Search results

Although there has been considerable growth in the higher education systems of Turkey and China in about the last two decades, there is still a room for development in enabling equity in all regions, increasing opportunities and resources regardless of socio-economic status or gender differences. Students coming from disadvantaged backgrounds do not have enough tools to change their fate for the better due to the accumulated barriers they face. Given this background, the chapter discusses how the barriers to equitable HE admissions relate to each other and which one has a greater negative impact over the Accumulated Conversion Barriers Modal we propose defined by personal, discriminatory, institutional, and geographical barriers. The perspectives of Turkish and Chinese HE stakeholders were examined through 21 in-depth interviews that were subjected to content analysis and interpreted in a comparative style using the lens of Capabilities Approach of Sen. We also offer policy suggestions to increase students’ conversion capacities for better outcomes to serve both the national and the international educational contexts owing to the adaptable nature of our modal to other countries experiencing similar issues in their higher education systems.

This study aims to investigate Sri Lankan Government university students’ acceptance of Chat Generative Pretrained Transformer (ChatGPT) for educational purposes. Using the unified theory of acceptance and use of technology 2 (UTAUT2) model as the primary theoretical lens, this study incorporated personal innovativeness as both a dependent and moderating variable to understand students’ ChatGPT use behaviour.

This quantitative study used a questionnaire survey to collect data. A total of 500 legitimate undergraduates from 17 government universities in Sri Lanka were selected for this study. Items for the variables were adopted from previously validated instruments. Partial least squares structural equation modelling (PLS-SEM) using SmartPLS 4 was used to investigate latent constructs’ relationships. Furthermore, the variables’ relative relevance was ranked using a two-stage artificial neural network analysis with the SPSS 27 application.

The results of the analysis revealed that eight of the nine proposed hypotheses were confirmed. The most significant determinants of behavioural intention were habit and performance expectancy, closely followed by hedonic motivation and perceived ease of use. Use behaviour was highly influenced by both behavioural intention and personal inventiveness. Though personal innovativeness (PI) was suggested as a moderator, the relationship was not significant.

The research highlights the impact of habit, performance expectancy and perceived ease of use on students’ acceptance of AI applications such as ChatGPT, emphasising the need for efficient implementation techniques, individual variations in technology adoption and continuous support and training to improve students’ proficiency.

This study enhances the comprehension of how undergraduate students adopt ChatGPT in an educational setting. The study emphasises the significance of certain variables in the UTAUT2 model and the importance of PI in influencing the adoption of ChatGPT in educational environments.

The purpose of this study is to identify global trends in disruptive technological change and map the social and policy implications, particularly as they relate to the educational ecosystem and main stakeholders across all levels of education.

The authors conducted a two-stage meta-analysis of 1,155 scholarly, peer-reviewed articles. The investigation involves a systematized literature review for data identification and collation adhering to defined selection criteria, and a network analysis to scrutinize data, consolidate information and unveil correlations and patterns from the literature review to produce a set of recommendations.

The study unveiled educational trends related to disruptive technologies and delineated four principal clusters representing how these technologies are transforming the education ecosystem. Additionally, a series of transversal aspects that reveal a societal vulnerability toward future prospects in the realms of ethics, sustainability, resilience, security, and policy were identified.

The findings spotlight an enlarging chasm between industry (and society at large) and conventional education, where many transformations triggered by disruptive technologies remain absent from teaching and learning systems. The study further offers recommendations and envisions potential scenarios, urging stakeholders to respond based on their positions concerning disruptive technologies.

Expanding from the meta-analysis of pertinent literature, this paper offers four collections of curated resources, four mini case studies and four scenarios for policymakers and local communities to consider, enabling them to plot courses for their optimal futures.

Education researchers have been urged to utilize causal inference methods to estimate the policy effect more rigorously. While randomized controlled trials (RCTs) are the gold standard for assessing causality, RCTs are infeasible in some educational settings, particularly when ethical concerns or high cost are involved. Quasi-experimental research designs are the best alternative approach to study educational topics not amenable to RCTs, as they mimic experimental conditions and use statistical techniques to reduce bias from variables omitted in the empirical models. In this chapter, we introduce and discuss the core concepts, applicability, and limitations of three quasi-experimental methods in higher education research (i.e., difference-in-differences, instrumental variables, and regression discontinuity). By introducing each of these techniques, we aim to expand the higher education researcher's toolbox and encourage the use of these quasi-experimental methods to evaluate educational interventions.

