Abstract: Background: The expansion of online and hybrid graduate education has shifted the central quality question from delivery feasibility to whether institutions can credibly demonstrate advanced, assessable graduate capability in digitally mediated environments. Competency-based education offers a promising framework for this challenge, but its conceptual foundations and implementation logics remain uneven across higher education. Objective: This scoping review maps how competency-based curriculum design is conceptualised and operationalised in online graduate education and derives context-sensitive implications for emerging African universities. Methods: Guided by Joanna Briggs Institute scoping review methodology and a Population-Concept-Context framework, the review synthesised peer-reviewed studies alongside selected policy and quality assurance documents relevant to online graduate education, competency-based design, and digital higher education governance. The analysis was interpreted through Constructive Alignment, Community of Inquiry, and TPACK. Results: The evidence converged around six interdependent domains: competency specification, curriculum architecture, assessment evidence chains, online interaction design, learning management system configuration, and faculty and governance capability. The review found that the central problem is not merely definitional ambiguity, but the failure to sustain alignment from competency statements to valid assessment, platform workflows, and institutional quality assurance. It also found that much of the available evidence comes from higher-capacity systems and professionally regulated disciplines, limiting direct transferability to emerging African universities. Conclusion: Competency-based online graduate curricula are most defensible when treated as institution-wide design architectures rather than course-level innovations. For emerging African universities, credible implementation depends on coherent alignment among curriculum, pedagogy, assessment, platform design, faculty development, and quality management. The review therefore argues for selective translation rather than uncritical borrowing of dominant models.

Abstract: Background: Online and blended provision has expanded rapidly in higher education, yet much of the literature still treats digital transition as a pedagogical or technological adjustment rather than an institutional transformation problem. Problem: Conventional universities, especially in African higher education, often face pressure to move online under conditions of constrained infrastructure, uneven digital access, evolving regulation, and heightened concern about academic standards. Existing scholarship is rich on course design, faculty attitudes, and learner satisfaction, but comparatively weak on the full institutional architecture required for credible transition. Objective: This article develops a university-wide framework for bringing conventional institutions online in ways that are regulatorily legitimate, academically credible, operationally resilient, socially inclusive, and financially sustainable. Research question: What institutional architecture is required to move a university from conventional face-to-face delivery to credible, quality-assured online or blended provision in African higher education? Design: A systematized integrative review combined with comparative policy analysis was conducted across peer-reviewed higher education literature and authoritative framework and regulatory documents. The synthesis drew together institutional adoption studies, quality assurance guidance, digital transformation frameworks, and policy texts, with Rwanda used as a policy-reference environment rather than a single-country case. Findings: Credible digital transition depends on the alignment of five layers: contextual boundary conditions, a steering layer of governance and policy, seven operational domains, phased implementation sequencing, and outcome-focused feedback loops. The review shows that digital provision fails when institutions treat the learning management system as the reform, underinvest in staff and student support, delay policy redesign, or reduce assessment integrity to surveillance alone. It succeeds when governance, curriculum, quality assurance, infrastructure, data governance, and financing are intentionally coupled. Principal contribution: The article contributes an original Institutional Architecture for Credible Digital Transition framework and a companion University Online Readiness and Transition Toolkit comprising a readiness rubric, phased roadmap, and policy checklist. Implications: The framework offers an actionable basis for institutional leaders, regulators, and scholars seeking to design, evaluate, and sequence digital transition in African higher education without reproducing techno-solutionist assumptions.

Abstract: The integration of digital technologies into higher education is reshaping pedagogical practices globally, yet many institutions in sub-Saharan Africa adopt these tools without sufficient contextual adaptation. In Zambia, universities face the compounded challenge of limited digital infrastructure, uneven connectivity, and institutional policy frameworks that lag behind the pace of technological change. This study examines how Zambian higher education can advance beyond superficial digital adoption towards a pedagogy that is at once technologically engaged and fundamentally human-centred. Drawing on qualitative survey data collected from 84 university students across multiple institutions between February and April 2025, and employing reflexive thematic analysis, we identify four interconnected themes: enthusiasm for digital tools tempered by anxieties over cognitive dependency; the structural gap between student readiness and institutional guidance; the transformative potential of collaborative and problem-based learning; and the imperative for contextually responsive assessment reform. We propose a three-pillar framework grounded in critical digital literacy, collaborative learning ecosystems, and industry-aligned problem solving. This framework aligns with Zambia’s Eighth National Development Plan and its emerging AI literacy initiatives, offering a replicable model for other resource-constrained higher education contexts in Africa.

