Journal Description
Trends in Higher Education
Trends in Higher Education
is an international, peer-reviewed, open access journal on higher education published quarterly online by MDPI.
- Open Access— free for readers, with article processing charges (APC) paid by authors or their institutions.
- High Visibility: indexed within ESCI (Web of Science), Scopus and other databases.
- Rapid Publication: manuscripts are peer-reviewed and a first decision is provided to authors approximately 42 days after submission; acceptance to publication is undertaken in 5.6 days (median values for papers published in this journal in the first half of 2025).
- Recognition of Reviewers: APC discount vouchers, optional signed peer review, and reviewer names published annually in the journal.
Latest Articles
Food Insecurity and Personal Appearance Distress Among College Students: A Call for Help
Trends High. Educ. 2025, 4(4), 64; https://doi.org/10.3390/higheredu4040064 - 18 Oct 2025
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Given the nexus between food insecurity and body dissatisfaction, a deeper understanding of this complex relationship in college students is needed. The purpose of this cross-sectional study, using the American College Health Association—National College and Health Assessment 2021 (n = 2003) at
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Given the nexus between food insecurity and body dissatisfaction, a deeper understanding of this complex relationship in college students is needed. The purpose of this cross-sectional study, using the American College Health Association—National College and Health Assessment 2021 (n = 2003) at a large public university, was to explore the associations between food insecurity, personal appearance distress, and compensatory behaviors associated with body dissatisfaction. An analysis of variance with Tukey’s post hoc comparisons was performed to assess the relationship of outcomes associated with personal appearance distress by food security status. Structural equation modeling, using multivariable logistic and ordinal regression, were constructed to explore the impact of personal appearance distress, perception of body weight, weight control attempts, and dietary behaviors, adjusting for age, sex, race/ethnicity, body mass index, and food security status. Food insecurity was associated with lower grade point average, higher overall stress, and personal appearance distress. Personal appearance distress was associated with fewer servings of vegetables (p = 0.006) and fruits (p = 0.01), higher perceived body weight (p < 0.001), and more weight modification attempts (p < 0.05). The associations between food insecurity, personal appearance distress, and compensatory behaviors could extend to disordered eating behaviors, necessitating awareness and interventions from college campus programming and administration.
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Exploring Success Factors for Underserved Graduate Students in STEM
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Karen M. Collier and Wayne A. Hickman
Trends High. Educ. 2025, 4(4), 63; https://doi.org/10.3390/higheredu4040063 - 15 Oct 2025
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Inequalities in enrollment in STEM persist for those entering higher education as first-generation college students, underserved racial and ethnic groups, female and nonbinary individuals, and those from lower socioeconomic backgrounds. The current study aims to better understand the relationship students have with graduate
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Inequalities in enrollment in STEM persist for those entering higher education as first-generation college students, underserved racial and ethnic groups, female and nonbinary individuals, and those from lower socioeconomic backgrounds. The current study aims to better understand the relationship students have with graduate school success factors by redistributing the Graduate Student Success Survey+ (GSSS+) at an R2 institution in the southeastern United States. Exploratory factor analysis was used to test the survey’s validity, with 242 participants. A 7-factor, 40-item model was developed, comprising the following subscales: mentor support, peer support, imposter phenomenon, financial support, microaggressions (related to race and gender), access and opportunity (for research, writing, and presentations), and resilience. Item analysis identified perceived barriers (e.g., microaggressions, imposter phenomenon, and financial stress) for underserved students (i.e., females, underserved racial and ethnic groups, and part-time students). Regression analysis on resilience revealed a positive relationship with mentor support, peer support, and financial support. A negative relationship with resilience was associated with a greater perception of imposter phenomenon. Findings from this study underscore the need for additional support from mentors and other university entities to foster a stronger sense of resilience in students, along with increased opportunities for participation in research, academic writing, and publication.
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Regenerative Education Design: A Co-Creative Exploration of Online Academic Learning
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Mieke T. A. Lopes Cardozo, Thevuni Kotigala, Thursica Kovinthan Levi, Aye Aye Nyein, Naw Tha Ku Paul, Sidsel Palle Petersen and Melina Merdanovic
Trends High. Educ. 2025, 4(4), 62; https://doi.org/10.3390/higheredu4040062 - 14 Oct 2025
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This article explores applying regenerative development approaches in an Amsterdam-based university course on “Education and International Development” during the COVID-19 pandemic. A transnational team examined possibilities and challenges in virtual/hybrid learning, focusing on co-creative pedagogies to enhance engagement and mutual learning. The study
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This article explores applying regenerative development approaches in an Amsterdam-based university course on “Education and International Development” during the COVID-19 pandemic. A transnational team examined possibilities and challenges in virtual/hybrid learning, focusing on co-creative pedagogies to enhance engagement and mutual learning. The study uses auto-ethnographic narratives, reflection questions, and student insights to reflect on critical, transgressive, decolonising, and contemplative pedagogies. Findings highlight three design premises for regenerative approaches to higher education: paradigm shifting for purpose-driven education; living system thinking for co-creative pedagogy; and holistic developmental learning for being-education. This research contributes to innovative educational practices in international fields of study and invites readers in a reflective reading experience.
