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Prevalence of mental health problems among university students is high. Exercise can benefit mental health and universities could provide suitable settings for delivering exercise referral schemes (ERS). This study examined factors influencing exercise engagement among participants of a university-based ERS for mental health. Semi-structured interviews captured the experiences of university students (n = 7) experiencing mental health difficulties who had participated in a university-based ERS. Instructors participated in a focus group to further assess the factors influencing exercise engagement. Data was analysed using reflexive thematic analysis. Twelve themes were constructed and organised using the COM-B model which describes the interaction between Capability, Opportunity and Motivation to generate a particular behaviour. The Behaviour in this study is considered exercise. Themes were categorised in the following way: Capability (experience and knowledge, anxiety, skills, and physical fitness and health), Opportunity (accessibility, time, social support, and subjective norm), and Motivation (planning and routine, goal-setting, benefits of exercising, and enjoyment). Practitioners implementing university-based exercise referral schemes to support mental health may consider these learnings to help support the capability, opportunity and motivation of students to engage and remain engaged in exercise. Further research is recommended to assess feasibility of similar programmes in other universities or settings.

Abstract Background Early- to mid-career academics (EMCAs) represent a core component of the Australian higher education workforce. These academics experience major challenges to their wellbeing, driving a strong desire to leave academia. Objectives Determine (1) EMCA awareness of, and engagement with, previous University- and Faculty-level diversity and inclusion events/initiatives and (2) opportunities and solutions to address previously reported diversity and inclusion issues experienced in the workplace. Methods 114 EMCAs in medicine, dentistry and health sciences completed an electronic cross-sectional survey. The survey contained a list of University- and Faculty-provided diversity and inclusion initiatives and sought respondent ratings of interest, awareness (knowing/hearing about) and engagement (attending/applying/participating). Two in-person focus groups comprising participants who opted in during the survey or who responded to broader advertising were conducted. Both groups explored opportunities and solutions to address diversity and inclusion issues reported in an earlier organisation-wide survey. Results Whilst early- and mid-career academics reported high interest in diversity and inclusion events, they also reported limited awareness and engagement with these events, feeling unsupported to engage or perceiving consequences for workload. Focus groups identified five themes related to opportunities and solutions to address diversity and inclusion issues experienced in the workplace (1) enhanced relational support for career progression, (2) clear and transparent processes for efficient working, (3) reducing structural barriers to create opportunity, (4) improved financial renumeration, and (5) improved transitions and pathways. Conclusion Early- and mid-career academics often felt unable to engage with activities outside of their immediate work responsibilities, such as events about diversity and inclusion, due to feelings of high workload. A systems approach to deploying targeted strategies to address these wellbeing challenges is recommended to sustain and retain this critical workforce.

The purpose of the study is to explore the potential of integrating Instagram in university-level English for Specific Academic Purposes (ESAP) courses, focusing on Business English for Advanced Students. Using a mixed-methods approach, it combines qualitative data from observing the completion of Instagram-based assignments and subsequent semi-structured group interviews with quantitative data from a five-point Likert scale questionnaire distributed to the students who participated in the study. The research sample consisted of twenty-six undergraduate students from the Faculty of Commerce at the University of Economics in Bratislava, Slovakia, who completed four Instagram-based tasks related to communication, international marketing, promoting Slovakia, and success, which were linked to topics covered in the course during the winter semester of the academic year 2020/2021. The findings show that Instagram can be used effectively in ESAP courses mainly due to its popularity, visual appeal of posts, and, most importantly, as a platform that serves as a powerful marketing tool. The results indicate that the implementation of Instagram activities was positively perceived by most students, with high levels of agreement regarding the relevance, engagement, and creativity of the tasks. The study highlights the potential benefits of using Instagram in ESAP, providing insights into effective language learning through authentic, business-related tasks. Ultimately, integrating Instagram into ESAP can enable students to develop the language skills and competencies needed in real business contexts.

Intercultural education fosters respect, understanding, and solidarity, empowering individuals to become social agents in today’s culturally diverse world. The paper presents a 10-week case study involving 24 students enrolled in humanities disciplines. It explored students’ views on intercultural education, their progress in attitudes, knowledge, and skills related to intercultural competence, and effective instructional modes for intercultural education. Data collected using a questionnaire reveal that students value intercultural education for fostering understanding, appreciation of cultures, and intercultural dialogue. Effective instructional modes include active teaching methods. Challenges in overcoming well-established beliefs and a limited willingness to acquire new knowledge suggest that developing intercultural competence also depends on factors beyond education.

The concept of learning styles proposing the alignment of teaching methods and individual learning styles to enhance learning outcomes has gained popularity among English language teachers. However, numerous studies have debunked the concept by exposing weaknesses in the instruments used to measure learning styles and the underlying hypothesis. Therefore, there is a need for more research focusing on the merits and demerits of implementing learning styles theory in EFL classroom instruction. This study is presented to provide empirical understanding into the issue by presenting the latest research findings and providing recommendations for EFL teachers. To achieve this aim, the researchers conduct a literature review by collecting data from various document references and theories supporting the research. The literature was collected from journal articles published in the last five years, from 2018 to 2023. Based on the review, some studies confirmed that tailoring teaching methods to individual learning styles contributed to improved learning outcomes for EFL students. Conversely, other research has shown no significant or consistent correlation between teaching-specific learning styles and students' achievement. To address this disparity, the present study suggested that foreign language teachers maximize teaching-learning by considering several factors rather than one, such as teaching strategy, students' interpersonal orientations, knowledge, students' background, and interests. Teachers can balance instructional approaches, methods, and activities and apply various teaching strategies to reach all learners.

This article reports an English language needs analysis of Colombian Social Science master’s students. Information from faculty interviews, course syllabi, and student surveys shows that students need English to access and update their disciplinary knowledge through research articles and book chapters to successfully participate in class activities in Spanish, for which low English proficiency and lack of graduate reading skills can be an obstacle. These findings inspired the creation of Reading Research Articles in the Social Sciences course and confirmed the importance of source variety, triangulation, and addressing needs when identified. Methodological and practical contributions are discussed, emphasizing syllabi as key information sources not considered in other needs analyses.

