University Students Research Articles

Academic buoyancy and fear of failure differences among university students: Null findings

Academic buoyancy refers to a student's adaptive response for dealing with academic-related setbacks and challenges that are typical in the ordinary course of school life. Fear of failure, known also as fear avoidance, is the tendency for students to be uncertain about their ability to avoid failures and achieve success. Both constructs have been associated with students' academic outcomes. Herein, we examine whether there were differences in these constructs associated either with students' time in the academic setting (i.e., first generation student or graduate level student) or type of challenges experienced (i.e., as a student of color or primary language other than English). Specifically, in using online surveys, we investigated the relation between academic buoyancy and fear of failure among university students (N = 122) from a public university in the southwestern United States. Supporting earlier research, when examining the association between academic buoyancy and fear of failure across all participating students, we found academic buoyancy was negatively related to fear of failure. When examining whether there were differences in academic buoyancy or fear of failure across either student experience (i.e., degree level or first-generation student status) or types of challenges related to being a student whose primary language is a language other than English or being a student of color, we found insufficient evidence of differences. This suggests that regardless of college-generational status, degree level, primary language, and racial/ethnic backgrounds, students reported similar levels of academic buoyancy and fear of failure. Findings extend the limited literature on academic buoyancy and fear of failure in higher education.

Migration and infectious disease risk: knowledge and perception among university students in two European countries.

In the past years, migration has increasingly affected the European continent. The concerns of the local population about infection spread by migrants may increase as an unjustified stigma. Our study aimed to assess the knowledge and risk perception of infectious disease associated with migration among university students. Between January and February 2020, we conducted an online survey in Italian and Spanish University students. We collected data on demographics, perception, and knowledge of infectious diseases associated with migration. We performed descriptive and risk factors analysis to assess the association among selected variables. We collected 1,397 answers, 73.16% from Italian students and 26.84% from Spanish students, 34.54% and 38.67% enrolled in healthcare degrees, respectively. We found a statistically significant correlation between the knowledge of infectious diseases and the perception of the infectious risk associated with migration, not confirmed for the area of study. Healthcare students had the best levels of knowledge and perception of the migratory phenomenon, but the higher perception of infectious risk. Exposure to the media coverage about migration was associated with the worst perception of the migratory phenomenon and infectious risk. Our study showed that, despite healthcare students had the best levels of knowledge, they had the highest risk perception of infectious diseases associated with migration. The inclusion of courses on migration medicine in current healthcare curricula and the increase of practical training could help to avoid the development of biased approaches towards migrants among healthcare professionals.

Guidelines to Promote Wushu Teaching for University Students in Henan Province, The People's Republic of China

Background and Aim: The research background of the promotion guide for Wushu teaching for university students in Henan Province is multifaceted, including historical and cultural background, educational policies and reform needs, changes in university students' sport’s needs, the unique value of martial arts teaching, and the challenges and opportunities it faces. These background factors together constitute an important foundation and prerequisite for the promotion of martial arts teaching for university students in Henan Province. Materials and Methods: This article conducted an in-depth investigation into the current development status of martial arts teaching in universities in Henan Province through research methods such as literature review, questionnaire survey, and expert interviews. This study selected 380 undergraduate students majoring in Wushu and traditional ethnic sports from six universities in Henan Province, including the School of Physical Education at Zhengzhou University, Henan University, Henan University of Technology, Shangqiu Normal University, Luoyang Normal University, and Yellow River University of Science and Technology, as the total population, and 192 students as the sample; 18 teachers fill out teacher survey questionnaires (18 teachers are Physical Education Teachers from Six Universities in Henan Province). Results: University wushu teaching in Henan province in the popularization, teaching content and methods, teacher strength and teaching conditions have made some achievements, but there are also shortcomings (1) Advantages: Martial arts have outstanding functional and value advantages; Martial arts have a wide range of adaptability; There are various types of martial arts events; (2) Disadvantages: The difficulty of martial arts movements is relatively high; The teaching content of martial arts is rich; The infiltration of ideological and political education in the curriculum is not perfect; The development of "learning, practice, and competition" is not in place; Lack of referee workability; Students have little interest in learning martial arts. (3) Shortcomings; Insufficient venue equipment and facilities; Unequal distribution of university funds Conclusion: (1) give full play to the role of policy, maximize the development of martial arts projects, tap the professional potential of teachers, and promote the development of specialized teaching of martial arts; (2) with the help of modern information technology, change the teaching mode, renew the teaching method, refine the teaching content, and improve the students; independent study, learning ability and innovation ability; (3) constantly improve the professional quality of teachers, carry out teacher training regularly, and strengthen the training of teachers in colleges and universities, exchange between learning, actively build a communication platform to improve the professional ability of teachers, students through mutual exchange, mutual reference to find their own project positioning, develop their own expertise in boxing projects; (4) increase teaching and training, students can have enough time to study special elective courses, so as to improve the level of special skills; (5) colleges and universities to increase the teaching of special elective courses in martial arts, funding, to encourage students to go out to study, to subsidize the training funds of the teachers of special courses, Since the sample is limited to six universities in Henan province, we are conducting a thesis study that needs to be aware of this limitation.

