Student Support Research Articles

The Impact of Learning Experiences on Meeting Teacher Accreditation Standards: A Mixed-Methods Study

Professional Accreditation for teacher education programs is a quality assurance measure for normal universities. To clarify the factors affecting student teachers' learning and their mechanisms, a mixed-methods study was conducted on government-funded student teachers. The study found that learning experiences in areas such as clear goals, student support, appropriate assessment, teaching quality, and course organisation have varying degrees of influence on learning outcomes. The mechanisms of influence include: the combined effect of misaligned learning goals and simplified exam content hinders the improvement of learning quality; gaps in subject systems and structural shortages of teacher resources undermine the distinctive features of teacher education; and an imbalance between increasing learning challenges and insufficient student support obstructs the development of professional competencies. Therefore, universities should leverage participation in professional accreditation as an opportunity to reform teacher education curricula, build high-quality teaching teams, optimize the structure of teacher resources, and improve student support services to create an excellent training environment

Administration of the Student Support System of Educational Institutions under the Chaiyaphum Provincial Learning Promotion Office

Background and Aims: Research on "Administration of the student support system of educational institutions under the supervision of the Chaiyaphum Provincial Learning Promotion Office" has the objectives to (1) study the level of administration of the student support system of educational institutions under the supervision of the Chaiyaphum Provincial Learning Promotion Office. (2) Compare opinions of personnel regarding the administration of the student support system. Classified according to the position, duties and size of educational institutions. (3) Study guidelines for developing and improving the administration of student support systems in educational institutions in Chaiyaphum Province. Methodology: The research sample consists of civil servants, government employees and contract employees who work in educational institutions under the Chaiyaphum Provincial Learning Promotion Office in the academic year 2023, numbering 226 people. The sample size was determined using the Crejcie and Morgan tables. The tools used to collect data include a questionnaire with a reliability equal to 1 and a structured interview. Data analysis uses statistics such as frequency, percentage, mean, and standard deviation, T-test, F-test, and qualitative data analysis. Results: The results of the research found that (1) opinions regarding the administration of the student support system of educational institutions under the Chaiyaphum Provincial Learning Promotion Office; Overall, it is at a moderate level. (2) When comparing opinions of personnel regarding the administration of the student support system. Classified by location and size of educational institution It was found that overall there was no difference and when considering the different aspects, no differences were found either. (3) Guidelines for developing the administration of the student care and support system include: 1) Knowing students individually: Educational institutions should seriously operate the student care and support system. By appointing a responsible person and storing student information up to date. 2) Student screening: Educational institutions should take information from each student to screen and divide students into groups according to specified criteria. 3) Problem prevention and resolution: Educational institutions should educate students about the problems they face. To provide students with knowledge and the ability to solve recurring problems. 4) Promoting student development: Educational institutions should organize activities that match the interests of students. To instill social responsibility. 5) Referral aspect: Educational institutions should coordinate with specialists related to student problems in order to provide appropriate assistance. Conclusion: Administration of the student support system of educational institutions under the Chaiyaphum Provincial Learning Promotion Office According to the opinions of personnel classified by position and the size of the educational institutions, overall, are not different When considering each aspect, it was found that every aspect was not different.

Translation Technology for Foreign Language Teachers and Improvement of Translation Teaching Competencies

The rapid development of translation technology has profoundly impacted traditional foreign language teaching methods, providing extensive support for both teachers and students. This paper explores the influence of translation technology on foreign language teaching, analyzing the current status, attitudes, usage habits, and needs of teachers in relation to technology application. The swift advancement of technology has enriched foreign language teaching support and transformed traditional teaching models. The paper focuses on analyzing the types and applications of translation technology, its functions and roles in teaching, including classroom instruction, instructional design, and assignment assessment. Additionally, it examines the core elements of translation teaching competence, pathways for development, and strategies for enhancement, with a particular emphasis on technology-driven innovation models and the application of intelligent tools. Finally, the paper proposes future research directions, such as in-depth exploration of technology integration and data-driven teaching decisions, aiming to provide references for the development of translation teaching.

