The retention and recruitment of freshmen students transitioning to higher education or transferring to new academic institutions represents considerable challenges for universities nationwide. Research also underscores the mental health challenges encountered by students upon entering higher education, highlighting the necessity for effective resolution strategies. The study used an exploratory quasiexperimental design and a convenience sampling method to assess the impact of a plant distribution and care program on first-year university student retention, as well as levels of depression, stress, anxiety, and loneliness. The study employed a treatment and control group, both of which underwent pretest and post-test assessments using the 21-Item Depression, Anxiety, and Stress Scale (DASS-21) and the UCLA Loneliness Scale, along with the collection of demographic information and prior experiences with mental health issues and plants. The treatment group participated in an 8-week program in which they received houseplants for their dormitories and were given plant care instructions through an online platform. Additionally, students were offered further volunteer opportunities to engage in greenhouse activities with more than 50% of the treatment group opting to participate at least once. Conversely, the control group underwent pretest and post-test assessments at about the same intervals as the treatment group, without any intervention. Retention data were obtained by emailing contacting the university’s student success office to distinguish whether students re-enrolled for the spring semester. The results revealed a significant improvement in mental health among participants in the treatment group over the course of the study, despite post-test data collection coinciding with final semester exams. Conversely, the control group exhibited no discernible differences between pretest and post-test assessments. These findings suggest that houseplants combined with plant care tips teamed with the opportunity for plant-based activities may serve as a viable means to mitigate stress, depression, anxiety, and loneliness among incoming university students. Additionally, the retention comparison indicated that all participants in the control group and all but one in the treatment group registered for courses in the upcoming semester, showing no difference in retention rates between the student groups.

Debate activities in U.S. pharmacy education: A scoping review.

ABSTRACT This research investigates how predictive analytics can support student retention in blended higher education. Using the engagement and assessment data of 523 students from 3 universities, four machine learning models were developed. Of these four models, Multilayer Perceptron achieved the highest accuracy (70.0 per cent) and after handling class imbalance performed better at identifying students that are at risk of failure. Utilising theories of self-regulated learning, behavioural engagement, and academic integration, the study identifies the indicators that are most frequently associated with successful outcomes. Predictions of machine learning models were compared to the early predictions of instructors and revealed different error patterns, suggesting that models and instructors capture different dimensions of student engagement. Most significant predictors were learning management system activity, pacing, assessment behaviours, and attendance. Findings suggest that predictive analytics can support early warning systems as well as guiding institutional strategies and strengthening ethically responsible retention strategies in blended higher education.

Indonesian education faces challenges of globalization, radicalism, and the shallowing of local identity. Multicultural Islamic education offers a solution by integrating tolerance, moderation, and cultural values. This study explores how Syi’ir Ngudi Susilo, a Javanese religious poem, can serve as social capital for multicultural Islamic education through glocalization. The Research employed a qualitative design combining library Research and fieldwork. The Research used critical discourse analysis based on Norman Fairclough’s approach, while ethnographic methods were applied to observe teaching practices in Lamongan, Gresik, and Bojonegoro. Findings reveal that Ngudi Susilo promotes moral discipline, respect for parents and teachers, and cultural pride. Its rhythmic and mnemonic style enhances student engagement and retention. Field data confirm its integration in extracurricular and religious learning, strengthening tolerance and multicultural awareness. Ngudi Susilo represents an effective glocalized educational model, fostering cultural identity while promoting moderation and inclusivity in Islamic education. Overall, this Research seeks to enhance education by exploring the theme of glocalization as a response to technological advancements, incorporating local wisdom found in Syiir Ngudi Susilo.

