Trends High. Educ., Volume 4, Issue 3 (September 2025) – 6 articles

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