Trends in Higher Education doi: 10.3390/higheredu5030083

Authors: Hanh Van Nguyen Mai Thuy Thi Duong

Generative artificial intelligence (GenAI) has intensified concerns about academic integrity, yet little is known about discrepancies between students’ self-reported frequencies in AI-assisted academic cheating and the frequencies they attribute to their peers. Using an anonymous cross-sectional survey, this study collected responses from 863 undergraduates at a science and technology university in Vietnam. Participants rated ten AI-assisted academic cheating behaviors from two perspectives: the frequency they attributed such behaviors to their classmates, referred to as perceived peer cheating (PPC), and the frequency they reported such behaviors for themselves, referred to as self-reported cheating (SRC). Split-plot ANOVAs were conducted to compare PPC and SRC ratings and to examine whether the magnitude of the discrepancy varied by gender and student seniority. The results show that PPC ratings were significantly higher than SRC ratings for all ten behaviors, with partial eta-squared values ranging from 0.060 to 0.196. Cheating perspective × gender interactions and cheating perspective × student seniority interactions were each significant for three behaviors; however, all interaction effects were small (ηp2 ≤ 0.025). Overall, the study reveals a consistent discrepancy between self-reported and peer-attributed frequencies of AI-assisted academic cheating. This discrepancy highlights the limitations of using either direct self-reports or peer-attributed frequencies alone to estimate the actual prevalence of AI-assisted academic cheating.

Trends in Higher Education doi: 10.3390/higheredu5030082

Authors: Mehri Azizi Nicole Chlebek Bryan Dewsbury

First-year students in STEM programs face significant academic and personal challenges that can undermine retention and success, particularly for those navigating new institutional environments without prior college experience. While self- regulated learning (SRL) theory offers a well-established framework for understanding how students plan and reflect, less attention has been paid to the performance phase, the stage where students must translate plans into action amid real academic and social demands. This qualitative study examines the experiences of 15 first-year life science students across three institution types, a Hispanic-Serving Institution, a predominantly white institution, and a liberal arts college, to investigate what plans students formed at the end of their first semester and what factors facilitated or hindered implementation during their second semester. Using thematic analysis of semi-structured interviews, three major plan themes emerged: help-seeking, internal academic adjustments, and managing social and emotional well-being. Facilitating factors for these plans included small class sizes, anonymized participation tools, approachable instructors, peer and family support, counseling services, and structured planning tools, while hindering factors included fear of judgment, high instructor-student ratios, scheduling conflicts, academic burnout, and unsupportive living environments. The findings reveal that plan implementation depended on the interplay of intersecting psychological, social, and structural factors, which created unique conditions that influenced whether students were able to enact their plans. Importantly, the findings reveal that plan implementation unfolded not as a linear process but through nested micro-cycles of forethought, performance, and reflection within the performance phase, triggered by specific events throughout the semester. These findings have implications for how institutions design learner-centered support for STEM students not only at key transition points, but also throughout the semester, to address the conditions that influence whether students are able to successfully implement, adapt, or abandon their regulatory efforts.

Trends in Higher Education doi: 10.3390/higheredu5030081

Authors: Douglas Aghimien Opeoluwa Akinradewo John Ogbeleakhu Aliu Lerato Aghimien

Emerging technologies provide promising opportunities to improve learning in construction and engineering education. In the current study, the interaction between students and AI-enhanced educational podcasts in undergraduate and postgraduate modules offered by two South African universities is analysed. Using a quantitative research design, the study noted a considerable increase in class average scores at the postgraduate level. However, the undergraduate class average scores remained at baseline, indicating no apparent improvement; therefore, no causation can be established based on these results. Furthermore, guided by the Cognitive Theory of Multimedia Learning, the Technology Acceptance Model (TAM), and Self-Determination Theory (SDT), student perceptions were assessed across learning effectiveness and engagement, accessibility and satisfaction, and motivation and intent to continue using podcasts. Rankings showed high satisfaction across all dimensions. Although access challenges were infrequent, PLS-SEM revealed a significant negative relationship between technical barriers and motivation and willingness to expand podcast use, highlighting human–technology interaction constraints. Findings underscore the importance of seamless access and curriculum alignment and conclude with strategies to strengthen adoption, engagement, and learning outcomes in AI-assisted podcast-based education.

Trends in Higher Education doi: 10.3390/higheredu5030080

Authors: Marina Fischer Susanne Veit Pichit Buspavanich Gertraud Stadler

Students at creative higher education (CHE) institutions frequently report boundary violations and other forms of misconduct, while prevention efforts have been described as insufficient. Drawing on a capabilities-informed perspective attentive to the environmental and institutional conditions of flourishing, we examine what structural and cultural conditions stakeholders consider necessary for misconduct prevention in CHE. Using a complementary multimethod qualitative design, we report two studies: 16 interviews with stakeholder groups analyzed through reflexive thematic analysis, and 228 open-ended responses from a national student survey analyzed through structured tabular thematic analysis. Interview participants identified three interconnected areas of transformation: community, institutions, and knowledge and norms. Seven themes generated from the survey responses were classified as confirmatory, and one theme as expanding, foregrounding material stability and students’ aspirations for cultural and institutional reform, a dimension addressed only implicitly in the interviews. Two themes had no direct counterpart, foregrounding students’ skepticism about the possibility of change and the societal recognition of artists. Across both studies, participants described prevention efforts as often reactive and insufficient, and called for systemic approaches in which institutions recognize their societal role and prioritize students’ flourishing. Our findings identify participant-informed starting points for developing and evaluating prevention strategies.

Trends in Higher Education doi: 10.3390/higheredu5030079

Authors: Karen Stephany Córdova-Vera Renato M. Toasa Nancy Cristina Uquillas-Jaramillo Miguel Angel Aizaga Villate

Motivation is a key predictor of success in second language (L2) acquisition, yet how culture and identity shape it among Latin American learners remains under-examined. This study used a quasi-experimental design with non-equivalent control and experimental groups (n = 100) to test the effect of an eight-week culturally responsive pedagogical intervention on the motivation of intermediate-level English-as-a-second-language learners at a public university in Ecuador, measured with the validated Spanish version of Gardner’s Attitude/Motivation Test Battery (AMTB). An independent-samples t-test revealed a statistically significant difference in post-intervention motivation scores between the experimental group (M = 156.1, SD = 31.2) and the control group (M = 134.5, SD = 28.4), t(98) = 3.91, p = 0.002, Cohen’s d = 0.72. The intervention was associated with a medium-to-large increase in motivation, consistent with sociocultural theory, the socio-educational model, the L2 Motivational Self System, and identity-investment theory; because the control group did not receive an equally novel activity, this finding should be read as preliminary evidence for the cultural/identity component specifically. Implications for culturally sensitive language teaching in diverse Hispanic contexts are derived.

Trends in Higher Education doi: 10.3390/higheredu5030078

Authors: Hyunjin Lee Heeju Kwon

This study investigates the educational potential of instructor-designed Generative Pre-trained Transformers (GPTs) in a university-level Japanese course, drawing on self-determination theory (SDT) and the noticing hypothesis. Using a mixed-methods design, we examined how the continuous use of an instructor-developed Artificial Intelligence tutoring system (basic Japanese GPTs) relates to learners’ psychological needs satisfaction, cognitive noticing, and perceptions of Artificial Intelligence (AI)-assisted learning among 74 undergraduate students at a South Korean university. Quantitative data were analyzed using descriptive statistics and Pearson correlation; qualitative data from open-ended items and reflective writing underwent systematic content analysis. The findings revealed three key patterns. First, learners reported relatively high levels of satisfaction across all three SDT needs—autonomy, competence, and relatedness—particularly in relation to self-directed reviews and affective safety. Second, qualitative analysis identified three distinct noticing experiences: AI-supported clarification of linguistic form, noticing through intentional error generation and AI feedback, and metacognitive regulation of learning strategies. Third, the learners perceived the instructor-designed GPTs not merely as a convenience tool but as a structured learning environment that supported output-oriented, interaction-based practice. These findings suggest that the educational effectiveness of generative AI in foreign language education is not determined by frequency of use alone but also by the quality of pedagogical design underlying its deployment. This study contributes a practice-based model for AI integration in general education language courses while acknowledging limitations related to its single-course scope and reliance on self-reported data.

Trends in Higher Education doi: 10.3390/higheredu5030077

Authors: Kalani D. Coria Anna K. Keller Niara A. McClow Laurie R. Earls

Bioinformatics courses are widely available at US institutions of higher learning. These courses meet the high demand for experiential learning and provide training in relevant job skills for biology students. However, courses based on the biology of genomes, the findings of high-throughput approaches and the potential for future discovery have not been studied separately from informatics. Because of the pervasiveness of genomic research in science, medicine, and multiple other fields, the lack of genome biology courses could represent a significant barrier to the future success of the nation’s biology majors. We therefore performed an audit of genome biology courses provided at 297 US colleges and universities offering at least one bachelor’s degree in biology. Four researchers independently searched course catalogs and department websites of each institution for descriptions of courses focused on genome biology. The results showed that there are significant disparities in genome biology course offerings across the US. Specifically, highly funded institutions are most likely to offer such courses, whereas less-funded, minority-serving, and historically black institutions offer far fewer such opportunities.

Trends in Higher Education doi: 10.3390/higheredu5030076

Authors: Emese Belényesi Marta Katalin Korpics Tamás Méhes Andrea Győrfyné Kukoda

The rapid institutionalization of generative artificial intelligence (GenAI) in higher education has created an urgent need for empirical evidence on how structured course-level integration relates to student engagement and perceptions of learning. This study examines a usefulness-centered conceptual framework combining elements of the Technology Acceptance Model and the Unified Theory of Acceptance and Use of Technology (TAM/UTAUT) with the digital competence perspective of DigComp 2.2. A structured pedagogical pilot intervention requiring all students to use generative AI tools was implemented in an undergraduate Public Service Management course (n = 76). Students completed AI-supported group assignments and an immediate post-intervention questionnaire comprising 19 Likert-scale items, four demographic questions, and four optional open-ended questions that are not analyzed in the present paper. Because most variables were non-normally distributed, non-parametric statistical methods were applied, including Spearman’s rank correlations, Mann–Whitney U tests, and Kruskal–Wallis tests. Perceived learning usefulness was strongly and positively associated with both frequency of AI use and satisfaction with the learning process. Ethical attitudes were also positive, but more weakly associated with frequency of use. Demographic group differences were observed mainly in specific usage patterns rather than in general attitudes towards AI-supported learning. These exploratory findings suggest that perceived learning usefulness remains relevant in mandatory AI-integration contexts. Pedagogical scaffolding—including prompt literacy, verification practices, and reflective documentation—provides a structured framework for guided and responsible use of generative AI tools in higher education.

Trends in Higher Education doi: 10.3390/higheredu5030075

Authors: Corinna Ludovica Koch Dandolo Emanuele Carpanzano

This article proposes a practice-informed institutional design framework for embedding transdisciplinarity (TD) as an operational orientation in higher education. Building on the Reflexive and Situated Model for Institutionalizing Transdisciplinarity, the study examines how TD can be progressively developed from an abstract principle into an institutional capability through a phased process of conceptual framing, normative interpretation, contextual adaptation, and strategic embedding. The framework is articulated through the analysis of institutional processes and governance arrangements associated with the activation of Transdisciplinary Strategic Areas, through which the institutional architecture is translated into operational practice. The study identifies a reflexive metastructure that connects strategic leadership, academic practice, and emerging TD initiatives through participatory mechanisms and communicative governance processes. Core elements of the model (phased meaning-making, a mediating governance layer, selective investment, permeable resource logics, and reflexive monitoring) highlight a set of organizational design principles for institutionalizing TD. The article contributes an analytically grounded framework for supporting institutional leaders in embedding TD while balancing strategic coherence with openness, reflexivity, and contextual responsiveness.

Trends in Higher Education doi: 10.3390/higheredu5030074

Authors: Novel Lena Folabit Loyiso Currell Jita

Within postcolonial African higher education institutions (HEIs), structural inequalities often persist beneath official discourses of diversity and inclusion. This study examines how academics’ ethnic-tribal identities shape the professional development, institutional inclusion, and career advancement at a Cameroonian university. Drawing on critical race theory (CRT) and intersectionality as complementary analytical frameworks, and situated within a postcolonial perspective on higher education, a qualitative interpretive phenomenological analysis (IPA) was conducted with 11 purposively selected academics. Data were collected through semi-structured interviews and were analysed thematically. Findings indicate three interconnected dynamics: ethnic-tribal marginalisation as a basis for structural exclusion from leadership and mentorship channels; patronage networks that systematically erode meritocratic principles in promotion and appointment processes; and conditional inclusion that compels identity suppression as the price of institutional belonging. These findings suggest that diversity within the study context appears to be largely performative, present in composition but absent in equity. The study contributes to postcolonial higher education scholarship by providing empirical evidence of how descent-based identity operates as a structural barrier to academic career advancement and offers implications for higher education leadership, institutional reform, and the decolonisation of university cultures in Africa.:

Trends in Higher Education doi: 10.3390/higheredu5030073

Authors: Anastasia Koutsoni Hugo González-González

Swimming offers unique physiological and psychological benefits that may enhance academic performance in higher education students. However, empirical evidence specifically linking swimming activity to academic outcomes remains limited. A primary, cross-sectional, quantitative correlative study was conducted with 250 higher education students (mean age 20.0 years, SD = 2.21; 53.2% female) in Greece. Swimming activity was measured using the Global Physical Activity Questionnaire (GPAQ). Academic performance was assessed via the Academic Achievement Questionnaire (AAQ), comprising three factors: Study Performance, Handling Study Demands, and Social Adaptation. Data were analysed using Spearman correlations, Kruskal–Wallis tests, and multiple linear regression. Students reported swimming 1.94 days per week (SD = 1.83) for 0.98 h per session (SD = 0.82). Mean swimming intensity was 1446.53 MET·min/week (SD = 1569.65). Swimming activity varied significantly by monthly family income (H(3) = 31.37, p < 0.001) and parental education level (H(4) = 14.22, p = 0.007). However, swimming activity did not emerge as a significant independent predictor of academic performance in multivariate models when controlling for health and commitment covariates. While swimming activity demonstrates socioeconomic patterning among higher education students, its direct association with academic performance is concurrently associated with other factors including lifestyle and commitment. Interventions promoting swimming should address accessibility barriers to maximise potential academic benefits.

