Challenges and Trends for Modern Higher Education

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Higher Education".

Deadline for manuscript submissions: 31 August 2024 | Viewed by 28115

Special Issue Editors

1. Higher School of Linguodidactics and Translation, Peter the Great St. Petersburg Polytechnic University, 195251 St. Petersburg, Russia
2. Institute of Humanities, 195251 St. Petersburg, Russia
Interests: education practice trends and issues; technologies and accessible resources in teaching and learning; multicultural education; problem and& project-based learning; critical thinking and problem solving; soft skills development; creativity and design thinking
1. Higher School of Linguodidactics and Translation, Peter the Great St. Petersburg Polytechnic University, 195251 St. Petersburg, Russia
2. Institute of Humanities, 195251 St. Petersburg, Russia
Interests: education practice trends and issues; critical thinking and problem solving; creativity and design thinking; multicultural inclusion and indigenous perspectives; technologies and accessible resources in teaching and learning
1. Higher School of Linguodidactics and Translation, Peter the Great St. Petersburg Polytechnic University, 195251 St. Petersburg, Russia
2. Institute of Humanities, 195251 St. Petersburg, Russia
Interests: communicative leadership; intrinsic and extrinsic motivation; cognitive load; co-creation and collaboration tools in E-learning settings; inductive teaching

Special Issue Information

Dear Colleagues,

1) With an agenda covering such topics as education practice trends and issues, technologies and accessible resources in teaching and learning, multicultural education, problem and project-based learning, critical thinking and problem solving, soft skills development, creativity and design thinking, as well as numerous others, every attendee can create a customized experience and come away with a significantly increased bank of knowledge. We invite you to inspire and be inspired. We invite you to network and share your experience. We invite you to be a part of a community that is shaping the future of education.

2) Aim of the Special Issue: to find solutions, exchange ideas and highlight topical problems in the fields of 21st century education tendencies in universities, competence, education for sustainable development, and career development.

3) Special Issue thematic topics.

In this Special Issue, original research articles and reviews are welcome. Research areas may include (but not limited to) the following:

  • Education practice trends and issues;
  • Technologies and accessible resources in teaching and learning;
  • Multicultural education;
  • Problem and project-based learning;
  • Critical thinking and problem solving;
  • Soft skills development;
  • Creativity and design thinking.

We look forward to receiving your contributions.

Associate Professor Dr. Maria Odinokaya

Guest Editor

Associate Professor Dr. Elena Krylova

Assistant Guest Editor

Senior Lecturer Dr. Evgenia Tsimerman

Assistant Guest Editor

PhD student Oksana Sheredekina

Assistant Guest Editor

Dr. Maria Odinokaya
Dr. Elena Krylova
Dr. Evgenia Tsimerman
Guest Editors

Manuscript Submission Information

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Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • challenges
  • trends
  • modern higher education

Published Papers (11 papers)