Assessing the knowledge, attitude and practice of electronic cigarettes and their associated factors among undergraduate students of Institute of Medicine, Nepal: a cross-sectional study.

Electronic cigarettes (e-cigarettes) are gaining popularity globally and becoming popular among young people, including in Nepal. Easy accessibility, appealing ads, and the misconception that e-cigarettes are safer than traditional cigarettes have fueled their rising popularity among university students in Nepal. The lack of comprehensive data on the prevalence and determinants of e-cigarette use among university students in Nepal underscores the urgent need for targeted research in this area. This study aimed to examine the knowledge, attitudes, and practices regarding e-cigarettes, as well as their influencing factors, among undergraduate students at the Institute of Medicine in Kathmandu, Nepal. We conducted a cross-sectional study with 302 undergraduate students. A self-administered questionnaire assessed their knowledge, attitudes, and practices related to e-cigarettes. Descriptive statistics were reported, and chi-square tests and multivariate logistic regression analyses were performed to determine the statistical association among variables using STATA 14. The mean age of participants was 21.4 ± 2.1 years. Of the 302 respondents, 214 (70.9%) had heard of e-cigarettes. Among them, 71.5% had good knowledge, 62.2% held supportive attitudes, and 79.0% had never used e-cigarettes. Males were more likely to smoke e-cigarettes than females (AOR: 2.27; 95% CI: 1.01-5.01; p = 0.046). Students with friends who smoke were nearly three times more likely to use e-cigarettes (AOR: 3.00; 95% CI: 1.12-7.99; p = 0.028). Supportive attitudes towards e-cigarettes also doubled the likelihood of smoking them (AOR: 2.10; 95% CI: 1.02-4.35; p = 0.045). The study highlights important implications for interventions, policy, and education within Nepal's medical system. With a notable percentage of students holding supportive attitudes toward e-cigarettes, there is a clear need for targeted behavior change campaigns that educate about the health risks associated with e-cigarettes.

The Effect of Organisational Justice, Academic Identification and Legitimacy of Academic Authorities on Student Loyalty

ABSTRACTOur work contributes to existing research on student loyalty by testing a model that includes organisational justice as a predictor. In Study 1 (n = 257, Polish sample), students' perceived organisational justice of their university was a positive predictor of their loyalty. In Study 2 (n = 522, Polish sample), we replicated these findings and observed that academic identification accounted for the relationship between university's organisational justice and students' loyalty. In Study 3 (n = 500, American sample), we replicated findings from Study 1 and Study 2 and tested perceived legitimacy of university staff and authorities as another mediator of the investigated relationship. We conclude that the experience of organisational fairness at university translates into stronger academic identification and greater perceived university legitimacy, both of which lead to increased loyalty. Thus, we recommend that evaluation tools in higher education institutions more explicitly measure student perceptions of fairness.

