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

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Trends in Higher Education doi: 10.3390/higheredu5010007

Authors: Husam Qaddumi Nader Shawamreh Yousef Alawneh Munther Zyoud

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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.

Trends in Higher Education doi: 10.3390/higheredu4040060

Authors: Gregor Wolbring Alexandre J. Paquette

Burnout among students is a widely recognized concern, yet little research has focused on the experiences of disabled students and even less on the social factors at and off campus that contribute to their burnout. To address this gap, we surveyed 91 undergraduate students enrolled in a critical disability studies course at a Canadian university using an online qualitative survey approach. These students, many of whom see themselves as allies of disabled people, were asked whether they believe disabled students are at risk of burnout and what they perceive to be the causes. The majority viewed disabled students as being at significant risk, and 92% identified the social environment as the contributor. Attitudinal inaccessibility, including discrimination, stigma, and exclusion, has emerged as the leading factor in both university settings and broader societal contexts. These findings suggest that interventions to reduce burnout must address both educational environments and the wider lived realities of disabled students. This study contributes to the limited literature on burnout among disabled students and highlights the importance of ally perspectives in understanding and addressing systemic contributors to burnout.

Trends in Higher Education doi: 10.3390/higheredu4040059

Authors: Blake C. Colclasure Taylor K. Ruth Victoria Beasley Tyler Granberry

The increasing prevalence of artificial intelligence (AI) in higher education has established the need to examine the implications of specific AI-based technologies. We analyzed students’ perceptions of Packback, an AI-driven discussion board platform, in a large-enrollment undergraduate course at the University of Tennessee, United States. Valid and reliable quantitative survey instruments were used to measure students’ (n = 96) user experience (UX) of Packback and their perceptions of instructors who require the use of AI platforms in their courses. Data were analyzed to determine how students’ personal characteristics, prior use of Packback, and the UX of Packback influence their perceptions of the credibility (competence, goodwill, trustworthiness) of instructors who require the use of AI platforms. Findings indicated that students had an overall favorable experience of the Packback platform, despite moderate variability. For the credibility of instructors who require the use of AI technologies, students reported a moderate-to-high belief of competence, a moderate belief of goodwill, and a moderate-to-high belief of trustworthiness. A significant model was produced to explain the variance in students’ perception of teacher credibility. Female students and students who had more favorable UX were significantly associated with having higher beliefs in instructor credibility. Although the use of AI platforms can improve efficiency in teaching and learning, our data suggest it can also influence students’ perceptions of instructor credibility.

Trends in Higher Education doi: 10.3390/higheredu4040058

Authors: Alexandra R. Costa Marina Sousa Camila Fior Claudia P. P. Canal Rubia Cobo-Rendón Karla Lobos María José Ruiz-Melero Marta Sainz-Gómez Leandro S. Almeida

STEM (Science, Technology, Engineering & Mathematics) programs hold significant social and economic relevance, as the technological innovation that sustains a country’s competitiveness depends on them. This article compares research on STEM programs in Portuguese- and Spanish-speaking countries, specifically Brazil, Chile, Portugal, and Spain. More specifically, it aims to reflect on the social and economic relevance of STEM programs; vocational choices and the social stereotypes associated with these fields; the variables that influence academic success, retention, and graduation rates; and the measures implemented, either nationally or by Higher Education Institutions (HEIs), to promote access and success in these programs. We conducted qualitative research, analyzing official documents and peer-reviewed articles that describe the higher education landscape in the selected countries. Results show that in all four countries studied, there is a growing demand for STEM graduates. However, concerns remain about high dropout and failure rates, as well as the lower participation of women and students from disadvantaged socioeconomic backgrounds or ethnic minorities. Some measures have been implemented by the governments of these countries to promote greater democratization of access and academic success for these students. Nevertheless, inequalities persist, suggesting the need to increase investment in practices and policies that encourage young people, especially those from more disadvantaged groups, to engage early in STEM domains.

Trends in Higher Education doi: 10.3390/higheredu4040057

Authors: Mireilla Bikanga Ada

While first-year transitions are well studied, less is known about students who enter directly into Year 2 of a four-year Scottish Computing Science degree via international foundation programmes, UK colleges, or high schools. This study investigated their academic preparedness, use of AI tools, English language confidence, and transition challenges. Using a mixed-methods design, 77 students completed a survey with Likert-scale and open-ended items. Findings indicate gaps in programming skills, independent learning, and understanding academic expectations. Many students reported feeling a sense of low social belonging after joining pre-established cohorts. AI tools were commonly used for programming support and concept clarification, but they offered limited emotional reassurance. Students recommended clearer academic alignment, a tailored induction process, compulsory social events, and peer mentoring. This study advocates for equity-driven transition models that cater to the diverse needs of direct entrants, thereby fostering inclusion, belonging, and success.

Trends in Higher Education doi: 10.3390/higheredu4030056

Authors: Aikaterini Vasiou Eleni Vasilaki Konstantinos Mastrothanasis Angelos Gkontelos

University life can be a period of growth and development, but it is also a time of significant stress and challenge. Thus, the study aimed to explore factors with the potential to exert facilitative and debilitative influence on university students’ academic performance. A research project was designed by putting together emotional intelligence and test anxiety, as two pillars that can adequately explain performance in educational contexts. The sample consisted of 205 students from the Department of Primary Education at the University of Crete. Participants completed the Emotional Intelligence Scale and the Cognitive Test Anxiety Scale-Revised and agreed to have their responses paired with their Grade Point Average (GPA) of all passed courses as well. Analyses tested the effect of the identified variables on GPA. A series of correlational analyses was conducted to explore the relationships among the above-mentioned variables. Increased worry was associated with decreases in GPA, while increased emotional intelligence was associated with increases in GPA. Moreover, the mediating role of cognitive test anxiety between emotional intelligence and academic performance emerged, indicating that emotional intelligence relates to GPA primarily indirectly. The results shed light on the impact these factors have on students’ academic outcomes and highlight the importance of developing a multifaceted intervention model that supports emotional intelligence and reduces worry in higher education.