Accessibility in an Inclusive Academic Environment: The Case of Takoradi Technical University

This study examines the extent to which Takoradi Technical University (TTU) in Ghana has achieved an inclusive academic environment for students with disabilities. Despite Ghana's commitment to inclusive education and various policies supporting persons with disabilities (PWDs), there remains a significant research gap regarding the practical implementation and effectiveness of these policies at the university level. This research addresses this gap by evaluating TTU's accessibility measures and support services. The study employs a phenomenological approach to explore the lived experiences of students with disabilities, faculty, and staff at TTU. It investigates the alignment of TTU’s practices with national and international inclusive education policies, such as the Persons with Disability Act (715) and the United Nations Convention on the Rights of Persons with Disabilities. The research focuses on three main objectives: identifying the teaching and learning needs of disabled students, assessing the accessibility of TTU's built environment, and evaluating the satisfaction of students with the available support services. Data were collected through qualitative interviews with 28 participants, including students with disabilities, lecturers, and support staff. Findings reveal that TTU has established various support services, including sign language interpretation, e-learning support, and assistive devices. However, students reported inadequacies in these services, citing needs for additional support such as braille services and extended examination time. Furthermore, the built environment at TTU was found to be largely inaccessible to students with physical disabilities, leading to widespread dissatisfaction among the student body. The study highlights that while TTU has made commendable efforts in providing institutionalized support for disabled students, significant gaps remain in service adequacy and physical accessibility. The findings underscore the need for enhanced strategies to improve inclusivity at TTU and similar institutions, aligning practical implementations with policy frameworks to better serve students with disabilities

Administration of the Educational Institution's Student Care and Support System Nakhon Ratchasima Primary Educational Service Area Office 4

Background and Aims: This research has the following objectives: 1) to study and compare the level of opinions of personnel regarding the administration of the student support system in educational institutions under the Nakhon Ratchasima Primary Educational Service Area Office 4. By gender Work experience and the size of the educational institution and 2) to explore ways to develop the administration of the student care and support system in the same educational institution. Methodology: The sample group in this research consisted of 327 personnel under the Nakhon Ratchasima Primary Educational Service Area Office 4, using the Krejsi and Morgan sampling table. The research tools include a questionnaire with 5 rating scales and a structured interview. Which has an IOC value in the range of 0.80 to 1.00 and a confidence value of 0.83. In data analysis, various statistics were used, including frequency, percentage, mean, and standard deviation, T-test and F-test Results: The research results include the following findings: (1) the administration of the student care and support system of educational institutions under the Nakhon Ratchasima Primary Educational Service Area Office 4 is overall at a high level. Which when considered in each aspect, it was found that administration in all aspects is at a high level. (2) Administration of the educational institution's student care and support system Nakhon Ratchasima Primary Educational Service Area Office 4 has a statistically significant difference at the 0.05 level when classified by gender. While when classified by work experience and size of educational institution found that there was no difference. (3) Guidelines for the administration of the student care and support system of educational institutions under the Nakhon Ratchasima Primary Educational Service Area Office 4 found that data were collected through visiting students' homes. Using student behavior assessments to screen students organizing activities to make students know how to control themselves and strengthen skills in living with others. There is also cooperation between teachers, schools and parents in preventing and solving student problems. Including understanding and explaining to students and parents the need to refer students with problems for help. Conclusion: The study found that the administration of the student care and support system at Nakhon Ratchasima Primary Educational Service Area Office 4 is effective, with high performance in all areas, though gender differences were found to be statistically significant. Furthermore, effective student care requires collaboration among schools, teachers, and parents, as well as the use of assessments and home visits to address and prevent student issues while encouraging self-control and social skills.