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Research

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15 pages, 2849 KiB  
Article
A Novel Influence Analysis-Based University Major Similarity Study
by Ningqi Zhang, Qingyun Li, Sissi Xiaoxiao Wu, Junjie Zhu and Jie Han
Educ. Sci. 2024, 14(3), 337; https://doi.org/10.3390/educsci14030337 - 21 Mar 2024
Viewed by 261
Abstract
In the field of education, investigating the relationships between different majors in universities is an important topic in current educational research. The application of social networks from informatics provides new opportunities and potentials for the field of education. Due to the complexity of [...] Read more.
In the field of education, investigating the relationships between different majors in universities is an important topic in current educational research. The application of social networks from informatics provides new opportunities and potentials for the field of education. Due to the complexity of social interactions, the social network connections surrounding individuals exert a significant influence on their daily decision-making processes. This paper aims to introduce the social network and influence analysis theories from informatics into the field of education, regarding major as a variable, and comparing and analyzing the influence relationships between majors. An empirical study was conducted, involving the collection of questionnaire data on graduates’ evaluations of various aspects of their university experiences across different majors. The evolution of this model follows the DeGroot opinion dynamics with the inclusion of stubborn nodes. By defining leader majors and general majors based on the data and modeling the questionnaire data as the outcome of a discrete random process, an influence matrix is ultimately generated through the opinion dynamic model. Through this modeling approach, we revealed the underlying influence relationships between different disciplines (majors). These findings provide schools with insights to adjust the directions of discipline cultivation, and offer new perspectives and methods for the study of majors in higher education. Full article
(This article belongs to the Special Issue Challenges and Trends for Modern Higher Education)
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23 pages, 578 KiB  
Article
Preliminary Results from Norway, Slovenia, Portugal, Turkey, Ukraine, and Jordan: Investigating Pre-Service Teachers’ Expected Use of Digital Technology When Becoming Teachers
by Aleksander Janeš, Siri Sollied Madsen, Heidi Iren Saure, Marit Helene Lie, Beate Gjesdal, Steinar Thorvaldsen, Rita Brito, Serhii Krasin, Mustafa Jwaifell, Ahmet Sami Konca and Andreja Klančar
Educ. Sci. 2023, 13(8), 783; https://doi.org/10.3390/educsci13080783 - 01 Aug 2023
Cited by 2 | Viewed by 1216
Abstract
Digital technology has become an important part of society and deserves attention and in-depth research, which is still lacking. The study presented in this paper includes international perspectives from six countries and examines which factors influence the use of digital technologies in future [...] Read more.
Digital technology has become an important part of society and deserves attention and in-depth research, which is still lacking. The study presented in this paper includes international perspectives from six countries and examines which factors influence the use of digital technologies in future pedagogical work in primary schools. Specifically, we investigated how pre-service teachers assess their attitudes, knowledge, and skills towards digital technology, and we determined these factors’ role in the pre-service teachers’ future use of digital technologies in pedagogical work. For the purpose of the research, an online questionnaire was used, which contained open-ended questions, optional questions, and five-point Likert-type scales, and Spearman correlation and Stepwise linear regression statistical methods were used in the data analysis. The sample consisted of 573 full-time and part-time undergraduate pre-service teachers from the Faculties of Education’s higher professional programmes in Norway, Slovenia, Portugal, Turkey, Ukraine, and Jordan. Data were collected between June 2021 and May 2022 and processed using IBM SPSS. The present research showed the significant importance of knowledge and skills about digital technologies and professional attitude towards digital tool factors for pre-service teachers’ future professional use of digital technologies. The demonstrated intention of the future use of digital technologies showed the readiness of pre-service teachers regarding the inclusion of digital technologies in pedagogical work. Opportunities for further research are in the implementation of focus groups after surveying pre-service teachers, as well as regular measurements and the inclusion of other important constructs in the regression model. Full article
(This article belongs to the Special Issue Challenges and Trends for Modern Higher Education)
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16 pages, 289 KiB  
Article
Connections between Online International Learning and Inclusion of Intercultural and International Elements in the Curriculum—The Perspective of Slovene Academics
by Katarina Aškerc Zadravec
Educ. Sci. 2023, 13(7), 680; https://doi.org/10.3390/educsci13070680 - 04 Jul 2023
Viewed by 762
Abstract
Online international learning and the inclusion of intercultural and international dimensions in the curriculum are closely connected concepts, not only in theory but also in strategic documents and teaching practice. This article presents statistical connections between online international learning and the inclusion of [...] Read more.
Online international learning and the inclusion of intercultural and international dimensions in the curriculum are closely connected concepts, not only in theory but also in strategic documents and teaching practice. This article presents statistical connections between online international learning and the inclusion of intercultural and international dimensions in the curriculum, based on a survey that included 1367 Slovene academics (19.7% of the entire population). According to the χ2 and Mann–Whitney tests, it was determined that academics who actively include students in any kind of online international learning with institutions from geographically distant areas, and those academics who consider the ICT support at their home institutions as satisfactory for the implementation of online international learning, statistically significantly more often incorporate international and intercultural elements into the study process, covering internationalised learning outcomes, internationalised learning and teaching activities, and internationalised assessment and evaluation tasks. Full article
(This article belongs to the Special Issue Challenges and Trends for Modern Higher Education)
13 pages, 1190 KiB  
Article
A Predictive Model That Aligns Admission Offers with Student Enrollment Probability
by Jung-Pin Wu, Ming-Shr Lin and Chi-Lun Tsai
Educ. Sci. 2023, 13(5), 440; https://doi.org/10.3390/educsci13050440 - 25 Apr 2023
