University Setting Research Articles

App-Supported Assessment of Clinical Courses for Dental Students: Discrepancies between Self-Assessment and Instructor Assessment.

From a student's perspective, assessment plays a central role in education and is essential in a university setting. Developing accurate self-assessment, without over- or underestimating one's abilities, requires practice and is often misaligned with actual skills. This study examines the gap between student self-assessments and instructors' assessments in everyday dental courses, focusing on overestimation, underestimation, and accurate self-assessment. The app "digital course organizer" for organization and assessment was used to compare self-assessment and instructor evaluation (student and teacher) for each day of patient treatment at a university hospital. Data were collected over four semesters from 309 students resulting in a total of 15312 dual assessments. These were analyzed for tendencies toward overestimation, underestimation, or neutral assessment. Discrepancies between student self-assessments and evaluations by instructors were examined across four key criteria i) quality of treatment; ii) support from the teaching doctor; iii) theoretical knowledge and iv) professional appearance and organization. The statistical results across all assessments showed a predominantly neutral difference between the assessment outcomes of students and instructors. Further statistical analysis of the differences in assessment results between clinical courses showed no significant differences (p ≥ 0.128). The results demonstrated a predominantly neutral correlation between students' self-assessments and the assessments provided by instructors in dental clinical courses. The findings indicate that students' self-assessments were largely aligned with those of the instructors, showing no significant discrepancies between student expectations and instructor assessment.

Barriers to and facilitators for attending dental care appointments among adults in low- and middle-income countries: a scoping review.

Oral diseases are a major public health concern in Low and Middle Income Countries (LMICs), where effective treatment requires multiple appointments. Despite its importance, limited research has explored appointment adherence among adults in these settings. This scoping review identifies the barriers and facilitators to attending dental care appointments in LMICs. The current review followed JBI Scoping Review Methodology. The Databases of Dentistry, Oral Sciences Source (EBSCO), MEDLINE (Ovid), Embase (Ovid), Cochrane CENTRAL, Scopus and grey literature sources were searched systematically from inception till November 2024. Two independent reviewers performed data extraction using a customized JBI data extraction form. The Theoretical Domains Framework categorized barriers and facilitators of dental appointment keeping. Findings were tabulated and synthesized narratively with recommendations to improve dental attendance. Ten articles met the inclusion criteria after being screened through 5571 titles, abstracts, and 210 full texts. Knowledge, social and professional roles and identity, beliefs about capabilities, consequences, memory, attention, decision-making processes, environmental context and resources, social influence, and emotion are the main domains under which barriers and facilitators were identified. Environmental context and resource constraints were the most common barriers, while social influence was the main facilitator. The dental appointment adherence issues were determined to be comparable in public practice and university settings. It is necessary to acknowledge the barriers and facilitators to dental appointment keeping to improve the effectiveness of the dental health system, ensure continuity of care, and encourage better patient-doctor relationships. Tailored interventions are required in the dental setting to effectively manage and reduce disparities in patient care.

CollegeConnect AI: An Intelligent Chatbot for Student Support

Abstract: In today's fast-paced academic environment, students often face challenges in accessing timely and accurate information related to college procedures and activities. To address this, CollegeConnect AI has been developed—an AI-powered chatbot designed to serve as a virtual assistant for college students. This intelligent system is capable of handling queries related to admission processes, examination schedules, campus events, student clubs, and canteen services, thereby reducing the need for manual intervention from faculty or administrative staff. Built using Python and the Django framework for backend operations, and utilizing HTML, CSS, and JavaScript for an intuitive front-end interface, the chatbot integrates Natural Language Processing (NLP) techniques to understand and respond to user queries effectively. The system is scalable, user-friendly, and available 24/7, ensuring students can access information anytime, anywhere. This project explores the design, development, and deployment of the chatbot, along with its real-world application in a college setting. Emphasis is placed on improving student engagement and automating repetitive administrative tasks. Through this project, we aim to demonstrate how AI can be leveraged to enhance communication and support within educational institutions. Future extensions could include integration with voice assistance, mobile apps, and multilingual support to make the chatbot even more accessible and inclusive. Keywords: AI-powered chatbot, NLP, Student support, Django, Automation, Educational technology