Establishing Mentoring Relationships as Early-Career Latina Student Support Services Professionals

ABSTRACT Latina student services administrators represent 7% of administrators on college campuses. The lack of Latina representation in administrator roles indicates the need to better recruit and retain this group of administrators. Mentoring is one tool which supports the retaining of administrators. Using a Chicana feminist epistemology and thematic analysis, this study examines the experiences of early-career Latina SSS administrators with mentoring and supportive communities. Our findings indicate that early-career Latina professionals struggle with establishing mentoring relationships; are intentional in seeking mentors; and often must resort to establishing their own peer communities of support. Implications for research and practice are discussed.

The Role of Educational Institution Administrators in Operating the Student Care and Assistance System at Vocational Colleges in Chonburi Province

Background and Aims: The objectives of this research are as follows: 1. to study and evaluate the operational level of the student care and assistance system. Students in vocational colleges in Chonburi Province 2. To compare the performance of the student care and assistance system in such colleges classified by status. and 3. to propose guidelines for operations related to the role of school administrators in developing student care and support systems for students in vocational colleges in Chonburi Province. Methodology: The sample group in this research consisted of administrators and teachers from vocational educational institutions in Chonburi province, totaling 269 people, using questionnaires as a tool for collecting data. which has a reliability value of the questionnaire at 0.97. For data analysis, basic statistics were used, including frequency, percentage, mean, and standard deviation. As for hypothesis testing, t-test statistics were used. Results: The finding found that (1) The opinion regarding the role of educational institution administrators in operating the student care and support system Students in vocational colleges in Chonburi Province Overall it is at a high level. (2) Level of opinions regarding the role of educational institution administrators in operating the student care and assistance system, classified by gender, found that overall there was no difference. When considering each aspect, it was found that the areas of student promotion and development were significantly different at the 0.05 level. While knowing each student individually student screening Preventing and solving student problems. And in the forwarding aspect, no differences were found. (3) Level of opinion regarding the role of educational institution administrators in operating the student care and assistance system, classified by status It was found that there was a statistically significant difference at the 0.05 level. Especially in the area of ​​student screening and in the area of ​​student promotion and development. which were significantly different at the 0.05 level, while no differences were found in other aspects. Conclusion: The study discovered that vocational college administrators in Chonburi Province are widely perceived to play an important role in student care and support. While gender had no overall impact on these opinions, there were differences in student promotion and development, and status had a significant influence on perceptions in areas such as student screening and development (p < 0.05).

Роль семейных взаимосвязей в формировании жизнеспособной и благополучной личности студента с инвалидностью и / или ограниченными возможностями здоровья

