Global Higher Education Practices in Times of Crisis: Questions for Sustainability and Digitalization

The COVID-19 pandemic has profoundly impacted global education, with over 190 countries closing educational institutions, affecting 1.6 billion learners worldwide. This crisis led to a staggering 70% increase in Learning Poverty in low- and middle-income countries, with estimated lifetime earnings loss amounting to $17 trillion. In response, institutions swiftly implemented emergency remote learning (ERT), transitioning to online platforms and leveraging artificial intelligence and adaptive learning tools. This shift, embraced by all stakeholders, facilitated continuity in education amid unprecedented challenges. Moreover, social media platforms emerged as vital tools for promoting learning, fostering engagement, and facilitating global collaboration among students. However, sustainable education requires more than technological dissemination; it necessitates a holistic approach integrating technology, digital transformation, artificial intelligence, social media, and innovative pedagogies. This chapter explores the implications of these advancements in higher education, amid a deglobalized world, emphasizing the need for an integrated and futuristic approach to address contemporary challenges.

Higher education institutions (HEIs), including universities, adult and vocational institutes, and technical and further education (TAFE) centres, faced the challenge of responding to the COVID-19 pandemic with limited data on how best to protect their communities and to continue educating their students. HEIs implemented various measures and adaptations by prioritizing the safety and well-being of students, staff, and the broader community while ensuring uninterrupted educational delivery. The pandemic presented a global educational challenge, requiring institutions to address complex organizational issues. These challenges encompassed topics such as information access, equity, diverse communication infrastructures, collaboration, logistics, the use of digital platforms, decentralization, redundancy, variation in virtual rituals and communication protocols, unstructured digital proxemics, Zoom fatigue, the absence of remote feedback loop models, and COVID-19 management protocols. Among the critical questions posed by the pandemic in the higher education sector in Australia and Canada, whether at universities, technical institutes, or education centres, was how faculty enhanced the learning experience and fostered symbiosis among co-located/on-shore and remote/off-shore students. To gain a deeper understanding of the relationship between HEIs and COVID-19 educational mitigation, we analysed the actions taken by three HEIs in Australia and one in Canada during the crisis years of 2021–2022. This analysis was based on the personal reflections of the authors (academics from various HEIs), a synthesis of which is presented in this chapter.

The health crisis in 2020 resulted in accelerated digitalization and technological innovation in higher education. However, digital technologies and innovation pose challenges and issues in pedagogy (Caputo et al., 2022). This chapter explains how to (re)design student learning experiences addressing pedagogical issues and challenges experienced by students using digital innovation. In response, we adopted design thinking allowing for a deeper understanding not just of students’ needs but also their thoughts, feelings, and overall experience. Design thinking is a user-centred problem-solving method. It starts with empathizing with users, followed by identifying the real problems, generating ideas, prototyping, and testing solutions. The design thinking method allowed engagement with students in the innovation process as the main users. Primary data were collected using interviews with students over two main waves of data collection during the health crisis in 2020 and 2021 and the post-pandemic period in 2022–2023. In total, more than 300 students from seven different programmes were engaged. For data analysis, we used thematic analysis and reflection. In analysing, we adopted a sociotechnical perspective and the nature of experience. Our findings illustrate design principles that instructors need to keep in mind while (re)designing distance (online) education to enhance the student learning experience. We discuss the practical implications of the study and how the findings can help instructors and higher education managers in innovating higher education. As digital technologies and innovation are becoming critical for teaching and learning in higher education, the findings of this study can be generalized to the post-pandemic period.

The recent COVID-19 pandemic underscores the need for educational innovation and digitalization during crises where many educational institutions were forced to shift to online and remote learning. This chapter is a discursive review of problems and solutions and key trends that have emerged because of crises. One of the key benefits of educational innovation and digitalization during crises is the ability to continue providing education and learning opportunities to students even when traditional face-to-face learning is not possible. Educational institutions need to invest in building resilient online learning ecosystems to ensure that education can continue uninterrupted even in the face of unforeseen disruptions. This ecosystem should include robust technological infrastructure, a diverse range of digital resources and tools, and training and support for educators. Ultimately, a resilient online learning ecosystem is not just a response to crises but a proactive investment in the future of education.

