Search Results for
"Higher education"

The rapid growth of social media has significantly shaped education, particularly in language learning across Saudi Arabia. This study examines how platforms such as TikTok, Instagram, and X (formerly Twitter) are being integrated into English language teaching. Using a mixed-methods approach, data were collected through surveys from 150 university students, interviews with 10 English instructors, and content analysis of some followed English-learning accounts on these platforms. Findings showed that around 75% of students use TikTok for learning English, mainly to improve vocabulary and pronunciation, while 65% rely on Instagram for similar purposes. Instructors see the potential of these platforms to enhance student engagement but also express concerns about cultural appropriateness, digital distractions, and the lack of institutional support. Content analysis showed that successful educational accounts attract higher engagement when they include interactive features, visually rich content, and culturally relevant topics. Despite these benefits, challenges remain, such as unequal access to devices and limited digital literacy. While some studies have examined social media in education, there is a noticeable gap in research focusing on its practical use in English language instruction within the Saudi Arabian context. In line with Saudi Arabia’s Vision 2030, which prioritizes English proficiency, this study concludes that social media can serve as a useful supplement to traditional language instruction. It also provides recommendations for educators and content creators to better integrate these tools into English education while addressing current limitations. © 2025, Sciedu Press. This work is licensed under a Creative Commons Attribution 4.0 International License.

This research developed a problem-based worksheet (PB-Ws) model integrated with a learning management system (LMS) for the pneumatic course, targeting improvements in students' critical thinking and problem-solving skills. The study employed a four-phase design-based research (DBR) method: needs analysis, design planning, development, and reflection. The PB-Ws was validated by three expert validators. Data collection methods included interviews, observations, literature studies, and documentation. Results demonstrated that the PB-Ws model achieved a high feasibility level, particularly in the context (curriculum alignment and goal relevance), design, and language aspects, each scoring 4.0. However, input (adaptability to student characteristics) and process (implementation clarity and evaluation suitability) scored 3.7 and 3.3, suggesting areas for improvement in evaluation mechanisms and promotion of higher-order thinking skills (HOTS). This is because, although the model aligns with educational needs and standards, enhancements in cognitive challenge are necessary to maximize its effectiveness. The development of the PB-Ws model, integrated with LMS, significantly impacts vocational education by providing a structured, interactive, and accessible learning experience, supporting the cultivation of 21st-century skills in mechatronics and pneumatic systems. © School of Engineering, Taylor’s University.

In vocational education, the role of general education (GE) is pivotal in cultivating a well-rounded skill set among students. As the demands of the job market evolve, it becomes imperative to assess and enhance the efficacy of GE in these specialized settings. Vocational colleges (VC) and higher vocational institutions are essential in getting pupils ready for careers by offering specialized courses. However, the significance of GE cannot be overstated, as it provides a foundation for critical thinking, communication skills, and a broad intellectual perspective. This investigation aims to investigate the evaluation system of GE and related courses within VCs and higher vocational institutions. The study employs a descriptive mixed-methods approach. A purposive sampling technique was utilized to select participants. Using a questionnaire survey and interview method, the data for this paper was gathered from 157 teachers and 208 students. The data collected was analyzed using SPSS for statistical analysis. The findings identified that integrating technology-based evaluation methods enhances the effectiveness of GE programs in VCs. The result clarified that regular feedback and assessment in GE courses in higher VCs lead to better retention and understanding of the course content. The novelty of the study lies in assessing GE and courses in vocational and higher VCs, by exploring unique evaluation systems, it aims to enhance the quality of education, aligning curriculum with industry demands, and promoting well-rounded graduates in vocational settings. © De La Salle University 2024.

Teaching computational thinking skills to novice college students via programming poses considerable challenges. It involves learning programming language syntax and commands, along with fostering higher-order skills crucial for both computational thinking proficiency and future careers. To address this, we proposed a pedagogical approach integrating project-based learning with self-regulated learning in a C programming course. Guided by the higher-order computational thinking framework, this quasi-experimental study enrolled 173 students divided into three groups, a group with project-based learning design alone, a group with both project-based learning design and self-regulated learning scaffolding, and a control group with traditional teacher centered teaching. One-way analysis of covariance results showed the group with both project-based learning design and self-regulated learning scaffolding presented the most advancement of problem-solving and metacognitive skills. Paired samples t-tests showed this group also displayed the most significant improvements in computational thinking tendency and other higher-order skills. While the students’ cognitive knowledge gain in the group with both pedagogical supports didn't surpass students of the control group, it did outperform students from the group with project-based learning design alone. Overall, our findings supported the effectiveness of this integrated method in boosting computational thinking and other higher-order skills in novice programming students. This warranted further research to refine and enhance the proposed pedagogical strategy. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2025.