Trends in Higher Education doi: 10.3390/higheredu4030055

Authors: Cherry Canovan Hibah Sohail Anna Graham

The evidence base supporting practices to widen participation in higher education, such as campus visits and multi-intervention programs for younger students, remains limited. In order to address this gap, this exploratory study examines the impact of repeated university campus exposure on primary-aged children in the UK. We studied the influence of a campus tour on the views of a group of 78 primary school children who had visited the setting on a previous occasion. Our cohort (32M, 45F, aged 10–11) was drawn from schools with high populations of pupils from low-socioeconomic status backgrounds. Using a pre- and post-visit survey design, we assessed changes in perceptions following a second campus tour, building on a prior visit. We found that while one visit was enough to establish basic perceptions—for example, a university is big not small—a second visit allowed participants to see a different side of the university experience, adding nuance, expanding university-related vocabulary, and increasing comfort with the campus environment. Notably, repeat visits strengthened intentions to pursue higher education. We conclude that multiple campus visits benefit low-participation groups by fostering familiarity and exposing younger pupils to different motivations for university attendance. While this study provides a useful foundation from which to explore this area, further work is needed to address limitations such as the small sample size and the UK-specific context.

Trends in Higher Education doi: 10.3390/higheredu4030054

Authors: Gábor Nagy

Quality assurance (QA) in higher education has become increasingly vital in response to global competition, digital transformation, and evolving sustainability demands. This study examines the leading QA frameworks—namely the European Standards and Guidelines (ESG), the EFQM Excellence Model, and ISO 9001—while integrating advanced analytical methodologies, including Data Envelopment Analysis (DEA), the Analytic Hierarchy Process (AHP), and Bayesian modeling, to propose a comprehensive framework for assessing university performance. Through empirical analysis and comparative case studies of internationally ranked universities, this study demonstrates that combining objective indicators with quantitative methods significantly improves institutional efficiency, transparency, and competitiveness. Additionally, the role of digital education, ESG-driven sustainability strategies, and AI-based student feedback systems emerge as being crucial to the effectiveness of QA practices. The results suggest that hybrid evaluation models—blending traditional QA principles with data-driven analytics—promote continuous improvement, optimize resource management, and enhance educational outcomes. This research ultimately highlights the growing relevance of advanced quantitative frameworks in modernizing QA systems and supporting universities in addressing dynamic global challenges.

Trends in Higher Education doi: 10.3390/higheredu4030053

Authors: Nurullah Eryilmaz

This qualitative study investigates how academic faculty in a UK university conceptualise and implement alternative assessment practices aimed at fostering critical 21st-century skills—such as problem-solving, collaboration, and creativity—in an increasingly diverse higher education context. Drawing on in-depth interviews with six academic faculty members, the study explores the extent to which inclusive and alternative assessment practices are embedded in teaching and examines the institutional and cultural barriers that shape these practices. Thematic analysis reveals that while staff broadly value critical skills, there is considerable variation in how these skills are understood and operationalised in assessment. Many staff face structural constraints, including rigid assessment policies and market-driven accountability frameworks, that limit their ability to innovate. Furthermore, the findings highlight a disjunction between staff awareness of inclusive pedagogies and their capacity to enact them systematically in assessment design. The study contributes to the literature by foregrounding the complex interplay between institutional logics, assessment practices, and inclusive pedagogical aims. It argues that advancing genuinely inclusive and skills-oriented assessment requires systemic change at both institutional and policy levels.

Trends in Higher Education doi: 10.3390/higheredu4030052

Authors: Lea C. Brandl Andreas Schrader

In the IoT era, higher education is transforming into a more digitalized learning environment, also known as Education 4.0. In this context, the use of serious games for teaching is also evolving into a more adaptive digital form. This paper describes how this could be realized in combination with Learning Management Systems and smart environments in universities. The concept is based on requirements that have been raised by a human-centered design process and are already published. The concept is the foundation upon which several games are designed and implemented. Two heuristic studies were conducted to evaluate the general concept and the implemented games. The results show that the games are suitable for educational use and that their integration into smart environments could be appropriate to address the requirements following the Education 4.0 paradigm.

Trends in Higher Education doi: 10.3390/higheredu4030051

Authors: Husam Qaddumi Nader Shawamreh Yousef Alawneh Munther Zyoud

This study is about Palestinian university students’ attitudes toward English as a foreign language (EFL) learning, paying special attention to variables such as gender, parents’ knowledge of a foreign language, academic year, and travel to English-speaking countries. The researchers implemented a descriptive–analytical design to collect data. The sample of the study is 570 university students across various higher education institutions in Palestine. The researchers used several statistical tests, such as an Independent Sample t-test and one-way ANOVA, to analyse data. The findings suggest that Palestinian university students’ attitudes toward learning English are mainly neutral. However, there are positive inclinations in specific aspects such as travel, academic content, and reading and writing, with no statistically significant differences due to variables such as gender, academic year, or exposure to English-speaking countries. These results suggest that student attitudes are shaped less by personal background and more by broader sociopolitical and educational conditions. This study contributes to the limited body of localised research on affective variables in second language acquisition (SLA) within conflict-affected regions. It highlights the need for contextually responsive pedagogies that promote student engagement and linguistic resilience. Implications are offered for educators, curriculum developers, and policymakers seeking to enhance EFL instruction in Palestine and similar settings.

Trends in Higher Education doi: 10.3390/higheredu4030050

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

This study explores the integration of simulated environments into first aid training programmes within the field of Physical Activity and Sports Sciences. Grounded in the framework of student-centred teaching methodologies and competency-based education models, the research investigates the impact of simulated environments on students’ Emotional Intelligence (EI). The study hypothesizes that positive stress coping styles and good educational practices developed in simulated environments are correlated with higher levels of EI. Methodologically, a descriptive study was conducted, involving participants pursuing a Bachelor’s Degree in Physical Education and Sport Sciences. Measures included the Trait-Mood Scale 24 (TMMS-24) for EI assessment, the Stress Coping Questionnaire (SCQ) for stress evaluation, and the Educational Practices Questionnaire (EPQ) for assessing educational practices. Results revealed significant associations between active learning and higher levels of EI, problem-solving coping styles, and emotional clarity, as well as positive reappraisal coping styles and mood recovery. The study emphasizes the potential of integrating simulated environments into first aid training programmes, offering immersive learning experiences that enhance students’ practical skills and emotional development.

