Quality Of Higher Education Research Articles

Knowledge Acquisition and Audience Retention in Stroke Education: Results From a Global Study by the World Stroke Organization.

The World Stroke Academy (WSA), the educational platform of the WSO, provides high-quality stroke education to health care professionals worldwide. Understanding the learning needs and preferences of WSA members is crucial for effective knowledge translation. This study aims to (1) assess demographics and professional backgrounds of WSA members, (2) identify preferences in knowledge acquisition, and (3) evaluate audience retention during WSA webinars. A survey was developed using Qualtrics and distributed via email to all WSA members from May 8 to May 23, 2023. The survey included multiple-choice, rating scale, and ranking questions. Audience retention data were obtained from the latest 6 WSA webinars (May 2023-December 2023). Descriptive variables were reported, and χ2 analysis and multinomial regression models were used. A random sample of 1065 WSO members received the survey; 327 initiated it (participation rate, 30.7%), and 236 completed it (completion rate, 72.2%). The mean age (SD) of participants was 46.7 (±11.6) years; 57.2% identified as male. Most respondents were stroke specialist physicians (65.3%) and were based in Europe (35.2%). Online journal articles represented 41.6% of the total time allocated for stroke education, with 17% allocated to webinars. Social media usage patterns showed X (formerly Twitter) as the top choice (34.7%). Age, profession, and location significantly influenced social media platform use. Audience retention was at 50% at the 57-minute mark and 44.3% at the end of webinars. Tailoring WSA webinar content to meet health care professionals' needs and enhancing interactive components can improve audience retention. These insights will guide the future development of the WSA portfolio.

Educational Inequality Among Left-Behind Children in China and Vietnam

This essay delves into the issue of educational inequality faced by left-behind children in China and Vietnam, a challenge closely tied to the rapid economic transformations in both countries that have driven significant internal migration. Children who remain in rural regions often encounter profound academic and social disadvantages, further entrenching cycles of poverty and inequality. Through a comparative lens, this study examines how institutional barriers--such as China’s Hukou system--and Vietnam’s geographical and ethnic divisions exacerbate these disparities in education. The research draws upon government policy analyses, demographic trends, and existing scholarly work to illuminate the particular obstacles these children face. The findings underscore that in China, the Hukou system serves as a key obstacle to rural children’s access to high-quality education, whereas in Vietnam, ethnic minorities and those living in isolated areas contend with issues such as language barriers, geographic remoteness, and the impacts of climate change. The essay concludes with recommendations for policy reform and future areas of study, advocating for more comprehensive strategies and international cooperation to address the entrenched inequalities at play.

Digital Literacy as a Key Factor in the Preservation and Development of the Educational Process in Times of War

The purpose of the article is to explore the role of digital literacy in ensuring the continuity and quality of higher education during the war, to identify the main challenges facing the educational process in times of crisis, and to outline ways to effectively use digital technologies to expand educational opportunities. The article aims to substantiate the need to develop digital skills among students, teachers and administrators of higher education institutions as a tool for adapting to modern challenges under martial law. The research methodology – systematic analysis, generalization, and forecasting were applied, which made it possible to identify opportunities and prospects for the introduction of digital technologies into the educational process in the wartime and post-war period. The scientific novelty is to substantiate the definition of digital literacy as a strategic resource, to develop recommendations for improving the effectiveness of digital literacy in the educational process and the level of digital competence among students and teachers, taking into account the specifics of martial law and post-war reconstruction. Conclusions. In today’s environment, digital literacy is an integral part of information security, data storage, and critical perception of information, and plays a key role in supporting and ensuring the educational process. Teaching basic digital literacy skills should remain a priority for society. The use of distance learning platforms, interactive tools, and cloud services has made it possible to continue learning even in the most difficult conditions. To overcome the digital divide, optimize educational processes and increase the level of digital skills, taking into account the conditions of the educational process in wartime, the following solutions are proposed: cooperation with local authorities and international organizations to expand access to high-speed Internet and technical equipment, especially in rural and remote regions; combining synchronous and asynchronous learning for the convenience of students; use of electronic platforms for distance learning; multimedia adaptation of educational content; and It is noted that the combination of innovative technologies and flexibility in teaching approaches will ensure a gradual reduction of the digital divide, optimization of the educational process and increase of the level of digital skills among students and teachers.

