University Education Research Articles

Migration experience and risky financial assets investments of county households: evidence from China

Enhancing the support for inclusive finance in county economies is crucial in achieving the strategic goal of building financial power. Drawing upon the theoretical lens of county-level inclusive financial accessibility, this study examines the effect of the migration experience (ME) of county socialites on their risky financial assets investment (FAI) and the underlying mechanisms. We utilize data sourced from the County Consumption Survey, a nationwide effort by the Department of Sociology of Tsinghua University and the 58 Tongzhen Research Group. Our findings reveal that the ME of county socialites significantly boosts their likelihood of engaging in financial markets. Furthermore, housing inequality factors, such as housing property rights and housing loans, play a moderating role in the impact of individual ME on their FAI. Additionally, the financial concept has a masking effect rather than a mediating effect on the path of the ME affecting FAI. Notably, the promotion effect of ME displays heterogeneity. Specifically, ME has a stronger positive effect on FAI among college-educated groups, members of the Communist Party of China (CPC), and urban hukou residents than on those who have not completed college education, non-CPC members and rural hukou households. In light of these findings, we propose policy recommendations to optimize the distribution of financial services, adjust the housing equality policy, and enhance inclusive financial literacy.

A longitudinal investigation of the determinants of stroke survivors’ utilisation of a healthy lifestyle for stroke rehabilitation in Australia

This study aimed to determine the longitudinal predictors of lifestyle behaviours among stroke survivors in New South Wales, Australia. This longitudinal study utilised data from the baseline survey (2005–2009) and a sub-study survey (2017) of the 45 and Up Study. Physical activity, alcohol consumption, smoking status, and supplement use were included as dependent variables. Generalised estimating equation models were employed to assess the longitudinal association between the dependent variable and demographic and health status measures. The average age of the participants (n = 576) was 67 (SD = 9) years at baseline and 76 (SD = 9) years at the sub-study survey time, with 54.9% being male. The longitudinal analysis revealed that the likelihood of moderate/high physical activity significantly declined over time and was lower among participants with diabetes, but was higher among those with university education. The likelihood of smoking was significantly higher in females, moderate/high-risk alcohol consumers, and those with depression, but was lower among supplement users. The likelihood of moderate/high-risk alcohol consumption significantly declined with time, and was lower among females, but higher among smokers. The likelihood of supplement use significantly declined over time, but was higher among females and/or those with asthma. Our findings help illustrate that many stroke survivors may benefit from further support in adopting and maintaining a healthy lifestyle as part of their stroke management and long-term rehabilitation, which is crucial to optimising their quality of life and successful secondary stroke prevention.

Model of Bilingual Mathematics Teaching at a Technical University

The article highlights issues related to the implementation of bilingual education in Ukrainian technical universities. The study of this problem contributes to the training of engineering specialists who are able to carry out professional activities in the conditions of a foreign-language multicultural environment. The model and levels of implementation of bilingual higher mathematics teaching/learning for students of engineering and technical specialties is considered. It is noted that the system of bilingual education should be integrated into the general model of the organization of training engineering personnel in a specific specialty. The formation of a certain level of students' foreign language communicative competence is considered as a criterion for the allocation of training stages. The following stages of bilingual mathematics teaching/learning in technical university are distinguished: preparatory, transitional, actual bilingual. Each stage of bilingual teaching/learning is analyzed in detail from the following points: 1) direction of content (socio-cultural, mathematical, scientific), main unit of content (bilingual didactic element, bilingual subject-thematic module, discipline in a foreign language); 2) organizational forms and methods of training (integrated lectures and practical classes; conversation; project activity; information technologies; traditional, developing learning methods; elective course, special course or optional classes; text information activity; solving language tasks; methods of active learning; soft immersion; problem-based learning, independent work with educational and scientific literature); 3) the ratio of native and foreign languages (duplicative model, additive model, parity model and displacing model). The designed model of bilingual mathematics teaching/learning ensures the formation of bilingual subject competence in mathematics and provides an interdisciplinary synthesis of subject, linguistic, general technical (engineering) and cultural components.