Abstract: Many college graduates emerge from university wishing to pursue employment. Often, however, they lack a systematic approach for finding work. One published method calls for job-seekers to launch a relationship marketing campaign in advance of needing employment. This process, known by its acronym CARD, involves: identifying the job-seeker’s area of desired Contribution; enlisting the support of existing Allies or Advocates; identifying Role models to interview; and then Demonstrating value. A previous case report illustrated an undergraduate student’s use of CARD to find an internship opportunity while in college. The present case report contributes new knowledge to the literature in that it features the first account of a recent college graduate using CARD to seek full time employment. Also novel is the way this report includes the perspectives of the academic developer of CARD; the career counselor who guided the job-seeker; the job-seeker; and the eventual employer. We found that the career counselor was able to teach the CARD process to the job-seeker, who implemented it starting in January 2024. The process produced an offer of employment in June 2025. In the course of implementing the CARD process, the job seeker approached 33 potential role models already in her network, and nine potential role models identified through online searches. Five of these contacts provided a referral, resulting in a total of 47 people to approach. The job-seeker requested interviews with 33, and actually interviewed 24. We summarize the campaign, and describe the specific interviews and interactions with the role model who made an offer of employment first. This case report illustrates a systematic intervention, the CARD process, to implement relationship marketing when seeking full-time employment. CARD extends theory and evidence from the fields of relationship marketing and career counseling.

Abstract: Artificial intelligence (AI) tools are increasingly integrated into mathematics education, yet most reviews emphasize achievement rather than how AI shapes mathematical thinking. This scoping review mapped literature published between 2020 and 2026 on AI-supported mathematics learning through three cognition frameworks: APOS (Action–Process–Object–Schema), Sfard’s process–object duality and reification, and Conceptual Image theory. Searches were conducted in Scopus, Web of Science, ERIC, PsycINFO, Education Source, and IEEE Xplore, followed by duplicate removal and PRISMA-ScR–aligned screening. Twenty-one peer-reviewed studies met inclusion criteria (18 empirical studies plus three theory-informed anchors). Evidence growth accelerated after 2022, with most studies situated in secondary and higher education. Large language models (LLMs) and intelligent tutoring systems (ITS) were the most frequently investigated modalities. Across studies, AI commonly supported action-level execution and procedural management (APOS) via adaptive feedback, hinting, and stepwise scaffolding, and it often broadened learners’ conceptual images through multiple representations and generated explanations. However, few studies directly examined theory-linked conceptual mechanisms, such as object encapsulation, reification, or alignment between conceptual images and formal definitions. In LLM-supported contexts, gains in explanation quality coexisted with risks of procedural outsourcing when students relied on generated solutions without prior reasoning. Overall, AI’s conceptual impact appears to depend less on tool availability and more on instructional orchestration (task design, prompting, and teacher mediation). Future research should operationalize cognitive transitions, assess structural understanding, and report AI-use conditions transparently to support cumulative, theory-driven synthesis.

Abstract: Classroom management is generally held to be a major requirement for effective teaching, although little evidence is available in South Asian secondary schools. The relationship considered in this study was between classroom management strategies and student engagement in Sri Lankan secondary schools based on a concurrent mixed-methods design. A questionnaire and open-ended questions were used to gather data on 121 teachers. Descriptive statistics, Pearson correlation, and multiple regression were used to analyze quantitative data and thematic analysis of qualitative responses, respectively. It was observed that the most common classroom management strategies were time management, clear expectations and rules, and positive reinforcement. The level of overall student engagement was moderate. Regression analysis revealed that time management, positive reinforcement, and group work were significant predictors of student engagement, each having 21.7 percent of the variance in student engagement. Qualitative responses also suggested disruptive behavior, large classes, and lack of student motivation were the most prevalent obstacles to engagement and active learning; professional growth and integration of technology were most frequently recommended. The research shows the significance of purposeful, enabling, and active classroom activities in encouraging student involvement and gives evidence, which is context-sensitive regarding teacher training in Sri Lankan secondary education.

