Implementation science offers an innovative approach to advance universal health coverage, a key element of the Sustainable Development Goals. Yet, there is limited empirical evidence on the conceptual clarity, validity, and reliability of implementation outcomes, particularly in the context of digital health booking systems in sub-Saharan Africa. This study aimed to assess the psychometric properties of measures evaluating the acceptability, appropriateness, and feasibility of students' online health appointment system (SOHAS) in a public university in Ghana. A cross-sectional study was conducted among students at the Kwame Nkrumah University of Science and Technology, Kumasi, Ghana, using a 15-item adapted implementation outcome measure. The items were adapted for SOHAS and were also ensured to be culturally, linguistically, and contextually relevant to Ghanaian university students. Participants were recruited online via a text message containing a link to the electronic questionnaire. Both exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were utilized to assess the underlying factor structure and model fit, respectively. Cronbach's alpha and item-total correlations were applied to measure internal consistency. Convergent and discriminant validity were examined using composite reliability (CR), average variance extracted (AVE), Fornell-Larcker criteria, and heterotrait-monotrait (HTMT) ratios. Cronbach's alpha for the three constructs ranged from 0.946 to 0.977, and CR ranged from 0.949 to 0.976. EFA revealed a three-factor structure with substantial communalities and high loadings (0.716-0.969). The CFA also demonstrated a good model fit (CFI = 0.969, TLI = 0.962, RMSEA = 0.092, SRMR = 0.022). Convergent validity was strong, with AVEs ranging from 0.790 to 0.892. However, there was insufficient evidence to establish discriminant validity, as HTMT ratios between appropriateness and acceptability exceeded acceptable levels, and inter-construct correlations exceeded √AVE values. We found promising psychometric properties of the adapted Acceptability, Appropriateness, and Feasibility measures, including high internal consistency, good model fit, and strong convergent validity. However, significant overlap between acceptability and appropriateness necessitates that future studies refine these constructs conceptually and empirically, thereby improving their discriminant validity. Importantly, these validated measures provide a valuable framework for guiding evaluations of digital health implementation in similar settings.

This study addresses the role of knowledge management in enhancing e-learning systems in Jordanian public universities. A questionnaire was distributed to a sample of students, where 610 questionnaires were collected to analyze students’ opinions about the impact of knowledge management on the usefulness of e-learning systems. The results showed significant positive effects of knowledge management, knowledge acquisition, and knowledge sharing on the usefulness of e-learning systems. Students indicated that knowledge management facilitates the educational process, enhances their ability to access knowledge, and increases the value of knowledge exchange among them. The findings further reveal that effective knowledge acquisition practices improve students’ engagement with digital platforms, while knowledge sharing strengthens collaboration and interactive learning experiences. The results also showed that e-learning systems are easy to use and save time for students, contributing to greater flexibility and improved academic performance. Moreover, the integration of knowledge management practices within e-learning environments supports continuous learning and promotes better communication between students and faculty members. Based on these results, the study recommended enhancing knowledge management training programs, encouraging a culture of participation among students and faculty members, and developing effective strategies for using e-learning systems. Such initiatives are expected to strengthen institutional capabilities, maximize the benefits of digital learning technologies, and contribute to improving the overall quality of education in Jordanian universities.

College entrepreneurship education played an increasingly vital role in modern society. As innovation and entrepreneurship gained greater attention, such education became an essential component of the university system. This study aimed to examine the status, opportunities, and challenges of entrepreneurship education in colleges and universities, and to explore the importance of teacher competence in strategic planning. A quantitative research design was employed, using a stratified sampling survey of college teachers in Hunan Province. The findings showed that entrepreneurship education engaged a broad and diverse group of respondents across various demographics, including age, gender, educational attainment, years of service, marital status, and professional fields. Teachers aged 31–50 formed the majority, although a considerable number of young respondents aged 18–30 also participated, indicating diverse representation. Gender distribution appeared relatively balanced, reflecting inclusivity in the field. Undergraduate and master’s degree holders constituted the largest portion of respondents, suggesting the need to strengthen participation among those with lower academic qualifications. Teachers’ competence was shaped by entrepreneurial resources, opportunity identification abilities, professional knowledge, training policies, and individual skill levels. University entrepreneurship education demonstrated positive characteristics in terms of coverage, structure, management, strategic direction, and adoption of best practices. It offered students varied practical learning opportunities and institutional support. Teachers exhibited strong skills in utilizing entrepreneurial resources, transferring knowledge, sharing experience, participating in training, and applying appropriate teaching methods. They emphasized individualized student development and the cultivation of innovation and entrepreneurial capabilities. Despite emerging opportunities—such as increased government and societal support, as well as advances in information technology—challenges persisted, including inconsistent teacher quality and limited teaching resources. The study suggested that improving teacher competence through targeted training, enhanced resource allocation, curriculum refinement, and strengthened evaluation systems would help elevate the overall quality of entrepreneurship education and support its sustained development.

