Quality Of Higher Education Research Articles

Mapping service quality in higher education: insights from bibliometric study

Mapping service quality in higher education: insights from bibliometric study

On the Influence of the Quality of Education on the Quality of Human Personality

The education of a person in general, is the beginning of the consciously guided birth of their spirit, the determinant of the development of their intellect. Through high-quality teaching of the population, it is possible not only to improve the personality of a person as an individual, but also to condition the positive development of all social relations. A well-educated individual becomes an actor of social progress through high-quality teaching. As a result of education, or teaching as a dynamic process is achieved education as a static state. Only the appropriate motivation of the worker, both material and non-material, always leads to the achievement of the required quality of work. The quality of teaching determines the quality of education and, indirectly, the quality of a person’s personality. The quality of any school, particularly universities, largely depends on the quality of incoming students, including their level of motivation. At the university level, the foundation of educational quality lies in the added value provided by university teachers. In order to achieve the required quality of education, which determines the quality of each person’s personality, it is necessary to implement rational organisational measures, educational measures and especially conceptual content measures in the heterogeneous system of the Slovak educational system. The problem of approaching or achieving world standards of education quality and achieving a generally accepted level of quality education is a long-term open problem in Slovak social conditions.

Research on Safety Issues and Countermeasures of Outdoor Games in Rural Kindergartens

Safety is the prerequisite and guarantee for children's happy and healthy growth through play. Today, with the development of high-quality preschool education, rural kindergartens still have problems with insufficient teacher ability, insufficient knowledge, single safety education forms, and lack of post game evaluation in outdoor game safety. In addition, there are also problems with single safety training forms, weak children's safety awareness, lack of self rescue ability, lack of safety management and education with other departments, and outdated large equipment. Based on the above problems, the author proposes the following suggestions: (1) Establish the concept of "child centeredness": 1. Teachers should improve their own literacy and master the correct educational concept; 2. Provide timely and targeted guidance for children's games, and carry out post evaluation work effectively; 3. Adopt diverse and safe teaching methods based on the age characteristics of children; 4. Enhance children's safety awareness and abilities (II) and establish a multi-faceted cooperation mechanism for education. 1. The government invests funds and manpower, and provides professional personnel to guide and repair; 2. Collaborative education between home and school, promoting deep cooperation between home and school; 3. Strengthen teacher training and establish a sound game safety system

Research on Strategies for Improving Employability of Graduates of Higher Vocational Colleges

Finding work after college has always been a big problem for universities and society as a whole. The problem of graduates from higher vocational schools having a hard time finding work is especially noticeable. COVID-19 has slowed down China's social and economic growth in the last few years; things are not looking good for the national economy, which directly leads to the dire state of jobs. The number of college students in higher vocational colleges is growing every day, as is the number of graduates. At the same time, the job market is getting more and more competitive, and there is still a gap between the skills of college students in higher vocational colleges and the skills that are needed in the job market—this has made it harder for college students in higher vocational colleges to find jobs. Thus, making college students in higher vocational schools more employable by developing their overall skills and helping them become more competitive for jobs have become important tasks for higher education and pressing problems that need to be fixed. Based on a comprehensive analysis of existing research, this paper proposes four strategic suggestions: building a talent training model based on employability factors, strengthening the construction of high-quality vocational education characteristic courses, giving full play to the role of practical teaching in cultivating employability, and building a high-quality employment service system for higher vocational colleges. This aims to provide a reference for improving the employability of graduates from higher vocational colleges.

Does teaching quality matter for Nordic primary school students’ mathematics confidence and mathematics achievement? A multilevel structural equation analysis of Nordic TIMSS 2019 grade 4 data