Using quantitative approach, this paper investigates whether parental involvement play any role in improving students’ academic performance at the tertiary levels in the Ghanaian context utilizing primary data and a standard statistical method known as ordinary least squares regression. A total sample of 613 students from Kwame Nkrumah University of Science and Technology (KNUST) was used for the analysis. With regard to the variable measurement, academic performance is measured using the students’ cumulative weighted average. Again, this paper uses three measures for parental involvement – parents visiting their wards on university campus, calling them to check up on them regularly and encouraging them to perform better in academics. The results reveal that there is a significant positive relationship between the measures of parental involvement and students’ academic performance. Specifically, parents visiting their wards regularly, encouraging them and calling to check up improve academic performance by 0.005, 0.061 and 0.046 respectively. A significant negative relationship between age and academic performance is also revealed. There is also a significant positive relationship between belonging to a group and academic performance. The implication of the findings is that parents should as a matter of importance pay attention to their role by visiting, calling and encouraging their wards while they are on university campus. Doing these has the potential to improve the academic performance of their wards as revealed in this paper.

The Russian invasion of Ukraine led to major changes in the Slavic academic world, both in terms of international scientific cooperation and in teaching. This article is a survey-based analysis of the curricular changes within Russian-studies courses offered by Polish universities following the Russian invasion of Ukraine on 24 February 2022. It will examine how teaching-process coordinators have managed to introduce necessary changes to ensure the continuity of Russian philology as a major, both undergraduate and postgraduate courses, what amendments are still expected, and what direction of Russian studies can be anticipated in the foreseeable future.

The down turning events from the beginning of the XXIst century, starting with the 2008 crisis and then the COVID-19 pandemic, shortly followed by Russia’s invasion in Ukraine, exacerbated some preexisting vulnerabilities and created new risks. In this context, the financial stability in the Eastern European states (we will consider "Eastern Europe" in Winston Churchill's terms, namely those countries on the eastern flank of the Iron Curtain) represents an important debating issue for both policy-makers and researchers. Therefore, the present paper aims to quantify the financial stability and to determine the factors that can influence it. In doing so, we first have to establish what we consider to be financial stability: what it means at the microeconomic level (focusing on the behavior of the citizens) and what it means at the macroeconomic level (looking at the role of states in ensuring financial stability). It is important to note that the analysis we wish to undertake will be at a regional rather than at an overall European level, focusing on the Eastern European countries that have joined the European structures. We will present, by means of statistical analysis, the importance that both economic freedom and education have in increasing the financial stability of Eastern European citizens, taking into account the evolution of the financial stability of Eastern European citizens over the last years. In order to perform an analysis for more countries and over a longer period of time, we will utilize panel data analysis. We will observe the role that both variables play in ensuring a greater level of financial stability for the people from these countries.

Human capital is widely regarded as a fundamental driver of economic growth, at least in the innovative and knowledge-based economy. However, the empirical evidence linking human capital with economic outcomes has been problematic both at macroeconomic and microeconomic levels. The estimates obtained in this study, based on RLMS data, show that the conditional probability of a worsening financial situation for people with higher education increased significantly in 2020 and 2022 compared to 2019. Using logit analysis, we calculated the odds ratios for worsening finances for three groups: currently employed versus not employed, reported poor health versus good health, and with tertiary education versus no tertiary education. Individuals with poor health are 20 % more likely to experience a decline in income than those in good health, but worryingly, after 2020 those with tertiary education are also about 1.2 times more likely to experience a decline in income than those with secondary education or less. It does not cast doubt on the positive impact of human capital on the knowledge-based economy. But it raises the question to what extent the characteristics of the knowledge-based economy are maintained during crises. The other question is the extent to which tertiary education today meets the expectations of the labour market and whether the education system has the foresight to ensure a high return on investment in human capital.

Purpose – In Brazil, over 4.7 million women enrolled in university in the year 2017. However, Brazilian women have been consistently overrepresented in humanities and care majors and underrepresented in science, technology, engineering and mathematics (STEM). Given that observed gender differences in math-intensive fields have lasting effects on gender inequality in the labor market, and that observed gender variations do not necessarily associate with differences in innate ability, in this paper we explore the paths of societal gender bias and gender differences in a Brazilian university. Design/methodology/approach – We conduct a social experiment at a University in Southeastern Brazil, applying the gender-STEM Implicit Association Test. Findings – We found that women in STEM are less likely to show gender-STEM implicit stereotypes, compared to women in humanities. The results indicate a negative correlation between implicit gender stereotyping and the choice of math-intensive majors by women. Originality/value – The stereotype-congruent results are indicative of the gender bias in Brazilian society, and suggest that stereotypes created at early stages in life are directly related to future outcomes that reinforce gender disparities in Brazil, which can be observed in career choices.

Currently, the emphasis is placed on sustainability, requiring economies to continuously innovate, demonstrating their competence for eco-innovation. This form of innovation is a key concept in today’s world, providing innovative and sustainable solutions to environmental challenges, expecting a high level of education. Thus, this paper aims to explore the relationship between eco-innovation and higher education within the member states of the European Union, concentraiting on the quantitative analysis of the impact of higher education on eco-innovation development in these countries. Applying regression analysis, the eco-innovation index and the level of education in EU countries will be inspected to establish any significant correlation between these two variables. Following the analysis, the collected data involved in the regression method will reveal possible interrelationships and significant influences between the level of education and the degree of eco-innovation development in the member countries of the EU. Conclusively, the research proposes to highlight the influence of higher education in the development of eco-innovation within the European Union. The suggested quantitative analysis could lead to a better understanding of the association between higher education and eco-innovation, revealing the potential that the education sector has in promoting sustainability and a green future for European Union.