The digital transformation of university education has shown the importance of digitalization in influencing the world system by finding relevance at the pinnacle of education. The equitable access to digital infrastructure by stakeholders within the university system, therefore, becomes a thing of concern for the certainty of quality education. This study explores the accessibility to digital infrastructure resources by one of the stakeholders in the University of Education, the academics, and their job performance. The study hinges on three indices basically: digital infrastructure accessibility, financial investment in digital infrastructure, and job performance of academics. By using stratified random sampling techniques, questionnaires were administered and responses analyzed using descriptive and inferential statistics such as linear regression. The finding exposes the disparities in digital access of the academics and recommendations that would assist the institution to better harness institutional digitalization, such as the need to have policy reforms to ensure sustainable digital infrastructure in the university system, were suggested.

This study examines traces of Orientalism in the construction of modern Islamic scholarship as an epistemological issue in contemporary Islamic studies. The main focus of the study is to identify how categories of knowledge, standards of truth, and scholarly authority regarding Islam are formed, institutionalised, and reproduced in modern academic traditions. The research uses a qualitative method based on a literature study with a historical-critical approach to academic texts from three traditions: classical Orientalists, post-Orientalist thinkers, and Muslim scholars. The data are analysed comparatively to trace patterns of continuity and transformation of epistemic categories used in Islamic studies. The results show that modern Islamic studies operate within the framework of epistemic categories such as objectivity, historicism, textual criticism, and scientific methodology rooted in Western scientific traditions. Islamic scientific traditions tend to gain academic legitimacy to the extent that they can be translated or harmonised with these categories. The dominance of Orientalism is therefore not only a historical legacy but also works structurally through the university system, curriculum, and mechanisms of publication and global scientific legitimacy. This study contributes by systematically mapping these epistemic mechanisms, thereby expanding the analysis of Orientalism from the level of discourse representation to the level of operational structures in contemporary academic practice

BackgroundAlzheimer's disease (AD) is a progressive neurodegenerative disorder characterized by amyloid-β plaques, neurofibrillary tangles, and synaptic dysfunction. Dysregulation of ionotropic glutamate receptors (iGluRs), including NMDA, AMPA, and kainate receptors, contributes to excitotoxicity, synaptic impairment, and cognitive decline, underscoring their therapeutic potential.ObjectiveThis study aimed to conduct a comprehensive bibliometric analysis of iGluR research in AD from January 1, 1986 to August 23, 2025.MethodsWe systematically searched and analyzed the publications related to iGluRs in AD from PubMed, Web of Science, and Scopus using CiteSpace, VOSviewer, and Bibliometrix. Metrics included publication volume, citation impact, international collaborations, keyword co-occurrence, and burst detection.ResultsA total of 4810 papers were identified for analysis. The most prolific country, institution, journal, and author were the United States, Harvard University system, Journal of Neurochemistry, and Lipton SA, respectively. Research has evolved from NMDAR dysfunction and Aβ toxicity to clinical applications, such as memantine therapy, with recent trends focusing on AMPAR modulation and neuroprotection. Emerging researchers from China have demonstrated rapid growth. Keyword analysis reflected a sustained interest in molecular mechanisms and an increasing emphasis on clinical translation.ConclusionsThis study delineates the evolution of iGluR research in AD from mechanistic insights to therapeutic innovation. While NMDARs remain central, future efforts should prioritize understudied targets like AMPARs and KARs, and leverage emerging technologies, such as cryo-electron microscopy, single-cell sequencing, and artificial intelligence, to refine therapeutic strategies and facilitate personalized medicine. It highlights targeted iGluR modulation as a promising therapeutic avenue for combating AD.