Turbulent times include economic crises, recessions, health pandemics, war situations, including the recent COVID-19 crisis which had significant economic and social ramifications. Turbulence impacts the economy, businesses, and societies as whole. Crises impact the education industry not only in terms of teaching and learning but also the next level of learning outcome as job opportunities and career growth of the stakeholders. University systems play a major role in handling turbulence and generating resilience methods to ensure the least possible impact on the sector. The entrepreneurial mindset of the universities encourages them towards risk-taking, becoming initial movers, and being innovators in their approaches (Etzkowitz et al., 1998). This chapter provides a broader understanding of different types of turbulence, as well as the intensity of impact on the higher education sector. It also discusses how these turbulent times come with opportunities which can be leveraged by institutions. With an extensive literature review and understanding, it proposes a conceptual multilayered model to support entrepreneurial development. This study employs desk research methods to understand, review, and propose methods and methodology to encourage and adapt universities handling turbulence and crises. Lack of research in handling crises and turbulence in the case of higher education makes this study imperative. The outcome extends the conceptual understanding of turbulent situations and will help the universities to self-introspect and understand the ways for reacting to these changes, crises, and turbulences. Discussion on National Education Policy enhances the understanding for educators and universities to utilize added opportunities.

The COVID-19 pandemic led to a tumultuous, emergent and dynamic new normal across all facets of society as strikingly illustrated in the field of education, with school closures affecting 94% of the global student population. Higher education institutions (HEIs), confronted with growing fears of long-term effects on academic outcomes and enrolment statistics, were compelled to reckon directly with the vast inequalities revealed through remote instruction. With the classroom’s intrusion into the private domain, the most vulnerable learners, specifically students with disabilities (SWDs) often avoided disclosing their disability due to fear of stigma, leading to fewer receiving the accommodations necessary for optimal outcomes. In response, many HEIs were obliged to swiftly move towards greater transparency, engagement, and proximity with their disabled student constituencies. The case of a French Business school presented in this chapter reveals that such a shift eventually resulted in increased levels of disclosure of the SWD population. We review the institutional response to student inequalities in the post-COVID return to campus and relate it to theories of organizational diversity and disability inclusion to better understand how, despite contradictory tensions, institutional shifts during crises can ultimately lead to better disclosure and inclusion outcomes for SWDs.

As universities globally strive to balance the priorities of teaching and research with the needs of economy and enterprise, it is increasingly important that university-based entrepreneurship programmes foster a culture that is ethically informed and globally aware. Entrepreneurship has become a popular career path for university students, with many universities offering programmes to aid students in realizing their entrepreneurial ambitions. In a truly entrepreneurial university, all staff and students can benefit from developing an entrepreneurial mindset, a way of thinking that emphasizes innovation, creativity, and problem-solving, leading to better flexibility and resilience. This mindset is valuable in times of crisis because it allows us to adapt quickly to changing circumstances, identify new opportunities, and develop innovative solutions to complex problems. This chapter will offer a critical reflection on practice undertaken at Tangent, Trinity’s Ideas Workspace, an interdisciplinary unit offering entrepreneurship education at Trinity College Dublin, the University of Dublin, and offer recommendations for practice around the ethics of entrepreneurial education. This chapter will be of interest to educators who want to foster a more globally aware and ethically responsible approach to entrepreneurship education.

After the COVID-19 epidemic, educational paradigms experienced radical changes, especially in the way that architecture was taught. This chapter explores how architecture education evolved because of the current economic crisis, and how COVID-19 has affected instructional approaches. The main goal is to expose emerging educational strategies and their consequences for encouraging flexibility and resilience in architectural instructors and students. The study used a mixed-methods research methodology to gather information from stakeholders, educators, and students of architecture by combining document analysis of academic theses and publications with semi-structured interviews. Data analysis techniques such as thematic coding and pattern recognition revealed distinct categories of influencing factors, such as technological advancements, pedagogical modifications, student engagement and support, curriculum changes, faculty development, resource allocation, assessment and evaluation, as well as global and cultural considerations. The results highlight the varied and dynamic character of the pandemic’s effect. The crisis sparked a faster adoption of digital technologies, bringing forth blended learning and novel pedagogical approaches. As a significant result, resilience helped instructors and students overcome uncertainty by enhancing flexibility and using transdisciplinary methods. It also demonstrates how architectural education has persevered in the face of the COVID-19 epidemic and has the potential to spur larger changes in education. The possibility of sample bias and the crisis’s dynamic character are limits, though. Future research might examine the long-term effects of these emerging methods beyond crisis situations to expand the study’s results and influence the ongoing development of architectural pedagogy in a continuously changing global environment.