Abstract This study takes environmental factors and individual factors as variables to explore the deep internal mechanism of the impact of a comprehensive environment on higher education physical education (PE) teachers’ job burnout. Little research has been done on how environmental factors affect the internal mechanism of college and university PE teachers’ job burnout through individual factors (e.g., professional pressure and teaching efficacy). In this study, the participants were 231 PE teachers from seven comprehensive universities, and four questionnaires were administered to measure the participants’ job burnout, perceived overall environment, teaching efficacy, and occupational stress. Research has found that environmental factors have a significant negative impact on occupational stress, and occupational stress plays an important mediating role between environment and occupational burnout. Research has shown that differences in external environments lead to varying levels of personal stress among college physical education teachers, which in turn affects their level of occupational burnout. The study concludes that a good social, working, and living environment helps to reduce the work pressure on PE teachers, improves their sense of teaching efficacy, and inhibits the occurrence of teachers’ job burnout.

The pursuit of higher education presents unique challenges for elite student-athletes, who must balance academic responsibilities with the demands of athletic performance. Understanding how these individuals manage these dual roles is crucial for developing effective support systems in academic and athletic settings. This study investigated the interplay between academic and athletic identities among elite student-athletes in Ireland, focusing on the influence of motivation and social support. Data were collected using a cross-sectional online survey from 100 elite student-athletes, defined as individuals participating in elite-level sports while enrolled in full-time tertiary education in Ireland. The survey included validated measures of academic identity, athletic identity, motivation, and social support. The results show that the majority of participants identified primarily as student-athletes, with greater emphasis on their academic careers. Motivation was a significant predictor of both academic and athletic identities, while social support had no significant effect. These findings challenge the assumption that elite student-athletes predominantly prioritise their athletic roles and underscore the importance of fostering intrinsic motivation. Institutions are encouraged to implement tailored interventions, such as academic mentorship and flexible academic policies, to support student-athletes in balancing their dual careers. Future research should explore the underlying factors behind the minimal impact of social support and further examine motivation-based interventions.

The paper presents a longitudinal mixed methods study investigating tertiary humanity students’ dropout considerations, utilizing Tinto’s institutional departure model as theoretical background. The research question is: How do students’ dropout considerations take form and evolve throughout tertiary education? Methodically we have collected half-yearly register and survey data from 2,781 tertiary humanities students matriculating in 2017–2019. Additionally, we have conducted half-yearly interviews with 14 focus students that had high dropout considerations in the first survey round. Quantitative analysis of all humanity students and qualitative analysis of three case students are presented and discussed. The complementary analysis provides an in-depth understanding of the complex interplay between individual characteristics and institutional factors in shaping different students’ dropout considerations and decisions in tertiary education. We find that there is a stable share of students with low, medium, and high dropout considerations throughout time. However, although we find stable shares, we identify primary movements from high dropout considerations towards dropout, and from low dropout considerations towards completion, we also find considerable secondary movement (i.e., from low dropout considerations towards dropout). As is also confirmed in the qualitative analyses, there are significant fluctuations in some students’ dropout considerations. Dropout considerations are thus malleable and do not necessarily accumulate linearly over time to dropout. Individual students’ dropout considerations change repeatedly in interaction with their experiences, their expectations for the future as well as with current challenges in meeting academic and personal requirements. Challenges are often about a lack of alignment between expectations and experiences and how well students and the study programs’ norms and values match. We find students who seek to improve this match through personal transformations and others who try to change their study program. In both regards successfully improving the match seems to be a profitable strategy to prevent dropout.

Gender disparities in the field of Information Technology (IT) have persisted over time. Globally, women made up only 27.2% of IT workers in 2018. In the United Kingdom, only one in six IT specialists is female. Such extreme male dominance may result in a gender structure that influences women's experiences with IT work. Women face more challenges once hired, and they leave the field twice as fast as men. These disparities stem from a gamut of factors, including the misconception that women are weak in technology. Gender disparities in IT also find expressions in student enrolment numbers in institutions of higher learning. In Ghana Communication Technology University (GCTU), gender disparities in student enrolments are pronounced. In both diploma and degree programs, male students constituted about 90% of the student population. Using a qualitative method, the study randomly distributed open-ended questionnaires to forty students pursuing diploma and degree programs in IT at GCTU. Furthermore, the study randomly analysed the examination scripts of fifty students in the IT department from 2020 to 2023 to determine the gender patterns in their academic performances. In addition, the admission of students into GCTU to study IT programs from 2018-2023 was analysed to determine gender trends. The study concluded that there are ingrained gender perspectives of students both in terms of study and career prospects. The study recommends that GCTU should vigorously pursue a holistic integration of the study of IT to bridge the overt gender gaps.

From the era of Grammar-Translation Method to the onset of Communicative Language Teaching, the role of translation in language learning has completely changed. Nowadays, the use of translation activities in the language learning classroom remains a contentious issue, namely, there are arguments for and against their use. Given that attitudes are one of the factors that affect the way students learn and the level of proficiency they achieve, the aim of this quantitative study is to find out what the attitudes of higher education students in Croatia are towards the use of translation in learning languages for specific purposes. The responses were collected via a questionnaire, which was completed by 618 students who were enrolled in eight different LSP courses, i.e. medical, maritime, business, agriculture, tourism, safety, IT and transport. The participants come from five institutions of higher education in two Croatian towns (Zagreb and Rijeka). The majority of the respondents (86.4%) claim they use translation in their LSP classroom, but the frequency in using translation varies greatly. On the other hand, translation is used in assessment less frequently, 37.4% of the participants state they have encountered translation in tests. While they believe that other more communicative methods are more beneficial for their language learning, and they only partially enjoy doing translation activities, most of them are sure that translating both from their L1 into L2 and L2 into L1 is very useful for their language learning, especially when it comes to learning new vocabulary. A statistical difference occurred between genders; namely, male students seem to be more positive towards translation. Also, statistical differences were confirmed among students of different study programs in relation to their attitudes towards enjoyment, usefulness and demand of translation activities. Future research should focus on investigating how translation activities are implemented and account for gender and study program differences.