Higher education systems globally are facing unprecedented demand pressures driven by demographic expansion, economic transformation, and the transition toward knowledge-based societies. India, with one of the world’s largest youth populations, faces a persistent capacity gap between rising student demand and the ability of traditional public universities to expand infrastructure and maintain quality standards. This study examines the role of state private university models as hybrid governance structures that combine public regulatory oversight with private managerial autonomy. Using neo-institutional theory and public-private partnership (PPP) frameworks, the paper develops a conceptual model illustrating how state private universities can enhance enrolment capacity, foster innovation ecosystems, and improve employability-oriented education. Through qualitative policy analysis and comparative institutional review, the research argues that hybrid university systems can serve as a strategic mechanism for bridging the higher education capacity gap while maintaining accountability and academic integrity. The findings contribute to the literature on higher education governance and provide actionable policy insights for sustainable expansion of tertiary education systems.

A sense of belonging predicts engagement, performance and wellbeing in educational and workplace settings. However, much existing literature on belonging at university foregrounds social integration, which may not be valid for neurodivergent populations. We report a participatory action research project, aiming to understand and promote belonging for neurodivergent people at an English university. Anonymous contributions ( n = 152) were received across a multi-media cross-campus installation. Content analysis identified key determinants of belonging: (1) Meaningful inclusive practice , characterised by flexibility and choice in learning, inclusion by default, validation and being believed; (2) Neurodivergent representation as a shared responsibility, supported by identity spaces and visible acceptance of difference; and (3) Capacity to navigate time, space and transition, highlighting the cost-benefit decision-making needed to navigate campus life. These themes informed follow-on interviews with staff and students ( n = 13), analysed using reflexive thematic analysis. Findings are presented as a Model of Neurodivergent Belonging at University, framed through five questions that people negotiate to construct a sense of belonging across contexts. We conclude that belonging at university for neurodivergent people requires authentic acceptance, rather than assimilation or institutional affiliation. Making small, achievable changes across university systems can cascade into meaningful gains in success and wellbeing for neurodivergent people.

CASE NAME: Song v. The Board of Regents of the University System of Georgia, et al ., No. 3:24‐CV‐56 (M.D. Ga 12/15/25).

CASE NAME: Song v. The Board of Regents of the University System of Georgia, et al ., No. 3:24‐CV‐56 (M.D. Ga 12/15/25).

Online recruitment and data collection in qualitative research grew significantly during the COVID-19 pandemic, revealing a host of benefits including cost and time savings for researchers and participants. However, significant risks and limitations exist when recruiting and interviewing participants online. 'Imposter participants' have emerged, seemingly incentivized by study honoraria. These imposter participants invoke significant administrative burdens and call into question data integrity and researcher commitment to equitable and inclusive sampling. This article features insights drawn from experiences of conducting online recruitment for a Canadian photovoice study of men's mental health and peer support in three themes: (1) Gone Phishing: Detecting and Deterring Imposters, (2) Screening for Subterfuge: Balancing Integrity and Inclusivity, and (3) Fraud Fatigue: Researcher Strain and Drain. The first theme, Gone Phishing: Detecting and Deterring Imposters, outlines processes for identifying imposter participants, including technological tools and human strategies. Screening for Subterfuge: Balancing Integrity and Inclusivity chronicles ethical implications and researcher adaptions for ensuring that authentic eligible participants are not inadvertently excluded. The third theme, Fraud Fatigue: Researcher Strain and Drain, details the workload and distress that researchers can face in dealing with imposter participants, while thoughtfully considering avenues for reducing these potential harms. Findings across these themes underscore the potential for imposter participants to increase project costs and compromise data integrity for online qualitative research. Implicating the need for strategies, recommendations are made for supporting researchers and upgrading university systems to improve security and risk management guidelines for managing imposter participants, especially in the wake of artificial intelligence-generated scams.

This study examines how U.S. community colleges have expanded lifelong education in response to rapid industrial restructuring and technological change, and considers the implications for restructuring the Korean junior college system. Community college lifelong education models in U.S are categorized into four types: reskilling programs, programs for older adult learners, industry-linked and training models, and noncredit certificate-based workforce training, with representative cases analyzed for each type. The findings show that lifelong education in U.S. community colleges goes beyond short-term vocational training or remedial provision, operating as an institutional framework that supports adult learners’ career reconstruction and social reentry across the life course. Degree and noncredit pathways are flexibly organized in accordance with local conditions, while programs for older learners address both reemployment and broader developmental objectives. In addition, strong connections with regional industries and labor markets enhance linkages among education, training, and employment. These findings suggest that lifelong education policy in Korean junior colleges needs to extend beyond project-based initiatives toward a longer-term framework that integrates adult learners’ life course trajectories with regional labor market contexts.