<p style="text-align: justify;"><strong>Objective</strong><strong>.</strong> To analyze the role of family relationships in the formation of a prosperous and viable personality of a student with disabilities. <br><strong>Background. </strong>Moral responsibility, mutual support and care, teaching principles, norms and values remain at all times a historically significant function of the family. The appearance of a person with a disability in the family becomes a source of uncertainty, which is a threat on the one hand, and a chal­lenge on the other. Creating conditions for the effective and harmonious development of the family will make it possible to raise a prosperous and resilient citizen, through the support of not just a family, but the institution of a family resiliencе. <br><strong>Study design. </strong>The paper examines the features of the formation a well-being and resilient person­ality of students with disabilities, depending on the degree of family support and the presence of close family ties. The interrelation of family relations with psychological well-being, resilience, and assess­ment of the quality of life of students with disabilities is determined. <br><strong>Participants. </strong>The study involved students with disabilities (n = 98; 37,7% of boys, 62,3% of girls; average age 21,13 ± 2,68) from different faculties of FSUE IVO RSU Sotstech and conditionally healthy students (n = 116; 51,7% of the sample; 31,4% of boys, 68,6% of girls; average age 21,5 ± 2,9). <br><strong>Measurements. </strong>The research is based on the following methods: questionnaire “Psychological well-being” by C. Riff in adaptation by T.D. Shevelenkova, P.P. Fesenko; questionnaire SF — 36 “Assessment of quality of life”; test “Human resilience” by A.V. Makhnach; questionnaire “Human resilience” by E.A. Rylskaya; questionnaire allowing to establish the socio-psychological characteristics of students (gender, age, faculty, disability). The results were analyzed using the IBM SPSS 23.0 package. The presence of significant differences was revealed using the nonparametric Mann-Whitney U-test for two independent groups and the Kruskal-Wallis analysis for k-independent groups. The relationship of family relationships with the assessment of living standards, parameters of psychological well-being and resilience was established on the basis of Spearman’s p-criterion. The results were considered significant at p < 0,05. <br><strong>Results. </strong>Students with disabilities have a correlation relationship between family relationships and indicators of psychological well-being and resilience. The level of resilience of students in families with high support corresponds to a high level, in groups with weak family ties — to an average level. In families with high family support, girls and boys are statistically more capable of self-regulation and self-development. The state of psychological well-being is statistically significantly higher among students with disabilities in the group with close family relationships. The analysis of the assessment of the quality of life significantly differs in the parameter of vital activity among respondents with disabilities. <br><strong>Conclusions. </strong>As a result of the study, it was found that a family with close emotional ties creates conditions for the effective use of available opportunities, self-regulation and self-development. Stu­dents with disabilities with high family support show higher life activity and adaptation in society. The results of the study serve as the basis for the development of a targeted trajectory of psychological and pedagogical support for students with disabilities and/or disabilities to maintain psychological well-being and resilience, improve the assessment of quality of life.</p>

“If I Go, I’ll Probably End Up Dropping Out too”: College Enrollment Choices in a Free College Context

ABSTRACT In this qualitative study, we explored why students in a free community college environment in Tennessee chose not to enroll in college or dropped out of college shortly after enrolling. We conducted 27 in-depth interviews with individuals who were eligible for the Tennessee Promise. Perna’s conceptual model for college access and choice guided our analysis. We analyzed data using a three-tier approach, which included open/emergent coding, followed by a priori/theoretical analysis. We identified 15 emergent themes common among interview participants, which we then categorized into the four theoretical themes based on Perna’s (2006) model. The Tennessee Promise increases access to and enrollment in postsecondary education for many students. Our study highlights potential gaps policymakers and practitioners can address to continue improving the Tennessee Promise and other student supports. We provide our recommendations for practice, policy, and future research.

A Parent’s Multimodal Support to Bilingual Child’s Reading: A Case Study of Korean Immigrant Family

ABSTRACT Shared reading is a practice for promoting children’s literacy that parents may utilize at home. In particular, multimodal interactions between a parent and a child can play a role in fostering bilingual children’s reading experiences. This qualitative case study explores how a Korean bilingual mother multimodally supports her child’s shared reading practices. Data sources include an online survey, a monthly reading log, two home visit video observations, and a parent interview. Four multimodal cues are classified throughout the reading: pointing, hand gestures, nodding, and audio language. The three emerging themes of the parent’s nonverbal language in support of the child’s literacy practices include assisting in guessing vocabulary and meaning, drawing attention, and encouraging confidence. The implications of the study are discussed with regards to better promoting a home literacy environment, along with the open communication of relevant messages to parents and educators to offer more support for bilingual students.