Effects of Video Micro Teaching Plan to Improve Archery Technique in University Students

Background and Aims: Video microteaching not only improves student learning outcomes but also optimizes the teaching process for instructors. By making effective use of video resources, teachers can dedicate more class time to individual tutoring, helping students who need more attention to overcome learning challenges. Therefore, the objectives of this research were: (1) to study the effect of a video microteaching program on the improvement of archery skills at Jilin University, and (2) to compare the effect of video a microteaching plan on improving archery technique at Jilin University. Materials and Methods: 60 students who participated in the archery course were selected from the 300 first-year students at Jilin University to complete the questionnaire survey, and 30 students were randomly selected from the 60 students to conduct the experimental research. They were divided into 15 students in the experimental group and 15 in the control group. They participated in the 8-week video teaching experiment and tested once every two weeks to compare the effect of different teaching methods. The research methods included a questionnaire survey, a focus group interview, and an experimental intervention. Mean, standard deviation, independent t-test, and dependent t-test were used to analyze the data. Results: Video instruction significantly improved students' academic performance in archery courses. After 8 weeks of intervention, the experimental group using the video teaching plan had significantly improved performance than the control group using the traditional teaching method. Conclusion: The dependent t-test results showed that video teaching helps students to better understand and replicate archery movements, reduce learning errors, and improve motor memory and skill acquisition through vivid movement demonstrations and detailed technical explanations.

Parental separation penalties among university students in Italy

AbstractThis paper addresses the long-standing question of whether parental separation shapes offspring school performance drawing on retrospective data from a group of university students in Italy, a country that has historically had very low separation rates yet has experienced an important rise in family dissolution over the last two decades. Using survey data from 1st-year enrollees in undergraduate courses in Economics and Statistics at two points in time (2000 and 2017), we explore whether the association between parental separation and children’s school performance (i) is observed both at the level of middle school (MS) and high school (HS); (ii) varies according to the age at which students experienced separation, and (iii) varies by parental socio-economic status (SES). Our results suggest that students whose parents separated before MS completion score on average 2 points less on the end-of-middle-school exam relative to students whose parents did not separate or separated after MS completion. Similarly, students whose parents separated before HS completion score 1 point less on the end-of-high-school exam relative to their counterpart. As such, we document a parental separation penalty both at the level of MS and HS, yet lower by half when separation occurs later in students’ life course. Moreover, for HS grade parental separation is associated with more negative consequences when students experience it at very young ages (0–5), while for MS grade heterogeneity by age is less clear-cut. Such penalties are concentrated among children of low-educated mothers, particularly for HS, providing support to the “compensatory advantage” hypothesis predicting smaller penalties for children of high-SES parents. Overall, findings from this study corroborate existing evidence suggesting that the consequences of parental separation vary depending on a combination of social background and the “selectivity” of the educational outcome considered.

The effect of inverting decades and units on the retention of two-digit numbers in working memory: a matter of the output mode.

Number-word structure affects transcoding and relates to working memory capacity (WMc). We tested the relationship between the structure of number-words (inverted "Units-Decades (UD) format" or not "Decades-Units (DU) format") and performance on the digit span task for recalling two-digit number-words presented verbally, using two modes of output. University students, native speakers of Arabic, who were also highly proficient in Hebrew, and native speakers of Hebrew, were asked to response by typing Arabic digits or recalling numbers verbally. Arabic and Hebrew speakers were equal in WMc for one-digit numbers in the two modes. However, when inversion was presented, performance was related to output and participants habits. In the typing response, both groups showed better performance for the DU format. In the native language (standard format), Arabic speakers (UD) remembered fewer numbers than Hebrew speakers (DU). Arabic speakers show inversion errors even in the noninverted format. For verbal responses, there were no differences between the groups in their standard format, and native speakers of Arabic weren't affected by the format, while Hebrew speakers still preferred the DU format. Experience with inverted and noninverted language affected WMc but is also related to the output demands.