Trends in Higher Education doi: 10.3390/higheredu5030072

Authors: Mamochana Anacletta Ramatea Sumeshni Govender

The high rate of the use of artificial intelligence (AI) in education is changing how teachers teach, how they are trained, and how institutions are managed. While many studies explore the use of AI in teaching and learning, there is a lack of research on how it supports capacity building for special education pre-service teachers in rural South African universities. This review examines existing studies on how AI can develop skills and knowledge in pre-service teacher education for inclusive teaching. Using the AI-Capacity-Content Interaction Model and a structured scoping review method, relevant peer-reviewed studies were selected from major academic databases. The findings reveal that AI supports capacity building through improved teaching methods, the use of data for decision-making, hands-on learning, and collaboration. It also helps teachers address diverse learner needs. However, the study also identifies key challenges in rural universities, such as limited infrastructure, lack of resources, weak policy support, digital inequality, and insufficient training for lecturers. These barriers limit the effective use of AI in teacher education. The study highlights the need for better digital infrastructure, ongoing professional development for pre-service teachers, and policies that consider local contexts. These steps are important for ensuring fair access to AI and improving teacher education in rural areas.

Trends in Higher Education doi: 10.3390/higheredu5030071

Authors: John Trimmer

Reflection can contribute to learning, helping students actively and constructively recall material and connect it with other aspects of their lives, as described by the interactive–constructive–active–passive (ICAP) framework. For engineering students in particular, reflection may support the lifelong learning required throughout one’s professional career. This study focused on weekly reflection journals implemented in two junior-level and senior-level civil and environmental engineering courses, investigating (i) how engagement with this activity impacted student learning and (ii) students’ views on reflection. Students offered perspectives using optional pre- and post-surveys, while course grades and direct assessment of journal engagement provided insight into impacts on learning. In both courses, students who engaged more consistently with the journal activity saw a small but positive impact on their learning independent of previous academic performance, while those in the senior-level course whose entries exhibited more constructive levels of engagement also saw a positive impact. In post-surveys, students stated journals helped them to review, identify areas of confusion, and ask questions. Most survey respondents highly rated the journal’s impact on learning, although some found greater value in other, more structured activities. Accordingly, the reflection journal may function effectively as one of multiple options for conceptual engagement.

Trends in Higher Education doi: 10.3390/higheredu5030070

Authors: Rawan Alamasi Omar S. Asfour

This study investigates the integration of Generative AI (GenAI) in architectural design education, focusing on its potential benefits, challenges, and implications across the different stages of the architectural design process. This study employed a mixed-method approach including a questionnaire survey of practicing architects and structured interviews with architecture faculty. The findings highlighted a growing acceptance of GenAI’s role in architectural design education, with more preference given to the conceptual design phase. However, this faces multiple challenges including the lack of technical knowledge and training as the most pressing issue, followed by the absence of clear guidelines, resistance to change, and the high cost of the required infrastructure. This study proposed a framework that summarizes the required actions concluded from the collected data to ensure responsible integration of GenAI into architectural design education. Further research is needed to explore the long-term impacts of GenAI on students’ manual skills and critical design thinking.

Trends in Higher Education doi: 10.3390/higheredu5030069

Authors: Minlan Hu Rehman Ullah Khan Kee-Man Chuah

Critical thinking is a stated priority of higher education reform in China, yet its enactment in everyday teaching remains uneven. This study investigated how lecturers of ideological and political theory courses (IPTCs) understand and value critical thinking, and how they report teaching it. To our knowledge, few studies have modelled lecturers’ conceptions, attitudes, reported practices and contextual constraints jointly within these courses. An explanatory sequential mixed-methods design was employed. A validated questionnaire was completed by 362 IPTC lecturers across 20 universities in Anhui Province, and semi-structured interviews were subsequently conducted with 34 lecturers. The survey data were analysed using descriptive and inferential statistics, including multiple and moderated regression, whereas the interview data were examined thematically. Although lecturers endorsed critical thinking strongly as a general educational aim, they rated its place within IPTCs considerably lower, and they conceptualised it predominantly in terms of logic and reasoning. Reported classroom enactment fell below the scale midpoint. Conceptions did not predict practice; attitudes predicted it only weakly (standardised β = 0.13), and contextual constraints did not moderate the attitude–practice relationship. The regression models accounted for almost none of the variance in reported practice. These findings indicate a broad belief–practice gap that is shaped by structural conditions rather than by individual beliefs. The single-province, self-report design constrains wider generalisation. The findings direct reform attention towards assessment design and sustained, practice-based professional learning, since belief change alone appears unlikely to alter classroom practice.

Trends in Higher Education doi: 10.3390/higheredu5030068

Authors: Maikki Roiha Johannes Pernaa Maija Aksela

Immersive technologies offer new possibilities for chemistry higher education. The field benefits from secondary education study visits that enable decision making for future careers. However, access to authentic laboratory visits is often limited by geographical constraints. Synchronous 360° videos provide an immersive virtual alternative, but the educational value of this technology remains unclear. Using a design-based research approach, this study explored the opportunities and challenges of immersive 360° video in virtual chemistry study visits, developed a synchronous 360° learning environment through co-design, and generated a pedagogical model for its implementation. The resulting design solution was examined through a qualitative case study. The data (n = 7) were gathered via semi-structured interviews and observations and analyzed through theory-driven content analysis. This study suggests that 360° videos may enhance accessibility, support learning, and improve the visual representation and perceived relevance of chemistry. Participants perceived immersive visits as engaging and reported an increased sense of presence and improved focus. Challenges include technical constraints, limited authenticity of interaction, resource demands, and certain limitations of virtuality for experimental work. These findings extend previous research on immersive environments by suggesting that synchronous 360° video may promote focus and presence. Also, the study generated a theory-informed framework and practical guidelines for designing immersive chemistry learning environments. The framework offers a starting point for future research and supports the integration of modern technology into higher education.

Trends in Higher Education doi: 10.3390/higheredu5030067

Authors: Héctor Carvajal Fernanda Tusa Rosemary Samaniego Jennifer Célleri-Pacheco

The rapid adoption of generative artificial intelligence (GenAI) has created a practical problem for virtual higher education: universities must distinguish legitimate AI-supported learning from undisclosed delegation of academic work, while maintaining valid, fair, and privacy-sensitive assessment. This study compared student and faculty perceptions of AI use and academic integrity at the Technical University of Machala, Ecuador. A descriptive-comparative cross-sectional survey was administered to 1660 students and 34 faculty members during the second academic semester of 2024. The student questionnaire examined AI-use frequency, perceived academic benefit, readiness for non-assisted assessment, observation of dishonest online practices, perceived efficacy of virtual assessment, and attitudes toward proctoring. The faculty questionnaire examined suspected AI-generated submissions, responses to suspected use, perceived assessment efficacy, training, control tools, ethical judgments and proctoring. Findings indicate a transitional integrity landscape: students view AI mainly as a useful academic support, whereas faculty interpret it primarily through authorship, evidence and assessment-security concerns. Both groups report limitations in current virtual assessment, suggesting the need for AI-resilient assessment design, explicit disclosure rules, faculty development, student AI literacy, and proportional use of proctoring. The article argues against both blanket prohibition and permissive ambiguity, proposing a governance model grounded in transparent policy, authentic assessment, due process and human-centered AI literacy.

Trends in Higher Education doi: 10.3390/higheredu5030066

Authors: Thea Radke Nicole Reinsdorf Antje Ehlert

Diagnostic competence is central to primary mathematics teacher education but existing approaches tend to depend on individual personnel and module structures, limiting their sustainability. This study combines a research-informed design approach with quasi-experimental intervention cycles: a fully asynchronous, video-based Moodle self-study module was developed to foster diagnostic competence in early arithmetic, consistently grounded in an empirically validated cognitive-developmental model. The module was implemented and iteratively refined across four phases—an in-service teacher workshop, a module pilot, and two quasi-experimental intervention cycles with pre-service primary teachers, including matched control groups. Across phases, the most consistent finding was a significant pre–post improvement in diagnostic accuracy for a below-average-performing pupil profile in the intervention group, while effects for average- and above-average profiles were less uniform. Log-data analyses showed that actual engagement with video vignettes, rather than structural completion, was the active ingredient of learning gains. Three design principles are proposed: model-based mathematical design, vertical connection of in-service and pre-service contexts, and guided asynchronous self-study with structured feedback. The study provides promising, context-bound evidence that a theoretically grounded, personnel-independent digital module can be integrated sustainably into primary teacher education and can foster diagnostic accuracy under the institutional and sample conditions investigated, while yielding initial design knowledge for comparable development efforts.

Trends in Higher Education doi: 10.3390/higheredu5030065

Authors: Asier Arcos-Alonso César Carranza-Barona Itsaso Fernandez de la Cuadra-Liesa

Higher education plays a crucial role in equipping citizens to tackle contemporary socio-ecological challenges. However, little research has examined how different generations of university students understand socioecological transitions, or the implications of these differences for sustainability education. This study compares the perceptions of older learners (aged 55–70) enrolled in the ‘Classrooms of Experience’ programme with those of undergraduate students (aged 18–28) from the Faculty of Economics and Business at the University of the Basque Country (UPV/EHU). Qualitative data were collected from approximately 250 participants during the 2023/24 and 2024/25 academic years. The data were analysed using the Grid Elaboration Method and the IRaMuTeQ (Version 0.8 Alpha 7) text analysis tool to identify semantic structures, symbolic associations and patterns of meaning across the two age groups. The findings reveal significant generational differences in understanding socioecological transitions. Older learners tend to frame transitions as regulated processes linked to institutional action, public policy, welfare, and quality of life. In contrast, younger students interpret socioecological transitions as responses to interconnected ecological and social crises, emphasising socioecological justice, responsibility, sustainability, and technological innovation as key drivers of transformation. These results suggest the coexistence of complementary yet distinct socioecological imaginaries within the university context. The study highlights the pedagogical value of intergenerational dialogue and learning in higher education. By bringing together diverse perspectives on sustainability, universities can promote more critical, reflective, and transformative educational processes that are capable of addressing the complex challenges of contemporary socioecological transitions.

Trends in Higher Education doi: 10.3390/higheredu5030064

Authors: Stephen Murphy Steven Sexton

In Ireland, most school-aged students are required to take Gaeilge (the Irish language) as a compulsory subject. For some, this is not a favourable experience. This study was designed and structured to help support student teachers who wish to deliver secondary school science through Gaeilge. Specifically, this study used a dynamic and iterative instructional coaching intervention that was designed to be relevant, useful, and meaningful in applying culturally responsive and sustaining teaching practice. Over the course of one university semester, eleven student teachers voluntarily agreed to attend Gaeilge workshops in how to use their Gaeilge in their teaching practice. These ten workshops focused on collaboration between peers using effective pedagogy in meaningful contexts. This research suggests that these student teachers found instructional coaching based on culturally responsive and sustaining teaching practice to be effective. Specifically, it was these student teachers working in collaborative relationships both student teacher to coach and student teacher to student teacher, which improved their confidence and willingness to use Gaeilge. There has been no research into how instructional coaching is able to support Irish student teachers in using Gaeilge in teaching secondary science. This study addresses this gap in the research literature concerning Gaeilge-speaking teachers in secondary science.

Trends in Higher Education doi: 10.3390/higheredu5030063

Authors: Parnus Maneenut Narulmon Prayai Pitchada Prasittichok

Active citizenship is a key goal of higher education. However, limited empirical evidence exists on how learning management approaches support legal literacy and citizen participation among university students. This research lacuna was addressed by examining whether a legal literacy enhancement program, incorporating creativity-based learning and gamification, was related to changes in legal literacy and active citizenship using a quasi-experimental pre-test–post-test design with follow-up assessment. The sample comprised 40 undergraduate students, obtained by purposive sampling. The classroom was divided into the experimental group (n = 20) and the control group (n = 20) based on their timetables and the lecturer’s readiness. The experimental group received activities as scheduled for four weeks. The program was designed to enhance their experience-based learning, problem-solving, and enthusiastic participation through creative learning activities and gamification elements. Legal literacy forms and a self-assessment form on active citizenship were used to collect the data with mixed-design ANOVA used for data analysis. The results revealed that legal literacy and active citizenship in the experimental group were significantly higher than those in the control group. There was a significant coeffect between group and time (Group × Time interaction effect) on legal literacy, was well as on active citizenship. Changes were observed in the post-test and follow-up phases. This provided preliminary evidence that the program was associated with increased legal literacy and active citizenship during the short-term follow-up period. The experimental group also showed a higher awareness of civic responsibility and participation in social issues.

Trends in Higher Education doi: 10.3390/higheredu5030062

Authors: Jaider Albeiro Figueroa-Flórez John Jairo Salazar-Buitrago Cristian David Correa-Álvarez

This article develops a local theory for characterizing metric thinking in the measurement of spatial properties from a multilevel curricular perspective, understood as an analytic lens for scaling measurement processes across curricular complexity rather than as empirical evidence from all educational levels. The study adopts a qualitative, explanatory approach and articulates grounded theory with educational design research. The methodological process was organized into four broad moments, operationalized in five phases: an initial literature-based characterization; the design of learning activities involving length, area, volume, center of mass, and angular measure; implementation with engineering students enrolled in integral calculus; analysis of projected and emergent abilities through grounded performance levels; and refinement of the characterization. The findings propose a robust characterization of metric thinking composed of five cognitive processes: perceiving, recognizing, and distinguishing measurable properties; selecting, using comprehensively, and refining measurement instruments; formulating, operationalizing, and optimizing measurement strategies; applying measurement; and developing a critical perspective on measurement. These processes are interpreted as cyclic and mutually connected rather than hierarchical or linear. Within the university engineering tasks analyzed, they also show how measurement can mediate connections between advanced mathematical domains and STEM-related problem contexts. The article concludes by offering a definition of metric thinking that may guide research, curriculum design, and instruction while requiring further validation beyond the university context examined in this study.

