Higher Education Training Research Articles

Nurturing the Faculty: Training for Excellence and Growth

"The impact of teacher education and wellbeing on higher education: a critical analysis" is one of the primary topics of the research. The well-being and ongoing education of faculty and staff are crucial for the advancement of higher education and significantly contribute to the achievements of both faculty and students. In this paper, we have explored the significance of providing training opportunities and prioritizing the wellbeing of faculty members.The significance of teacher training in higher education is paramount as it guarantees that educators are well-informed about contemporary teaching techniques, technological advancements, and the latest research findings. In a constantly evolving educational landscape, ongoing professional development is crucial to guarantee that teachers can offer the highest quality education to their students. Exciting challenges among educators in higher education frequently encounter stress and pressure as a result of demanding workloads, intense research, various responsibilities, and job searches. Failing to prioritize health can result in reduced job satisfaction, psychological issues, and the loss of teaching and research opportunities.It is crucial to find a balance between faculty and health in order to ensure the success of higher education institutions. It's not sufficient to solely concentrate on one aspect. Failing to prioritize education can result in a chaotic teaching environment, while neglecting health can lead to teacher exhaustion. Training and wellbeing are closely linked, as training equips educators with the necessary knowledge and skills to effectively teach and conduct research, while wellbeing ensures they can maintain their efforts in the long run. "Faculty training and wellbeing in higher education: a crucial balancing act" is a subject that requires the attention of higher education institutions, policy-makers, and educators themselves. Striking the right balance between training and wellbeing can result in a more productive, innovative, and compassionate higher education system that benefits both faculty members and students. It's a challenge worth tackling for the improvement of academia.

Investigation of students' use of online information in higher education using eye tracking

To successfully learn using freely available (and non-curated) Internet resources, university students need to search for, critically evaluate and select online information, and verify sources (defined as Critical Online Reasoning, COR). Recent research indicates substantial deficits in COR skills among higher education students. To support students in learning how to critically use online information for their learning, it is necessary to better understand the strategies and practices that might elicit less critically-reflective judgments about online information and thus account for such deficits. To this end, using eye tracking data, we investigate how the COR behaviors of students who critically-reflectively evaluate the credibility of online information (‘high performers’) differ from those of students who do not critically-reflectively evaluate it (‘low performers’): 19 students were divided into high and low performers according to their performance in the newly developed Critical Online Reasoning Assessment (CORA). The fixation and dwell times of both groups during CORA task processing were compared regarding time spent on the different processing steps and eye movements on the visited web pages. The results show noticeable differences between the two groups, indicating that low performers indeed approached the task rather heuristically than systematically, and that COR skills require targeted and effective training in higher education.

Exploration and Practice of Integrating Ideological and Political Education into the “Comprehensive Practical Training in Prefabricated Building Construction” Course

This paper focuses on the ideological and political construction of the course “Comprehensive Practical Training of Prefabricated Building Construction” and deeply discusses its exploration and practice process. By building an ideological and political teaching system in line with the characteristics of “Comprehensive Training of Prefabricated Building Construction,” ideological and political elements such as industry spirit, professional ethics, and social responsibility are organically integrated into all links of practical training and teaching. In terms of teaching methods, various innovative means such as case analysis, role-playing, and group discussion are adopted, and modern information technologies such as virtual reality and augmented reality are used to improve the teaching effect. At the same time, a diversified teaching evaluation system is formulated to ensure the sustainability and effectiveness of ideological and political education. This study not only enriches the theoretical research of ideological and political courses but also provides a practical reference for the ideological and political construction of similar courses, which is of great significance for promoting the overall improvement of the quality of talent training in higher education.

