Search Results for
"Higher education"

The research investigates the impact of smart learning technologies (SLTs) on students’ critical thinking (CT). It pays special attention to the increased digitalisation of education and the need to develop key cognitive skills in students in the era of globalisation. The research examines the role of SLTs in the development of CT skills in university students. The sample involved 318 participants from three universities in Beijing. The scholars selected a quasi-experimental design and divided students into an experimental group using SLTs and a control group following the traditional teaching approach. The CT skills of the participants were assessed using the Watson-Glaser Critical Thinking Assessment (WGCTA). The assessment took place before (pre-test) and after (post-test) the research interventions. The experimental group revealed a significant improvement in the post-test compared to the pre-test, with the mean score increasing from 30.35 to 32.82. In contrast, the control group had a decrease in the scores, with the mean score decreasing from 30.94 to 29.96. These changes highlight the positive impact of SLTs on the development of CT skills in students. The research used statistical analysis, including paired t-tests and t-tests for independent samples, to assess the significance of these changes. A paired t-test for the experimental group revealed a mean difference of -2.47 between pre- and post-test scores, with a two-sided p-value of 0.000, indicating the statistically significant positive change. For the control group, a paired t-test showed a mean difference of -0.98 with a two-sided p-value of 0.000, indicating a statistically significant reduction. T-tests for independent samples allowed for comparing the post-test results of both groups and confirmed the findings. The test revealed a significant difference in post-test scores with a p-value of 0.008 and proved the effectiveness of SLTs in CT development in contrast to traditional methods. The research demonstrates the benefits of using SLTs for CT development among university students. The results suggest that integrating technology into educational programmes can be an effective strategy for developing core cognitive skills in students and eliminating the challenges of the digital age. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2024.

This study examines the effectiveness of ICT training programmes for academics at selected universities in Africa, specifically in Cameroon, Nigeria, and South Africa. Using a qualitative approach, we conducted semi-structured interviews with five ICT trainers and three trainees to better understand their experiences. The findings highlight both the challenges and the strengths that could be used to improve ICT training and make it more effective and relevant to the participants. Four key themes emerge from our analysis: course objectives and content, teaching strategies, implementation challenges, and expectations/impact of the courses. The objectives of the courses vary considerably—some focus on the practical application of ICT, while others aim to improve the participants’ understanding of ICT systems. Teaching methods also differ, ranging from more traditional teaching approaches to collaborative, project-oriented methods. However, we identify significant challenges, particularly poor internet connectivity and a lack of sufficient technological resources, which affect the learning process. In addition, there is often a divergence between trainer expectations and trainee perceptions of the impact of these courses on their professional development. This study aims to contribute to the definition of strategies to improve the effectiveness of ICT training, in the African context, including Cameroon, Nigeria and South Africa. © The Author(s) 2024.

Digital transformation has become pivotal for enhancing efficiency and sustainable development in animal husbandry. However, this presents challenges to higher education in animal science, necessitating substantial modifications in education and training to ensure that students acquire the competences required to adapt to this digital transformation. Although previous research has called for curriculum updates, such as incorporating digital technologies learning, empirical support has been lacking. Specifically, the updates to the objectives, content, activities, and assessments of the animal science curriculum lack direction due to a limited understanding of the current status of students and their needs and expectations. This study, therefore, used a mixed-methods survey, focusing on assessing three aspects: digital self-efficacy, technological literacy, and students’ perspectives on digital transformation and curriculum updates. It involved animal science students from two agricultural universities in China and received 267 valid responses. Data analysis included descriptive analysis and thematic analysis. This study revealed that animal science students showed lower confidence in digital content creation, safety practices, and problem-solving, and had a limited understanding of digital technologies in animal husbandry. However, they were aware of the trend toward digital transformation and recognized the inadequacy of their current knowledge and skills. Students also expressed enthusiasm for integrating digital technologies into animal husbandry production and strongly advocated for incorporating digital elements into their curriculum content. The findings of this study provide empirical evidence for the necessity, urgency, and direction of integrating digital technology learning into animal science curricula. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2024.

In this study, we analyse the extent to which educational tracking impacts idealistic educational aspirations in Switzerland and how different second generation groups by countries of origin differ from Swiss natives in this respect. In fact, research has repeatedly confirmed that students with a migration background aspire more for general education, specifically for university degrees. However, little is known within strong tracking educational systems, such as Switzerland. Using AES2016-data, we find that when parental educational aspirations are controlled for and when we account for constraints due to tracking, children of immigrants have higher idealistic educational aspirations than their native counterparts. This points towards some immigrant optimism. Track attendance has a different impact on the aspirations of different groups but does not inhibit high aspirations even when these seem unattainable. © 2025 The Authors

This chapter examined the work placement and teaching practice experiences of the students. Attempts to raise the socioeconomic and cultural status of emerging countries are expected to involve education in a number of significant ways. But without teachers who are both professionally responsible and intellectually skilled, high-quality education is unimaginable. If teachers are to fulfil their roles in schools, there must be a carefully considered and effectively implemented teaching practice program for student teachers that strives to develop teachers who are professionally skilled, academically qualified, and ethically and attitudinally committed to their profession. The secondary data was subjected to a thematic analysis. The findings might assist the university administration in developing appropriate rules to enhance the classroom atmosphere and better train new teachers. This chapter's conclusion might also contribute to improving the teacher education curriculum and improving the job placement experiences for students. © 2025, IGI Global Scientific Publishing. All rights reserved.

