Trends in Higher Education

The evidence base supporting practices to widen participation in higher education, such as campus visits and multi-intervention programs for younger students, remains limited. In order to address this gap, this exploratory study examines the impact of repeated university campus exposure on primary-aged children in the UK. We studied the influence of a campus tour on the views of a group of 78 primary school children who had visited the setting on a previous occasion. Our cohort (32M, 45F, aged 10–11) was drawn from schools with high populations of pupils from low-socioeconomic status backgrounds. Using a pre- and post-visit survey design, we assessed changes in perceptions following a second campus tour, building on a prior visit. We found that while one visit was enough to establish basic perceptions—for example, a university is big not small—a second visit allowed participants to see a different side of the university experience, adding nuance, expanding university-related vocabulary, and increasing comfort with the campus environment. Notably, repeat visits strengthened intentions to pursue higher education. We conclude that multiple campus visits benefit low-participation groups by fostering familiarity and exposing younger pupils to different motivations for university attendance. While this study provides a useful foundation from which to explore this area, further work is needed to address limitations such as the small sample size and the UK-specific context. Full article

Quality assurance (QA) in higher education has become increasingly vital in response to global competition, digital transformation, and evolving sustainability demands. This study examines the leading QA frameworks—namely the European Standards and Guidelines (ESG), the EFQM Excellence Model, and ISO 9001—while integrating advanced analytical methodologies, including Data Envelopment Analysis (DEA), the Analytic Hierarchy Process (AHP), and Bayesian modeling, to propose a comprehensive framework for assessing university performance. Through empirical analysis and comparative case studies of internationally ranked universities, this study demonstrates that combining objective indicators with quantitative methods significantly improves institutional efficiency, transparency, and competitiveness. Additionally, the role of digital education, ESG-driven sustainability strategies, and AI-based student feedback systems emerge as being crucial to the effectiveness of QA practices. The results suggest that hybrid evaluation models—blending traditional QA principles with data-driven analytics—promote continuous improvement, optimize resource management, and enhance educational outcomes. This research ultimately highlights the growing relevance of advanced quantitative frameworks in modernizing QA systems and supporting universities in addressing dynamic global challenges. Full article

This qualitative study investigates how academic faculty in a UK university conceptualise and implement alternative assessment practices aimed at fostering critical 21st-century skills—such as problem-solving, collaboration, and creativity—in an increasingly diverse higher education context. Drawing on in-depth interviews with six academic faculty members, the study explores the extent to which inclusive and alternative assessment practices are embedded in teaching and examines the institutional and cultural barriers that shape these practices. Thematic analysis reveals that while staff broadly value critical skills, there is considerable variation in how these skills are understood and operationalised in assessment. Many staff face structural constraints, including rigid assessment policies and market-driven accountability frameworks, that limit their ability to innovate. Furthermore, the findings highlight a disjunction between staff awareness of inclusive pedagogies and their capacity to enact them systematically in assessment design. The study contributes to the literature by foregrounding the complex interplay between institutional logics, assessment practices, and inclusive pedagogical aims. It argues that advancing genuinely inclusive and skills-oriented assessment requires systemic change at both institutional and policy levels. Full article

In the IoT era, higher education is transforming into a more digitalized learning environment, also known as Education 4.0. In this context, the use of serious games for teaching is also evolving into a more adaptive digital form. This paper describes how this could be realized in combination with Learning Management Systems and smart environments in universities. The concept is based on requirements that have been raised by a human-centered design process and are already published. The concept is the foundation upon which several games are designed and implemented. Two heuristic studies were conducted to evaluate the general concept and the implemented games. The results show that the games are suitable for educational use and that their integration into smart environments could be appropriate to address the requirements following the Education 4.0 paradigm. Full article