The aim of paper to present a model for building a more energy efficient and low-cost college, save energy resources, develop eco-friendly college, design and implement a low-cost wireless smart college system.

Under the in-depth development of globalization and the accelerated participation of China in global governance, the core competency structure of international organization personnel has become a crucial support for enhancing China's engagement in global governance. However, the current representation of Chinese staff in international organizations remains insufficient, reflecting a structural mismatch between the talent cultivation system and the requirements of international positions. In response to this practical challenge, this paper adopts a "contextualized keyword" analysis method based on a core conceptual framework. It integrates multi-source data, including policy documents of international organizations, interviews with experienced practitioners, and questionnaires targeting potential talents, to systematically identify and summarize the core competency dimensions required by international organizations. The study constructs a competency model encompassing three first-level dimensions—"Knowledge and Skills (Hard Competencies), Personal Effectiveness and Soft Skills, and Contextual Awareness and Values"—along with ten second-level competency items and three emergent elements. It identifies language proficiency, communication skills, and cross-cultural adaptability as core foundational competencies and reveals significant disparities between policy standards and practical perceptions. This model, grounded in both theoretical support and empirical evidence, provides an analytical framework and operational pathway for optimizing the international organization talent cultivation system in Chinese universities. In particular, it offers practical guidance and a basis for improvement in foreign language education and cross-cultural competency training.

IntroductionThis study investigates the complex underlying factors contributing to academic failure among students at elite Chinese universities. Grounded in cognitive-behavioral theory, we developed a three-dimensional framework encompassing 26 influencing factors across cognitive, emotional, and behavioral domains.MethodsUtilizing the Fuzzy Comprehensive Evaluation methods (), we identified distinct cognitive maps for three academic performance groups: high-achieving, academic fluctuating, and academic struggling.ResultsFindings reveal that academic failure is characterized by a “cognitive detachment” rather than mere knowledge deficiency or emotional indifference. Specifically, (1) high-achievers demonstrate a “productive tension,” where negative psychological attributes like self-doubt and learning anxiety function as significant positive drivers within the Confucian-heritage cultural context; (2) Fluctuating students exhibit high environmental sensitivity, where academic stability is contingent upon perceived support from family and peer networks; (3) Struggling students acknowledge their academic deficiencies but appear cognitively detached from the emotional impact of failure, aligning with a “lying flat” mentality fostered by current institutional evaluation models.DiscussionTheoretically, this research moves beyond linear “cause-effect” narratives to uncover how specific cognitive-emotional configurations shape academic trajectories. Practically, it highlights a need for differentiated university interventions that move beyond standardized counseling toward rebuilding “agency-performance” links, while inviting a reflective reconsideration of the core purpose of university examination systems.

College-bound students with disabilities (SWD) want to know what to expect from campus disability centers (DSC), and the DSC’s website may be the first contact point for those students. Yet DSCs seldom analyze their websites from a data-centric approach. Because of the potential impact of those websites, this study used a data-based content analysis of the DSC websites of a statewide community college system to identify information and interface patterns. Analysis criteria included campus and disability center demographics, services, content quality and quantity, website features, and accessibility. Findings revealed patterns and variations among the DSC websites such as center terminology and organizational structure, amount of information and guidance for stakeholders, uniqueness of website appearance, and lack of accessibility. In addition, the state’s other degree-granting systems’ DSC’s websites were compared with the study’s system’s websites. Several recommendations emerged, including the following: standardized website design and resource template, improved ADA accessibility, user input, and systematic data-driven website assessment. The study contributes to the field by providing benchmark assessment instruments and recommendation for disability-related policy.

ABSTRACT The economic downturn induced by the COVID-19 pandemic has significantly impacted countries in the Global South, particularly those on the neoliberal periphery, plunging many into a deep crisis. A substantial dimension of this ongoing crisis is rooted in the neoliberal reforms adopted by these countries. Ironically, with support from the International Monetary Fund and other actors, the crisis has facilitated the reimplementation of such reforms under the guise that ‘there is no alternative’. Using Sri Lanka’s public university system as a case study, this conceptual paper examines how crisis-driven neoliberal reforms enable policymakers to further encroach upon ‘public goods’ amid rising neoliberal consciousness among the general public. Drawing on Homi Bhabha’s postcolonial theory, the paper argues that the crisis has created a new Third Space of enunciation, enabling Global North education providers to penetrate the country’s higher education landscape. It shows how the aspirations of postcolonial student-consumers for Anglo-American qualifications facilitate this infiltration, challenging the foundational mission of the public university system as a space for free education and civic engagement. The paper concludes by highlighting the urgency of reimagining a nationalist agenda for public education to resist the expanding influence of Anglo-American educational ‘superiority’ in crisis-ridden, neoliberal Sri Lanka.

