Trends in Higher Education

19 pages, 296 KiB

Open AccessArticle

Evolving Equity Consciousness: Intended and Emergent Outcomes of Faculty Development for Inclusive Excellence

by Jackie E. Shay, Suzanne E. Hizer, Devon Quick, Jennifer O. Manilay, Mabel Sanchez and Victoria Sellers

Trends High. Educ. 2025, 4(3), 37; https://doi.org/10.3390/higheredu4030037 - 22 Jul 2025

Abstract

As diversity, equity, and inclusion (DEI) efforts in higher education face increasing political resistance, it is critical to understand how equity-centered institutional change is fostered, and who is transformed in the process. This study examines the intended and emergent outcomes of faculty professional [...] Read more.

As diversity, equity, and inclusion (DEI) efforts in higher education face increasing political resistance, it is critical to understand how equity-centered institutional change is fostered, and who is transformed in the process. This study examines the intended and emergent outcomes of faculty professional development initiatives implemented through the Howard Hughes Medical Institute’s Inclusive Excellence (HHMI IE) program. We analyzed annual institutional reports and anonymous reflections from four public universities in a regional Peer Implementation Cluster (PIC), focusing on how change occurred at individual, community, and institutional levels. Guided by Kezar’s Shared Equity Leadership (SEL) framework, our thematic analysis revealed that while initiatives were designed to improve student outcomes through inclusive pedagogy, the most profound outcome was the development of equity consciousness among faculty. Defined as a growing awareness of systemic inequities and a sustained commitment to address them, equity consciousness emerged as the most frequently coded theme across all levels of change. These findings suggest that equity-centered faculty development can serve as a catalyst for institutional transformation, not only by shifting teaching practices but also by building distributed leadership and deeper organizational engagement with equity. This effort also emphasizes that documenting emergent outcomes is essential for recognizing the holistic impact of sustained institutional change. Full article

23 pages, 3075 KiB

Open AccessReview

An Innovative Approach to Medical Education: Leveraging Generative Artificial Intelligence to Promote Inclusion and Support for Indigenous Students

by Isaac Oluwatobi Akefe, Victoria Aderonke Adegoke, Elijah Akefe, Daniel Schweitzer and Stephen Bolaji

Trends High. Educ. 2025, 4(3), 36; https://doi.org/10.3390/higheredu4030036 (registering DOI) - 21 Jul 2025

Abstract

Indigenous students remain significantly underrepresented in medical education, contributing to persistent health inequities in their communities. Systemic barriers, including cultural isolation, inadequate resources, and biased curricula, hinder their success. But what if generative artificial intelligence (GAI) could be the game-changer? This scoping review [...] Read more.

Indigenous students remain significantly underrepresented in medical education, contributing to persistent health inequities in their communities. Systemic barriers, including cultural isolation, inadequate resources, and biased curricula, hinder their success. But what if generative artificial intelligence (GAI) could be the game-changer? This scoping review explores the potential of generative artificial intelligence (GAI) in making medical education more inclusive and supportive for Indigenous students through a comprehensive analysis of existing literature. From AI-powered engagement platforms to personalised learning systems and immersive simulations, GAI can be harnessed to bridge the gap. While GAI holds promise, challenges like biased datasets and limited access to technology must be addressed. To unlock GAI’s potential, we recommend faculty development, expansion of digital infrastructure, and Indigenous-led AI design. By carefully harnessing GAI, medical schools can take a crucial step towards creating a more diverse and equitable healthcare workforce, ultimately improving health outcomes for Indigenous communities. Full article

(This article belongs to the Special Issue Redefining Academia: Innovative Approaches to Diversity and Inclusion)

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14 pages, 349 KiB

Open AccessArticle

Beyond the Answers: The Role of Questions in Driving Regional School Development—But Whose Questions and with What Focus?

by Pernilla Granklint Enochson and Jeanette Sjöberg

Trends High. Educ. 2025, 4(3), 35; https://doi.org/10.3390/higheredu4030035 - 15 Jul 2025

Abstract

School development is important in society. This study investigates how questions work as an information carrier between different levels in a school organization. The questions are organized in a hierarchy, with the regional steering committee’s overarching question at the top and then distributed [...] Read more.

