Trends in Higher Education

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

Teachers are critical to the success of students, and when school districts struggle to fill vacant positions with highly qualified teachers, student success suffers. To mitigate the problems that persist with ongoing teacher shortages, we are at a critical juncture that calls for strategies that support districts in overcoming these shortfalls through reflective practice and inquiry in sustaining and scaling collaborative efforts through school and university partnerships. This paper discusses lessons learned during the first year of a ‘Grow-Your-Own’ collaborative partnership between a school district and a university educator preparation program. Reflections and lessons learned for continuous improvement are shared, related to student recruitment, enrollment, and retention. Full article

Knowledge and problem-solving approaches that span disciplinary boundaries and involve diverse communities are foundational aspects of transdisciplinarity. Transdisciplinary approaches in research efforts are needed to address complex problems of global importance. At the same time education systems should be preparing graduates to enter the workforce with complex problem-solving skills. Students need to have learning experiences that allow for the acquisition of cross-disciplinary systematic reasoning if they are expected to engage in addressing these complex problems. Recent reports have underscored the need to create university structures and incentives that allow for dynamic and responsive approaches to this global need for transdisciplinary discovery and learning efforts; however, little is known about the efficacy of the approaches and models that have been implemented to create large-scale change in higher education and how they help in achieving transdisciplinary goals. Through an ethnographic case study analysis, this paper examines how a faculty-led community of practice model is being used to build transdisciplinary research capacity and transdisciplinary curricula at a Research I university. Given the unique nature of this transdisciplinary community of practice model, this qualitative and descriptive study sought to examine what elements of the model facilitated faculty participation in transdisciplinary research and curricular efforts. More specifically, this study intended to respond to recent calls to better understand the systematic approach that would need to be employed by higher education institutions if they are adequately engaging faculty in addressing complex problems in their research efforts, as well as engaging faculty in the adequate development of the future workforce through pedagogical transdisciplinary approaches. The findings indicate that the transdisciplinary community of practice model is useful for initially motivating and incentivizing faculty participation. The results also indicate that the inclusive internal support networks that were part of the model facilitated faculty engagement. Full article

The development and evolution of digital technologies can contribute to the transformation of the educational sector, allowing the integration of innovative teaching approaches. Typical examples of such approaches include artificial intelligence, augmented and virtual reality (AR/VR), adaptive learning, and online educational environments. This study explores modern digital educational methods, focusing on the advantages, challenges, and future prospects of modern technologies in education. The systematic literature review was based exclusively on the Scopus database. We explored 948 articles published from 1968 to 2025. Furthermore, using the VOSviewer program (version 1.6.20), the results were analyzed, identifying and highlighting various trends and key thematic areas. However, although digital educational methods are able to provide greater interactivity, personalization, and flexibility in learning, they also face significant challenges, some of which are the digital divide, privacy protection, and teacher training. In the future, research should shape best practices that will integrate digital technologies into education. Full article

The integration of artificial intelligence (AI) into the biological sciences marks a transformative era, reshaping research methodologies, data analysis, and hypothesis generation. This technological advancement accelerates discoveries and enhances our understanding of complex biological systems. As AI increasingly influences decision-making processes, the necessity for students and scientists to critically assess AI-generated outputs becomes paramount. The current narrative review explores the evolving role of critical thinking in biological sciences amidst the rise of AI, emphasizing the importance of skepticism, contextual understanding, and ethical considerations. It argues that while AI provides powerful tools for data interpretation and pattern recognition, human oversight and critical analysis remain indispensable to validate findings and prevent biases inherent in automated systems. Higher education institutions play a crucial role in fostering a culture of critical thinking, equipping biological scientists to effectively harness AI technologies while ensuring the integrity of their research and upholding scientific and ethical standards. Furthermore, AI tools, including chatbots, could be strategically employed in active learning methodologies, such as problem-based learning, flipped classrooms, and online learning. These methodologies enhance the ability of students to effectively utilize AI technologies while ensuring the rigor of scientific research. In conclusion, the current review underscores the benefits, challenges, and educational implications of AI integration, offering actionable insights for educators and learners seeking to adapt effectively to this rapidly evolving technological landscape. Full article