The study explored the relationship between innovative pedagogical strategies and knowledge retention among Social Studies students in public secondary schools within the Oron Local Education Zone, Akwa Ibom State. Employing a correlational research design, the investigation was guided by two research questions and two hypotheses. The population comprised 2,608 Junior Secondary School Two (JSS2) students from seven public schools, from which a sample of 260 students was selected using a multi-stage sampling technique. Random sampling was employed to choose five schools, and the hat and draw method was used to select 52 students from each selected school. Data were gathered using a self-structured instrument, the Innovative Pedagogical Strategies and Knowledge Retention in Social Studies Students Questionnaire (IPSKRQ). The instrument’s reliability was confirmed by Cronbach’s alpha coefficients of 0.75 for instructional strategies and 0.88 for academic performance items. Pearson Product Moment Correlation (PPMC) analysis revealed a significant positive relationship between teacher-student interactive and questioning strategies and knowledge retention among Social Studies students. The study concluded that students’ active engagement and encouragement to seek relevant knowledge through innovative instructional approaches significantly enhance retention. Based on these findings, it was recommended that teachers should consistently create opportunities for students to participate actively in classroom activities and foster environments that encourage independent exploration and deeper understanding, as these practices are likely to improve long-term academic outcomes. Keywords: Innovative, Pedagogical Strategies, Knowledge Retention.

Factors affecting enrollment and retention of students at San Pascual National High School

Belonging has been identified as important to student retention, engagement, achievement and wellbeing in higher education. It has been challenging for universities to foster, particularly in non-traditional student cohorts and in regional areas. This article aims to identify how belonging has been experienced and supported on four regional campuses of one Australian university (University of Wollongong) enrolling a high proportion of non-traditional students. It focuses on belonging’s role in the students’ successful progress beyond the first year of their university studies. The study examines the experiences of students through focus groups discussing what aspects of their campuses had contributed to students’ success. This study extends previous work on belonging by describing how belonging is successfully cultivated in regional campuses through specific staff and student interactions that had built a culture of community and support, and how the belonging that resulted contributed to student retention. The study’s findings demonstrate how principles from theory and research about practices that support student belonging can be successfully enacted in a university setting with students from regional and equity backgrounds.

ABSTRACT The global teacher shortage has brought student recruitment and teacher retention to the forefront of education policy. While no simple solutions exist, research suggests that targeting teacher education applicants with strong initial motivation may foster higher commitment to the profession. This article presents findings from a three-year longitudinal qualitative study of Finnish early childhood education students, tracking their journey from the start of their studies to workforce entry. The results highlight that motivation and commitment are influenced by a complex interplay of factors beyond initial motivation and experiences in teacher training, emphasising the need for holistic, long-term research that considers students’ life experiences and evolving circumstances.

What use has the past? This paper explores its specific utility to the field of medical education. It particularly focuses on the value of history for educators (as opposed to students) by highlighting its potential to contribute in three areas. First, it examines the professional rupture in medical history as an example to avoid - and provides specific suggestions to retain unity. Second, in comparing how the humanities foundation of history privileges different modes of inquiry than the social sciences, it highlights how such methodology - in particular oral histories and material culture - might enrich educational scholarship. Finally, it suggests different ways of incorporating history into the classroom, such as interleaving eponyms, as a way to improve student retention and facilitate their ability to think more broadly, more ethically, and more empathetically.

The objective of this reasearch is to analyze the socio-educational conditions of students at the University of Guayaquil and their relationship with academic performance and retention in higher education. A descriptive, quantitative study was conducted through the application of a structured survey to 150 students from different faculties, using non-probabilistic convenience sampling. The instrument collected sociodemographic, economic and family data, housing conditions, access to basic services, dietary habits, transportation, employment status, and perception of risk of academic dropout. Data were analyzed using descriptive statistics. Most participants were between 18 and 25 years old, lived in urban areas, and were economically dependent on their families. A significant proportion came from households with monthly incomes below USD 600, which limited their ability to cover education-related expenses. Despite this situation, most students had not applied for scholarships or financial aid. Approximately one third of the students reported having considered dropping out of university due to economic reasons, highlighting the direct influence of financial conditions on academic continuity. Socioeconomic conditions are a determining factor in student retention and academic performance. The findings emphasize the need to strengthen institutional policies focused on financial support, comprehensive student welfare, and differentiated strategies for programs with high academic workload in order to reduce the risk of student dropout.