Using RE-AIM to Assess Infant Early Childhood Mental Health Practices in Classrooms Serving Children with and Without Disabilities

Background/Objectives: High-quality inclusive education is important for promoting the positive development of children with disabilities in early childhood care and education (ECCE) settings. However, ECCE teachers may not have the knowledge and skills to manage challenging behaviors in young children, especially those with disabilities. Infant and Early childhood mental health consultation (IECMHC) is one mechanism to support the professional development of teachers. This study explored the impact of an evidence-based IECMHC program, Jump Start Plus COVID Support (JS+CS), on outcomes for teachers in classrooms including children with disabilities. Methods: Utilizing a RE-AIM framework, we examined the extent that JS+CS impacted teacher outcomes related to classroom practice and teacher attitudes after the initial intervention period. In addition, we examined the extent that the classroom children with disability ratio moderated the impact of the intervention on teacher outcomes. Using a cluster randomized controlled trial in a sample of 138 racially and ethnically diverse teachers in 31 ECCE centers, we examined the reach, effectiveness, adoption, and implementation of JS+CS. Results: The results indicate that the JS+CS program shows promise as an intervention to support ECCE teachers working in classrooms with children with disabilities, particularly in improving teacher safety practices, behavior management skills, and resiliency coping. In addition, the program was adopted equally in classrooms that served children with and without disabilities. Conclusions: This is a unique contribution to the literature given that no previous IECMHC programs have examined adoption in classrooms serving children with disabilities. Further investigation is needed to determine the specific factors that impact program implementation considering that this study was conducted during various phases of the COVID-19 pandemic.

Exploring the public dialogue on government school costs in Australia: a content analysis of print media

ABSTRACT Objective All children deserve high-quality education. In order to promote inclusive educational policies and practices, understanding barriers to participation in education is necessary. School costs is one potential barrier that has garnered limited attention in the literature to date. The objective of this research was to better understand public dialogue concerning government school costs in Australia. Method We conducted a content analysis of print media coverage on government school costs in Australia between 2011 and 2023. Results In total, 118 print media articles met the inclusion criteria. Six categories were generated: School Costs, School Fees, Payment Approaches, Support Services, Funding of Government Schools, and Impact on Children and Families. Parent voices were the most common in the included articles (30.5%), followed by government officials (17.8%). Conclusion Australian print media has documented that school costs are problematic for families in Australia. The perspectives of parents are central in public dialogue on this issue. There is a need for empirical research to better understand the impacts of school costs on Australian families, particularly those who are experiencing socioeconomic disadvantage.

“Middle School Is Gonna Cost My Kid a Career in STEM”: Understanding the Implications of the Excellence Gap in K-12 Education

Like other administrators serving low-socioeconomic areas and/or minoritized populations of students, Assistant Principal Mackenzie Riley is struggling to ensure systems are in place to ensure all students in their building, regardless of ability level, have access to high-quality instruction. This case examines how efforts to close the “Achievement Gap” in a suburban middle school are at the same time widening the “Excellence Gap” for some high-achieving students of color, and the events that take place when an angry parent calls administration out on the issue.

THE IMPLEMENTATION OF SINGLE NATIONAL CURRICULUM IN PUNJAB: TEACHERS' PERSPECTIVES BY EXPERIENCE AND QUALIFICATION

Education has been recognized to be an important factor in nation-building. Every student has a fair & equitable opportunity to acquire a high-quality education within one education system which includes common curriculum, medium of instruction & assessment platform. A Single National Curriculum is one step in that direction. In 2020, Pakistan's government implemented the SNC, a significant curricular reform aimed at reducing differences in the national curricula and promoting basic competencies for students. Prior to the adoption of SNC, many schools taught a diverse curriculum. The purpose of this study is to investigate teachers' perspectives on the implementation of a SNC in the province of Punjab, taking into account their qualifications and experiences. A quantitative descriptive research design was applied. The results revealed that the highly qualified teachers demonstrated a stronger commitment to the SNC objectives, while experienced teachers exhibited varying level of acceptance showing higher positivity. The study suggested the need for teachers' training and Continuous Professional Development programs in order to implement SNC effectively. The SNC's aim will only be accomplished if the proposed assessment procedure is used, hence improving the examination system.