Trends in Higher Education doi: 10.3390/higheredu5030061

Authors: Francisco José Borrego-Balsalobre Arturo Díaz-Suárez Frano Giakoni-Ramírez

Higher Education Institutions (HEIs) are increasingly tasked with fostering pro-environmental agency to address the global climate crisis. Within physical activity and sport sciences, future nautical sports managers occupy a unique role as stewards of marine ecosystems. This study investigates the sustainability consciousness of 170 undergraduate university students from a single institution. It focuses on analyzing the knowledge–action gap within the framework of the 2030 Agenda. Utilizing the Sustainability Consciousness Questionnaire (SCQ-S), this work assessed knowledge, attitudes, and behaviors to quantify this dissonance through a robust non-parametric statistical pipeline. Results indicate a significant knowledge–action gap (rB = 0.903), representing a large matched-pairs rank-biserial correlation effect size for the Wilcoxon test. Furthermore, Kruskal–Wallis analyses reveal that this discrepancy is transversal across student profiles, suggesting a state of informed paralysis within this specific cohort, where high theoretical mastery fails to translate into sustainable professional routines. Crucially, the frequency of engagement in nature-based sports, encompassing both nautical and terrestrial outdoor activities, does not significantly reduce this dissonance. These contextual findings indicate that physical exposure to nature does not automatically mitigate the knowledge–action gap, highlighting the need for explicit reflective pedagogies in higher education.

Trends in Higher Education doi: 10.3390/higheredu5030060

Authors: Angel Deroncele-Acosta Lorena del Carmen Espina-Romero Roger Pedro Norabuena-Figueroa José Eduardo Maguiña-Vizcarra Paul Neira Del Ben Isaac Jonatan Morales-Cerna

Positive Leadership in Higher Education is a key process; however, its connection to the mental health and quality of life of women in leadership roles at universities has been explored only to a limited extent. This study aimed to analyze the structural relationships between positive leadership, positive mental health, and quality of life in women university leaders, and to explore the lived experiences and coping strategies that explain these associations. A mixed-methods explanatory sequential design (QUAN → qual) was employed. 45 women holding senior administrative positions in Peruvian universities completed three standardized scales. The quantitative results reveal that positive leadership significantly predicted positive mental health, which in turn strongly explained quality of life, confirming a partial mediation model. The qualitative results highlighted persistent psychosocial and structural challenges—gender bias, the glass ceiling, role overload, institutional pressure, impostor syndrome, and isolation—alongside coping strategies focused on self-care, emotional regulation, purpose-driven leadership, empowerment, sorority, and organizational transformation with a gender perspective. Positive leadership emerges as a key organizational resource that enhances women’s mental health and quality of life. Institutional cultures grounded in inclusion, care, and relational leadership are essential for sustainable and transformative women’s leadership in higher education. The WISE: Women Integrated for Sustainable Empowerment is presented as a practical action guide for positive female leadership.

Trends in Higher Education doi: 10.3390/higheredu5030059

Authors: James Hutson Kyle Poyer Ebenezer Ogoe Kelvin Adeshola Atologun

This article examines the IntegreviseTM platform through a repeated cross-sectional, multi-cycle pilot case study of viva-based verification in AI-mediated assessment environments. IntegreviseTM pairs a submitted written artifact with a short adaptive viva in which students explain their work, reasoning, and application in their own words. Rather than functioning as an AI detector or automated grading system, the platform operates as a diagnostic assessment layer intended to surface comprehension, authorship confidence, and disengagement risk before final grades become the only available signal. The pilot was conducted across Fall 2025 and Spring 2026 at a private liberal arts college in the Midwest; these phases involved different student groups and are therefore treated as iterative implementation cycles rather than a longitudinal cohort. Results should be interpreted as preliminary pilot evidence. In Spring 2026, 52 vivas were completed, but formal student survey data were limited to seven respondents and showed mixed perceptions: only 14.3% agreed that the oral assessment helped them think more deeply about the assignment, whereas 57.1% disagreed or strongly disagreed. Platform feedback was also incomplete, with 20 of 52 vivas (38.5%) producing no student feedback record. Qualitative feedback, tutor observations, and implementation notes nevertheless suggest that viva-based verification may help identify some comprehension gaps and implementation barriers that written artifacts alone may not reveal. The findings, therefore, support continued investigation of IntegreviseTM as a process-rich assessment intervention, but not broad claims of efficacy or scalability without larger, more systematic validation.

Trends in Higher Education doi: 10.3390/higheredu5030058

Authors: Julia Wilson Kate L. Fennell Sarah Jane Prior

Generative artificial intelligence (GenAI) is rapidly reshaping higher education, prompting institutions to reconsider how students demonstrate capability in an environment where text can be generated, refined, and summarised with ease. Previous research shows that students use GenAI to improve efficiency, reduce workload, and support comprehension, yet continue to seek clearer guidance on acceptable use. This gap between widespread adoption and limited pedagogical direction underscores the need for structured approaches that help students understand how, when and why GenAI can be used. Within postgraduate health leadership education, cultivating digital literacy, critical reasoning, and ethical judgement are important, as future leaders must model responsible technology use within their organisations. This mixed-methods, cross-sectional, online survey pilot study examined whether embedding ethical GenAI use within assessment tasks reduced the likelihood of students engaging in additional unethical GenAI practices. The study also explored students’ motivations for using GenAI, perceived barriers to ethical engagement, acceptance or rejection of GenAI outputs, and the transferability of GenAI skills to professional practice. Thirty-nine responses from previous students provide early insight into how structured, ethical integration of GenAI within assessment design may influence student behaviour and support the development of responsible, critically informed GenAI use in postgraduate health leadership programs.

Trends in Higher Education doi: 10.3390/higheredu5030057

Authors: Ana-Maria Topliceanu Margaret R. Blanchard

Graduate STEM education in the U.S. has experienced continued growth in enrollment, due to its strong international reputation. Yet, attrition rates among students remain high. Mentoring is frequently identified as a critical factor for supporting graduate student success; however, there is limited empirical evidence regarding the most effective mentoring practices for graduate STEM students. The Mentoring Experiences of Graduate Students Survey (MEGSS) was developed and validated with data from 280 graduate STEM students enrolled in a large, public, research-intensive university in the Eastern U.S. Exploratory factor analysis was performed to examine the survey’s reliability and construct validity. A five-factor, 38-item model was developed, consisting of the following subscales: psychosocial support, program completion, research and writing support, career expectations, and career support. The findings show statistically significant differences in students’ perceptions of mentoring experiences and anticipated outcomes based on gender, citizenship, and stage in the program. Recommendations are offered for faculty mentors and institutions to strengthen mentoring practices, particularly in psychosocial areas, research and writing, and career support. Extending the distribution of MEGSS to other graduate research programs (including non-STEM) could identify mentoring gaps and inform evidence-based strategies to strengthen graduate student development.

Trends in Higher Education doi: 10.3390/higheredu5030056

Authors: Gibson Makamure

This qualitative study explores perceptions of gender equity and leadership in three higher education institutions in Eswatini. The research involved nine senior management members—deans, registrars, and bursars—and eighteen lecturers (nine women and nine men). Employing narrative inquiry, data were gathered through semi-structured interviews and focus groups, capturing rich individual stories and social dynamics. The study explores how gender influences access to leadership roles, the barriers faced, and potential strategies for fostering inclusive environments. Guided by social role theory, the analysis was deductive, examining how cultural norms and stereotypes shape perceptions of leadership and reinforce gender disparities. Women occupy only 22% of senior management roles, while among lecturers, women constitute 50% of the workforce but only 30% of leadership positions, illustrating persistent under-representation. Findings reveal that despite existing policies, cultural norms rooted in hegemonic masculinity continue to impede gender equity, with organisational biases and societal stereotypes maintaining male dominance in leadership. Participants emphasised that policies must be actively enforced, and cultural change initiatives are essential to challenge stereotypes and reshape societal narratives about gender roles. The study underscores the importance of institutional support, mentorship programmes, and visibility initiatives to empower women and promote gender-inclusive leadership. Engaging men as allies is also critical in transforming organisational culture. These findings contribute to advancing understanding of gender dynamics in Eswatini’s higher education sector and highlight the need for comprehensive, context-specific interventions. Addressing these challenges requires coordinated efforts involving policy enforcement, cultural transformation, capacity building, and ongoing evaluation to ensure sustainable progress toward gender equality in academic leadership.

Trends in Higher Education doi: 10.3390/higheredu5030055

Authors: Sara Jones Kountiala J. Some

In an era where entertainment media increasingly functions as public pedagogy, higher education instructors must navigate how these platforms shape students’ perceptions of social and political issues. This study explores the possibilities of integrating the sitcom Abbott Elementary into an undergraduate interdisciplinary Honors seminar to challenge deficit-based perspectives on urban education and shift student focus toward systemic policy analysis. Using a qualitative exploratory design, this localized course design inquiry analyzed Initial and Final Reflections from 24 students with diverse academic backgrounds. The curriculum employed a multiperspectival analysis, pairing television episodes with scholarly research and authentic community voices. Findings reveal a qualitative thematic shift in student discourse: participants moved from articulating hegemonic, deficit-oriented views toward more humanizing and complex conceptualizations of critical issues shaping urban education. Students increasingly identified policy-driven factors over individual community “failures”. These results suggest that leveraging contemporary popular culture as a primary academic text provides a useful framework for fostering critical thinking and policy literacy. Consequently, interdisciplinary media-based pedagogy serves as an engaging tool for involving diverse student populations in educational equity discourse.

Trends in Higher Education doi: 10.3390/higheredu5030054

Authors: Jacob Conor Cunningham-Bell Sascha Ransley Simran Brar Maria Limniou Munira Raja Caroline Hands

The transition to university is a critical period of academic, social, and emotional adjustment. Social media plays a central yet complex role, offering opportunities for connection while also posing risks to wellbeing, productivity, and social integration. This study explores how first-year undergraduates experience and interprets their social media use during this transition. Using a constructivist grounded theory approach, nine focus groups were conducted with 40 first-year students at a UK university. Analysis generated a model conceptualising social media as a ‘double-edged sword’ within the broader social transition. Five interrelated themes were identified: social transition, polarised attitudes, quality of social connection, wellbeing support, and quantity and form of use. Social media supported early connection-building, maintaining peer ties, and accessing support, yet excessive or passive use intensified social comparison, fear of missing out, and academic distraction. Students recognised problematic use themselves, often prompting peer intervention to restore balance. Form, purpose, and perceived impact shaped experiences more than time spent. Findings highlight the importance of student agency, peer networks, and institutional support, offering implications for promoting healthy social media practices, wellbeing, and smoother transitions to university life.

Trends in Higher Education doi: 10.3390/higheredu5030053

Authors: Zijing Hu

Artificial intelligence (AI) is increasingly being integrated into higher education. Among these innovations, AI teaching assistants have emerged as tools that can provide immediate academic support, personalized feedback, and improved access to learning resources. Despite the growing adoption, limited research has explored students’ knowledge, attitudes, and acceptance of AI teaching assistants in African higher education contexts. The Technology Acceptance Model was adopted as a theoretical lens to explore South African university students’ Knowledge, Attitudes and Acceptance of AI teaching assistants in a clinical learning environment. A qualitative study design within an interpretivist paradigm was employed. Data were collected through semi-structured interviews with six undergraduate students who had experienced both traditional teaching approaches and AI-assisted learning. The data were analysed using thematic analysis. The findings revealed three key themes: students’ understanding of AI teaching assistants, attitudes toward AI-assisted learning, and acceptance and concerns regarding AI in clinical education. The results indicate that students generally demonstrate positive attitudes toward AI teaching assistants and recognize their usefulness for supporting independent learning. However, participants also expressed concerns regarding the accuracy of AI-generated information and emphasized the continued importance of human educators in clinical training. The study contributes context-specific insights into technology acceptance in African higher education, highlighting how perceived usefulness may remain strong even in resource-constrained environments.

Trends in Higher Education doi: 10.3390/higheredu5030052

Authors: H. Martínez-Carpio

This study analyzes formative research as a pedagogical resource for teaching scientific logic in higher education from a constructivist perspective. The purpose of the article is to examine how formative research contributes to the development of scientific reasoning, critical thinking, and analytical skills among university students through active, reflective, and contextually grounded learning processes. The study is an exploratory narrative/documentary literature review. The initial bibliographic search identified 105 scientific documents published between 2000 and 2025 in indexed databases such as Scopus, Web of Science, SciELO, Taylor & Francis, MDPI, ResearchGate, Redalyc, and RENATI. After duplicates were removed and inclusion and exclusion criteria were applied, 54 studies were selected for the final analysis. A two-way documentary analysis matrix was used to identify conceptual relationships among constructivism, reflection-in-action, mental representations, induction and deduction, and their contributions to scientific logic. The findings show that formative research strengthens scientific logic by promoting active knowledge construction, critical reflection, problem-solving, and argumentative reasoning. The contributions of Piaget, Vygotsky, Bruner, Schön, and Fosnot demonstrate that scientific thinking develops through interaction, inquiry, contextualized learning, and reflective practice. Inductive and deductive reasoning were also identified as complementary mechanisms for developing analytical and interpretive competencies in university education. The study proposes that formative research should be considered a central pedagogical strategy in higher education because it facilitates the integration of scientific reasoning, reflective learning, and research-based teaching. Finally, an operational formative research program based on a holistic student development approach is proposed to foster scientific reasoning, intellectual autonomy, and the formation of more critical, reflective, and scientifically competent university students.