Coloniality and contestations over academic freedom in Africa

Abstract Like other regions of the world, academic freedom is on the decline in Africa. While there are some generic factors accounting for this phenomenon worldwide, others are fundamentally unique to the African context. These are related principally to the subject matter of coloniality of higher education on the continent. This study addresses these matters by, among others, discussing the origins of the university in pre-modern Africa and the place of academic freedom in it. This development is followed by the emergence of university education in Europe through the application of the liberal script and which contributed to the sidelining and eventual general demise of higher education institutions with their roots in pre-modern Africa. The work contends that while one may trace the origins of the university/academic freedom to Africa, academic freedom as it stands today is shaped by the liberal script with hardly any reference to the root of higher education in Africa. Therefore, the meaning, understanding and application of academic freedom do not reflect the realities of higher education in Africa. This work proposes the adoption of a relative universalist approach, as opposed to the liberal approach, which is clothed with universality, but in reality, it is a reflection of a European idea of academic freedom. This approach is considered necessary to reflect the African reality of academic freedom which will help to identify effective advocacy tools to promote and protect academic freedom in Africa and thereby make academic freedom more meaningful for application in the region.

Exploring cultural and linguistic diversity in the English‐medium instruction university

AbstractThis study utilizes questionnaires, interviews, and universities’ web content and strategy documents to investigate the reasons behind the rise of English‐medium instruction in Türkiye's higher education and its implications for intercultural communication. It identifies students’ motives for choosing Türkiye, such as educational quality, cultural ties, and affordability, and universities’ aim to enhance their internationalization, linguistic and cultural diversity, reputation, and financial standing. Analysis of web pages shows that while introducing “Turkish culture,” universities often adopt an essentialist perspective that involves making nation‐level generalizations, which may risk perpetuating stereotypes. Analysis of the internationalization strategies reveals an emphasis on English for internationalization and frequent references to values and attitudes toward cultural diversity but little to no emphasis on intercultural skills and critical understanding. Universities are employing diverse efforts to attract international students, but there remains potential for more comprehensive strategies to cultivate intercultural competence.

Application of Situational Teaching in General Education Courses of Aesthetic Education in Universities: Taking the Course of “Appreciation of Music”

Application of Situational Teaching in General Education Courses of Aesthetic Education in Universities: Taking the Course of “Appreciation of Music”

Assessment of lecturers' awareness of artificial intelligence for education in a Nigerian university

Assessment of lecturers' awareness of artificial intelligence for education in a Nigerian university

Current approaches and future trends in integrating digital education methods in Chinese traditional art education

Introduction. The modern information society has had a significant impact on the education systems of many countries around the world. It enables openness, accessibility, mobility and lifelong education. In recent years, arts institutions and educators have grappled with finding the right balance between traditional and digital arts education. Traditional art techniques have long been the foundation of art education in colleges and universities. Aim. This study aims to investigate the integration of digital education methods in Chinese traditional art education and examine future trends and directions in this field. Focusing on exploring current approaches and anticipating future developments, the research seeks to provide insights into the evolving landscape of digital integration within the context of Chinese traditional art education. Research methods. To achieve the research objectives a systematic review involved to conducting a comprehensive search of relevant literature, including academic journals and conference proceedings. Studies discussing various methods, technologies, and pedagogical approaches for incorporating digital education in traditional art education settings would be identified and synthesized. A systematic review would involve searching and analyzing literature to explore methods of integrating digital education into Chinese traditional art education. Results. This study sheds light on the current approaches to integrating digital education methods in Chinese traditional art education while also offering insights into future trends and directions in this field. Based on Google Scholar search results using the keywords "digital education" and "traditional arts education" resulted in 19,800 publications. Multiple indexes were used leaving 13,600 publications. After filtering the types of literature into articles and review articles, 65 publications remained. Additionally, we removed duplicates, poorly indexed documents, and documents inconsistent with digital arts education research, reducing the number of publications to 10. Each bibliography entry includes author, institution, abstract, Google Scholar category, research topic, year of publication, publications (volumes), and references. In conclusion this study highlights the need for ongoing research and adaptation to effectively navigate the complexities of integrating digital education into traditional Chinese arts education while preserving its rich cultural heritage for future generations.