Early identification of at-risk students for timely intervention is critical to prevent non-completion of study programs. This article proposes a flipped class framework to support the academic success of at-risk students in an undergraduate Calculus course. It comprises three main components of setting, conduct, and monitoring. A flipped support class was implemented as periodic sessions throughout the learning semester over six consecutive semesters for the selected total of 560 at-risk students. At-risk students who attended the flipped support class reported a higher passing percentage than those who did not, in each of the six semesters. A strong mathematics foundation contributed to the likelihood of passing the course; however, it can be further increased by attending more hours of the flipped support class.

This study analyses the higher education admission results of Hungarian ethnic minority students in Hungary originating from Central and Eastern European countries (Serbia, Croatia, Slovenia, Slovakia, Ukraine, and Romania) by secondary education background (national system vs. foreign system) and school-leaving qualification background (advanced and intermediate levels in Hungary and their native country). Students (n = 759) take (or have taken) part in undivided (5-year) and bachelor (3-year) programs at universities in Hungary and, for historical reasons, live as ethnic minorities in their home countries in the Carpathian Basin. There are significant differences in the number of students according to their secondary education background. Of the admitted students, 83.7% graduated from a national system secondary school and 16.3% from a foreign system secondary school before entering higher education. Using a Mann–Whitney U-test, we confirmed that the admission scores of students from the national secondary education system are significantly different from the scores of students who graduated from a foreign secondary education system (p < 0.001). The results of the Jonckheere–Terpstra test demonstrated that students with advanced-level exam results performed significantly better than those who entered higher education with intermediate-level or native country examination results (p < 0.001). However, there is no detectable difference (p > 0.05) between students who graduate at the intermediate level and students who graduate with a native country certificate. A regression model, based on the median admission scores, exhibited a trend of improving results for foreign students. The R2 quadratic determination coefficient is 0.705. This study provides insights into the educational pathways and decisions of Hungarian students residing abroad, underlining the influence of the national context and public education systems on their educational trajectories.

The practice of English Medium Instruction in the tertiary phase of education in the non-Anglophone circle is a significant but perplexing argument. The void of academic exploration of the students’ authentic perspectives and the challenges they face due to the quick transfer of the academic language from L1 to L2 without any smooth procedure is a critical ground that needs investigation. Thus, the current study aimed to explore the language-caused challenges and the strategies utilized by the students to overcome the challenges of the EMI learning environment in the tertiary phase of education. The study utilized the purposive sampling method and data was collected through a questionnaire survey and semi-structured interviews. Qualitative thematic analysis was utilized to analyze the collected data. The findings highlight that the significant language gap between secondary and tertiary education is the primary reason for students' language difficulties. However, students have developed strategies to tackle these language-related challenges. The study concludes by proposing potential solutions to facilitate a smoother transition from an L1-based learning environment to an L2-based learning environment.

This study investigates the complex interplay among innovation, research and development (R&D), and entrepreneurship within the context of European nations. The focus of the study is also on the contributory role of tertiary educational institutions in nurturing entrepreneurial activities. To deepen the understanding of these multifaceted relationships and their subsequent impact on regional economies, the research introduces a novel metric termed the Innovation Readiness Environment (IRE) index. This index combines various indicators such as R&D expenditure, patenting rates, firm size, and educational levels, thereby providing a framework for evaluating firms' innovative capabilities and entrepreneurial success in a given region. Utilization of this index offers policymakers and stakeholders a nuanced understanding of the regional innovation ecosystem, facilitating the identification of strengths and deficiencies. This, in turn, enables the formulation of targeted policy interventions to enhance innovation and entrepreneurship. One relevant conclusion drawn from this study is the pivotal role of tertiary education in catalyzing entrepreneurial ventures. The findings posit that higher levels of entrepreneurial education significantly supplement an individual's likelihood of entrepreneurial success by imparting the requisite skills and knowledge indispensable in a competitive business milieu. By fostering an environment conducive to innovation, higher education institutions emerge as critical agents in cultivating entrepreneurial acumen and stimulating economic expansion. The study further incorporates a spatial analytical framework to elucidate the regional specificities of innovation at the pan-European scale.

This study aims to investigate the construction of professional identity among Bangladeshi university English as a Foreign Language (EFL) teachers and its influence on classroom performance. Employing a qualitative case study approach, data were gathered through semi-structured interviews and classroom observations. Interviews were conducted with two Bangladeshi university teachers who have significant experience in EFL teaching. The interview questions were designed based on the language teachers’ identity formation model, focusing on factors relevant to foundational competences. Content analysis was employed to analyze the collected data and identify emergent themes. The findings indicate that proficiency in language skills, contextual knowledge, self-awareness, disciplinary knowledge, and classroom management skills play pivotal roles in reshaping the professional identities of Bangladeshi university EFL teachers. Classroom observations revealed the strategies employed by these teachers in language use, pedagogical approaches, and classroom management to construct their professional identities. Despite aspirations to conduct classes solely in English, teachers often resorted to using the students' mother tongue for better comprehension. Based on these findings, the study suggests a focus on diverse teacher education programs in Bangladesh to produce more proficient teachers.

The rapid digital transformation in the educational sector has prompted a shift towards online evaluation methods, raising questions about their efficacy, acceptance, and fairness. This study explored students’ perceptions regarding electronic evaluation techniques facilitated by the Blackboard Learning Management System. Utilizing a descriptive quantitative research design, 400 participants were randomly selected from a tertiary institution to ensure varied representation. Data was methodically gathered through a bespoke questionnaire comprising 20 items, divided into three main factors, to capture nuanced insights on multiple facets of electronic assessment. The analysis revealed that weekly assignments were the preferred method for digital assessments among students, closely followed by real-time in-lecture questions. Other techniques, such as short tests and group discussion forums, were less prevalent, and traditional final examinations were the least preferred. Furthermore, there was a general high receptivity towards the electronic assessment methods, with a moderate trust in their fairness and reliability. These perceptions remained remarkably consistent regardless of gender or academic discipline. Such findings emphasize the pivotal role of electronic assessment platforms in shaping the academic landscape, hinting at their sustained significance in future educational paradigms. Drawing from these findings, several pedagogical implications have been put forth, accompanied by a delineation of study limitations and subsequent recommendations for future research.

