Keyword: higher education

ABSTRACT: This study investigated how hybrid work flexibility relates to the pedagogical effectiveness of Technical and Vocational Education and Training (TVET) educators in the post-pandemic era. Using an explanatory sequential mixed-methods design, the study surveyed 102 TVET educators from four universities in South-East Nigeria. Quantitative data were collected via a structured questionnaire and analyzed using descriptive statistics and simple and hierarchical linear regression. Qualitative data were gathered through semi-structured interviews with a purposively selected subset of 12 participants to provide deeper context. Because the quantitative component used a cross-sectional survey design, associational rather than causal language is used throughout to describe the statistical relationships. Results showed that hybrid work flexibility, as a job resource, is positively associated with instructional delivery effectiveness (β = .45, p < .001), student engagement (β = .42, p < .001), and assessment practices (β = .35, p < .001). Institutional digital infrastructure and technical support significantly moderated this relationship (ΔR² = .09, p < .001), strengthening the positive association between flexibility and pedagogical effectiveness. A confirmatory factor analysis of the 44-item instrument indicated acceptable model fit (CFI = .95, TLI = .95, RMSEA = .029, SRMR = .079), and Harman's single-factor test indicated common method bias was not a substantial concern (24.3% of variance on the first un-rotated factor). Qualitative findings corroborated and enriched these results, highlighting that while flexibility affords autonomy and opportunities for pedagogical innovation, its benefits are contingent on robust institutional support, adequate digital tools for practical demonstrations, and deliberate strategies to mitigate the digital divide. The study concludes that hybrid work flexibility is a valuable resource for pedagogical effectiveness in TVET, but one whose potential is only fully realized when coupled with sufficient institutional resources and support systems.
 

ABSTRACT: The integration of artificial intelligence into higher education has created opportunities for innovative instructional approaches that may enhance students' employability skills and academic achievement. This study investigated Artificial Intelligence-Supported Problem-Based Learning (AI-PBL) in relation to the self-reported employability skills and percentage academic achievement of Vocational Agricultural Education students in selected Nigerian universities. A quasi-experimental pretest-posttest nonequivalent control group design was adopted. The study involved 138 students drawn from two federal universities in South East Nigeria using multistage sampling procedures. The experimental group was taught using AI-PBL for six weeks with the support of ChatGPT, Microsoft Copilot, and other approved artificial intelligence resources, while the control group received instruction using the conventional lecture method. Data were collected using the Employability Skills Assessment Scale (ESAS) and the Agricultural Education Achievement Test (AEAT). Raw scores obtained from the AEAT were converted to percentage scores before analysis. The instruments were validated by experts, while reliability coefficients of 0.89 and 0.86 were obtained for the ESAS and AEAT, respectively. The mean and standard deviation were used to answer the research questions, whereas Analysis of Covariance was employed to test the hypotheses at the 0.05 level of significance after confirming that the assumptions underlying ANCOVA were satisfied. The findings revealed that students exposed to AI-PBL obtained significantly higher self-reported employability skills and percentage academic achievement than those taught using the conventional lecture method (p < .001), with large effect sizes observed for both outcomes. No statistically significant gender differences were found among students within the AI-PBL group. The findings suggest that AI-PBL is associated with higher workplace-related competencies and academic learning outcomes among Vocational Agricultural Education students under the conditions of the present study. The study recommends the integration of AI-PBL into university curricula alongside institutional support for the ethical and responsible use of artificial intelligence in teaching and learning.

ABSTRACT: GenAI has brought rapid, multidimensional changes to many domains. However, there are uncertainties regarding the disruptive technology and its ripple effects, particularly in higher education. The purpose of this research is to understand the current approaches and strategies of GenAI in universities. To answer the research question, “What approaches are currently applied to incorporate ChatGPT usage into higher education,” this research conducted twenty interviews with executives, managers, and staff who worked in change and IT/IM capacities at a Canadian university and reviewed GenAI policies and guidelines from 22 Canadian universities. The findings helped identify underexplored areas in the literature and promoted innovative thinking about real problems in higher education and next steps in GenAI adoption. 

ABSTRACT: Higher education continues to face a persistent gap between academic outcomes and workforce demands, a problem intensified by the limited explanatory value of traditional transcripts. In response, digital badges and micro-credentials have emerged as tools for documenting verifiable competencies. However, the existing evidence base remains fragmented and methodologically constrained. To address this, this narrative review synthesizes recent empirical research on the integration, utility, and impact of digital credentials. A comprehensive search of EBSCOhost, PubMed, and Google Scholar was conducted, capturing literature published between 2017 and 2025. Following a structured screening protocol, 14 peer-reviewed empirical studies were selected and evaluated using a hybrid inductive and deductive thematic analysis. The synthesized findings demonstrate that well-designed badge systems extend beyond gamified incentives to function as sophisticated pedagogical tools supporting self-regulated learning and professional identity formation. Key results indicate a complex duality in learner motivation, where initial extrinsic engagement must transition into perceived intrinsic value for sustained persistence. Additionally, while stackable frameworks provide transparent alternatives to traditional grading, poorly integrated systems risk inducing cognitive overload and grade anxiety without active instructor mediation. Effective implementation requires balancing standardized labor market recognition with contextual flexibility through sustained collaboration between higher education institutions and industry stakeholders. The review concludes by highlighting the critical need for objective longitudinal and cross-cultural research to determine long-term pedagogical impacts and promote equitable educational outcomes.