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Student-Centred Pedagogies in Post-Bologna Higher Education: Research Trends from 2010 to 2020
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Tatiana Sanches and Ana Luísa Paz
Trends High. Educ. 2025, 4(4), 61; https://doi.org/10.3390/higheredu4040061 - 14 Oct 2025
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The Bologna Process and the definition of the European Higher Education Area had a profound impact on higher education in Europe after 1999. But how exactly did this change the classroom, and how did research respond? This literature review aimed to identify changes
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The Bologna Process and the definition of the European Higher Education Area had a profound impact on higher education in Europe after 1999. But how exactly did this change the classroom, and how did research respond? This literature review aimed to identify changes in the literature on learning and teaching processes in higher education concerning organisation, pedagogical approaches, and curricular practices in the post-Bologna period (2010–2020) and to determine the main changes or transformations resulting from the Bologna Process. The research was conducted using the Scopus and Web of Science databases, and a set of 86 articles was defined with a PRISMA model. The procedure yielded three main categories concerning (i) global issues in teaching and learning processes, (ii) specifically active methodologies and (iii) the integration of ICT in higher education (HE) environments. Additionally, the research experimented with a fourth category concerning (iv) the cross-continental impact of the Bologna Process. The review indicates that the post-Bologna period was both important as a research theme and that these subjects underlining a student-centred education were impactful to the EEHA and even worldwide. However, most research also highlights the need to investigate and monitor the use of active and digital methodologies, carefully adapting to the diversity of students, universities, and cultures.
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Social Factors Causing Burnout of Disabled Students: Views of One Group of Allies of Disabled People
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Gregor Wolbring and Alexandre J. Paquette
Trends High. Educ. 2025, 4(4), 60; https://doi.org/10.3390/higheredu4040060 - 14 Oct 2025
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Burnout among students is a widely recognized concern, yet little research has focused on the experiences of disabled students and even less on the social factors at and off campus that contribute to their burnout. To address this gap, we surveyed 91 undergraduate
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Burnout among students is a widely recognized concern, yet little research has focused on the experiences of disabled students and even less on the social factors at and off campus that contribute to their burnout. To address this gap, we surveyed 91 undergraduate students enrolled in a critical disability studies course at a Canadian university using an online qualitative survey approach. These students, many of whom see themselves as allies of disabled people, were asked whether they believe disabled students are at risk of burnout and what they perceive to be the causes. The majority viewed disabled students as being at significant risk, and 92% identified the social environment as the contributor. Attitudinal inaccessibility, including discrimination, stigma, and exclusion, has emerged as the leading factor in both university settings and broader societal contexts. These findings suggest that interventions to reduce burnout must address both educational environments and the wider lived realities of disabled students. This study contributes to the limited literature on burnout among disabled students and highlights the importance of ally perspectives in understanding and addressing systemic contributors to burnout.
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Examining Student Perceptions of AI-Driven Learning: User Experience and Instructor Credibility in Higher Education
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Blake C. Colclasure, Taylor K. Ruth, Victoria Beasley and Tyler Granberry
Trends High. Educ. 2025, 4(4), 59; https://doi.org/10.3390/higheredu4040059 - 13 Oct 2025
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The increasing prevalence of artificial intelligence (AI) in higher education has established the need to examine the implications of specific AI-based technologies. We analyzed students’ perceptions of Packback, an AI-driven discussion board platform, in a large-enrollment undergraduate course at the University of Tennessee,
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The increasing prevalence of artificial intelligence (AI) in higher education has established the need to examine the implications of specific AI-based technologies. We analyzed students’ perceptions of Packback, an AI-driven discussion board platform, in a large-enrollment undergraduate course at the University of Tennessee, United States. Valid and reliable quantitative survey instruments were used to measure students’ (n = 96) user experience (UX) of Packback and their perceptions of instructors who require the use of AI platforms in their courses. Data were analyzed to determine how students’ personal characteristics, prior use of Packback, and the UX of Packback influence their perceptions of the credibility (competence, goodwill, trustworthiness) of instructors who require the use of AI platforms. Findings indicated that students had an overall favorable experience of the Packback platform, despite moderate variability. For the credibility of instructors who require the use of AI technologies, students reported a moderate-to-high belief of competence, a moderate belief of goodwill, and a moderate-to-high belief of trustworthiness. A significant model was produced to explain the variance in students’ perception of teacher credibility. Female students and students who had more favorable UX were significantly associated with having higher beliefs in instructor credibility. Although the use of AI platforms can improve efficiency in teaching and learning, our data suggest it can also influence students’ perceptions of instructor credibility.