Trends in Higher Education doi: 10.3390/higheredu5020051

Authors: Ilona-Elefteryja Lasica Stavros Pitsikalis

Extended Reality (XR), including Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR), is increasingly used to support experiential learning in Initial Teacher Education (ITE). This systematic review aimed to examine how XR technologies are integrated into university-based ITE programmes and their reported educational outcomes. Following PRISMA 2020 guidelines, a multi-source search was conducted across major databases (e.g., Scopus, Web of Science) and the grey literature (last search: January 2026). Eligible studies included empirical research on XR in ITE published between 2016 and 2026; non-empirical and non-ITE studies were excluded. Risk of bias was assessed using established appraisal criteria, and results were synthesised using a narrative thematic approach. A total of 32 studies were included. Findings indicate that XR is primarily used for classroom management training, microteaching, and reflective practice. Across studies, immersive simulations were associated with improvements in teacher self-efficacy, classroom management skills, and reflective decision-making. However, accessibility and inclusion strategies remain underdeveloped, and evidence of transfer to real classroom practice is still limited. Overall, XR functions most effectively as a preparatory tool that complements practicum-based training.

Trends in Higher Education doi: 10.3390/higheredu5020050

Authors: Shira Vidal Miriam Kuckuck

This article presents a Q-methodological approach to capturing the relational structure of teacher beliefs regarding education for sustainable development (ESD). It reports on the development and pilot testing of a Q-sample designed to assess the suitability of Q-methodology with a pilot sample of pre-service primary teachers. Research on ESD emphasizes the field’s normative complexity and conceptual ambiguity, which pose challenges for empirically investigating professional beliefs. Current approaches often conceptualize beliefs as isolated dimensions or thematically reconstructed individual constructions, which provides limited insight into their relational organization as structured configurations of meaning. The Q-sample was constructed through a structured selection from a hybrid concourse, drawing on international empirical studies, student reflections, and theory-derived statements. The Q-sample was administered via an online Q-sorting procedure using a forced quasi-normal distribution and analyzed using by-person factor analysis to examine structural differentiation and interpretability. The pilot study produced an interpretable two-factor solution, demonstrating the instrument’s ability to generate distinguishable belief configurations. Overall, the findings suggest that Q-methodology is a conceptually coherent and methodologically robust approach for capturing the relational structure of ESD-related belief configurations in teacher education research.

Trends in Higher Education doi: 10.3390/higheredu5020049

Authors: Erika María López-López Osnamir Elias Bru-Cordero Cristian David Correa-Álvarez

Generative AI has become routine study support in higher education, but students do not always share a settled view of when AI assistance becomes academic misconduct. This article examines how undergraduate students interpret academic integrity in relation to AI and how those judgments are associated with study routines, perceived learning value, dependence, creativity concerns, and self-reported academic consequences. The study analyzes survey data from 357 students enrolled in 14 programs at a Colombian public university. Findings show that AI use was common and was usually perceived as helpful for understanding academic content, yet students’ ethical judgments remained divided: a slight majority rejected the idea that AI use in academic tasks is fraud, more than one-third were undecided, and a smaller group endorsed that view. More frequent AI use and stronger perceived learning support were associated with more permissive integrity judgments, whereas perceived creativity reduction was associated with stricter evaluations. The study contributes the concept of pragmatic ambiguity to explain how students negotiate AI use between academic usefulness, uncertain institutional boundaries, and concerns about authorship and intellectual contribution.

Trends in Higher Education doi: 10.3390/higheredu5020048

Authors: Paraskevi Chatzipanagiotou Yiannis Roussakis

Evidence-informed leadership in higher education has gained increasing prominence across Europe, responding to growing demands for accountability, transparency, and innovation in policy and practice. This paper critically reviews the conceptual foundations, mechanisms, and implications of evidence use in higher education leadership, drawing on the European and international literature. It examines both the potential of evidence to enhance decision-making and the persistent challenges that limit its effective integration into leadership practices. Despite the expansion of data systems and the growing use of analytics, the translation of evidence into meaningful leadership action remains uneven. Key barriers include fragmented data infrastructures, limited data literacy among leaders, tensions between managerial metrics and academic values, and resistance to externally imposed performance frameworks. Emerging developments, particularly the rise in artificial intelligence and algorithmic decision-making, further complicate the landscape by raising concerns about transparency, bias, and ethical responsibility. The paper argues for a more reflexive and context-sensitive approach to evidence-informed leadership. It highlights the need to move beyond technocratic models towards practices that value professional judgment, stakeholder engagement, and diverse forms of knowledge. Such an approach is essential for fostering ethically grounded and sustainable leadership capable of supporting transformative change in European higher education.

Trends in Higher Education doi: 10.3390/higheredu5020047

Authors: Sabine G. Uijl Paul Verhagen Emma M. Wiersma Han Geluk Gerrit Oomens Ilja Boor

Generative AI (GenAI) is transforming higher education, prompting institutions to rethink pedagogical practices, governance, and learning experiences. This study addresses this shift by (i) synthesizing recent literature on GenAI in education, (ii) proposing a four-quadrant AI literacy framework that distinguishes between learning about AI and learning with AI for both students and lecturers, and (iii) conducting an exploratory evaluation of 19 course-embedded pilots (2024–2025), including an in-depth case study. The pilots aimed to explore the educational potential of GenAI within existing curricular structures, with emphasis on the perceived value of GenAI, ethical considerations, and usability. Conducted in a privacy-preserving Azure environment with opt-in participation and non-AI alternatives, data were collected via student (n = 184) and lecturer (n = 42) surveys and focus groups. Students reported perceived benefits, including improved understanding (54%), added course value (67%), and positive attitudes toward GenAI (66% across different cohorts). However, they also expressed concerns about hallucinations, loss of authentic voice, and over-reliance. Lecturers indicated that GenAI enabled a shift from routine feedback to higher-order coaching, with purpose-built custom GPTs improving alignment with intended learning outcomes, though these required didactic and technical support. The study suggests a potential mutual reinforcement between lecturers’ and students’ AI literacy. Lecturers’ growing familiarity with GenAI appeared to improve student experiences by providing clearer parameters and more aligned assessments. The proposed framework offers preliminary guidance for curriculum design, lecturer development, and governance, emphasizing responsible, equitable, and pedagogically aligned GenAI integration.

Trends in Higher Education doi: 10.3390/higheredu5020046

Authors: Choong Mok Kwak Kalu Ibe Ekpeghere Duke Ohene Ofosu-Anim

As South Korea positions itself as a competitive global education hub, understanding the determinants that attract and satisfy international students is critical. This study investigates the factors influencing the selection of South Korea as a higher education destination and examines the key predictors of international students’ satisfaction with their academic and social experiences within an integrated analytical framework that links destination choice and post-enrollment satisfaction. The study addresses two research questions: (1) What factors predict international students’ selection of South Korea as a higher education destination? and (2) What factors predict international students’ satisfaction in South Korea (academic and social experience)? Drawing on a quantitative, cross-sectional design, the study surveyed 231 international students across various South Korean higher education institutions. Key destination choice factors included safety, quality of education, scholarship availability, and cultural interest. Data were analyzed using SPSS version 29, with one-way ANOVA and binary logistic regression as the primary statistical methods. The ANOVA results indicate that these factors reflect primarily structural and institutional drivers of student mobility. Satisfaction predictors were assessed through logistic regression analysis, revealing that quality of education, facilities and resources, research opportunities, support services, cultural engagement, and exploration of Korea significantly influenced overall student satisfaction. Safety and living conditions emerged as the most influential reasons for destination choice, while language barriers and geographic proximity were less critical at the aggregate level, although variability across student groups suggests differential experiences. The study underscores the importance of tailored institutional support, culturally inclusive strategies, and expanded academic opportunities to enhance student satisfaction and retention, and highlights the divergence between factors that attract students and those that sustain their satisfaction. The findings offer evidence-based recommendations for policymakers and educational leaders aiming to strengthen South Korea’s global education appeal while addressing diverse international student needs. This research contributes to the broader discourse on international student mobility by highlighting the interplay between destination appeal and student satisfaction in a non-traditional host country and by addressing a gap in the literature where these two dimensions are often examined separately.

Trends in Higher Education doi: 10.3390/higheredu5020045

Authors: Daliborka Luketić Marina Diković

This study examines individualized teaching, personalized learning, and adaptive learning within the framework of constructivist pedagogy in higher education. The aim is to systematically analyze and map conceptual and empirical literature published between 2019 and 2026 to identify dominant research trends, methodological approaches, and key findings related to student-centered instructional models. A systematic mapping review was conducted using a structured research matrix aligned with PRISMA guidelines to map and compare existing studies on the selected concepts. The analysis focused on how individualized, personalized, and adaptive approaches are operationalized in higher education practice and how they contribute to student-centered learning environments. The findings indicate that although these approaches are widely discussed in the literature, they are often conceptually fragmented and inconsistently defined across studies. Several research gaps were identified, particularly regarding the integration of technological and pedagogical dimensions and the lack of coherent conceptual frameworks that connect the three approaches. Based on a synthesis of the findings, the study proposes directions for future research and suggests developing a more integrated conceptual orientation for student-centered teaching in higher education. Building on these patterns, the Transformative-Dynamic Learning and Teaching Approach (TDLTA) is introduced as a potential framework for further theoretical refinement and empirical validation.

Trends in Higher Education doi: 10.3390/higheredu5020044

Authors: Shawnee Wakeman Holly Johnson Justin Cary Camille Endacott Carl Westine Qiao Liu

Understanding student artificial intelligence (AI) literacy in the context of higher education is crucial as technology advances and AI use increases. The purpose of this study is to better understand how university students perceive, define, and apply AI literacy within their own educational experiences and from their own disciplinary lens. Collecting electronic survey responses from 130 graduate and undergraduate students across several disciplines including First-Year Writing, Communication Studies, and Education, this study attempts to elucidate how students articulate and perceive their own degree of AI literacy—Access, Understanding, Critical Thinking, Application, and Ethics—in the educational context. Overall, students reported infrequent use, using ChatGPT most often. Education students reported a lower understanding of AI than non-education students. Undergraduates reported higher rates within ethics than graduate students. No significant differences in AI literacy were found between students who were or were not first-generation students, students who did or did not receive financial aid, or by gender. Students reporting higher rates of use also reported higher rates of AI literacy. Crucially, this study provides key qualitative and quantitative insights exploring how students perceive their own AI literacy. Understanding the current state of students’ AI literacy is important to facilitating holistic student success in academic environments and career readiness as institutions of higher education adapt and prepare curricula, programs, and interventions addressing AI literacy across disciplines.

Trends in Higher Education doi: 10.3390/higheredu5020043

Authors: Lyndon Lim Che Yee Lye Seo Hong Lim Wei Ying Rebekah Lim Cindy Neo Pei Jun See

The evolving landscape of higher education necessitates a re-evaluation of professional development (PD) frameworks to support instructors in enhancing their teaching practices. This paper introduces the Professional Development in Teaching and Learning Recommender (PDTLR), developed to identify instructors’ needs based on salient categories of PD in teaching and learning common across higher education. Utilising Rasch Measurement Theory (RMT) and a sample of 245 university instructors from a state-funded university in Singapore, the PDTLR was found to provide a reliable and valid measure of PD needs in teaching and learning and addresses inadequacies in existing instruments for identifying higher education instructors’ PD needs. The PDTLR represents a significant advancement in identifying PD needs within higher education, offering a valuable resource for institutions aiming to foster continuous improvement and professional growth among their faculty.

Trends in Higher Education doi: 10.3390/higheredu5020042

Authors: Ana-Maria Topliceanu Margaret R. Blanchard Karen Marie Collier

International graduate students studying Science, Technology, Engineering, and Mathematics (STEM) in the United States (U.S.) diversify universities and contribute to research and innovation. They are critical to the U.S. STEM pipeline, workforce and economy; therefore, it is important to understand their experiences. This systematic literature review investigated international graduate STEM students’ characteristics and the supports and barriers they experience while studying in the U.S., following PRISMA guidelines. Thirty-nine peer-reviewed articles were systematically selected from 552 articles for inclusion in this review. Ecological systems theory situated the study within the broader system of graduate education. Findings revealed great diversity, such as country of origin and cultural identity, gender, STEM fields, and prior experiences. Students expressed differences in their reasons to pursue U.S. education and their post-graduation intentions to remain in the U.S. or leave. Support came from institutions, faculty members/academic advisors, and peers. Reported barriers included unfamiliarity with norms and institutional resources, limited English proficiency and writing skills, issues with advisor and being a teaching assistant, underrepresentation, and family responsibilities. Themes were placed within the levels of the ecological framework; most were in the macrosystem, reflecting the strong influence of society, institutions, culture, and norms on students’ experiences.

Trends in Higher Education doi: 10.3390/higheredu5020041

Authors: Eirini Golegou Athanasios Katsis Manolis Wallace Ilias Papadogiannis Costas Vasilakis Kostas Peppas

This study examines gender disparities in three STEM departments at the University of the Peloponnese over a twenty-year period. Based on secondary administrative data from 1245 graduates, this study investigates: (i) whether women are underrepresented among STEM graduates; (ii) whether gender influences degree performance; and (iii) whether gender predicts the duration of study. Descriptive statistics, cross-tabulations, chi-square tests, and two-way ANOVA were used to analyze the data. The results reveal a persistent underrepresentation of women in all three departments, with female graduates accounting for only 13.6–26% of the departmental totals. However, no statistically significant differences were found between male and female graduates in terms of degree grades or time to degree completion. The literature review further highlights the personal, social, cultural, and institutional factors that contribute to women’s underrepresentation in STEM internationally. The findings emphasize the need for early interventions, stereotype-free learning environments, targeted outreach programs, and institutional support mechanisms. Further recommendations include expanding STEM education from early childhood, enhancing teacher preparedness for gender-inclusive instruction, promoting female role models in STEM, and implementing targeted university-level initiatives. Finally, this study offers empirical evidence relevant to policymakers and higher education institutions seeking to close the gender gap in STEM fields.