Cited by 1 | Viewed by 1553
Abstract
This study develops a process that helps admission committees of higher education institutions select interested and qualified students. This enables institutions to maintain their financial viability by reaching the quota given by the Education Administration of Taiwan. We aimed to predict the decision-making [...] Read more.
This study develops a process that helps admission committees of higher education institutions select interested and qualified students. This enables institutions to maintain their financial viability by reaching the quota given by the Education Administration of Taiwan. We aimed to predict the decision-making behavior of students in terms of enrollment. A logistic regression analysis was conducted on publicly and inexpensively accessible data; the selection criteria of the model are based on metrics from a confusion matrix comprising predicted and observed data. The results indicate a matching rate of close to 80% between the training data of a target university from 2018 to 2020 and the testing data from 2021. This system outputs a probability that the student will enroll and thus helps admission committees more effectively select students. Full article
(This article belongs to the Special Issue Challenges and Trends for Modern Higher Education)
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13 pages, 299 KiB  
Article
Teacher Professional Development in Higher Education: The Impact of Pedagogical Training Perceived by Teachers
by Sandra Fernandes, Alexandra M. Araújo, Isabel Miguel and Marta Abelha
Educ. Sci. 2023, 13(3), 309; https://doi.org/10.3390/educsci13030309 - 15 Mar 2023
Cited by 3 | Viewed by 4520
Abstract
This paper aims to analyze the impact of a pedagogical training program aimed to promote teacher professional development in a higher education institution in Portugal. Based on a mixed-methods approach, the study evaluates the satisfaction of 36 higher education teachers with the pedagogical [...] Read more.
This paper aims to analyze the impact of a pedagogical training program aimed to promote teacher professional development in a higher education institution in Portugal. Based on a mixed-methods approach, the study evaluates the satisfaction of 36 higher education teachers with the pedagogical training program offered and discusses its impact on teachers’ perceptions of teaching practices, conceptions, and professional development. The results from the questionnaires applied to participants, including multiple choice questions and open-ended answers, indicate high satisfaction with the implemented training program. Based on this case study, the authors discuss the implications of findings for teacher professional development and identify key characteristics for the design of successful pedagogical training programs in higher education. Full article
(This article belongs to the Special Issue Challenges and Trends for Modern Higher Education)
16 pages, 256 KiB  
Article
The Degree of Practicing Creative Leadership by Academic Leaders at Jordanian Universities and Its Relationship to the Level of Teaching Performance
by Zohair H. Al-Zoubi, Hytham M. Bany Issa and Fawwaz Y. Musallam
Educ. Sci. 2023, 13(2), 163; https://doi.org/10.3390/educsci13020163 - 03 Feb 2023
Cited by 4 | Viewed by 1803
Abstract
This study aimed to identify the degree to which academic leaders at official Jordanian universities practice creative leadership and its relationship to the level of teaching performance according to faculty members’ point of view. This study also aimed to identify if there are [...] Read more.
This study aimed to identify the degree to which academic leaders at official Jordanian universities practice creative leadership and its relationship to the level of teaching performance according to faculty members’ point of view. This study also aimed to identify if there are statistically significant differences in the degree of creative leadership and in the level of teaching performance due to the variables of faculty and years of experience. It also aimed to examine the correlation between creative leadership and teaching performance. A descriptive correlative approach was used in this study, and the study sample consisted of 362faculty members at Jordanian universities during the second semester of the academic year 2020/2021.This study found that the degree of practicing creative leadership by the academic leaders at the faculties of Jordanian universities was high, and it also showed that there were no statistically significant differences inthe degree of academic leaders’ practice of creative leadership at the faculties of Jordanian public universities due to the variables of faculty and years of experience. The level of teaching performance of faculty members at the faculties of Jordanian universities was also high, and there were no statistically significant differences in the level of teaching performance of faculty members. There was a positive relationship between the degree of practicing creative leadership and the level of teaching performance of faculty members at Jordanian universities. According to the results of this study, the researchers recommended that universities should adopt the concept of creative leadership because of its positive role in achieving the universities’ mission, vision, and objectives, and in motivating employees. Full article
(This article belongs to the Special Issue Challenges and Trends for Modern Higher Education)
11 pages, 377 KiB  
Article
Exploring the Online and Blended Modes of Learning for Post-COVID-19: A Study of Higher Education Institutions
by Lavina Sharma and Sonal Shree
Educ. Sci. 2023, 13(2), 142; https://doi.org/10.3390/educsci13020142 - 30 Jan 2023
Cited by 4 | Viewed by 2696
Abstract
The advent of the COVID-19 pandemic brought a tectonic shift in the otherwise traditional education sector. The classroom teaching approach, which has been followed in educational institutions for a long time, suddenly shifted to include e-learning through virtual platforms. Technological savviness is no [...] Read more.
The advent of the COVID-19 pandemic brought a tectonic shift in the otherwise traditional education sector. The classroom teaching approach, which has been followed in educational institutions for a long time, suddenly shifted to include e-learning through virtual platforms. Technological savviness is no longer a choice. As institutions were contemplating opening their campuses to students, they faced a dilemma to include a mode of learning that could impact the students positively and increase their overall learning effectiveness. At the same time, a total online mode of learning was not inclusive enough for the learners without access to seamless internet connectivity. In this context, the present study aims to draw a comparison between the three modes of learning: face-to-face education, online learning, and blended learning. The difference in the three modes of learning was assessed on the content of the course, facilitation, perceived value, and learning effectiveness. The data for the study were collected from 119 students studying in Higher Education Institutions (HEIs). The study’s findings suggest a significant difference between the three modes of learning in terms of facilitation, perceived value, and learning effectiveness. However, the results also suggest that there was no significant difference between the three modes in terms of content. While content creates a more substantial impact through some parameters in one particular mode of learning, it does not create a similar impact through others. The study also delves into a pairwise comparison of each construct’s learning modes that have shown a significant difference. The results can guide institutions towards choosing a suitable mode of learning for the students by considering a holistic approach. Full article