Abstract: This paper examines the intersection between digital learning environments and multilingual education policies, with a focus on the linguistic integration of mi-grant students in Europe. It explores how technology, particularly mobile-assisted learning, artificial intelligence, and immersive tools, can strengthen language acquisition and promote social inclusion. Drawing on European and Greek policy frameworks, the study shows how digital pedagogies operationalize multilingualism as both an educational objective and a social justice priority. Based on a qualitative review of contemporary research and institutional reports, the findings indicate that digitally enhanced learning environments act as catalysts for equity, intercultural dialogue, and active participation when supported by coherent pedagogical design. The paper concludes by outlining policy recommendations for the development of multilingual digital ecosystems that align technological innovation with democratic, inclusive, and human-centred education. Overall, the analysis highlights that technology-mediated multilingualism can effectively reinforce participation, inclusion, and linguistic integration when embedded within robust policy structures and sound pedagogical practice.

Abstract: Private higher education now accounts for approximately 33% of global enrolment, yet comparative empirical research on quality assurance (QA) systems in this sector, particularly across contrasting governance regimes, remains limited. This study examines the operational logic and effectiveness of QA mechanisms in Chinese and UK private higher education through a comparative analysis grounded in primary case study data (China) and systematic secondary literature review (UK). Drawing on a single institutional case study of a Chinese private university with a 40-year history, the study analyses the ‘Four Promotions’ developmental QA philosophy and compares it systematically with the UK’s market-driven accountability model. The findings reveal three principal patterns: (1) the Chinese model prioritises developmental assessment, employing government-led evaluation to drive institutional construction, reform, management, and quality strengthening; (2) the UK model prioritises accountability and consumer protection, but faces documented challenges in regulatory coherence and quality coverage across a highly heterogeneous private sector; and (3) both models exhibit convergence trends towards greater balance between developmental and accountability orientations. To interpret these patterns, this study constructs a Culturally Adaptive Quality Assurance Framework (CAQAF), which advances existing frameworks by operationalising cultural context as a set of analytically distinct, comparable dimensions. The CAQAF offers both a theoretical contribution to cross-cultural QA research and practical guidance for nations seeking to develop quality assurance systems that are globally connected yet locally grounded.

Abstract: This PRISMA‑guided systematic review synthesizes evidence (Web of Science & Scopus; searches closed 31 Aug 2025) on how Artificial Intelligence (AI) influences self‑regulated language learning (SRLL) in higher education. Twenty‑three studies (56.5% published in 2025; 47.8% conducted in China; 56.5% mixed‑methods) met the criteria (2022–2025; university EFL/FL). Across nine AI‑vs‑traditional comparisons, eight (88.9%) reported statistically significant SRL gains favouring AI. Thematic synthesis indicates that GenAI scaffolds cognitive/metacognitive regulation (planning, monitoring, reflection), enhances motivation and reduces anxiety, while challenges include over‑reliance, uneven feedback quality, and the need for teacher guidance and governance. Experimental evidence also shows positive effects on writing, speaking, reading, vocabulary, and grammar. We argue that sustainable impact depends on socio‑technical alignment—pedagogical design, assessment integrity, and privacy‑aware analytics at course and institutional levels. We outline a research agenda for richer qualitative inquiry, harmonised SRL measurement, and transparent reporting to enable future meta‑analysis..

Abstract: Multicultural education remains a foundational yet contested area of teacher preparation in increasingly diverse, unequal, and politically polarized educational contexts. This article offers a conceptual review of multicultural education in teacher preparation, focusing on culturally responsive, critical, and democratic approaches. Drawing on foundational and contemporary scholarship, including examples from research on culturally responsive pedagogy, critical curriculum analysis, intercultural competence, Indigenous education, and democratic teaching, the review synthesizes major conceptual traditions, pedagogical applications, and ongoing implementation challenges. The article argues that multicultural education is most effective when positioned as a foundational and integrative orientation across teacher preparation rather than as a stand-alone course or symbolic diversity requirement. It proposes a conceptual framework organized around three interrelated pedagogical orientations culturally responsive, critical, and democratic enacted through reflective practice, curriculum transformation, community and contextual engagement, and pedagogical translation. The review concludes by highlighting persistent tensions related to institutionalization, faculty preparedness, policy climates, and assessment, while identifying future directions for research and program development in diverse national, sociocultural, and decolonizing educational contexts. Overall, the article positions multicultural education as an ongoing project of pedagogical, curricular, and democratic renewal in teacher preparation.

