Search Results for
"Higher education"

This chapter explores innovative teaching methods that incorporate collaborative learning at higher education level. The discussion critically interrogates benefits, challenges and strategies for successful implementation of collaborative methodologies. Also known as cooperative learning, collaborative learning is a pedagogical technique that promotes active engagement, participatory learner engagement in learning in emancipatory epistemological spaces, contact, and mutual assistance among students. © 2025 by IGI Global Scientific Publishing.

The global higher education landscape is fast evolving, demanding that universities equip students with critical knowledge and 21st-century skills. Daystar University (DU) 's switch from teacher-centered models to Problem-Based Learning (PBL) reflects this shift. PBL stresses critical thinking and real-world problem-solving, essential for today’s interconnected world. The chapter examined the challenges and advancements of PBL implementation at DU using qualitative methods involving interviews with 30 selected informants and document analysis. Findings show that while PBL has been integrated across various programs, challenges like resistance to change, insufficient faculty training, and resource limitations persist. However, significant progress has been made, including adopting technology-enhanced tools, increased faculty collaboration, and a growing culture of innovation among students. The study recommends targeted faculty development, improved infrastructure, and stronger support systems to enhance PBL’s effectiveness in fostering more profound learning experiences. © 2025 by IGI Global Scientific Publishing. All rights reserved.

The 21st century has brought transformative changes to higher education, reshaping how institutions approach research, teaching, and learning. Shifts in policies, competencies, and the integration of technology have redefined the landscape which has pushed higher education to adapt to new demands. With increasing globalization and digitization, universities and colleges face challenges in aligning their structures with the needs of a rapidly evolving labor market and society. Creating Dynamic Space in higher education: Modern Shifts in Policy, Competencies, and Governance examines the critical shifts reshaping higher education, including governance changes, digital transformation, globalization, and evolving instructional practices. With contributions from field experts, this volume offers practical strategies, case studies, and insights on addressing financial challenges, adapting roles, and developing competencies for the future workforce. This book is ideal for education managers, instructors, policymakers, and researchers seeking to navigate these changes and optimize their institutions for the future. © 2025 by IGI Global Scientific Publishing. All rights reserved.

Assessment and feedback remain one of the biggest challenges when designing work-integrated learning (WIL) programs. Motivated by the paucity of student-facing research, this study explores the student experiences of assessment and feedback on work-placement modules across a variety of programs within a single university. Two hundred and seventy students from different disciplines who had completed a work-placement module the previous academic year participated by contributing quantitative and qualitative data via a survey. The data reveals that, both within and across programs, participants found assessment divisive. For some, assessment supported employability and the development of key graduate attributes while others reported that the assessment process did not support learning, as it was not relevant, or distracting. The findings reveal a gap between the theory and practice of how authentic assessment is actualized across a range of work-placement modules and carry practical implications for higher education institutions striving to enhance WIL experiences. © 2024 International Journal of Work-Integrated Learning. All rights reserved.

Micro-credentials, which offer smaller certifications for specific skills and competencies, are becoming relevant in today’s job market. When combined with artificial intelligence, these credentials can be personalized and tailored to individual learners, assessing their strengths and areas for improvement. AI can also facilitate the creation and management of these micro-credential programs, ensuring they meet industry demands and educational standards. Further exploration into this area may help enhance learner engagement while providing a flexible, accessible pathway for individual skill development. Integrating Micro-Credentials With AI in Open education provides current insights into the rapidly evolving field of micro-credentials, with a particular focus on emerging technologies, processes, and applications. It offers an extensive exploration of micro-credentials from various perspectives, including their design, development, application in different educational and professional contexts, and integration with cutting-edge technologies like AI and MOOCs. This book covers topics such as distance learning, higher education, and learning analytics, and is a useful resource for computer engineers, education professionals, curriculum designers, scientists, academicians, and researchers. © 2025 by IGI Global Scientific Publishing. All rights reserved.

Distance learning has become more popular during the COVID-19 years and the micro-credentials (MCs) has been accepted widespread as an alternative to traditional degree programs. higher education Institutions play a critical role in the creation of MCs, taking into account the needs of learners and industry requirements. Hence, it is important to understand and develop this field due to the complexity and diversity of factors that influence the structuring of MCs in distance learning. Moreover, different stakeholders have various influences and priorities on the design, implementation, and adoption of MCs. Therefore, this chapter aims to explore the factors influencing the structuring of MCs in distance learning, considering multiple stakeholders’ perspectives. Using the MICMAC method, factors are categorized into influential, key, dependent, and autonomous groups, offering a comprehensive factor map. The chapter concludes with recommendations for effectively structuring MCs in distance learning, addressing both challenges and opportunities to enhance their impact and integration. © 2025 by IGI Global Scientific Publishing. All rights reserved.