Online entrepreneurship education (EE) courses experienced a sharp 66% spike in demand around March 2020, attributed to the COVID-19 pandemic and the subsequent surge in digital entrepreneurship uptake. Completion rates serve as a key indicator of online MOOC efficacy, with students’ psychological attributes and contextual factors often examined as explanatory variables in assessing online course completion. This mixed-methods study explores influential factors in student retention in an EE Massive Open Online Course (MOOC) by using survey responses from 222 Malaysian youths who voluntarily registered for an EE MOOC, which was active from February to October 2021. A Decision Tree approach was chosen to predict the course completion likelihood based on sociodemographic and psychological factors, while qualitative content analysis was conducted to explore participant course enrollment motivations from their textual responses. The results indicated that entrepreneurial intention (EI) does not necessarily translate into EE MOOC completion. Instead, internal locus of control and socioeconomic factors held more priority in predicting completion status. These results were reflected in the students’ thematic narratives from their textual responses. Both completed (CP) and dropout participants (DP) expressed similar entrepreneurial interests and, indeed, in the transferability of entrepreneurial skills and knowledge beyond entrepreneurial settings. However, there was a distinction in clarity; most CPs had well-defined and detailed enrolment goals, whereas the narratives from DPs were mainly ambiguous. Overall, the study contributes to the methodological discussion of using decision tree modelling, expands the application of Social Cognitive Career Theory (SCCT) and informs practical implications in online EE context.

As some research indicates that developmental students are more at risk in online learning (Jaggers & Xu, 2010; Xu & Jaggers, 2013), it is important to provide additional supports for students enrolled online. One of the ways to support developmental students is in providing learning strategies or college success coursework. At the institution of study, a one-credit hour learning strategies course is available to students online and in person and is provided at no cost to developmental students transitioning to credit-bearing coursework. Therefore, a concern is whether the students in the online course are disadvantaged by the modality, particularly during the pandemic when choice was limited. This research indicates that students who take the learning strategies course face-to-face do have better grades overall, but do not have a significantly higher GPA or persistence and retention rate. Outcomes are essentially the same for students before and during the pandemic. Overall, outcomes suggest that students are not materially harmed by taking the learning strategies course online with the caveat that grades may be higher in face-to-face coursework.

This study examined the role of orientation programs for first-time entering undergraduate students on student learning at a higher education institution. It is a common practice that South African universities offer orientation sessions for first-time entering students. These orientation programs encompass a rigorous effort to improve student retention and academic performance. Drawing data through a qualitative approach was aimed at emphasizing that making sense of action and meaning always involves understanding the other. Such a qualitative research methodology allowed to better understanding of the experiences of both students and lecturers who are involved in the processes of orientation programs and student learning. Semi-structured interviews were used to interview 12 participants. The interviews gave the most direct and straightforward approach to gathering detailed and rich data regarding the phenomenon of interest. Thematic analysis was used to analyse data. The study findings revealed that students who take part in this program tend to have a better level of academic performance compared to those who do not take part in the orientation program. The study concludes that new strategies must be organised in implementing an orientation program for better student academic performance. The study recommended the enhancement of the role orientation programs that play in facilitating new students’ integration into academic environments, fostering not only academic success but also personal development and retention. This study contributed to the broader scholarship in higher education by highlighting the intricate relationship between orientation programs and student outcomes.

This study presents the preliminary validation of an integrated system that combines predictive analytics with an artificial intelligence (AI)-powered chatbot to address academic failure and dropout in higher education. The system leverages a high-performance Light Gradient Boosting Machine (LightGBM) predictive model, previously validated to achieve state-of-the-art accuracy (Area Under the Curve (AUC) = 0.953), to identify at-risk students at an early stage. The intervention component is an AI chatbot powered by the GPT-4o-mini large language model (LLM), which operates via WhatsApp® to deliver personalized, real-time support using context-aware semantic search. A pilot implementation with 108 students demonstrated the system’s viability, with 39 at-risk students identified and engaged in 742 interactions. Key operational metrics included a high student response rate of 89.7%, an initial intervention time of 6.6 seconds (s), and an average chatbot response time of 12.9 s. These findings confirm the technical feasibility of fusing machine learning with conversational AI to create timely, scalable, and personalized interventions, establishing a foundation for improving student success and retention in the future.

