Journal of Interdisciplinary Studies in Education
As a Scopus-indexed Q1 publication, the Journal of Interdisciplinary Studies in Education (Online ISSN 2690-0408, Print ISSN 2166-2681) serves as a pivotal platform for scholars seeking to shape the educational landscape through groundbreaking research.
Managerial leadership in the home as informal environmental education
Sustainable household management remains an underexplored area of managerial leadership and informal environmental education despite its role in shaping ecological behavior and resource use within households. This study examined how household managerial leadership promotes sustainable practices in a resource-constrained community. Anchored in Albert Bandura’s Social Learning Theory, Hidden Curriculum Theory, and David Kolb’s Experiential Learning Theory, the study used a descriptive-correlational design involving 179 purposively sampled household respondents in Jolo, Sulu, Philippines. Statistical analyses included descriptive statistics, Spearman’s rho, Chi-square, and Kruskal–Wallis tests. Findings revealed consistently high levels of sustainable household practices (overall mean = 4.74). Environmental awareness, family participation, and access constraints showed a moderate positive relationship with sustainability behaviors (ρ = .594, p < .001). Training was significantly associated with sustainability practices, while educational attainment showed a non-linear relationship. The study reframes the household as a site of informal environmental education and culturally grounded sustainability learning.
Copyright (c) 2026 Al-fahad Jadjuli, Rosema G. Lukman, Joe-An G. Cuaresma, Jocelyn J. Muńez, Abdel-Ajim M. Salasain http://creativecommons.org/licenses/by-nc-nd/4.0
Transforming assessment in higher education in the era of generative AI
The wider use of generative AI has raised concerns about how student learning is assessed in higher education. Tasks once considered reliable no longer guarantee independent work, so assessment is shifting in focus. While final written outputs still matter, greater emphasis is now placed on how students engage with material, construct arguments, verify information, and demonstrate reasoning. Attention is also given to how digital tools are used, especially when they replace rather than support thinking. This article examines changes in assessment practices in response to generative AI, identifies vulnerable formats, and highlights those that better reflect genuine learning, based on research, policy, and university practice.
Copyright (c) 2026 Yuliia Zubtsova, Larysa Sushchenko, Liudmyla Shulha, Olena Andryushchenko, Oleksandr Shulha http://creativecommons.org/licenses/by-nc-nd/4.0
How prepared are faculty for responsible artificial intelligence integration?
The rapid adoption of Artificial Intelligence in higher education has created opportunities to enhance teaching, research, and academic productivity. This study examined AI utilization and governance readiness among faculty members using an explanatory sequential mixed-methods design. Data were analyzed using descriptive statistics, thematic analysis, and joint-display integration. Findings revealed high level of AI awareness, utilization, and perceived usefulness. Both quantitative and qualitative findings highlighted strong support for institutional AI policies, faculty development programs, and governance mechanisms that promote responsible AI integration. It contributes to the emerging discourse on responsible AI in higher education by proposing a multidimensional perspective of AI readiness and providing evidence to support the development of context-sensitive governance frameworks for ethical and sustainable AI adoption in universities.
artificial intelligence in higher education
Copyright (c) 2026 Ethel Jovy Garcia-Wacas, Pinky Larcelle L. Gas-ib, Romualdo U. Wacas, Abigail Quimosing-Ocay, Marlon D. Sipe http://creativecommons.org/licenses/by-nc-nd/4.0
This study explores relocation intentions of Nigerian secondary school teachers and introduces "Brain Pain"—psychological distress when leaving feels necessary yet wrong. Using a phenomenological design, 10 teachers were interviewed and 12 participated in two focus groups (six public, six private) across five Nigerian states. Data were analyzed using reflexive thematic analysis. Perceived relocation benefits included professional development, financial stability, and dignity. Drawbacks included harming students, losing STEM teachers, credential devaluation abroad. Most affirmed relocation as a right but expressed guilt and ambivalence. Family considerations weighed heavily. Fears of starting over or visa rejection did not deter them; staying in poverty was worse. The study challenges push-pull theory by showing relocation decisions involve moral reasoning and cultural belonging, not wage differentials. Brain pain extends occupational commitment theory by showing affective commitment conflicts with low continuance commitment. Retention policies in sub-Saharan Africa must address professional dignity and moral anguish, not just salaries.