Struggling with studying and earning – realities of the UK's cost-of-living crisis on students on social work programmes

ABSTRACT The UK has been experiencing an extended cost-of-living crisis since 2021 and students attending universities have struggled with the impacts of rising prices. This article reports on findings from a study to explore local recruitment and retention issues in adult social care from the perspective of different populations of interest in the South of England. A mixed methods approach was undertaken. One group of participants were students enrolled in social work undergraduate and postgraduate programmes. They completed an online questionnaire (n = 20), with a subsample (n = 11) being interviewed. Comments relating to the wide-ranging effects of cost-of-living issues discussed by the participants were themed together and are described. The findings offer suggestions to evaluate student support mechanisms and reduce the potential impacts of ongoing financial difficulties caused by the need to juggle course, placement and financial demands across this and other applicable undergraduate sectors and their programmes. They also reflect risks to future workforce recruitment alongside the potential of ‘earn and learn’ programmes, such as apprenticeship routes – which may offer a viable alternative to qualification for those at particular risk of financial hardship whilst studying.

Dance/movement interventions and students with disabilities: A critical review

This critical narrative review presents findings of physical activity interventions involving dance/movement for students with disabilities. This review describes the status of dance/movement intervention research supporting students’ intersectional identities, including disability. Dance/movement research from 2013 to 2023 was reviewed to identify the extent to which research addresses dimensions of students’ identities. First, dance/movement research is situated within physical activity intervention research. Next, findings from 82 dance/movement research studies within education and disability categories, including autism, physical, and social emotional dimensions is summarized. Of those studies, five studies address participants’ intersectional identities including disability. Positive outcomes of dance/movement interventions for students with disabilities include relationship building, well-being, individualized education, and cultural identity. Specific intervention techniques of mirroring, rhythm matching, and social collaboration with teachers and peers are identified as efficacious for improving students’ social-emotional, cognitive, and motor skills. Dance/movement interventions are also related to teachers’ awareness and affirmation of dimensions of students’ backgrounds and interests through student-centered dance/movement techniques. While the social-emotional, cognitive, and motor benefits are widely documented in the research, only a handful of studies address aspects of participants’ identities other than disability category and age. The findings of this review have implications for teachers’ increased self-awareness and knowledge of dance/movement intervention techniques in support of students’ developmental skill outcomes and intersecting identities, as well as for dance/movement intervention research that addresses multiple dimensions of students’ identities.

In-person and computer-mediated social support for international students at U.S. universities: Associations with acculturative stress and mental health

Objectives: The current study explored whether social support received from either mediated or in-person contact varied among international students depending on the level of social ties (stronger/weaker) with existing support groups. This study also examined whether in-person or computer mediated social support (CMSS) is a better predictor of acculturative stress which might influence mental health of international students. Methods: An online survey was conducted among 179 international students across three U.S. universities. Results: Results showed that international students perceive stronger online social ties compared to in-person social ties, t(125)=– 3.57, p < .001. Stronger ties with CMSS significantly negatively influence acculturative stress compared to in-person social support for international students, (b = −0.24, 95% CI [-0.45, −0.03]). This indicates that as CMSS increases, acculturative stress decreases among international students. Conclusions: This study concludes that online social support groups can positively influence mental health of college student populations, particularly those who feel stressed out.

Hear our Stories: A Call to Action for Indigenizing Information Educational Spaces