Trends in Higher Education doi: 10.3390/higheredu5020040

Authors: Francisco Gallardo-Fuentes Bastian Carter-Thuillier Jorge Gallardo-Fuentes Johan Rivas-Valenzuela Sebastián Peña-Troncoso

Territorial inequalities in higher education systems remain a persistent challenge in highly centralized countries. In Chile, the concentration of academic resources and institutional capacities in the Metropolitan Region has historically shaped disparities in educational opportunities and outcomes. In this context, the National Diagnostic Assessment (END) serves as a standardized instrument designed to evaluate the achievement of professional standards in initial teacher education programs. This study aimed to identify and characterize the territorial patterns of achievement in disciplinary domains of the END assessment, examining whether significant differences between macrozones reflect structural inequalities in educational resources and institutional capacities. A quantitative approach was adopted using secondary data from the national open database of the Ministry of Education. Statistical analyses were conducted in R, applying Mann–Whitney U tests for independent comparisons between macrozones and Wilcoxon tests for paired comparisons between disciplinary topics. The results reveal a consistent territorial pattern in which the Metropolitan Region and the Central–North macrozone present the highest performance levels, while the Northern and Southern macrozones show comparatively lower averages. These findings suggest that territorial conditions and institutional resources may influence learning outcomes even within nationally standardized evaluation frameworks.

Trends in Higher Education doi: 10.3390/higheredu5020039

Authors: Enrico di Bella Sara Preti

Large Language Models (LLMs), such as GPT (GPT-5.5) by OpenAI and Gemini (Gemini 3.2 Pro) by Google DeepMind, have shown impressive capabilities in text generation and code assistance. This study evaluates their performance in generating R code—that is, computer scripts written in the R programming language for statistical analysis—using both classic educational datasets, including “The Lady Tasting Tea”, “Titanic”, “Iris”, and more recent datasets likely not included in the models’ training data. We assess the accuracy, readability, and educational relevance of the generated code, providing both quantitative and qualitative evaluations that highlight strengths and limitations of LLMs. Our findings suggest that while LLMs generate correct and interpretable R code in many cases, critical human oversight remains essential when integrating AI into educational contexts to ensure rigor and avoid potential misuse.

Trends in Higher Education doi: 10.3390/higheredu5020038

Authors: Vengayi Nesbert Dhamu Jeanne Kriek

The flipped classroom model is increasingly recognised as a viable alternative to traditional teaching methods; however, its effectiveness largely depends on factors such as instructional design, implementation strategies, and the specific educational context. The current literature does not adequately address specific strategies for teachers to implement the flipped classroom model in practice. Therefore, the purpose of this study was twofold: first, to design a teaching sequence as a practical product that can be used to deliver lessons, and second, to assess the effectiveness of the teaching sequence as a tool for enhancing knowledge development in geometrical optics. The participants were third-year physical science students (N = 93) enrolled in a Bachelor of Education degree programme, who took a geometrical optics course lasting one semester. The methodology employed was design-based research, and this article provides a detailed description of the first iteration, including how the teaching sequence evolved over four years. The initial results obtained from tests performed during and after the implementation of the initial iteration of the teaching sequence showed that the teaching sequence was more effective in enhancing students’ recall of facts and basic concepts than in promoting their ability to explain ideas or concepts and apply that knowledge to new situations. The teaching sequence was refined over four years, suggesting that while the flipped classroom model is a viable tool in physics teacher education, it is not a one-size-fits-all solution. Instead, a continuously evolving, context-sensitive design is necessary.

Trends in Higher Education doi: 10.3390/higheredu5020037

Authors: Maxwell Tsoka Tawanda Runhare Eric Machisi Tendani Amos Magosha

Rural schools present distinctive social, material, and pedagogical conditions that shape how pre-service teachers (PSTs) experience mentoring during teaching practice. This systematic review synthesised empirical studies published between 2010 and 2025 to examine how mentor teachers in rural South African schools contextualise their mentoring. Following PRISMA 2020 guidelines, 21 qualitative and mixed-methods studies were analysed using thematic synthesis. Findings show that mentoring remains predominantly apprenticeship-based, emphasising classroom control and syllabus coverage rather than the development of responsive pedagogies. Limited modelling was observed in digital technology integration, formative assessment, culturally responsive teaching (CRT), and restorative classroom management. This review proposes a framework for context-based mentoring grounded in pedagogical content knowledge for mentoring (PCK-M) and recommends structured mentor development, university-school partnerships, and explicit coaching tools to strengthen PST professional learning in rural contexts. Through responsive, context-based mentoring, this approach ensures that pre-service teachers develop the skills, confidence, and contextual understanding needed to thrive in rural classrooms.

Trends in Higher Education doi: 10.3390/higheredu5020036

Authors: Stelios Pantazidis

This study explores how pre-service early childhood educators imagine and anticipate their upcoming practicum experience before entering the classroom, focusing on how schooling is both remembered and reimagined in advance of practice. Drawing on qualitative data from open-ended prompts in a Google Forms survey with undergraduate teacher education students, the study examines expectations regarding childhood, schooling, the teacher’s role, and practicum challenges. Using thematic analysis, the findings reveal persistent tensions in how participants conceptualize teaching and learning. While students frequently articulate child-centred and democratic ideals—emphasizing care, participation, and experiential learning—their responses simultaneously reproduce elements of the schoolized mind, through which schooling is imagined as structured by control, transmission, evaluation, and teacher authority. Practicum is anticipated both as a learning opportunity and as a moment of exposure requiring competence, classroom management, and error avoidance. The findings suggest that pre-service teachers approach practicum through already sedimented and socially shaped imaginaries of schooling. These anticipatory frameworks highlight the need for teacher education to critically engage with how schooling is imagined, in order to better shape future pedagogical practice.

Trends in Higher Education doi: 10.3390/higheredu5020035

Authors: Suzanne Louise Waddingham Sarah J. Prior Phoebe Griffin Jennifer Barr Mitchell Dwyer Lauri O’Brien Karrie Long

Background: In 2021, an Australian Hospital Nursing Research Hub sponsored 13 healthcare staff to complete the Graduate Certificate (Clinical Redesign), to build capability in health service improvement though work-integrated learning (WIL). Healthcare professionals undertaking workplace-based WIL likely experience significant challenges including balancing professional and student roles and aligning work with academic requirement. These pressures were likely intensified during the Coronavirus disease 2019 (COVID-19) pandemic. This study aimed to explore and understand the experiences of hospital healthcare staff completing WIL redesign projects, including the impacts of COVID-19. Methods: A qualitative descriptive inquiry approach was used to explore individual student experiences. Thirteen staff, mostly nurses, who enrolled in the 2021 course were invited to participate. Online semi-structured interviews were conducted. Data were analyzed using a general inductive thematic analysis approach. Results: Four participants (36%) took part; all were female and working full-time. Five main themes were identified that centered around: COVID-19, Support, Motivation, Alignment and Relevance, and Success. Conclusions: Novel insights include the need to reconceptualize “success” to improve student experience, the critical role of organizational–university–student alignment in enabling WIL studies, and the unique pressures of completing WIL during crisis conditions that direct impact the health sector, such as COVID-19. Although not generalizable, these findings are likely to be important considerations more broadly to strengthen WIL design, support and student experiences, ultimately enhancing health service staff capability to lead quality improvement in the workplace.

Trends in Higher Education doi: 10.3390/higheredu5020034

Authors: María José Bolarín Martínez Claudia González López Abraham Bernárdez-Gómez

European universities are increasingly adopting competency-based education to enhance transfer between academic and professional contexts, demanding assessment systems aligned with classroom practices. This study explores what is assessed in three Spanish universities. Spain constitutes a particularly relevant case: its course guides are legally binding contracts subject to external audit by the National Agency for Quality Assessment and Accreditation (ANECA), ensuring exceptional standardization. A theory-driven documentary analysis examined 7810 teaching guides from all degree programs, with coding supported by ATLAS.ti software applied to these documents, which represent statements of intent by faculty members. The findings reveal notable discrepancies: competencies were rarely the central focus of assessment, and evaluation appeared fragmented, overlooking the integration of knowledge, skills, and attitudes. These gaps raise concerns about the innovative dimension of competency-based models. The study concludes that institutional assessment schemes should promote holistic education, ensuring students develop collaborative and cross-disciplinary capacities essential for professional environments.

Trends in Higher Education doi: 10.3390/higheredu5020033

Authors: María Ribes-Lafoz Borja Navarro-Colorado José Rovira-Collado

The increasing integration of Generative AI (GenAI) into higher education, particularly in the domain of language teaching, presents both opportunities and challenges. While AI-powered tools such as ChatGPT-5 can support language learning by generating personalised content which enables real-time interaction and feedback, they also risk perpetuating biases embedded in training data. These biases can appear in linguistic, cultural or socio-political forms, reinforcing stereotypes and influencing language norms. Therefore, equipping students and educators with strategies to critically assess AI outputs is essential for ethical and responsible AI use in language education. While recent research highlights the risks of algorithmic bias, less attention has been given to the perceptions and attitudes of pre-service teachers, whose future practice will shape classroom uses of these technologies. This exploratory pilot study adopts a survey-based approach to examine pre-service teachers’ baseline awareness of bias in artificial intelligence, with particular attention to linguistic and cultural dimensions Data were collected through an online questionnaire administered to 65 undergraduate students enrolled in Primary Education degree programmes. The study documents baseline perceptions prior to any instructional intervention and provides preliminary empirical evidence to inform the future design of pedagogical strategies aimed at developing critical AI literacy in teacher education.

Trends in Higher Education doi: 10.3390/higheredu5020032

Authors: Elmarie Papageorgiou

Students’ profiles are influenced by a variety of contextual variables. Over a period of eleven years, a variety of these variables was selected to determine why some students perform better than others. The main purpose of this paper is to record and report on the results of the investigation. The main research task was to document combinations of variables and admission requirements according to students’ profiles (N = 9035), and to identify trends and possible patterns contributing to the success of educational studies. The integrated theoretical lens aligns with South Africa’s national focus on equity, access, and success, providing insight into how institutional practices and student diversity intersect. A quantitative research method was used. The study concluded that unique combinations of variables contribute to first-year accounting students’ success. The value of the study contributes to student profiles, in particular, gender, race, marks and subject choices, pre-university knowledge and admission requirements that could predict student success.

Trends in Higher Education doi: 10.3390/higheredu5020030

Authors: Irina Makarevitch Marcela Kostihova Caroline Hilk Josh Gumiela

The rapid rise in generative AI (GenAI) in higher education creates a tension between institutional goals for AI literacy and everyday classroom practice: while universities increasingly call for ethical and skills-focused engagement, faculty adoption is uneven and often constrained by uncertainty. To examine this gap, we combined campus-wide attitude surveys, a longitudinal content analysis of 1716 syllabi, and a review of publicly available GenAI assignment collections. Results revealed a persistent implementation gap: although sustained professional development was associated with shifts in faculty perspectives, a majority of course-level policies remained prohibitive or punitive and were not aligned with stated institutional aims. While consistent professional development has helped faculty accept the need for GenAI literacy, most individual faculty policies remain prohibitive, at odds with both the institutional push for transparency in GenAI literacy and the faculty’s stated stance toward the need for teaching GenAI skills. Our analysis of publicly available GenAI-themed assignments demonstrated that engaging students with GenAI can take various shapes depending on instructor and course goals. This work positions AI-themed assignments as a practical solution to faculty reluctance, providing a promising pathway for hesitant educators to integrate AI literacy into their courses and meet the evolving needs of their students.

Trends in Higher Education doi: 10.3390/higheredu5020031

Authors: Eulália Mota Santos Margarida Freitas Oliveira

Confidence in mathematics is a key factor for academic success, being influenced by emotional, behavioral, and technological aspects. The integration of digital tools, such as GeoGebra, has shown potential to promote engagement and develop mathematical skills. This study investigates how affective and behavioral engagement, confidence in the use of technology, and the perception of GeoGebra use relate to and contribute to explaining the confidence in mathematics of future teachers. The sample comprised 54 undergraduate students in Basic Education from a higher polytechnic institution. Participants engaged in learning activities involving real functions of a real variable using both traditional methods and GeoGebra. Data were analyzed using partial least squares structural equation modeling. The results indicate that behavioral engagement positively influences affective engagement, which, in turn, enhances confidence in mathematics. Confidence in the use of technology also has a positive effect on confidence in mathematics. The perception of GeoGebra use significantly influences behavioral engagement and confidence in the use of technology, but not affective engagement. These findings highlight the importance of the critical integration of digital technologies in mathematics education and emphasize the need to design pedagogical strategies that promote active participation and strengthen future teachers’ confidence in using technological tools.

Trends in Higher Education doi: 10.3390/higheredu5010029

Authors: Maxwell Tsoka

Current efforts to improve the quality of initial teacher education and effective preparation for the teaching profession require an in-depth understanding of teachers’ lived experiences during their teaching practice. This qualitative study examined the reflective narratives and collages of pre-service teachers’ (PST) teaching practice experiences. The use of collaging provided PSTs with a mosaic experience, a creative process through which they selected, arranged, and connected visual elements to represent the complexity, emotions, and meanings embedded in their teaching practice journeys. Framed within the paradigm of practitioner inquiry, the study aimed to intentionally stimulate reflection, a sine qua non for professional learning. Ten out of 163 PSTs volunteered to participate in this study. The reflections were analysed thematically, while the collages were analysed using the created-image data analysis (CIDA) analytic tool. The findings reveal five key dimensions of teaching practice central to pre-service teachers’ lived experiences of teaching. These include awareness of the emotional nature of teaching, the significance of support, developing meaningful relationships, navigating complex classroom realities, forming a professional identity, and the influence of contextual challenges. However, these dimensions do not fully capture the multifaceted nature of learning to teach, offering only partial insights into the deep, context-specific aspects of teaching. Nonetheless, these insights are, however, crucial to the ongoing refinement of initial teacher education programmes in our department. There is a need for teacher educators to design learning activities that intentionally foster reflective, context-conscious skills, recognising that teaching is inherently situated within specific social and educational contexts.