Copyright (c) 2026 Chidubem Deborah Adamu http://creativecommons.org/licenses/by-nc-nd/4.0
Cross-cultural classroom assessment fairness
This review examines cross-cultural research on students' perceptions of distributive fairness in classroom assessment (CA) in higher education. A systematic search of five databases (EBSCOhost, PsycINFO, Scopus, Web of Science, and ERIC) covering publications from 1965 to 2023 identified only four empirical studies directly investigating cross-cultural differences in perceptions of CA fairness. This striking lack of research constitutes a major finding of the review and highlights a significant gap in the assessment literature. To provide conceptual context for understanding fairness across cultural settings, a second phase of the review examined 32 cross-cultural studies from the organizational justice literature involving student samples. Findings from the limited CA literature suggest that cultural context may influence students' perceptions of distributive fairness; however, the current evidence base is insufficient to support broad conclusions. The organizational justice literature, while originating from a different context, offers useful insights into how cultural values—particularly individualism–collectivism and power distance—may shape fairness judgments and provide a conceptual foundation for future research in educational settings.
Copyright (c) 2026 Mehrdad Falavarjani, Christine Yeh http://creativecommons.org/licenses/by-nc-nd/4.0
Multicultural Islamic education model as a preventive strategy in mitigating bullying behavior in schools
The phenomenon of bullying in schools highlights the need for a new, more holistic and contextual approach. This study aims to develop and test the effectiveness of a multicultural Islamic education model as a preventive strategy for mitigating bullying behavior in schools. Using a mixed-method approach with a sequential explanatory strategy, quantitative data were obtained through questionnaires administered to 120 students, 30 Islamic education teachers, and 20 educational staff, while qualitative data were collected through interviews, observations, and documentation studies. The results of the study reveal a strong negative correlation (r = -0.612) between understanding multicultural Islamic values and the frequency of bullying. The values of ukhuwah, tasamuh, adl, and social empathy are integrated into learning, non-academic activities, and counseling.
Copyright (c) 2025 Dr. Mappanyompa, MM., M.Pd.I http://creativecommons.org/licenses/by-nc-nd/4.0
Digital transformation and global inequality in higher education
Higher education is currently undergoing major changes due to digital transformation despite the different levels of implementation across social and institutional contexts. This paper investigates how digital transformation connects to finance, institutional communication, and academic diplomacy using a comparative approach based on two cases of study: Hassan II University of Casablanca, Morocco and the Central University of Finance and Economics (CUFE) in People’s Republic of China. From an intersectional political-economy perspective, the research aims to assess how institutional differences impact both participation and access to digitally mediated higher education. Using a mixed-methods design, combining surveys and interviews, the findings demonstrate that digital transformation does not lead to reduced inequality; rather, its outcomes are affected by the interaction of political economy, funding structures, institutional capacity, and the complexity of the lived experience of students and faculty.
iHED (Internationalization of Higher Education)
Copyright (c) 2026 Douae Serraf, Khalil Nait Bouzid http://creativecommons.org/licenses/by-nc-nd/4.0
Pedagogical and AI-aware readiness of EMI instructors in higher education
As English-medium instruction (EMI) gains increased prevalence in higher education worldwide, instructors face distinctive challenges related to effective and inclusive teaching in a language other than their own. While language proficiency is necessary for EMI, it equally demands pedagogical competencies to render subject matter accessible and equitable. This research investigates the pedagogical readiness of university instructors delivering disciplinary content in English, concentrating on their abilities in instructional design, intercultural classroom facilitation, and AI-aware pedagogy. These areas are central to an instructor's capacity to adapt content for diverse learners and integrate technology responsibly. Gathering data from EMI instructors across various disciplines, descriptive analysis was employed to understand their overall competency profile, strengths, and development needs. This explanatory study emphasizes documenting the current landscape rather than predictive modeling, revealing the competencies most commonly demonstrated. The findings illuminate the skills that distinguish effective EMI instructors, with practical implications for faculty training, curriculum planning, and university policies. By focusing on pedagogical aspects, this research shifts attention beyond language proficiency toward a comprehensive framework for EMI teaching effectiveness.