This panel will present a case study of the lived experiences of Native North American Indigenous (NNAI) students and faculty at the University of Washington’s Information School (UW iSchool). NNAI students, both a racialized and politicized group (Brayboy, 2005), are the most underrepresented and underserved within higher educational institutions (Fish &amp; Syed, 2018; Shield, 2004), representing both faculty and students. Overall, less than 0.3% of Native Americans represent the field of information science (Poole et al., 2021). The numbers of NNAI Peoples in information science fields are the most underrepresented of any racialized group (Ball &amp; Lar-Son, 2021; Kim, 2023). Currently, the UW iSchool supports a community of six NNAI PhD students and three NNAI faculty members. Through their personal narratives the UW iSchool Native students and faculty panel will share strengths, strategies, and resources for navigating the multifaceted challenges they have encountered during their academic journeys. The experiences of NNAI academics have revolved around the historical injustices and institutional biases which contribute to disproportionately higher dropout rates, lower graduation and retention rates, and limited access to culturally relevant resources (Braine &amp; Segundo, (2015). Although it is imperative to identify and address these challenges to uphold principles of justice and promote equitable educational opportunities, this panel will take on a strength-based approach to highlight the successes of the NNAI students and faculty. Our panel session will be moderated by Dr. Miranda Belarde-Lewis and will start with an overview of our topic, an introduction to the panelists and a briefing on the UW iSchool. The iSchool is interdisciplinary in nature which is also reflected by the diversity of research specializations within our panel. Due to having a large number of presenters, each individual will have five minutes to share their story. First, two out of the three faculty members will share their pathway from being a former PhD student at the iSchool to a current faculty member today. These faculty witnessed and participated in the initial development of Indigenous research groups and initiatives at the iSchool which provided support, resources, and mentorship opportunities for the NNAI community. Examples of these will be showcased in the panel examples such as iNative, the Indigenous Information Research Group (IIRG) and the Native North American Indigenous Knowledge (NNAIK) Initiative which address the information challenges within NNAI communities in support of tribal sovereignty and Indigenous empowerment. These faculty members will discuss how they were supported and mentored during their PhD journeys and how they are passing the baton onto the next generation of future Native faculty and researchers. Second, four of the six students will share their journey of transitioning from a master’s student in one of the programs at the iSchool to becoming a PhD student. These individuals will share their personal experience of mentorship and support received from the faculty members. The students will discuss the challenges they had to overcome during their transition. Third, the last two students and one faculty member will discuss their experience coming from interdisciplinary backgrounds and how their experience has been supported within a field that incorporates other fields. Their experiences of being part of a Directed Research Knowledge Family will be discussed. At its core, the yearlong DRG Knowledge Family revolved around an Indigenous Health Equity research team. This group prioritized Indigenous research methodologies and approaches. This panel will provide a platform and space for NNAI academics to amplify their voices and perspectives to share strategies to promote equitable educational experiences for the NNAI experience in diverse areas of the field. Through the fostering of dialogue and sharing encouraging personal experiences and stories encountered at the UW iSchool, the aim is to develop solutions in order to create an inclusive and supportive space for NNAI academics to thrive. Cultural identity and tribal sovereignty are central to the academic success and well-being of NNAI academics (Isaacs et al., 2020). Therefore, the panel will discuss the importance of culturally relevant education and community engagement initiatives. Through the incorporation of authentic and relevant Indigenous perspectives into the curriculum, the fostering of mentorship opportunities and the support for cultural revitalization efforts, academic institutions can create more inclusive learning environments which accurately represent the cultural identities of NNAI students and embrace their sense of belonging. Through discussions using Dr. Littletree’s “kitchen table methodology, participants will share best practices, have networking opportunities, and give guidance for other information schools to develop action plans in order to help foster a supportive educational environment for Indigenous scholarship. By leveraging collective expertise, resources, and advocacy efforts, we can drive meaningful change and advance support for NNAI students in academia and beyond, in person and in virtual settings. Together, we attend to a critical call to justice and ensure that the NNAI community receives the respect, dignity, and opportunities they deserve in pursuit of their education.

Academic Coaching in Entry-level Doctor of Physical Therapy Education.

Learners face a variety of academic and personal challenges that may impact performance in Doctor of Physical Therapy (DPT) programs. Academic coaching has emerged as a student support model within undergraduate medical education but has not yet been evaluated in DPT education. The purpose of this method/model presentation was to describe the development, implementation, and evaluation of 2 coaching programs. Two hybrid DPT programs implemented a coaching approach to support students. The coaching framework was centered around an individualized relationship between the learner and faculty coach to promote reflection, growth, agency, and persistence in educational and professional development. Faculty members were prepared and supported to serve as coaches. Coaches met with their assigned students at regular intervals throughout the program, including clinical experiences. The coaching programs were assessed through program exit surveys and an alumni survey. Graduates from both programs reported that the coaching program was effective and supported a sense of belonging or connectedness within their DPT program. They reported several specific activities that were part of the coaching program structure that supported its effectiveness, including group-based orientation activities and 1:1 meetings with their coach. Graduates also provided suggestions for program improvement including increased structure and more opportunities to connect with their peers and coaches in a nonacademic setting. Two DPT programs successfully implemented coaching as their student support model. With appropriate preparation, planning, and support, coaching programs have the potential to provide individualized and meaningful support for DPT students.