Trends in Higher Education doi: 10.3390/higheredu4030049

Authors: Nicole Hollywood Katherine Quinn

Diversity, equity, and inclusion, most commonly known as DEI, serves as a framework for practices that promote the fair treatment and full participation of all members of a community. Culturally responsive teaching and critical pedagogy are commonly associated with DEI as part of the larger strategy to validate and inspire learners while improving their self-efficacy and ability to challenge oppressive systems. While DEI is becoming increasingly better known in higher education, Historically Black Colleges or Universities (HBCUs) are heralded in the literature as a model for this work. Nevertheless, there is relatively limited empirical research exploring facets of DEI and culturally responsive teaching on HBCU and other minority-serving institutions’ campuses. This paper examines the campus of an HBCU located in the Mid-Atlantic United States, with an institutional commitment to diversity, equity, and inclusion, via a comprehensive DEI climate study that included separate surveys of students and faculty/staff. More specifically, the study explored whether all community members consider the campus inclusive, whether all community members experience a culture of belonging, whether adequate resources and supports exist for all campus members to succeed, whether faculty exhibit culturally responsive teaching practices, and whether the perceptions of faculty and staff differ from those of students. The purpose of the study was to help address the gap in the DEI literature exploring the practices of minority-serving institutions. According to the results, participants found the University to be an inclusive place, expressing strong satisfaction with the campus climate and experience. Further, when the presence of culturally responsive teaching practices was explored, strong evidence was indicated. Possible areas for improvement include greater supports and resources for LGBTQIA+, Indigenous, and disabled community members.

Trends in Higher Education doi: 10.3390/higheredu4030048

Authors: Davide Parmigiani Elisabetta Nicchia Myrna Pario Emiliana Murgia Slaviša Radović Marcea Ingersoll

Implementing formative assessment strategies represents a challenge for higher education institutions. As they are frequently adopted only to support summative assessment and final grading, this study aims to investigate the most effective formative assessment strategies for higher education. It emphasizes the features of peer- and group-assessment, underlining strengths and weaknesses of both formative assessment strategies. Additionally, this study investigates the relationship between metacognitive and evaluative formative assessment aspects to support students’ learning processes and highlights the connection between formative and summative approaches. In the academic year 2023–2024, 240 higher education students were involved in a four-stage mixed-method study, alternating peer- and group-assessment strategies split in two steps focused on, respectively, metacognitive and evaluative aspects. Qualitative and quantitative data were collected after each stage. The findings revealed that students preferred the group-assessment and that the metacognitive formative assessment helped them improve their learning and prepare for the final test with summative assessment. Regarding policy implications, on the basis of this study, higher education institutions should improve instructor capacity to integrate formative assessment activities in their courses.

Trends in Higher Education doi: 10.3390/higheredu4030047

Authors: Murimo Bethel Mutanga

Collaboration is essential in today’s technology-driven world, where IT professionals work in teams to solve complex problems. To mirror industry practices, universities have increasingly adopted project-based learning approaches, requiring students to work collaboratively on tasks such as software development. However, while considerable research has examined group project outcomes, little is known about the decision-making processes students use to select their partners, particularly in software development. This study, therefore, explores the factors influencing IT students’ choices of group project partners and how these choices reflect broader learning priorities. A qualitative approach was employed, collecting open-ended responses from 103 software development students through individual interviews conducted via MS Teams. Thematic analysis was used to identify recurring patterns in the data. Five main themes emerged: Personal Relationships & Familiarity, Work Ethic & Dedication, Communication & Teamwork, Reliability & Accountability, and Technical Skills & Competence. The findings indicate that students prioritise interpersonal trust, reliability, and communication skills over technical ability when selecting partners. This suggests that students view effective collaboration as grounded more in work ethic and relational qualities than in coding proficiency alone.

Trends in Higher Education doi: 10.3390/higheredu4030046

Authors: Dmitrij Żatuchin

The evolving landscape of digital education, particularly in professional programs such as Master of Business Administration (MBA) programs, presents unique challenges in effectively transforming tacit professional knowledge into explicit academic understanding. While various pedagogical models address digital learning broadly, few offer structured frameworks that meet the specific needs of educators and students in digital MBA programs. This study addresses this gap by proposing an adapted integration of the Socialization, Externalization, Combination, and Internalization (SECI) model, originally developed by Nonaka and Takeuchi, with multi-layered ‘ba’ (shared context) and distributed leadership principles. The research problem centers on the lack of systematic models that bridge professional experience with academic theory in digital, collaborative environments. The originality of this work lies in the development of the Cadence of Course Design Model—a structured, iterative framework specifically designed to enhance knowledge creation in digital MBA programs. A mixed-methods approach evaluated this model’s effectiveness, combining pre- and post-course surveys with qualitative reflections. Results indicate significant improvement in students’ comprehension (from 3.1 to 4.3 on a five-point scale), strongly confirming hypothesis H1. While students reported high satisfaction with distributed leadership aspects, the correlation between perceived effectiveness and actual improvement was not statistically significant, and high satisfaction with distributed-leadership dynamics; however, the latter did not show a direct statistical link to learning gains, indicating partial support for H2. This study contributes to educational theory by demonstrating how knowledge management principles can complement existing pedagogical models, enhancing student engagement and professional readiness in digitally mediated learning environments.

Trends in Higher Education doi: 10.3390/higheredu4030045

Authors: Caroline Sarah Jones Huw Bell

A sense of belonging among university students is widely perceived as critical to engagement, retention and outcomes. The aim of our research is to improve understanding of how staff and students conceptualise belonging, how sense of belonging can be enhanced, and factors which work against it in the post-COVID era. Using interviews and focus groups, we asked professional services staff, academic staff, and students (n = 34) at one English university for their views. Thematic analysis generated three major themes: (1) understandings of belonging; (2) connections, caring and mattering; (3) challenges to belonging. The most significant finding was that sense of belonging is mostly located within non-tangible ‘moments’ which are mainly owned by students themselves. Sense of belonging is conceptually messy and complex in practice due to these non-tangible moments. Relational pedagogy, caring, mattering and consistency are key factors in improving belonging, and these can only be established in the context of authentic and trusting relationships. Student belonging was found to be mostly reliant on both relationships with staff and peers, but also the physical environment. Recommendations are for universities to review current roles and responsibilities of staff who provide pastoral care for students, ensuring they are adequately trained and supported; to recognise that belonging is largely about authentic, trusting relationships, and to allow the necessary time for it; and to consider the threats to sense of belonging, such as high staff sickness and turnover. This qualitative study helps unravel varying understandings of sense of belonging and provides original empirical insights to further contribute to the development of sense of belonging in higher education.