Fine Motor Impairment and Its Impact on Social Outcomes in Survivors of Pediatric Acute Lymphoblastic Leukemia: St. Jude Lifetime Cohort Study.

The impact of fine motor impairment among adult survivors of childhood acute lymphoblastic leukemia (ALL) on life after treatment is unknown. This study evaluated prevalence and utilized multivariate logistic regression to identify risk factors for fine motor impairment among survivors of ALL, and associations with educational attainment and social independence. Latent class analysis defined social independence (independent, moderately independent, dependent), using employment, independent living, personal care assistance, routine need assistance, driver's license status, and marital status inputs. Among 875 survivors who were ≥ 25years old (age when most adults achieve independence) and ≥ 5years from diagnosis (mean = 28.97years), 33.6% had fine motor impairment, with scores at or below the 10th percentile of the scores of community controls (n = 460) on fine motor components of the physical performance test and the grooved peg-board test. Survivors exposed to cranial radiation had more fine motor impairment than those without (45.8% vs 20.2%). Male sex (exposed: odds ratio [OR] = 2.55, 95% confidence interval [CI] = 1.65-3.92; unexposed: OR = 3.02, 95% CI = 1.69-5.38) and lower scores on the Wechsler abbreviated scale of intelligence (exposed: OR = 0.46, 95% CI = 0.36-0.58; unexposed: OR = 0.43, 95% CI = 0.31-0.58) were risk factors for neuropathy. A 1-point-higher total neuropathy score was associated with 8% (95% CI = 1%-17%) increased odds of fine motor impairment. Fine motor impairment was associated with less than a college education (less than high school: OR = 2.23, 95% CI = 1.20-4.14; high school diploma/general equivalency diploma: OR = 2.66, 95% CI = 1.65-4.30; vocational education: OR = 2.07, 95% CI = 1.38-3.13) and less social independence (moderately independent: OR = 1.80, 95% CI = 1.15-2.83; dependent: OR = 2.65, 95% CI = 1.25-5.64). Fine motor impairment in survivors of childhood ALL may interfere with optimal educational attainment and social independence. Early identification of survivors at risk for fine motor impairment, with timely intervention, may improve long-term outcomes.

Self-Reported Difficulty with and Assistance Needed by People with Spinal Cord Injury to Prepare Meals at Home

Individuals with spinal cord injury (SCI) experience an increased risk for obesity and cardiometabolic disease. Recommendations to prevent and treat obesity for those with SCI follow those of the US Department of Agriculture to adopt a healthy eating pattern that includes eating a variety of fruits, vegetables, grains, dairy, and protein, plus limiting added sugars, saturated fats, and sodium. Yet, people with SCI eat too many calories, fat, and carbohydrates and too few fruits, vegetables, and whole grains. The study is based on secondary analyses of SCI participants (n = 122) who enrolled in a weight loss study to determine how SCI may impact their ability to prepare food at home. We hypothesize those with higher-level spinal injuries (specifically, those with cervical versus those with thoracic or lumbar/sacral injuries) experience significantly greater difficulty and are more likely to rely on others’ assistance to perform meal preparation tasks. Physiologic (weight, BMI, blood pressure, hemoglobin A1c) and self-reported data (demographic plus responses to the Life Habits Short Survey and meal prep items) were collected at baseline and qualitative data were obtained from a subsample after the intervention during phone interviews. Participants’ average age was 50 ± 14.7 years old, they lived with SCI for an average of 13.0 ± 13.1 years, and their average BMI was 32.0 ± 6.5. Participants were predominantly white (76.1%) men (54.1%) who had some college education (76.3%), though only 28.8% worked. A substantial proportion of respondents (30% to 68%) reported difficulty across the 13 tasks related to purchasing and preparing meals, with a proxy reported as the most common assistance type used across all tasks (17% to 42%). Forty-nine percent reported difficulty preparing simple meals, with 29% reporting a proxy does the task. More than half reported difficulty using the oven and stove, though between 60% to 70% reported no difficulty using other kitchen appliances (e.g., coffee machine, food processor, can opener), the refrigerator, or microwave. There was a significant difference in kitchen function by injury level. Those living with cervical-level injuries had significantly greater limitations than those with thoracic-level injuries. Spouses, other family members, and caregivers were most likely to serve as proxies and these individuals exerted both positive and negative influences on respondents’ dietary intake, based on qualitative data obtained during interviews. The results suggest that many people living with SCI experience functional and environmental barriers that impact their ability to prepare food and use kitchen appliances. Future research should examine how SCI-related functional limitations, transportation access, accessibility of the kitchen, ability to use appliances, availability of financial resources, and assistance by others to prepare foods impact people’s ability to follow a healthy eating pattern.