Copyright (c) 2026 Chaymae Ettaji, Maryam Charafi http://creativecommons.org/licenses/by-nc-nd/4.0
Governance of inclusive decision-making in AI adoption
Artificial intelligence (AI) is revolutionizing higher education through personalized learning and data-driven administration. However, effective governance remains an essential issue for AI adoption, particularly in developing countries such as Morocco, where research is still limited. This study examines the role of governance structures, stakeholder engagement, and institutional preparedness in AI adoption within Moroccan universities through a systematic literature review of 37 peer-reviewed articles from Scopus (2020-2026), using PRISMA guidelines and thematic synthesis. Findings reveal a surge in AI studies since 2024, mostly conceptual and from Global North countries, highlighting multi-level, ethical, participatory, and anticipatory governance models. Stakeholder participation remains mostly top-down, with minimal faculty and student engagement, while readiness comprises infrastructure, literacy, leadership, and policy frameworks. Morocco has centralized control through Law 59.24 and Maroc AI 2030, but lacks context-specific studies. The study offers the Inclusive AI Governance-Readiness Framework, connecting institutional coordination, stakeholder engagement, readiness, and ethics for sustainable AI integration.
Copyright (c) 2026 Doha Baladi, Badr Guennoun http://creativecommons.org/licenses/by-nc-nd/4.0
Internationalization at home in Moroccan EFL teacher education
This article examines virtual exchange as a practical form of Internationalization at Home in Moroccan EFL teacher education and its potential to build intercultural literacy among future teachers. Drawing on a qualitative conceptual design informed by a narrative review of the literature, the paper connects studies on internationalization, virtual exchange, and intercultural learning. The study argues that virtual exchange is more than a simple digital substitute for physical mobility, but a structured, guided, and reflective pedagogical mechanism. The article proposes a conceptual pathway in which curriculum-embedded virtual exchange operationalizes Internationalization at Home and creates conditions for developing intercultural literacy.
Copyright (c) 2026 Saida Abdellaoui, Asmae Zerrik http://creativecommons.org/licenses/by-nc-nd/4.0
Students face many challenges when the medium of instruction changes, and these difficulties intensify when the shift follows several years of learning in the mother tongue. The study examined the transition from Bengali-medium primary schooling to English-medium middle school in West Bengal, India, to understand how students and parents experience this change. Using a qualitative design, interviews with eight students and fifteen parents were analyzed through inductive thematic analysis. The findings reveal that students face linguistic struggle, academic decline, emotional insecurity, reduced peer belonging, and diminished play. Parents justify these difficulties by emphasizing future mobility, social respect, and the symbolic value of English. A recurring pattern of loss emerges, described in this study as “Pedagogies of Loss.” The study argues that the transition is not only a language shift but an emotional and developmental disruption shaped by aspirational parenting. These findings underscore the need for schools, teachers, and policymakers to adopt bilingual, developmentally sensitive, and emotionally supportive transition practices.
Education, Society, and Cultural Contexts
Copyright (c) 2026 Raj Madhu, Asit K. Mantry, Biswabhusan Pradhan http://creativecommons.org/licenses/by-nc-nd/4.0
The Erasmus+ programme as a framework for the training of trainers in higher education
University teaching staff face growing pressure to update their pedagogical, digital and social inclusion competences in response to rapid technological and societal change. While the Erasmus+ Programme is one of the EU's main instruments for supporting this training of trainers in higher education, little is known about how it has been used for this purpose in practice. This study addresses this gap by exploring Strategic and Cooperation Partnerships in the field of Higher Education (within the Erasmus+ Programme) led by German and Spanish universities that have been identified as examples of good practice. The results show that both countries focus on Educational and Digital Competences. Furthermore, Germany places greater emphasis on Administrative Competences for the modernisation of its institutions, whilst Spain focuses on Social Inclusion Competences to respond to the needs of its increasingly diverse student population. These findings provide an evidence-based map of how Erasmus+ funding is being directed towards teacher training priorities in both countries, highlighting both EU-wide convergence and country-specific institutional agendas.
Copyright (c) 2026 Alonso Escamilla http://creativecommons.org/licenses/by-nc-nd/4.0
Artificial intelligence in school language education
Artificial intelligence (AI) is increasingly transforming language education, yet research on its pedagogical integration in school settings remains limited. This systematic review synthesizes findings from 20 studies published between 2018 and 2025, selected using the PRISMA framework from Web of Science, Scopus, and Google Scholar. The review examined AI technologies, pedagogical integration, and developmental outcomes in elementary and secondary language education. Results identified four major AI functions: evaluative feedback, adaptive scaffolding, generative language support, and conversational assistance. Most studies focused on writing, with limited attention to speaking, listening, and reading. AI proved most effective when integrated into teacher-guided instruction, while learner self-regulation influenced outcomes. Key challenges included algorithm reliability, institutional readiness, data privacy, academic integrity, and equitable implementation, highlighting the need for human-centered, ethically guided AI integration.
