This analysis examines global and regional trends in the use of artificial intelligence (AI) in higher education during the period 2020–2025, with a particular focus on the Peruvian context. It is a systematic and interpretive review. Using the PRISMA protocol and a bibliometric analysis of sources indexed in Scopus and Web of Science, advances in personalized learning, intelligent tutoring, educational analytics, and administrative automation were identified. The findings show ongoing research development, but also ethical and pedagogical challenges related to privacy, digital equity, and faculty training. The adoption of artificial intelligence at the institutional level in Peru is just beginning and is disproportionate between public and private universities. To achieve responsible integration, inclusive policies, ethical governance, and strengthened research and teaching skills are necessary.

The Comprehensive Partnerships to Advance Cancer Health Equity (CPACHE) initiative of the National Cancer Institute (NCI) supports long-standing collaborations between an under-resourced institution and NCI-designated Cancer Centers to strengthen cancer research workforce and advance cancer research capacity. One of the longest continuously funded CPACHE programs is the Morehouse School of Medicine/Tuskegee University/University of Alabama at Birmingham O'Neal Comprehensive Cancer Center tri-institutional partnership. A central component of this partnership is training future generations of investigators, which is accomplished through the research education programs that are designed to build cancer research skills, enhance mentorship, and support career development for all levels from high school students to Early-Stage Investigators (ESIs). This paper evaluates the longitudinal impact of a year-long program for ESIs and postdoctoral fellows since its inception in 2007. The data were extracted from the Research Education Core administrative records about the scholars and mentors and utilized publicly accessible databases Scopus and PubMed for publications, and the NIH RePORTER for grants. Among 89 program scholars, nearly 95% had at least one publication since their program start date. Of these, 70% had a first author, and 62% had a senior author publication. Approximately 20% of scholars obtained NIH funding as principal investigators through grants, core leadership, and/or supplements. This tri-institutional program successfully attracted investigators committed to cancer research. The outcomes suggest that structured training, intensive mentorship, and cross-institutional collaboration can meaningfully support their academic careers. These findings provide insights for strengthening similar programs to continue to meet the evolving professional needs for the development of ESIs and postdoctoral fellows, particularly at under-resourced institutions.

Higher education continues to encounter the challenge of redesigning writing pedagogy beyond the rapid adoption of emerging technologies. This challenge is particularly evident in English writing courses, which play a role in developing students’ writing and research skills in universities across the United Arab Emirates (UAE). While generative artificial intelligence (GenAI) tools offer practical affordances for writing instruction, their growing use has also raised concerns about academic integrity, authenticity, and critical engagement. Although early discourse has focused on the risks and potential of GenAI, there remains a clear dearth of frameworks to guide instructors in designing meaningful and engaging writing assignments. This paper introduces Ai-RACE, an adaptable pedagogical framework for designing purposeful and innovative writing assignments. Grounded in classroom-based insights, principles of writing pedagogy, constructivist and multimodal learning theories, Ai-RACE conceptualises assignment design around five interconnected components: AI integration, Relevance, Authenticity, the 4Cs, and Engagement. Employing a design-focused qualitative approach, the study uses classroom implementation and student reflections to examine the implementation of Ai-RACE in writing contexts. Although situated within a specific institutional context, the study offers transferable guidelines for designing writing assignments across international higher education settings. By positioning Ai-RACE as a design heuristic, the study highlights its significance in supporting engagement, critical thinking, writing skills and ethical use of AI, and highlights the importance of rethinking writing pedagogy and the role of professional development in AI- influenced contexts.

Despite its recognition as a high-impact practice, including student research in curricula per se is not a guarantee of meaningful research experiences and academic gains. Therefore, this study explored how the quality of institutional support affected students’ perceptions of gains and motivation associated with research. Through bivariate correlational, ordinal logistic regression, and mediation analyses on self-reported data from 212 university students, evidence of the relationship between institutional support and research outcomes was garnered. Notably, the findings revealed a strong positive correlation between the offered research experiences and self-assessed gains in research skills and motivation. The gain ratings progressed proportionately to the evaluation of research experiences. Institutional support emerged as a key predictor of research skills mediated by motivation. While institutional type and academic achievement were not significantly associated with research skills ratings, students from teacher education institutions scored lower on perceived gains. In all, the findings underscore the significance of catering to students with high-quality, accessible research experiences to enhance their academic and professional development.