Trends in Higher Education doi: 10.3390/higheredu4030044

Authors: Asier Arcos-Alonso Itsaso Fernandez de la Cuadra-Liesa Amaia Garcia-Azpuru Iñigo Vivanco-Ibarzabal

This article analyses the role of the Spanish university system in promoting fair Trade (FT) and the sustainable development goals (SDGs), with a particular focus on the Universities for Fair Trade (UxFT) programme. A mixed methodology combining qualitative and quantitative approaches was used to review and analyse the websites of 90 Spanish universities (both public and private) to assess their commitment to FT and the SDGs. This was based on four variables: (1) reference to the SDGs; (2) a structured programme to promote the SDGs; (3) specific actions to promote or raise awareness of the SDGs; and (4) working on FT. The results show that, while most universities include the SDGs in their institutional strategies, only some have structured programmes. Regarding FT, several universities carry out activities linked to this movement, with some actively participating in the UxFT. Public universities demonstrate greater commitment. The SDGs that are most frequently addressed are 12 (Responsible consumption and production), 4 (Quality education) and 13 (Climate action), highlighting the close relationship between FT and sustainability. The study reveals a gap between discursive commitments to sustainability and the actual implementation of FT practices, suggesting that the integration of FT is not automatic even when SDG strategies are present. This has important implications: promoting FT within universities requires not only structured SDG strategies, but also explicit institutional policies, dedicated resources, and greater awareness of FT transformative potential. The findings underscore the need for stronger institutional commitment to move beyond isolated actions and toward a university model grounded in social justice and sustainability. Integrating the UxFT programme more broadly could help foster critical thinking, participatory governance, and more coherent practices aligned with the 2030 Agenda.

Trends in Higher Education doi: 10.3390/higheredu4030043

Authors: Brenda Aromu Wawire Fanny Nkunika Jennie Robinette Mark Manyau Jai Bum Koo Adrienne Elissa Barnes-Story

Initial teacher education programs are the primary means through which student teachers gain teaching apprenticeship, amass core teaching knowledge, and build skills that prepare them to become effective teachers who are ready to combat the realities and challenges of the classroom. The current study examines the level of content knowledge (CK), pedagogical content knowledge (PCK), and the self-efficacy of language and foundational literacy instruction among the language teacher educators at teacher training colleges (TTCs) in Malawi. This research further explored the teacher educators’ perceptions of CK and PCK, and how their understanding of the Initial Primary Teacher Education curriculum shapes their teaching practices in foundational learning and language. Lastly, we explore the associations between CK, PCK, self-efficacy, and teacher educators’ characteristics. Utilizing a mixed-methods approach, we analyzed data from 60 language teacher educators from 10 TTCs in Malawi. The findings revealed that the teacher educators’ level of CK and PCK was low, but they had high self-efficacy in their ability to teach the component skills of literacy to the student teachers. Of the teacher educators’ characteristics, only continuous professional development was positively correlated with their self-efficacy. The teacher educators’ CK and PCK are shaped by the TTC curriculum, their primary school teaching experiences, and the national education policies and guidelines they implement. Gaps in the curriculum and external constraints hinder them from effectively training student teachers in foundational literacy pedagogies. The findings provide pedagogical and policy directions for stakeholders to improve the quality of preservice education in low–middle-income contexts.

Trends in Higher Education doi: 10.3390/higheredu4030042

Authors: Seila Soler Laura María Aliaga-Aguza

This study analyzes the differences in the selection of teaching methodologies, assessment instruments, and educational values in Master’s Theses (TFMs) written within the Geography and History specialization of a Teacher Training Master’s program in Spain. The aim is to examine how these pedagogical components vary according to the gender of the author and the educational level targeted by the instructional proposals. A mixed-methods approach was applied combining statistical analysis (Chi-square and ANOVA tests) with qualitative content analysis of 54 anonymized TFMs. The results indicate that while gender-related differences were not statistically significant in most categories, qualitative patterns emerged: female authors tended to adopt more reflective, participatory approaches (e.g., oral expression, gender visibility), whereas male authors more often used experiential or gamified strategies. Significant differences by educational level were found in the use of gamification, inquiry-based learning, and project-based learning. A progressive increase in methodological complexity was observed from lower secondary to upper levels. In terms of educational values, interdisciplinarity and inclusion were most frequently promoted, with critical perspectives such as historical memory and gender visibility more prevalent at the Baccalaureate level. These findings underscore the TFM’s role as a space for pedagogical innovation, reflective practice, and value-driven teacher identity formation.

Trends in Higher Education doi: 10.3390/higheredu4030041

Authors: Zachary W. Taylor Sara K. Ray Jodi Kaus Tristia A. C. Kayser Mario Villa Karla Weber-Wandel Phil Schuman

As the labor market has tightened and businesses have increased their part-time and hourly wages, recruiting and retaining high-quality college students to work on campus in part-time and hourly roles has remained a stubbornly problematic issue. As a result, this study provides a unique perspective into the minds of student workers by leveraging NASPA/ACPA’s professional competency areas and Tull’s synergistic supervision as conceptual and theoretical frameworks to understand how a subset of college student workers view supervisors in recruiting and retaining them, as well as providing pre-professional development opportunities. Through semi-structured qualitative focus groups with 54 college students working as peer financial mentors within student affairs units, qualitative data suggest that student workers view supervisors as critical to their recruitment if the work is positioned as flexible and career-oriented. Moreover, student workers appreciated supervisors who promised and then delivered professional development during employment, preparing them for the workforce. Additionally, student workers want and need a supervisor who builds a professional relationship with them and who empowers them to develop a sense of confidence through their work. Implications for student affairs research, policy, and practice are addressed.

Trends in Higher Education doi: 10.3390/higheredu4030040

Authors: Ania Maria Hildebrandt Alice Barana Vasiliki Eirini Chatzea Kelly Henao Marina Marchisio Conte Daniel Samoilovich Nikolas Vidakis Georgios Triantafyllidis

Blended and virtual learning have become an integral part in international higher education, especially in the wake of the COVID-19 pandemic and the European Union’s Digital Education Action Plan. These modalities have enabled more inclusive, flexible, and sustainable forms of international collaboration, such as Collaborative Online International Learning (COIL) and Blended Intensive Programs (BIPs), reshaping the landscape of global academic mobility. This paper introduces the INVITE Learning Design Framework (LDF), developed to support higher education instructors in designing high-quality, internationalized blended and virtual learning experiences. The framework addresses the growing need for structured, theory-informed approaches to course design that foster student engagement, intercultural competence, and motivation in non-face-to-face settings. The INVITE LDF was developed through a rigorous scoping review of existing models and frameworks, complemented by needs-identification analysis and desk research. It integrates Self-Determination Theory, Active Learning principles, and the ADDIE instructional design model to provide a comprehensive, adaptable structure for course development. The framework was successfully implemented in a large-scale online training module for over 1000 educators across Europe. Results indicate that the INVITE LDF enhances educators’ ability to create engaging, inclusive, and pedagogically sound international learning environments. Its application supports institutional goals of internationalization by making global learning experiences more accessible and scalable. The findings suggest that the INVITE LDF can serve as a valuable tool for higher education institutions worldwide, offering a replicable model for fostering intercultural collaboration and innovation in digital education. This contributes to the broader transformation of international higher education, promoting equity, sustainability, and global citizenship through digital pedagogies.