New Skills and Knowledge for Digital Entrepreneurs in the Age of Artificial Intelligence

Digital technologies are becoming increasingly complex and integrated, leading to significant transformations in society and the economy. The article aims to explore and summarize the new opportunities and potential risks of the widespread use of artificial intelligence (AI) in all aspects of life, to define the new skills and necessary knowledge of digital entrepreneurs and to highlight the need for transformation in modern education. Recognizing that the relationship between technology and business is two-way and becoming stronger, revealing that well-prepared employees are a guarantee of success and prosperity of companies in various fields, we try to focus on the main groups of qualities, skills and basic knowledge of students in the age of artificial intelligence. The development of the Internet, expansion of connectivity through social networks, the advent of AI, 3D printing, and immersive technologies like Augmented Reality, and Virtual Reality, require new knowledge and skills, leading to new challenges in education. Qualified personnel in this modern world must have solid professional training and systemic thinking (knowledge, skills, accumulated information), developed cognitive abilities, and personal skills based on collecting and analyzing large amounts of diverse information from heterogeneous sources. Questions arise: how can multiple information sources be combined effectively, and how can the fusion of multiple sources provide additional information to support decision-making processes? Combining information obtained from the real world makes the results heterogeneous and more informative. It follows the need to develop machine learning methods to extract relevant information from increasingly complex data sets. The goal is to improve the accuracy of the applied classification algorithms by combining predictions from multiple models, as well as obtaining a more stable final classification evaluation, effective handling of noisy data, adaptation to changing conditions, and improving stability when solving problems. On the other hand, how to ensure that the enormous potential of artificial intelligence, virtual reality, connection with the physical world, machine learning, and pervasive networks of people and machines will be fully used to improve the quality of life and contribute to the building of stable societies. Changes must be subordinated to policy and investments for reliable artificial intelligence and based on an ethical and human-centered approach. All of these should be established as a fundamental principle of training in Higher education which imposes the need for transformation in modern education.

Virtual Reality Immersive Simulations for a Forensic Molecular Biology Course—A Quantitative Comparative Study

Molecular biology is a complex, abstract, subject that can be challenging for higher education students to comprehend. The current manuscript describes the design, implementation, and evaluation of two immersive VR simulations of a DNA lab and a crime scene investigation (CSI) for a forensic molecular biology course in the context of the “TESLA” Erasmus+ project. It illustrates the instructional design and technical aspects of the VR simulations’ development. The experimental study employed a comparative quantitative research design. The guiding research questions examined how instructional modalities (online vs. face-to-face) affect learners’ perceptions of VR-based training in higher education and the key factors influencing learners’ intention for their adoption. Forty-six (n = 46) undergraduate students completed a 17-item questionnaire, which served as the main data collection instrument. Results demonstrate that both online and face-to-face VR-based instruction can effectively convey core concepts, thus challenging the traditional notion that face-to-face interaction is inherently superior. Its implications underscore the potential of VR simulations to supplement or even substitute traditional teaching methods, particularly for complex science subjects.

Development and Execution of An Immersive Virtual Environment Using Virtual Reality to Train Teachers at The Higher Education Level

In the field of higher education, teacher training has played a crucial role in continuously improving the quality of education. Immersive virtual environments using virtual reality (VR) have emerged as an innovative tool for teacher training, providing highly interactive learning experiences and realistic simulations. This article presents a literature review on the development and implementation of immersive virtual environments with VR for teacher training in higher education, analyzing recent studies and highlighting best practices, benefits, challenges and future research directions in this area. A comprehensive literature review was conducted on scientific articles, theses and other academic documents published between 2019 and 2023. Databases included Scopus, Web of Science, ERIC and Google Scholar. The search terms used were “virtual reality”, “teacher training”, “higher education” and “immersive virtual environments”. The studies reviewed showed that VR provided multiple benefits, such as immersion and engagement, simulation of real-world scenarios, and immediate feedback. However, challenges were also identified, such as technical costs and resources, adaptation of content and the need for initial training for teachers. Virtual reality has proven to be a powerful tool for training higher education teachers, providing significant benefits in terms of immersion, realistic simulation and immediate feedback. However, effectively implementing these technologies requires overcoming several technical and resource challenges. It was recommended that future research focus on developing effective and sustainable methodologies for integrating virtual reality into teacher education programs and assessing its long-term impact on educational practice.