This study is about Palestinian university students’ attitudes toward English as a foreign language (EFL) learning, paying special attention to variables such as gender, parents’ knowledge of a foreign language, academic year, and travel to English-speaking countries. The researchers implemented a descriptive–analytical design to collect data. The sample of the study is 570 university students across various higher education institutions in Palestine. The researchers used several statistical tests, such as an Independent Sample t-test and one-way ANOVA, to analyse data. The findings suggest that Palestinian university students’ attitudes toward learning English are mainly neutral. However, there are positive inclinations in specific aspects such as travel, academic content, and reading and writing, with no statistically significant differences due to variables such as gender, academic year, or exposure to English-speaking countries. These results suggest that student attitudes are shaped less by personal background and more by broader sociopolitical and educational conditions. This study contributes to the limited body of localised research on affective variables in second language acquisition (SLA) within conflict-affected regions. It highlights the need for contextually responsive pedagogies that promote student engagement and linguistic resilience. Implications are offered for educators, curriculum developers, and policymakers seeking to enhance EFL instruction in Palestine and similar settings. Full article

This study explores the integration of simulated environments into first aid training programmes within the field of Physical Activity and Sports Sciences. Grounded in the framework of student-centred teaching methodologies and competency-based education models, the research investigates the impact of simulated environments on students’ Emotional Intelligence (EI). The study hypothesizes that positive stress coping styles and good educational practices developed in simulated environments are correlated with higher levels of EI. Methodologically, a descriptive study was conducted, involving participants pursuing a Bachelor’s Degree in Physical Education and Sport Sciences. Measures included the Trait-Mood Scale 24 (TMMS-24) for EI assessment, the Stress Coping Questionnaire (SCQ) for stress evaluation, and the Educational Practices Questionnaire (EPQ) for assessing educational practices. Results revealed significant associations between active learning and higher levels of EI, problem-solving coping styles, and emotional clarity, as well as positive reappraisal coping styles and mood recovery. The study emphasizes the potential of integrating simulated environments into first aid training programmes, offering immersive learning experiences that enhance students’ practical skills and emotional development. Full article

Diversity, equity, and inclusion, most commonly known as DEI, serves as a framework for practices that promote the fair treatment and full participation of all members of a community. Culturally responsive teaching and critical pedagogy are commonly associated with DEI as part of the larger strategy to validate and inspire learners while improving their self-efficacy and ability to challenge oppressive systems. While DEI is becoming increasingly better known in higher education, Historically Black Colleges or Universities (HBCUs) are heralded in the literature as a model for this work. Nevertheless, there is relatively limited empirical research exploring facets of DEI and culturally responsive teaching on HBCU and other minority-serving institutions’ campuses. This paper examines the campus of an HBCU located in the Mid-Atlantic United States, with an institutional commitment to diversity, equity, and inclusion, via a comprehensive DEI climate study that included separate surveys of students and faculty/staff. More specifically, the study explored whether all community members consider the campus inclusive, whether all community members experience a culture of belonging, whether adequate resources and supports exist for all campus members to succeed, whether faculty exhibit culturally responsive teaching practices, and whether the perceptions of faculty and staff differ from those of students. The purpose of the study was to help address the gap in the DEI literature exploring the practices of minority-serving institutions. According to the results, participants found the University to be an inclusive place, expressing strong satisfaction with the campus climate and experience. Further, when the presence of culturally responsive teaching practices was explored, strong evidence was indicated. Possible areas for improvement include greater supports and resources for LGBTQIA+, Indigenous, and disabled community members. Full article

Implementing formative assessment strategies represents a challenge for higher education institutions. As they are frequently adopted only to support summative assessment and final grading, this study aims to investigate the most effective formative assessment strategies for higher education. It emphasizes the features of peer- and group-assessment, underlining strengths and weaknesses of both formative assessment strategies. Additionally, this study investigates the relationship between metacognitive and evaluative formative assessment aspects to support students’ learning processes and highlights the connection between formative and summative approaches. In the academic year 2023–2024, 240 higher education students were involved in a four-stage mixed-method study, alternating peer- and group-assessment strategies split in two steps focused on, respectively, metacognitive and evaluative aspects. Qualitative and quantitative data were collected after each stage. The findings revealed that students preferred the group-assessment and that the metacognitive formative assessment helped them improve their learning and prepare for the final test with summative assessment. Regarding policy implications, on the basis of this study, higher education institutions should improve instructor capacity to integrate formative assessment activities in their courses. Full article