This chapter examines the evolving STEM (Science, Technology, Engineering, and Mathematics) landscape in the Caribbean, focusing on opportunities, challenges, and strategies for improving teacher quality. It proposes a robust framework for effective STEM teacher training, drawing on case studies from Jamaica, St. Vincent and the Grenadines, and the state of Georgia in the US. It addresses critical areas like future-oriented education, professional development, regional planning, recruitment and retention, diversity, peer teaching, collaboration with higher education Institutions (HEIs), and government policy support. The analysis highlights pockets of excellence and innovations but emphasizes the need for a robust framework for effective STEM teacher training. It calls for investment in capital, collaboration with higher education Institutions (HEIs), and a unified understanding of STEM. This approach aims to benefit Caribbean students, teachers, and the region while contributing to the achievement of Sustainable Development Goals (SDGs). © 2025 by IGI Global Scientific Publishing. All rights reserved.

Navigating leadership and policy management in education requires a nuanced understanding of the complexities of educational environments and the evolving demands of contemporary society. As educational institutions deal with challenges in curriculum development, resource allocation, equity, and technology integration, effective leadership and policy management become crucial for fostering a thriving educational landscape. Educational leaders must balance student’s priorities, engage with administrators, and implement policies that drive meaningful improvements in student retention, leadership, and access to improved education. Navigating Leadership and Policy Management in education explores the role of educational leaders and policymakers in student experiences. It offers solutions for effective administration and leadership informed by current challenges in student experiences, education sociology, and teacher professional development. This book covers topics such as higher education, professional development, and education policy, and is a useful resource for academicians, policymakers, teachers, educational administrators, government officials, scientists, psychologists, and researchers. © 2025 by IGI Global Scientific Publishing. All rights reserved.

Problem-solving skills empower students to deal with challenges efficiently, think critically, and craft effective solutions. This translates to their academic success and fosters their adaptability, resilience, and critical thinking, all required to thrive in the ever-changing professional world. This study investigates the effectiveness of guided discovery and scaffolding strategies in enhancing problem-solving skills among students in Physics courses in Saudi technical and vocational colleges. Those pedagogical strategies aim to create higher-order thinking skills required for problem-solving within technical and science education, as well as in the professional life that the students must live after leaving college. Correspondingly, we designed a quasi-experiment with a pre- and post-intervention assessment involving 104 students enrolled in a Physics course within a technical diploma program. The results indicated a significant difference in students' problem-solving skills between those instructed in the traditional teaching condition and those who received guided discovery and scaffolding strategies as major instructional components. The findings suggest that guided discovery and scaffolding improve students' problem-solving skills and promote their engagement and motivation to develop effective solutions. This study contributes to developing existing literature on successful teaching strategies in technical and science education. It also provides practical implications for educators seeking to establish problem-solving competencies among students. © 2024 University of Helsinki. All rights reserved.

It is an essential factor that using a suitable learning model will enhance the learning outcomes for students. Project Based Learning (PJBL) is cosidered one of the learning model that guide the student to study inside the classroom and on the industrial world. The students learn theoritically and practically. This research was to find out the strength and weakness of PJBL during teaching and learning inside and outside of the classroom. It used qualitative research by using descriptive design. Data were collected by using interview question using semi structure interview and documentation. Data were analyzed by using theory of Miles & Huberman and Mc Carthy about discourse analysis. There were 71 students becoming the sample of the research from Politeknik Negeri Padang. After conducting the research, it is found some strengths and weaknesses of the PJBL for teaching and learning. PJBL. The strengths are for example: improving the student motivation, making the student to be diligent and challenging, being able to solve the problem, increasing the student collaboration and cooperation, teaching the student to make decision and conceptual framework, and how to work on the field. For the weakness are for example: taking much time and money, difficult to collect the information and best decision, do not make all student creative and innovative, and needing sufficient facilities and technologies to do the project. © 2024, Universitas PGRI Sumatera Barat. All rights reserved.