Two essential components, a robust information technology (IT) infrastructure and faculty training in student-centred pedagogies and technology usage, are necessary for effective blended learning designs. Many universities invest in IT infrastructure such as bandwidth, high-end subscriptions, servers, SMART boards, projectors, Wi-Fi enhancement, learning management systems, IT support, and other tools. Faculty training is crucial and includes instruction on using the new infrastructure and adopting pedagogical methods associated with blended learning. This study’s primary objective is to explore the challenges and pedagogical transformation towards blended learning designs in India. The research also investigates the impact of social context and emotional support on blended learning. It examines the mediating role of technostress among teachers between hybrid mode transformation and blended learning. The study’s results will provide critical insights for academic institutions’ higher management to encourage the adoption of learning designs and blended techniques by their employees during unforeseen events in the future, utilizing effective leadership and management skills. The study aims to assist academic institutions in meeting the demand for experiential learning in the classroom by incorporating blended learning. It acts as a bridge between industry expectations and academic outcomes. The study uniquely addresses the need for increased student engagement in the classroom.

The higher education industry has undergone major transformation because of the COVID-19, including a move away from globalization. Deglobalization is the process of reducing global interconnectedness and increasing self-reliance, often through the imposition of trade barriers and the localization of economic activity (Eftimie, 2017). Many nations have had to resort to placing travel restrictions and virtually closed their borders during the pandemic time, making it even more challenging for overseas students to pursue higher education abroad. Additionally, the pandemic has increased opportunities towards online education, making it simpler for students to receive quality education from their home countries making it possible for students who may not have been able to otherwise attend in-person classes (Ashour et al., 2021). This trend has also been influenced by political and economic forces like nationalism, protectionism, and international economic difficulties. Higher education institutions are consequently putting more emphasis on partnerships and collaborations at the local and regional levels (James, 2017; Pan, 2021).

Hybrid teaching-learning unlocked the potential to shape the world of education through disruptive innovation, emerging as an innovative, resilient, and viable model of the teaching-learning process. The model meets the evolving needs of teachers and students by providing wider accessibility, better engagement levels, and opportunities for a sustainable and flexible learning model. Playing the role of change-agent and catalyst in enabling transformation in every sector especially in education, the proliferation of technology in the teaching-learning process has brought tremendous changes into the teaching-learning activities. Technology-enabled hybrid learning approaches have resulted in a transformation from the traditional chalk-and-talk methodology towards experience-based learning, leading to ‘improved academic achievement’ and ‘enhanced industry-readiness’. Made feasible through artificial intelligence (AI), virtual reality, augmented reality, and other immersive learning techniques, a heterogeneous combination of technologies is essential for effective implementation. There is a high degree of involvement of audio-video technologies, collaborative software, interactive whiteboards, and wireless presentation displays which could vary based on the requirement and budget. Hybrid learning approaches have leveraged AI, helping teachers ascertain learning capabilities of students and provide feedback in a convenient manner. A hybrid teaching-learning model facilitates upskilling and reskilling in a flexible mode. Elements needing consideration in a hybrid teaching-learning model include experiential learning, experimental learning, assessment-related transformation, elevated levels of creative thinking, and potential for improved employability. This chapter focuses on various enablers that drive the hybrid teaching-learning process, and the role of technology as an important pillar in educational transformation, introducing a technology-enabled framework for a systematic and sustainable solution.

The Millennials (1981–1995) witnessed conceptualization, adaptation, incorporation, and improvement of numerous technological aspects like the first personal computers by IBM in 1981 as well as the ARPANET adoption of the TCP/IP protocol which is the fundamental basis for the internet. The Generation Z (Gen-Z) (1996–2010) are born in a period that practically amalgamated a wide range of technologies in various realms – cloud computing, machine learning, introduction of e-commerce, big data analysis, mobile technology, automations, etc. Some of the existing deep learning-based tools are ChatGPT, TensorFlow (open-source library developed by Google), PyTorch (deep learning-based digital library), Keras (TensorFlow and allows users to quickly prototype and experiment with deep learning models), and OpenCV (open-source computer vision library that includes a wide range of image and video processing algorithms). In the academic sector, the Millennials (42–28 years of age) are currently the educators, and the Gen-Z (13–27 years of age) can be from any stage of life – students to educators. The study is to statistically evaluate the perceptions of Gen-Z as well as the Millennials in the incorporation of deep learning-based AI tools in education. The research framework used is the unified theory of acceptance and use of technology-3 (UTAUT-3) model. The research methodology is a qualitative analysis based on the data collected in a questionnaire from 200 participants; 100 each from Gen-Zs and Millennials. The study is limited to the understanding of perceptions regarding application of the deep learning-based AI tools in education. The technical aspects and knowledge required to create deep learning tools are not in the scope.