BackgroundTeaching quality is assumed to be an essential prerequisite for student learning outcomes such as mathematics confidence and mathematics achievement. Notwithstanding its significance, empirical research examining the relations between teaching quality and learning outcomes is still limited, particularly among primary school students. Addressing this gap is important for understanding how to support student learning outcomes. This study aims to examine the relationships between student-perceived teaching quality and student outcomes and differences between classrooms.MethodsUtilizing Trends in Mathematics and Science Study (TIMSS) data 2019 from fourth graders in mathematics classrooms in the Nordic countries (Denmark, Finland, Norway, and Sweden), the present study examines the relationships between student-perceived teaching quality (classroom management and instructional clarity) and the two student outcomes mathematics confidence and mathematics achievement in Grade 4 at both student and classroom levels. To identify latent constructs of aspects of teaching quality (classroom management and instructional clarity) and mathematics confidence, multilevel confirmatory factor analysis (MCFA) is used in the modelling process. To capture the hierarchical structure of the data, multilevel structural equation modelling (MSEM) is used as it keeps individual and classroom variation separate when investigating relations between teaching quality, mathematics confidence and mathematics achievement.ResultsThis study shows how student-perceived instructional clarity relates substantially to mathematics confidence at both the student- and the classroom levels in the Nordic countries. Student-perceived classroom management relates, at the student-level, significantly and positively to mathematics achievement in all countries but Denmark. At the classroom-level, classroom management relates positively to classroom mathematics achievement in Sweden and Denmark. The relationships between the student background factors and mathematics achievement were higher at both levels compared to the relationships to mathematics confidence. The findings suggest there are differences between classrooms’ mathematics achievement related to the average SES of the classroom.ConclusionsThe findings highlight the importance of teachers’ generic pedagogical skills for high-quality teaching. The implications from these findings emphasize the importance of teacher education to ascertain teachers’ ability to manage the classroom well to provide students with the opportunity to learn.

A pilot study on the application of a digital dental teaching evaluation system in Class II cavity preparation teaching

ObjectiveTo explore the feasibility of applying the digital evaluation system in the homogeneous training and qualification evaluation of teaching faculty in the preclinical simulation teaching of G.V. Black Class II cavity tooth preparation in operative dentistry.MethodsEighteen clinicians who graduated with Ph.D. and were about to participate in the operative dentistry preclinical teaching at the Hospital of Stomatology, Sun Yat-sen University, were selected to practice the G.V. Black Class II cavity tooth preparation of the left mandibular first molar by using the Aizhixing Digital Dental Virtual Teaching Evaluation System DHC210. Through continuous practice and assessment, we evaluated whether there were changes in their examination scores and operation time after practicing with multiple teeth. Meanwhile, we evaluated the condition of Class II cavity tooth preparation before and after practices using Fair Grader 2000, a Dental Digital Teaching Practice Evaluation System, and combined it with questionnaires to examine the teaching effectiveness of this training.ResultsAs the number of exercises increased, there was a tendency for the result scores of the four tests of Aizhixing to increase (P > 0.05), and the operating time was progressively less (P < 0.05). The results of Fair Grader 2000 showed that dental clinicians who had completed their standardized residency training had higher and more stable scores than those who were ongoing (P < 0.05). The questionnaire survey results showed that it was necessary to apply Aizhixing to Class II cavity tooth preparation teaching activities, which can effectively improve students' theoretical knowledge and the level of cavity preparation skills.ConclusionThe application of the digital real-time evaluation system of Aizhixing and the digital evaluation system help to improve the efficiency and objective assessment of Class II cavity tooth preparation, which provides a certain reference basis for achieving high-quality and homogeneous teaching and reform of oral endodontics.

Views of Families of Kindergarten Students on the Degree of Strengthening Emotional Intelligence through Differentiated Teaching and Learning

The concept of Emotional Intelligence is a clear and original field of study and research that has aroused the interest of the scientific community in recent years. The implementation of Differentiated Teaching and Learning, as a high-quality teaching, is a key factor in achieving the set learning goals, social skills but also the satisfaction of the psycho-emotional needs of all students. The purpose of this research study is to investigate the opinions of thirty-two (N:32) families of preschool children on the degree of strengthening of children's Emotional Intelligence by utilizing Differentiated Teaching and Learning in kindergarten. The research was completed during the Academic Year 2023-2024. A structured questionnaire with closed-ended questions was used to collect the research data. The data of this research highlighted the enhancement of Emotional Intelligence through the implementation of Differentiated Teaching and Learning in daily educational practice, a fact that was recorded in the opinions of the families of preschool students. The collaboration between family and school is crucial for the healthy emotional development of young children and creates a supportive environment that promotes their all-round development. A unified approach to the education and upbringing of children enhances their self-esteem, their social competence and their mental well-being.

