Trends in Higher Education

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

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

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

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

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

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

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

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

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

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