School development is important in society. This study investigates how questions work as an information carrier between different levels in a school organization. The questions are organized in a hierarchy, with the regional steering committee’s overarching question at the top and then distributed further on to the municipalities to interpret the questions that engage with their practice management. At the bottom of the hierarchy are the schools, and they create the final professional research questions that engage with day-to-day practice. Previous studies show that supporting and challenging each other can lead to the development of new knowledge in the organization. This is an empirical study based on documents with questions from the three levels (regional, municipal, and school). The questions were collected and the content in the questions was analyzed. The results show that it is possible to develop an organization by asking development-related questions, from top to bottom, in a hierarchical organization. However, problems arise when the developing questions require interpretation, and the interpretation leads to the shifting of the original goal. In this study, the aim at regional-level students and knowledge/learning was shifted to a focus on teachers and teaching especially at school level. Full article

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14 pages, 219 KiB

Open AccessArticle

The Use of Generative Artificial Intelligence to Develop Student Research, Critical Thinking, and Problem-Solving Skills

by Naila Anwar

Trends High. Educ. 2025, 4(3), 34; https://doi.org/10.3390/higheredu4030034 - 13 Jul 2025

Abstract

This paper is a case study of supporting students in developing their Generative Artificial Intelligence (GAI) literacy as well as guiding them to use it ethically, appropriately, and responsibly in their studies. As part of the study, a law coursework assignment was designed [...] Read more.

This paper is a case study of supporting students in developing their Generative Artificial Intelligence (GAI) literacy as well as guiding them to use it ethically, appropriately, and responsibly in their studies. As part of the study, a law coursework assignment was designed utilising a four-step Problem, AI, Interaction, Reflection (PAIR) framework that included a problem-solving task that required the students to use GAI tools. The students were asked to use one or two GAI tools of their choice early in their assessment preparation to research and were given a set questionnaire to reflect on their experience. They were instructed to apply Gibbs’ or Rolfe’s reflective cycles to write about their experience in the reflective part of the assessment. This study found that a GAI-enabled assessment reinforced students’ understanding of the importance of academic integrity, enhanced their research skills, and helped them understand complex legal issues and terminologies. It also found that the students did not rely on GAI outputs but evaluated and critiqued them for their accuracy and depth referring to primary and secondary legal sources—a process that enhanced their critical thinking and problem-solving skills. Full article

17 pages, 402 KiB

Open AccessSystematic Review

A Systematic Review of the Use of AI in EFL and EL Classrooms for Gifted Students

by Carmen García-López, María Tabuenca-Cuevas and Ignasi Navarro-Soria

Trends High. Educ. 2025, 4(3), 33; https://doi.org/10.3390/higheredu4030033 - 10 Jul 2025

Abstract

There is a growing body of literature that focuses on the applicability of artificial intelligence (AI) in English as a Foreign Language (EFL) and English Language (EL) classrooms; however, educational application of AI in the EFL and EL classroom for gifted students presents [...] Read more.

There is a growing body of literature that focuses on the applicability of artificial intelligence (AI) in English as a Foreign Language (EFL) and English Language (EL) classrooms; however, educational application of AI in the EFL and EL classroom for gifted students presents a new paradigm. This paper explores the existing research to highlight current practices and future possibilities of AI for teaching EFL and EL to address gifted students’ special needs. In general, the uses of AI are being established for class instruction and intervention; nevertheless, there is still uncertainty about practitioner use of AI with gifted students in EFL and EL classrooms. This review identifies 42 examples of GenAI Models that can be used in gifted EFL and EL classrooms. In addition, the research conducted thus far has highlighted the positive contribution of the use of AI in EFL and EL environments, albeit some disadvantages and challenges have also been identified. The results also endorse the use of AI with gifted students as an asset and highlight the need for AI literacy for both teachers and gifted students in order to adapt to this new educational paradigm. In conclusion, more studies are needed, as many aspects regarding both teachers’ and gifted students’ use of AI remain to be elucidated to improve future applications of AI to teach EFL and EL to gifted students. Full article