Challenges in Teaching Sociology A Study of Introductory Courses and Pedagogical Freedom in Italian Universities

Abstract A critical review of how sociology is taught is urgently required: first, to ensure high-quality education for students and second, given new modes of accessing information, including generative artificial intelligence (AI), to provide students with effective tools and skills to allow them to recognise the value of university-level courses and materials. Considering this, national and international sociological associations should encourage empirical research to map the current state of sociology teaching, which is often lacking in the international, especially European, debate. This paper analyses 300 introductory sociology courses in Italian universities, examining teaching staff profiles, course locations, textbooks used and pedagogical approaches. The analysis reveals that faculty members teaching introductory sociology courses generally hold positions aligned with the sociological discipline. Most instructors are assistant, associate, or full Professors, formally employed as sociologists. Both national and international textbooks are commonly used. Two main approaches characterise these textbooks: a historical-philosophical perspective and an encyclopaedic style. Only a few textbooks incorporate pedagogical tools, and those that do have only recently started to introduce them. There is no consistency in the selection of textbooks across universities, departments and degree courses. Sociology teachers are left to choose the textbooks and pedagogical structure for their courses, guaranteeing maximum freedom, but also putting considerable pressure on them, especially on young fellows. This paper contributes original empirical data that can be used for comparative studies and shows that it is necessary to develop discussions and pedagogical practices to support the teaching of sociology at university level, especially inexperienced teachers.

Design and Implementation of AI-infused STEAM Curriculum in Junior High School —A Case Study of the Interdisciplinary Project "Animal Home "

With the increasing popularity of AI courses, teachers need to constantly innovate their teaching philosophies and methods, emphasizing the cultivation of students' comprehensive qualities. In the teaching of AI courses at the junior high school level, teachers continuously reform and in-novate subject teaching based on the STEAM concept, providing high-quality education and teaching for students, optimizing their learning experience, further meeting their learning needs, effectively solving problems encountered in the learning process, enabling better learning of AI knowledge, continuously developing their comprehensive abilities, and constructing efficient information technology curriculum teaching in junior high school.

Medical students' and educators' opinions of teleconsultation in practice and undergraduate education: A UK-based mixed-methods study.

As information and communication technology continues to shape the healthcare landscape, future medical practitioners need to be equipped with skills and competencies that ensure safe, high-quality, and person-centred healthcare in a digitised healthcare system. This study investigated undergraduate medical students' and medical educators' opinions of teleconsultation practice in general and their opinions of teleconsultation education. This study used a cross-sectional, mixed-methods approach, utilising the additional coverage design to sequence and integrate qualitative and quantitative data. An online questionnaire was sent out to all medical schools in the UK, inviting undergraduate medical students and medical educators to participate. Questionnaire participants were given the opportunity to take part in a qualitative semi-structured interview. Descriptive and correlation analyses and a thematic analysis were conducted. A total of 248 participants completed the questionnaire and 23 interviews were conducted. Saving time and the reduced risks of transmitting infectious diseases were identified as common advantages of using teleconsultation. However, concerns about confidentiality and accessibility to services were expressed by students and educators. Eight themes were identified from the thematic analysis. The themes relevant to teleconsultation practice were (1) The benefit of teleconsultations, (2) A second-best option, (3) Patient choice, (4) Teleconsultations differ from in-person interactions, and (5) Impact on the healthcare system. The themes relevant to teleconsultation education were (6) Considerations and reflections on required skills, (7) Learning and teaching content, and (8) The future of teleconsultation education. The results of this study have implications for both medical practice and education. Patient confidentiality, safety, respecting patients' preferences, and accessibility are important considerations for implementing teleconsultations in practice. Education should focus on assessing the appropriateness of teleconsultations, offering accessible and equal care, and developing skills for effective communication and clinical reasoning. High-quality teleconsultation education can influence teleconsultation practice.

Optimizing High School Mathematics Achievement through the Lens of Realistic Mathematics Education: The Mediating Role of Teacher Self-Efficacy

This study examines the relationship between teaching quality, teacher self-efficacy, and students' mathematics achievement among junior high school students in Ghana, utilizing Realistic Mathematics Education and Self-Determination Theory as frameworks. A stratified purposive sample of 507 junior high school mathematics teachers from eight regions was selected, employing a correlational cross-sectional survey design. Structural Equation Modeling (SEM) tested the hypotheses that teaching quality positively affects mathematics achievement, teacher self-efficacy influences teaching quality, and self-efficacy mediates the relationship between teaching quality and achievement. Results confirmed that high-quality teaching significantly improves mathematics achievement, especially when contextualized with RME principles. Teacher self-efficacy emerged as a critical factor in enhancing teaching quality and directly influencing student outcomes. Mediation analysis showed that teacher self-efficacy strengthens the effect of teaching quality on achievement. These findings highlight the need for educational policies to focus on professional development that boosts teachers' efficacy and promotes realistic, student-centered instructional strategies.