Trends in Higher Education doi: 10.3390/higheredu4030039

Authors: Luisa Morales-Maure Keila Chacón-Rivadeneira Orlando Garcia-Marimón Fabiola Sáez-Delgado Marcos Campos-Nava

The integration of Lesson Study (LS) and Didactic Suitability Criteria (DSC) presents an innovative framework for enhancing mathematics teacher training in higher education. This study examines how LS-DSC fosters instructional refinement, professional growth, and pedagogical transformation among in-service teachers. Using a quasi-experimental mixed-methods approach, the study analyzed data from 520 mathematics educators participating in a six-month training program incorporating collaborative lesson planning, structured pedagogical assessment, and reflective teaching practices. Findings indicate significant improvements in instructional design, mathematical discourse facilitation, and adaptive teaching strategies, with post-training evaluations demonstrating a strong positive correlation (r = 0.78) between initial competency levels and learning gains. Participants reported increased confidence in implementing student-centered methodologies and sustained engagement in peer collaboration beyond the training period. The results align with prior research emphasizing the effectiveness of lesson study models and structured evaluation frameworks in teacher professionalization. This study contributes to higher education policy and practice by advocating for the institutional adoption of LS-DSC methodologies to promote evidence-based professional development. Future research should explore the long-term scalability of LS-DSC in diverse educational contexts and its impact on student learning outcomes.

Trends in Higher Education doi: 10.3390/higheredu4030038

Authors: Emese Beáta Berei

Throughout the generations, traditional academic writing skills development has taught students in socio-human programs to express their knowledge and thoughts with an evidence-based foundation, helping them make a special connection with their professional fields. However, a lack of digital learning and writing resources in this process has been identified. This study of the social work field connects digital academic writing, social protection functionality, and research innovations, identifying and exploring open-access (OA) educational and social resources for social work higher education (SWHE). Applying content analyses to online documents and websites, we identified key terms characteristic of social work, following a standard approach on formulating research questions, identifying categories, creating a code book, sampling, and measuring information. The research questions were as follows: How is digital academic writing being developed in social work education programs in Romanian universities? Where do researchers, students, teachers, and professionals gather OA digital information and data for academic innovation? What kind of OA information and data are contained in websites for academic writing? We also used OA socio-educational resource analysis to derive digital, evidence-based, and academic writing codes. The frequencies of these elements in documents and websites were examined. Professional samples of four OA documents and five academic and non-academic Romanian websites with extensions were processed. Furthermore, information from a non-academic official website concerning social protection functionality was observed, identified, and measured. We concluded that academic writing is not included as an independent course in the curricula of Romanian social work programs at universities; this topic is rarely researched. Digital and evidence-based education is also a marginalized topic in socio-human scientific resources. OA information, laws, reports, and statistics were identified. Information on scientific research, academic–non-academic partnerships, descriptions of good practices, and human resources information was lacking. In conclusion, this study contributes to increasing productivity and developing digital academic skills in social work education and research.

Trends in Higher Education doi: 10.3390/higheredu4030037

Authors: Jackie E. Shay Suzanne E. Hizer Devon Quick Jennifer O. Manilay Mabel Sanchez Victoria Sellers

As diversity, equity, and inclusion (DEI) efforts in higher education face increasing political resistance, it is critical to understand how equity-centered institutional change is fostered, and who is transformed in the process. This study examines the intended and emergent outcomes of faculty professional development initiatives implemented through the Howard Hughes Medical Institute’s Inclusive Excellence (HHMI IE) program. We analyzed annual institutional reports and anonymous reflections from four public universities in a regional Peer Implementation Cluster (PIC), focusing on how change occurred at individual, community, and institutional levels. Guided by Kezar’s Shared Equity Leadership (SEL) framework, our thematic analysis revealed that while initiatives were designed to improve student outcomes through inclusive pedagogy, the most profound outcome was the development of equity consciousness among faculty. Defined as a growing awareness of systemic inequities and a sustained commitment to address them, equity consciousness emerged as the most frequently coded theme across all levels of change. These findings suggest that equity-centered faculty development can serve as a catalyst for institutional transformation, not only by shifting teaching practices but also by building distributed leadership and deeper organizational engagement with equity. This effort also emphasizes that documenting emergent outcomes is essential for recognizing the holistic impact of sustained institutional change.

Trends in Higher Education doi: 10.3390/higheredu4030036

Authors: Isaac Oluwatobi Akefe Victoria Aderonke Adegoke Elijah Akefe Daniel Schweitzer Stephen Bolaji

Indigenous students remain significantly underrepresented in medical education, contributing to persistent health inequities in their communities. Systemic barriers, including cultural isolation, inadequate resources, and biased curricula, hinder their success. But what if generative artificial intelligence (GAI) could be the game-changer? This scoping review explores the potential of generative artificial intelligence (GAI) in making medical education more inclusive and supportive for Indigenous students through a comprehensive analysis of existing literature. From AI-powered engagement platforms to personalised learning systems and immersive simulations, GAI can be harnessed to bridge the gap. While GAI holds promise, challenges like biased datasets and limited access to technology must be addressed. To unlock GAI’s potential, we recommend faculty development, expansion of digital infrastructure, and Indigenous-led AI design. By carefully harnessing GAI, medical schools can take a crucial step towards creating a more diverse and equitable healthcare workforce, ultimately improving health outcomes for Indigenous communities.

Trends in Higher Education doi: 10.3390/higheredu4030035

Authors: Pernilla Granklint Enochson Jeanette Sjöberg

School development is important in society. This study investigates how questions work as an information carrier between different levels in a school organization. The questions are organized in a hierarchy, with the regional steering committee’s overarching question at the top and then distributed further on to the municipalities to interpret the questions that engage with their practice management. At the bottom of the hierarchy are the schools, and they create the final professional research questions that engage with day-to-day practice. Previous studies show that supporting and challenging each other can lead to the development of new knowledge in the organization. This is an empirical study based on documents with questions from the three levels (regional, municipal, and school). The questions were collected and the content in the questions was analyzed. The results show that it is possible to develop an organization by asking development-related questions, from top to bottom, in a hierarchical organization. However, problems arise when the developing questions require interpretation, and the interpretation leads to the shifting of the original goal. In this study, the aim at regional-level students and knowledge/learning was shifted to a focus on teachers and teaching especially at school level.