Copyright (c) 2026 Muhammad Imran, Norah Almusharraf, Khurram Shehzad http://creativecommons.org/licenses/by-nc-nd/4.0
Effect of game-based learning on non-cognitive skills and the affective domain of learners
This systematic review screened SCOPUS and Education Resources Information Centre (ERIC) databases on recent studies on GBL using the PRISMA framework. 35 open-access journal articles were selected from 2021 to 2025 on the effect of GBL on non-cognitive skills and affective domain factors among pre-school and school students. They were synthesized based on demographics, game activities and research methods. A thematic summary of GBL’s effect on K-12 students’ non-cognitive skills and affective domain factors is presented. Findings highlight the scope for future research on GBL as an instructional tool, personalising educational approaches at different educational levels and combining games with other pedagogical interventions for developing cognitive and non-cognitive competencies among young learners.
Copyright (c) 2026 Enosh Sinha, Gyanender Kumar http://creativecommons.org/licenses/by-nc-nd/4.0
Factors affecting brand equity in private schools of Northeast Thailand
Thai private schools face severe enrolment pressure, yet how institutional identity translates into brand equity at the K-12 level remains poorly specified. This study tests a structural equation model examining whether brand image builds school brand equity directly and indirectly through dual mediation of referral marketing and educational trust. Survey data from 700 stakeholders (administrators, teachers, parents, students) across private schools in the 20 northeastern provinces of Thailand were analysed in Mplus 8 under maximum-likelihood estimation. Model fit was acceptable (CFI = .952, TLI = .941, RMSEA = .048, SRMR = .062), and all five hypothesised paths were supported. Brand image, referral marketing, and educational trust jointly explained 92.4% of brand-equity variance, with referral marketing carrying the stronger mediated pathway.
Copyright (c) 2026 Nitithat Suwannarong, Dawruwan Thawinkarn, Patravoot Vatanasapt http://creativecommons.org/licenses/by-nc-nd/4.0
Virtual reality classroom and inclusive leadership
This study examined the role of virtual reality (VR) classrooms and inclusive leadership practices in enhancing access to learning for students with disabilities in secondary schools in Benue State, Nigeria. A descriptive survey design was adopted using 120 respondents comprising principals, vice-principals, teachers, and education officers from six public secondary schools. Data were collected using Virtual Reality and Inclusive Leadership in Education Questionnaire (VRILEQ) with a reliability coefficient of 0.84. Descriptive statistics, t-test, Pearson correlation, and regression analysis were used for data analysis. Findings revealed that inclusive leadership practices significantly supported VR integration and improved learning outcomes for students with disabilities. The study recommends improved digital infrastructure, teacher training, and leadership support for inclusive technology integration.
Copyright (c) 2026 Juliana Omobolanle Onwughai, Esther Onoja Attah, Michael Adole Okpe, Felix Emeka Iyala, Joy Abosede Peter http://creativecommons.org/licenses/by-nc-nd/4.0
This study investigates how dialogic feedback shapes professional identity, agency, and reflective practice among Arab-Bedouin female pre-service teachers in southern Israel. Using a qualitative interpretive design, 12 participants engaged in semi-structured interviews to explore their experiences with culturally mediated mentoring during practical teacher training. Thematic analysis revealed that mentors acted as cultural mediators, facilitating dialogue that balanced respect for traditional norms with opportunities for critical reflection. Dialogic feedback emerged as a space for professional identity development, enabling participants to integrate inherited cultural values with contemporary pedagogical practices. Moreover, it fostered agency, empowering student teachers to take ownership of their learning, contribute ideas, and exercise leadership in classroom decision-making. A reciprocal dimension was also identified, wherein mentors experienced professional growth and reflective renewal through the feedback process. Cultural challenges, including hierarchical social norms and concerns about respect, highlighted the necessity of culturally responsive strategies to ensure meaningful participation. Overall, the findings demonstrate that dialogic feedback operates as a relational, contextually sensitive mechanism that simultaneously supports professional development, reflective learning, and the co-construction of a learning community.