Abstract: This paper investigates whether sustainability consciousness is already developed in the final years of primary education. The study involved N=1532 students in grades 5 and 6 from N=48 primary schools in the Epirus region of Greece during the 2024-2025 school year. To assess their knowingness, attitudes, and behaviors related to sustainable development, we used the Sustainability Consciousness Questionnaire, which was reverse-translated into Greek and tested in a pilot study for age appropriateness. Reliability was examined, and all three subscales—knowingness, attitudes, and behavior—showed statistically significant positive correlations. Students generally reported high levels of sustainability consciousness, with girls consistently scoring higher across all categories. The findings highlight the potential to foster sustainability-related values and practices early in education, providing original evidence from Greek primary schools and expanding the instrument's international use among younger learners.

Abstract: The fast-growing numbers of the online learning space have led to the storage of huge amounts of student-to-student interaction data in Learning Management Systems (LMS). However, very often, the educational institutions do not have systematic systems of the usage of such data to help to identify students who are at risk of the future changes in time. This paper fills this gap by building and testing predictive models to predict academic performance of students through learning analytics. Using a quantitative research design, we studied the interaction logs, assessment data, and recorded engagement of 350 university students taking a course all semester-long through Moodle. The most essential behavioral variables, such as the number of logins, the timeliness of submission of assignments, success of discussion forums and watching video lectures were extracted and were used to train and compare various machine learning models, namely, Logistic Regression, Random Forest, and Support Vector Machines. Accuracy, precision, recalls and F1-score were used to measure model performance. Findings indicate that the highest predictive accuracy is experienced in the Random Forest (87-percent), and the assignment submission pattern and a regular frequency of logging into the account are the most potent predictors of ultimate academic achievement. These findings highlight the possibility of learning analytics to support early warning systems based on data, which is why early pedagogical interventions can be provided. This paper becomes a contribution to the literature on educational data mining through the empirical evidence of the relationships between behavioral indicators based on conventional LMS logs and their good predictive abilities of student results, which would provide practical implications to teachers, instructional designers, and institutional policymakers seeking to increase student learning and to tailor support in online learning settings.

Abstract: Reading pedagogy in English Language Teaching has often been confined to comprehension drills that reduce reading to a mechanical skill, but this study reconceptualized it as a developmental ladder that advances learners from decoding toward authority. Anchored in Adler’s four levels of reading and extended through the DIKW and Bookclub frameworks, the research explored how graduating students in AB-Philosophy, AB-English Language, and BS-Psychology at St. Michael’s College of Iligan, Inc. demonstrated progression from elementary decoding to syntopical synthesis, culminating in ownership of voice. Using a qualitative interpretive design, rooted in hermeneutic inquiry and critical pedagogy, data were gathered through classroom observations, learner artifacts, reflective narratives, and teacher journals, and thematic analysis revealed ten developmental themes: confidence in decoding, strategic reading awareness, critical engagement, collaborative learning, synthesis across sources, ownership of voice, technology enhanced agency, resilience in struggle, identity formation through reading, and alignment with institutional and global goals. These findings confirmed that reading is not a flat skill but a trajectory requiring intentional scaffolding, critical pedagogy, and purposeful integration of technology as an essential support. The study addressed key gaps in ELT by reframing reading as a developmental process, bridging classical theory with modern frameworks, explicitly including competency and competitiveness as outcomes, and positioning technology as structural rather than peripheral. It concludes that ELT must move beyond teaching students to decode texts and instead empower them to become authoritative voices in academic and civic discourse, calling on curriculum designers and teachers to embed this ladder into lesson planning, assessment, and digital pedagogy so learners are guided deliberately from comprehension to authority and prepared to contribute meaningfully to institutional, national, and global conversations.