Perception of Childhood Routine Immunisation among Adults in Selected Communities of Ido Local Government Area, Ibadan, Oyo State, Nigeria

Aims: Immunisation is one of the medical achievements of the twentieth century; however, some vaccines are receiving less and less support. Increasing people's understanding of vaccination's direct advantages, beyond avoiding infectious diseases, may aid in regaining vaccine acceptance for children two years and below. The study determines the perception of childhood routine immunization among adults in selected communities of Ido Local Government Area, Ibadan, Oyo State. Study Design: Mixed method study design. Methodology: A mixed-method study design that adopted a multi-stage sampling technique to select 417 respondents for the study was used. Two instruments were used for data collection: a questionnaire and an in-depth interview guide. The questionnaire assessed perceived severity and benefits with 36 items each, and scores below < 19 and score ≥ 19 were categorized as low and high for each variable, respectively. Quantitative data was analyzed using descriptive and inferential (Chi-square) statistics at a significance level 0.05. The qualitative data was analyzed using a thematic approach Results: There were 41(9.8%) men and 376(90.2%) women, totaling 417 adults. The respondents 208 (49.9%) have a Secondary School Certificate, the highest educational qualification among the respondents. Results also revealed that 172(41.3%) of respondents had good knowledge about children's routine vaccinations. About 396(95.0%) had a high severity level of vaccine-preventable diseases. Also, 409(98.1%) had high perceived benefits of immunization uptake. Conclusion: This study showed a high level of perceived benefits of immunization uptake among the respondents. Since respondents perceptions of childhood routine immunization and education level were substantially correlated, the government should encourage and improve maternal education.

Accessible Geology

Introduction. The universal right to access education faces challenges in ensuring an inclusive system, particularly for students with disabilities. Objective. This study focused on creating accessible educational materials for visually impaired individuals in the discipline of magmatic petrology within the geology course. Methodology. We utilized Braille printing, a fusor machine, “Multiplano”, a Braille labeler, and manual materials such as wood sticks, hot glue, and raised ink. Results and discussion. Practical activities involved handling samples and thin sections, with illustration diagrams printed using the fusor machine. Field practical classes enabled the observation of rocks in situ. The use of “Multiplan” in map creation complemented the learning process. Conclusion. We concluded that the developed materials were effective; continuous feedback from the student guided material improvements, fostering mutual learning exchange. This study also underscores the benefits of these materials for non-disabled students, promoting a more accessible and high-quality higher education for all.

Compliance QFD – how compliance contributes to quality in higher education

ABSTRACT The study aims to present a framework, a so-called Quality Function Deployment (QFD) house, to enhance the service quality of higher education institutions (HEIs), supporting the institutional compliance management issues and processes. To develop the compliance QFD, questionnaires and focus group interviews were conducted to determine the service quality attributes, while the compliance management functions originated from a comprehensive literature review. This research describes and correlates ten service quality attributes at the institution level of HEIs and nine compliance management functions. The QFD results present the priority ranking of the examined compliance functions proposing improvement criteria based on higher education institutions’ general compliance and service quality management areas. These insights will be helpful to educational leaders to align compliance activities for student-perceived quality and also to leaders and policymakers in deriving a strategic plan on compliance management to improve the service quality offered to the stakeholders, primarily students.