Copyright (c) 2026 Aref Abu-gweder http://creativecommons.org/licenses/by-nc-nd/4.0
Faculty and staff participation in university sports may contribute to well-being, motivation, and sustained workplace engagement, yet their lived experiences in competitive institutional sports remain underexamined. This study explored how faculty and staff made sense of their participation in university sports activities, focusing on the challenges they encountered, the coping strategies they developed, and the factors they believed shaped their competitive performance. Using interpretative phenomenological analysis, semi-structured interviews were conducted with 12 purposely selected participants from a government public university in Mindanao. The analysis indicated that performance was shaped by fitness culture, prior sports progression, institutional adversities, as well as adaptive preparation strategies, self-fulfillment, and faculty and staff-management partnership. Despite institutional scarcity, participants described achieving strong performance through disciplined preparation, resilience, intrinsic motivation, and organizational support. The findings suggest that higher education institutions should strengthen equitable and sustainable sports programs for faculty and staff and recognize sports participation as part of employee development and institutional well-being.
Faculty and staff sports participation; sports-related constraints; coping strategies; institutional support; competitive performance
Copyright (c) 2026 Stephen Ayoade Fadare, Dels, Dina Arquiola Gumanoy, Jonathan Vagilidad Pagdato, Amor Bedina Malinis http://creativecommons.org/licenses/by-nc-nd/4.0
Age and gender influences on productive vocabulary expansion
Lexical knowledge plays a crucial role in developing spoken and written proficiency in foreign language learning. This process of word acquisition is determined by several key factors, including age and gender. Previous accounts on age- and gender-related influences on productive vocabulary expansion have paid scant attention to middle school EFL learners. This study investigates whether there are age- and gender-oriented disparities in the pace of productive vocabulary expansion among 8th- and 9th-grade Moroccan EFL students. Both age groups were introduced to English for the first time as the Moroccan Ministry of Education expanded English instruction across all middle school grade levels. Both stratified and convenience sampling are combined in this inquiry. Drawing on a quantitative approach, the data were gathered through the Lexical Availability Test (LAT). This test compared students’ gains over an equivalent period with the same amount of exposure. Two separate one-way ANOVA tests were performed, and the results demonstrated significant age and gender variances in the pace of vocabulary expansion among 8th- and 9th-graders in terms of vocabulary size, spelling accuracy, and lexical complexity. This study established theoretical and pedagogical implications that enrich the discourse on SLA, age, gender, and the pace of vocabulary development among adolescents.
Copyright (c) 2026 Soufiane Cherkaoui, Hanane EL Aissi http://creativecommons.org/licenses/by-nc-nd/4.0
Drivers of teachers' pedagogical competence in the digital era
This meta-analysis examines the drivers of teachers' pedagogical competence in the digital era, focusing on educational technology integration, organizational support, and self-efficacy. Following PRISMA 2020 guidelines, we analyzed 105 peer-reviewed studies (2016–2026) from Scopus and Web of Science. Results revealed significant positive effects: technology integration interventions showed large effects on TPACK development (d = 0.839); IT self-efficacy strongly correlated with TPACK (r = 0.607); and the Technology Acceptance Model explained 39.2% of variance in adoption intentions. Pre-service teachers exhibited stronger self-efficacy–TPACK correlations (r = 0.666) than in-service teachers (r = 0.538). Methodological gaps included limited longitudinal designs and geographic concentration. Findings suggest effective pedagogical competence development requires integrated approaches combining technology literacy, institutional support, and self-efficacy enhancement within context-sensitive frameworks.
Copyright (c) 2026 Khusnul Khotimah, Ery Tri Djatmika, Sugeng Utaya, Adi Atmoko http://creativecommons.org/licenses/by-nc-nd/4.0
AI-enabled school management dashboards for the early identification of student mental-health risks in secondary schools in the federal capital territory, Abuja
Adolescent mental health is a growing concern in secondary schools worldwide. In Nigerian schools, systematic mechanisms for the early detection of psychological risk remain limited, with most institutions continuing to rely on informal observation and crisis-driven referrals. This study examined the influence of artificial intelligence (AI)-enabled school management dashboards on the early identification of student mental health risks in selected private secondary schools in the Federal Capital Territory (FCT), Abuja, Nigeria. A descriptive survey research design was adopted. A researcher-developed AISMMH questionnaire, validated by subject experts, was used to generate responses from 472 respondents. Multiple linear regressions revealed that AI-driven data indicators significantly predicted early mental health risk identification.