This article argues that weekly "tiny research assignments" in introductory health law courses promote active learning and deepen student engagement. These focused exercises also build foundational research and communication skills by replacing passive lecture with concise, student-driven investigation tied to each week's topic.

This mixed methods study examined doctoral students’ ( N = 22) perceptions of mixed methods research, as well as their training needs. We used descriptive statistics to analyze closed-ended survey data and axial coding to analyze open-ended survey responses, course discussion boards, and qualitative interview data. The findings have implications for education doctoral programs as they consider requirements for research methods sequences. Findings suggest that there are advantages to including mixed methods coursework for doctoral students in schools of education and that the experiences can help strengthen students’ overall research skills, influence future research experiences, and aid in identification of needs for more training.

Abstract Background Meaningful involvement of young people in mental health research ensures that it is relevant and has impact. Traditional approaches to patient and public involvement often fail to provide sustainable and reciprocal engagement. We reflect on our experiences of working with an apprenticeship model as an alternative approach to involving young people in mental health research. Methods We describe working with the Bradford Healthy Minds Apprentices, a group of 16‐ to 24‐years‐olds engaged in a year‐long paid apprenticeship scheme. This partnership involved coproduction activities to develop the Youth Mental Health Evidence Synthesis Hub (Y‐MHESH), including workshops, website design and short videos. We focussed on relationship‐building and provided clear feedback to demonstrate how the research team had acted and adapted in response to input from the Apprentices. Results Working with the Apprentices offered distinct benefits to both researchers and the young people, including community engagement, flexible collaboration and opportunities for future working. The Apprentices were an established and externally supported group which facilitated relationship‐building. Their professional status fostered a more equal and reciprocal partnership. The Apprentices themselves gained research skills and were able to choose their level of involvement in Y‐MHESH. Through regular feedback they felt their contributions were valued by the researchers, engendering trust. Challenges included adapting to group dynamics and preferred ways of working, limited availability, funding limitations, and unfamiliar payment processes. Conclusion Partnerships with groups like the Healthy Minds Apprentices, who are paid and supported within a relevant organisation, can support reciprocal coproduction and community‐linked, bottom‐up research. We suggest that a similar university‐based apprenticeship model could offer a way to sustainably involve young people in mental health research, as well as providing developmental opportunities for young people. While requiring institutional buy‐in and flexibility, this approach to involving young people aligns closely with the university's commitment to public good.

This study investigates how generative AI tools such as Research Rabbit, Elicit, and Litmaps, can support the development of business information literacy among undergraduate and graduate students. Conducted in two writing-intensive courses, one in a business research methods course and one in an honors course, the mixed-methods study explores students’ engagement with AI-powered tools during the literature review process. Using pre/post surveys, tool usage tracking, and interviews, the study assesses changes in efficiency, comprehension, and research skill development. Findings suggest that AI tools enhanced students’ ability to identify relevant literature, visualize research networks, and organize information by theme. However, limitations were observed in source verification, workflow integration, and tool performance in niche subject areas. Students valued AI tools as complements, not replacements, to traditional library databases and research support services. The study concludes that when AI tools are introduced with instructional scaffolding, they can enhance research confidence, organization, and efficiency while maintaining critical research competencies. Implications for librarians include embedding AI literacy into instruction, aligning tool use with learning outcomes, and developing rubrics that account for ethical and effective tool integration. This research provides a framework for supporting AI-enhanced research while reinforcing foundational business information literacy skills.

Higher education institutions face both opportunities and risks when adopting Artificial Intelligence (AI), offering possibilities for educational progress while simultaneously deepening existing social inequalities. With the rapid adoption of AI in the legal profession, there is a growing need to reimagine legal pedagogy. Within the scholarship of teaching and learning, the pedagogical and ethical aspects of AI in education have received extensive global research, yet South African legal pedagogy has received limited study as far as its transformative potential is concerned, despite its ongoing social inequalities. The study examines AI-mediated learning environments through person–environment theory as well as Freire’s critical/postcolonial pedagogy in exploring their impact AI may have on students' legal reasoning abilities, research skills, and access to knowledge. The study employs qualitative document analysis of South African higher education policy documents alongside international AI-based legal education platforms. Preliminary analysis suggests that AI has the potential to enhance legal reasoning and research efficiency, yet also risks maintaining epistemic exclusion and the digital divide unless structural inequalities are addressed. The research adds to teaching and learning scholarship by proposing a justice-oriented framework that unites theoretical and practical approaches to integrate AI into South African legal education, thereby promoting socially just transformation. The research proposes inclusive curriculum design, critical digital literacy training, and context-sensitive pedagogical approaches. Situated within a Global South perspective, the study thus offers one of the first to combine theoretical insights and practical recommendations for using AI to challenge entrenched inequalities and promote socially just legal education transformation.