Integrating Service‐Learning Into Community Health and Education Bachelor of Applied Science Capstone Experiences in a Community College Setting

ABSTRACTService‐learning is a recognized high‐impact approach in higher education that provides an accessible and valuable form of field experience for learners. A curricular framework integrating service‐learning into a senior culminating experience was adapted and contextualized at a community college in Seattle to respond to needs among students who have been underserved in education in a burgeoning Community Health and Education (CHED) Bachelor of Applied Science (BAS) program. The addition of service‐learning in the creation of a capstone portfolio reflects principles of Knowles’ theory of andragogy and upholds community cultural wealth, yielding promising results for developing practice. The purpose of this article is to describe and recommend the integration of service‐learning into capstone experiences for comparable programs in community college learning environments.

University students’ resilience in post-pandemic period: a socio-ecological perspective

IntroductionThe psychological impact of the COVID-19 pandemic on university students has become a significant concern, leading to increased attention on students’ mental health. In China, universities have recognized the importance of this issue and investigated students’ resilience in the post-pandemic world.MethodsThis study utilized a quantitate research method to examine university students’ resilience and the factors influencing it. Employed purposive sampling, 1735 students from 5 universities in China participated in the research. A comprehensive questionnaire was distributed to collect data on participants’ demographic information, socio-ecological factors, and resilience levels.ResultsUsing the data analysis approach of descriptive statistics, independent sample t-test and structural equation modeling, the results revealed the following findings: (1) The majority of students demonstrated a moderate level of resilience (M = 2.949 out of 5, SD = 0.569). (2) Significant differences in resilience levels were observed among students based on demographic factors of gender and students’ leadership experience. (3) Regarding ecological factors, individuals were identified as the most influential factor on resilience levels, followed by family, school, and social factors. Among Individual factors, emotional regulation and coping abilities are the greatest influence.DiscussionBased on the results, the study provides targeted recommendations and strategies and addresses the identified factors to enhance students’ psychological resilience in university settings in the post-pandemic era.

Prevalence and risk factors of adult attention deficit hyperactivity disorder in university students: A study from the United Arab Emirates

Attention deficit hyperactivity disorder (ADHD), once considered primarily a childhood condition, is now increasingly recognized as a disorder that persists into adulthood and significantly impacts academic and professional success. The aim of this study was to investigate the prevalence of ADHD and identify associated risk factors among university students. A cross-sectional study was conducted over a period of six months at Ras Al Khaimah Medical and Health Sciences University, United Arab Emirates. Data were collected through a self-report questionnaire addressing sociodemographic, lifestyle, and family environment factors. ADHD symptoms were assessed using the World Health Organization Adult ADHD Self-Report Scale version 1.1, based on the Diagnostic and Statistical Manual of Mental Disorders - Fifth Edition criteria. The study sample included 472 students, with a mean age of 19.9±1.85 years. The overall prevalence of ADHD was 13.6% (n=64). Logistic regression analysis revealed significant associations between the mother's smoking status (odds ratio (OR): 2.35; 95% confidence interval (95%CI): 1.949–5.862, p=0.050) and living in shared housing (OR: 3.35; 95%CI: 1.674–6.723, p=0.001) with increased odds of ADHD. Conversely, being male (OR: 0.4; 95%CI: 0.216–0.891, p=0.02) and being born full-term (OR: 0.331; 95%CI: 0.138–0.794, p=0.013) were associated with decreased odds of ADHD. Other factors, such as college affiliation, smoking status, exercise habits, maternal employment, mode of delivery, and pregnancy complications, were not significant risk factors. These findings highlight the need for targeted interventions in university settings, including early screening, tailored support services, and increased staff awareness, to support students with ADHD and enhance their academic success and well-being.