(This article belongs to the Special Issue Artificial Intelligence-Powered Higher Education: A New Era of Learning, Rights Protection, and Human-Machine Synergy)

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27 pages, 1211 KiB

Open AccessArticle

Universities as Hubs for MSME Capacity Building: Lessons from a Kenyan Bank-Higher Education Institution Training Initiative

by Dickson Okello, Patience M. Mshenga, George Owuor, Mwanarusi Saidi, Joshua Nyangidi, Patrick Owino, Fahad Juma, Benson Nyamweno and Jacqueline Wanjiku

Trends High. Educ. 2025, 4(3), 32; https://doi.org/10.3390/higheredu4030032 - 8 Jul 2025

Abstract

Micro, Small, and Medium Enterprises (MSMEs) are vital drivers of economic growth in Kenya, yet they face persistent barriers, including limited capacity, financial exclusion, and weak market integration. This study assessed the potential of universities as strategic hubs for MSME capacity building through [...] Read more.

Micro, Small, and Medium Enterprises (MSMEs) are vital drivers of economic growth in Kenya, yet they face persistent barriers, including limited capacity, financial exclusion, and weak market integration. This study assessed the potential of universities as strategic hubs for MSME capacity building through a collaborative initiative between Egerton University and the KCB Foundation. Using the International Labour Organization’s Start and Improve Your Business (SIYB) methodology, 481 entrepreneurs from Egerton, Njoro, and Gilgil were trained in a business development bootcamp. This study evaluated the training effectiveness, participant demographics, confidence in skill application, networking outcomes, and satisfaction levels. The results showed high participant confidence (over 95% across all regions), strong financial management uptake (85%), and mobile banking adoption (70%). Gilgil led in inclusivity and peer engagement, while Njoro showed stronger gender representation. However, logistical challenges caused 25% absenteeism in rural areas, and only 23% accessed post-training mentorship. These findings underscore the transformative role of HEIs in fostering sustainable entrepreneurship through localized, inclusive, and industry-aligned training. Policy recommendations include hybrid delivery models, tiered curricula for diverse skill levels, and institutionalized mentorship through public–private partnerships. This case demonstrates the value of embedding entrepreneurship support within university mandates to advance national MSME development agendas. Full article

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11 pages, 323 KiB

Open AccessArticle

Exploring the Impact of LLM Prompting on Students’ Learning

by Murimo Bethel Mutanga, Jotham Msane, Thaddeus Ndumiso Mndaweni, Bongokuhle Brightman Hlongwane and Neliswa Ziyanda Ngcobo

Trends High. Educ. 2025, 4(3), 31; https://doi.org/10.3390/higheredu4030031 - 27 Jun 2025

Abstract

Integrating large language models (LLMs) into higher education, particularly in programming education, reshapes how students interact with learning materials and develop coding skills. However, while the general utility of LLMs like ChatGPT, Gemini, and Claude has been acknowledged, a critical gap exists in [...] Read more.