Exploring the Impact of Digital Tools on Linguistic Competence: A New Dimension in English Language Teaching Methodologies

We are currently in an era where technology is everywhere and essential. Additionally, technology has transformed how we teach English. Integrating modern technology represents a significant advancement in contemporary English language teaching and learning. Most current English language teachers are actively utilizing various technological tools to enhance teaching effectiveness. In terms of language education, digital media is becoming increasingly prominent in the classroom. Generally, teaching and learning language today appear to be more engaging due to the technological landscape. It fosters a sense of creativity and, above all, an innovative approach. The concept of 'e-learning' or 'Technology in Language Acquisition' has turned into a prominent term in all educational environments. Learners in the 21st century recognize the importance of technology in the language acquisitions. While traditional methods mostly rely on lecturing, today's learning systems emphasize interactivity. Recent technologies like blogs, the internet, interactive whiteboards, smartphones, Skype, Twitter, YouTube, and many others have not only enhanced learning but also boosted student engagement and genuine interactivity in the classroom. This paper intends to identify the various technological elements utilized in English teaching and learning that introduce innovative techniques and foster effective, high-quality education.

Creating a High-Quality and Equitable STEMM Education Ecosystem in the United States

The American Association for the Advancement of Science (AAAS) published the report STEMM Equity and Excellence 2050: A National Strategy for Progress and Prosperity in 2024, with the goal of establishing an equitable and excellent STEMM education ecosystem by 2050. This study provides an in-depth analysis of this strategy, examining it from four dimensions: motivating marginalized groups to participate, building a high-quality teaching workforce, constructing cross-boundary collaborative mechanisms, and establishing a data-driven governance system. By exploring the strategies and practices embedded in this educational reform, this research aims to offer valuable insights for China’s educational reform, particularly in promoting educational equity and enhancing educational quality.

Assessment practices for dietetic students: An updated systematic review (2017-2024).

Evaluate assessment practices and outcomes for dietetic students and compare findings with those from a previous systematic review. A systematic review was conducted whereby four databases (MEDLINE, Embase, Cumulative Index in Nursing and Allied Health Literature, and Education Resources Information Centre) were searched on 11 October 2023 with terms related to dietetics, students, and assessment. The search was repeated on 8 January 2025 to identify new publications. Eligibility criteria were primary research published after 1 June 2017 reporting at least one assessment method for dietetic students with an assessment-related outcome. Assessment practices and outcomes were evaluated using Miller's Pyramid, the New World Kirkpatrick's Hierarchy, and the principles of programmatic assessment. From 5701 search results, 22 were identified, revealing new assessment practices, including entrustable professional activities, e-portfolios, and programmatic assessment, localised to Australia and Singapore. Compared to publications prior to 2017, a greater proportion conceptualised assessment as part of a system (46% compared to 28%) with a sustained higher prevalence of does and shows levels of Miller's Pyramid. Evaluation continued to focus on reaction, learning, and behaviour. Findings indicate a transition towards programmatic approaches to systems of assessment within dietetics, though this shift was not observed globally. Such a shift is crucial for ensuring the profession's agility in responding to modern disruptors and maintaining the delivery of high-quality education.

The impact of higher education funding on students’ academic achievements and expanding access to educational opportunities (on the examples of Germany,Italy, and Romania)

Introduction. The article examines the relationship between higher education funding and academic achievement of students on the example of Germany, Italy and Romania. The author explains the choice of countries based on the difference in their approaches to education funding and the distinction between their educational systems. The author emphasizes the importance of funding for the development of higher education institutions. Purpose of the study is to assess whether the level of funding of higher education institutions affects the quality and accessibility of educational services on the example of selected EU member states, based on selected and reasonable criteria. Methods. The main method of the study is a comparative approach, because based on the data obtained, a comparative analysis of the selected countries is carried out, and conclusions are drawn about the relationship between funding and the quality of higher education. The author used the empirical method to find and analyze statistical data. Results. The article analyzes the doctrinal approaches to assessing the quality and accessibility of education and, on their basis, identifies three author’s criteria: the unemployment rate among graduates of higher education institutions; the number of young people with higher education; and the positions of universities in international rankings. Particular attention is paid to the relationship between the financial support level and academic achievements of students, as well as to the prospects of using best practices to improve educational policy. The novelty of the article consists in the formulation of the relevant criteria and their empirical analysis, using statistical data. Conclusion. The author of the article has identified significant differences in financial models that determine the quality of education, accessibility and competitiveness of graduates.