A Review of Knowledge Management Education in China

Abstract: The upsurge in knowledge production highlights the importance of knowledge management (KM), which leads to the increasing demands on KM professionals by organizations, governments, and society. To fulfill the urgent need for skills and expertise, universities in China have added KM-related courses to their curricula. Given the complexity of knowledge and the interdisciplinary nature of KM as well as the diversity of the university structure, KM education in China has been developed as a crucial field. This paper reviews the development of KM education in Chinese universities and investigates the current KM curriculum designs of these universities. It takes KM-oriented research programs and courses from “Shuangyiliu” universities in China as a starting point, aiming to introduce the curriculum development landscape and demonstrate the interdisciplinary origins of the KM curriculum. The results suggest that there is a trend that KM education needs to redefine target groups in order to fulfill various needs from society. There is also a need to encourage a broader collaboration among disciplines and further discussion of the disciplinary positioning of KM education in China.

Development of research agenda of a teacher education institution in Central Luzon, Philippines

This collaborative-participatory research aimed to develop the research agenda of the college of teacher education (CTE) of a state university in Zambales, Philippines from 2017 to 2021. The research involved the core research group, faculty researchers, campus and university officials, and stakeholders such as students, alumni, and partner agencies (department of education (DeEd) faculty and administrators). The study was carried out in the first quarter of 2017 to develop the CTE research agenda framework, identify the key research areas, and present to the stakeholders. During the third quarter of 2018, the developed research agenda was revisited and reformulated as the university was converted into a more comprehensive university. A total of six themes were included in the final CTE research agenda framework with corresponding theme descriptions and research topics. The use of participatory-collaborative research effectively develops a college research agenda of the CTE. The processes involved in research agenda setting can serve as a basis for other teacher education institutions (TEIs) in coming up with their respective research agenda geared towards uplifting the quality of teacher education. The study could also serve as a guide for other colleges in formulating and revisiting their research agenda.

On the issue of the formation of the national identity of students (on the case of universities in Kazakhstan)