Integrating large language models (LLMs) into higher education, particularly in programming education, reshapes how students interact with learning materials and develop coding skills. However, while the general utility of LLMs like ChatGPT, Gemini, and Claude has been acknowledged, a critical gap exists in understanding how specific prompting strategies influence student learning outcomes. This issue is significant in the context of programming education, where problem-solving, critical thinking, and conceptual understanding are essential yet complex cognitive skills. Although prior research has classified prompting behaviors, it has largely failed to assess their impact on actual learning. To address this gap, we explored how IT students employ various prompting strategies when engaging with LLMs during programming tasks. A mixed-methods approach was adopted, primarily qualitative and supported by basic quantitative analysis, to examine 842 prompts generated by 140 students across four core software development modules. The results revealed five dominant prompting strategies, which varied significantly in how they facilitated learning. Our findings suggest that prompting strategies significantly shape how students interact with LLMs and influence the depth of their learning. Full article

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25 pages, 1021 KiB

Open AccessArticle

A Conceptual Framework for Student Retention in an Advanced Financial Accounting Course: Traditional vs. Blended Learning Environments

by Chara Kottara, Sofia Asonitou and Dimitra Kavalieraki-Foka

Trends High. Educ. 2025, 4(3), 30; https://doi.org/10.3390/higheredu4030030 - 25 Jun 2025

Abstract

At the beginning of the 21st century, rapid technological developments significantly impacted the field of education. As a result, university professors in recent years have been constantly searching and implementing teaching methods, such as blended learning, to increase the interest of their students [...] Read more.

At the beginning of the 21st century, rapid technological developments significantly impacted the field of education. As a result, university professors in recent years have been constantly searching and implementing teaching methods, such as blended learning, to increase the interest of their students and retain them in their courses. It is a matter of many academic discussions to create educational practices to reduce student dropout, especially in social sciences courses that are considered by students to be difficult subjects, such as accounting. The blended learning approach is based on constructivist theory and specifically on the Community of Inquiry model, where the educational experience of students is related to social, cognitive, and didactic presence, and it is orientated towards a more student-centred approach that maximises retention rates. The present study employs an exploratory blended-methods design. A questionnaire and individual interviews of students were used to collect data. The study was carried out in the context of an Advanced Financial Accounting course at a Greek university, through the implementation of an experiment with undergraduate students. Important findings include higher retention rates of undergraduate accounting students in the blended class compared to the traditional one, as the redesigning of content for the needs of blended learning, the incorporation of videos, the development of group work, and the good organisation of the course constitute the optimal mix for reducing student attrition. Full article

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19 pages, 982 KiB

Open AccessArticle

Participatory Action Research: A Gateway to the Professionalization of Emerging Scholars

by Émilie Tremblay-Wragg, Sara Mathieu-Chartier, Catherine E. Déri, Kathy Beaupré-Boivin and Laura Iseut Lafrance St-Martin

Trends High. Educ. 2025, 4(3), 29; https://doi.org/10.3390/higheredu4030029 - 20 Jun 2025

Abstract

Graduate students and novice researchers face various challenges in their study programs or workplaces, including a research-focused curriculum and high research expectations at the expense of other areas of responsibility that would allow for training and socializing in their environment. The involvement in [...] Read more.

Graduate students and novice researchers face various challenges in their study programs or workplaces, including a research-focused curriculum and high research expectations at the expense of other areas of responsibility that would allow for training and socializing in their environment. The involvement in participatory action research (PAR) is a lever for supporting the professionalization of apprentice and novice researchers by promoting their training through the development of skills adapted to individual circumstances and by fostering their socialization in the academic environment. The results of the analysis of 63 reflective logbooks, two focus groups, and 20 individual interviews show professionalization in both areas of training and socializing. More specifically, the four professional skills that were most developed are project management, collaboration, digital, media, and information literacy, and communication. In terms of socialization, the experience of performing research differently, the implementation of horizontal governance, the varied distribution of responsibilities among participants, the work in multidisciplinary teams, and the hands-on learning of the PAR process played a decisive role. A discussion follows on the potential of PAR for the professionalization of emerging scholars, focusing on the strengths and distinctive features of their experience. Full article

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15 pages, 251 KiB

Open AccessArticle

Transitional Challenges in Technology Adoption and Continued Use in Tertiary Institutions

by Obrain Tinashe Murire and Bramwell Kundishora Gavaza

Trends High. Educ. 2025, 4(2), 28; https://doi.org/10.3390/higheredu4020028 - 19 Jun 2025

Abstract

The advent of technology has necessitated that tertiary institutions incorporate learning management systems tools into academia for teaching and learning activities. However, there is a slow adoption of these tools. This research study aimed to establish the challenges academics face when using technology [...] Read more.