Strategies and barriers to implementing physically active teaching in universities from the perspective of lecturers: a qualitative study

BackgroundUniversity students accumulate lots of sedentary time without interrupting and comprehensive approaches to reduce time spent sedentary are lacking. The implementation of physically active university teaching needs practicable approaches and the support by lecturers. However, there is little research on which physically activating strategies lecturers actually use and what barriers they become aware to implement these. This exploratory, qualitative study aims to identify physically activating strategies as well as barriers for reducing sitting time and physically active university teaching from the perspective of lecturers.MethodsWe conducted semi-structured interviews with 16 lecturers to explore potential physically activating strategies in university teaching, assess their degree of utilization, and identify barriers to implementation. The data were analysed by a structured content analysis of the interview transcripts using MAXQDA 2020 software.ResultsPhysically activating strategies are hardly known among university lecturers and are seldomly used on a regular and conscious basis. We identified two types of strategies with physically activating measures and teaching methods. Lecturers highlighted two specific types of physically activating measures: physical activity breaks and the use of physically activating furniture. All together, we identified 18 distinct teaching methods (e.g. group work, gallery walk) that integrate learning processes with physical activity in a pedagogical-didactic manner. The main barriers to implementation identified were lack of space, lack of time, students’ unwillingness to move; organizational social norms, and lecturers’ uncertainty about how to implement these strategies effectively.ConclusionsUniversity lecturers are generally unfamiliar with and rarely use physically activating strategies to reduce sedentary behavior in students. However, lecturers identified 18 potential teaching methods that integrate physical activity with pedagogical-didactic principles, offering a new approach to physically active university teaching. These methods present an untapped potential for the low-threshold integration of physical activity and breaks from sitting into university teaching, aligning with "stealth health" strategies that incidentally promote health while assuring a “high-quality education” as the core concern of higher education teaching. Understanding and addressing the barriers to implementation, such as lack of space, time, social and organizational norms, is crucial for the effective planning and implementation of interventions.

LLM-generated tips rival expert-created tips in helping students answer quantum-computing questions

LLM-generated tips rival expert-created tips in helping students answer quantum-computing questions

Pengembangan Bahan Ajar dalam Proses Pembelajaran

Education is a systematic process aimed at enhancing students' abilities in various aspects, including knowledge, skills, and attitudes. One key element in education is teaching materials, which serve as tools for teachers to deliver content and as a medium to facilitate students' learning experiences. The development of high-quality teaching materials that meet the needs of students is crucial in improving the effectiveness of learning. In the digital age, technology-based teaching materials, such as interactive e-books and educational videos, have become increasingly relevant. The development of teaching materials must consider pedagogical principles such as relevance, diversity, interactivity, simplicity, and evaluation. However, challenges in developing teaching materials, such as budget limitations, lack of teacher training, and unequal access to technology, require solutions involving collaboration between the government, private sector, and other education stakeholders. Through teacher training, the use of open educational resources, and partnerships among various parties, the development of effective and inclusive teaching materials can be achieved, supporting the attainment of quality education for all students.

Foundational Aspects of Neurology Education Research: Philosophy of Science as the Starting Point of Neurology Education Research.

This article provides a discussion on foundational aspects of neurology education based on concepts from the philosophy of science: ontology, epistemology, and paradigms. Together, these concepts are the starting point of the education research process. We provide context for the application of these concepts by outlining how they are cornerstones of high-quality neurology education research and by describing the underlying differences between education research and biomedical research. We illustrate these concepts through 2 case scenarios and offer practical considerations for planning neurology education research.

대학생 기초학력 향상 프로그램의 효과 분석 - N+디딤돌 비교과 프로그램을 중심으로

This study presents a case of designing and implementing a customized program to improve basic academic skills for college students, addressing the decline in academic proficiency following the COVID-19 pandemic. The research focuses on the N+Ddimdol extracurricular program aimed at enhancing basic academic skills for students who fall short in these areas. By analyzing the results of a basic skills diagnostic assessment conducted on first-year students, the study developed a program tailored to the needs of learners in Korean, English, and Mathematics. The program set specific educational objectives and content for each subject and measured the learning outcomes and satisfaction levels of participating students to assess its effectiveness. The program emphasized not only the improvement of basic academic skills but also the development of competencies applicable in real-life situations, incorporating teaching methods aligned with learners' needs and expectations. This study aims to provide practical and concrete solutions for strengthening students' academic capabilities, contributing to the improvement of the overall quality of higher education.