From classroom to industry: Developing universal competencies and AI integration in engineering education for technological advancements

The purpose of this study is to develop strategies for enhancing higher and postgraduate education in Kazakhstan, with a focus on improving graduate readiness for professional roles and building predictive models to analyze and assess doctoral graduation rates in technical fields for 2023–2025. This research emphasizes a flexible framework that integrates universal competencies into engineering programs, adaptable to various institutional and national contexts. Active learning methods, including project-based tasks, problem-solving exercises, internships, and lab work, are employed to cultivate practical skills aligned with real-world engineering demands. The study also highlights the need for comprehensive assessment systems that extend beyond theoretical testing, incorporating continuous feedback and curriculum adjustments to align with labor market needs and scientific developments. Results reveal key areas for higher education reform, as outlined in Kazakhstan’s State Program for Education and Science Development (2020–2025). These include implementing a competency-based approach, optimizing interdisciplinary and practice-oriented teaching methods, and enhancing the global competitiveness of Kazakhstani universities. Additionally, through time-series analysis of doctoral graduation data, a trend model was created, showing a steady increase in graduates, tested for anomalies and trend adequacy, making it reliable for forecasting graduate numbers. The scientific significance of this work lies in its contributions to models that improve graduate training, fostering high-quality education to enhance Kazakhstani universities’ global competitiveness. By integrating AI-driven strategies and emerging technologies, the research provides an adaptive educational model to equip students with essential professional and universal competencies, essential for navigating the evolving labor market and supporting sustainable development.

Ten Reflections to Consider Before Your First Research Project.

Pediatrics is an ever-evolving field, and clinicians focused on clinical care, including pediatric hospital medicine providers, are in an ideal position to develop research projects that advance evidence-based practice. However, clinical providers get pulled away from their research to deliver high-quality education and care at the bedside to children and families. The challenges of balancing these important goals are ones most faculty will face their entire career. This is most difficult for faculty taking on their first project, as they have yet to refine their research skills, learn their various institutional resources, and build a research team. The purpose of our manuscript is to offer 10 reflections to consider when developing your first research project. We intentionally focused on concepts we felt were highly relevant to first research project experiences. Our goal is to motivate talented clinicians and encourage the development of a solid project foundation to avoid the various pitfalls we have experienced.

The Emigration of Highly Qualified Students from Morocco: An Analysis Using Panel Data

The emigration of highly qualified students from Morocco poses a significant challenge to the country’s economic and social development, contributing to a troubling "brain drain" that impacts not only the fields of medicine and engineering but also various other critical sectors in need of innovation and expertise. This study investigates the specific factors driving these students to leave Morocco, utilizing a sample of 31 countries and employing a fixed-effects econometric model for the period 2016-2018. Our analysis identifies several key determinants of emigration, including GDP per capita, public spending on education, the unemployment rate, and the quality of higher education. The results highlight the critical role of effective public policies in talent retention and suggest that targeted interventions are necessary to mitigate this outflow of skilled individuals. This research contributes to the understanding of brain drain dynamics and offers actionable insights for policymakers seeking to address this pressing issue.

‘Grades alone are insufficient!’ Chinese EFL student teachers’ perspectives on teacher written feedback on course essays

ABSTRACT Despite the important role teacher written feedback plays in student learning, it is still an under-researched area at tertiary education level, especially in the field of EFL (English as a Foreign Language) teacher education. Moreover, Chinese university students’ perceptions of teacher feedback have been left unattended. Therefore, this study sets out to uncover EFL student teachers’ perceptions of the current teacher feedback on their course essays and desirable teacher written feedback. Drawing on questionnaires and semi-structured group interviews conducted with 117 pre-service teachers in an undergraduate EFL programme in Central China, the study shows a low level of satisfaction with the current grade-alone feedback practice. High-quality teacher written feedback on course essays was considered as necessary to improve student teachers’ learning. Implications are drawn on how to enhance teacher educators’ written feedback.

Students Emotion and Distraction Detection While Adopting E-Learning Approach

Currently, e-learning has changed the way students’ study by providing high-quality education that is not restricted by place or time. Mobile phones, tablets, laptops, and desktop computers are some of the products that make online learning easier. These devices were used for mandatory online learning due to the COVID-19 pandemic. However, because the e-learning approach prevents an instructor from actively observing a group of students, they may become distracted for many reasons, significantly reducing their learning potential. This paper proposes an intelligent system called the Intelligent E-Learning Monitoring System (IELMS) that helps faculty members keep track of such students and supports them in improving their performance. Convolutional neural network (CNN) techniques are utilized to detect emotions, and once the optimum algorithm for detecting emotions has been identified, it is fused into the model that detects an online learner’s distraction. The fused model produces logs of distraction and emotion. These logs will assist the teaching community in identifying underperforming online learners and facilitating counseling.