Depression among Saudi international university students and its associated risk factors

IntroductionDepression disorders are one of the most widespread mental disorders among college students. In university students, depression has been associated with lower academic performance, worse work performance, and increased dropout risk. his study aims to assess the prevalence of depression and highlight risk factors among Saudi international university students (IUS) in the United States (US), the United Kingdom (UK), and Australia.Subject and methodsThis cross-sectional study was conducted among Saudi students who chose to study abroad. A self-administered online questionnaire was sent to the students using an online survey. The questionnaire includes socio-demographic data (e.g., age, gender, specialty, etc.), medical characteristics, social status, and the Patient Health Questionnaire (PHQ-8) to assess the student's depression.ResultsOf the 401 students, 52.4% were younger (age 18 – 25 years), and more than half were males (53.9%). Most of the participants were studying in the US (46.6%), followed by the UK (40.6%) and Australia (12.7%). The rate of major depression among Saudi students studying abroad was 40.4%. In univariate analysis, major depression was influenced by age, marital status, specialty, personal and family history of mental illness, contact with family and friends, and feeling like a stranger. However, after conducting multivariate regression analysis, previous diagnoses of mental illness and feeling a stranger were identified as the significant independent risk factors for major depression.ConclusionThis study provides insights into the prevalence and risk factors associated with depression among Saudi IUS. The prevalence of major depression among Saudi IUS was 40.4%. Previous history of mental illness and feeling like strangers were identified as the most prominent risk factors in this study. Identifying the prevalence and contributing factors of depression can guide academic institutions and governments in the development of effective interventions and support for IUS’s mental well-being. Future research could diversify the sample and employ longitudinal designs.

Do they like me?

Abstract People are frequently concerned about the impressions they make on others (referred to as metaperceptions), but their insights are often inaccurate. Illustrating the phenomenon called the liking gap, speakers interacting in their first language (L1) and second language (L2) tend to underestimate how much they are liked by their interlocutor, and these judgments often predict their desire to engage in future interaction and collaboration. To understand the scope of this bias and its consequences, we focused on L1–L2 dyadic interaction, examining metaperception as a potential barrier to conversations between university students. We recruited 58 previously unacquainted university students to perform a 10-min academic discussion task between one L1 and one L2 speaker. Afterward, the speakers (a) assessed each other’s interpersonal liking, speaking skill, and interactional behavior; (b) provided their metaperceptions of their interlocutor’s assessments of the same dimensions; and (c) estimated their interest in future interaction with the same interlocutor. All speakers showed a reliable metaperception bias to underestimate their interpersonal liking, speaking skill, and interactional behavior. However, only L1 speakers’ desire to engage in future interaction was associated with their metaperceptions of interpersonal liking. We discuss implications of this finding for understanding and promoting academic communication.

Is Alcohol Consumption Pattern Dependent on Prenatal Sex-Steroids? A Digit Ratio (2D:4D) Study Among University Students.

There is evidence that alcohol consumption is influenced by prenatal sex steroids (as measured by digit ratio [2D:4D]). Here, we clarify the effect size of the relationship in a student (rather than a patient) population. There were 258 (169 women) participants. Digit length was measured directly with calipers. Alcohol use was evaluated by the Polish version of Alcohol Use Disorders Identification Test (AUDIT) and operationalized as total AUDIT scores and grams of alcohol/week. Digit ratios were sexually dimorphic (males < females). There were negative correlations between right 2D:4D and Dr-l (right 2D:4D minus left 2D:4D) and AUDIT scores and grams of alcohol/week in both sexes. Relationships varied from small (r = -0.29) to large (r = -0.69) and they were stronger in males in comparison to females and for right 2D:4D in comparison to Dr-l. In males only, there were small (r = 0.21) to moderate (r = 0.31) positive associations with body size (height, weight, and mean right digit length) and alcohol consumption. Multiple regression analyses showed relationships between digit ratios remained significant but those for body size did not. Alcohol consumption was negatively related to 2D:4D, suggesting high prenatal testosterone and low prenatal estrogen are linked to its consumption. Correlations varied in strength from small to large with the strongest found for right 2D:4D and for males. Positive relationships between body size and alcohol were small to moderate, confined to males, and were not independent of digit ratios. Prenatal androgenization may influence alcohol drinking patterns in non-clinical individuals.