The COVID-19 pandemic has accelerated digital transformation in various sectors, including higher education in South Africa. This study examines the readiness of information security functions in response to this rapid digital shift. Higher education institutions (HEIs) are transitioning to online platforms and digital tools, so the need to adapt security practices has become critical. The research investigates HEIs’ challenges in aligning their information security strategies with evolving digital initiatives. It explores how HEIs address technological change, staff awareness, and evolving security risks. By examining the relationship between digital transformation and information security, this study offers insights into strengthening the resilience and effectiveness of security functions within South African higher education. The findings highlight significant challenges, including the pace of technological change, inadequate staff training, and a lack of a security-conscious culture. Despite these hurdles, successful strategies such as promoting security awareness, policy adaptation, and improved governance frameworks are key to enhancing institutional preparedness. These insights can guide future efforts in improving information security practices in higher education, ensuring a more secure and resilient digital environment. Full article

In recent years, the Flipped Classroom methodology has garnered significant interest among educators due to its potential to provide students with the flexibility to learn wherever and whenever they want. It is believed that this change in teaching may enable students to self-manage, becoming more independent and autonomous. To investigate whether the use of Flipped Classroom can help students become more autonomous, a systematic review was conducted using the PRISMA method, searching through major national and international databases. A total of 38 studies (n = 2420 students) were collected and classified based on the validity of the research design employed. The analyses revealed that although Flipped Classroom can contribute to the development of students’ learning autonomy, there are certain doubts regarding this assertion, as results from studies with higher validity point to mixed outcomes. In order to obtain a more accurate understanding of reality, it is highly recommended that future studies examining the impact of the Flipped Classroom methodology on students’ learning autonomy address the limitations found in the literature, such as the scarcity of longitudinal designs with randomized control groups, the lack of studies conducted in non-university stages, and the small quantity of participants used in interventions. Full article

Community-Based Education (CBE) is a transformative approach that integrates academic learning with practical problem-solving by engaging students in real-world community challenges. This study, grounded in a comprehensive literature review, first examines the distinctive characteristics of CBE relative to traditional pedagogical frameworks, exploring its application across varied educational contexts and the implementation challenges it faces. In particular, the research investigates the complexities of aligning community projects with established technical standards and overcoming institutional resistance while also assessing the effectiveness of CBE in cultivating socially responsible, career-ready graduates. To ensure that these findings are both relevant and practical, the study then incorporates validation from an expert review panel consisting of educators and administrators. These experts provided firsthand insights into the challenges they have encountered and shared potential strategies for addressing them, which in turn informed the development of a robust set of guidelines and recommendations. The recommendations underscore the importance of forging strong community partnerships, offering targeted faculty development opportunities, and maintaining curricular flexibility to effectively integrate real-world learning experiences. Ultimately, the study reinforces the pivotal role of CBE in preparing future leaders capable of making a positive impact at both local and global levels. Full article

Since the 1980s, wisdom as a concept, its dimensions, and its development have been researched intensively in many disciplines except in higher educational pedagogy. Owing to this theoretical gap in the literature, this paper asks, “What are the dimensions of wisdom in higher educational pedagogy?” The research philosophy is interpretivism with an abductive approach. The methodology uses constructivist Grounded Theory. The data were analyzed both quantitatively and qualitatively. The findings revealed 352 wisdom-dimension-related keywords from 28 leading wisdom publications written by more than 60 authors in the educational philosophy and psychology literature. The findings culminate in an integrative framework of four dimensions of wisdom in higher educational pedagogy, namely, ‘knowing ourselves’, ‘connecting to others’, ‘knowing the world’, and ‘connecting to the world’ with their wisdom dimensions. This paper contributes to wisdom pedagogy research by addressing both theoretical and research gaps in the literature and by offering novel insights into the dimensions of wisdom in higher educational pedagogy. Full article

Given the rapidly changing job market in Canada and globally, there have been increasing calls to address the transferable skills gap between higher education graduates and the skills needed for the many new and changing jobs across the labour market. To investigate which fields of study in higher education in Canada produce graduates who go on to use more transferable skills on the job, we created an index of transferable skills use at work from several background questionnaire variables available in the Programme for the International Assessment of Adult Competencies (PIAAC) in Canada survey. A series of four least squares linear regression models were used to examine the impacts of variables such as field of study and occupation type on this transferable skills index. Teacher training and education programs were found to have the highest scores on the transferable skills index, suggesting that these programs (and other professional programs) should be considered as a source of inspiration for how all programs can promote transferable skill development in their students. We also found a connection between transferable skill use and management roles within the workplace, suggesting that transferable skills are important factors in promotion to management roles. Full article