Trends in Higher Education doi: 10.3390/higheredu5010028

Authors: Vanya Ivanova Hristina Kulina Boyan Zlatanov

This article examines the impact of students’ prior experience with English on their academic success in a university English course. The study is based on a survey conducted among students majoring in Computer Science, Business Information Technology (BIT), and Software Technology and Design (STD) at the Faculty of Mathematics and Informatics (FMI), University of Plovdiv, at the beginning of their general English language course. We focus on students’ self-assessed language competence at the start of the course and examine how these self-assessments correspond to their actual test results. Using high-performance machine learning methods, we identify background factors that influence academic achievement, including the number of years spent learning English, the type of high school attended, and informal exposure to English. The findings aim to support more effective and tailored approaches to teaching English in technical and scientific disciplines.

Trends in Higher Education doi: 10.3390/higheredu5010027

Authors: Muhammet Doruk Gül Mine Bayram Gün

The aim of this study is to investigate the skills of pre-service mathematics teachers in transforming between algebraic and graphical representations of one- and two-variable relations. This study adopted a qualitative research approach and was designed as a case study. The participants comprised 85 second-year pre-service mathematics teachers enrolled in the department of primary school mathematics education at two state universities in Türkiye. Data was collected in two consecutive phases. In the first phase, the Algebraic-Graphical Representation Skill Form (AGRSF) was administered to the pre-service teachers. The AGRSF included activities that required pre-service teachers to match given graphical representations with their corresponding algebraic expressions and to sketch the graphs of algebraically defined relations. In the second phase, the opinions of eight pre-service teachers were taken with the help of Interview Form (IF). Descriptive analysis was used in the analysis of the data. The findings revealed that pre-service teachers were more proficient in performing matching and graphing tasks involving one-variable relations compared to two-variable relations. It was concluded that the primary source of difficulty in two-variable relations stemmed from negative transfers from one-variable relation experiences. The underlying causes of these negative transfers were examined in detail, and instructional recommendations were proposed to facilitate positive transfers.

Trends in Higher Education doi: 10.3390/higheredu5010026

Authors: Gbemisola Ogbolu Suzanne Hague Ayotunde Adelaja Millicent Ohanagorom Margaret Amala Oluwatomi Adedeji

This study conducts a systematic literature review (SLR) of 406 peer-reviewed studies on sustainability in higher education published between 2014 and 2025. Guided by the PRISMA 2020 framework and the PICo criteria, this review identifies thematic patterns, institutional enablers, and barriers shaping sustainability integration. Data were manually screened and thematically coded using a structured extraction template. The findings reveal a conceptually active yet uneven field, with curriculum and pedagogy dominating discourse, while leadership, policy coherence, transformative learning, and global citizenship are less examined. Barriers such as institutional inertia and fragmented policies persist, but enabling factors, including digital agility, collaborative governance, and community partnerships, are attracting attention. Resilience and climate change education remain underexplored, indicating a gap between institutional strategies and sustainability goals. This review contributes by (i) identifying critical under-researched areas, (ii) refining a keyword framework to guide future inquiry, and (iii) introducing the Sustainability in Higher Education (SHE) Institutional Maturity Matrix (SHE-IMM), a conceptual model categorising institutions into foundational, transitional, and transformative stages of sustainability integration. The review received no external funding, and the authors declare there are no competing interests.

Trends in Higher Education doi: 10.3390/higheredu5010025

Authors: Giacomo Bono Taylor Duffy Jadwiga Hescox Joanna Tomczyk Kresimir Reil

Transitioning to university can be challenging for young adults, and urban universities play a critical role in supporting them. The COVID-19 pandemic introduced additional challenges, especially for underrepresented minority (URM) students. The present short-term longitudinal study examined URM college freshmen at an urban university in Spring 2020 to investigate how the onset of the pandemic affected their psychological status, mental health, and resilience and whether these effects differed by first-generation versus continuing-generation college status, operationalized via parental educational attainment. We examined whether two pre-pandemic psychological factors, perceived stress (a risk factor) and perceived parental support (a protective factor), predicted depression and anxiety symptoms, psychological harm from the pandemic, and pandemic resilience differently by the end of the semester among first-generation and continuing-generation students (operationalized by parental educational attainment). Using linear and hierarchical regressions and moderation analyses, results indicated that perceived stress and parental support played distinct roles in students’ mental health trajectories. First-generation students reported higher levels of anxiety before the pandemic and patterns linking pre-pandemic mental health to later psychological harm differed by group. Parental support also operated differently across groups, and for first-generation students, pre-pandemic mental health was more strongly linked to psychological harm during the pandemic. Together, findings show the importance of considering students’ educational backgrounds and lived contexts when developing mental health supports at urban universities.

Trends in Higher Education doi: 10.3390/higheredu5010024

Authors: Joey Elechicon Peter Ernie Paris

In Philippine state universities and colleges (SUCs), faculty are mandated to balance instruction, research, and extension as “trifocal” functions. Yet, research often competes with heavy teaching loads, administrative work, and community engagement, especially in science disciplines that demand laboratory-based and fieldwork. This qualitative multiple-case study examined how twelve science faculty members across academic ranks in a Philippine SUC system enact the research function within their trifocal roles. Drawing on semi-structured interviews, institutional and policy documents, and cross-case analysis, this study employed a case study design through the lens of systems thinking to identify how research function is embedded in institutional structures and professional life-worlds. Findings show that faculty construct research as (1) a catalyst that propels instruction and anchors extension programs; (2) a strategic requirement intertwined with promotion and career progression; and (3) a relational and infrastructural practice dependent on collegial networks, mentoring, and institutional support systems. Feedback loops link these themes wherein research output fuels promotion and time protection, which, in turn, shape opportunities for further research and mentoring. Additionally, verbatim accounts reveal how faculty members navigate structural pressures, such as bureaucratic processes and workload policies, while framing research as a moral and professional responsibility. This article argues that designing research support in SUCs requires moving beyond compliance-driven metrics to system-level arrangements that honor research as a form of scholarly work deeply connected with teaching quality and community impact. Implications are suggested for workload policy, mentoring, and research-capable learning environments in the Philippines and comparable higher education contexts.

Trends in Higher Education doi: 10.3390/higheredu5010023

Authors: Yusuf Feyisara Zakariya

Integration of computer-based testing (CBT) in higher education has gained momentum globally, particularly in response to increasing demands for efficiency, scalability, and technological innovation in assessments. However, limited research explores how lecturers experience and make sense of CBT adoption, especially within resource-constrained educational systems. Grounded in the technology acceptance model (TAM), we employed a phenomenological approach to investigate lecturers’ perceptions of CBT. Eight lecturers from the largest university in Sub-Saharan Africa were purposively selected and individually interviewed. Thematic analysis, supported by human-AI collaboration, revealed diverse perspectives. The results show that lecturers perceived CBT as useful for improving efficiency, feedback speed, and assessment management, though concerns remained about infrastructure, authenticity, and equity. Ease of use strongly shaped these perceptions, with digitally skilled lecturers reporting a more positive experience. Attitudes toward CBT varied by discipline and pedagogical beliefs while influencing lecturers’ intention to adopt CBT. Thus, lecturers showed cautious but positive behavioural intention, particularly where CBT aligned with assessment needs and institutional support was adequate. The study contributes theoretically by extending the applicability of TAM to qualitative inquiry and practically by informing institutional strategies for improvement.

Trends in Higher Education doi: 10.3390/higheredu5010022

Authors: Linda Fergus Reagan Davis Di Gao Kathleen Gilbert Tabbetha Lopez

Food insecurity (FI) may lead to lower academic achievement, yet college students with inadequate food underutilize campus food pantries. This research aimed to identify predictors of academic success among pantry shoppers (PSs) to inform outreach. Data from AY 2021–2022 (N = 847) and 2022–2023 (N = 951) were derived from swipes of student identification cards, merged with university student-provided data, and de-identified. Multiple regression, logistic regression, and Least Absolute Shrinkage and Selection Operator (LASSO) were employed to create and validate models using Machine Learning. Grade Point Averages (GPAs) were compared by two-sample t tests. The PSs demonstrated higher GPAs in the fall term than non-pantry shoppers (p = 0.04). Validation of the models indicated strong performance. Multiple regression yielded a low prediction error (0.05), and logistic regression achieved 71% accuracy (AUC = 0.776). LASSO identified positive predictors of academic success, including graduate and honors status, junior and senior classification, females, international residency, and frequency of pantry shopping. Negative predictors included part-time status, first-year status, Black or Hispanic ethnicity, and Pell Grant eligibility. Findings underscore the complex interplay between sociodemographic and academic factors that should be considered when planning pantry outreach programs and highlight the need for standardized measures of student pantry utilization, which may aid resource allocation and sustainability.

Trends in Higher Education doi: 10.3390/higheredu5010021

Authors: José Antonio Ortí Martínez Esther Puerto Martínez

This study examines the role of artificial intelligence (AI) as a mediating tool in values training, based on university students’ reflections on their own values and those represented in literary characters. The research, developed at the Catholic University of Murcia (Spain) and University Collegue Cork (Ireland) integrated the humanistic approach of literature with the pedagogical potential of AI. An exploratory–descriptive mixed-methods design was applied with 126 students of Education and Philology. The instruments included the Hall–Tonna questionnaire, a 12-item Likert scale, and open-ended questions, analyzed using descriptive statistics, mean comparison, and thematic content analysis. The results reflect a preference for values such as justice, perseverance, and empathy, with cultural differences: in Spain, solidarity and community spirit stood out; and in Ireland, integrity and individual responsibility stood out. A total of 78% positively rated AI mediation for its capacity to stimulate critical reflection and ethical debate, although risks linked to technological dependence and cultural bias were noted. It is concluded that the synergy between literature and AI enhances ethical and civic education, provided it is implemented from an ethical and humanizing perspective.

Trends in Higher Education doi: 10.3390/higheredu5010020

Authors: Cherry Canovan Hibah Sohail Anna Graham

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Trends in Higher Education doi: 10.3390/higheredu5010018

Authors: Eugénia Pedro Helena Alves João Leitão Marta Pereira Alves Mário Raposo Maria de Lourdes Machado-Taylor Luisa Cerdeira

In this study, an innovative prospective analysis approach is applied to support the characterisation of strategic performance measures in higher education institutions (HEIs) and to assess their efficiency. To achieve this objective, relevant input and output indicators identified in the literature are systematised and then validated through a field study involving semi-structured interviews with key stakeholders and practitioners. Subsequently, a cross-impact matrix is developed, and a prospective analysis is performed using the MICMAC method (Matrix of Cross-Impact Multiplications Applied to Classification). This process enables the identification of the most influential input and output factors shaping the performance of Portuguese HEIs. The resulting strategic input–output prospective map highlights that future strategies should prioritise inputs related to research and development (R&D), the sociocultural environment of HEIs, and internationalisation, particularly in relation to global student mobility. The analysis further shows that outputs associated with regional human capital development and sociocultural dynamics play a critical role, especially through the strengthening of partnerships with regional authorities, municipalities, and companies.

Trends in Higher Education doi: 10.3390/higheredu5010019

Authors: Ji-Hye Park Myat Noe Su

In the past 25 years, the demographic shift in higher education toward adult learners has necessitated a comprehensive understanding of their participation patterns. This study aims to synthesize publication trends, methodological characteristics, empirical factors, and the evolution of theoretical frameworks that influence their participation. Following PRISMA 2020 guidelines, a systematic review was conducted on 74 peer-reviewed articles indexed in the Web of Science and Scopus between 2000 and October 2025. Data were analyzed across three time periods (2000–2009, 2010–2019, and 2020–2025) using a hybrid deductive–inductive analytical approach. The results indicated a marked surge in research output after 2020, with a peak of 10 studies in 2023. While quantitative designs and offline modalities were initially predominant, a clear trend existed toward qualitative approaches and technology-mediated learning in recent years. Intrinsic motivation was the most consistent determinant (77.0%), while work–study conflict persisted as a major barrier (21.6%). Notably, institutional determinants and structural frameworks gained prominence after 2020, reflecting a shift from individual-centered to institutionally responsive models in higher education. These findings indicate that adult learners’ participation is shaped by the dynamic interaction of personal motivations, situational constraints, and increasingly salient institutional conditions, reflecting broader transformations in higher education delivery since 2020. Accordingly, advancing adult participation requires multi-level approaches that integrate learner agency with supportive institutional designs and policy frameworks, rather than relying solely on individual motivation.

Trends in Higher Education doi: 10.3390/higheredu5010017

Authors: Denise Sweeney Jessica Humphreys Tünde Varga-Atkins Brett Bligh Jim Turner

Debates are taking place in the higher education literature regarding the changing roles of learning technology professionals and their contributions to the scholarship of teaching and learning (SoTL). Whilst much literature discusses motivations and barriers for these professionals in engaging with SoTL, less attention has been directed towards how such engagement might be nurtured and developed. This paper analyses an intervention project designed as a cross-institutional mentoring scheme which aimed to foster SoTL habits and skills in learning technology professionals. The mentor scholar scheme encompassed a series of online group meetings and one-on-one advisor meetings, involving 22 scholars and 18 advisors over a 12-month period. Data was collected using a range of methods including questionnaires and interviews. Our analysis uses Cultural–Historical Activity Theory to grasp the dynamics of the mentor scholar scheme and derive insights into how learning technology professionals attempt to engage with SoTL in their practice. The scheme developed in ways unanticipated by our original design. Key contradictions in the activity were evident through persistent difficulties for learning technology professionals in identifying as a scholar, finding a place within a broader scholarly community, developing a loyalty to scholarship, and positioning it against longstanding professional priorities. Nonetheless, participants viewed the scheme as successful, and we put forward considerable experience of how to mediate and address these issues. The paper contributes new perspectives on catalysing scholarly identity among professional staff in higher education, highlighting the importance of a scholarly community, understanding scholarship as distinct from professionalism, and suggesting that mentoring must be a relational and adaptive process.