The COVID-19 pandemic pushed academic institutions to rapidly transition from tradition classroom teaching to online teaching methods globally, leading to huge disruption in the academic world. Online teaching makes education accessible to people who may have struggled to attend the traditional classes. This transition is facilitated by advancement in technology, fuelled by tools like artificial intelligence (AI) and machine learning (ML). Higher education institutions are leveraging on these tools to enhance student learning process and student engagement. However, stakeholders are raising genuine concerns about ethical issues surrounding these platforms like plagiarism, reduced attention span of students. Reliance on these tools may limit the creativity of faculty and students. Usage of tools for regular administrative and academic tasks like grading and marking attendance can increase the process effectiveness at the same time. This will help in identifying strengths and areas for improvement of every student and offers feedback also based on those observations. Though concerns about the usage of AI tools in the classroom persist, the benefits offered by these tools cannot be undermined. It is important to study various ways of integrating these tools in the teaching pedagogy by being conscious of the ethical aspects. The study focuses on detailed analysis of AI tools applicable in education and research domain and the innovative methods of integrating the same in the classroom teaching. The study is based on qualitative data collected from secondary sources. Findings can be used by high education institutions for leveraging technology for better student engagement and improving performance.

The post-COVID-19 scenario has presented significant learning challenges for university students worldwide. The swift shift from face-to-face to online classes posed greater difficulties because students were not mentally, financially, or physically prepared for this change, nor were they provided with adequate training to operate the learning management system (LMS). Online learning necessitates a school-like environment at home, which is challenging for students to replicate. This study aimed to determine the effect of online learning on students’ academic achievement and to explore the challenges they faced in adapting to this new mode of learning. A quantitative research approach was employed, gathering primary data from 230 respondents in the Faculty of Social Sciences at the National University of Modern Languages, Islamabad. This was done using a validated closed-ended questionnaire featuring a five-point Likert scale. The collected data underwent analysis via the Friedman test using SPSS 20v. The results revealed that online learning negatively impacted students’ academic achievement due to factors such as lack of internet accessibility, decreased motivation towards academics, low satisfaction levels, and difficulties in understanding academic concepts, particularly in the natural sciences. The study recommends a focus on implementing new teaching methods such as reciprocal teaching, digitalizing classrooms, offering remedial classes, and enhancing student motivation through teacher engagement.

Multi-protocol label switching (MPLS) networks are basically packet-based networks. There are various advantages of MPLS, such as better utilization of the network, reduction in the network latency, and the ability to adhere to the strict and stringent quality of service (QoS) criteria of incoming traffic. Since most of the applications are moving towards the packet-based networks, this move is mounting a pressure on the network providers for changing and upgrading their existing systems. There are various innovations and upgrades which are under progress and being improvised. These innovations and improvements will ensure that the networks can provide the ever-growing and rising demand of bandwidth. This research study captures the review of the concepts of MPLS networks and innovative technologies like traffic engineering, differentiated services, protection, and restoration. This research study also captures MPLS transport profile and its applications. As per the recent literature review, new protocols and designs of MPLS should be handled with care, and designers should exercise caution while recommending and proposing new designs and protocols. Most of the universities need to converge their networks to a single infrastructure in order to reduce operational costs and provide better network with improvised QoS to the students and faculties. Most of the universities and colleges are migrating to internet protocol (IP)/MPLS-based infrastructure. This will help in providing better networks to students studying and staying in universities. IP/MPLS is highly scalable and can be deployed end to end to accommodate the needs of any network size.

Access to education has been globalized and democratized to a certain extent through massive open online courses (MOOCs) and other open-access platforms and content databases. In a recent study by Inayatullah and Milojević (2014), the recommendations were to establish a pilot project, enhance digital pedagogy and learning, customize degrees, create a culture of change in higher education, enhance collaboration, support research activities, redefine frames of reference, and anticipate and prepare for futures trends. The need for democratization of education has been increasing to meet the need of individuals and groups to assert and highlight their identity and role in society. Education is the means to facilitate this through a practical and active approach through wider stakeholder participation. Religious belief was identified as the main cause of conflicts among multi-ethnic cohorts. Adding socio-cultural differences to the mix and uncontrolled access to various opinions through social media makes the task much more complex. Educational policies must consider mother-tongue learning to improve learning outcomes. However, making the vast learning content accessible in multiple languages could be daunting. This chapter explores these emerging challenges and changing stakeholder expectations from the formal education system. The policy implications, possible technology-driven solutions, and their effectiveness in addressing the growing challenges of a global learning village have been explored.