Introduction. The article examines the theoretical aspects and practical possibilities of formation of national identity in universities of Kazakhstan. This problem is becoming relevant in the context of the globalization of knowledge and international integration of education, the growth of academic mobility and the expansion of intercultural communications. Aim. The aim is to explore the mechanisms of constructing national identity and strengthening the national features of educational programs of higher education based on the study and generalization of the experience of Kazakhstani universities. Methodology and research methods. Based on the content analysis of normative documents on education, the content of bachelor's degree curricula and critical understanding of foreign scientific literature, the authors attempt to fill in the gaps in understanding the mechanisms of formation of national identity in higher education in the country and show its features. Results. The authors present the results of an analysis of the structure and content of bachelor educational programs at universities in Kazakhstan for the presence of the national component in them. Тhe authors summarize that the formation of national identity among the younger generation and filling it with semantic content is considered by the Kazakh academic community as an important state task, as a foundation for the cohesion and spiritual unity of citizens of a multinational country. The mechanisms of constructing national identity in the higher education system have been developed at the state level and are implemented in university training and educational practices. The national component of bachelor's degree programs, focused on formation of national identity, is provided by the content of general education humanities and language disciplines. University programs are developed in accordance with the requirements of the State Bachelor's Degree Standard, which contains a list of compulsory subjects for studying national history and culture, Kazakh, Russian and foreign languages. The principles of academic freedom allow universities to enhance the national flavor of educational programs by filling elective courses with national content. Scientific novelty. In modern conditions, the problem of ensuring the national identity of educational programs universities does not at all seem to be an axiom that contradicts the processes of internationalization of education. Universities around the world use various mechanisms to ensure the national identity of their programs, making them more attractive to students in the context of the development of intercultural communication. Kazakh universities are still gaining experience, but it may already be of interest from the point of view of accumulating practical experience. The practical significance of the study lies in the formulation of the problem as one of the important discourses in higher education. The results of the study will make a certain contribution to the understanding of the mechanisms and factors influencing the provision of national identity of educational programs using the example of a specific country. The article contributes to the scientific conversation about the meaning of national identity and can be a contribution to the study of the problems of forming the national identity of the younger generation.

Problem-oriented stimulus of teaching foreign-language listening in a secondary school. Part 1

The problem for the research. Listening skills are important for a modern person in many areas of life: at work, at home, travelling the world, etc., when immersed in the social space of culture in the fullness of its spiritual meanings. However, in school teaching of foreign languages, there is a contradiction between the large reserve listening capabilities in achieving students’ personal, metasubject and subject educational results in a foreign language and the established practice of teaching this type of foreign-language speech activity, where there are many difficulties associated with students’ perception and understanding of foreign-language information by ear. Methods of investigation. 50 ninth-graders of secondary school named after S. S. Rakitina in Murashi, Kirov Region (Russian Federation) took part in pilot testing. To obtain personal learning results, the “Methodology for studying the motivation of teaching older adolescents” was used; metasubject – L. F. Tikhomirova’s “Exclude the word” method; subject (in the field of foreign-language listening) – the method for calculating the success rate of V. P. Bespalko and A. N. Shamov. The results were processed using the sign test. The findings of the study. The final control revealed an increase in the level of proficiency in personal learning outcomes in 40% of ninth-graders; metasubject – in 45%; subject – in 61%. The reliability of the presented results is confirmed by the use of mathematical statistics methods for personal, metasubject and subject results. The results of calculating the criterion of G-signs in the experimental group: Gemp. is above ≤ Gcr.: 0 ≤ 3 for personal, 0 ≤ 5 for metasubject and subject results (p < 0.05). Conclusion. The purpose of the study is achieved: the article describes the characteristics and proves the effectiveness of using the problem-oriented stimulus in the process of teaching foreign-language listening in a secondary school (based on materials from the senior stage in secondary school). The theoretical foundation and testing of a set of exercises for teaching students foreign-language listening using the components of the problem-oriented stimulus led us to the conclusion that the presented exercises contribute to the formation of personal and metasubject universal educational actions of students, increases the level of their proficiency in the oral receptive type of foreign-language speech activity.

Multidimensional Healthcare Access Barriers to Prostate-Specific Antigen Testing: A Nation-Wide Panel Study in the United States From 2006 to 2020.