Education, Technology, and Scientific Innovation
Copyright (c) 2026 Victoria Chinyere Wilson-Woko, Benjamin Nasara, Mary Chinyere Chukwu, Dr. Joy Abosede Peter, Dr. Felix Emeka Iyala http://creativecommons.org/licenses/by-nc-nd/4.0
A surprising problem that emerges for humanities academics teaching STEM to communication students
In this article, researchers examine two humanities teachers’ experiences designing a new interdisciplinary STEM-humanities subject for first-year communication students in Australia. The teachers chose to integrate new disciplinary knowledge themselves. In this article, the researchers use two methodologies to examine the teachers’ experience: (1) a “small data” case study and (2) self-study and post-qualitative dialogic enquiry. Qualitative interview data were collected from the teachers (n = 2) and students (n = 6), and a thematic analysis was conducted. The primary author-researcher—also one of the teachers—reflected on the findings in a first-person narrative account. Emerging from this study are several advantages and challenges of a “dialogic” model of interdisciplinarity in the context of the creative arts.
Copyright (c) 2026 Roger Dawkins, Kate Naidu http://creativecommons.org/licenses/by-nc-nd/4.0
Collaborative learning interventions for elementary students’ mathematical creative reasoning
This meta-analysis synthesizes experimental and quasi-experimental evaluations of collaborative learning interventions for elementary students’ mathematical creative reasoning (CMR). After a verification audit, 30 studies (N = 3,108) from 11 countries (1997–2024) met the inclusion criteria. A random-effects model yielded a large effect (Hedges’ g = 1.58, 95% CI [1.46, 1.70], p < .001) with moderate heterogeneity (I² = 42.1%), interpreted cautiously given that 50% of studies were Indonesian; the non-Indonesian subsample yielded g = 1.49. Open-ended/multiple solution tasks and problem-based learning produced the largest effects; instructional time was not a significant moderator. The findings imply that higher-education teacher preparation should embed evidence-based collaborative pedagogies to ensure curriculum continuity in tertiary mathematics education.
Copyright (c) 2026 Tety Nur Cholifah, Budi Eko Soetjipto, Punaji Setyosari, Sri Untari http://creativecommons.org/licenses/by-nc-nd/4.0
Examining multidimensional internationalization and institutional development in a global south university
Internationalization has become a strategic priority in higher education institutions seeking to strengthen global engagement and institutional capacity aligned with Sustainable Development Goal 4. This study examined how multidimensional internationalization practices relate to institutional development and perceived internationalization performance in a Philippine public university using an explanatory sequential mixed-methods design involving 146 survey respondents and 15 interview participants. Structural equation modeling revealed significant associations among internationalization in instruction, research collaboration, extension partnerships, gender inclusivity, and institutional development, which strongly predicted internationalization performance. Qualitative findings highlighted institutional constraints, inclusivity concerns, and resource-sensitive implementation strategies. The study emphasizes the importance of inclusive, context-responsive, and institutionally supported internationalization approaches in Global South public universities.
Internationalization in Higher Education
Copyright (c) 2026 PINKY LARCELLE GAS-IB, DR. ETHEL JOVY G. WACAS, DR. ABIGAIL Q. OCAY, MR. MATHEW JUN P. MARIANI http://creativecommons.org/licenses/by-nc-nd/4.0
The pervasive issue of academic dishonesty in higher education is exacerbated by evolving digital technologies. This study empirically investigates the relative and hierarchical predictive power of institutional, personal, social, and digital factors on the frequency of cheating behavior among university students. A cross-sectional survey design was employed with a sample of 1,120 students. Data were analyzed using bivariate correlations and a five-step hierarchical regression analysis. Rigorous diagnostic checks were conducted to validate the model. Bivariate correlations revealed significant relationships between all the predictors and cheating, with the digital factor showing the strongest association (r = .570). The final regression model explained 41.2% of the variance in cheating behavior.