Collaboration is essential in today’s technology-driven world, where IT professionals work in teams to solve complex problems. To mirror industry practices, universities have increasingly adopted project-based learning approaches, requiring students to work collaboratively on tasks such as software development. However, while considerable research has examined group project outcomes, little is known about the decision-making processes students use to select their partners, particularly in software development. This study, therefore, explores the factors influencing IT students’ choices of group project partners and how these choices reflect broader learning priorities. A qualitative approach was employed, collecting open-ended responses from 103 software development students through individual interviews conducted via MS Teams. Thematic analysis was used to identify recurring patterns in the data. Five main themes emerged: Personal Relationships & Familiarity, Work Ethic & Dedication, Communication & Teamwork, Reliability & Accountability, and Technical Skills & Competence. The findings indicate that students prioritise interpersonal trust, reliability, and communication skills over technical ability when selecting partners. This suggests that students view effective collaboration as grounded more in work ethic and relational qualities than in coding proficiency alone. Full article

The evolving landscape of digital education, particularly in professional programs such as Master of Business Administration (MBA) programs, presents unique challenges in effectively transforming tacit professional knowledge into explicit academic understanding. While various pedagogical models address digital learning broadly, few offer structured frameworks that meet the specific needs of educators and students in digital MBA programs. This study addresses this gap by proposing an adapted integration of the Socialization, Externalization, Combination, and Internalization (SECI) model, originally developed by Nonaka and Takeuchi, with multi-layered ‘ba’ (shared context) and distributed leadership principles. The research problem centers on the lack of systematic models that bridge professional experience with academic theory in digital, collaborative environments. The originality of this work lies in the development of the Cadence of Course Design Model—a structured, iterative framework specifically designed to enhance knowledge creation in digital MBA programs. A mixed-methods approach evaluated this model’s effectiveness, combining pre- and post-course surveys with qualitative reflections. Results indicate significant improvement in students’ comprehension (from 3.1 to 4.3 on a five-point scale), strongly confirming hypothesis H1. While students reported high satisfaction with distributed leadership aspects, the correlation between perceived effectiveness and actual improvement was not statistically significant, and high satisfaction with distributed-leadership dynamics; however, the latter did not show a direct statistical link to learning gains, indicating partial support for H2. This study contributes to educational theory by demonstrating how knowledge management principles can complement existing pedagogical models, enhancing student engagement and professional readiness in digitally mediated learning environments. Full article

A sense of belonging among university students is widely perceived as critical to engagement, retention and outcomes. The aim of our research is to improve understanding of how staff and students conceptualise belonging, how sense of belonging can be enhanced, and factors which work against it in the post-COVID era. Using interviews and focus groups, we asked professional services staff, academic staff, and students (n = 34) at one English university for their views. Thematic analysis generated three major themes: (1) understandings of belonging; (2) connections, caring and mattering; (3) challenges to belonging. The most significant finding was that sense of belonging is mostly located within non-tangible ‘moments’ which are mainly owned by students themselves. Sense of belonging is conceptually messy and complex in practice due to these non-tangible moments. Relational pedagogy, caring, mattering and consistency are key factors in improving belonging, and these can only be established in the context of authentic and trusting relationships. Student belonging was found to be mostly reliant on both relationships with staff and peers, but also the physical environment. Recommendations are for universities to review current roles and responsibilities of staff who provide pastoral care for students, ensuring they are adequately trained and supported; to recognise that belonging is largely about authentic, trusting relationships, and to allow the necessary time for it; and to consider the threats to sense of belonging, such as high staff sickness and turnover. This qualitative study helps unravel varying understandings of sense of belonging and provides original empirical insights to further contribute to the development of sense of belonging in higher education. Full article