Abstract: As healthcare enters an era defined by algorithmic decision-making, the traditional medical curriculum faces a fundamental challenge. The exponential growth of medical knowledge and the ubiquity of digital health tools render pedagogical models centred on rote memorisation increasingly inadequate. This review argues that Artificial Intelligence (AI) cannot be treated as a supplemental elective or a peripheral module appended to existing curricula. Instead, AI must be integrated as a longitudinal thread woven through every phase of undergraduate medical education (UGME), from foundational sciences to clinical rotations. Drawing on recently published frameworks (2020–2026), this paper proposes a scaffolded pedagogical structure for producing “AI-adaptive” physicians across four curricular phases: pre-clinical foundations, case-based learning, supervised clinical rotations, and reformed assessment. The review examines key frameworks, including the DEFT-AI model for clinical supervision, Bloom’s Taxonomy-aligned competency mapping, and trust calibration exercises. Challenges related to faculty development, equity, and the risk of “deskilling” are discussed alongside implementation strategies. The paper concludes that failure to embed AI structurally within medical curricula risks producing a generation of graduates who are either fearful of these technologies or dangerously dependent upon them.

Abstract: This mixed methods study explores the effectiveness of a semester-long academic development programme in addressing Imposter Phenomenon among Early Career Academics. This intervention introduced low-technology simulations, allowing consideration of authentic challenges of practice. While imposter syndrome in academia is often institutionally driven, most coping strategies remain individualistic. This study responds to a paucity of research, an original contribution providing evidence from a pilot evaluation. Participants (n = 19) completed the Clance Imposter Phenomenon Scale pre- and post-intervention, with those reporting moderate to intense Imposterism (scores 41-80) interviewed (n = 10). Quantitative analysis revealed n = 3 reported less frequent imposter feelings, n = 2 reported more frequent imposter feelings, and n = 14 indicated no change. Qualitative analysis of interview data revealed that perceptions of simulation-based pedagogies were shaped by bi-directional intersections between three domains: understandings of simulation for professional learning; interactions/collaboration with peers; and personal identity/professional context. Findings indicated that sustained peer-interaction within psychologically safe and supportive environments was particularly valued, reducing isolation, enhancing professional belonging, and improving confidence, dimensions closely associated with academic wellbeing. However, contextual factors, including role ambiguity and unclear progression pathways sometimes intensified imposter feelings, highlighting structural conditions shaping professional identity and educator wellbeing.

Abstract: Internationalization has become a central feature of contemporary higher education, yet collaborations and doctoral training across institutional and cultural contexts often involve persistent asymmetries. While these are frequently interpreted as temporary coordination problems or individual adaptation challenges, less attention has been paid to how asymmetry is structurally produced and managed within everyday academic practice. This paper examines asymmetry as a structural condition shaping international academic cooperation and doctoral supervision. The study adopts a conceptual and prac-tice-informed analytical approach based on two longitudinal situations at the University of Genoa (Italy): a capacity building partnership with a university in the Global South and the supervision of an international doctoral student within a biomedical research labor-atory. Based on literature on internationalization, supervision, and academic develop-ment, the analysis explores how asymmetries emerge and evolve in practice. Across both cases, asymmetry became visible through misaligned temporalities, uneven distributions of responsibility, and adjustment processes that enabled collaboration and supervision to continue despite unresolved structural tensions. Stabilization occurred primarily through the redistribution of academic labor rather than through convergence of expectations or practices. These dynamics gradually contributed to the normalization, and partial in-visibility, of asymmetry within everyday academic work. The paper argues that rec-ognizing asymmetry as a structural feature of international academic engagement can support more reflexive and negotiation-oriented approaches to collaboration and doctoral education.

Abstract: Instructor clarity is a central component of instructional communication and has been consistently associated with positive academic outcomes; however, less evidence exists regarding the mechanisms through which it influences student interest in higher education contexts. The present study examined a structural model in which instructor clarity predicts student interest both directly and indirectly through students’ academic satisfaction and state motivation. A total of 258 undergraduate students from the University of Extremadura enrolled in the Bachelor’s Degree in Early Childhood Education and the Bachelor’s Degree in Primary Education participated in the study. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM), including an assessment of the model’s predictive capability. The results indicated that instructor clarity was positively associated with academic satisfaction, state motivation, and student interest, with the first two variables acting as complementary mediators in these relationships. The model demonstrated high predictive power and strong predictive validity with respect to student interest. Overall, the findings suggest that instructor clarity constitutes a relevant mechanism in shaping student interest by structuring the academic experience and fostering positive motivational states, highlighting the importance of promoting clear teaching practices in university faculty training and evaluation processes to enhance students’ learning outcomes.