education, science and technology, and talent are the cornerstones of modern national development, with universities serving as the core frontlines for innovation and talent cultivation. In recent years, many universities have encouraged students to engage in research activities during their undergraduate years, and existing research has shown that undergraduate participation in research significantly enhances academic engagement and success. However, most existing studies focus on curriculum-based undergraduate research, with relatively few studies on project-based research. Moreover, many of these studies lack long-term tracking data and quantitative analysis. Based on the project-based research experience in Chinese universities, this study uses a decade-long tracking dataset. It employs multiple linear regression and Logit models to explore the impact of project-based research experience on undergraduates' research careers. The results show that project-based research experience positively influences undergraduates' research careers in three key areas: level of participation, peer effects, and external evaluations. The higher the level of participation, the better the external evaluation, and the stronger the peer effect, the more significant the project's impact on the undergraduates' research careers. Compared to regular members, project leaders perform more prominently in terms of academic paper publications and obtain higher final degrees. The study also reveals that these impacts vary across different disciplines. To maximize the role of these projects in identifying and cultivating research talent, improvements in management models, incentive mechanisms, and evaluation systems are urgently needed. © 2025 Elsevier Ltd

This chapter explores the transformative role of technology in fostering student engagement in higher education. By leveraging innovative digital tools and platforms, institutions can create inclusive, interactive, and personalized learning experiences that address the evolving needs of 21st-century learners. The chapter examines the theoretical foundations of student engagement, the impact of emerging technologies, and practical strategies for implementing these tools in higher education. It also highlights best practices, and future trends to guide educators, administrators, and policymakers in creating technologically enriched environments that support academic and personal growth. © 2026, IGI Global Scientific Publishing. All rights reserved.

Introduction. The discussion about project-based learning centers on the challenges of interrelation between higher education and the labor market and the development of proactive teaching methods in universities. Questions regarding the theory and methodology of project-based learning remain insufficiently explored, particularly concerning the alignment between learning and receiving sought-after specialists by employers, the integration of theory and practice within the educational process. The aim of this research is to analyze project-based learning programs developed by Russian universities and methods of their organization. Materials and Methods. The empirical sample includes the Russian universities development programs of the federal project “Advanced Engineering Schools” (n = 50). Data collection was carried out using mining of qualitative data (texts of university development programs) using Power BI tools that allowed to structure a large amount of information about the project-based learning in universities into a single array and integrate it with professional software for analyzing qualitative data MAXQDA. The methods of content analysis and comparative analysis were used that allowed to typologize the methods of organizing project-based learning in universities and to highlight the best practices among them. Results. The comparative analysis revealed the different perceptions of the university management about the value of project-based learning. The article highlights the integration of theoretical knowledge with its practical application in the creative activities of future specialists, fostering the development of continuous professional self-education. Different positions within future employment are identified, in which students can engage through project-based learning: adaptive, basic, exploratory (technological), entrepreneurial, and research-oriented. Discussion and Conclusion. This research contributes to the development of scientific understanding regarding the formation of highly sought-after young professionals, ready to actively engage in innovation development and implementation through changes in higher education organization within universities. This article is of interest to researchers in higher education and university leadership potentially prepared to utilize project-based learning as a tool for collaboration between universities, specifically students, and industry partners. © Мельник А. Д., Меренков А. В., Сандлер Д. Г., 2025. The content is available under a Creative Commons Attribution 4.0 License.

Purpose This study investigates how digital literacy, digital competence and work behavior influence online teaching productivity among educators in higher education. It aims to understand how these elements interact to enhance digital teaching effectiveness. Design/methodology/approach A mixed-methods approach was employed. Quantitative data were gathered via surveys from 200 educators, and qualitative insights were obtained through interviews with 20 educators. Data were analyzed using structural equation modeling (SEM-PLS) and thematic analysis. Findings Digital competence had a strong positive impact on teaching productivity. While digital literacy alone did not show a significant direct effect, its influence was enhanced when combined with positive work behavior. The qualitative findings supported the need for continuous training, motivation and adaptability in improving online teaching. Originality/value This study contributes to the understanding of how digital skills and behavioral factors jointly impact online teaching performance. It provides a framework for integrating professional development with behavioral competencies to enhance digital education. © 2025 Harisa Mardiana and Yakub Yakub

The uncertainty of global challenges demands that the education sector prepare human resources and equip them with higher-order thinking skills (HOTS). At the same time, the rapid advancement of technology requires education to manage classrooms effectively by integrating appropriate learning approaches, models, and media along with technological developments in the teaching and learning process. One of the approaches currently being developed is the deep learning approach, which emphasizes three main aspects: mindfulness, meaningfulness, and joy. However, this approach has not yet been widely implemented in classrooms. Therefore, this study aims to analyze the effect of the deep learning approach in the undergraduate Mechanical Engineering education program at the State University of Surabaya, in combination with a project-based learning model supported by a STEM-based diesel engine trainer, to improve HOTS. The study involved 56 students divided into control and experimental classes. The results showed a significance value (Asymp. Sig. 2-tailed) of 0.002, which is less than p < 0.05, indicating a statistically significant difference. The experimental class achieved an average N-Gain score of 0.73 or 73.27%, which falls into the high category. Furthermore, the estimated effectiveness of the N-Gain score is categorized as moderately effective in improving HOTS. © The Authors, published by EDP Sciences, 2025.