Construction of the “Mission poCELLble” -Cellular Structure and Function: A Strategic Intervention Material (SIM) for Grade 7 Biology

This study aimed to address the persistent challenges of low student mastery in Grade 7 Biology by constructing and validating a Strategic Intervention Material (SIM) titled "Mission poCELLble" – Cellular Structure and Function. The development process was driven by the urgency to provide targeted support for students struggling with key concepts in cellular biology. A Strategic Intervention Material (SIM) for grade seven biology was the main objective of this study. The SIM was meticulously crafted based on the identified least mastered skills and the Department of Education's standard criteria for SIM construction. This research followed the input-process-output model of developing instructional material, utilizing two sets of questionnaires: one set for five identified experts and one for teacher and student users, each containing 19 statements tailored to their respective roles. Data analysis informed the construction of the SIMs, including identifying least mastered skills, assessing student-teacher agreement with the Kappa Measure, and measuring expert and readability levels with Cronbach's alpha and Flesh-Kincaid Reading Ease.The results revealed that the SIM content, pedagogical and technical aspects were “very evident” as rated by the experts. The internal consistency between responses are rated as “good”. These findings suggest the potential of the "Mission poCELLble" SIM as a valuable tool for intervention purposes in Grade 7 Biology classrooms. Further research is recommended to assess the SIM's effectiveness in improving student learning outcomes.

Lived Experiences and Support Needs of Students with Disabilities: A Phenomenological Approach to Achieving SDGs 3,4, 10, and 11

Introduction: This study investigates the experiences, challenges, and needs of students with special needs and disabilities, aiming to create accessible facilities that support their educational requirements. Anchored in the Universal Learning Design and Social Model of Disability frameworks, it explores inclusive practices that promote equitable access. Employing a phenomenological qualitative approach, the research gathered data through semi-structured interviews with 16 students diagnosed with disabilities. The thematic analysis revealed three key areas of concern: infrastructure and facilities, physical education courses, and student support services. The identified needs include accessible infrastructure, assistive technology, and tailored academic accommodations, integrated into the concept of a "HUB." The study’s implications underscore the importance of inclusive learning environments, aligning with Sustainable Development Goals (SDGs) related to quality education, well-being, and reduced inequalities. The originality lies in contextualizing the experiences of these students, with findings that could inform institutional policies and enhance support for diverse student populations. Objective: The objective of this study is to investigate the experiences, challenges, and needs of students with special needs and disabilities to create a learning hub where they can feel supported in all aspects of their educational needs. Theoretical Framework: The study is anchored on the frameworks of Universal Learning Design and the Social Model of Disability. These frameworks focus on creating inclusive educational practices and systems that provide equitable access and opportunities for students with disabilities. Method: This study employs a phenomenological qualitative approach, as outlined by Creswell (2013), to explore the lived experiences of students with special needs and disabilities in higher education. It involved sixteen (16) student participants who were all medically diagnosed as people with a disability. Data was collected through semi-structured interviews, which allowed for flexibility while ensuring that key topics related to the participants' experiences were covered. Each interview lasted for approximately 45-60 minutes and took place in a comfortable setting, both in-person or via a virtual platform. Results and Discussion: The interviews were transcribed and manually coded with three emerging themes under the experiences and challenges, these being: infrastructure and facilities, physical education courses, and student support services. Emerging themes from specific support services they need are accessible facilities and infrastructure, assistive technology and academic accommodations, and dedicated support services &amp; counseling. Research Implications: The practical and theoretical implications of this research are discussed, providing insights into how the results can be applied or influence practices in the field of inclusive and equitable quality education. These implications could encompass SDG 4 Quality Education, SDG 3 Good Health and Well-Being, SDG 10 Reduced Inequalities, and SDG 11 Sustainable Cities and Communities. Originality/Value: This study contributes to the literature by highlighting the contextualized experiences, challenges, and needs of students with special needs and disabilities in higher education. The relevance and value of this research are evidenced by its potential to inform institutional policies and practices that address the unique needs of students with special needs and disabilities. By identifying key challenges and support mechanisms, the study contributes to creating a more inclusive academic environment, promoting equity, and ensuring that all students have access to quality education. Additionally, the findings can help guide the development of accessible facilities, tailored support services, and academic accommodations, further enhancing the university’s capacity to meet diverse student needs.