Ethical Behavior, Productivity, and Effectiveness of Goal-Setting on the Performance of Non-Academic Scholars

This study examined the relationship between ethical behavior, productivity, and effectiveness of goal-setting on the performance of non-academic scholars within a university setting. By assessing these key factors, the research aimed to provide meaningful insights into how ethical conduct influences work efficiency, how productivity contributes to task completion and achievement of departmental goals, and how structured goal-setting strategies enhance scholars' performance. The study employed a combination of descriptive correlational, and causal research designs. A sample of 139 selected faculty members and administrative staff who directly engaged with non-academic scholars participated by responding to a survey questionnaire used for data collection. The findings revealed that ethical behavior significantly influenced scholars’ sense of accountability, work commitment, and adherence to institutional policies. Productivity was found to be strongly associated with task efficiency, quality of output, and effective time management. Furthermore, goal-setting strategies were shown to improve task clarity, motivation, and performance outcomes. The study also underscored the importance of implementing structured evaluation systems. These include policies such as grant readjustment for scholars with attendance issues, performance-based allowances for those who consistently demonstrate excellence and establishment of mentorship programs was recommended to further support and guide scholars in their roles. Overall, the findings offer valuable recommendations for institutions, policymakers, supervisors, faculty, staff, and non-academic scholars aimed at enhancing ethical behavior, increasing productivity, and improving the effectiveness of goal-setting within the university environment.

Patterns of ICT Use and Technological Dependence in University Students from Spain and Japan: A Cross-Cultural Analysis

Background: After the end of the COVID-19 pandemic, abusive use of the internet and new information and communication technologies (ICT) among university students was detected. Our research questions were as follows: what has been the impact on the academic performance of university students, and how did the pandemic affect students’ relationship with ICTs? The aim of this research was to explore the use of cell phones and the internet in students from different cultures (Spanish and Japanese) after the pandemic. Methods: This descriptive and exploratory study analysed 206 university students from Spanish and Japanese cultures to understand their perceptions of academic performance after the pandemic, their general use of ICT, and their abusive use of the internet and mobile phones. Instruments included the Internet Overuse Scale (IOS) and the Cell-Phone Overuse Scale (COS), adapted for both Spanish and Japanese populations. Differences between quantitative variables were analyzed using the non-parametric Mann–Whitney U test for independent samples (Spanish and Japanese students or by sex). Contingency tables were created to record and analyse relationships between qualitative variables using the chi-squared test, with statistical significance set at p < 0.05. Results: Approximately 29.6% of participants displayed excessive internet use, while 25.2% showed pathological mobile phone use. A strong association was found between high internet and mobile phone usage. Significant cultural and gender differences were observed, with higher problematic use among Japanese students and female participants. Conclusions: Excessive ICT use remains a concern in university settings, with gender and cultural factors playing key roles. These findings highlight the need for targeted digital well-being interventions.

Integrating Media Literacy into TESOL Curriculum for Adult Learners in Community Colleges

Aim: This study investigates how media literacy is integrated into the TESOL (Teaching English to Speakers of Other Languages) curriculum and how its incorporation could encourage adult learners in U.S. community colleges to learn more effectively, enhance cultural consciousness, and become better critical thinkers. Study Design: A thorough peer-reviewed literature review was conducted to examine recent studies on media literacy practice in TESOL programs for adult learners. Methodology: The study employed systematic literature review methodology in analyzing peer-reviewed scholarly journals between 2020 and 2025 from repu pic academic databases such as Google Scholar, JSTOR, and the TESOL Quarterly. The reviewed studies analyzed media literacy pedagogy, adult education, and intercultural communication in community college settings. The inclusion criteria emphasized peer-reviewed publications documenting teaching methods, learning outcomes, and program implementation concerns. Results: The study shows that integrating media literacy into TESOL instruction improves learners' critical evaluation of digital content, cross-cultural awareness, and engagement with real English language use. Different studies cite increased learner confidence, classroom participation, and use of English in daily digital communication. Conclusion: The incorporation of media literacy into TESOL curriculum facilitates linguistic and cognitive growth of adult learners. It also enables students to engage with media-rich environments in thoughtful and responsible ways. The study encourages TESOL teachers and curriculum developers to incorporate media literacy practices into teaching planning in an effort to foster balanced, holistic, and relevant language learning.