Decolonisation of curricula embeds the African realities into teaching. Within the Health Sciences, learning, which is responsive to community health needs, is required. This study used photovoice, a student participatory teaching method, where students (n=96) engaged with local communities, capturing photographs of environmental factors involved in causing disease. Photographic information of local adverse environmental conditions was gathered, linking these to disease causation within local communities. This observation and analysis of the South African circumstances, particularly those of marginalized communities, emphasized local knowledge, which prepared students to work within their local and national contexts. Students were prepared to be responsive to the needs of the people in their communities. This teaching pedagogy laid the foundation for lifelong learning as students were able to deal with real-life challenges while applying a new technology in the field of education. This will enable them to cope with changing aspects in health during their careers. Such changes are inevitable as population demographics and environments evolve with time. This alternate pedagogy, using photovoice, promoted decolonisation of the curriculum and has the potential to produce graduates who are reactive to local requirements of the community.

As the world rapidly evolves, digitalisation continues, and artificial intelligence is used, it is crucial to understand how education systems are preparing future generations to succeed in this very dynamic environment where there is a tremendous demand for skilled workers.

In the 21st century there is a lot of attention on sustainability (whether social or environmental). However, unfortunately, the economic perspective has been largely neglected in the field of education. This article deals with a quantitative assessment of the efficiency of tertiary education in individual EU countries, which allows to include the economic aspect of the evaluation. Furthermore, we are expanding the commonly established evaluation system based on the number of graduates to include another area, namely the graduate's employability on the labor market. We believe that for a correct evaluation of individual education systems it is necessary to include the relevance and quality of acquired knowledge and skills. Although the efficiency assessment is carried out for the whole EU, the results are presented according to identified groups of countries that have similar education systems. Countries such as Ireland and France emerge as top performers because of their ability to produce large numbers of graduates given their resources. Malta and Luxembourg have also performed very well in the efficiency assessment, although they produce far fewer graduates in terms of resources, but thanks to the system set up, graduates in these countries are highly employable in the labor market.

The article presents the results of a survey conducted within the framework of the European project FREASCO, Free from sexism and sexual harassment at school (EU Rights, Equality and Citizenship Programme) which involved seven research institutes located in four European countries (Italy, Estonia, France and Greece) and of which the Department of Education, Languages, Interculture, Literature and Psychology of the University of Florence is the lead partner. The project aimed to facilitate the early detection and reporting of incidents of discrimination (such as sexism and sexual harassment) that may occur within school and university contexts. In this paper, we focus on the results of the exploratory research conducted through focus groups with researchers, teaching and technical-administrative staff, scholarship holders, research fellows and PhD students from three Italian universities who were involved in capacity building activities.

Digital natives born with advanced digital media technologies are acknowledged as the first generation of the 21st century. This quantitative study seeks to explore digital natives’ stimuli and perceptions towards technology-oriented academician-student interactions at a major university in North Cyprus amid the COVID-19 pandemic. Participants (N=259 Gen Z learners) in a developing country seem to value the virtualization of academician-student interactions in higher education because digital technologies eliminate the existing and possible communication obstacles between educators and learners especially during the crisis situations. It was underlined that digital natives mostly prefer mobile communication in their lives with the belief that technology facilitates, enhances, enriches and triggers interactions between educators and learners. Hence, digital learners mostly prefer blended education and digital communication because participants claim that digitalization escalates the effectiveness of teaching and communication. Digital-assisted education ascends learners’ self-confidence and desire towards initiating interactions and comprehending the course contents.

A large number of chemistry students drop out of their studies, often because of high requirements for content knowledge. Quantum chemical models of atomic bonding such as molecular orbital (MO) theory are particularly challenging. We aimed to develop an intervention on MO theory based on the Computer-Supported Collaborative Learning framework. First, students work independently with interactive learning videos. Then, they create concept maps about core concepts of MO theory. In this paper, we present the evaluation of this intervention in terms of content knowledge, considering person-specific characteristics. Additionally, we compare three different treatment groups with varying materials and group arrangements, and prospective chemistry teachers with other first-year students. Our results show that students can answer single-choice questions well with the prior knowledge from their first-year chemistry course. Answering open-ended questions is more difficult. Nevertheless, they can improve significantly in both categories by working with the learning videos; creating concept maps does not lead to significant content knowledge changes. There are also no significant differences between the three treatment groups, or between teacher students and other chemistry freshmen. Regarding prior knowledge, differences depending on gender and school-leaving grades can be measured, whereas the choice of courses in school has no effect.

Recent data shows a continuing trend of gender disparity in leadership positions in tertiary education in New Zealand with men dominating higher levels of employment and advancing at faster rates than women. This study explored the experiences of six academic women who have advanced to leadership roles in New Zealand to examine the role that gender plays in their career progression. It found a range of gendered experiences including negative incidents of sexism and obstacles to advancing. There were also stories of positive experiences of supportive work environments and initiatives such as mentoring that have aided them to gain leadership positions. Participants recognised the complexity of gender issues acknowledging the range of factors and perceptions that influence their experiences in academia.

To improve the quality of higher education, it is essential to understand students' expectations. In this research, we will analyse the specific requirements for the elements of the student partnership using the Kano model. Our questionnaire (N=320) was filled in by students of the Faculty of Economics at the University of Debrecen. Using cluster analysis we distinguished 3 groups of students, with different expectations. The most important features of the education are clear rules and requirements, fair assessment and mutual respect as the lack of these cause dissatisfaction in those 2 clusters that cover 91% of the students. For one cluster, covers 43% of students, helpful lecturer also have the same effect. This latter cluster consists of mostly elder and part-time students, who are enthusiastic and evaluate, if they are treated as colleagues, or involve in common research, problem solving, have bidirectional communication with lecturers and can give feedback on education. However one-fifth of the students doesn’t like to participate in lectures, and 15% hate groupwork. Finally we found that there is a cluster of students, which give 9% of sample, who are totally uninterested, as they have no needs, only want to get a certificate.