Teaching competencies for interprofessional training in higher education in health: a protocol for a scoping review

Objective: To describe a scoping review protocol to identify and map teaching competencies for interprofessional education in Higher Education in Health. Introduction: The current challenges in training healthcare providers with the skills and abilities to act in the complex daily life that involves care entail the broad understanding of health as a process of collective construction, which will presuppose the training of critical-reflective healthcare providers. For this, it is essential that the facilitators of this process are clear about their role and have access to tools that can enable such training. Inclusion criteria: Papers published up to 2023 with the following themes in their titles and abstracts will be included: Teaching in Higher Education in Health, Higher Education in Health, and Competences for Interprofessional Education in Health. Methods: The protocol of this review follows the methodology proposed by the Joanna Briggs Institute (JBI) Manual and the PRISMA guidelines for constructing the protocols and registering scoping reviews. Two independent reviewers will select the articles by their title and abstract based on the blinding provided by the tool. Inconsistencies will be discussed regarding eligibility criteria. The selected articles will then be read in full and the data will be described according to the flowchart and summary guided by the PRISMA-ScR methodology. Conclusion: This scoping protocol will base the mapping for evidence to understand the competences needed to teach and develop pedagogical practices in curricular proposals based on interprofessional education.

Research Competencies and Skills in Universities: A Systematic Literature Review

Objective: To conduct a critical and comparative review of the scientific literature on research competencies in universities, identifying difficulties and improving their training in higher education. Theoretical Framework: Concepts and theories such as meaningful learning and professional competency models that underpin the research are presented. Method: The methodology adopted for this research includes a systematic review based on the PRISMA protocol guidelines. Extensive searches were conducted in WoS (Web of Science), Scopus, and EBSCO databases, using specific combinations of search terms related to research competencies in the context of higher education. Data collection was carried out through the analysis of empirical articles published in English and Spanish, covering a period of 12 years. Results and Discussion: It is identified that research competencies are essential for the academic and professional development of students, but face several challenges in their effective implementation, such as lack of teacher guidance, institutional shortcomings, and lack of student commitment. These results are contextualized in light of the theoretical framework, highlighting the implications for educational policies and the need for innovative strategies to overcome the identified obstacles. Research Implications: The results can influence management policies, curriculum development, and teacher training in higher education. Originality/Value: This study has an innovative approach that combines systematic review and theoretical analysis on research competencies. Furthermore, it proposes practical strategies to improve research training in universities.

Training to Act FAIR: A Pre-Post Study on Teaching FAIR Guiding Principles to (Future) Researchers in Higher Education

AbstractThe scientific community has tried to implement the FAIR guiding principles to foster open science actions in data-driven research in higher education since 2016. However, what strategies work and do not in fostering open science actions still need to be determined. This article is the first step to closing this research gap by examining one strategy, the effectiveness of FAIR training in higher education. With a pre-post test design, the study evaluates the short-term effectiveness of FAIR training on students’ scientific suggestions and justifications in line with FAIR’s guiding principles. The study also assesses the influence of university legal frameworks on students’ inclination towards FAIR training. Before FAIR training, 81.1% of students suggested that scientific actions were not in line with the FAIR guiding principles. However, there is a 3.75-fold increase in suggestions that adhere to these principles after the training. Interestingly, the training does not significantly impact how students justify FAIR actions. The study observes a positive correlation between the presence of university legal frameworks on FAIR guiding principles and students’ inclination towards FAIR training. The study underscores the training potential in driving the transition towards open science actions in higher education and shows how much university legal frameworks can push toward such training. Students rate FAIR training as very useful and satisfactory. Important learning factors in effective FAIR training seem to be creating a safe space, letting students contribute, and encouraging students to engage in the training. However, the study also reveals the need for further training improvement, particularly in enhancing students’ ability to justify FAIR actions.

The Effect of Pedagogical Training in Higher Education on the Newly Employed University Teacher’s Approach to Teaching and Self-efficacy Beliefs in Algerian Universities

"To align with society’s ever-changing needs, the principal goal the university seeks to achieve within the community shifted from providing knowledge through teaching to the strategic role of knowledge production by applying skills. Accordingly, the implementation of the L.M.D. system in Algerian universities focused on supporting the students’ learning process and emphasized student work; this imposed new pedagogical teaching methods and raised the need to improve the pedagogical skills of university teachers. This study aims to determine the impact of pedagogical training in higher education for newly employed teachers at Algerian universities on their approach to teaching, as measured by the Approaches to Teaching Inventory list, and on their self-efficacy beliefs, as measured by the Motivated Strategies for Learning Questionnaire. Data were collected in a pre-post design; a questionnaire was designed based on the measurement methods and sent electronically twice to a sample of 50 newly employed teachers before and after pedagogical training. The study finds no statistically significant differences in the teacher-centered or in the student-centered approach among newly employed teachers, and no statistically significant differences in their self-efficacy beliefs before and after pedagogical training. Pedagogical training is not helping newly employed university teachers to center their teaching approach around the student."