Students as collaborative partners

In contemporary society, Artificial Intelligence (AI) pervades numerous facets of our lives and is likely to impact many sectors and professions, including education. Tertiary-level students in particular face challenges regarding the use of AI for studies and assessment, including limited understanding of AI tools, as well as a lack of deep critical engagement with AI for learning (Shibani et al., 2024). To respond to emerging developments in generative AI, the recent Australian Tertiary Education Quality and Standards Agency (TEQSA) report suggests tertiary-level learning and assessments be designed to foster responsible and ethical use of AI (Lodge et al., 2023). This involves the development of AI literacy among students to engage with AI in critical, ethical ways that aid their learning and not hinder it. Our project aims to narrow the AI literacy gap among students from diverse study backgrounds by providing foundational knowledge and developing critical skills for practical use of AI tools for learning and professional practice, in collaboration with students and academics as part of a Students as Partners (SAP) initiative. Staff bring expertise in AI critical engagement and students bring practical, first-hand experiences of learning in this collaboration, supported by the university’s SAP program. Building on the current UNESCO recommendations for the use of generative AI in education (UNESCO, 2023) and prior theoretical frameworks on AI literacy (Chiu et al., 2024; Ng, et al., 2021; Southworth et al., 2023) we target key skills that higher education students should develop to meaningfully engage with AI. By creating accessible and engaging resources, such as instructional videos and comprehensive guides on generative AI applications like ChatGPT and ways to prompt for enhancing learning, we introduce existing AI tools and teach students to use them effectively, promoting a hands-on learning environment. Using learning design principles, the developed curriculum will be presented in an AI Literacy module on a Canvas site, with supporting instruction workshopped with student participants for evaluation. Student cohorts recruited from diverse disciplines will pilot and assess the effectiveness of the program, and qualitative methods such as focus groups and interviews will be used for evaluation of our intervention and continuous improvements. Findings will inform tertiary students’ current level of AI literacy and the effectiveness of interventions to improve key skills beyond their disciplinary knowledge, better preparing them for life beyond university. Indeed, the implementation of similar AI literacy courses has demonstrated statistically significant improvements in AI literacy and understanding of AI concepts amongst university students (Kong, Cheung, &amp; Zhang, 2021). Our approach underscores the importance of relational engagement in higher education with students as partners (Matthews, 2018) and participatory design with students in a topic that is significant in the current age of AI (Laupichler et al., 2022). The course's flexibility to be accessed directly or embedded into other curricula ensures scalability and broader impact, solidifying the validity of our multifaceted approach. Through utilising relevant research methodologies and learning design principles, we endeavour to create an AI literacy course that is robust, accessible, educational, and engaging to use by tertiary-level students from diverse study backgrounds.

Enhancing mathematical learning outcomes through a low-cost single-channel BCI system.

This study investigates the effectiveness of a Low-Cost Single-Channel BCI system in improving mathematical learning outcomes, self-efficacy, and alpha power in university students. Eighty participants were randomly assigned to either a BCI group receiving real-time neurofeedback based on alpha rhythms or a sham feedback group. Results showed that the BCI group had significantly higher mathematical performance, self-efficacy, and alpha power compared to the sham feedback group. Mathematics performance, alpha wave intensity, and self-efficacy showed significant positive correlations after training, indicating that neurofeedback training may have promoted their interaction and integration. These findings demonstrate the potential of BCI technology in enhancing mathematical learning outcomes and highlight the importance of considering pre-test performance and self-efficacy in predicting learning outcomes, with implications for personalized learning interventions and the integration of BCI technology in educational settings.

Levels of physical activity of university students in COVID-19: More challenges for women compared to men?