Copyright (c) 2026 Abel Ebiega Enokela, Caroline Ochuko Alordiah, Oyaziwo Omon Aluede http://creativecommons.org/licenses/by-nc-nd/4.0
Policy alignment and trustworthy AI governance in higher education
Artificial intelligence (AI) is increasingly reshaping higher education through learning analytics, assessment support, academic integrity monitoring, student services, and institutional decision-making. This conceptual paper examines how Malaysia’s higher education reform agenda can be aligned with ASEAN AI governance imperatives through the institutional role of universities. Using a qualitative policy-informed conceptual synthesis, the study identifies four governance gaps: human-centered values and operational oversight, institutional autonomy and accountability, AI adoption and institutional capacity, and regional principles and uneven implementation readiness. This paper proposes an integrated framework that links policy vision, institutional governance, educational practice, feedback-based learning, and ASEAN regional coordination. These findings suggest that universities should act as intermediary governance actors for the adoption of trustworthy AI.
Copyright (c) 2026 Kok Ban Teoh, Wee Ling Tan http://creativecommons.org/licenses/by-nc-nd/4.0
Efficacy of interactive instructional strategies on students’ academic achievement and attitude toward computer networking
This study examined the efficacy of interactive instructional strategies in learning computer networking among secondary school students in Lagos State, Nigeria. A quasi-experimental design involving 161 computer students from three purposively selected schools. Two experimental and one control group. The Computer Network Achievement Test and Computer Network Student Attitude Questionnaire were used to collect quantitative data, with reliability indices of .88 and .84, respectively. In contrast, qualitative data were collected using a semi-structured interview guide from five participants in each experimental group. The findings show higher mean performance among students in the experimental group than in the control group. There was also a statistically significant difference in achievement (F(2, 156) = 378.85) and attitude (F(2, 156) = 9.99), both at p < .05, between the experimental and the control groups. This indicates the efficacy of the strategies, thus helping students become active participants in their learning.
Copyright (c) 2026 Ola Odekeye, Thuthukile Jita http://creativecommons.org/licenses/by-nc-nd/4.0
Enhancing Engineering Students’ Flexible Communication Skills through Digital Learning Environments to Support International Cooperation
Communication skills are a key component of the flexible skills required for future engineering professionals, supporting effective interaction with colleagues, clients, and international partners. This study investigates the effectiveness of a specially designed digital English-language course in cross-cultural communication for developing engineering students’ flexible communication skills at Kharkiv National Automobile and Highway University. A pedagogical experiment conducted during the 2024–2025 academic year involved an experimental group (n = 65) and a control group (n = 63). The experimental group was taught using innovative digital methods, whereas the control group followed conventional instruction. The findings revealed statistically significant improvements in the experimental group, confirming the effectiveness of the proposed instructional approach.
flexible skills, intercultural communication, engineering students, English (Second Language), digital course, communicative tolerance, business etiquette
Copyright (c) 2026 Nataliia Saienko, Zhanna Bogdan http://creativecommons.org/licenses/by-nc-nd/4.0
The 21st century faces a digital learning paradox where an abundance of information leads to cognitive overload. This paper examines strategies for the learning cycle of learning-unlearning-relearning and emphasizes the need for cognitive flexibility in a fast-paced digital landscape. Using Braun and Clarke's thematic analysis, it identifies key themes, including psychological barriers to unlearning and the transformative potential of AI in education. Findings indicate that while digital tools enhance accessibility, they may result in shallow processing and decreased retention. The research proposes solutions such as categorizing knowledge and encouraging metacognition to foster lifelong learning in institutional settings. Additionally, a conceptual framework for adaptive learning is presented, advocating for skill-based pedagogies over traditional content-focused approaches.
Copyright (c) 2026 Vaibhav Verma, Sameer Babu M http://creativecommons.org/licenses/by-nc-nd/4.0
Exploring graduate employability through self-determination and constructivist perspectives
This research investigates graduate employability and competency relevance through the application of Self-Determination Theory (SDT) and Constructivist Learning Theory as theoretical frameworks. Survey instruments were designed and analyzed based on SDT autonomy, competence, and relatedness dimensions, while constructivist principles helped explain how academic learning translates into professional practice. The research employed a tracer study method to gather data from 147 master’s and doctoral alumni of a private higher education institution. The findings indicate that 91% of respondents maintain full-time employment, and 62.6% confirm that their current work matches their graduate education. Alumni participants reported significant career progression and extensive use of transferable abilities. The research provides implications for curriculum review, quality assurance, and theoretical integration in graduate outcome assessments.
Graduate employability, Tracer study, Self-determination theory, Constructivist learning, Competency application, Institutional values
Copyright (c) 2025 Mary Rachelle http://creativecommons.org/licenses/by-nc-nd/4.0