This article analyses the role of the Spanish university system in promoting fair Trade (FT) and the sustainable development goals (SDGs), with a particular focus on the Universities for Fair Trade (UxFT) programme. A mixed methodology combining qualitative and quantitative approaches was used to review and analyse the websites of 90 Spanish universities (both public and private) to assess their commitment to FT and the SDGs. This was based on four variables: (1) reference to the SDGs; (2) a structured programme to promote the SDGs; (3) specific actions to promote or raise awareness of the SDGs; and (4) working on FT. The results show that, while most universities include the SDGs in their institutional strategies, only some have structured programmes. Regarding FT, several universities carry out activities linked to this movement, with some actively participating in the UxFT. Public universities demonstrate greater commitment. The SDGs that are most frequently addressed are 12 (Responsible consumption and production), 4 (Quality education) and 13 (Climate action), highlighting the close relationship between FT and sustainability. The study reveals a gap between discursive commitments to sustainability and the actual implementation of FT practices, suggesting that the integration of FT is not automatic even when SDG strategies are present. This has important implications: promoting FT within universities requires not only structured SDG strategies, but also explicit institutional policies, dedicated resources, and greater awareness of FT transformative potential. The findings underscore the need for stronger institutional commitment to move beyond isolated actions and toward a university model grounded in social justice and sustainability. Integrating the UxFT programme more broadly could help foster critical thinking, participatory governance, and more coherent practices aligned with the 2030 Agenda. Full article

Initial teacher education programs are the primary means through which student teachers gain teaching apprenticeship, amass core teaching knowledge, and build skills that prepare them to become effective teachers who are ready to combat the realities and challenges of the classroom. The current study examines the level of content knowledge (CK), pedagogical content knowledge (PCK), and the self-efficacy of language and foundational literacy instruction among the language teacher educators at teacher training colleges (TTCs) in Malawi. This research further explored the teacher educators’ perceptions of CK and PCK, and how their understanding of the Initial Primary Teacher Education curriculum shapes their teaching practices in foundational learning and language. Lastly, we explore the associations between CK, PCK, self-efficacy, and teacher educators’ characteristics. Utilizing a mixed-methods approach, we analyzed data from 60 language teacher educators from 10 TTCs in Malawi. The findings revealed that the teacher educators’ level of CK and PCK was low, but they had high self-efficacy in their ability to teach the component skills of literacy to the student teachers. Of the teacher educators’ characteristics, only continuous professional development was positively correlated with their self-efficacy. The teacher educators’ CK and PCK are shaped by the TTC curriculum, their primary school teaching experiences, and the national education policies and guidelines they implement. Gaps in the curriculum and external constraints hinder them from effectively training student teachers in foundational literacy pedagogies. The findings provide pedagogical and policy directions for stakeholders to improve the quality of preservice education in low–middle-income contexts. Full article

This study analyzes the differences in the selection of teaching methodologies, assessment instruments, and educational values in Master’s Theses (TFMs) written within the Geography and History specialization of a Teacher Training Master’s program in Spain. The aim is to examine how these pedagogical components vary according to the gender of the author and the educational level targeted by the instructional proposals. A mixed-methods approach was applied combining statistical analysis (Chi-square and ANOVA tests) with qualitative content analysis of 54 anonymized TFMs. The results indicate that while gender-related differences were not statistically significant in most categories, qualitative patterns emerged: female authors tended to adopt more reflective, participatory approaches (e.g., oral expression, gender visibility), whereas male authors more often used experiential or gamified strategies. Significant differences by educational level were found in the use of gamification, inquiry-based learning, and project-based learning. A progressive increase in methodological complexity was observed from lower secondary to upper levels. In terms of educational values, interdisciplinarity and inclusion were most frequently promoted, with critical perspectives such as historical memory and gender visibility more prevalent at the Baccalaureate level. These findings underscore the TFM’s role as a space for pedagogical innovation, reflective practice, and value-driven teacher identity formation. Full article

As the labor market has tightened and businesses have increased their part-time and hourly wages, recruiting and retaining high-quality college students to work on campus in part-time and hourly roles has remained a stubbornly problematic issue. As a result, this study provides a unique perspective into the minds of student workers by leveraging NASPA/ACPA’s professional competency areas and Tull’s synergistic supervision as conceptual and theoretical frameworks to understand how a subset of college student workers view supervisors in recruiting and retaining them, as well as providing pre-professional development opportunities. Through semi-structured qualitative focus groups with 54 college students working as peer financial mentors within student affairs units, qualitative data suggest that student workers view supervisors as critical to their recruitment if the work is positioned as flexible and career-oriented. Moreover, student workers appreciated supervisors who promised and then delivered professional development during employment, preparing them for the workforce. Additionally, student workers want and need a supervisor who builds a professional relationship with them and who empowers them to develop a sense of confidence through their work. Implications for student affairs research, policy, and practice are addressed. Full article