The advent of technology has necessitated that tertiary institutions incorporate learning management systems tools into academia for teaching and learning activities. However, there is a slow adoption of these tools. This research study aimed to establish the challenges academics face when using technology in tertiary institutions. The technology acceptance model was used as the theoretical foundation in this study. The study utilised an interpretivist philosophy relying on a qualitative research approach using interview data with a sample of fifteen academics. Thematic analysis was used as a means of data analysis. The findings offer insights into addressing the challenges faced by academics when using technology in teaching and learning, and the role of technology in enhancing the throughput rates. Tertiary institutions’ management should support and prioritise the use of technology to enhance throughput and address the critical skills shortage in the higher education sector. The study, therefore, recommends that lecturers receive continued training as they are not technology savvy and that students be offered continued support throughout their studies at tertiary institutions. Full article

13 pages, 928 KiB

Open AccessArticle

The Collective Impact in ‘Creating’ a Teacher-Lessons Learned from Participation in a Grow-Your-Own Initiative

by Maria B. Peterson-Ahmad, Lisa Huffman and Sharla Snider

Trends High. Educ. 2025, 4(2), 27; https://doi.org/10.3390/higheredu4020027 - 11 Jun 2025

Abstract

Teachers are critical to the success of students, and when school districts struggle to fill vacant positions with highly qualified teachers, student success suffers. To mitigate the problems that persist with ongoing teacher shortages, we are at a critical juncture that calls for [...] Read more.

Teachers are critical to the success of students, and when school districts struggle to fill vacant positions with highly qualified teachers, student success suffers. To mitigate the problems that persist with ongoing teacher shortages, we are at a critical juncture that calls for strategies that support districts in overcoming these shortfalls through reflective practice and inquiry in sustaining and scaling collaborative efforts through school and university partnerships. This paper discusses lessons learned during the first year of a ‘Grow-Your-Own’ collaborative partnership between a school district and a university educator preparation program. Reflections and lessons learned for continuous improvement are shared, related to student recruitment, enrollment, and retention. Full article

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20 pages, 250 KiB

Open AccessArticle

Building Transdisciplinary Research and Curricula: A Model for Developing Cross-Disciplinary Communities Among Faculty in Higher Education

by Catherine T. Amelink and Todd E. Nicewonger

Trends High. Educ. 2025, 4(2), 26; https://doi.org/10.3390/higheredu4020026 - 10 Jun 2025

Abstract

Knowledge and problem-solving approaches that span disciplinary boundaries and involve diverse communities are foundational aspects of transdisciplinarity. Transdisciplinary approaches in research efforts are needed to address complex problems of global importance. At the same time education systems should be preparing graduates to enter [...] Read more.

Knowledge and problem-solving approaches that span disciplinary boundaries and involve diverse communities are foundational aspects of transdisciplinarity. Transdisciplinary approaches in research efforts are needed to address complex problems of global importance. At the same time education systems should be preparing graduates to enter the workforce with complex problem-solving skills. Students need to have learning experiences that allow for the acquisition of cross-disciplinary systematic reasoning if they are expected to engage in addressing these complex problems. Recent reports have underscored the need to create university structures and incentives that allow for dynamic and responsive approaches to this global need for transdisciplinary discovery and learning efforts; however, little is known about the efficacy of the approaches and models that have been implemented to create large-scale change in higher education and how they help in achieving transdisciplinary goals. Through an ethnographic case study analysis, this paper examines how a faculty-led community of practice model is being used to build transdisciplinary research capacity and transdisciplinary curricula at a Research I university. Given the unique nature of this transdisciplinary community of practice model, this qualitative and descriptive study sought to examine what elements of the model facilitated faculty participation in transdisciplinary research and curricular efforts. More specifically, this study intended to respond to recent calls to better understand the systematic approach that would need to be employed by higher education institutions if they are adequately engaging faculty in addressing complex problems in their research efforts, as well as engaging faculty in the adequate development of the future workforce through pedagogical transdisciplinary approaches. The findings indicate that the transdisciplinary community of practice model is useful for initially motivating and incentivizing faculty participation. The results also indicate that the inclusive internal support networks that were part of the model facilitated faculty engagement. Full article

