Higher education

Exploring Chinese international high school students’ motivations for pursuing degrees in the UK: An empirical investigation based on push-pull model

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Exploring Chinese international high school students’ motivations for pursuing degrees in the UK: An empirical investigation based on push-pull model
Email: [email protected]

A B S T R A C T

This study fills a gap in the existing research on the motivations of young Chinese students studying abroad, particularly focusing on those choosing to pursue education in the UK. This study interviewed 15 Chinese international high school students and 6 Chinese parents to explore the motivations of Chinese students to pursue university degrees abroad. This study applied a narrative inquiry approach and the classic push-pull model as the theoretical framework. The study identifies three micro-level push factors: parental expectations, the ability to pay tuition fees, and students’ academic performance. It also identifies three micro-level pull factors from the host country: opportunities to improve English skills, previous travel experience, and friends’ recommendations. At the macro-level, two push factors from the home country are identified: application supplements and differences in school curricula. Two macro-level pull factors from the host country include immigration opportunities and the natural environment. These findings provide fresh insights into the differences in motivations between Chinese students pursuing undergraduate versus postgraduage degrees abroad, enriching the theoretical framework of international student mobility research and offering practical references for educational policymakers and study abroad service providers.

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A Phenomenological study on the experiences of stop-out students input for the reintegration in state university and colleges in the Philippines

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A Phenomenological study on the experiences of stop-out students input for the reintegration in state university and colleges in the Philippines
Corresponding email: [email protected]

A B S T R A C T

Dropout rates in recent years in the Philippines have reached alarming levels in higher education. This reflects one of the problems in the education system in the country. Among this population, there are students known as stop-outs, who temporarily pause their studies and eventually return to school within five academic years. This study explores the experiences of stop-out students at State Universities and Colleges (SUCs) in the Philippines, focusing on their reasons for pausing their studies, motivations for returning, and the challenges they face upon re-enrollment. The research aims to enhance understanding of the factors influencing this marginalized population and advocate for effective strategies to support stop-outs. A qualitative phenomenological approach was used, entailing in-depth semi-structured interviews with six participants (one male and five females) who had taken a break from classes for at least one semester and returned within the last five academic years. The data collection process adhered to ethical standards, including informed consent and confidentiality measures. Thematic analysis was utilized to evaluate interview transcripts, research memos, and observation notes, revealing significant insights into the participants’ lived experiences. The findings indicate that financial difficulties and personal circumstances were primary reasons for students becoming stop-outs. Motivation for returning to school is their personal aspirations that includes social environment, support, helping others, finishing academics and career progression. Upon returning, participants faced challenges adjusting to the school environment and expressed a need for support, including orientation programs, counseling services, and peer support groups to facilitate their reintegration. The insights gained from this research can inform policies and practices within SUCs aimed at enhancing student retention and success. By understanding the specific needs of stop-out students, educational institutions can develop targeted interventions that promote a smoother transition back to academic life, ultimately improving academic success and retention rates in higher education.

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Revolutionizing education: An extensive analysis of large language models integration

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Revolutionizing education: An extensive analysis of large language models integration
Corresponding email: [email protected]

A B S T R A C T

Large Language Models have garnered significant attention from companies, universities, and research groups in recent times, driven by the abundance of data available for their training. However, little evidence has been conducted in the field of education, leaving a huge gap that needs to be filled. Therefore, the purpose of this article is to provide an overview of the use of new areas of artificial intelligence in the field of education. We use the PRISMA method to analyze the relevant contents in detail to gather data, covering articles collected in the contemporary period between January 2019 and 2024. Results from 54 reviewed publications indicated that trends of utilizing LLMs in education have increased significantly since 2022 and arXiv preprint is the most common repository for declaring researchers’ ideas. The application of LLMs can support the achievement of learning objectives, enhance the quality and accuracy of assessments, and contribute to improving the educational environment as well as the practical application of various subjects. Seven limitations are identified and discussed, opening several avenues for future research agenda.

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Evaluating the impact of gamification on cognitive skills development in higher education: A case study electronics and sensors learners

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Khalid Ghoulam1, Belaid Bouikhalene2
Corresponding email: [email protected]

A B S T R A C T

This research paper investigates the effectiveness of gamification as a pedagogical strategy for enhancing cognitive skills development among students in higher education, with a particular focus on learners specializing in Electronics and Sensors. In recent years, gamification has become a promising strategy to engage students and promote active learning experiences. However, its impact on cognitive skill development, especially in specialized academic domains, remains relatively underexplored. Through a case study methodology, this research assesses the influence of gamified learning interventions on students’ cognitive abilities, encompassing skills like problem-solving, critical thinking, and decision-making. Data was collected through pre- and post-intervention assessments, student surveys, and qualitative feedback sessions. Results indicate significant improvements in cognitive skills among participants exposed to gamified learning experiences compared to those in traditional instructional settings. The findings suggest that gamification holds promise as a viable educational tool for fostering cognitive skill development in higher education contexts, particularly within specialized fields such as Electronics and Sensors. This study adds to the expanding body of research on gamification in education and provides valuable insights into its potential to enhance learning outcomes in technical disciplines. Future research directions and implications for practice are discussed to further leverage the benefits of gamification approaches in higher education settings.

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Augmented reality as an educational tool in higher education: A literature survey

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Konstantinos-Iraklis Kokkinidis, Maria-Theodora Folina
Corresponding email: [email protected]

A B S T R A C T

Augmented Reality (AR) represents a promising technological advancement that this paper explores as a potential new educational tool. The integration of augmented reality applications into mobile devices facilitates interactive learning experiences for users. This integration transforms traditional printed educational materials into dynamic, interactive resources, aiming to enhance learner engagement, motivation, and overall educational outcomes. However, comprehending research trends and decision-making in this rapidly evolving field presents significant challenges. To address these challenges, this paper employs Bibliometrics, a method involving statistical and quantitative analysis of publications. Although augmented reality holds significant potential for higher education, limited studies have focused on its application, and scant attention has been given to bibliometric visualization. To bridge this gap, the paper utilizes VOSViewer, a bibliometric visualization software incorporating advanced machine learning techniques. The objective is to delineate the evolving landscape of augmented reality research from 2002 to the present and identify key research categories. Following an overview of the software’s functionality, artificial intelligence, and machine learning concepts, the study progresses to its practical stage. The research involves the retrieval of publications related to augmented reality from the Scopus bibliographic database, resulting in the identification of 730 relevant publications. After their retrieval, the paper conducts a comprehensive statistical analysis and employs VOSViewer for further processing. The culmination of the study involves the construction of bibliometric maps, visualizing keywords and terms extracted from the titles and abstracts of international scientific journal publications. The analysis of these maps yields valuable insights, observations, and conclusions, contributing to a better understanding of the current state and trends within the augmented reality research landscape. This approach facilitates informed decision-making and provides a foundation for future developments in the educational sector leveraging augmented reality technology conclusions.

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