages with students as codesigners has the capacity to unite teams, inform program visions and allow for innovative practices to emerge. Taking a learner experience approach to design also highlighted the value in engaging students and industry in curriculum design from the start of the process rather than simply as end users.

Peer Mentoring Circles in higher education: perceptions of their members with and without disability and program proposal

The increase of the number of students with disabilities in Higher Education, including students with intellectual disability, emphasizes the need for Higher Education Institutions to provide support for their inclusion and learning. Within inclusive Higher Education peers can have a fundamental role through Peer Mentoring Circles. This qualitative study aims to understand the perceived experiences of members of Peer Mentoring Circles, within the scope of a program that provided academic support, during an academic semester, to mentees with intellectual disability. Data collection included semi-structured interviews with members of the Circles (two mentees and seven mentors), and the facilitator’s field notes. Content analysis was used to analyze the data. Through the data analysis, two categories were identified: components of the Peer Mentoring Circles program and experiences of the members of the Circles. The data generated suggest that both mentors and mentees had positive experiences, contributing to the development of the mentees’ skills. Based on literature and the data generated emerged the proposal for the Peer Mentoring Circles program with a broad set of guidelines for its implementation, which can set the baseline for developing future peer mentoring programs in Higher Education aimed not only at students with disabilities, but also at other students with support needs such as international students.

Gamification improves learning: Experience in a training activity of computer programming in higher education

AbstractBackgroundEffective learning in computer programming courses has been a constant challenge for university teachers and has become a relevant competence for current professionals. The literature on gamification in learning presents mixed results, mainly due to problems in instructional design and inconsistency in gamification. Studies with positive empirical results on computer programming formative activities and showing under what conditions gamification is effective still need to be included.ObjectivesThis study aimed to quantify the effects of gamification techniques in software tools that support computer programming learning applied to data‐structures university students. The study focused on determining whether there are differences in learning when using gamification techniques in online exercising formative activities. The effects of gamification on learning objectives with diverse complexity are studied.MethodsThe study was conducted on computer engineering university students following a pretest‐intervention‐posttest design. They were divided into control and experimental groups, where both used a bank of exercises in Moodle to support learning. The experimental group considered gamification techniques, including points, leaderboards, and badges.Results and ConclusionsGamification techniques significantly outperformed in learning gains in exercising activities without gamification. Regarding learning complexity, increasing taxonomic complexity did not negatively affect gamification learning effects.

The patient safety curriculum: An interventional study on the effectiveness of patient safety education for Jordanian nursing students.

The purpose of the study was to assess the effectiveness of the World Health Organization's (WHO) patient safety curriculum (PSC) in improving the patient safety education for nursing students in Jordanian higher education programmes. An interventional design adopting a pre-test and post-test was used. A questionnaire survey was administered to 373 nursing students before and after the curriculum. Students were asked to complete pre-test and post-test questionnaires on self-awareness of patient safety. Students had moderate knowledge of factors that influence patient safety and scored as the highest, (mean 3.45, SD 0.94). The greatest improvement was in the role of the health organisation in error reporting (the mean difference was 0.97, P = 0.001). Taking into consideration the essential measurements, the results obtained after the post-test regarding the two patient safety topics showed a significant increase after completing the training, demonstrating that the patient safety course was effective. The study highlights the importance of developing a curriculum in nursing schools that incorporates patient safety education. The WHO PSC guide can be a great start in this domain.

Challenges Vietnamese EFL Students Faced When Learning and Meeting the Requirements of B1 English Language Proficiency

Learning and meeting the requirements of English language proficiency focused on the Western model of the Common European Framework of Reference (CEFR) are required as essential learning outcomes of higher education programs for English as a foreign language (EFL) learners. However, university students may face difficulties in the process of learning and meeting the requirements of their English language proficiency. To address this gap, this descriptive study was conducted to explore the challenges Vietnamese EFL students encountered in learning and meeting the requirements of their English language proficiency. Participants were sixty Vietnamese EFL students majoring in Odonto-stomatology (Oral maxillofacial surgery) from a university in the Mekong Delta. Two core research instruments were utilized in this study consisting of a questionnaire and a semi-structured interview. Results revealed that the challenges university students faced when learning and meeting the requirements of B1 English language proficiency were significant. It was challenging for university students to achieve level B1 English language proficiency within the CEFR of Vietnam in terms of test-related, candidate-related, and environment-related challenges. The findings of this study could assist students in being aware of their linguistic knowledge and necessary skills so that they have abilities to apply appropriate ways for learning and meeting the requirements of the standards of level B1 English language proficiency in the context of Vietnam.