RESEARCH STATUS, HOTSPOTS AND EVOLUTİON İN THE FİELD OF ONLİNE MUSİC EDUCATİON: A BİBLİOMETRİC REVİEW

ABSTRACT In the contemporary era of swift informational advancement, the rapid progression of digital technology has become especially significant, profoundly reshaping numerous fields. Globally, the demand for personalized learning, an emerging educational model, is increasing day by day, while the discussion and pursuit of unified educational standards are also gradually strengthening. This parallel pursuit of educational diversity and standardization reflects society's expectations and demands for high-quality education. Against this backdrop, we have witnessed the transformation of educational models, particularly the widely recognized and valued importance of collaborative learning and the sharing of educational resources. This trend is not only evident in traditional educational practices but also significantly manifested and developed in the field of online education. In this wave of educational change, the online music education sector has attracted widespread attention with its unique charm and potential. Music education, as an artistic form rich in creativity and emotional expression, has provided learners with brand-new learning experiences and possibilities through its online trend. However, despite the rapid development of online music education, existing research lags, particularly in the quantitative and empirical analysis of bibliometric indicators such as influential authors, popular topics, and evolutionary trends. To fill this gap, our research utilizes abundant data from the globally authoritative Web of Science (WOS) database. Through systematic literature review and analysis, we aim to reveal the core content and characteristics of the online music education field. In this process, we employ VOSviewer, a powerful analytical tool, which helps us gain a deep understanding of multiple dimensions within this field, including the distribution of authors, geographical contributions, key journals, co-occurring keywords, and co-cited references. Through this series of in-depth analyses, we not only clearly depict the current status of the online music education field but also reveal its frontier hotspots and future evolution trends. The insights from this study aim to provide scholars and educators in this field with a comprehensive and multidimensional perspective, serving as a strong reference and guidance for their future research and work.

Polish Development and Humanitarian Aid for Kenya

Kenya has been among the recipients of Polish Official Development Assistance since 2011. Polish aid to Kenya is improving the quality of healthcare, the access to high-quality education at all levels, increasing the capacity of emergency services, equalizing educational and life chances for children from groups at risk of exclusion, entrepreneurship development and activities to increase the efficiency of micro and small enterprises, and initiatives for environmental protection. Poland, on the basis of the Multiannual Development Cooperation Program 2021–2030. Solidarity for Development, supports the communities of 10 priority countries, including Kenya. Earlier, between 2016–2020, it was also supporting the communities of 12 priority countries, including Kenya. Humanitarian aid is often provided under an ad hoc procedure in connection with emerging humanitarian crises that affect the inhabitants of a given region. Humanitarian aid can be delivered both bilaterally and through multilateral channels through contributions to specialized international organizations. The PCPM Foundation ran the program of development of the specialist rescue system in Kenya between 2021–2023. Development aid in Kenya is also provided by the Polish Humanitarian Organization. Caritas Polska helps starving Africa

Effect of a youth-led early childhood care and education programme on children's development and learning in rural Sindh, Pakistan (LEAPS): a stepped-wedge cluster-randomised implementation trial.