Purpose University students frequently face high study demands, often resulting in elevated stress levels and contributing to poor mental health outcomes. To manage these demands, some students adopt maladaptive coping strategies that may jeopardise their mental health and hinder goal attainment. Mülder et al. (2021) explored presenteeism among students as one such maladaptive behaviour, examining its antecedents (e.g. study demands) and moderating factors (e.g. emotion regulation). This study replicated and extended Mülder et al.’s (2021) research by examining whether two emotion regulation strategies—reappraisal and suppression—moderate the relationship between perceived study demands and presenteeism among Australian undergraduate psychology students. Design/methodology/approach One hundred and fifty-six undergraduate students from a regional Australian university completed a self-report survey assessing study demands, presenteeism, and two emotion regulation strategies (reappraisal and suppression). Moderation was tested using multiple regression analyses. Findings A significant negative relationship was found between students’ perceived time to complete study demands and presenteeism days. Unlike Mülder et al. (2021), no significant relationship was observed between reappraisal and presenteeism, nor was a significant moderation effect found—replicating Mülder et al.'s (2021) finding. However, students high in suppression reported fewer presenteeism days under high study demands, highlighting the need to refine conceptual models of emotion regulation and student coping. Practical implications These findings suggest that higher education should integrate emotion-regulation training into student support services and academic-skills programs. Such initiatives can help students manage academic stress more effectively, reducing presenteeism and supporting both wellbeing and performance. Universities may also adopt policies that acknowledge the impact of emotional strain and study demands—such as flexible deadlines, early support referral, and the normalisation of help-seeking—to promote healthier study engagement. Embedding emotion-regulation and self-development training can further strengthen students’ resilience and long-term professional sustainability. At a broader level, these interventions may enhance student retention and mental-health outcomes, supporting institutional efficiency and societal goals for sustainable higher education. Originality/value This study extends existing research on student presenteeism by showing that suppression, rather than reappraisal, moderates the impact of academic demands on maladaptive coping. This study provides novel insight into how emotion regulation strategies operate in a student population.

Abstract Scheduled Tribes (STs) in India continue to experience significant educational disadvantages due to geographical isolation, socio-economic marginalization, and inadequate schooling infrastructure. To address these disparities, the Government of India has introduced initiatives such as SSA, RMSA, and the RTE Act (2009), with the Ekalavya Model Residential Schools (EMRS), launched in 1997–98, emerging as a major intervention to provide free, residential, and culturally responsive education for tribal learners. This study examines the contribution of EMRS to the educational advancement of Scheduled Tribes and assesses its effectiveness, persistent challenges, and policy implications. A systematic literature review was conducted by synthesizing studies published between 2015 and 2025. Relevant literature was identified through Google Scholar, ResearchGate, Sage Publications, government websites, and reputable news sources, using clearly defined inclusion and exclusion criteria. The findings of the review indicate that EMRS has enhanced educational access, literacy outcomes, and student retention among tribal learners; however, ongoing constraints such as infrastructural inadequacies, shortages of qualified teachers, limited career guidance, and insufficient monitoring mechanisms continue to affect institutional performance. The review recommends strengthening teacher preparation, upgrading infrastructure, expanding vocational and skill-based programs, integrating culturally relevant curricula, and improving administrative management to align EMRS with national education standards and enhance learning opportunities for Scheduled Tribe students. Keywords: Ekalavya Model Residential Schools, Scheduled Tribes Education, Tribal Schooling, Educational Access, Systematic Literature Review.

Background/Objectives: Traditional demonstrations are a common way to teach clinical skills, but they often feel unstructured and inconsistent. Peyton’s four-step approach provides a more organized, student-focused method that might help learners pick up skills better. This study compared the standard demonstration method with Peyton’s approach for teaching ENT procedures to interns. Methods: A prospective study was conducted at a single center with two groups: Group A received a conventional single-pass demonstration. Group B was taught using Peyton’s structured four-step approach (silent demonstration, deconstruction, verbal comprehension, and performed verbalization). Both groups were trained on three ENT skills—anterior rhinoscopy, Trotter’s method, and anterior nasal packing—then tested using OSCE checklists. We also asked students for their feedback through a simple questionnaire. Results: For anterior rhinoscopy, both groups performed similarly. But students taught with Peyton’s method did significantly better on Trotter’s method and nasal packing (p = 0.0098 and 0.004). Overall, they preferred Peyton’s approach, remembered the steps better, and wanted to use it for future training (p < 0.005). Conclusions: While traditional demonstrations are straightforward, Peyton’s structured, hands-on four-step method leads to better skill learning and retention for medical students.