(This article belongs to the Special Issue Challenges and Trends for Modern Higher Education)
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16 pages, 1053 KiB  
Article
Agricultural Engineering Students’ Segmentation in Relation to Their Attitudes towards English-Medium Instruction
by Ana Isabel Carrapiso, Elena González, María Jesús Petrón, Francisco Pérez-Nevado and Paula Gaspar
Educ. Sci. 2023, 13(2), 121; https://doi.org/10.3390/educsci13020121 - 24 Jan 2023
Viewed by 903
Abstract
The School of Agricultural Engineering has been involved in English-medium instruction (EMI) within the framework of the internationalization strategy of the University of Extremadura (Spain). Several years after these actions were initiated, it has become necessary to analyze them, with the main objective [...] Read more.
The School of Agricultural Engineering has been involved in English-medium instruction (EMI) within the framework of the internationalization strategy of the University of Extremadura (Spain). Several years after these actions were initiated, it has become necessary to analyze them, with the main objective of researching the attitude of the students towards it, keeping the focus on finding common trends. With this aim, a segmentation of the students was carried out based on a questionnaire that included aspects related to their attitudes towards English-medium instruction, their socio-demographic characteristics and the program they were enrolled in. A total of 251 students were surveyed, and the data were analyzed by performing a multiple correspondence analysis and a cluster analysis. They revealed three typologies of students with clearly different underlying features, especially related to the program and year in which they were enrolled, their age and English level, and their perceived skills. The main conclusion is that the multivariate techniques applied are useful tools to identify groups of students with different features in the EMI frame, which may facilitate the launch of specific actions focused on the needs and expectations of each group to ensure that EMI programs and students achieve their goals. Full article
(This article belongs to the Special Issue Challenges and Trends for Modern Higher Education)
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15 pages, 875 KiB  
Article
Student Burnout in Higher Education: From Lockdowns to Classrooms
by Kevin Michael Jackson and Márta Konczosné Szombathelyi
Educ. Sci. 2022, 12(12), 842; https://doi.org/10.3390/educsci12120842 - 22 Nov 2022
Viewed by 2065
Abstract
During the spring 2021 semester, COVID-19 forced most universities around the world to teach exclusively online in a very short time frame. This situation reversed itself, however, during the fall 2021 semester when COVID-19 restrictions were lifted as teachers and students returned to [...] Read more.
During the spring 2021 semester, COVID-19 forced most universities around the world to teach exclusively online in a very short time frame. This situation reversed itself, however, during the fall 2021 semester when COVID-19 restrictions were lifted as teachers and students returned to classrooms. This study includes ninety-seven international students who participated in surveys at the beginning and the end of the fall 2021 semester, which included questions related to burnout, self-efficacy, resiliency, home environments, and technical issues. Students were asked to reflect on their educational experiences during the spring 2021 and fall 2021 semesters. The purpose of this study is to identify and examine the most significant changes that occurred between these two semesters. The results indicate a significant shift in student burnout as challenges with home environments were replaced with ones related to returning to the classroom. Even as the concerns about COVID-19 lessen, higher education institutions must understand the magnitude and permanence of its impact. Full article
(This article belongs to the Special Issue Challenges and Trends for Modern Higher Education)
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13 pages, 251 KiB  
Article
Higher Education Future in the Era of Digital Transformation
by Mohammad Akour and Mamdouh Alenezi
Educ. Sci. 2022, 12(11), 784; https://doi.org/10.3390/educsci12110784 - 04 Nov 2022
Cited by 31 | Viewed by 7899
Abstract
A significant number of educational stakeholders are concerned about the issue of digitalization in higher educational institutions (HEIs). Digital skills are becoming more pertinent throughout every context, particularly in the workplace. As a result, one of the key purposes for universities has shifted [...] Read more.
A significant number of educational stakeholders are concerned about the issue of digitalization in higher educational institutions (HEIs). Digital skills are becoming more pertinent throughout every context, particularly in the workplace. As a result, one of the key purposes for universities has shifted to preparing future managers to address issues and look for solutions, including information literacy as a vital set of skills. The research of educational technology advances in higher education is now being discussed and debated, with various laws, projects, and tactics being offered. Digital technology has been a part of the lives of today’s children from the moment they are born. There are still many different types of digital divisions that exist in our society, and they affect the younger generation and their digital futures. Today’s students do not have the same level of preparation for the technology-rich society they will have. Universities and teaching should go through a significant digital transformation to fulfill the demands of today’s generation and the fully digitized world they will be living in. The COVID-19 pandemic has quickly and unexpectedly compelled HEIs and the educational system to engage in such a shift. In this study, we investigate the digital transformation brought about by COVID-19 in the fundamental education of the younger generation. Additionally, the study investigates the various digital divides that have emerged and been reinforced, as well as the potential roadblocks that have been reported along the way. In this paper, the study suggests that research into information management must better address students, their increasingly digitalized everyday lives, and basic education as key focus areas. Full article
(This article belongs to the Special Issue Challenges and Trends for Modern Higher Education)