Trends in Higher Education doi: 10.3390/higheredu5010016

Authors: Olufunke E. Ajayi Moeketsi Letseka

Artificial intelligence (AI) has become central to the evolution of learning analytics (LA), transforming how higher-education institutions capture and interpret student engagement data. This narrative review synthesises research published between 2015 and 2025 to examine how AI-driven analytics link learner engagement to measurable academic outcomes, with emphasis on the South-African higher-education context. Drawing on global reviews of AI in education and emerging governance frameworks, the study highlights the shift from traditional dashboards toward deep-learning and transformer-based systems that integrate behavioural, cognitive, and affective indicators. Ethical and policy challenges, particularly around data privacy, transparency, and institutional capacity, remain significant. Grounded in UNESCO and OECD guidance and South Africa’s Protection of Personal Information Act, the review outlines a governance-driven approach for equitable and transparent adoption of AI-enhanced learning analytics. It identifies key challenges, data fragmentation, algorithmic opacity, and limited contextual adaptation, and translates them into practical recommendations for policy, capacity building, and future research. The findings underscore that sustainable AI adoption requires human-centred ethics, robust data governance, and context-sensitive innovation to achieve inclusive and data-driven higher education.

Trends in Higher Education doi: 10.3390/higheredu5010015

Authors: Lia M. Daniels Kendra Wells Marlit Annalena Lindner Adam M. Beeby Vijay J. Daniels

Examinations are central to higher education, yet students consistently describe them as detrimental to well-being. Drawing on self-determination theory (SDT), we conducted three studies to examine whether multiple-choice examinations could be redesigned to satisfy students’ basic psychological needs (BPNs) and support well-being. In Study 1 (n = 400), we developed and validated the Basic Psychological Need Satisfaction and Frustration Scale for Classroom Assessment (BPNSF-CA). Using bifactor exploratory structural equation modeling (bifactor ESEM), results supported a well-defined single global need fulfillment factor (G-factor) alongside six specific factors (autonomy support/frustration, competence support/frustration, relatedness support/frustration) as well as evidence of validity. In Study 2 (n = 387), we conducted a randomized experiment with three versions of a multiple-choice exam serving as the independent variable (flawed items, high-quality items, and high-quality + need-supportive features). Results showed that high-quality items improved performance, while only the addition of need-supportive features satisfied BPNs with differential patterns for the single G-factor and S-factors. In Study 3 (n = 101), we applied the intervention in a real classroom and tested the mediational role of BPN satisfaction. Results showed that redesigned exams (high-quality + need-supportive features) significantly enhanced perceptions of fairness and success via BPNs. We conclude with a discussion of all three studies, including implications and limitations.

Trends in Higher Education doi: 10.3390/higheredu5010014

Authors: Peter Mulligan Ciarán Mac an Bhaird

Post-COVID-19, it is widely reported that the attendance rates of higher education students have not recovered to pre-COVID-19 numbers. Initial internal investigations in the Department of Mathematics and Statistics at Maynooth University suggested that factors relating to the cost of living, commuting, and working were impacting students’ ability to attend university. In order to establish the degree to which these issues were influencing student attendance at lectures, tutorials, and with the academic support of mathematics at Maynooth University, we conducted an in-depth survey of first-year service mathematics students. This paper focuses on the qualitative experiences and perspectives of the 415 students who participated in this study. Using reflective thematic analysis, we identified two dominant themes across the survey responses: the weight of the ‘financial burdens’ that students were experiencing, and frustration with the ‘poor infrastructure’ that they encountered. As a result, a further three themes of students being ‘time poor’, feeling forced to make difficult ‘decisions’, and ‘missing out’ on academic and social life were also prevalent. These findings reveal the complex and systemic challenges facing students in their day-to-day efforts to attend university, and they emphasise the urgent need for both institutional specific measures and coordinated government policies to tackle these issues.

Trends in Higher Education doi: 10.3390/higheredu5010013

Authors: Umma Salma Hoque Nazmoon Akhter Nurul Absar Mayeen Uddin Khandaker Abdullah Al-Mamun

The journal retracts the article titled “Assessing Service Quality Using SERVQUAL Model: An Empirical Study on Some Private Universities in Bangladesh” [...]

Trends in Higher Education doi: 10.3390/higheredu5010012

Authors: Francisco Gallardo-Fuentes Magela Costa-Ferrari Carolina Martínez-Angulo Bastian Carter-Thuillier Jorge Gallardo-Fuentes

Several authors emphasize that assessment is a key tool for teachers to guide and verify learning, improve their practice, and contribute to deeper student learning. Beyond its technical function, assessment enables the creation of a meaningful pedagogical relationship with the central actor of the educational process, “the student”. This study aimed to understand how students value a system guided by the principles of formative assessment and its impact on the self-perception of acquired competencies. The “Questionnaire on the Experience of Good Practice” and the “Scale for the Self-Perception of Student Competencies” were applied to a sample of 74 students (26.4 ± 4.5) from a public university in Uruguay. The results show that the assessment system was positively rated in terms of usefulness, innovation, and replicability, although limitations were observed in terms of sustainability and fairness in grading. In addition, a significant decrease was observed in the self-perception of technical competencies and an increase in those related to pedagogical reflection and attention to diversity, suggesting a more critical and realistic view of their own professional performance on the part of the students.

Trends in Higher Education doi: 10.3390/higheredu5010011

Authors: Duyen Thi Nguyen Hanh Van Nguyen Thuy Thanh Thi Nguyen

Blended learning is widely adopted in higher education, yet little is known about how students experience its motivational and instructional features. In this study, we examined undergraduate students’ experiences regarding blended learning by integrating Herzberg’s two-factor theory with the TPACK framework. Semi-structured interviews were conducted with 24 undergraduates at a large Vietnamese university. A theory-informed qualitative content analysis approach was used to identify codes, categories, and themes. These were then mapped onto the pedagogical content knowledge (PCK), technological content knowledge (TCK), and technological pedagogical knowledge (TPK) intersections of the TPACK framework. The findings showed that hygiene factors included unengaging teaching practices, inadequate digital infrastructure, and limited online interaction. These factors often produced frustration and reduced engagement. Motivator factors included active and relevant pedagogical strategies, engaging and accessible digital resources, and technology-facilitated autonomous, expressive, and creative learning work. These factors encouraged deeper learning and stronger motivation. It is concluded that blended learning design must address both hygiene and motivator factors to improve student engagement. Integrating these factors with the TPACK intersections offers a practical model for improved course structures, enhanced digital resources, and the design of more interactive technology-supported pedagogy. The findings provide actionable implications for higher education institutions seeking to improve the quality of blended learning.

Trends in Higher Education doi: 10.3390/higheredu5010010

Authors: Alessio Di Paolo Michele Domenico Todino

This study explores the integration of Georgi Lozanov’s Suggestopedia with Alain Berthoz’s theory of simplexity as a pedagogical paradigm for inclusive and creative educational design. The research, conducted within the specialization courses for educational support at the University of Salerno, involved 230 trainee teachers engaged in a participatory action-research process aimed at translating suggestopedic principles, positive suggestion, music, and relational harmony into didactic planning. Through a combination of theoretical training, laboratory design activities, and reflective evaluation, participants produced 21 interdisciplinary educational projects assessed according to the properties and rules of simplexity. The results show a high degree of methodological coherence, aesthetic quality, and curricular inclusiveness, with music emerging as a key factor in fostering attention, cooperation, and emotional engagement. Data analysis indicates that the fusion of suggestopedic and simplex approaches promotes adaptive, modular, and meaning-oriented design processes that enhance teachers’ creativity and metacognitive awareness. Overall, the findings highlight the educational value of a pedagogy of resonance, in which body, mind, and environment interact harmoniously. The study concludes that the suggestopedic—simplex model represents a regenerative framework for contemporary didactics, capable of transforming complexity into harmony and restoring to education its aesthetic, relational, and human dimension.

Trends in Higher Education doi: 10.3390/higheredu5010009

Authors: Paz Peña-García Mayeli Jaime-de-Aza Roberto Feltrero

Artificial Intelligence (AI) systems typically inherit biases from their training data, leading to discriminatory outcomes that undermine equity and inclusion. This issue is particularly significant when popular Generative AI (GAI) applications are used in educational contexts. To respond to this challenge, the study evaluates the effectiveness of dialogic reflection-based training for educators in identifying and mitigating biases in AI. Furthermore, it considers how these sessions contribute to the advancement of algorithmic justice and inclusive practices. A key component of the proposed training methodology involved equipping educators with the skills to design inclusive prompts—specific instructions or queries aimed at minimizing bias in AI outputs. This approach not only raised awareness of algorithmic inequities but also provided practical strategies for educators to actively contribute to fairer AI systems. A qualitative analysis of the course’s Moodle forum interactions was conducted with 102 university professors and graduate students from diverse regions of the Dominican Republic. Participants engaged in interactive activities, debates, and practical exercises addressing AI bias, algorithmic justice, and ethical implications. Responses were analyzed using Atlas.ti across five categories: participation quality, bias identification strategies, ethical responsibility, social impact, and equity proposals. The training methodology emphasized collaborative learning through real case analyses and the co-construction of knowledge. The study contributes a hypothesis-driven model linking dialogic reflection, bias awareness, and inclusive teaching, offering a replicable framework for ethical AI integration in higher education.

Trends in Higher Education doi: 10.3390/higheredu5010008

Authors: Néstor Montoro-Pérez Raimunda Montejano-Lozoya Carmen Rocamora-Rodríguez Juana Perpiñá-Galvañ

There was an error in the original publication [...]

Trends in Higher Education doi: 10.3390/higheredu5010007

Authors: Husam Qaddumi Nader Shawamreh Yousef Alawneh Munther Zyoud

There was an error in the original publication [...]

Trends in Higher Education doi: 10.3390/higheredu5010006

Authors: Konstantinos Mastrothanasis Maria Kladaki Angelos Gkontelos Cristina Dumitru

This study explores the role of Applied Theatre as a form of cultural mediation in addressing issues of environmental justice within higher education. Eight university professors participated in the study, providing qualitative data through semi-structured interviews that focused on their perceptions of environmental inequalities, their teaching practices, and the potential of theatrical approaches to foster critical engagement with sustainability issues, drawing on their prior use of drama-based methods in university teaching. Using a directed content analysis framework, the study highlights that environmental inequalities are not only material or ecological but are closely intertwined with social relations, access to resources, and collective experiences. The findings indicate that Applied Theatre can create an intermediate learning space where knowledge, emotion, and action intersect, enabling students to engage critically and experientially with social and environmental injustices. Essential conditions for successful integration include targeted professional development of faculty, institutional support, and interdisciplinary collaborations, while challenges such as limited resources, time constraints, and lack of curricular recognition remain significant. The study contributes to the development of a theoretical framework that positions Applied Theatre as cultural mediation in higher education, framing it not only as an artistic methodology but also as a social and educational practice. This framework provides directions for future research and policy, particularly in the design of sustainable teaching practices that connect higher education with social justice and ecological responsibility.

Trends in Higher Education doi: 10.3390/higheredu5010005

Authors: Ana Eva Rodríguez-Bravo Macarena Donoso-González Inmaculada Pedraza-Navarro

Academic engagement is a multidimensional construct encompassing students’ cognitive, emotional, and behavioral investment in learning. This study examines the levels and predictors of academic engagement among 390 students enrolled in the Master’s in Secondary Education Teacher Training at the National University of Distance Education (UNED, Spain). Using the Utrecht Work Engagement Scale-Student (UWES-S) and a quantitative, cross-sectional, and correlational design, the research explores associations between engagement and sociodemographic and motivational variables. Results indicate moderately high engagement levels, with dedication emerging as the most salient dimension, followed by absorption and vigor. Engagement correlated positively with age and was slightly higher among women, while vocational motivation stood out as the strongest differentiating factor. Prior teaching experience showed no significant influence. The findings highlight the importance of fostering purpose, professional meaning, and identity in initial teacher education—particularly in distance learning contexts—and suggest practical implications for designing supportive pedagogical environments that sustain students’ motivation and academic commitment.

Trends in Higher Education doi: 10.3390/higheredu5010004

Authors: Meredith T. Yeung Karthik Subramhanya Harve Cera C. Chiu Jatinder Singh Kler Rania Alia Binte Ahmad Lukman Bernard P. Leung

The COVID-19 pandemic necessitated the transition of physiotherapy programmes from traditional face-to-face anatomy teaching to fully online delivery. Studies conducted during this period have documented students’ positive adaptation to online anatomy learning, highlighting benefits such as increased flexibility and reduced stress, while also noting challenges, including diminished practical exposure. Although much of the existing research centres on medical and dental education, there is a relative paucity of studies examining physiotherapy students’ perspectives. In this study, a purposive sample of 53 entry-level physiotherapy students (Years 1–3) completed a questionnaire evaluating their experiences with anatomy education during the pandemic. Responses were compared between groups (Years 1 and 2 versus Year 3) using the Mann–Whitney U test and effect-size calculations. Year 3 students who experienced both face-to-face and online learning preferred practical sessions with silent mentors in the anatomy hall, citing greater active engagement and deeper learning. Conversely, all year groups reported that online assessments, such as the online Objective Structured Practical Examination, were less stressful than traditional formats. Year 1 and 2 students, lacking prior face-to-face practical experience, expressed neutral views regarding online practical components. Overall, while online theory and assessment components were well received, hands-on practical experience remains highly valued for promoting student engagement. These findings support the development of blended anatomy pedagogy that leverages the strengths of both modalities to enhance resilience and adaptability in the face of future educational disruptions.

Trends in Higher Education doi: 10.3390/higheredu5010003

Authors: Carina Ferreira Alexandre Castro-Caldas Joana Rato

Background: Academic performance among university students is shaped by multiple factors, especially during examinations. This study aimed to explore the relationship between sleep quality, executive attention, and anxiety to identify potential predictors of academic performance across different academic fields. Method: Fifty-one students, between 19 and 25 years (M = 20.04, SD = 1.11), enrolled in the second year in Medicine (27.5%), Law (39.2%), and Economics (33.3%) programs at a university in Lisbon. The sample has mostly full-time students (98.04%), and female (68.6%). Data collection took place during examination periods and included: Pittsburgh Sleep Quality Index (PSQI), Epworth Sleepiness Scale (ESE), State-Trait Anxiety Inventory (STAI), Beck Depression Inventory-II (BDI-II), Stroop Test and Go/No-Go task. Results: Our findings revealed significant differences across academic fields: medical students reported poorer sleep quality, law students demonstrated reduced executive attention, and economics students exhibited better sleep but weaker inhibitory control. Sleep quality and state anxiety significantly predicted academic performance, whereas executive attention did not. Conclusions: These results underscore the importance of addressing sleep hygiene and anxiety management among university students, regardless of academic discipline. Institutional initiatives, including structured stress-reduction programs and educational support services, may equip students with the tools to manage academic pressures and enhance cognitive functioning and overall psychological well-being.