30 pages, 6728 KiB

Open AccessArticle

Modern Digital and Technological Educational Methods

by Angelos I. Stoumpos and Rodanthi I. Stoumpou

Trends High. Educ. 2025, 4(2), 25; https://doi.org/10.3390/higheredu4020025 - 7 Jun 2025

Abstract

The development and evolution of digital technologies can contribute to the transformation of the educational sector, allowing the integration of innovative teaching approaches. Typical examples of such approaches include artificial intelligence, augmented and virtual reality (AR/VR), adaptive learning, and online educational environments. This [...] Read more.

The development and evolution of digital technologies can contribute to the transformation of the educational sector, allowing the integration of innovative teaching approaches. Typical examples of such approaches include artificial intelligence, augmented and virtual reality (AR/VR), adaptive learning, and online educational environments. This study explores modern digital educational methods, focusing on the advantages, challenges, and future prospects of modern technologies in education. The systematic literature review was based exclusively on the Scopus database. We explored 948 articles published from 1968 to 2025. Furthermore, using the VOSviewer program (version 1.6.20), the results were analyzed, identifying and highlighting various trends and key thematic areas. However, although digital educational methods are able to provide greater interactivity, personalization, and flexibility in learning, they also face significant challenges, some of which are the digital divide, privacy protection, and teacher training. In the future, research should shape best practices that will integrate digital technologies into education. Full article

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24 pages, 865 KiB

Open AccessReview

Promoting Critical Thinking in Biological Sciences in the Era of Artificial Intelligence: The Role of Higher Education

by Christos Papaneophytou and Stella A. Nicolaou

Trends High. Educ. 2025, 4(2), 24; https://doi.org/10.3390/higheredu4020024 - 29 May 2025

Abstract

The integration of artificial intelligence (AI) into the biological sciences marks a transformative era, reshaping research methodologies, data analysis, and hypothesis generation. This technological advancement accelerates discoveries and enhances our understanding of complex biological systems. As AI increasingly influences decision-making processes, the necessity [...] Read more.

The integration of artificial intelligence (AI) into the biological sciences marks a transformative era, reshaping research methodologies, data analysis, and hypothesis generation. This technological advancement accelerates discoveries and enhances our understanding of complex biological systems. As AI increasingly influences decision-making processes, the necessity for students and scientists to critically assess AI-generated outputs becomes paramount. The current narrative review explores the evolving role of critical thinking in biological sciences amidst the rise of AI, emphasizing the importance of skepticism, contextual understanding, and ethical considerations. It argues that while AI provides powerful tools for data interpretation and pattern recognition, human oversight and critical analysis remain indispensable to validate findings and prevent biases inherent in automated systems. Higher education institutions play a crucial role in fostering a culture of critical thinking, equipping biological scientists to effectively harness AI technologies while ensuring the integrity of their research and upholding scientific and ethical standards. Furthermore, AI tools, including chatbots, could be strategically employed in active learning methodologies, such as problem-based learning, flipped classrooms, and online learning. These methodologies enhance the ability of students to effectively utilize AI technologies while ensuring the rigor of scientific research. In conclusion, the current review underscores the benefits, challenges, and educational implications of AI integration, offering actionable insights for educators and learners seeking to adapt effectively to this rapidly evolving technological landscape. Full article