Trends in Higher Education doi: 10.3390/higheredu4030034

Authors: Naila Anwar

This paper is a case study of supporting students in developing their Generative Artificial Intelligence (GAI) literacy as well as guiding them to use it ethically, appropriately, and responsibly in their studies. As part of the study, a law coursework assignment was designed utilising a four-step Problem, AI, Interaction, Reflection (PAIR) framework that included a problem-solving task that required the students to use GAI tools. The students were asked to use one or two GAI tools of their choice early in their assessment preparation to research and were given a set questionnaire to reflect on their experience. They were instructed to apply Gibbs’ or Rolfe’s reflective cycles to write about their experience in the reflective part of the assessment. This study found that a GAI-enabled assessment reinforced students’ understanding of the importance of academic integrity, enhanced their research skills, and helped them understand complex legal issues and terminologies. It also found that the students did not rely on GAI outputs but evaluated and critiqued them for their accuracy and depth referring to primary and secondary legal sources—a process that enhanced their critical thinking and problem-solving skills.

Trends in Higher Education doi: 10.3390/higheredu4030033

Authors: Carmen García-López María Tabuenca-Cuevas Ignasi Navarro-Soria

There is a growing body of literature that focuses on the applicability of artificial intelligence (AI) in English as a Foreign Language (EFL) and English Language (EL) classrooms; however, educational application of AI in the EFL and EL classroom for gifted students presents a new paradigm. This paper explores the existing research to highlight current practices and future possibilities of AI for teaching EFL and EL to address gifted students’ special needs. In general, the uses of AI are being established for class instruction and intervention; nevertheless, there is still uncertainty about practitioner use of AI with gifted students in EFL and EL classrooms. This review identifies 42 examples of GenAI Models that can be used in gifted EFL and EL classrooms. In addition, the research conducted thus far has highlighted the positive contribution of the use of AI in EFL and EL environments, albeit some disadvantages and challenges have also been identified. The results also endorse the use of AI with gifted students as an asset and highlight the need for AI literacy for both teachers and gifted students in order to adapt to this new educational paradigm. In conclusion, more studies are needed, as many aspects regarding both teachers’ and gifted students’ use of AI remain to be elucidated to improve future applications of AI to teach EFL and EL to gifted students.

Trends in Higher Education doi: 10.3390/higheredu4030032

Authors: Dickson Okello Patience M. Mshenga George Owuor Mwanarusi Saidi Joshua Nyangidi Patrick Owino Fahad Juma Benson Nyamweno Jacqueline Wanjiku

Micro, Small, and Medium Enterprises (MSMEs) are vital drivers of economic growth in Kenya, yet they face persistent barriers, including limited capacity, financial exclusion, and weak market integration. This study assessed the potential of universities as strategic hubs for MSME capacity building through a collaborative initiative between Egerton University and the KCB Foundation. Using the International Labour Organization’s Start and Improve Your Business (SIYB) methodology, 481 entrepreneurs from Egerton, Njoro, and Gilgil were trained in a business development bootcamp. This study evaluated the training effectiveness, participant demographics, confidence in skill application, networking outcomes, and satisfaction levels. The results showed high participant confidence (over 95% across all regions), strong financial management uptake (85%), and mobile banking adoption (70%). Gilgil led in inclusivity and peer engagement, while Njoro showed stronger gender representation. However, logistical challenges caused 25% absenteeism in rural areas, and only 23% accessed post-training mentorship. These findings underscore the transformative role of HEIs in fostering sustainable entrepreneurship through localized, inclusive, and industry-aligned training. Policy recommendations include hybrid delivery models, tiered curricula for diverse skill levels, and institutionalized mentorship through public–private partnerships. This case demonstrates the value of embedding entrepreneurship support within university mandates to advance national MSME development agendas.

Trends in Higher Education doi: 10.3390/higheredu4030031

Authors: Murimo Bethel Mutanga Jotham Msane Thaddeus Ndumiso Mndaweni Bongokuhle Brightman Hlongwane Neliswa Ziyanda Ngcobo

Integrating large language models (LLMs) into higher education, particularly in programming education, reshapes how students interact with learning materials and develop coding skills. However, while the general utility of LLMs like ChatGPT, Gemini, and Claude has been acknowledged, a critical gap exists in understanding how specific prompting strategies influence student learning outcomes. This issue is significant in the context of programming education, where problem-solving, critical thinking, and conceptual understanding are essential yet complex cognitive skills. Although prior research has classified prompting behaviors, it has largely failed to assess their impact on actual learning. To address this gap, we explored how IT students employ various prompting strategies when engaging with LLMs during programming tasks. A mixed-methods approach was adopted, primarily qualitative and supported by basic quantitative analysis, to examine 842 prompts generated by 140 students across four core software development modules. The results revealed five dominant prompting strategies, which varied significantly in how they facilitated learning. Our findings suggest that prompting strategies significantly shape how students interact with LLMs and influence the depth of their learning.

Trends in Higher Education doi: 10.3390/higheredu4030030

Authors: Chara Kottara Sofia Asonitou Dimitra Kavalieraki-Foka

At the beginning of the 21st century, rapid technological developments significantly impacted the field of education. As a result, university professors in recent years have been constantly searching and implementing teaching methods, such as blended learning, to increase the interest of their students and retain them in their courses. It is a matter of many academic discussions to create educational practices to reduce student dropout, especially in social sciences courses that are considered by students to be difficult subjects, such as accounting. The blended learning approach is based on constructivist theory and specifically on the Community of Inquiry model, where the educational experience of students is related to social, cognitive, and didactic presence, and it is orientated towards a more student-centred approach that maximises retention rates. The present study employs an exploratory blended-methods design. A questionnaire and individual interviews of students were used to collect data. The study was carried out in the context of an Advanced Financial Accounting course at a Greek university, through the implementation of an experiment with undergraduate students. Important findings include higher retention rates of undergraduate accounting students in the blended class compared to the traditional one, as the redesigning of content for the needs of blended learning, the incorporation of videos, the development of group work, and the good organisation of the course constitute the optimal mix for reducing student attrition.