Pre-Service English as a Foreign Language Teachers’ Perceptions of Task Based Language Teaching for Higher Education Programs in Mexico: Methodology of a Case Study

This quantitative case study research explored English as a foreign language (EFL) pre-service teachers’ perception of the Task-Based Language Teaching (TBLT) for facilitating written language competency for learners of English in northern Mexico. The participants in the study (n = 193) were from two locations: A public university in the state of Nuevo León, Mexico with 112 EFL Pre-service teachers (Location A) and a Normal Superior School with 81 (Location B). All participants took part in the study voluntarily and responded to a survey via email. The study included a survey with a five-point scale (1. Strongly disagree, 2. Disagree, 3. Neutral, 4. Agree, 5. Strongly agree). The survey contained a demographic section followed by three subscales with a total of 35 items: Subscale one, The Teaching Process (items 1-10); Subscale two, The Role of the Task (items 11-18), and Subscale 3, The Teaching of Language Competencies (items 19-35). The last five items (31-35) asked participants about the facilitation of written expression competency through TBLT. The items of the survey responded to the three research questions of the study, regarding perceptions about TBLT approach to the teaching of English; the role of task in English language learning; and the contribution of TBLT for teaching of the written expression competency in Mexico. The construction of the survey was informed by contributions of Prabhu (1987), Nunan (2004), Swan (2005), Ellis (2009), Long (2015), Jeon and Hahn (2006), and SEP (2018). The survey was administered using the SurveyMonkey platform. Since this is an in-progress research, findings and conclusions will appear in further publications.

Investigating feedback-associated stress and mindfulness in undergraduate physiology students and other higher education programs

Study objective: Students who engage with and learn from academic feedback have developed what is known as feedback literacy skills. Being able to learn from feedback is an exceptionally powerful way of growing as a student; however, the process of receiving feedback can be stressful. This can lead to behaviours such as avoidance, denial or diminishing the importance of feedback, which can impact learning. Providing students with the skills needed to learn from feedback and to manage feedback associated stress is therefore increasingly relevant to student success and wellbeing. Feedback literacy skills include managing affect (emotions), focus, and self-advocacy, which are skills that are supported by mindfulness. Mindfulness is being present, on purpose, and without judgement, and is a proven practice that helps to reduce and manage stress. This study is of post-secondary students’ perceptions concerning feedback literacy, mindfulness, and stress, and their thoughts on digital mindfulness tools intended to support students who experience feedback-associated stress. Hypothesis: Students with higher mindfulness skills will also have higher feedback literacy skills and will also have lower stress. Methodology: Students were recruited from across several disciplines (+1000 students), including Physiology and Pharmacology, Dentistry, Occupational Therapy, Information and Media Studies, and Law, along with students supported by the Learning Development and Success Centre at Western University. The study included an online survey ( n=237) and focus groups ( n=6). Gender and program were both included in the survey; however, due to limited sample size, no additional analysis of these factors was conducted. Coding and thematic analysis was conducted by three faculty and two graduate research assistants. Summary of results: The survey data demonstrates that students with greater mindfulness have significantly greater feedback literacy, as well as lower stress. Thematic analysis of focus group data shows a broad range of affective and behavioural responses were shaped by how students perceive their own abilities, circumstances, and feedback itself. Thematic analysis also suggests there is a developmental trajectory for both mindfulness and feedback literacy as graduate students discussed more mindfulness and feedback literacy skills. Discipline-specific views on mindfulness and stress were also apparent. Conclusion: Survey results indicate that students who are more mindful have higher feedback literacy skills; however, when mindfulness and feedback literacy were discussed in focus groups, data suggests that few students considered explicitly linking mindfulness to academic feedback. Students across the various programs expressed vastly different familiarity with mindfulness and feedback literacy. All students expressed interest regarding the development of digital mindfulness tools to alleviate feedback-associated stress and offered recommendations for their implementation. These recommendations were discipline-specific and included the development of program competencies with respect to feedback literacy and wellness. Internal grants from the University of Western Ontario and the Schulich School of Medicine and Dentistry. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

ICT integration into English language teaching-learning: Insights from some private higher education institutions