A Critical Analysis of Problems of Higher Education In Pakistan: An Analysis of Possible Solutions

It is the basic criteria to address the importance of skill development & training in higher education, partly due to the increased focus on outcome assessment in academic programs for undergraduate programs at university of Sindh as data analyzed for 2021,2022 and 2023. Final Assessments When creating curriculum and evaluating their effectiveness promotes the focus of "ideal" or better values and skills of the higher education graduates. To put it over simplicity, the knowledge and skills that students are often expected to possess upon finishing their education are the main emphasis of outcome assessment. Any nation's political, social, and economic progress is based on its higher educational system. The country can accomplish its objectives when it has a functioning educational system. Being a developing nation, Pakistan has struggled with education from its founding, which has prevented the educational system from meeting the needs of the people. This scenario can be attributed to multiple sources. This research examines a few of the major issues that Pakistan's educational system has been beset with thus far. Based on a critical analysis of existing literature, the study offers answers to the current issues facing Pakistan's education system. The higher education graduates have traditionally been characterized as a terminal degree for professionals in the public and nonprofit sectors, with an emphasis on the professional values, practical knowledge, and skills requirement to thrive in public and nonprofit organizations and address the needs and interests of democratic societies.

Our Decolonial Conversations with Performance Voice Training in Higher Education in the South African Pluriverse

ABSTRACT This article shares conversational thinking around the complexities present in the vocal development of the actor-in-training in a multilingual, multicultural training context, specifically referring to South African higher education. It is framed from the authors’ lived experience and discusses the pedagogical constructs present in the pluriverse where voice is central in the performance of identity. Organic congruencies, humans as multimodal bodyminded beings and embodiment are discussed as points of departure. The interlinked relationship between voice and language is considered. Searching for a humanizing pedagogy, translingualism, and embodied learning, among others, are offered as possible means to engage human congruencies in the multilingual, multicultural setting. Certain principles of Lessac Kinesensics are engaged with in this on-going project contributing to a decolonial approach to performance voice training in higher education.

Design Guidelines for Enterprise Software Training in Higher Education Based on Technology-Mediated Learning

There is an increasing demand for a qualified future workforce in the enterprise software (ES) domain, for which students should be prepared. However, due to the complexity of ES, many lecturers lack the skills to practically integrate ES into their teaching activities. ES training must be investigated holistically to address this issue, integrating the perspectives of the involved actors. Therefore, the research field of technology-mediated learning (TML) offers valuable concepts. In this paper, we first identify and present five main concepts of TML performance based on related literature. Second, we present findings from a single-case study conducted within the global academic alliance program of the ES company SAP. The program’s objective is to demonstrate the practical application of ES to students through lecturers. Unlike previous research, we consider the students’ perspective and incorporate the viewpoints of lecturers and subject matter experts (SMEs) who train the lecturers to create a comprehensive overview. Based on the insights from TML literature and the case study, we present design guidelines for ES training that take into account TML concepts, actors’ perspectives, and training aspects. Our findings highlight the universal applicability of TML in the practical context of designing ES training in higher education.

ENVIRONMENTAL ASPECTS IN THE CONTENT OF HISTORICAL EDUCATION

The article analyses the processes of content transformations in the context of educational reform: the implementation of the New Ukrainian School concept and higher education, which outline the key issues of optimising the structure and content of the historical educational field of knowledge. The basis for these processes is the modernised State Standard of Basic Secondary Education and transformations in the content of professional training in higher education. The authors note that certain content transformations of the history curricula are underway, filled with new cross-cutting lines that include the issue of environmental education, the development of knowledge competencies in environmental protection and issues in the «human-nature» problem field. A special place in this context belongs to the development of cross-cutting knowledge of the history and impact of human activity on nature, land, rivers and seas, flora and fauna, climate, etc. The authors describe the main components of the Concept of Environmental Education in Ukraine (2001) and highlight its principles: comprehensiveness, continuity, and dissemination among the population, taking into account individual professional interests, incentives, and peculiarities of social and territorial groups to preserve the national natural landscape. Modern environmental/ «green» education is an ongoing and meaningful process of forming an environmental outlook, environmental awareness and culture in all segments of the population, social groups and society as a whole. It is the process of mastering a range of knowledge (historical, mathematical, natural, etc.) about the laws of functioning, life of all living things, ecological systems and the role of humans in preserving the natural environment; the process of individual environmental education and training, mastering professional knowledge and skills necessary for environmental protection and preservation of the fundamentals of natural landscapes. The purpose of the article is to study the content features of historical education through the prism of the ecological worldview of man, its genesis in understanding his active influence on nature in the course of history. The authors come to the conclusion that it is important to introduce environmental education into the content of all disciplines of secondary and higher education.