There has been an unprecedented increase in online learning worldwide, including in teacher education. However, student lurking can be a common issue, leading to a non-interactive learning environment.

The authors employed a qualitative case study with thematic analysis to examine a novel “self-directed” pre-service teacher online degree module that engaged students in regular peer-feedback, which intended to promote student engagement and interactivity. The research questions were as follows: To what extent did the seminar series represent the principles of self-directed learning and were learning outcomes effective from the process? And, how effective was the use of peer feedback?

The thematic analysis revealed that student progression and course completion was successful, and it represented some principles of self-directed learning; but (a) it cannot be presumed that pre-service teachers are competent in giving (peer) feedback and (b) pre-service teachers may need specific guidance and training for providing competent feedback.

This paper is highly original in respect of its combination of the self-directed learning framework with use of peer feedback, to engage students in an interactive learning environment. The present paper identifies that peer feedback is a powerful tool in online learning; peer feedback can supplement self- and teacher-assessment; but it should not be assumed that pre-service teachers are competent in providing (peer) feedback – pre-service teachers may need specific training in providing feedback.

Research shows that parental employment and education status affect the amount of parental childcare time, which is a fundamental determinant of children's outcomes. In this paper, the authors study whether being overeducated – working in a job that requires less education than the level of education acquired – is related to the time parents devote to their children.

The authors set two main hypotheses. First, overeducation might lead to more childcare time if being overeducated is the result of the individual prioritizing family over career. Second, overeducation might lead to less childcare time if overeducation is the result of lower ability. The authors estimate time use equations using the American Time Use Survey (ATUS) from 2004 to 2019.

The authors find that overeducated parents devote less time to childcare than matched parents, especially in the weekend sample. The authors’ results suggest that overeducation is not a deliberate choice prioritizing family over career.

To the best of the authors’ knowledge, this is the first study on the implications of being overeducated on childcare.

This chapter traces the journey of the Faculty of Education through the pandemic, charting some of the challenges and opportunities in leading teaching and learning, research, international and engagement activities while maintaining its staff's health and emotional well-being. The chapter concludes with six significant educational challenges amplified during COVID-19 that must be addressed. These insights provide a road map for how higher education and academia can emerge from the pandemic fit for purpose and ready to contribute to our nation's and the world's future.

The study explores the impact of knowledge management (KM) enablers, i.e. trust and organizational climate, on KM processes. The study further observes the indirect relationship of KM processes on organizational performance via the mediating role of knowledge workers' satisfaction in cross-cultural settings.

This research used a survey of 784 educational and administrative personnel from higher education institutions (HEIs) in Pakistan and China. Smart Partial Least Square (PLS) 3.2.9 was employed to perform the analysis.

The result shows that trust and organizational climate influences KM processes, and these KM processes, in turn, impact organizational performance via the partial mediating effect of knowledge worker satisfaction (KWS) in Pakistan. The multi-group analysis confirmed the substantial differential effect of KM processes on KWS in culturally different HEIs. At the same time, the study's overall sample substantiated full mediation in China. Furthermore, the impact of KM processes on organizational performance did not substantiate in China.

Outcomes of this research affirm KM university practice and recommend how higher education academics and administrators prioritize trust, organizational climate, KM processes, and KWS while strengthening organizational performance in a culturally different environment.

A lack of research ascertains the inter-relationship between trust, organizational climate, KM processes, KWS, and organizational performance in culturally different environments. This is one of the initial studies that examine the relationship between trust, organizational climate, KM processes, KWS, and organizational performance in HEIs. The study empirically examines the inter-relationships among these variables and enlightens insights into the current literature by immediately investigating the mediating role of KWS in culturally different environments.

This culminating chapter reviews the impacts of the pandemic on global systems of education. Drawing on the insights of the preceding chapters, this chapter offers three ideas for the future. First, schools of education should engage in innovative learning experiences including in person, online and hybrid learning opportunities. Second, staff support and development are key areas for future growth. Similarly, the third area for future growth is deeper consideration of student well-being and development. The pandemic placed these ideas at the forefront of conversation, and schools of education are positioned to continue that conversation, taking action to create transformative educational experiences.