Trends in Higher Education doi: 10.3390/higheredu4030029

Authors: Émilie Tremblay-Wragg Sara Mathieu-Chartier Catherine E. Déri Kathy Beaupré-Boivin Laura Iseut Lafrance St-Martin

Graduate students and novice researchers face various challenges in their study programs or workplaces, including a research-focused curriculum and high research expectations at the expense of other areas of responsibility that would allow for training and socializing in their environment. The involvement in participatory action research (PAR) is a lever for supporting the professionalization of apprentice and novice researchers by promoting their training through the development of skills adapted to individual circumstances and by fostering their socialization in the academic environment. The results of the analysis of 63 reflective logbooks, two focus groups, and 20 individual interviews show professionalization in both areas of training and socializing. More specifically, the four professional skills that were most developed are project management, collaboration, digital, media, and information literacy, and communication. In terms of socialization, the experience of performing research differently, the implementation of horizontal governance, the varied distribution of responsibilities among participants, the work in multidisciplinary teams, and the hands-on learning of the PAR process played a decisive role. A discussion follows on the potential of PAR for the professionalization of emerging scholars, focusing on the strengths and distinctive features of their experience.

Trends in Higher Education doi: 10.3390/higheredu4020028

Authors: Obrain Tinashe Murire Bramwell Kundishora Gavaza

The advent of technology has necessitated that tertiary institutions incorporate learning management systems tools into academia for teaching and learning activities. However, there is a slow adoption of these tools. This research study aimed to establish the challenges academics face when using technology in tertiary institutions. The technology acceptance model was used as the theoretical foundation in this study. The study utilised an interpretivist philosophy relying on a qualitative research approach using interview data with a sample of fifteen academics. Thematic analysis was used as a means of data analysis. The findings offer insights into addressing the challenges faced by academics when using technology in teaching and learning, and the role of technology in enhancing the throughput rates. Tertiary institutions’ management should support and prioritise the use of technology to enhance throughput and address the critical skills shortage in the higher education sector. The study, therefore, recommends that lecturers receive continued training as they are not technology savvy and that students be offered continued support throughout their studies at tertiary institutions.

Trends in Higher Education doi: 10.3390/higheredu4020027

Authors: Maria B. Peterson-Ahmad Lisa Huffman Sharla Snider

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

Trends in Higher Education doi: 10.3390/higheredu4020026

Authors: Catherine T. Amelink Todd E. Nicewonger

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

Trends in Higher Education doi: 10.3390/higheredu4020025

Authors: Angelos I. Stoumpos Rodanthi I. Stoumpou

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

Trends in Higher Education doi: 10.3390/higheredu4020024

Authors: Christos Papaneophytou Stella A. Nicolaou

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

Trends in Higher Education doi: 10.3390/higheredu4020023

Authors: Lerato Teane Ntswaki Matlala

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

Trends in Higher Education doi: 10.3390/higheredu4020022

Authors: Héctor Galindo-Domínguez Maria-José Bezanilla

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

Trends in Higher Education doi: 10.3390/higheredu4020021

Authors: Sudipta Chowdhury Ammar Alzarrad

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

Trends in Higher Education doi: 10.3390/higheredu4020020

Authors: Maria Jakubik

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

Trends in Higher Education doi: 10.3390/higheredu4020019

Authors: Christine E. B. Mishra David Walters Evan D. G. Fraser Daniel Gillis Shoshanah Jacobs

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

Trends in Higher Education doi: 10.3390/higheredu4020018

Authors: Abdulaziz BinTaleb

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

Trends in Higher Education doi: 10.3390/higheredu4020017

Authors: Carlos Merino-Campos

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

Trends in Higher Education doi: 10.3390/higheredu4020016

Authors: Seo Hong Lim Lyndon Lim Che Yee Lye Wei Ying Rebekah Lim

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

Trends in Higher Education doi: 10.3390/higheredu4010015

Authors: Karima Lalani Tanya E. Karwaki James Condon

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

Trends in Higher Education doi: 10.3390/higheredu4010014

Authors: Vicki L. Baker Staci Starck Maria Rising

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

Trends in Higher Education doi: 10.3390/higheredu4010013

Authors: Daniela Fontenelle-Tereshchuk

This paper explores the impact of technology and wellness in the context of students entering post-secondary education. It aims to provide insights into the use of technology and how it affects students’ wellness. The transition from high school into post-secondary education has often been a complex phase in students’ lives, and such complexity may be especially significant for virtual high school graduates, in other words, students who finished their high school education mostly virtually due to school closures during the COVID-19 pandemic. Students starting post-secondary education are usually between 17–19 years old, an age period at which these students are more developmentally vulnerable to the effects of rapid physiological, financial, and social changes. Despite some positive aspects of technology usage in education, challenges remain. Students navigate potential academic losses due to ineffective virtual schooling experiences during school lockdowns. This may aggravate students’ adaptation to higher-education culture and norms and academic expectations, especially formal writing standards often required in university papers. Other challenges may include the over-reliance on technology for academic, social, and personal tasks, accentuating students’ difficulties with wellness and requiring a rethinking of learning practices to eloquently respond to students’ needs in the context of the legacy of the coronavirus pandemic. This paper seeks to contribute to the conversation on how post-secondary institutions respond to the need to balance technology and wellness in the context of education. Ultimately, this paper explores perspectives on potential higher institutions’ responses to the impact of technology on students’ mental health and learning as well as implementing wellness practices while integrating technology into education.

Trends in Higher Education doi: 10.3390/higheredu4010012

Authors: Dina Tsagari Thomais Rousoulioti

In the field of language assessment, emphasis is usually placed on widely spoken languages. However, amidst this focus, a multitude of less commonly taught languages (LCTLs) remain in obscurity, their potential overlooked and their learners underserved. This paper reports a study that illuminates the importance of training teachers of an LCTL in enhancing their assessment literacy levels. Τhe study involved 89 teachers of Greek as a second language (L2) who attended an online training course based on a major LAL teacher resource produced by a European-funded project. Through a mixed method design (pre-/post-surveys and teachers’ end of term assignments), we advocate for the empowerment of LCTL teachers through the transformative impact of assessment literacy on language education. The paper offers research and pedagogical recommendations in enhancing teachers’ language assessment literacy in LCTL contexts.

Trends in Higher Education doi: 10.3390/higheredu4010011

Authors: Nico Rutten Karin Brouwer-Truijen

Extended Reality (XR) technologies—including virtual reality (VR), augmented reality (AR), and mixed reality (MR)—offer transformative opportunities for education by enabling immersive and interactive learning experiences. In this study, we employed a mixed-methods approach that combined systematic desk research with an expert member check to evaluate existing pedagogical frameworks for XR integration. We analyzed several established models (e.g., TPACK, TIM, SAMR, CAMIL, and DigCompEdu) to assess their strengths and limitations in addressing the unique competencies required for XR-supported teaching. Our results indicate that, while these models offer valuable insights into technology integration, they often fall short in specifying XR-specific competencies. Consequently, we extended the DigCompEdu framework by identifying and refining concrete building blocks for teacher professionalization in XR. The conclusions drawn from this research underscore the necessity for targeted professional development that equips educators with the practical skills needed to effectively implement XR in diverse educational settings, thereby providing actionable strategies for fostering digital innovation in teaching and learning.