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25 pages, 1862 KiB  
Systematic Review
Academic Performance and Perceptions of Undergraduate Medical Students in Case-Based Learning Compared to Other Teaching Strategies: A Systematic Review with Meta-Analysis
by Diogo Maia, Renato Andrade, José Afonso, Patrício Costa, Cristina Valente and João Espregueira-Mendes
Educ. Sci. 2023, 13(3), 238; https://doi.org/10.3390/educsci13030238 - 23 Feb 2023
Cited by 9 | Viewed by 3080
Abstract
Case-based learning (CBL) is a teaching method centered on active student learning that can overcome the limitations of traditional teaching methods used in undergraduate medical education. The aim of this systematic review was to compare the effectiveness of CBL against other teaching methodologies [...] Read more.
Case-based learning (CBL) is a teaching method centered on active student learning that can overcome the limitations of traditional teaching methods used in undergraduate medical education. The aim of this systematic review was to compare the effectiveness of CBL against other teaching methodologies in terms of academic performance and perceptions (intra-individual, interpeer and student–faculty) of undergraduate medical students. Literature searches were performed using PubMed, EMBASE and Web of Science databases up to 28 April 2021. We included studies that quantitatively compared the academic performance and perception outcomes of CBL against other teaching methodologies in undergraduate medical students. The risk of bias was judged using the RoBANS tool and certainty of evidence using the GRADE framework. Meta-analyses were conducted using a random-effects model and reported as standardized mean differences (SMD) with 95% confidence intervals (CI). Of a total of 4470 records, 41 studies comprising 7667 undergraduate medical students fulfilled the eligibility criteria and were included in our systematic review. The CBL group was superior to the other teaching method groups in terms of academic performance measured by exam scores (SMD = 2.37, 95% CI 1.25–3.49, large effect, very low certainty) and interest and motivation (SMD = 0.79, 95% CI 0.13–1.44, moderate effect, very low certainty). Other academic performance or perception outcomes were not statistically different between CBL and other teaching methods when considering the pooled effect. Still, they were often superior in the CBL group for specific subgroups. CBL showed superior academic performance (especially compared to didactic lectures and tutorial-based teaching) and interest and motivation compared to other teaching methods used with undergraduate medical students. However, the certainty of evidence was very low and further studies are warranted before a stronger and more definitive conclusion can be drawn. Full article
(This article belongs to the Special Issue Challenges and Trends for Modern Higher Education)
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