The integration of technology within language classrooms is a pivotal facet of modern education. Due to this, this study aims to investigate the English lecturers’ views about the use of educational technology in English language classrooms and the English teachers’ implementation strategies about ICT integration into ELE programs in higher education. The study employs a qualitative research approach to facilitate an in-depth exploration and elucidation of its findings. The participants under scrutiny consisted of English lecturers affiliated with English language education study programs situated within private universities located in the West Nusa Tenggara region. The selection of participants was facilitated through the utilization of a convenient sampling method, which was deemed appropriate for the purposes of data collection in this study. In total, the study encompassed the involvement of 25 participants, and it is noteworthy to mention that the composition of this participant pool exhibited certain demographic characteristics. This study used semi-structured interview guidelines as the research instruments. The data analysis process encompassed several key stages, including data condensation, data display, and drawing conclusions. The research findings highlight a diverse landscape of ICT integration among English lecturers in private universities in West Nusa Tenggara, Indonesia. While some educators demonstrate a propensity for innovative and multifaceted technology integration, others exhibit more conventional and hardware-focused approaches. It can be concluded that English lecturers have views about the technology use that should be optimized in the ICT integration within English language education programs.

DESIGN THINKING

Design and design thinking have been identified as making valuable contributions to business and management, and the number of higher education programs that teach design thinking to business students, managers, and executives are growing. However multiple definitions of design thinking and the range of perspectives have created some confusion about potential pathways. This paper examines notions of design and design thinking and uses these definitions to identify themes in higher educational programs. We present the findings from an initial exploratory investigation of design and design thinking in higher education business programs and define four distinct educational approaches around human centred innovation, integrative thinking, design management and design as strategy. Potential directions for management education programs are presented.

Measuring South African novice teacher resilience in coping with teaching challenges: a Rasch model framework

PurposeThe aim of this study was to measure the level of challenges faced by novice teachers in South Africa. Findings suggest a need for professional development courses to upskill teachers with effective pedagogies that can incorporate the social and emotional components into teaching and learning.Design/methodology/approachThis study applied a descriptive research methodology by administering a questionnaire to 143 novice teachers. The data analysis technique was the Rasch model.FindingsThe findings indicated high item and person reliability, with a good item fit and polarity values that are compatible with the Rasch model. The three major challenges identified are uninvolved parents, discipline problems and a lack of guidance and counselling. These challenges can be related to social and emotional learning (SEL) components.Research limitations/implicationsThe study used quantitative methods and discovered the challenges that novice teachers face. If the research uses a combination of qualitative methods, it will be possible to better identify the specific causes of the above three challenges of novice teachers.Practical implicationsDue to the complex nature of South African society, many novice teachers are overwhelmed by the challenges they face when entering the profession. These challenges are often embedded in societal risk factors, which complicate the transition from student teacher to novice teacher. The major challenges identified in this study can be related to SEL components, as the challenges are closely linked to the psychological and social backgrounds of the students. Teachers in this study indicated that they found it difficult to deal with these challenges at the beginning of their careers.Social implicationsBy identifying the challenges facing new teachers in South Africa, they will be better prepared for their work in schools. Therefore, they will improve the above situation to continue developing professionally.Originality/valueThe findings indicated high item and person reliability, with a good item fit and polarity values that are compatible with the Rasch model. Teachers in this study indicated that they found it difficult to deal with these challenges in the beginning of their careers. Professional development courses are suggested to help teachers deal with issues such as discipline, uninvolved parents and guidance and counselling effectively. Higher education programmes should also include these topics in their curricula for student teachers. A greater emphasis on training teachers in their pastoral roles is suggested.