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20 pages, 1088 KiB

Open AccessArticle

Information Security Functions Readiness Amidst COVID-19 in Higher Education in South Africa

by Lerato Teane and Ntswaki Matlala

Trends High. Educ. 2025, 4(2), 23; https://doi.org/10.3390/higheredu4020023 - 16 May 2025

Abstract

The COVID-19 pandemic has accelerated digital transformation in various sectors, including higher education in South Africa. This study examines the readiness of information security functions in response to this rapid digital shift. Higher education institutions (HEIs) are transitioning to online platforms and digital [...] Read more.

The COVID-19 pandemic has accelerated digital transformation in various sectors, including higher education in South Africa. This study examines the readiness of information security functions in response to this rapid digital shift. Higher education institutions (HEIs) are transitioning to online platforms and digital tools, so the need to adapt security practices has become critical. The research investigates HEIs’ challenges in aligning their information security strategies with evolving digital initiatives. It explores how HEIs address technological change, staff awareness, and evolving security risks. By examining the relationship between digital transformation and information security, this study offers insights into strengthening the resilience and effectiveness of security functions within South African higher education. The findings highlight significant challenges, including the pace of technological change, inadequate staff training, and a lack of a security-conscious culture. Despite these hurdles, successful strategies such as promoting security awareness, policy adaptation, and improved governance frameworks are key to enhancing institutional preparedness. These insights can guide future efforts in improving information security practices in higher education, ensuring a more secure and resilient digital environment. Full article

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12 pages, 532 KiB

Open AccessSystematic Review

A Critical Systematic Review of the Impact of the Flipped Classroom Methodology on University Students’ Autonomy

by Héctor Galindo-Domínguez and Maria-José Bezanilla

Trends High. Educ. 2025, 4(2), 22; https://doi.org/10.3390/higheredu4020022 - 14 May 2025

Abstract

In recent years, the Flipped Classroom methodology has garnered significant interest among educators due to its potential to provide students with the flexibility to learn wherever and whenever they want. It is believed that this change in teaching may enable students to self-manage, [...] Read more.

In recent years, the Flipped Classroom methodology has garnered significant interest among educators due to its potential to provide students with the flexibility to learn wherever and whenever they want. It is believed that this change in teaching may enable students to self-manage, becoming more independent and autonomous. To investigate whether the use of Flipped Classroom can help students become more autonomous, a systematic review was conducted using the PRISMA method, searching through major national and international databases. A total of 38 studies (n = 2420 students) were collected and classified based on the validity of the research design employed. The analyses revealed that although Flipped Classroom can contribute to the development of students’ learning autonomy, there are certain doubts regarding this assertion, as results from studies with higher validity point to mixed outcomes. In order to obtain a more accurate understanding of reality, it is highly recommended that future studies examining the impact of the Flipped Classroom methodology on students’ learning autonomy address the limitations found in the literature, such as the scarcity of longitudinal designs with randomized control groups, the lack of studies conducted in non-university stages, and the small quantity of participants used in interventions. Full article

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30 pages, 1274 KiB

Open AccessArticle

Advancing Community-Based Education: Strategies, Challenges, and Future Directions for Scaling Impact in Higher Education

by Sudipta Chowdhury and Ammar Alzarrad

Trends High. Educ. 2025, 4(2), 21; https://doi.org/10.3390/higheredu4020021 - 8 May 2025

Abstract

Community-Based Education (CBE) is a transformative approach that integrates academic learning with practical problem-solving by engaging students in real-world community challenges. This study, grounded in a comprehensive literature review, first examines the distinctive characteristics of CBE relative to traditional pedagogical frameworks, exploring its [...] Read more.