Coping with Hostile Discrimination: The Roles of Self-Advocacy, Positive Psychology, and Unconscious Bias Training in Higher Education

The research on Coping with Hostile Discrimination through Self-Advocacy, Positive Psychology in Higher Education, and Unconscious-Bias Training mainly emphasizes on encountering issues related to hostile Discrimination leads to the development of negative feelings in the minds of female students, such as self-doubt due to which their aspirations related to careers also get negatively impacted. There is a lack of research studies regarding the importance of self-advocacy for dealing with the problem of hostile Discrimination. Moreover, in the previous empirical studies, the concept of unconscious bias training is also lacking, due to which their role in dealing with the pertinent issue is not clear. However, the concept of positive psychology has been referred to in the previous literature for dealing with hostile Discrimination. Hostile Discrimination leads to negative experiences in women's lives, such as the symptoms of depression and anxiety, along with reduced self-esteem in them. To conduct this research, a quantitative based study has been used. The sample size has been set at 345, and a margin for blank questionnaires has also been established. There were 320 fully completed questionnaires submitted by the respondents, which helped with the analysis and production of the results. This study has chosen a conventional sample size, aiding in reliable data. After the data collection and analysis, results indicated a significant relationship between positive psychology in higher education and hostile Discrimination. Whereas unconscious-bias training insignificantly moderates the relationship between self-advocacy and hostile Discrimination. The mediating impact of self-advocacy between positive psychology in higher education and hostile Discrimination was also significant. Apart from increasing the knowledge of the constructs under study, the present research has also been effective in practical implications. The present study has encouraged the management of various universities to take important measures to promote positive psychology in higher education. Fewer resources have forced the present study to focus only on Chinese universities. Future researchers could overcome this by integrating the universities from developed countries in the context of the present study.

ФЕНОМЕН ИНФОРМАЦИОННО-СЕТЕВОЙ СОЦИАЛИЗАЦИИ СПЕЦИАЛИСТОВ ДЛЯ СУДЕБНОЙ СИСТЕМЫ ЧЕРЕЗ ПРИЗМУ ПРОФЕССИОНАЛЬНОЙ ПОДГОТОВКИ В ВУЗЕ

The problem of information-network socialization of the judicial system’s specialists is of great concern and relevance in the face of the technologically advanced reality. The relevance of the announced theme is grounded on: (1) employers’ changing expectations and increased identity requirements for a specialist for the judiciary in the context of new technological trends; (2) the tendency to regulating the specialists’ adaptation and the competitiveness of the judiciary of the RF on the employment market in the XXI century; (3) the urgency of establishing socialization mechanisms for the future judicial community in the light of a transformation of socialization institutions and the introduction of new its types; (4) the need to uncover the particularities of new types of socialization in order to work out effective algorithms for their formation during vocational training. The objective of the research is to examine the phenomenon of information-network socialization of the judicial system’s specialists in the light of professional training in higher education. Materials and Methods. The stated goal required the application of the principles of dialectical logic and system approach to the research. In consideration of the application of these methods: (1) the primary reasons for the origin of a new type of socialization are revealed; (2) the name of the new type of socialization is justified taking into account the information-network orientation; (3) the authors’ definition of information-network socialization is proposed; (4) the particularity of a new type of socialization is disclosed; (5) the mechanism of information- network socialization formation is determined, which complements the doctrine of personnel training for the judiciary in the XXI century. The primary importance of the study is due to the fact that the obtained results not only concretize the interpretation of the studied concepts, but also expand the horizons of the theory of information socialization and university didactics in the light of new technological trends.

