Trends High. Educ., Volume 4, Issue 4 (December 2025) – 13 articles

This paper presents the first systematic attempt to quantify higher education dropout rates in Slovenia and to examine their relationship with youth unemployment. Using annual data for the period 2011–2019, dropout rates were estimated based on project V5-2360, while youth unemployment data were obtained from Eurostat. The study applies descriptive analysis, cointegration tests and a Bayesian Vector Autoregression (BVAR) with Minnesota priors, which is well suited for small samples. Three hypotheses are tested: that dropout and unemployment are inversely related, that higher unemployment reduces dropout, and that unemployment shocks are more persistent than dropout shocks. The empirical results broadly confirm these expectations. Dropout and unemployment move in opposite directions, unemployment shocks reduce dropout, and youth unemployment displays strong hysteresis. While the small sample requires cautious interpretation, the use of Bayesian VAR provides methodologically robust inference under data constraints. Beyond its national contribution, the Slovenian case carries broader implications for small post-socialist and open economies, where structural rigidities in higher education intersect with persistent labour market challenges. The findings underline the potential for higher education to act as a countercyclical buffer and highlight the importance of coordinated education and labour market policies. By linking dropout and unemployment dynamics for the first time in Slovenia, this study contributes new evidence to the international literature and opens avenues for comparative research across European higher education systems. Full article

Undergraduate life science education faces high attrition rates, especially among students from underrepresented groups. These disparities are often linked to differences in prior knowledge, self-efficacy, and interest, which are rarely addressed in traditional lecture-based instruction. This work explores the use of machine learning-based Intelligent Tutoring Systems (ITSs) to support personalized instruction in biology education by examining stochasticity in molecular systems. Accordingly, we developed and validated a Random Forest classification model and used it to assign instructional materials based on students’ prior knowledge and interests. We then applied the model in an introductory biology classroom and individually estimated the most promising instructional format. Results show that the most effective instruction can be reliably predicted from student performance and interest profiles, and model-based assignments may help reduce pre-existing opportunity gaps. Thus, machine-learning-driven instruction holds promise for enhancing equity in life science education by aligning materials with students’ needs, potentially reducing differences in achievement, self-efficacy, and cognitive load, which might be relevant to promoting underrepresented students. To facilitate a straightforward implementation for educators facing similar challenges associated with teaching molecular stochasticity, we developed an open-access ITS tool and provided a scalable approach for developing similar personalized learning tools. Full article

In Japan, where competitive entrance exams are widespread, many students experience unwilling enrollment, entering a university that they do not wish to attend. This can hinder adjustment and increase the risk of dropping out, making support for academic self-direction essential. This study empirically examined a model of how students develop self-direction. A survey was conducted with 336 individuals who had graduated within the past five years and experienced unwilling enrollment. Based on their reasons, participants were classified into two groups: those unwillingly enrolled yet intending to pursue higher education (n = 241), and those unwillingly enrolled owing to a lack of intent to pursue higher education (n = 95). Multi-group structural equation modeling showed that “Trusting Relationships with Others” and “Having Time and Space for Self-Reflection” promoted both “Discovering Personal Meaning in the Enrolled University” and “Clarification of Career Goals,” which in turn fostered “Development of Self-Direction.” Additionally, for those who intended to pursue higher education, “Realization of Experiences Unique to the Enrolled University” played a greater role, while for those lacking such intent, “Clarification of Career Goals” was more influential. These results suggest that tailored support, aligned with students’ reasons for unwillingness, is the key to fostering their self-direction. Full article

This paper investigates the advantages and challenges associated with synchronous and asynchronous activities in intercultural virtual collaboration (IVC) projects, particularly in relation to student satisfaction and learning outcomes. This study draws parallels between two distinct IVC projects. The first facilitated real-time interaction among students, lecturers, and peers from partner universities in the Netherlands and Japan. In contrast, the second project involved separate live classes led by local instructors in the Netherlands and Spain and featured asynchronous interactions among peers. This latter arrangement required students to exercise a greater degree of autonomy in their collaborative efforts. In both IVC projects, students developed a business case study that explored the influence of cultural factors on international marketing strategies. They participated in discussions and reflective exercises concerning the issue of greenwashing within the selected company. Our research employs data derived from students’ final business case reports and satisfaction surveys. The surveys include both closed and open-ended questions to assess the effectiveness of the distinct IVC formats. Our research provides insights into the impact of the IVC formats on the student experience and learning. Findings indicate no substantial differences in the quality of work produced between the two formats; however, student satisfaction was notably higher in the synchronous model, highlighting that the way interactions are structured impacts the collaborative experience, even when final outputs are similar. This study offers important insights for educators navigating the challenges of virtual teaching and for policymakers looking to use digital technologies to foster a globally aware and responsible generation in an increasingly digital world. Full article

Formative assessment is an integral component of higher education, fostering student learning through feedback, reflection, and iterative improvement. However, despite its pedagogical importance, widespread adoption of formative assessment is often hindered by time constraints, resource limitations, and scalability challenges. The objective of this study is to examine how large language models (LLMs) offer a potential solution to support and enhance formative assessment in higher education across diverse educational contexts by enabling automated, personalized, and scalable feedback that is sustainable and accessible. In this review, we comprehensively examine cutting-edge research and applications of LLMs in various components of formative assessment, including feedback generation, student self-assessment, peer review, and instructor support within the context of higher education. We explore the opportunities LLMs present in enhancing learning outcomes associated with formative assessments and current research gaps while critically discussing the challenges in practical implementations of integrating LLM-driven formative assessments in real-world classrooms. By synthesizing current advancements, this review provides educators and researchers with insights into the transformative potential and responsible implementation of LLM-driven formative assessments in higher education. Full article

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. Full article

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. Full article

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. Full article

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. Full article

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. Full article

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. Full article

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. Full article

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. Full article