Can I Say "No"? How Power Dynamics Hinder Consent in University Settings.

Teaching assertive sexual consent has been emphasized to combat gender-based and sexual violence in higher education (GBSVHE). However, the relationship between sexual consent and GBSVHE is complex, and teaching "say no" seems insufficient to eradicate these issues. This article examines 52 accounts of individuals who were victims of GBSVHE. The qualitative analysis revealed that power dynamics significantly hindered the acknowledgment of nonconsent in university settings, especially through gendered dynamics, social norms, and authority relationships. These findings support the need to raise awareness of the influence of power dynamics, foster ethical conduct, and promote respectful and egalitarian relationships.

Enhancing Smart Recycling Bins for University E-Commerce Packaging Waste: A User-Centered Kano Model Approach

The rise of e-commerce has significantly increased courier packaging waste, posing challenges for sustainable waste management, particularly in university settings where high consumption exacerbates recycling difficulties. However, existing recycling bins suffer from low user engagement due to insufficient consideration of user needs. This study employs the Kano model to analyze university students' demands for smart courier packaging recycling bins, classifying these needs and proposing design optimization strategies to enhance user satisfaction and participation. Through semi-structured interviews (n=12) and a questionnaire survey (n=395), the study identifies demand categories and their impact on user satisfaction. Results indicate that the absence of four Must-be requirements, such as safety and basic functionality) leads to strong dissatisfaction, while optimizing five One-dimensional requirements, such as interactive experience and environmental adaptability) directly enhances satisfaction. Additionally, three Attractive requirements, such as real-time feedback and incentive mechanisms) significantly boost user participation, whereas six Indifferent requirements exert minimal impact. Based on satisfaction and dissatisfaction coefficients, the study prioritizes user needs and proposes optimization strategies, including strengthening safety measures, simplifying interaction processes, and integrating incentive mechanisms. These findings provide practical insights for improving recycling systems in university environments and extend the Kano model's application in sustainable design. Furthermore, these insights contribute to sustainable waste management solutions applicable in wider urban contexts beyond universities.

Evaluation of ophthalmological screening in a university hospital setting

Evaluation of ophthalmological screening in a university hospital setting

Assessing adiposity indicators in short-term physical activity-based-programs: The impact of university resources on habit formation

<b>Background:</b> Obesity is a significant public health concern associated with numerous adverse health outcomes. The development of exercise maintenance habits has yet to be thoroughly studied in Saudi Arabia. The aim of this study was to investigate the impact of promoting physical activity, with a particular focus on habit formation, on body mass index (BMI) and body fat (BF) percentage as well as healthy behavior parameters among the university community in the Eastern Province of Saudi Arabia.<br /> <b>Materials and methods:</b> Volunteer participants (N = 139; age 34.78 ± 10.20 years; weight 85.14 ± 10.04 kg) university students and staff members aged 18-55 who were overweight (BMI 29.70 kg/m<sup>2</sup>) were distributed into two groups; experimental (n = 74 habit formation with PA intervention 4-sessions-per-week) and control (n = 65 no habit formation 0-1-session-per week). The participants in the experimental group gave a pre-intervention instruction session and were then guided during the 12 weeks.<br /> <b>Results:</b> The main outcomes of the investigation were objective measures, anthropometric parameters (weight, BMI, BF percentage) and healthy behavior parameters (moderate-to-vigorous physical activity [MVPA] minutes, step counts, and weekly leisure activity score) were executed at baseline and after 12 weeks. The experimental group achieved a notable enhancement (p < 0.01) in comparison to controls following 12-weeks period, shown in all anthropometric (weight, BMI, and BF percentage) and healthy behavior (MVPA minutes, step counts, and weekly leisure activity score) parameters.<br /> <b>Conclusion:</b> This study represents the positive impact of regular physical activity interventions, combined with habit formation, on adiposity indicators and the promotion of healthy behaviors within a university setting. University should mandate 3 weekly physical activity hours as part of employment/student contracts and subsidize wearable activity trackers to reinforce habit cues. Future research should replicate this study with extended intervention periods to evaluate the long-term sustainability of the observed improvements in physical activity interventions.