Trends in Higher Education doi: 10.3390/higheredu5010002

Authors: Caroline A. Hands Maria Limniou Catherine Stevens

The shift from secondary school or college to university represents a period of change characterised by multiple transitions, educationally, socially, and emotionally. As students move from strictly regulated school environments to the relative independence of university study, they arrive at their expectations of university life. For some, their expectations of university will not change across the course of their degree, while for others, partial or total expectation shifts may occur. The current study conducted nine focus group sessions in 2018 with a total of 46 undergraduate psychology students (32 first-year and 14 third-year students), seeking to explore the academic factors that shape students’ experiences across their degree. Using thematic analysis, the study conceptualised five main themes: prior experience, adjustment to university, staff relationships, the experience of studying, and future career plans. By exploring the entry year and the final study year, we have shown how students’ expectations change across their undergraduate studies. We suggest that managing first-year students’ expectations would help in their initial transition. Ongoing support such as between-module check-ins and continued employability support across the span of each student’s degree would be beneficial for their overall experience. Additionally, the findings also highlight the key role played by staff in developing a feeling of belonging.

Trends in Higher Education doi: 10.3390/higheredu5010001

Authors: Michael Priestley Laura Mazzoli-Smith Sophie Ward

Global interest in student mental health has led to a proliferation of research and practice aimed at operationalising a whole university approach to wellbeing. In education, this has entailed innovation and evaluation of different assessment types and conditions; curricular content and skills interventions; and pedagogical practices. To date however, these studies typically utilise quasi-experimental designs to evaluate isolated, additive, individual-level interventions. The absence of rigorous theoretical framing to conceptualise and operationalise holistic wellbeing-promotive practices and cultures has compromised the translation of this research activity into positive outcomes for students and staff. In response, this paper aims to develop an integrative and enactive framework drawing on the embodied learner and pragmatist philosophy to address the following research question: what value does an integrative framework for conceptualising student wellbeing in education have for policy and practice within a whole university approach? Piloted with narrative data from a case study vignette using a focus group method with five students, the findings demonstrate how this integrative framework can help situate wellbeing-promoting interventions in the wider frame of educational cultures, contexts, and systems, whilst remaining aligned to educational goals and responsive to the diverse experience of multiple learners. The implications for a whole university approach are discussed.

Trends in Higher Education doi: 10.3390/higheredu4040077

Authors: Teresa Ribeirinha Raquel Santos Marisa Correia

The rapid advancement of artificial intelligence (AI) technologies has created both opportunities and challenges in higher education. AI tools are increasingly regarded as potentially transformative, yet also contested, resources for enhancing teaching and learning. This study investigates the behavioral intentions and use behavior of Generative AI (GenAI) tools among Portuguese university students by applying the extended Unified Theory of Acceptance and Use of Technology (UTAUT2) model. Seven predictors (performance expectancy, effort expectancy, facilitating conditions, social influence, hedonic motivation, habit, and price/value) were included to develop a model explaining the behavioral intention and use behavior of AI tools. Data were collected from 323 Portuguese university students and analyzed using partial least squares structural equation modeling. The results show that only hedonic motivation and habit significantly influence behavioral intention, with habit emerging as the strongest predictor. Behavioral intention, in turn, positively affects use behavior. Moreover, gender also moderates the relationship between habit and behavioral intention. These findings deepen our understanding of GenAI tools’ acceptance in higher education and underscore the central roles of enjoyment and routine in adoption processes. They further provide insights to support institutional strategies, inform curriculum design, and support the ethical integration of GenAI technologies in academic contexts.

Trends in Higher Education doi: 10.3390/higheredu4040076

Authors: Eleni Petridou Anastasios Molohidis Euripides Hatzikraniotis

The Technological Pedagogical Content Knowledge (TPACK) framework is widely used to conceptualize teacher knowledge as an interplay of content, pedagogy, and technology. Following recent research interests in examining TPACK as contextually situated knowledge, this study investigates how pre-service physics teachers (undergraduate students in a physics department) and in-service science teachers perceive the domains of TPACK and explores what these differences imply for university-based teacher education. A total of 48 pre-service physics undergraduates and 27 in-service teachers completed an adapted 21-item self-assessment questionnaire, which combined validated items with context-specific modifications. Data analysis included internal consistency reliability tests, independent samples t-tests, and correlation analysis. Results revealed that pre-service teachers reported higher self-assessed competencies, especially in integrative domains, although their knowledge structures appeared less coherent. In contrast, in-service teachers exhibited more coherent and integrated knowledge frameworks, possibly reflecting their accumulated professional experience, despite reporting lower self-confidence. These findings confirm the contextual and situated nature of TPACK, highlighting the divergence between perceived competence and structural coherence. The study contributes by proposing that university science education programs should not only promote theoretical understanding of TPACK but also deliberately embed technology-rich, practice-oriented experiences.

Trends in Higher Education doi: 10.3390/higheredu4040075

Authors: Annika C. Speer Valeria G. Dominguez Catherine M. Lussier Annie S. Ditta

Though higher education has returned to in-person instruction in the wake of the COVID-19 pandemic, demand for online learning continues to increase. This rapid growth in virtual instruction necessitates examining its impact, particularly in skill-based courses that have traditionally been taught in person. Public speaking, a course requiring experiential learning and active engagement, presents unique challenges and opportunities when converted to an online format. This study explores student experiences in an online public-speaking course designed to parallel the structure of traditional in-person instruction, examining whether the essential learning outcomes of a skill-based class can be effectively achieved remotely. Using archival student data (n = 1151) from 2021 to 2024, we conducted a qualitative analysis of student reflections on how in-person pedagogical strategies effectively implemented in the online format influenced their self-concept, mindset, and overall learning experience. Our findings indicate significant improvements in students’ self-concept, growth mindset, self-confidence, and their ability to overcome fears related to public speaking. Additionally, students highlighted unexpected benefits of the online format, including enhanced support for multilingual learners and increased connections between course content and greater future career readiness in utilizing remote communication. These results highlight the potential of well-designed online public speaking instruction to foster skill development, professional preparedness, and inclusive learning. The study has implications for future skill-based online pedagogy and curriculum development.

Trends in Higher Education doi: 10.3390/higheredu4040074

Authors: Tarid Wongvorachan Okan Bulut Guher Gorgun Lia Daniels

Higher education institutions commonly employ student evaluation of teaching (SET) instruments (e.g., course evaluation surveys) to enhance course quality and inform instructional strategies. However, conceptualizing and measuring SET as a unidimensional construct may compromise validity, particularly when represented by a single aggregated score. This study uses a network psychometrics approach to explore the validity of a new instrument that acknowledges the multidimensional nature of SET as an educational construct. The central research question is, “How is the robustness of a multidimensional students’ evaluation of the teaching survey?”. The study sample consists of 649 undergraduate students from a western Canadian university who completed a multidimensional SET instrument. The instrument consists of six subscales corresponding to six aspects of SET (i.e., design, utility of course resources, graded work, course delivery, instructional approach, and class climate). The findings revealed a robust line of evidence that supports the validity of the instrument’s interpretation and usage. This was demonstrated through a high coefficient alpha, good network model fit, and stable survey structure. The study provides evidence supporting the use of a multidimensional SET instrument and offers novel validity support via the structural evidence provided by network analysis.

Trends in Higher Education doi: 10.3390/higheredu4040073

Authors: Sarah J. Prior Merete Schmidt Stephanie Richey Diana Guzys

Studying at a university regional campus presents unique opportunities, challenges, and experiences for students. People who live in rural and regional areas are less likely to gain a tertiary degree, and barriers include access, cost, and competing priorities and aspirations. Students are often from lower socio-economic status backgrounds, first in family, and have diverse caring responsibilities, needing a different approach to support when entering higher education. Many studies focus on transitions to higher education for a commencing student. However, student expectations of and engagement in their studies at a regional university are under-researched. Four cross-discipline researchers conducted a pilot study to determine the feasibility of a larger project investigating students’ expectations and experiences of studying at University of Tasmania’s regional Cradle Coast Campus to identify how to better support students in the first two years of their degrees. An online survey collected responses from students commencing a degree through on-campus study. Data were thematically analysed using recurrent abstraction. Five themes emerged under the overarching theme of great expectations. Data contributes to understanding the relevance of Kahu and Nelson’s framework, of student engagement in a regional context. Consideration of these findings will assist in supporting and engaging regional people in higher education.

Trends in Higher Education doi: 10.3390/higheredu4040072

Authors: Betül İrem Tarakçı

Disaster is a multidimensional phenomenon affecting societies worldwide. Rising climate crises, mass migrations, and earthquake risks have made disaster awareness crucial in spatial design. In this context, interior architecture has evolved beyond esthetic and functional concerns into a discipline that contributes to post-disaster recovery and quality of life. This study examines disaster- and earthquake-themed postgraduate theses in interior architecture in Türkiye to identify academic trends and methodological orientations. Drawing on Türkiye’s distinctive disaster history, it highlights the need for a global perspective in post-disaster spatial design and disaster-conscious interior architecture education. Using a mixed-method approach combining both quantitative and qualitative analyses and a multiple case study model, data were collected through document analysis from the Council of Higher Education’s National Thesis Center. The sample includes 33 theses published between 2003 and 2024, analyzed by year, university, institute, advisor title, program level, research method, and thematic focus. Findings indicate a notable increase in disaster-oriented studies after 2021, particularly following the 6 February 2023 earthquakes. Most are master’s theses under Institutes of Science, dominated by qualitative methods. The analysis identifies temporary housing, modular systems, sustainability, and psychosocial recovery as recurrent themes, indicating an increasingly human-centered research focus in Türkiye.

Trends in Higher Education doi: 10.3390/higheredu4040071

Authors: Vidar Sandsaunet Ulset Lars Harald Eide Brage Kraft

Higher education faces increasing demands to address student diversity in engagement, learning preferences, and professional readiness. This study examined the feasibility of integrating personality-tailored case-based learning in teacher education. Building on the Big Five personality model and principles of differentiated, case-based pedagogy, we developed a prototype that generated individualized case descriptions using a personality inventory and generative AI. The intervention was implemented in a teacher education course, with 37 students (≈79%) completing an anonymous evaluation survey. Quantitative measures included emotion-word selections and Likert-type ratings of case relevance and group discussions; qualitative data were collected through open-ended reflections. Findings indicated that students experienced the intervention as engaging, relevant, and appropriately challenging. Group discussions received the highest ratings, with students emphasizing the value of peer dialogue for gaining new perspectives and making sense of the cases. Qualitative themes highlighted the realism of personalized scenarios, opportunities for reflection, and the importance of scaffolding, while challenges included unclear instructions and limited diversity among cases. The study demonstrates the feasibility and perceived pedagogical value of personality-tailored cases as a scalable model of differentiation in higher education. Future research should adopt controlled designs to disentangle the effects of personality instruction, feedback, and personalization, and systematically evaluate the distinctiveness of generated cases. By integrating psychological self-insight with authentic practice scenarios, personality-informed case-based learning shows promise for enhancing student agency, reflective competence, and readiness for professional practice.

Trends in Higher Education doi: 10.3390/higheredu4040070

Authors: Samreen Ashraf Ediz Edip Akcay Martyn Polkinghorne

Achieving the United Nations Sustainable Development Goals (UNSDGs) is considered to be imperative for the future security and sustainability of the world. Universities are viewed as being a key industry to support the achievement of the goals by the target date of 2030. Previous research undertaken has attempted to understand how the goals can be successfully implemented within the university curricula, and although various processes for implementation have been suggested, no previous studies have examined the role of identity or the impact that this may have on the implementation of the UNSDGs. In this study, specific attention has been applied to the existing literature relating to the barriers to implementation, the role of identity, and the impact on implementation to understand the roles that personal, academic, and organizational identities play when implementing UNSDGs within higher education. The research undertaken has employed a qualitative inductive approach focused specifically upon the marketing curriculum. Semi-structured interviews were conducted with the academics working at UK higher education institutions. Findings from the thematic analysis undertaken found that there is a complex interchange between these identities that significantly influences the extent to which the goals have been implemented successfully. In addition, multiple barriers have been identified that prevent successful implementation of the goals.

Trends in Higher Education doi: 10.3390/higheredu4040069

Authors: Rado Pezdir

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.

Trends in Higher Education doi: 10.3390/higheredu4040068

Authors: Samuel Tobler Katja Köhler

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.

Trends in Higher Education doi: 10.3390/higheredu4040067

Authors: Ryota Tokioka

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.

Trends in Higher Education doi: 10.3390/higheredu4040066

Authors: Ingrid Van Rompay-Bartels Luana Ferreira-Lopes Clinton Watkins

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.

Trends in Higher Education doi: 10.3390/higheredu4040065

Authors: Charith Narreddy Steve Joordens Sapolnach Prompiengchai

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.

Trends in Higher Education doi: 10.3390/higheredu4040064

Authors: Marcela D. Radtke Rachel E. Scherr Dana I. Alvarez Mendoza Brittany M. Loofbourrow Karen Stradford Boyce Emily Sklar Gretchen L. George

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.

Trends in Higher Education doi: 10.3390/higheredu4040063

Authors: Karen M. Collier Wayne A. Hickman

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.

Trends in Higher Education doi: 10.3390/higheredu4040062

Authors: Mieke T. A. Lopes Cardozo Thevuni Kotigala Thursica Kovinthan Levi Aye Aye Nyein Naw Tha Ku Paul Sidsel Palle Petersen Melina Merdanovic

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.

Trends in Higher Education doi: 10.3390/higheredu4040061

Authors: Tatiana Sanches Ana Luísa Paz

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.