Rising metastatic prostate cancer incidence has renewed debate regarding benefits of prostate-specific antigen (PSA) screening. Identifying barriers to accessing screening for individuals at high risk of lethal prostate cancer may slow this rise. We examined associations of access barriers with receipt of PSA testing, stratified by sociodemographic factors. We pooled data from male respondents to Behavior Risk Factor Surveillance Systems (BRFSS) surveys from 2006 to 2020. Questions related to affordability (insurance, cost of visits) and accommodation (regular primary care provider (PCP), physician recommending a PSA test) were considered as individual-level barriers. For availability, we linked provider density from the 2012 Area Health Resource File and estimated driving times to closest health facility within Micropolitan and Metropolitan Statistical Area (MMSA) using Google Earth Engine. These measures were used to compute a spatial accessibility index. We fit survey-weighted, covariate-adjusted logistic regression models to estimate associations of barriers with receipt of PSA within the past 2 years and examined effect modification by sociodemographic factors. There were 185,643 participants, of whom 73% were White, 11% were Black, 4% were Asian, and 11% were Hispanic. Physician recommendation was the strongest predictor of having a PSA test (aOR: 14.5, 95% CI: 13.6, 15.6). Not having a regular PCP (aOR: 0.29, 95% CI: 0.27, 0.31), insurance (aOR: 0.64, 95% CI: 0.58, 0.71), and prohibitive cost of care (aOR: 0.82, 95% CI: 0.75, 0.90) were associated with lower PSA testing. Access barriers were stronger predictors of PSA testing for Asian and White participants compared to other groups (Phet < 0.004 for insurance and regular PCP) and for those with college education compared to those without (Phet < 0.05 for insurance, perceived unaffordability). Physician recommendation was the strongest predictor of receipt of PSA testing, regardless of sociodemographic grouping. Future studies should consider access barriers jointly and across sociodemographic strata.

Comparative studies "Effect of educational policy on artificial intelligence in the countries of America, Singapore and Iran

Artificial intelligence under the paradigm of the fourth industrial revolution has become one of the fateful trends of societies in such a way that university education methods, as one of the most important social constructions, have influenced the advancement of technology. Undoubtedly, educational policy has changed the speed, depth and extent of artificial intelligence technology Artificial intelligence is one of the most important emerging technologies, which today has caused huge changes in all areas, including educational policymaking, at a high speed. Among the important applications of artificial intelligence in educational policymaking, we can mention the prioritization of issues based on the real needs and demands of the society and the diagnosis of problems based on the existing conditions, which will lead to the design and formulation of macro-educational policies. The use of methods such as neural networks, natural language processing, and machine learning algorithms makes the process of policy making more intelligent and dynamic, and as a result, the role of policymakers in the application of this technology becomes more efficient. Today, new technologies such as artificial intelligence, sensor networks, blockchain are changing aspects of everyday life. The study of artificial intelligence began in the 1940s and in recent years it has overshadowed the government departments of a large number of countries, of which e-government is one of the examples. One of the topics that is analyzed in the discussion of educational policy is the effect of content on artificial intelligence. In other words, understanding the complexities of decision-making processes as well as the importance of the actors involved in such processes, has undoubtedly influenced artificial intelligence and is influenced by it. This article is designed as a review and library method and it examines the educational policies of Iran, America and Singapore in the field of artificial intelligence with an exploratory view.

A Study on the Development and Effectiveness Subject for Character Education Focused on Experiential Learning : A Case of ‘Creative Community Problem-Solving’ Course at A University

This study aims to develop a curriculum for ‘Creative Problem-Solving in Community Issues’ as a character education program to expand students' knowledge acquired at university to discover and effectively address real problems inherent in the local community, thereby fostering their practical character. Specifically, This study introduces cases of developing practical and experiential character education courses at ** University. The 2024 general education curriculum at ** University requires the development of related courses by distinguishing the character education area into ‘theoretical education’ and ‘problem-solving/experiential education.’ The following step-by-step research was conducted to achieve the research objectives. First, the university's character education courses should be designed to transcend a mere ethical dimension and align with the university's founding philosophy, vision for human resources, and the objectives of university education and general education. In this context, the objectives and core competencies of the character education course were designed to align with the university's founding principles of Truth, Faithfulness, and Love, and to ensure relevance to university education and general education. Second, this study focused on ‘problem-solving/experiential education’ and designed the ‘Creative Problem-Solving in Community Issues’ course, proposing suitable teaching methods, educational content, and evaluation methods to enhance the course's purpose and the learners' engagement level. Lastly, discussions and implications were presented so that the ‘Creative Problem-Solving in Community Issues’ course could be advanced and expanded in line with the university's innovation direction.