Training and Preparing Gen Z for Labor Market

This paper aims to present an approach, from many others, regarding the generational aspect of today’s activities. Better said, the training in higher education, as a first workplace simulation and, then, background for the workplaces in different economic and social activities is essential in this enterprize. We are focused on Gen Z, the generation that comes strongly from behind and will influence our lives and activities (they already done it). It is a Generation digitally native, with abilities and skills from early days, aspect that give it a superiority in understanding and using efficiently the new digital technologies. Using information from companies operating with HR problem, like KPMG, Deloitte, doubled with my own experience, based on the discussions with students and graduates from Gen Z, we tried as it was possible, to capture features and possibilities of adaptation and integration of Gen Z in study and work communities. The findings show that the features have to be known and, punctually on each and every community, management tactics to be used.

Sociologist 4.0: Challenges and risks for the professional sociological education

The Russian system of the professional sociological education, if we date its institutionalization to the creation of the first sociological faculties in the USSR in 1989, has functioned for more than thirty years. However, in the coming years, this education will have the most difficult period in its development due to the transition to a new two-level model of higher education and to the adoption of the Federal State Educational Standard of the 4th generation (FSES 4). The implementation of these plans creates certain challenges: 1) sociological training would lose the status of an independent enlarged group of specialties (EGS) and would be included into the political sciences EGS; 2) the suggested program of joint training of sociologists with representatives of political sciences in the first two years of study would reduce the study time for mastering sociological academic disciplines; 3) there are certain contradictions between the basic and specialized levels of higher education due to the suggested expanded opportunities for basic-level graduates to enroll in graduate school. Moreover, such issues as the target numbers for the EGS, mechanisms for their distribution between areas of training and possibility of simultaneous training in ‘related’ specialties have not been resolved. These challenges create risks for sociology of maintaining its status of a specialty, and, ultimately, a threat to its independence and identity. The author suggests some measures to develop the professional sociological education and to maintain its status under the current reform of the national higher education system, which is primarily the restoration of the sociological EGS in the List of Areas of Training in Higher Education, which would make the new FSES 4 focus on the related areas of training and improve the quality of sociological education.

EFFECTIVENESS OF E-LEARNING IN HIGHER EDUCATION – A CASE STUDY IN DONG NAI PROVINCE

E-learning has many exceptional advantages in teaching and training, and it has been applied in many universities and colleges in Dong Nai with a variety of scopes and levels; especially at a time with the motto "learning everywhere at any time", Dong Nai province sees this as a good opportunity to accelerate digital transformation in education. Simultaneously, underlining that online teaching is not only a temporary solution during epidemic seasons, but also an important way to improve educational quality. The research is carried out to examine the realities of online training in higher education in order to satisfy the demands of society's need for high-quality human resources. In addition, lecturer questionnaire and student questionnaire design would be used to collect quantitative data to answer research questions through the employment of questionnaire. The survey result showed that an average score of 4.03 to 4.19 with the “agree” level in student survey and another 4.19 to 4.29 in lecturer survey. It is indicated that the attitudes of students and lecturers on the survey items are very similar through two surveys. As a result, e-learning plays an important role in conveying the knowledge to all students at anytime and anywhere.

How do they become globally high achieving? Trajectories, struggles, and achievements of ethnic Chinese humanities and social sciences scholars

On the world stage of the humanities and social sciences (HSS), ethnic Chinese scholars and their scholarship as a whole are arguably not yet considered mainstream. However, a growing number of ethnic Chinese HSS scholars have become internationally recognized in their respective fields, producing scholarship of global and lasting influence. These scholars are referred to in this study as globally high-achieving scholars. Enquiring into how certain ethnic Chinese HSS scholars become globally high achieving, this study aims to unravel the trajectories, struggles, and achievements of these scholars; contribute to the literature on scholars’ academic development and on Chinese scholars; and provide recommendations for scholarly training in higher education in and beyond Greater China. It uses a narrative research design to explore the life and academic trajectories of globally high-achieving scholars, and reveals reasons associated with their achievements. In particular, the article highlights the scholars’ possession of strong resilience, engagement with Chinese traditional cultures and knowledges, development of multiple lenses, and realization of the state of ‘zide (自得)’, meaning staying true to oneself. This study is one of the first empirical attempts to explore this topic, and it makes both conceptual and practical contributions to the field.