This paper examined the impact of promoting digital literacy among library users in Federal Polytechnic Kabo, Kano state. By analysing existing literature, this study identified the various factors that contribute to the lack of digital literacy among library users and proposes strategies for promoting digital literacy in this specific context. Furthermore, this paper also discussed the potential benefits that can be gained from improving digital literacy among library users, such as increased access to information and improved research skills. This paper revealed challenges such as limited access to technology, limited training opportunities, resistance to change, lack of ICT infrastructure and financial constraints are challenges faced by library users in developing their digital literacy skills. This paper provided valuable insights and recommendations for addressing the issue of digital literacy in library settings at Federal Polytechnic Kabo and beyond.

Perceptions of pharmacology education and assessment among medical radiation science students at one Australian university: A cross-sectional survey.

Background: Achieving Universal Health Coverage (UHC) depends on a competent and empowered health workforce. Nurses play a pivotal role in advancing equitable primary health care in Jordan, yet evidence on their readiness and system-level challenges remains limited. Purpose: To examine nurses’ competencies, knowledge, and experiences in implementing UHC within Jordan’s primary health-care system and to identify barriers and facilitators influencing their role. Methods: This study convergent parallel mixed method design integrated findings from a quantitative cross-sectional survey of 145 nurses in governmental health centers and a qualitative inquiry involving eight in-depth interviews with nurses and midwives. Quantitative data assessed professional competencies using a validated tool, while qualitative data explored experiences and perceptions through thematic analysis. Results: The highest professional competency scores were observed in the teaching and selfdevelopment domain (M = 2.58, SD = 0.84), followed by basic care (M = 2.47, SD = 0.68), whereas the lowest scores were in community health management (M = 2.01, SD = 0.82). Nurses who had received training in primary care settings demonstrated significantly higher competency scores across all domains (p < 0.05). Qualitative analysis identified four overarching themes: (1) limited awareness of UHC concepts; (2) barriers to UHC implementation in PHC; (3) facilitators of implementation; and (4) proposed strategies to enhance UHC integration in primary care. Overall, findings indicated moderate competency levels, with strengths in basic care and teaching, and weaknesses in management and research skills. The qualitative themes underscored limited conceptual understanding of UHC, heavy workloads, and insufficient institutional support, but also revealed strong professional motivation and willingness to engage. The synthesis suggests a technically capable, yet systemically constrained, nursing workforce. Conclusion: Nurses are central to UHC advancement in Jordan, but require continuous education, leadership development, and supportive policy environments to translate potential into performance. Implications for Nursing: Integrating UHC principles into nursing curricula and professional development programs can strengthen workforce capacity, enhance equity-driven service delivery, and position nursing as a strategic force for sustainable health-system reform. Keywords: Universal health coverage, Nursing workforce, Primary health care, Competency, Mixed methods, Health system strengthening, Jordan

Specialized education in psychiatric nursing is one of the key pillars for improving the quality of mental health services in different societies. This study aimed to review and compare the Master’s programs in psychiatric nursing in Iran and at King’s College London. The findings revealed that Iran’s psychiatric nursing program is relatively new and still in its developmental stage, focusing mainly on clinical care and the management of psychiatric patients. In contrast, King’s College London offers a program with a longer history and a more advanced structure, emphasizing research skills, clinical leadership, interprofessional education, and innovative teaching approaches such as evidence-based and collaborative learning. Significant differences were found in admission criteria, program duration, the balance between theory and practice, and evaluation tools. Drawing on successful international experiences could help enhance psychiatric nursing education in Iran, highlighting the need to adopt innovative teaching approaches, strengthen research and leadership, and ensure a balanced integration of theory and practice. The use of educational technologies and the creation of research opportunities for students are also crucial. Ultimately, the study underscores the importance of continuous revision and adaptation of educational programs to align with international standards while considering local contexts. Such reforms are essential for empowering psychiatric nurses and advancing mental health services. The results can serve as a guide for policymakers and nursing educators to improve the quality and effectiveness of graduate psychiatric nursing programs.