Help coordinate employment assistance and support for students with disabilities

October is National Disability Employment Awareness Month, and throughout the month, many disability services offices have highlighted employment for those with disabilities. But why not maintain these activities? In conjunction with your institution's career services and related offices, you can continue the emphasis on targeted employment skills and available assistance for students with disabilities.

Education, research and globalization

The objective of this study is to explore and analyze the emerging challenges in the field of education in the modern era. With the rapid advancements in technology, shifting societal dynamics, and evolving pedagogical approaches, this research aims to identify the key obstacles faced by educators and institutions in delivering effective learning experiences. Understanding these challenges is crucial to devising innovative solutions that can enhance the quality of education and prepare students for the complexities of the 21st century. This study employs a comprehensive literature review, qualitative surveys, and in-depth interviews with educators, administrators, and policymakers across diverse educational settings. By gathering data from various sources, including academic journals, educational reports, and expert opinions, a thorough analysis of the current educational landscape is conducted to identify the multifaceted challenges faced by stakeholders. The findings of this research reveal a myriad of challenges in contemporary education, such as adapting to digital learning environments, addressing the learning disparities exacerbated by socioeconomic factors, and fostering inclusive educational practices. Additionally, the study highlights the significance of mental health support for both educators and students, as well as the importance of nurturing critical thinking, creativity, and adaptability in the curriculum. This study contributes to the existing body of knowledge by providing a nuanced understanding of the new challenges in education and proposing innovative strategies to address them. The research emphasizes the need for collaborative efforts among educators, policymakers, and technology developers to create a responsive and inclusive educational system. By exploring novel approaches and solutions, this study paves the way for a more resilient and equitable education system, ensuring learners are well-equipped to thrive in the rapidly changing global landscape.

Towards effective web-based learning: An investigation of the management of learning management system at a university of technology

The effectiveness of web-based learning has garnered significant attention in the global educational landscape, with numerous studies providing invaluable insights to transform education through technology. These research endeavors have generated theoretical frameworks that underpin the implementation and utilization of technology for educational enhancement. However, despite the remarkable contributions of these studies, concerns persist regarding the adept management of web-based Learning Management Systems (LMS). Hence, this paper addresses this critical concern by conducting an analysis of LMS management at a South African University of Technology. Utilising a mixed-methods approach, this study combines qualitative interviews with lecturers and quantitative analysis involving students to comprehensively assess the management of web-based LMS. By triangulating these diverse data sources, this research offers a holistic perspective on LMS management, thereby enriching the understanding of this multifaceted field. The findings of this study indicate that the University of Technology has made significant strides in adopting and implementing web-based learning technologies via Think Learn Zone (TLZ) Moodle platform. However, certain challenges were identified. Notably, inconsistencies in lecturer training, concerns about accessibility, and the demand for enhanced technical support for students. Moreover, the study highlights that while the LMS serves as a pivotal tool for disseminating educational content, its effectiveness hinges on the synergy between administrative decisions and faculty practices.