Abstract: The rapid development of artificial intelligence (AI) has increasingly influenced educational practices, including English language teaching. However, the effectiveness of AI integration in classrooms largely depends on teachers’ perceptions and their ability to incorporate these technologies into pedagogical practices. This study explored teachers’ perspectives on the implementation of AI tools in English language teaching in Indonesian classrooms, focusing on perceived benefits, challenges, and implications for instructional practice. A qualitative research design was employed to capture teachers’ experiences and viewpoints. Data were collected through semi-structured interviews with English teachers who had experience using AI-based tools, supported by document analysis of instructional materials. The data were analyzed using thematic analysis to identify recurring themes. The findings indicated that teachers generally perceived AI tools as supportive resources that enhanced language learning, particularly by providing immediate feedback on students’ writing, supporting vocabulary development, and assisting in the preparation of learning materials. AI applications also encouraged students to engage more actively in revision and language practice. Nevertheless, teachers expressed concerns about students’ potential overreliance on AI-generated responses and emphasized the importance of guiding learners to critically evaluate AI feedback. In addition, differences in digital literacy, institutional support, and technological infrastructure influenced the extent to which AI tools were effectively integrated into classroom practices. The study concludes that AI technologies can contribute to more flexible and learner-centered language learning environments when used thoughtfully and supported by appropriate pedagogical strategies and institutional policies.

Abstract: Fostering teachers’ professional agency is central to promoting relevant chemistry learning, as it enables future teachers to design accurate, evidence-informed and meaningful learning in a rapidly changing scientific landscape. This article summarises 25 years of evidence-based chemistry teacher education (EBTE) within the LUMA co design ecosystem. Situated in the Department of Chemistry, the Chemistry Teacher Education Unit collaborates closely with scientists and co designs pedagogical content knowledge (PCK) and Technological Pedagogical Content Knowledge (TPASK) courses that are both scientifically up to date and pedagogically effective. Developing strong PCK grounded in chemistry research, chemistry education research and classroom practice, strengthens scientific literacy, enabling teachers to translate often complex chemical ideas into accessible and relevant forms for learners. The EBTE model connects theory and practice, supports cross boundary collaboration and prepares research-oriented designer teachers for the demands of modern science, sustainability, digitalisation and AI. Co design within the co-design-based research (CoDBR) framework enhances teachers’ professional, relational and epistemic agency by enabling research informed development and fostering close collaboration with chemists and societal partners through LUMAlab Gadolin. Agency driven co design within the LUMA ecosystem can build the capacity of student teachers, practising teachers and students to engage confidently with contemporary chemistry, and contribute to a scientifically literate and sustainable future.

Abstract: The present study examines the effects of ICT education on the competency development of 600 trainee teachers in Sri Lanka's National Institutes of Education (NIE). With respect to ICT tools and their interfaces in relation to digital literacy, teaching, and overall facilitator effectiveness, the author presents a discrete quantitative, cross-sectional ICT study. The sample was made up of 300 teachers educated in ICT and 300 teachers educated in traditional (non-ICT) methods. The study utilized a self-administered questionnaire. The author applied and described ICT, regression, and correlation analyses and integrated the ICT variable with effectiveness and competency development in Sri Lanka. The author observed that ICT educators had a higher self-efficacy and ICT tool usage and demonstrated improvements in digital literacy and pedagogy compared to non-ICT educators. A lack of integration of supplemental education technology to support teaching baseline ICT competencies was noted. A holistic approach to teacher training was advocated based on the integrated train of constructivist learning theory and TPACK framework. This study advances the empirical support of ICT and its contribution to the Sustainable Development Goal (SDG) 4, Quality Education, by demonstrating the increased value of educator competencies. The study offers actionable insights to enhance ICT training within the teacher education curricula in Sri Lanka, with the aim of equipping teachers to tackle the challenges of the digital era.