The emergence of artificial intelligence (AI) has transformed the educational sector globally. However, most Nigerian Universities are yet to fully integrate AI into their curriculum. Succinctly, this research examines the effect of five key AI adoption drivers on accounting and finance students’ performance. Emphasis was placed on the extent to which app intuitiveness, peer group pressure, institutional leadership readiness, external support, and student adaptability influence accounting and finance students’ performance. The study surveyed 390 male and female accounting and banking and finance students at Dennis Osadebay University, Asaba. This study adopts a quantitative research design. The drafted questionnaire was given to two (2) accounting and finance experts to review using the Index of Item-Objective Congruence (IOC) method. Meanwhile, a pilot test with 40 accounting and finance students confirmed that the survey instrument is reliable. The data were analysed by using Structural Equation Modelling (SEM). The findings indicate that peer group pressure, institutional readiness, and student adaptability significantly influence AI adoption, while app intuitiveness and external support do not. In like manner, AI adoption strongly affects the performance of accounting and banking and finance students. This study provides valuable insights that can drive policy formulation in the global university system. Also, the study provide rich insight on how ethical usage of AI can be achieved in the Nigerian context by emphasising the roles of peer group pressure, institutional readiness, and student adaptability in improving students ‘academic performance.

ABSTRACT This article presents results from a study which investigated the experiences of doctoral supervisors supporting disabled postgraduate research students (PGRs) at a university in the United Kingdom. While the role of supervisors has been identified as critical to student support, the ways in which they navigate the supervision of this student population in the postdigital era have not been researched. Data was collected from supervisors via a survey (n = 22) and semi-structured interviews (n = 7) and analysed thematically. Drawing on postdigital and critical disability theories, the research demonstrates that supervisors’ experience of supporting these students was mediated by the formal training they had received, their awareness of the social, personal and institutional obstacles faced by students, and their own life experiences and positionalities. Supervisors described engaging in a range of additional affective and administrative labour in support of disabled PGRs and were particularly aware of the ways in which they had to manage their roles to mediate between their students and inaccessible university systems and processes. Supervisors’ recommendations for successful disability support for themselves and disabled PGRs included a closer communication with disability support teams, the identification of a single point of contact, taking into account the critical role of time – in terms of both timely responses to support requests, and the need to allow students and supervisors extra time –, and a proactive attitude and dialogue with their students.

Purpose This study aims to explore how top Indonesian Higher Education Institutions (HEIs) progress toward achieving World Class University (WCU) status based on the Quacquarelli Symonds World University Ranking (QS WUR) criteria. Design/methodology/approach The research investigates institutions ranked between 101 and 500 globally in the QS WUR editions from 2024 until 2026. Employing a mixed-methods approach, we conducted panel regression analyses using internal performance indicators as independent variables and supplemented the quantitative findings with interviews involving top-level university administrators. Findings The regression results reveal three key variables that significantly influence overall WCU scores: citations per faculty, employment outcomes, and the faculty-student ratio. The qualitative strand reveals varying degrees of strategic alignment with these variables. Findings highlight that the top five HEIs in Indonesia prioritize citations per faculty member as key enablers of WCU performance. Research limitations/implications Given the qualitative design, this study is limited by the cross-sectional nature of the data. It focuses on the ranking improvement, which can be a result of the previous officer. Another limitation is the study’s use of QS ranking, which some researchers have criticized. However, the QS ranking provides more detail and periodic updates than other university ranking systems. Future research should periodically assess the program’s effectiveness and consider comparing the linearity data across university ranking systems. These findings provide strategic guidance for HEIs and policymakers in emerging economies seeking to compete in global ranking systems. Originality/value It is important that a country has a higher education system that fosters innovation and competitive advantage. Therefore, this study aims to help relevant authorities gain an additional perspective to improve HEI performance in global ranking systems.