Blended and virtual learning have become an integral part in international higher education, especially in the wake of the COVID-19 pandemic and the European Union’s Digital Education Action Plan. These modalities have enabled more inclusive, flexible, and sustainable forms of international collaboration, such as Collaborative Online International Learning (COIL) and Blended Intensive Programs (BIPs), reshaping the landscape of global academic mobility. This paper introduces the INVITE Learning Design Framework (LDF), developed to support higher education instructors in designing high-quality, internationalized blended and virtual learning experiences. The framework addresses the growing need for structured, theory-informed approaches to course design that foster student engagement, intercultural competence, and motivation in non-face-to-face settings. The INVITE LDF was developed through a rigorous scoping review of existing models and frameworks, complemented by needs-identification analysis and desk research. It integrates Self-Determination Theory, Active Learning principles, and the ADDIE instructional design model to provide a comprehensive, adaptable structure for course development. The framework was successfully implemented in a large-scale online training module for over 1000 educators across Europe. Results indicate that the INVITE LDF enhances educators’ ability to create engaging, inclusive, and pedagogically sound international learning environments. Its application supports institutional goals of internationalization by making global learning experiences more accessible and scalable. The findings suggest that the INVITE LDF can serve as a valuable tool for higher education institutions worldwide, offering a replicable model for fostering intercultural collaboration and innovation in digital education. This contributes to the broader transformation of international higher education, promoting equity, sustainability, and global citizenship through digital pedagogies. Full article

The integration of Lesson Study (LS) and Didactic Suitability Criteria (DSC) presents an innovative framework for enhancing mathematics teacher training in higher education. This study examines how LS-DSC fosters instructional refinement, professional growth, and pedagogical transformation among in-service teachers. Using a quasi-experimental mixed-methods approach, the study analyzed data from 520 mathematics educators participating in a six-month training program incorporating collaborative lesson planning, structured pedagogical assessment, and reflective teaching practices. Findings indicate significant improvements in instructional design, mathematical discourse facilitation, and adaptive teaching strategies, with post-training evaluations demonstrating a strong positive correlation (r = 0.78) between initial competency levels and learning gains. Participants reported increased confidence in implementing student-centered methodologies and sustained engagement in peer collaboration beyond the training period. The results align with prior research emphasizing the effectiveness of lesson study models and structured evaluation frameworks in teacher professionalization. This study contributes to higher education policy and practice by advocating for the institutional adoption of LS-DSC methodologies to promote evidence-based professional development. Future research should explore the long-term scalability of LS-DSC in diverse educational contexts and its impact on student learning outcomes. Full article

Throughout the generations, traditional academic writing skills development has taught students in socio-human programs to express their knowledge and thoughts with an evidence-based foundation, helping them make a special connection with their professional fields. However, a lack of digital learning and writing resources in this process has been identified. This study of the social work field connects digital academic writing, social protection functionality, and research innovations, identifying and exploring open-access (OA) educational and social resources for social work higher education (SWHE). Applying content analyses to online documents and websites, we identified key terms characteristic of social work, following a standard approach on formulating research questions, identifying categories, creating a code book, sampling, and measuring information. The research questions were as follows: How is digital academic writing being developed in social work education programs in Romanian universities? Where do researchers, students, teachers, and professionals gather OA digital information and data for academic innovation? What kind of OA information and data are contained in websites for academic writing? We also used OA socio-educational resource analysis to derive digital, evidence-based, and academic writing codes. The frequencies of these elements in documents and websites were examined. Professional samples of four OA documents and five academic and non-academic Romanian websites with extensions were processed. Furthermore, information from a non-academic official website concerning social protection functionality was observed, identified, and measured. We concluded that academic writing is not included as an independent course in the curricula of Romanian social work programs at universities; this topic is rarely researched. Digital and evidence-based education is also a marginalized topic in socio-human scientific resources. OA information, laws, reports, and statistics were identified. Information on scientific research, academic–non-academic partnerships, descriptions of good practices, and human resources information was lacking. In conclusion, this study contributes to increasing productivity and developing digital academic skills in social work education and research. Full article

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