In low-income and middle-income countries, an estimated 181·9 million (74·6%) preschool-aged children do not receive adequate nurturing care in health, nutrition, protection, learning, and responsive care, thus jeopardising their healthy development across the life course. Working alongside the health sector, multisectoral actions including social protection and education are necessary to achieve child health and development outcomes. Innovations are needed to expand access to high-quality early childhood care and education (ECCE) for young children and opportunities for youth development. Youth Leaders for Early Childhood Assuring Children are Prepared for School (LEAPS) is a two-generation programme that trains female youth aged 18-24 years to deliver ECCE. We evaluated the effectiveness of LEAPS to improve children's school readiness when delivered at scale in rural Pakistan. We implemented a stepped-wedge cluster-randomised trial with three steps from Dec 3, 2018, to June 30, 2021. 99 villages (clusters) in four districts in rural Sindh, Pakistan, were randomly assigned (1:1:1) to introduce LEAPS across three steps. Eligible clusters were those that had a feeder primary school run by the National Commission for Human Development, a department of the Ministry of Federal Education and Professional Training; were safe; had space for a LEAPS preschool; could identify a female youth to deliver the ECCE service; and had not previously participated in the pilot study. Government partners trained female youth, aged 18-24 years, to provide community-based ECCE, enrolling up to 20 children, aged 3·5-5·0 years, per class. Population-based cross-sectional surveys were conducted at baseline and after each step for children who were eligible if they resided in the cluster, were aged 4·5-5·5 years at the time of the survey, and without any severe clinical health conditions or disability. The primary outcome was children's school readiness using the International Development and Early Learning Assessment (IDELA) composite score comprising emergent numeracy, emergent literacy, socio-emotional development, and motor skills. An intention-to-treat analysis was conducted, using linear mixed models accounting for clustering and the stepped-wedge design. The trial is registered with ClinicalTrials.gov (NCT03764436). LEAPS was implemented in 91 of 99 villages. In eight clusters, a LEAPS preschool could not be set up. For the intervention programme, the average enrolment of children in a LEAPS preschool was 19 (SD 3, range 12-20). A total of 3858 children (n=3852 with complete IDELA data) were assessed across the four survey rounds conducted between Jan 1, 2019, and March 31, 2021. LEAPS increased school readiness (standardised mean difference: 0·30 [95% CI 0·20-0·40]; p<0·0001) as compared with the control condition. LEAPS offers a scalable solution to expand access to high-quality ECCE and promote children's school readiness while providing employment for female youth in rural Pakistan and settings with similarly low ECCE participation. Dubai Cares; and Saving Brains, Grand Challenges Canada. For the Urdu translation of the abstract see Supplementary Materials section.

PDK CONNECTION: Strategic planning and the future of PDK membership

In this month’s PDK Connection, CEO James F. Lane announces the association’s new vision (to eliminate the teacher shortage by reimagining educator pathways) and new mission (to inspire and grow current and rising educators to become community leaders and advocates for high quality education). Lane also shares information about a new member benefit and a new Kappan publication schedule. PDK members now have access to the Teaching Channel video library, while print editions of Kappan will be delivered to members four times a year (March, May, September, and December).

Comparing telesimulation-based learning and e-learning as remote education delivery methods in pre-hospital practice

Introduction: Pre-hospital practitioners based at rural and geographically spread-out regions often find it difficult to access education and training for continuous professional development. Distance learning can resolve the dilemma of how to provide high-quality education where the number of participants is small and widely scattered. E-learning is an established teaching modality that has been widely used, whereas telesimulation is a novel teaching tool that has been evolving throughout the past decade. This study aimed to evaluate the experience of e-learning compared to telesimulation for pre-hospital practitioners.Methods: This study was conducted from January to June 2021. Twenty-six pre-hospital responders were randomly allocated to complete either an e-learning module or a telesimulation session based on acute paediatric asthma. Each participant completed a post-session satisfaction questionnaire for quantitative and qualitative analysis. For the telesimulation session, all participants attended remotely, while the faculty were based on site. The e-learning module was accessed by the participants via the internet.Results: Both modalities were positively received, with participants agreeing that the learning objectives were met. However, telesimulation was rated significantly higher in terms of engagement (p = 0.044) and suitability (p = 0.033). Qualitative feedback highlighted the immersive and realistic nature of telesimulation as key advantages, while e-learning was appreciated for its flow and stimulating questions.Conclusion: Telesimulation and e-learning can help learners with restricted availability and geographical challenges. Telesimulation allows learners to work as a multi-disciplinary team despite being scattered across a large geographical area, while e-learning gives learners the flexibility to access education at a convenient time.