This study investigated the level of competencies in Predict-Observe-Explain (POE) skills among Junior High School and Senior High School students in performing science experiments, with particular attention to gender differences. Specifically, it sought to determine whether male and female students differ significantly in their ability to predict experimental outcomes, observe phenomena, and explain results. A quantitative research design was employed, utilizing a survey assessment tool of students’ POE performance during science experiments. Using a researcher-developed survey questionnaire, the Predict-Observe-Explain Proficiency Self-Inventory for Students (POE-PSIS), the data collected were analyzed using Jamovi software V2.3.28. Data were gathered, analyzed, and compared across gender groups to determine variations in competency levels. The findings revealed that female students exhibited higher levels of POE competencies than male students. Females were more consistent in formulating accurate predictions, conducting systematic observations, and constructing logical explanations of experimental results. These results suggest that females display a more reflective and detail-oriented approach to scientific inquiry, while males may require additional support in developing such skills. Based on these findings, it was concluded that there exists a gender-related variation in POE competencies, favoring females. This implies the need for differentiated teaching strategies to strengthen male learners’ inquiry skills while further enriching the learning opportunities of female students. The study also underscores the importance of gender-responsive instruction and the promotion of equity in science education to prepare all learners for future participation in science, technology, engineering, and mathematics (STEM) fields. The study recommends that teachers employ gender-responsive pedagogies and curriculum developers integrate inquiry-based activities. Future researchers are encouraged to investigate the underlying factors behind gender differences in POE competencies and to design interventions aimed at addressing these gaps.

This comparative study investigates elementary teacher education models in China and the Philippines, using Anyang Normal University (AYNU) and Cebu Normal University (CNU) as case studies to analyze structural differences and their implications for educational quality. The findings highlight two distinct yet effective pathways: AYNU employs a generalist model that prioritizes broad-based education to establish a comprehensive knowledge foundation and foster interdisciplinary creativity. This approach integrates fieldwork with structured inquiry to cultivate reflective practice and research skills. In contrast, CNU pursues a specialist model centered on core disciplinary courses and pedagogical content mastery, supported by extended internships that emphasize immersive classroom experience. Furthermore, the curricular structures diverge significantly, with CNU ensuring coherence through sequenced prerequisites, whereas AYNU emphasizes flexibility and interdisciplinary connectivity. This analysis offers valuable insights for enhancing teacher preparation programs, particularly in curriculum design, theory-practice balance, and professional competency development.

The reflective study examines the current issues in the supervision of undergraduate research project in English education in a community campus in Nepal. The study applies qualitative auto ethnographic and narrative inquiry methodologies to six years of supervisory experience with fourth-year Bachelor students to examine challenges of critical concern to research directions. The results indicate a general lack of academic preparedness among students, as they have minimal knowledge of how to conduct research, fail to engage with a topic deeply, and cannot use terms such as sampling and data collection. A culture of plagiarism and heavy reliance on internet sources is an indication of institutional failure to focus on academic integrity education. There is also inappropriate student attendance and submissions at the last moment, which further interferes with the continuity of supervision. There are also notable flaws in the methodological skills of students, as they cannot create research questions, select the appropriate tools, and comprehend the ethical issues; thus, the supervisor has the extra burden of instructing these principles. Supervisors are under emotional and professional pressure and tend to be frustrated and burned out, but the institutions are not aware of it. These are worsened by institutional loopholes, including lack of orientation programs, no clear supervision policies, and a poor research culture. The research proposes systemic solutions such as integrating research skills in the curriculum, institutional training of supervisors, and a campus-wide focus on research ethics and research participation as possible solutions to enhance the performance of students and the performance of the supervisors in under-resourced academic institutions.