On the labour market, an important aspect is the resizing of jobs due to automation, respectively globalization. Technological changes have led to the need to acquire higher skills. The acquired knowledge and skills can lead to an increase in the ability of graduates to enter the labour market. Thus, for the member countries of the European Union, the article presents an analysis of the share of the population with age between 25 and 64 years, with a tertiary level of education. Likewise, the degree of insertion of graduates of tertiary education programs can be influenced by the economic activities carried out by economic agents. Analysis of employment rates for graduates of tertiary education programs is important. From this point of view, an analysis of the educational fields of the graduates is presented. The used comparative statistical analysis considered the study of the evolution of the number of tertiary level graduates, as well as of the educational fields, for the period 2013-2020, for the member countries of the European Union. Also, the 25-64 age group was selected, and for this the evolution of the share of people with tertiary education was studied. The importance of the degree to which graduates occupy a job after graduation, led to the selection of another indicator – the employment rate (for the period 2012-2021). The rate of participation in continuing professional education and training programs was another indicator for which a comparative statistical analysis was carried out. For all these analyses the existing database on the EUROSTAT website was used. The creation of new jobs involves, and also requires, new skills. For people in the field of work, the updating of skills, respectively their improvement, can be achieved by participating in education and professional training programs. At the same time, this subsequent participation in education and professional training programs is an indicator analysed in the article. The presented data show us that in 2021, approximately half of the population aged between 25 and 64, with tertiary education, was the majority in Ireland, Luxembourg, Cyprus, Sweden, Lithuania. The evolution of the number of graduates, at the level of the European Union, shows us that the number of graduates is increasing, so that in 2020 there were 4.24 million tertiary level graduates. It was found that in 2020 most graduates came from France, Germany, Spain, Italy, Poland. Also, in 2020, the most graduates were for the field of business, administration, and law, followed by: engineering, manufacturing and construction, health and welfare, and education. The lowest share of graduates was for the field of agriculture, forestry, fisheries, and veterinary. It was found that in 2021 the employment rate for people aged between 25 and 64, with a tertiary level of education, was high for: Malta, Poland, Hungary, Romania. The lowest values were registered in: Greece, Spain, Italy, Cyprus. At the same time, in the period 2013-2019, the values of the participation rate in education and professional training programs for people aged between 25 and 64, with a tertiary level of education, remained relatively constant, oscillating between 18.0% and 18.7%.

Although language anxiety is the most widely studied emotion in second language acquisition, the extent to which emergency remote teaching (ERT) provokes anxiety is still insufficiently understood. The present research fills this gap by analyzing variables affecting anxiety in the new mode of instruction, while also exploring apprehension-relieving pedagogical approaches. This qualitative study was conducted among 218 university students and data were obtained by an online questionnaire and a focus group interview. Additionally, an online questionnaire was used to find out how teachers adapted their approaches to ensure student wellbeing in ERT. The findings reveal several factors affecting anxiety levels as well as pedagogical approaches that students find effective for anxiety reduction. On the whole, the study extends language anxiety research by looking closely at the variables affecting FLCA increase and decrease in a new, insufficiently explored mode of instruction.

Introduction: Antimicrobial resistance (AMR) is a growing global public health concern that was directly responsible for 1.27 million deaths and indirectly associated with 4.95 million deaths in 2019. Antibiotic resistance (ABR) occurs naturally, but its prevalence has been accelerated broadly due to antibiotic misuse and overuse, poor infection control practices, and availability of substandard and falsified medicines. Objectives: To assess antibiotic use and knowledge of ABR among graduates of tertiary education in Nigeria and evaluate if tertiary education, academic background (science, social sciences, or the arts) and years post-graduation significantly impact antibiotic use and awareness of antibiotic resistance. Result: Despite having tertiary education, 47.7 % of respondents self-medicate with antibiotics, 54.9 % of respondents don't carry out laboratory investigations before using antibiotics, and 70.1 % reduce or stop taking antibiotics on feeling better. Inconvenience, limited access to doctors and financial constraint were the most common reasons for self-medication. Academic background, age, gender and years post-graduation had no statistically significant effect on self-medication practices (p-value>0.05). Inappropriate antibiotic use for viral-infections like sore throat, cold and flu, and diarrhoea was reported in 50.2, 42.6 and 40.2 % of respondents, respectively. Amoxicillin (54.2 %), metronidazole (48.2 %), and ciprofloxacin (45.6 %) were the most used antibiotics. Pharmacists were the most consulted health professionals before antibiotics were used, and the internet is the most common source of information on antibiotic resistance. Most-respondents, 85.5 %, correctly identified that antibiotic misuse contributes to ABR. Conclusion: The increased knowledge and awareness of ABR among respondents did not translate into proper antibiotic use, emphasizing the need for more stringent regulations on antibiotic dispensing and prescribing. Health sector reforms focused on utilizing technology like telemedicine to improve convenient access to health care, and multiple health insurance schemes to reduce out-of-pocket spending should be prioritized to improve health equity and universal health coverage (UHC).

After the recent hard attempts felt on a global scale, notably in the health sector, the steady efforts of scientists have been materialized in maybe one of the most expected findings of the last decades, i.e. the launching of the COVID-19 vaccines. Although it is not our goal to plead for vaccination, as the decision in this regard is a matter of individual choice, we believe it is necessary and enlightening to analyze how one's educational status interferes with COVID-19 vaccination. There are discrepancies between world states vis-à-vis their well-being and their feedback to crises, and from the collection of features that can segregate the states in handling vaccination, in this paper, the spotlight is on education. We are referring to this topic because, generally, researches converge rather on the linkage between economic issues and COVID-19 vaccination, while education levels are less tackled in relation to this. To notice the weight of each type of education (primary, secondary, tertiary) in this process, we employ an assortment of statistical methods, for three clusters: 45 low-income countries (LICs), 72 middle-income countries (MICs) and 53 high-income countries (HICs). The estimates suggest that education counts in the COVID-19 vaccination, the tertiary one having the greatest meaning in accepting it. It is also illustrated that the imprint of education on vaccination fluctuates across the country groups scrutinized, with HICs recording the upper rates. The heterogeneity of COVID-19 vaccination-related behaviors should determine health authorities to treat this subject differently. To expand the COVID-19 vaccines uptake, they should be in an ongoing dialogue with all population categories and, remarkably, with those belonging to vulnerable communities, originated mostly in LICs. Education is imperative for vaccination, and it would ought to be on the schedule of any state, for being assimilated into health strategies and policies.