DEVELOPMENT OF YOUTH WORK IN INSTITUTIONS OF HIGHER EDUCATION: ACADEMIC, SCIENTIFIC AND APPLIED ASPECTS

The article reveals the peculiarities of the development of youth work in institutions of higher education.Youth work is a promising field of professional activity with young people, which requires the development of training and employment of youth workers, the level of popularization of youth work in all regions and cities of Ukraine.The development of youth policy, youth work in institutions of higher education has academic and applied aspects and has gone from an educational discipline to scientific and practical developments.Using the example of Pavlo Tychyna Uman State Pedagogical University, the history of the development of youth policy, youth work from academic discipline to scientific and practical developments is covered. In particular, since 2018, the educational and professional program «Social work (Youth work)» has been implemented at the second level of higher education «master» in the specialty «231 Social work».In the context of the development of youth policy as an educational component, later – a separate educational program, there was a vital need to conduct scientific research in this direction. Initially, these were studies on the history of youth work. Subsequently, the historical-pedagogical vector of research was expanded by scientific investigations into the theory and practice of social work, particularly youth work. Scientific research in the field of youth work, youth policy within the educational and scientific program «Social Work» of the third (educational and scientific) level of higher education (specialty 231 «Social Work», educational degree «Doctor of Philosophy») and scientific program deserve special attention «Theoretical and methodological foundations of training future social workers for youth work» (specialty 231 «Social work», scientific level «Doctor of Sciences»).In 2018, the youth center «START» was established at Pavlo Tychyna Uman State Pedagogical University. The purpose of the center's activity is comprehensive development and self-realization of youth in various spheres of social life, disclosure of their potential, protection of interests and rights, promotion of social formation and development, professional orientation and organization of meaningful leisure time, support of talented, gifted youth.The authors, on the basis of the theory and practice of youth work, taking into account the suggestions of stakeholders, determined the prospects for the academic, scientific and applied aspects of the youth policy in the context of the development of social youth policy in Ukraine.

An industry review of recent graduate employee’s performance compared to workplace expectations: An environmental science case study

This study developed and tested a model of higher education environmental science program review through industry-wide surveys of environmental science graduate employers. We surveyed 62 environmental professionals who manage recent environmental science graduate employees in eastern Australia. The survey captured expectations of graduates’ skill performance compared to workplace expectations in the first 6 months of employment in both degree-specific skills and general employment skills. Graduate employee skill importance was ranked significantly higher than their actual performance in degree-specific skills including field work, formal correspondence, policy development, data analysis/interpretation, and understanding environmental legislation. Performance was also significantly lower than expectations of generic employment skills including foundation, collaborative, and employability skills. Work placement within undergraduate programs was reported as being pivotal in efficiently preparing graduates, although workplace time limitations hinder participation. This study provides new evidence for universities to adopt work placement or other work integrated learning as a core program component, embed skill awareness and skill portfolio development in curricula, and periodically undertake industry review of graduate employee performance compared to workplace expectations. The new model presented here, of higher education program review, incorporating both graduate employee performance and employer expectations, will assist universities continuing relevancy in a dynamic employment market.

Towards a national policy on nursing education and training: an imperative framework for integrating nursing education within South Africa’s post-school education system

The aim of this study article is to present an analysis of the first national policy framework, which provides a coherent approach to integrating nursing education into a newly defined band for higher education programmes in South Africa. The significance of this policy framework is ensuring the seamless transition from legacy nursing programmes to NQF-registered nursing programmes. It explores the agenda-setting process, analyses the prevailing context and outlines the rationale for the policy. Walt and Gilson’s policy triage analysis process outlines the key elements of the policy development process. Drawing upon Tarlov’s two-phased public policy development process, the article outlines the steps completed in the policy development process. Recommendations are proposed to expand access, improve quality and diversify the provisioning of nursing education and training in South Africa.

Quality Measurement of Blended Learning Model in Higher Education: Scale Development and Validation

Objective: This study aimed to develop and test a scale for measuring the quality of blended learning models in higher education. Methods: This research adopts a sequential mixed-method approach to construct a new measurement scale. The first phase consisted of the inductive approach to identify the items, followed by exploratory factor analysis. The identified dimensions were tested for reliability and validity in the second phase. Results: The Blended Learning Quality Assessment (BLQA) contains 4 dimensions: Technology Integration, Pedagogy and Curriculum, Physical Infrastructure, and Educator Proficiency. The scale is comprised of 26 items assessing the quality of blended learning programs in higher education. The reliability and validity of the scale were established by confirmatory factor analysis (AVE > 0.6, Cronbach’s alpha > 0.85). Conclusions: In the face of changing student expectations of quality, this study introduces a comprehensive measurement scale by which institutions of higher education may effectively assess their performance. Implications: Results contribute to extant literature by proposing a comprehensive scale to measure the quality of an institution’s blended learning model. The scale integrates digital aspects of pedagogy, delivery, and infrastructure and can be used to identify the dimensions contributing most to student satisfaction.

Social inequality in admission chances for prestigious higher education programs in Germany: do application patterns matter?