Social Anxiety among University Undergraduates: The Influence of Mobile Gaming Addiction

Social anxiety (SA) significantly impacts university students, while mobile gaming addiction represents a growing concern with potential psychological consequences. Despite theoretical links, the specific influence of mobile gaming addiction on SA among Nigerian undergraduates requires empirical investigation. This research aimed to investigate the influence of mobile gaming addiction on social anxiety (SA) among undergraduates at Redeemer’s University Ede, Osun state. This cross-sectional survey utilized a multistage sampling technique to select 300 participants (149 male, 151 female) with a mean age of 19.53 ±2.22. Participants completed the Internet Gaming Disorder Scale–Short-Form (IGDS9-SF) and the Social Interaction Anxiety Scale (SIAS). Data were analyzed using descriptive statistics (prevalence calculation), linear regression, ANOVA, and t-tests. A prevalence of 5.9% and 1.7% was reported for social anxiety and mobile gaming addiction respectively. Mobile gaming addiction significantly predicted social anxiety (β = .27, t = 4.40, p <.01). Age also significantly predicted social anxiety (β = -.98, t = -2.31, p <.01), with younger students showing higher levels of anxiety. Years spent in university did not significantly influence social anxiety levels [F (4,295) = .26, p>0.05]. No significant gender difference was found in social anxiety scores [t (298) = -2.35, p> .05], although female students (M = 36.86, SD = 15.85) scored slightly higher than male students (M = 32.39, SD = 16.65). These findings revealed a high prevalence of social anxiety among Nigerian undergraduates and underscore the strong role mobile gaming addiction and age play in SA. The study suggests a need for targeted interventions to address gaming-related issues and SA, particularly among younger students. Future research should explore additional factors contributing to SA in university settings and develop effective strategies for supporting student mental health.

Student midwives' experiences of high-fidelity simulation in midwifery education in the university setting: A qualitative systematic review

Student midwives' experiences of high-fidelity simulation in midwifery education in the university setting: A qualitative systematic review

ENHANCING ENGLISH SKILLS THROUGH CLIL METHODOLOGY IN HIGHER EDUCATION: A REVIEW ARTICLE

CLIL (Content and Language Integrated Learning) methodology has revealed its effectiveness and impact on English skills enhancement in university settings and is considered a paradigmatic pedagogical approach in higher education. This paper aimed to perform an exhaustive scientific literature review about the CLIL methodology's effect on university students’ English Skills (Listening, Speaking, Reading, and Writing) enhancement, among different academic disciplines. Therefore, a narrative bibliographic review article has been carefully performed out of a vast source of scientific work analysis and compilation, published in the last six years, which has been extracted from a well-known academic database such as Scopus, Scielo, Google Scholar, Web of Science, Eric, Semantic Scholar, among others. Results showed that the CLIL methodology highlights its relevance when implemented in higher education due to its effectiveness and impact on English skills. Therefore, it has become an essential tool for boosting meaningful learning and promoting contextualized content learning with better alignment with university students’ academic needs enabling them to face the globalized labor market. Consequently, this study has revealed CLIL benefits such as students’ English skills improvement and content knowledge; and challenges to overcome such as limited instructors’ preparation on the language, the content, and even the CLIL methodology.