This study investigates the complex interplay among innovation, research and development (R&D), and entrepreneurship within the context of European nations. The focus of the study is also on the contributory role of tertiary educational institutions in nurturing entrepreneurial activities. To deepen the understanding of these multifaceted relationships and their subsequent impact on regional economies, the research introduces a novel metric termed the Innovation Readiness Environment (IRE) index. This index combines various indicators such as R&D expenditure, patenting rates, firm size, and educational levels, thereby providing a framework for evaluating the innovative capabilities and entrepreneurial success of firms in a given region. Utilization of this index offers policymakers and stakeholders a nuanced understanding of the regional innovation ecosystem, facilitating the identification of both strengths and deficiencies. This, in turn, enables the formulation of targeted policy interventions to enhance both innovation and entrepreneurship. One salient conclusion drawn from this study is the pivotal role of tertiary education in catalysing entrepreneurial ventures. The findings posit that higher levels of entrepreneurial education significantly supplement an individual's likelihood of entrepreneurial success by imparting the requisite skills and knowledge indispensable in a competitive business milieu. Higher education institutions, by fostering an environment conducive to innovation, emerge as critical agents in the cultivation of entrepreneurial acumen and the stimulation of economic expansion. The study further incorporates a spatial analytical framework to elucidate the regional specificities of innovation at the pan-European scale.

Abstract Background Cognitive and implicit biases negatively impact clinicians’ decision-making capacity and can have devastating consequences for safe, effective, and equitable healthcare provision. Internationally, health care clinicians play a critical role in identifying and overcoming these biases. To be workforce ready, it is important that educators proactively prepare all pre-registration healthcare students for real world practice. However, it is unknown how and to what extent health professional educators incorporate bias training into curricula. To address this gap, this scoping review aims to explore what approaches to teaching cognitive and implicit bias, for entry to practice students, have been studied, and what are the evidence gaps that remain. Methods This scoping review was guided by the Joanna Briggs Institute (JBI) methodology. Databases were searched in May 2022 and included CINAHL, Cochrane, JBI, Medline, ERIC, Embase, and PsycINFO. The Population, Concept and Context framework was used to guide keyword and index terms used for search criteria and data extraction by two independent reviewers. Quantitative and qualitative studies published in English exploring pedagogical approaches and/or educational techniques, strategies, teaching tools to reduce the influence of bias in health clinicians' decision making were sought to be included in this review. Results are presented numerically and thematically in a table accompanied by a narrative summary. Results Of the 732 articles identified, 13 met the aim of this study. Most publications originated from the United States (n=9). Educational practice in medicine accounted for most studies (n=8), followed by nursing and midwifery (n=2). A guiding philosophy or conceptual framework for content development was not indicated in most papers. Educational content was mainly provided via face-to-face (lecture/tutorial) delivery (n=10). Reflection was the most common strategy used for assessment of learning (n=6). Cognitive biases were mainly taught in a single session (n=5); implicit biases were taught via a mix of single (n=4) and multiple sessions (n=4). Conclusions A range of pedagogical strategies were employed; most commonly, these were face-to-face, class-based activities such as lectures and tutorials. Assessments of student learning were primarily based on tests and personal reflection. There was limited use of real-world settings to educate students about or build skills in biases and their mitigation. There may be a valuable opportunity in exploring approaches to building these skills in the real-world settings that will be the workplaces of our future healthcare workers.

The subject of the article is the management of artificial intelligence in the field of higher education, which improves the quality of knowledge and reduces the risks of learning in the context of digitalization. The purpose of the article is to identify the problems hindering the development of artificial intelligence in higher education and to develop recommendations for their solution. The research methodology is based on the use of modern methods, techniques and tools in the study of artificial intelligence, allowing to take into account the impact on the education quality, on the psychology participants in the educational process and on the mechanisms for managing its development. The main results obtained in the article provide answers to ambiguous questions about the feasibility of large-scale use of artificial intelligence in education, its dominance among other methods of knowledge transfer and its application in its pure form, without live communication with teachers. The answers received in the article convince the opponents of this topic that the use of the author’s developments regulating the use of artificial intelligence in education leads to an increase in the quality of education and neutralizing the emerging risks of learning from a new generation. The article reveals ethical shortcomings and shows the advantages of the artificial intelligence technologies use in the practice of tertiary education. The main conclusions made in the article are based on the statement that the artificial intelligence system in the field of tertiary education needs to be regulated and managed by development using the methods of psychological, organizational, regulatory and technological character proposed by the authors.

The emergence of generative artificial intelligence (AI) such as ChatGPT has sparked significant assessment concerns within tertiary education. Assessment concerns have largely revolved around academic integrity issues among students, such as plagiarism and cheating. Nonetheless, it is also critical to consider that generative AI models trained on information retrieved from the Internet could produce biased and discriminatory outputs, and hallucination issues in large language models upon which generative AI acts provide made-up and untruthful outputs. This article considers the affordances and challenges of generative AI specific to assessments within tertiary education. It illustrates considerations for assessment redesign with the existence of generative AI and proposes the Against, Avoid and Adopt (AAA) principle to rethink and redesign assessments. It argues that more generative AI tools will emerge exponentially, and hence, engaging in an arms race against generative AI and policing the use of these technologies may not address the fundamental issues in assessments.