Rethinking General Education from the Perspective of High School and Higher Education Curriculum Articulation

This study explores the concept of curriculum articulation between secondary and higher education, focusing on the continuity of curricula and their implications for foundational liberal education in universities. It analyzes the similarities and differences between general education at the high school and university levels. Both frameworks aim to cultivate holistic individuals equipped with essential competencies and a sound moral character through broad-based education. They share commonalities in historical origins, educational objectives, and curricular structures. However, high school curricula are typically organized around subject-based learning, whereas university curricula are more discipline-oriented, with pedagogical differences arising from the distinct roles of teachers and professors. These differences manifest in instructional content, teaching methodologies, and assessment practices. From the perspective of curricular continuity, sequence, and integration, the study advocates for the development of academically rigorous liberal arts courses at the university level that facilitate interdisciplinary mobility and integration for students, and the enhancement of teaching methods for interdisciplinary courses through ongoing faculty research. The conclusion suggests conceptualizing liberal education as encompassing three distinct domains: basic literacy education, liberal arts education, and experiential learning. It emphasizes that the scope of liberal arts education should extend beyond basic competencies, asserting that continuous faculty engagement and scholarly inquiry are essential for the effective development and refinement of liberal education curricula.

Current Status of the Autonomous Major Selection System (Undeclared Major System) and the Direction of Operation

This paper is a study on the current state of the university's the autonomous major selection system and the direction of its operation. To this end, we examined the concept, implications and current status of the undeclared major system, and expressed opinions on the direction of operation. Additionally, it assesses the potential impact of this system on university education.&lt;/br&gt;The autonomous major selection system, known by various names such as the Undeclared Major System, Wide-Area System, and Liberal (autonomous) Major Department, allows students to enter university without committing to a specific department. Students typically spend one year studying broadly before choosing a major. While this system has its advantages and disadvantages, past implementations have generally received more negative feedback than positive.&lt;/br&gt;Due to policies from the Ministry of Education, universities must thoroughly prepare for the non-major system, which will be implemented in earnest starting from the 2025 academic year. Several considerations are crucial to ensure the successful operation of the Undeclared Major System. Universities need to carefully examine and proactively address issues such as curriculum design, student management, and administrative support. Opinions on these matters have been presented in this paper.&lt;/br&gt;The critical point is that the non-major system must robustly address the fundamental questions of what a university's core mission is, what should be taught, how to cultivate talent, and how to provide education for the future. Only then can this system be effectively established in each university, ensuring a cohesive academic ecosystem.

A/R/Tographic Investigation into Artistic Development Processes of Painting and Drawing Teacher Education Undergraduate Students

This study is a qualitative study designed to investigate the artistic development processes of undergraduate art education students a/r/tographically and to determine the role of portfolio preparation in this process. The present research was conducted in the workshop course of the 4th-grade students of the Department of Art and Art Education of a medium-sized university in the academic year 2022-2023 with the participation of 10 volunteer workshop students. The study group of this research was selected through criterion (purposive) sampling. The collection of the data of the research consisted of student educational development files (portfolio) prepared during the inquiry process, the question pool created, a/r/tograph opinions collected through a semi-structured interview form prepared by taking the opinions of field experts, peer opinions, expert opinions and student artistic products that emerged at the end of the process. Qualitative data analysis was used to analyse the data related to the a/r/tographic process, which is an art-based research method. Accordingly, content analysis was used in student, peer and expert evaluations of educational development files (portfolio). Students' artistic processes and a/r/tographic questioning processes were analysed using descriptive analysis. It was seen that the students were satisfied with the educational development files (portfolio) that they examined by making self-evaluation. Peers and experts who examined the educational development files (portfolio) stated that the files could generally be improved. It was observed that the students were involved in the a/r/tographic process in a determined or accidental way and that they continued the process by making inquiries. It was observed that students developed different perspectives with their artist identities and expressed themselves with process-oriented products that they reflected themselves.