Trajectories of Digital Teaching Competence: A Multidimensional PLS-SEM Study in University Contexts

Digital teaching competence (DTC) emerges as a fundamental strategic element in today’s higher education, where the DigCompEdu framework is consolidated as a key tool for assessing the digital skills of teachers. The study sample is composed of 3309 students from educational programs in Andalusian universities, and this study uses the PLS-SEM methodology to examine the interrelationships among six critical dimensions: professional engagement, digital resources, digital pedagogy, assessment and feedback, student empowerment, and digital competence development. The research proposes five main hypotheses that explore how digital resources drive pedagogy and assessment and how professional engagement directly influences student empowerment and the development of their own digital competencies. The results reveal the complexity inherent in developing digital competencies in the university setting, underscoring the need to implement ongoing training programs that address not only essential technical skills but also innovative pedagogical strategies adapted to digital environments. These programs should train teachers to effectively use digital resources, design interactive learning activities, and encourage active student participation. In addition, the importance of promoting teachers’ professional engagement is highlighted, as this factor significantly influences students’ empowerment and their ability to develop strong digital competencies, thus preparing them for the technological challenges of the 21st century and equipping them with the skills and competencies needed to thrive in an increasingly digitized world.

대학생의 완벽주의와 진로 적응성의 관계에서 자기 자비와 회복 탄력성의 매개효과

This study explores how perfectionism affects career adaptability in university students, aiming to provide data for career counseling. Researchers surveyed 284 students in Gyeongsangnam-do using scales on career adaptability, perfectionism, self-compassion, and resilience. Key findings reveal that perfectionism negatively impacts self-compassion and positively affects resilience, but does not directly influence career adaptability. However, self-compassion enhances resilience and career adaptability, while resilience also boosts career adaptability. Notably, self-compassion and resilience mediate the relationship between perfectionism and career adaptability. The study underscores the importance of addressing perfectionism in counseling and suggests interventions to foster self-compassion and resilience, helping students adapt better in their careers. The findings offer valuable insights for counseling practices and career guidance in university settings, while also discussing the implications and limitations of the research.

Behavioral Addiction and Student Well being: Examining the Mental Health Impact of Social Media

Social media has become an integral part of student life, particularly among undergraduates in Southeast Asia. This study investigates the association between the intensity of social media use and mental health outcomes among students at Universitas Muslim Indonesia. A cross sectional design was employed with a sample of 120 students drawn from seven faculties. Data were collected using the Bergen Social Media Addiction Scale (BSMAS) and the General Health Questionnaire 12 (GHQ 12), and analyzed using the Kolmogorov–Smirnov test, Pearson correlation, and linear regression in SPSS version 29. The results revealed a significant positive correlation (r = 0.342, p < 0.001) between social media use intensity and psychological distress. Regression analysis indicated that social media intensity significantly predicted GHQ 12 scores (β = 0.372, p = 0.001), explaining 11.7% of the variance in mental health outcomes. These findings suggest that while social media serves communicative and informational functions, its excessive use may adversely affect students' psychological well being. The study underscores the importance of self regulation, coping strategies, and institutional support in moderating the psychological effects of digital engagement. Interventions promoting digital literacy and adaptive coping should be prioritized in university settings. This research contributes to the global discourse on digital health by contextualizing student mental health within the digital behaviors of non Western academic populations.

Students’ Perceptions of EMI Class Experiences : Insights from Korean and International Students

This case study investigates students’ views on their experiences in an EMI course offered in a Korean university setting and examines any differences in perspectives between domestic and international students. A total of 22 students, 10 Korean students and 12 international students enrolled in the fall 2024 semester, took part in this study. Data collection consisted primarily of a survey with 5-point Likert scale questions, multiple choice questions, and open-ended questions. Follow-up interviews were conducted to complement the survey findings by gaining an in-depth understanding of students’ experiences and perceptions. Overall, students expressed favorable views of the class, with teacher-led activities being rated as the most helpful, while individual activities or student-led activities completed independently were less effective. However, differences were observed between Korean and international students in their views on group presentations and student-led group discussions, which were attributed to their varying educational backgrounds and cultural differences. Regarding English language development, Korean students perceived higher improvement than international students. However, it appears that both student groups developed valuable insight to their understanding of using English to communicate effectively with students of varying backgrounds. Based on the findings of this research, several key implications for EMI pedagogy and policy are discussed.