The Professional Ethics course at King Saud University is part of the mandatory Islamic culture curriculum in Saudi higher education. While more attention has focused on the curriculum development of Islamic culture courses, less emphasis has been placed on teaching methods. This article initiates a discussion on integrating practical learning approaches to improve student engagement and understanding in these courses. The research explores undergraduate students’ perspectives of project-based learning (PBL) implemented in the Professional Ethics course. Both quantitative and qualitative data were collected through a survey disseminated among students of this course (N = 113). The findings show that students found this learning experience engaging and enjoyable. They reported improvements in teamwork and leadership but faced challenges in time management, task division, and communication. Students suggested clearer guidelines, smaller groups, and flexible deadlines. The findings highlight the potential of practical learning approaches to enhance the teaching and learning in Islamic culture courses. Full article

The integration of artificial intelligence in education has the potential to revolutionize personalized learning by adapting instructional methods, content, and pace to the individual needs of students. This systematic review investigates the integration of artificial intelligence into personalized learning within higher education. An extensive literature search was conducted across multiple databases, yielding 17,899 records from which 45 studies met the inclusion criteria. The risk of bias was assessed using a standardized ranking system. This systematic review follows the PRISMA guidelines to ensure transparency in study selection, data extraction, and synthesis. The findings of the review are synthesized to examine how AI-driven solutions enhance adaptive learning, improve student engagement, and streamline administrative processes. The results indicate that AI technologies can significantly optimize educational outcomes by tailoring content and feedback to individual learner needs. However, several challenges persist, such as ethical concerns, data privacy issues, and the necessity for effective teacher training to support technology integration. This analysis reveals considerable potential for AI to transform educational practices, while also emphasizing the importance of establishing standardized evaluation frameworks and conducting longitudinal studies. The implications of these findings are critical for educators, policymakers, and university administrators aiming to leverage AI for educational innovation and sustainable transformation. Full article

Despite the affordances of professional development (PD) in teaching and learning in facilitating quality teaching and contributing to students’ learning outcomes, there is merit in exploring educators’ needs by enabling conditions to further develop their existing knowledge and practices. In fact, it is vital that PD in teaching and learning in higher education (HE) actively engages and meets instructor individual needs. This paper explores PD within the HE context and identifies corresponding categories common and in relation to quality teaching. Based on the review, most PD in teaching and learning could be identified within one of four categories that contribute to quality teaching: (1) assessment approaches; (2) instructional approaches; (3) communication and delivery approaches; and (4) affective responses. Equally important, instructor agency should be supported by encouraging instructors to identify and manage their PD needs via validated measures, which this review found lacking within the literature. With the expectation that such a measure would provide insights into the refinements of current PD in teaching and learning provisions, and enable HE institutions to facilitate PD in teaching and learning to better meet and fulfil instructor individual needs, it is recommended that such a measure be developed and deployed to identify instructors’ needs. Full article

The COVID-19 pandemic had a significant impact on health sciences education, and impacted clinical training, teaching methodologies, and institutional practices. Within the higher education literature during the height of the pandemic, several research studies focused on the impact of the pandemic on the students, but not on health sciences educators. Our study used thematic analysis to analyze the higher education literature from the CHELD v2 database to learn about the perspectives of health sciences educators. Out of 738 articles in the CHELD v2 database, we identified 14 articles that were focused on the perspectives of health sciences educators. The resulting thematic categories related to faculty development, student assessment, clinical education techniques, and insights into the pivot to online teaching. While our study contributes to the health sciences education literature by identifying themes from global health sciences educators’ perspectives, this study also paves the way to better understand institutional and student perspectives in a more inclusive way for the health sciences. Full article

Scholarship and creative inquiry are a common professional responsibility across academia, regardless of institution type and geographic location. The message is clear—to advance, one must demonstrate success via various metrics such as publications, exhibitions, impact factor, citation counts, and the receipt of external funds. Despite the importance of academic and grant writing to navigating a successful academic career, we believe there is a mismatch between that professional expectation and the corresponding supports aimed at developing these complementary, yet distinct writing skills. As such, there is an opportunity to be more intentional about fostering academic and grant-writing skill development across the various stages of a faculty career, including the doctoral student stage. In this manuscript, we present literature on academic and grant writing followed by recommendations for developing the skills needed, along with corresponding professional development opportunities that can cultivate those needed skills. We conclude with future directions. Full article