Value creation in management education has been argued to happen throughout an academic programme. This study adopts a learner-centric value-perspective approach that advances the view that value creation is not a unitary occurrence but accrues in different forms in each phase of the learner journey process. As learners progress through a management programme, we focus on four key phases in the learner’s journey – pre-admission, pre-programme commencement, programme duration, and post-programme completion. These phases correspond to the learner’s transitioning from a prospect to having secured admission to actively attending classes to having graduated. Accordingly, in each phase of the learner journey in an Indian management education programme, this study (a) maps the institute’s actions, (b) identifies the learner touchpoints, and (c) evaluates the potential learner engagement levels from the respective touchpoints. This study categorizes the emergent value in each phase in the learner journey as the exploration of value, the commencement of value, the formation and augmentation of value, and the accrual of value. The study then concludes with identifying future research areas. Such an approach to deconstructing value can aid management institutions in nurturing talented and engaged learners.

Increasingly, we believe, B schools are at a crossroads and will have to take a hard look at their value propositions. (Datar et al., 2011)

Increasingly, we believe, B schools are at a crossroads and will have to take a hard look at their value propositions. (Datar et al., 2011)

While this was said more than a decade ago, it could not be further from the truth even today. In early 2020, the pandemic, a black swan-like event, struck suddenly, forcing educational institutions to adapt in the blink of an eye. Business schools (B-Schools) too had to transition and adapt to a new learning normal. Platforms like Webex, Zoom, Microsoft Teams, Google Meet, etc. became the new classrooms across the globe. The pandemic forced the industry to change and enabled the adoption of technology much faster than what was estimated. The metaphor of the chrysalis is apt in the context of B-Schools as they emerged out of the pandemic. The new order required B-Schools to relook at teaching pedagogy, learning mechanisms, methodologies for evaluation, collaborations, and industry connect. While digital literacy gave way to digital citizenship, there was a need to nurture it responsibly. As students move forward in their journey of becoming digital citizens, it becomes necessary to evolve norms and practices that will be acceptable.

Technological innovations have affected and modified practically every element of human life and work. Education is one of the areas that has been greatly influenced by its dynamism. Technology has created an ecosystem in which education can be delivered via e-modes. The objective of this chapter is to study the impact of personalized learning on the student’s concentration level. The research methodology is top-down and includes both primary and secondary data sources. The sample was drawn using a probability-random sampling procedure with a response distribution of 50%, a margin of error of 10%, and a confidence level of 90%. The inquiry was carried out in various Indian states throughout the academic year 2020–2023. A 419-student sample was used in the study, and they were evaluated in two rounds using a pre-tested questionnaire. The association was determined for the experiencing group utilizing SPSS Version 25 and the analytic methods of factor analysis. This chapter presents options for higher education institutions, governments, and regulators to embrace and adapt. We are convinced that the study’s various recommendations will contribute to the development of a long-term strategy and plan to achieve the aim of ‘education for all, work for all’. The study investigates how the existing education model might adapt in the near future to keep up with the shifting paradigm and the arrival of Education 5.0.

The recent pandemic forced a rethink of education based on the classroom model. Digital modes of education became the only option available. Educators, students, parents, and all stakeholders aided and changed over to the digital mode rapidly, embedding innovative practices to facilitate student engagement. While the changeover was fast, and technology ensured that continuity in education was maintained, the students with disabilities faced a technology barrier. Disabilities could be visual, cognitive, learning, neurological, auditory, physical, or speech. Technological tools leveraged for online education did not meet the requirements of students with disabilities. The distance mode further accentuated the teachers’ limitations about working with such students. India’s National Education Policy (NEP) mandates barrier-free education. The Rights of Persons with Disabilities Act (2016) mandates free education for 6- to 14-year-olds with disabilities. The Sustainable Development Goals also focus on the education of children and young persons with disabilities. However, enabling technology itself could prove to be a barrier to education if it lacks adequate support. Assistive technologies integrated with online education tools would empower these students to maximize the benefits of technology online and in a classroom mode. In this chapter, we study the various assistive technologies, best practices followed in various countries, and provide recommendations for their integration with tools or technologies that should be leveraged for education. These recommendations would equip education technology organizations to adapt their tools to reduce accessibility friction for students and enable special educators and teachers in general to create a much-needed inclusive learning environment.