ABSTRACT: Research on academic dishonesty has predominantly framed misconduct as individual deviation or institutional governance failure. Less attention has been given to how knowledge itself is reorganised within digitally mediated and performance-driven university systems. This article addresses that gap by examining academic dishonesty in Vietnamese higher education as a configuration of knowledge circulation rather than solely as rule violation. The study draws on survey data from 500 undergraduate students across five universities in Hanoi and 20 semi-structured interviews with lecturers and academic administrators. Quantitative analysis maps the distribution of dishonest practices across institutional and disciplinary contexts, while qualitative accounts trace how these practices are rationalised and stabilised within routine academic exchanges. Findings indicate that misconduct concentrates in low-visibility coursework and collaborative settings where grade pressure, relational obligation, and infrastructural accessibility intersect. Rather than conforming to a single ethical model, academic dishonesty emerges through overlapping regimes of valuation in which knowledge is alternately commodified, reciprocated, and institutionally regulated. The analysis reframes academic dishonesty as a patterned reorganisation of knowledge legitimacy under contemporary educational conditions, contributing a structural account that complements existing individual- and governance-centred explanations.

ABSTRACT: The rapid rise of generative AI tools such as ChatGPT has introduced new dynamics into higher education, particularly in the domains of academic writing and scholarly communication. This study investigates how ChatGPT influences three interrelated dimensions: productivity, inclusivity, and academic integrity. A qualitative content analysis of forty peer-reviewed articles, conference proceedings, and professional reports published between November 2022 and March 2024 was conducted to synthesize emerging perspectives. The analysis reveals that ChatGPT enhances productivity by streamlining drafting, editing, and citation processes, and it fosters inclusivity by reducing linguistic barriers that often marginalize non-native English speakers in global academic publishing. At the same time, significant concerns arise regarding plagiarism, authorship attribution, and the erosion of critical thinking skills, underscoring the need for clear ethical and institutional guidelines. This paper contributes to the literature by reframing ChatGPT not merely as a technological tool, but as a systemic force reshaping scholarly communication. By highlighting both opportunities and risks, the study underscores the importance of developing balanced strategies—integrating AI literacy, institutional policy frameworks, and responsible usage practices—to ensure that ChatGPT strengthens, rather than undermines, the integrity and equity of higher education.

ABSTRACT: The impact of recent pandemics and natural disasters on societies requires a multidimensional examination. Chaos theory, which posits that small changes in the initial conditions of complex systems can lead to significant and unpredictable outcomes over time, can serve as a framework for this analysis. This study investigates the impact of the COVID-19 pandemic and earthquakes—both of which can be regarded as social problem situations within the framework of chaos theory—on pre-service teachers. This study, conducted during the 2023–2024 academic year, employed an explanatory case study design—a qualitative research approach—to explore the lived experiences of 27 students enrolled at Necmettin Erbakan University. The findings indicate that a considerable majority of participants reported a decline in motivation, encountered psychological difficulties, and recognized a lack of professional development opportunities, all of which were attributed to the inadequacies of distance education. Consequently, many students articulated feelings of insufficient preparation for the teaching profession. Due to the COVID-19 pandemic and the earthquakes of 2023, which are regarded as chaotic events in Türkiye, distance education was implemented. However, the distance education methods used by universities to maintain their educational services were generally found to be inadequate. As a result, students faced several psycho-social challenges during this period. Furthermore, research findings indicate a widespread belief among students that they lack adequate professional competencies.

ABSTRACT: Traditional education alone is no longer adequate to prepare students for the challenges of a globalized and diverse society within the context of sustainable development. The European Higher Education Area places a strong emphasis on educational methodologies to achieve its goal of fostering the holistic development of university students as competent professionals and responsible citizens and cooperative learning appears to be a more effective methodological approach to address this evolving reality. This study explores whether a collaborative learning approach promotes meaningful learning and skill development among university students. We compared two groups using different learning strategies: traditional and cooperative. The statistical analysis was conducted in two phases. First, a survey was distributed to students in both groups. A t-test was then applied to examine the differences between the two groups. The findings indicate that the cooperative group outperformed the traditional group in terms of motivation, personal skills, and self-assessment confirming that cooperative learning is more effective in developing the skills necessary for a sustainable society.