Background: Critical thinking is fundamental to teaching history, yet student analysis is often limited by traditional methods that rely primarily on lecture. Using local Indigenous history in context and accessing multimodal digital materials enhances the learning experience and encourages active thinking at a higher level. Objective of the Study: This study investigates the digitalised multimodal as a resource in learning that focuses on Banyumas Indigenous Cultural History in the social studies subject and its effect on students' critical thinking skills. Methodology: This study utilised the research and development (R&D) design using the Alessi and Trollip model, which incorporates the planning, design, and development stages. Within the study, a sample of 32 high school students and five validators (content specialists and media specialists) was used using an expert approach. The assessment was done through pre-test and post-test evaluations, observations, expert validation, and student interviews. Quantitative analysis was used to evaluate the increase in the level of critical thinking, whereas qualitative analysis focused on the students' engagement and experiences. Results: Improvement of critical thinking skills. Students who utilised multimodal digital materials did better in their post-tests than those taught differently. Experts reviewed the teaching materials and considered them “highly appropriate” with regard to content, accuracy, and visual appeal as well as interactivity. Students’ engagement in learning increased, especially with the interactive visual and audio elements, which fostered a greater bond to the historical narratives. Unique Contribution: This study combines multimodal digital learning and indigenous history to enhance critical thinking within a history teaching framework. Unlike most research, it approaches digital learning from a place-based storytelling perspective, which helps students contextualise and engage with history at a deeper level. Conclusion: The incorporation of multimodal digital teaching materials in history lessons empowers students with good critical thinking skills while providing an engaging and reflective space to learn. It encourages learners to actively participate, consider learning from different perspectives, and step outside the confines of the classroom. Key Recommendation: Schools and all other educational institutions should strive to integrate local history with modern digital and other multi-modal technology to enhance their relevance and appeal. Researchers could delve deeper into tailoring and scaling this approach for students from diverse cultural and historical backgrounds. © 2025, University of Nigeria Department of Mass Communication. All rights reserved.

Purpose: The literature concerning higher- and degree-level apprenticeships (HDAs) in the post-levy era (2017–) is sparse and fragmented. Therefore, the purpose of this paper is to contribute to the international landscape of higher education work-based learning by identifying barriers to effective HDA programmes and outlining a future research agenda to address these. Design/methodology/approach: This study employs a systematic literature review methodology to explore barriers in HDAs. Adhering to PRISMA 2020 guidelines, the review follows a three-stage process to develop the sample. A meticulously designed search strategy uses targeted queries on the SCOPUS database, focusing on terms related to HDAs and their challenges. Inclusion criteria is set to papers from 2017 to 2024, covering book chapters and peer-reviewed journals in the English language. Articles were cross-checked with the Chartered Association of Business Schools (CABS) database, which refines the total to 68 papers. Data from these sources is then extracted and tabulated for qualitative content analysis. Findings: The systematic literature review of 68 manuscripts finds challenges are faced by apprentices, employers and training providers alike. This includes, but is not limited to, ethnically correlated performance, stigma, careers advice, job design, mentoring practices and the incorporation of technology. Two additional themes of pedagogy/andragogy and policy emerge. Originality/value: Based on the analysis, the paper suggests an extensive portfolio of future research focused on collaborative practices. If addressed, this yields the power to influence future legislation and subsequent implementation. © 2024, Emerald Publishing Limited.

Purpose: This viewpoint explores strategic lessons for wider higher education (HE) practices from university business and management apprenticeships in England. The paper highlights parallels between the challenges in apprenticeships and those confronting HE leaders and managers, especially regarding rising regulatory pressures, financial constraints and the need for innovation. The authors present how collaboration and adaptive practices from university apprenticeships might inform broader institutional approaches. Design/methodology/approach: The paper draws on autoethnographic experiences of business and management apprenticeship leaders to characterise the current state of the HE sector. Drawing together successful collaborative apprenticeship practices, the authors narrate how their own interactions have supported innovation in the face of resource constraints, regulatory compliance and a complex stakeholder context. Findings: Intense regulatory scrutiny and resource limitations have driven innovation and collaboration within business school apprenticeships, which could offer valuable strategies for the wider HE sector. Insights include enhanced personalised student support, proactive progress monitoring, and effective partnership. Collaborative approaches developed amongst apprenticeship providers have driven continuous improvement, highlighting potential benefits to traditional HE programmes of cross-institutional collaboration and the adoption of new practices in response to rapidly changing conditions. Originality/value: Contributing to the discourse on HE resilience, the authors reflect on how innovations within HE apprenticeship practice offer potential solutions to wider challenges. The paper emphasises that addressing current and future challenges in the UK HE context requires shifting from competitive isolation to cross-institutional collaboration and from top-down to bottom-up innovation. © 2024, Emerald Publishing Limited.

Technical and Vocational education and Training (TVET) is essential for equipping students with industry-relevant skills and bridging the gap between vocational training and higher education. In Malaysia, the TVET matriculation program serves as a pathway for students transitioning into degree program. However, concerns persist regarding its effectiveness in preparing students for the academic and technical demands of higher degrees while meeting industry expectations. This study reviews previous research on TVET models, then the features of TVET models are extracted from different countries. The ideal TVET model is then proposed. The implementation plan of TVET model is executed to enhance the employability of students in TVET education program. Enabling the information technology in designing the TVET model, this paper discusses the effectiveness of executing the TVET model. Four main domains are discussed for effectiveness of TVET model. They are curriculum, implementation, feedback and review. This TVET model provides a structured framework for continuous curriculum improvement, ensuring better student preparedness and workforce alignment. © Little Lion Scientific.