Trends in Higher Education doi: 10.3390/higheredu4010010

Authors: Rafael Sousa Santos Clara Pimenta do Vale Barbara Bogoni Poul Henning Kirkegaard

Since its inception, the Massachusetts Institute of Technology (MIT, Cambridge, MA, USA) has preserved student drawings and design projects as educational tools and reference materials. This practice, modeled after the Fine Arts School tradition, led to the archiving of thousands of student thesis drawings during MIT’s first century. These drawings provide valuable data for documenting the development of architectural education at MIT, illustrating shifts in representation techniques, responses to various influences, and changing architectural conceptualizations. In this study, we examine a collection of thesis drawings produced between 1873 and 1968 using a systematic, data-driven approach that incorporates both qualitative and quantitative methods for collection, processing, and analysis. By comparing these drawings with course catalogs from the corresponding years, we aim to investigate the relationship between drawing practices and teaching methodologies, contributing to a better understanding of the evolution of architectural education at MIT and the role of drawing in that process.

Trends in Higher Education doi: 10.3390/higheredu4010009

Authors: Maria Limniou Munira Raja Mia Donovan Caroline Hands

First-year university students face mental health challenges like adjusting to independence, forming new friendships and coping with academic pressures. Research highlights mixed findings on social media use; some students use social media to connect with family and/or friends while experiencing mental health issues (i.e., loneliness, depression and anxiety), and others turn to social media for support. This study explores the associations between problematic social media use, mental health and perceived support from university, friends and family while considering EDI (Equality, Diversity and Inclusion) factors such as age, gender and disability. EDI promotes fairness and equal opportunities for learning and support ensuring all students receive equitable access to resources regardless of their individual differences. A total of 158 first-year student participants from the Psychology, Electrical Engineering and Electronics and Computer Science departments completed an online questionnaire. Regression analysis revealed that females used social media more frequently than males and problematic social media use was linked to higher levels of anxiety and depression, but not loneliness. University and friend support was associated with depression only, while family support showed no significant relationship with anxiety, depression and loneliness. Addressing these issues is critical to promoting student well-being and academic success.

Trends in Higher Education doi: 10.3390/higheredu4010008

Authors: Maria Georgiadi Maria Papazafiri

This review paper aims to highlight the importance of the role of reflection practice of special educators in the inclusion of students with disabilities and special educational needs. Specifically, an attempt at conceptual clarification of reflection is made at the first level, and the models of reflection that have been developed and applied in special education are described. In particular, in the first section, a reference was made to the definitions and types of reflection as described in the international bibliography. Also, the models of reflection that various researchers have developed, and each model has contributed significantly to improving the work of professionals working in special education, are described. Finally, we are referring to specific practical applications of the reflective process. These practices could motivate professionals to use them in their teaching process to create inclusive environments.

Trends in Higher Education doi: 10.3390/higheredu4010007

Authors: Kumar Yelamarthi Elizabeth Powell Mazen Hussein

The Clay N. Hixson Student Success Center within the College of Engineering at Tennessee Tech University has undergone a transformative upgrade by integrating the Define, Measure, Analyze, Improve, and Control (DMAIC) framework with select Kaizen principles for continuous improvement to enhance student support services. Key performance indicators (KPIs) have been employed to assess the achievement of core goals, significantly advancing recruitment, retention, and overall student success. Implementing the DMAIC framework has streamlined processes such as a unified degree map and a math bridge program, resulting in a 53% increase in incoming first-year students and broadening the College of Engineering’s outreach. These efforts have also contributed to a 10% increase in first-to-second-year retention rates. Through the utilization of DMAIC, the regular redistribution of advisor caseloads and cross-training has been facilitated, ensuring timely student support without overburdening advisors. Additionally, targeted academic support initiatives have reduced the at-risk student population from 19% to 11%. These management techniques extend to multiple initiatives, including enhancements to high school summer camps, advisor listening sessions, and student surveys designed to meet evolving student needs. Creating specialized areas for academic advisors has also supported their professional growth, contributing to better student outcomes. This paper comprehensively analyzes these strategies and provides valuable insights for institutions seeking to apply DMAIC and continuous improvement models to strengthen student support systems.

Trends in Higher Education doi: 10.3390/higheredu4010006

Authors: Zhongzhou Chen Chandralekha Singh

Most of today’s educators are in no shortage of digital and online learning technologies available at their fingertips, ranging from Learning Management Systems such as Canvas, Blackboard, or Moodle, online meeting tools, online homework, and tutoring systems, exam proctoring platforms, computer simulations, and even virtual reality/augmented reality technologies. Furthermore, with the rapid development and wide availability of generative artificial intelligence (GenAI) services such as ChatGPT, we are just at the beginning of harnessing their potential to transform higher education. Yet, facing the large number of available options provided by cutting-edge technology, an imminent question on the mind of most educators is the following: how should I choose the technologies and integrate them into my teaching process so that they would best support student learning? We contemplate over these types of important and timely questions and share our reflections on evidence-based approaches to harnessing digital learning tools using a Self-regulated Engaged Learning Framework we have employed in our research in physics education that can be valuable for educators in other disciplines.

Trends in Higher Education doi: 10.3390/higheredu4010005

Authors: Kenneth John Tobin Jacinto De La Cruz Hernandez José R. Palma Marvin Bennett Nandita Chaudhuri

This work examines the indicators of master’s students’ persistence from 2014 to 2021 at a Hispanic-Serving Institution (HSI) in the southern United States. Demographic and academic variables were used in a logistic regression model to predict students’ successful completion across sixteen master’s programs. In this two-fold study, first, we examined the impact of COVID-19 on students enrolled in twelve face-to-face (F2F) programs and evaluated their performance against a pre-pandemic baseline period. Second, we compared student performance in four accelerated online programs against a pre-accelerated baseline. Most demographic variables were insignificant, while all academic variables were significant across program types. However, GPA became an insignificant variable when the F2F programs were forced to move online during the COVID-19 pandemic. During this period, GPA also increased for students who had discontinued their studies. The accelerated online programs recorded a significant decrease in terms enrolled (Term Count) compared to the pre-accelerated baseline. These results add to the limited literature on student success at the master’s level in HSIs, thus filling a vital knowledge gap. This study provides two case studies focusing on how the pandemic and the accelerated online learning model impacted academic persistence at the master’s level at an HSI.