Studies have indicated lower levels of physical activity and inadequate health conditions among young university students, which may have been exacerbated during the COVID-19 pandemic. Thus, this study aimed to analyze the levels of physical activity based on sociodemographic and health conditions of university students during the pandemic period. This cross-sectional study included 235 students from a public and multi-campus university in the state of Bahia, Brazil, from July to October 2020, when in-person activities were suspended. Levels of physical activity were assessed using the International Physical Activity Questionnaire (short form), and a questionnaire developed by the researchers evaluated sociodemographic and health conditions, both of which were applied via Google Forms®. Most participants (59.1%) showed insufficient levels of physical activity. Only sex differed significantly (p &lt; 0.001), with a higher proportion of women (65.7%) reporting lower levels of physical activity than men (38.6%). Barriers challenges may have limited the incorporation of physical activity among women university during the COVID-19 pandemic. Further research is needed to elucidate the findings of this study.

Gesture alignment in teacher–student interaction: a study concerning office hour consultations using English as the lingua franca

IntroductionIn this study, we explore the presence of gesture alignment in office hour consultations, a form of academic talk characterized by private face-to-face dialogues between a lecturer and a university student. Unlike classroom interactions, the topic of these consultations is initiated by the student. Our objectives were to describe the patterns of gesture alignment in these educational settings, to determine the direction of the copied behavior (i.e., who copies whom?), and to understand the temporal structuring of these instances.MethodsWe analyzed 12 office hour consultations, involving Spanish undergraduate students and lecturers from universities in England, Ireland, and Sweden. All the conversations were held in English. The annotation considered three domains: the timing of matching gestures (i.e., if the aligned gestures appeared in a Simultaneous, Consecutive, or Later manner), the form features of the aligned gestures (hand shape, movement, and orientation), and the function of the gestures (representational, deictic, or pragmatic).ResultsOur results show that although there are important differences between dyads, there were four general findings. First, aligned gestures mostly took place in a Consecutive manner. Second, gesture alignment is shown to achieve shared understanding between interactants, but this can be manifested in different ways: from the active negotiation of meaning to the signaling of agreement. Third, paired gestures become useful in educational contexts where the teachers and students include native and non-native speakers, as they contribute to disambiguating meaning. Fourth, many cases of matching gestures happen due to the presence of recurrent gestural forms.DiscussionOverall, our results are in line with previous evidence that has highlighted the role of gesture alignment in grounding processes, related to the achievement of mutual agreement between participants. Matching gestures are a helpful resource during office hour consultations—a form of academic talk where content is being explained and negotiated.

Magnitude of academic performance and its associated factors among health science students at Eastern Ethiopia University's 2022.

Academic performance is the extent to which a student, teacher, or institution has attained their short- or long-term educational goals and is measured either by continuous assessment or cumulative grade point average (CGPA). Good academic performance is defined as the students who scored a cumulative GPA of 3 and above. Even though few studies were done in Ethiopia, there was no clear evidence regarding the role of cognitive and learning issues such as academic competence, test competence, time management, strategic studying, and test anxiety on the academic performance of students. To assess the magnitude academic performance and its associated factors among health science students at Eastern Ethiopian universities. An institution based cross sectional study design was implemented on a total of 924 regular undergraduate students of eastern Ethiopian universities. Good academic performance was measured as the students who scored a cumulative GPA of three and above. The study participants were selected using simple random sampling techniques, and a self-administered questionnaire was used to collect data. The collected data was entered and analyzed using SPSS version 25 software. A P-value < 0.2 at bivariate to select variables for multivariable and < 0.05 at multivariable with 95% CI was considered statistical significance. A total of 924 participants were included, with a response rate of 98.7%. The overall magnitude of good academic performance among health science students at Eastern Ethiopia University's was 70.5%, with a 95% CI = 67%- 73%. Residence [AOR = 2.8, 95% CI = 1.9-3.93], not having a sexual partner [AOR = 2.47, 95% CI = 1.64-3.72], good test competence [AOR = 1.94, 95% CI = 1.4-2.6], good time management [AOR = 2.29, 95% CI = 1.86-3.15], and good strategic study [AOR = 1.81, 95% CI = 1.33-2.45] were significantly associated with good academic performance. Increased odds of good academic performance were observed among students with rural residence, sexual partner, good test competence, good time management, and strategic study. A collaborative and multidisciplinary approach is needed to enhance the academic performance of students.