Purpose This study examines undergraduate business students’ sense of course belonging and campus climate as predictors of openness to diverse experiences. This study aims to determine if course-specific and college-level support contribute to students’ sense of belonging. Design/methodology/approach This study uses a mixed-methods, convenience sampling approach using data from business students at a southwestern US college of business. Participants completed a questionnaire measuring course belonging, campus climate and openness to diverse experiences. A quantitative analysis included correlations and multiple regression. The qualitative analysis used thematic analysis. Findings Quantitative findings show that course belonging and campus climate positively predicted students’ openness to diverse experiences. Qualitative findings revealed six themes identifying factors contributing to students’ sense of belonging. At the course level (RQ1), students identified professors’ inclusive teaching, accepting everyone’s opinions and cultural backgrounds, respect and open dialogue, diverse demographics and accessibility/accommodations as key belonging factors. At the college level (RQ2), students emphasized the importance of fairness and equal resource opportunities. These themes demonstrate that belonging is fostered through both pedagogical practices and institutional support structures. Practical implications The implications of this study focus on providing a positive impact for students enrolled in US colleges and universities. By nurturing students’ sense of belonging, business schools can foster inclusive environments that may lead to student motivation, retention and degree completion. Nurturing students’ sense of belonging through pedagogical practices and college-wide support, international business schools can foster inclusive learning environments. Originality/value This study draws from frameworks that explain the nurturing of students’ sense of belonging and provides original insights that contribute to a deeper understanding of students’ sense of belonging and openness to diverse experiences within international business education.

Purpose: This study investigates how inclusive teaching practices and institutional support influence entrepreneurial intentions among disadvantaged students in technical vocational education and training (TVET), with persistence of effort as a mediating variable. Although persistence of effort is widely acknowledged as critical for both student success and entrepreneurial outcomes, its mediating role in the context of TVET remains underexplored— particularly among marginalized student populations. Approach: Using a simple random sampling technique, data were collected from 393 disadvantaged TVET students who had exposure to inclusive pedagogical practices and institutional support systems. A two-stage structural equation modeling approach was employed using Mplus to test the proposed relationships. The study was conducted in Trinidad and Tobago, a twin-island nation with a long-standing tradition of TVET, established well before the development of more recent educational approaches. Results: The results show that inclusive teaching and institutional support—comprising financial aid, information and communication technology (ICT) access, campus accessibility, and business mentorship—significantly boost students' persistence of effort. This persistence, in turn, strongly predicts entrepreneurial intentions. Furthermore, persistence of effort was found to mediate the effects of both inclusive teaching and institutional support on entrepreneurial intentions. Conclusion: This study advances theoretical understanding by integrating Tinto's student retention theory with Duckworth's grit framework, offering a dual-lens analysis of how educational environments foster entrepreneurial pathways. Persistence of effort emerges as the underlying psychological mechanism linking institutional and pedagogical supports to entrepreneurial intentions. Beyond content delivery in entrepreneurship education, the results highlight the enabling role of equity-driven practices in cultivating entrepreneurial intent, especially among disadvantaged students. These insights are particularly relevant for TVET institutions globally and for policymakers seeking inclusive strategies to address youth unemployment and inequality. Filling this gap strengthens the evidence base for designing TVET systems that not only enhance employability and resilience but also promote inclusive participation in entrepreneurship as a pathway to sustained economic participation.

The current paper examines the complexity of issues that affect student retention within Government-aided Madrasahs in West Bengal through the prism of qualitative approach. Through purposive sampling, a sample population of 30 students, teachers, and administrators has chosen in urban and rural and semi-urban Madrasahs to get a variety of views. The data has gathered by use of semi-structured interviews, focus group discussions, observations, and document analysis. Thematic analysis showed that retention has been always be conditioned by the convoluted interplay of socio-economic limitation, parental literacy, institutional infrastructure, teacher student and student relationships with motivational and cultural factors. The barriers were identified as economic difficulties and insufficient academic support, and prospective facilitators of student engagement and continuing education were identified as community engagement and positive school climate. The research highlights that the education system of Madrasah requires specific measures on a structural and pedagogical level to enhance retention rates. It concludes that long-term assistance of teachers, families, and institutions is an important factor in lowering the rates of dropouts and favouring equitable educational opportunities in the Madrasahs in West Bengal.