Search results

The purpose of this study is to examine effects of classroom-level and student-level factors on student engagement in the context of a higher education system vertically differentiated into research, applied and comprehensive university types.

The study used a cross-sectional multilevel design to explain student engagement based on class and student variables. Specifically, the study collects data from 656 students and 61 randomly selected teachers at both levels and uses multilevel modeling to explain relationship patterns.

The results show that institutions vary significantly in student engagement scores. In addition, while a significant variation is found at the student and classroom level, the effects of academic achievement, instructional quality, teaching experience and teacher qualifications on student engagement vary across classrooms in institutions. However, the interaction effect of classroom and student-level variables on student engagement remains non-significant.

The main contribution of this lies in the explanation of student engagement using classroom and student level factors in a vertically differentiated higher education system using multilevel modeling. Student engagement varied in classrooms research universities applied and comprehensive universities.

The main purpose of this study is aimed to estimate the mediating role of student engagement in the structural relationships between students' field of study choice, learning readiness and academic competence of undergraduate students in higher education.

In the study process, a correlational design was employed. Data were collected from 419 participants who were selected through a simple random sampling technique. Structural equation modeling (SEM) was used to analyze the data.

The study findings showed neither field of study choice nor learning readiness has a significant direct effect on student's academic competence. However, when student engagement, entered the relationships between “field of study choice and academic competence” as well as “learning readiness and academic competence”, the indirect effects became significant. Both conditions, therefore, suggesting student engagement had a full mediation role in the structural relationship models.

Based on the results, it can be concluded that student engagement is shown as one of the key variables used to comprehend how students develop competence in the teaching-learning process. Hence, teachers and academic administrators could use engagement as a strong instrument to optimize students' learning and academic competence to enhance their academic success.

The current synthesis study was conducted to locate comprehensive perspectives about the transformation of higher education institutions from being the only places where formal education programs are offered into settings where lifelong learning can be integrated. This demands an inquiry through not only instance investigation but also a more comprehensive evidence upsurge which has great importance in obtaining lessons and drawing conclusions from existing facts to show how higher education institutions can be places where lifelong learning is promoted for the good of both individuals and societal advancement.

Using a meta-synthesis methodology, a comprehensive overview of the current state of knowledge in the area of higher education institutions' role in promoting lifelong learning was synthesized.

The study identified wide-ranging lifelong learning conceptualizations, potential beneficiaries, learning contents and ways of delivery that can be applied in higher education institutions. Furthermore, the practical challenges, partnership and coordination concerns and policy and reform issues towards promoting lifelong learning were addressed.

This meta-synthesis provides crucial evidence for higher education policymakers and practitioners seeking to guide the transformation of their institutions into settings where lifelong learning is integrated with other forms of educational programs, thereby optimizing individual's professional development and societal progress.

In today’s educational landscape, technology has become an undeniable force in shaping pedagogical approaches and even the definition of learning itself. But this path contains many obstacles. Within the higher education ecosystem, the digital divide – the disparity in access and use of technology – is proving to be a significant barrier for educational institutions, particularly in developing countries. Hence, the current study attempts to understand the digital divide and its associated consequence on educational in(equity) in higher education, particularly within the context of developing countries.

Using a systematic review methodological approach, this study illuminates the complex dimensions of the digital divide and its associated educational impact in higher education based on the social justice theoretical perspective.

Key findings of the study show that the affordability of digital devices, infrastructure limitations and limited digital literacy are the main drivers of the digital divide. It has also been understood that the digital gap impairs teachers’ pedagogical approaches; thereby, this has a detrimental consequence on students’ learning engagement and academic achievement. More severely, the digital divide exacerbates existing educational disparities disproportionately, impacting students particularly from marginalized communities that already face automated inequality.

The study makes some encouraging recommendations for interventions to close the digital divide and reduce its effects on education. These include the implementing of initiatives that minimize access to and use of digital gaps; establishing long-term infrastructure investments to address connectivity issues; and creating adaptable support systems to deal with technical issues. By applying these and related approaches, higher education can bridge the digital divide and promote fair and inclusive learning opportunities, ultimately leading to equitable learning environments for all.