Development of Research Skills in Students of Pedagogical Science in the Communicative Method of Teaching

Research abilities of students of pedagogical university are an integral quality of personality, which is expressed in the recognition of the value of such activity, in the possession of the methodology of investigative work, in the formation and development of the ability to investigative work, in solving investigative problems and their use in further professional activity. The article provides evidence of the importance of the development of communication and research skills as a guarantee of successful training of student teachers. The authors provide key skills of scientific-research and communicative approach of teaching.

The Impact of Sleep Onset and Efficiency on Body Mass Index among College Students: A Factor Analysis Approach

Sleep is crucial for overall health and well-being, and college students often face sleep issues due to various factors. Inadequate sleep, which affects metabolism and behavior, increases the risk of obesity. Prior studies typically examine individual sleep factors or compare them, neglecting potential interactions and the multidimensional role of sleep in health outcomes. Hence, this study surveyed the seven sleep components using the Pittsburgh Sleep Quality Index (PSQI) to identify factors affecting sleep quality and evaluate its effect on the body mass index of GE-Science, Technology, and Society (GE-STS) students in a private university in Cebu. Three factors were determined through factor analysis: Sleep Health, Sleep Onset and Maintenance Efficiency, and Sleep Disruption Intervention. Moreover, regression analysis supported the significant relationship (p = 0.023) between the sleep onset and maintenance efficiency factor and Body Mass Index (BMI), emphasizing its importance in designing sleep interventions for college students.

Challenging dominant perspectives of digital literacy in Western higher education

The 21st-century work environment, for which universities prepare graduates, demands multi-dimensional and interdisciplinary competencies infused with digital literacy skills essential for sustainable employability (Baruch &amp; Sullivan, 2022; Gürbüz, Bakker, Demerouti et al., 2023). Our increasingly digitalised society reinforces the need for learners to acquire digital competencies as part of their education (Gutiérrez-Ángel, Sánchez-García, Mercader-Rubio et al., 2022). Digital literacy, defined as the ability to access, manage, understand, integrate, communicate, evaluate, and create information safely and appropriately through digital technologies, is still an evolving concept (UNESCO, 2018). With the mandate to produce graduates capable of performing to expected standards in ever-changing work environments, higher education institutions continuously define the digital competencies of their graduates and how to develop them. This involves ongoing discussions about what students should learn to be digitally competent (curriculum), how they should be taught and supported (pedagogy), and the associated progression in learning (assessment) (Ilomäki, Lakkala, Kallunki et al., 2023). However, Western perspectives on learning and teaching in higher education often dominate these discussions. Given that most students in Australian universities come from diverse socio-cultural backgrounds, there is a need to address this gap in the literature by considering alternative perspectives on curriculum, pedagogy, and assessments for digital literacy in higher education. This study presents findings from a critical integrative review of the literature (Whittemore &amp; Knafl, 2005). The aim is to identify alternative perspectives in defining the digital competencies critical in preparing students for diverse socio-cultural work environments. To achieve this, a well-known meta-framework of digital literacy (Tran, Jung, Unangst et al., 2023; Martínez, Sádaba and Serrano-Puche, 2021) will be used to map digital competencies identified in global literature, exploring and challenging the concept of a digitally competent university graduate in today’s diverse world. The integrative review will also identify teaching and learning approaches (pedagogies) for developing students’ digital competencies from socio-cultural perspectives, as discussed in the literature (Mahn and John-Steiner, 2012). Peer-reviewed articles, reports, and e-book chapters will be searched in global literature, with inclusion criteria focusing on keywords such as digital literacies, digital competencies, socio-cultural learning theory, teaching pedagogies, curriculum design, and learner support. Databases will include ProQuest, Scopus, and Web of Science. Relevant data will be extracted using an Excel sheet, and thematic and interpretive analyses will be employed to synthesise the data critically. The findings will provide insights into how socio-cultural differences influence the valued aspects of digital literacy and how they are taught or assessed in higher education. This research will also offer critical insights into how teachers can inclusively support diverse students, considering unique ways to recognise prior educational experiences, learning preferences, and needs. The final output will be a conceptual framework for teaching and learning digital literacy in Western high education from socio-cultural perspectives. Ultimately, this research aims to provide a much-needed international perspective on what it means to be a digitally competent graduate in Australia and globally.