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From Enrollment to Graduation: Pathways to Success in STEM Programs in Ibero-American Countries
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Alexandra R. Costa, Marina Sousa, Camila Fior, Claudia P. P. Canal, Rubia Cobo-Rendón, Karla Lobos, María José Ruiz-Melero, Marta Sainz-Gómez and Leandro S. Almeida
Trends High. Educ. 2025, 4(4), 58; https://doi.org/10.3390/higheredu4040058 - 9 Oct 2025
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STEM (Science, Technology, Engineering & Mathematics) programs hold significant social and economic relevance, as the technological innovation that sustains a country’s competitiveness depends on them. This article compares research on STEM programs in Portuguese- and Spanish-speaking countries, specifically Brazil, Chile, Portugal, and Spain.
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STEM (Science, Technology, Engineering & Mathematics) programs hold significant social and economic relevance, as the technological innovation that sustains a country’s competitiveness depends on them. This article compares research on STEM programs in Portuguese- and Spanish-speaking countries, specifically Brazil, Chile, Portugal, and Spain. More specifically, it aims to reflect on the social and economic relevance of STEM programs; vocational choices and the social stereotypes associated with these fields; the variables that influence academic success, retention, and graduation rates; and the measures implemented, either nationally or by Higher Education Institutions (HEIs), to promote access and success in these programs. We conducted qualitative research, analyzing official documents and peer-reviewed articles that describe the higher education landscape in the selected countries. Results show that in all four countries studied, there is a growing demand for STEM graduates. However, concerns remain about high dropout and failure rates, as well as the lower participation of women and students from disadvantaged socioeconomic backgrounds or ethnic minorities. Some measures have been implemented by the governments of these countries to promote greater democratization of access and academic success for these students. Nevertheless, inequalities persist, suggesting the need to increase investment in practices and policies that encourage young people, especially those from more disadvantaged groups, to engage early in STEM domains.
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“It Was Horrible!” Understanding the Transition Experiences of Direct Year 2 Entry Students in Computer Science
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Mireilla Bikanga Ada
Trends High. Educ. 2025, 4(4), 57; https://doi.org/10.3390/higheredu4040057 - 8 Oct 2025
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While first-year transitions are well studied, less is known about students who enter directly into Year 2 of a four-year Scottish Computing Science degree via international foundation programmes, UK colleges, or high schools. This study investigated their academic preparedness, use of AI tools,
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While first-year transitions are well studied, less is known about students who enter directly into Year 2 of a four-year Scottish Computing Science degree via international foundation programmes, UK colleges, or high schools. This study investigated their academic preparedness, use of AI tools, English language confidence, and transition challenges. Using a mixed-methods design, 77 students completed a survey with Likert-scale and open-ended items. Findings indicate gaps in programming skills, independent learning, and understanding academic expectations. Many students reported feeling a sense of low social belonging after joining pre-established cohorts. AI tools were commonly used for programming support and concept clarification, but they offered limited emotional reassurance. Students recommended clearer academic alignment, a tailored induction process, compulsory social events, and peer mentoring. This study advocates for equity-driven transition models that cater to the diverse needs of direct entrants, thereby fostering inclusion, belonging, and success.