Community-Based Education (CBE) is a transformative approach that integrates academic learning with practical problem-solving by engaging students in real-world community challenges. This study, grounded in a comprehensive literature review, first examines the distinctive characteristics of CBE relative to traditional pedagogical frameworks, exploring its application across varied educational contexts and the implementation challenges it faces. In particular, the research investigates the complexities of aligning community projects with established technical standards and overcoming institutional resistance while also assessing the effectiveness of CBE in cultivating socially responsible, career-ready graduates. To ensure that these findings are both relevant and practical, the study then incorporates validation from an expert review panel consisting of educators and administrators. These experts provided firsthand insights into the challenges they have encountered and shared potential strategies for addressing them, which in turn informed the development of a robust set of guidelines and recommendations. The recommendations underscore the importance of forging strong community partnerships, offering targeted faculty development opportunities, and maintaining curricular flexibility to effectively integrate real-world learning experiences. Ultimately, the study reinforces the pivotal role of CBE in preparing future leaders capable of making a positive impact at both local and global levels. Full article

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17 pages, 4932 KiB

Open AccessArticle

Rethinking the Dimensions of Wisdom in Higher Educational Pedagogy: Grounded Theory Research

by Maria Jakubik

Trends High. Educ. 2025, 4(2), 20; https://doi.org/10.3390/higheredu4020020 - 27 Apr 2025

Abstract

Since the 1980s, wisdom as a concept, its dimensions, and its development have been researched intensively in many disciplines except in higher educational pedagogy. Owing to this theoretical gap in the literature, this paper asks, “What are the dimensions of wisdom in [...] Read more.

Since the 1980s, wisdom as a concept, its dimensions, and its development have been researched intensively in many disciplines except in higher educational pedagogy. Owing to this theoretical gap in the literature, this paper asks, “What are the dimensions of wisdom in higher educational pedagogy?” The research philosophy is interpretivism with an abductive approach. The methodology uses constructivist Grounded Theory. The data were analyzed both quantitatively and qualitatively. The findings revealed 352 wisdom-dimension-related keywords from 28 leading wisdom publications written by more than 60 authors in the educational philosophy and psychology literature. The findings culminate in an integrative framework of four dimensions of wisdom in higher educational pedagogy, namely, ‘knowing ourselves’, ‘connecting to others’, ‘knowing the world’, and ‘connecting to the world’ with their wisdom dimensions. This paper contributes to wisdom pedagogy research by addressing both theoretical and research gaps in the literature and by offering novel insights into the dimensions of wisdom in higher educational pedagogy. Full article

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16 pages, 879 KiB

Open AccessArticle

Higher Education Fields of Study and the Use of Transferable Skills at Work: An Analysis Using Data from the Programme for the International Assessment of Adult Competencies (PIAAC) in Canada

by Christine E. B. Mishra, David Walters, Evan D. G. Fraser, Daniel Gillis and Shoshanah Jacobs

Trends High. Educ. 2025, 4(2), 19; https://doi.org/10.3390/higheredu4020019 - 9 Apr 2025

Abstract

Given the rapidly changing job market in Canada and globally, there have been increasing calls to address the transferable skills gap between higher education graduates and the skills needed for the many new and changing jobs across the labour market. To investigate which [...] Read more.

Given the rapidly changing job market in Canada and globally, there have been increasing calls to address the transferable skills gap between higher education graduates and the skills needed for the many new and changing jobs across the labour market. To investigate which fields of study in higher education in Canada produce graduates who go on to use more transferable skills on the job, we created an index of transferable skills use at work from several background questionnaire variables available in the Programme for the International Assessment of Adult Competencies (PIAAC) in Canada survey. A series of four least squares linear regression models were used to examine the impacts of variables such as field of study and occupation type on this transferable skills index. Teacher training and education programs were found to have the highest scores on the transferable skills index, suggesting that these programs (and other professional programs) should be considered as a source of inspiration for how all programs can promote transferable skill development in their students. We also found a connection between transferable skill use and management roles within the workplace, suggesting that transferable skills are important factors in promotion to management roles. Full article

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