Introduction. Modern transformational processes in the higher education system, driven by globalization, digitalization, and the growing demand for practice-oriented competencies, actualize the need to update approaches to the training of specialists in therapy and rehabilitation. Aim. The aim of the study is to theoretically substantiate and empirically verify the the didactic conditions for organizing the search and research activities of bachelor students in therapy and rehabilitation under the conditions of RBL. Materials and methods. The experiment was conducted during the period of 2024–2025 at Poltava State Medical University, with the participation of students of the first (bachelor’s) level of higher education majoring in 227 Therapy and Rehabilitation, specialization 227.02 Occupational Therapy (72 students); as well as 12 instructors who teach disciplines of the relevant educational program. A number of professional disciplines were selected for the experiment «Digital Technologies in Healthcare», «Fundamentals of Health Theory and Healthy Lifestyle», «Art Therapy», which the students studied within the framework of the implementation of RBL and the evidence-based approach. Results. The analysis of changes in the levels of research competence formation among bachelor students in therapy and rehabilitation indicates positive dynamics in the medium and high levels across all four components, along with a decrease in the proportion of students with a low level. Research activity: the share of students with a low level decreased by 25.68%, while the medium and high levels increased by 18.92% and 6.76%, respectively. Formation of research skills: there was a decrease in the low level by 18.92% and an increase in the medium and high levels by 9.46% each. Development of professional and creative potential: a decrease in the low level by 13.51% and an increase in the medium and high levels by 6.76% each indicates the effectiveness of implementing creative methods during practical classes. Conclusions. The overall trend demonstrates the positive effect of the didactic conditions on the formation of research competence among bachelor students in therapy and rehabilitation. The reduction in the proportion of students with a low level and the increase in the medium and high levels confirm the effectiveness of the didactic conditions for organizing search and research work of bachelor students in therapy and rehabilitation.

The social media platforms playing a vital role in leisure, entertainment and learning. In this study, the effects of social media platforms (SMPs) on students’ academic motivation, research skills and academic performance were investigated through descriptive and correctional research approach. The population of the existing study were the students at general universities of Punjab Province of Pakistan. Through simple random sampling technique, a sample size of 504 students was selected for data collection. On the basis of previous literature, a structured questionnaire based on five-point Likert scale was developed and the same was used for data collection after confirming its reliability and validity. The researcher collected data through online method (Google Form) and personally from the sampled universities. After it, the data were analyzed by using SPSS. The descriptive and inferential statistics were performed to explore answers of the research objectives. Results discovered a moderate positive relationship among social media platforms and students’ academic motivation. Results revealed a high positive relationship among social media platforms and students’ research skills and academic performance. It is recommended that in order to enhance students’ learning, teachers should encourage students to utilize social media platforms for academic purposes beside entertainment.

Creative thinking is an essential competence that should be fostered at all educational levels, yet for teachers to effectively develop this skill in students, they must possess the necessary abilities, confidence, and pedagogical knowledge. This study examines the creative self-efficacy (CSE) in science of pre-service teachers, their ability to recognize creative activities in the science classroom, and their scientific inquiry skills. The results indicate that the 213 Spanish primary pre-service teachers in the sample perceive themselves as creative in science. However, many participants mistakenly classify non-creative activities as creative and demonstrate low inquiry skills. As a result, no significant correlation was found between their self-perception and actual performance in creative tasks. The study also highlights that prior science training influences both their perception of CSE in science and their ability to distinguish between creative and non-creative activities in the classroom. These findings underscore the importance of integrating creativity into teacher training programs to enable future educators to effectively implement creative practices in the primary education classroom, aligning with societal demands for creativity in education.

The availability of ICT has raised the issue of meaningful use of Mobile technologies (smartphones, tablets, sensors, data loggers, data collectors, as well as other devices and options) in the teaching/learning process of physics to deepen the students' knowledge and develop their research skills. Mobile technologies are constantly and rapidly evolving, and there is practically no social domain where they are not used, including education. Thus, the acquisition of mobile technology usage skills is an integral part of the learning process in a modern school. Education experts are now emphasizing not only the integration of Mobile technologies into the learning process but also the need to improve the efficiency of the learning process for both teachers and students. Success is based not only on what or how much one knows, but also on one's ability to think and act creatively. Mobile technology-based learning process is based on the Educational Technology Competency Standards for Teachers and accentuates the demand for improving teachers’ technology skills and with a focus on knowledge and capacity building. This paper summarizes the research on the use of Mobile technologies in teaching physics in Latvia for the last nine years, as well as analyses the issues and suggestions for improving the process. A pedagogical experiment is conducted based on pre-planned and prepared participation in the learning process.