Abstract Research has shown that admission to prestigious higher education programs varies by students' socio-economic status (SES). Access to these programs is characterized by high competition and often rather complex admission procedures. Thus, access may depend not only on students’ performance and decisions to apply but also on their application patterns: Where and how they apply, which may vary by social background due to differences in educational achievement, aspirations, and constraints. Using applications to highly prestigious medical programs in Germany, we examine whether admission chances are socially selective even among the positively selected group of applicants, and whether this is due to SES differences in application patterns or performance. Based on complete application register data, we identify application patterns through cluster analysis. We then used the resulting cluster model to predict cluster membership in the 2018 applicant cohort, for which we collected survey data with information on applicants’ SES, preferences, and motivations. We find that application patterns vary primarily by applicants’ performance (grades and test scores) and SES-specific geographic constraints. However, our multivariate analyses on admission chances show that application patterns do not mediate SES differences in admission chances. Instead, these differences are entirely due to SES differences in applicants’ performance.

Transnationalization of higher education in China and Asia: quality assurance and students’ learning experiences

PurposeThis study aims to fill this research gap by providing a comprehensive exploration of the transnationalization of higher education in China and Asia, with a particular focus on how institutions maintain quality assurance and how student learning experiences are reported.Design/methodology/approachThe transnationalization of higher education involves educational programs and services provided by institutions or universities in a country other than their home country where students from diverse countries are trained. The goal of transnational education is to offer higher education to students who face obstacles in physically entering the host country of a transnational program, encourage globalization, enhance cross-cultural communication and improve the quality of education by expanding students' learning opportunities, providing diverse educational experiences and elevating academic standards. The transnationalization of higher education has become a crucial endeavor in Asia, especially in countries such as China, Malaysia and Singapore, where rapid economic development and globalization have prompted the need to evolve into knowledge-driven economies to meet the increasing demand for higher education. The factors driving the expansion of transnational higher education in China and Asia include the desire for top-quality education, the allure of international students, the establishment of worldwide collaborations and aspirations to be recognized as centers of academic distinction. The rapid expansion and increasing importance of transnational higher education has underscored the vital role of quality assurance. To guarantee educational quality, maintain institutional reputation and improve overall student outcomes, several agencies and frameworks have been established to uphold international standards.FindingsBased upon extensive literature reveiw and case analysis, our findings indicated the quality assurance assessment varies and is primarily influenced by host countries and provider polices. However, students in transnational higher education programs report satisfaction with their experienes and the quality of their programs, which tends to meet their expecations.Originality/valueThis study presents the first comprehsensive literatrue rewiew and case analysis of how transnational higher education in China, Sinapore, Malaysia and Vietnam uphold quality assurance and report students learning experiences. Additionally, the findings highlight why future researceh on this topic is crucial and why forestering colloboration among countries in Asian regions is imporant in term of growing geo-politics.

Educational quality and inclusion through collaborative hybridized cybergogy: transformative learning horizons in Pakistani universities

PurposeIn today’s world, empowering individuals, promoting social cohesion and advancing economic development all hinge on access to high-quality education, prioritizing diversity, inclusion and equality. Rethinking current educational strategies using cyber-physical learning assets is necessary to accommodate the learning inclusivity and equity and escalating demands of a globalized world. There is a pressing demand for evidence to support the efficacy of collaborative learning in transforming curriculum and fostering learner inclusion. However, it is recognized as a pedagogical technique within the quality education domain. This study aims to address this knowledge gap by investigating how hybridized cybergogy paradigms facilitate collaborative learning, focusing on diversity, equity and inclusion, to improve educational quality in higher education.Design/methodology/approachThis study used a qualitative approach with an exploratory design guided by an interpretive philosophical perspective. The data was gathered from 60 prospective teachers from the public sector university of Sindh, Pakistan. Semi-structured interviews were conducted with participants. They were then analyzed using theme analysis to understand their views on the potential of hybridized cybergogy paradigms for collaborative learning to improve the quality of education provided at institutions.FindingsThe study results confirm that learners benefit from increased access to learning resources, improved critical thinking and problem-solving skills and a more diverse and inclusive classroom working together in a collaborative hybridized cybergogy setting. By fostering SDG 4 (Quality Education) and the 21st-century skills necessary for global marketplace engagement and competing in progressive environments, this creative method equips learners with the capabilities to face modern global challenges.Practical implicationsThe study offers valuable practical suggestions to stakeholders in higher education, including faculty, policymakers and teacher education programs, for integrating hybridized cybergogy and collaborative learning to align curricula with sustainable development goals. Additionally, it bridges a significant gap in the existing literature, which will aid future researchers interested in exploring this area.Originality/valueThis study stands out as it explores an underexamined area while providing novel educational insights.