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Behind University Students’ Academic Success: Exploring the Role of Emotional Intelligence and Cognitive Test Anxiety
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Aikaterini Vasiou, Eleni Vasilaki, Konstantinos Mastrothanasis and Angelos Gkontelos
Trends High. Educ. 2025, 4(3), 56; https://doi.org/10.3390/higheredu4030056 - 20 Sep 2025
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University life can be a period of growth and development, but it is also a time of significant stress and challenge. Thus, the study aimed to explore factors with the potential to exert facilitative and debilitative influence on university students’ academic performance. A
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University life can be a period of growth and development, but it is also a time of significant stress and challenge. Thus, the study aimed to explore factors with the potential to exert facilitative and debilitative influence on university students’ academic performance. A research project was designed by putting together emotional intelligence and test anxiety, as two pillars that can adequately explain performance in educational contexts. The sample consisted of 205 students from the Department of Primary Education at the University of Crete. Participants completed the Emotional Intelligence Scale and the Cognitive Test Anxiety Scale-Revised and agreed to have their responses paired with their Grade Point Average (GPA) of all passed courses as well. Analyses tested the effect of the identified variables on GPA. A series of correlational analyses was conducted to explore the relationships among the above-mentioned variables. Increased worry was associated with decreases in GPA, while increased emotional intelligence was associated with increases in GPA. Moreover, the mediating role of cognitive test anxiety between emotional intelligence and academic performance emerged, indicating that emotional intelligence relates to GPA primarily indirectly. The results shed light on the impact these factors have on students’ academic outcomes and highlight the importance of developing a multifaceted intervention model that supports emotional intelligence and reduces worry in higher education.
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Different Sides of University Life: An Exploratory Study Investigating How Multiple Visits to a Campus Nurture a Rounded View of the Setting and Strengthen Intentions Towards Higher Education Progression
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Cherry Canovan, Hibah Sohail and Anna Graham
Trends High. Educ. 2025, 4(3), 55; https://doi.org/10.3390/higheredu4030055 - 19 Sep 2025
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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
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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.
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Performance Measurement and Quality Assurance in Higher Education: Application of DEA, AHP, and Bayesian Models
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Gábor Nagy
Trends High. Educ. 2025, 4(3), 54; https://doi.org/10.3390/higheredu4030054 - 18 Sep 2025
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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
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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.
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Assessment as a Site of Inclusion: A Qualitative Inquiry into Academic Faculty Perspectives
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Nurullah Eryilmaz
Trends High. Educ. 2025, 4(3), 53; https://doi.org/10.3390/higheredu4030053 - 18 Sep 2025
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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,
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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.
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Realizing Ambient Serious Games in Higher Education—Concept and Heuristic Evaluation
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Lea C. Brandl and Andreas Schrader
Trends High. Educ. 2025, 4(3), 52; https://doi.org/10.3390/higheredu4030052 - 16 Sep 2025
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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
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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.
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Voices of the Future: Palestinian Students’ Attitudes Toward English Language Learning in an EFL Context
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Husam Qaddumi, Nader Shawamreh, Yousef Alawneh and Munther Zyoud
Trends High. Educ. 2025, 4(3), 51; https://doi.org/10.3390/higheredu4030051 - 11 Sep 2025
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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
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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.
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Simulation-Based Educational Practices and Their Relationship with Emotional Intelligence and Stress Coping Skills: An Exploratory Case Study in First Aid Training for Physical Activity and Sports Sciences Students
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Néstor Montoro-Pérez, Raimunda Montejano-Lozoya, Carmen Rocamora-Rodríguez and Juana Perpiñá-Galvañ
Trends High. Educ. 2025, 4(3), 50; https://doi.org/10.3390/higheredu4030050 - 9 Sep 2025
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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
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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.
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DEI Research in Higher Education: Results from a Study at an American Minority-Serving Institution
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Nicole Hollywood and Katherine Quinn
Trends High. Educ. 2025, 4(3), 49; https://doi.org/10.3390/higheredu4030049 - 4 Sep 2025
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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
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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.
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Learning with Peers in Higher Education: Exploring Strengths and Weaknesses of Formative Assessment
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Davide Parmigiani, Elisabetta Nicchia, Myrna Pario, Emiliana Murgia, Slaviša Radović and Marcea Ingersoll
Trends High. Educ. 2025, 4(3), 48; https://doi.org/10.3390/higheredu4030048 - 4 Sep 2025
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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
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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.
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Factors Influencing IT Students’ Selection of Group Project Partners in Collaborative Programming Projects
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Murimo Bethel Mutanga
Trends High. Educ. 2025, 4(3), 47; https://doi.org/10.3390/higheredu4030047 - 3 Sep 2025
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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
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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.
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Enhancing MBA Curriculum Through Adapted SECI Knowledge Transformation Model
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Dmitrij Żatuchin
Trends High. Educ. 2025, 4(3), 46; https://doi.org/10.3390/higheredu4030046 - 2 Sep 2025
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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
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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.
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Unravelling Sense of Belonging in Higher Education: Staff and Student Perspectives at an English University
by
Caroline Sarah Jones and Huw Bell
Trends High. Educ. 2025, 4(3), 45; https://doi.org/10.3390/higheredu4030045 - 1 Sep 2025
Abstract
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
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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.
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