A Framework for Using GenAI to Support Student Engagement in Interdisciplinary Learning from Self-determination Theory

Artificial intelligence (AI) is an interdisciplinary field, including mathematics, sciences, psychology, linguistics, sociology, and engineering (Bisconti et al., 2023; Chen, 2020; Zhuang et al., 2020). The development of its technologies requires experts from various disciplines. In education, generative AI (GenAI) tools such as ChatGPT and Dall-E facilitate interdisciplinary learning by breaking down barriers between disciplines and enabling students to see connections across different disciplines, resulting in a more holistic understanding of complex concepts. The tools enable students from different disciplines to collaborate on projects by combining their diverse knowledge and skills (Chiu, 2023, 2024; Chiu et al., 2023). For example, in STEAM education, students who are weak at coding can develop simple applications by asking GitHub Copilot, which generates specific code suggestions including variables, classes, and methods based on their situations. Those who are poor in art designs, can ask t Dall-E to generate visuals, fostering an interdisciplinary approach. Therefore, students can use the tools to complement the knowledge gaps they have because they have instant access to information and resources related to other disciplines (Kusters et al., 2020; Peters et al., 2023). Students become more adaptable, open, flexible, and innovative in their thinking. These enhance critical thinking skills, creativity, and problem-solving skills in students. This interdisciplinary learning using AI also fosters a sense of curiosity and a willingness to explore new ideas, which are essential skills for success in the AI era, better preparing students to address real-world problems and excel in a variety of disciplines. Most related current studies focus on how GenAI affects assessment and essay-based assignments (Chiu, 2024; Xia et al., 2024). However, student engagement in using GenAI tools in completing interdisciplinary learning remains unclear. Student engagement is a multi-dimensional concept generally considered to include behavioral, emotional, cognitive, and agentic components (Chiu, 2021; Fredricks, 2011), which can be explained by self-determination theory (SDT) through needs satisfaction (autonomy: feel having choices; competence: feel capable; relatedness: feel relevant) (Chiu, 2021; Ryan and Deci, 2020). This mixed-methods study investigated how GenAI tools engage students in interdisciplinary learning from SDT perspectives. The two main research questions are: RQ1: How is needs satisfaction related to student engagement in interdisciplinary learning? RQ2: How do GenAI tools satisfy students three SDT needs?. The participants were 310 university students from various academic major backgrounds (sciences: 72; engineering: 78; social sciences: 79; art: 76; others: five). All of them attended a 3-hour workshop on how to use GenAI in completing a project under the topic of sustainability. The participants tried different GenAI tools, and discussed how they completed the project. A questionnaire with validated itemswas used to examine how GenAI tools satisfy their needs for competency in a sustainability project (RQ1) (Chiu, 2024). Three iterative cycles of group interviews were conducted with randomly selected 30 participants to understand the roles and affordances of GenAI in interdisciplinary learning (RQ2). The quantitative findings suggested that during interdisciplinary learning, GenAI can satisfy student needs by fostering classification and generalization skills (grouping knowledge), encouraging unpacking model and solution skills (revising thinking), and providing alternative intelligence (inspiring with new ideas). The qualitative findings from this study were used to propose a framework for using GenAI to support interdisciplinary learning. The framework also visualizes the roles and affordances of GenAI in the learning.