Neurodivergent students are one of the fastest growing diversity groups in tertiary education. This highlights the need for a Universal Design for Learning (UDL) perspective in course design and delivery. One important component of UDL is student voice, which has been historically lacking, especially for neurodivergent students. In this perspectives article, the authors present a viewpoint on the importance of promoting co-production in course design and delivery between neurodivergent students and instructors and illustrate the concept with examples from the Diversified Project. The “Diversified Group” was established by neurodivergent students and faculty members to address the perceived inadequacy in instructor awareness regarding the varied needs of an expanding neurodiverse student population at the university. The authors provide recommendations for systemic, faculty, school, and instructor-level actions to improve the learning experience for neurodivergent students. Current advances and future directions in promoting co-production in university course design and delivery are provided.

AbstractThis study examines the relationship between tertiary education and property crime in Malaysia from 1982 to 2020 using the ARDL approach. The study is motivated by the concern that underpaid individuals with higher education may resort to property crime. Results reveal that the female labour force is positively associated with burglary in the short run. Furthermore, income per capita is also found to be another contributing factor to property crime. Increased income levels and improvements in welfare schemes can contribute to reduced crime rates. Interestingly, the study finds that more individuals with tertiary education are associated with higher property crime rates. Property crime can flourish when the skills and qualifications of highly educated job seekers do not match labour needs or when suitable employment opportunities are scarce. Enhancing job quality, ensuring fair wages, appropriate job matching, and promoting a well-balanced employment environment may discourage highly educated individuals from turning to crime. Moreover, imprisonment does not act as a deterrent for property crime. The findings may be relevant for curbing property crime in other developing countries experiencing a rise in tertiary education, sluggish income growth, and low female labour participation.

The article explores the perception of undergraduate students at a public state university in Mexico, regarding their experience after completing the Multimodal Transversal Learning Unit Information and Digital Literacy. The research explores two aspects: self-perception of students regarding their level of achievement in specific digital competencies and main learning outcomes after completing the course. It also reports their assessment in five aspects: syllabus, educational resources, learning activities, coverage of the cross-cutting themes throughout the course, as well as operation of the Learning Management System and technical support. The research was quantitative, through a survey applied to 16 students in the first group that completed the curricular unit. Among the results, the following are reported: perceived levels of achievement in different competency indicators, best valued competencies, and overall assessment of the course by the students. The highest levels of achievement reported are in indicators associated with the students’ daily practices interests. The lowest levels of achievement are in the areas of algorithmic understanding and the generation of original contributions and digital content.

A large number of published papers have investigated the relationship between perceived teacher emotional support and students’ engagement in school across a variety of subject areas at the primary and secondary levels. However, very few or none of these studies examine the topic in the context of physical education in higher education. It would be highly desirable for a study comparable to this one to be carried out within the context of tertiary education in order to address the dearth of scholarly works that concentrate on these two constructs. In light of this, the current study investigated the connection between teachers’ emotional support and their student’s level of engagement in their academic work. The participants in the study were undergraduate students (males = 374, females = 536) who were enrolled in minor PE courses at a prominent local college in Angeles City, Philippines. Following the calculation of Spearman’s rho and multiple regression analyses, the findings revealed that perceived teacher emotional support (along with its three distinct features: positive atmosphere, teacher sensitivity, and regard for the adolescent perspective) is significantly associated with [r(908) =.519, p < .05)] and has a direct influence on [F(3, 906) = 120.508, p

Abstract Educational institutions are increasingly investing into digital delivery, acquiring new devices, and employing novel software and services. The rising costs associated with maintenance, in combination with increasing redundancy of older technologies, presents multiple challenges. While lesson content itself may not have changed, the educational landscape constantly evolves, where tertiary institutions are incorporating new modes of content delivery, hybrid-style learning, and interactive technologies. Investments into digital expansions must be taken with caution, particularly prior to the procurement of technology, with a need for the proposed interventions’ scalability, sustainability, and serviceability to be considered. This article presents the Triple-S framework for educators, administrators, and educational institutions, and outlines examples of its application within curricula. The paper synthesises research evidence to provide the foundation underlying the key principles of the Triple-S framework, presenting a useful model to use when evaluating digital interventions. Utilising the framework for decisions regarding the acquisition of educational technology, devices, software, applications, and online resources can assist in the assurance of viable and appropriate investments. Graphical Abstract

In the current globalization trend, digital transformation is an indispensable requirement that affects all aspects of life. Within the education domain, it creates opportunities for tertiary education institutions to replace traditional teaching, learning, research, and operation methods with more innovative, creative, and cost-effective methods. This article aims to examine recent technological advancements to promote the transformation in tertiary education. Our research methodology consists of two main activities: 1) identifying relevant literature on the use of technology to promote transformation in tertiary education by adopting PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines; 2) conducting a thematic analysis based on the findings of the literature review; to explore the relationships between them in order to better understand the link between technological trends and digital transformation in tertiary education. The findings indicate that the current technology trends that are being concerned and deployed in the educational environment are Artificial intelligence, the Internet of Things, blockchain technology, and other relevant platforms and technologies such as Social networks, Mobile platforms, Big data analytics, Cloud computing, Robotic Process Automation, Virtual reality and Augmented reality and Additive manufacturing. The article also discusses the adjustment of tertiary education in the process of digital transformation with the support of technology and points out the shortcomings as well as research directions in the coming time.

Abstract In recent years, university teaching methods have evolved and almost all higher education institutions use e-learning platforms to deliver courses and learning activities. However, these digital learning environments present significant dropout and low completion rates. This is primarily due to the lack of student motivation and engagement. Gamification which can be defined as the application of game design elements in non-game activities has been used to address the issue of learner distraction and stimulate students’ involvement in the course. However, choosing the right combination of game elements remains a challenge for gamification designers and practitioners due to the lack of proven design approaches, and there is no one-size-fits-all approach that works regardless of the gamification context. Therefore, our study focused on providing a comprehensive overview of the current state of gamification in online learning in higher education that can serve as a resource for gamification practitioners when designing gamified systems. In this paper, we aimed to systematically explore the different game elements and gamification theory that have been used in empirical studies; establish different ways in which these game elements have been combined and provide a review of the state-of-the-art of approaches proposed in the literature for gamifying e-learning systems in higher education. A systematic search of databases was conducted to select articles related to gamification in digital higher education for this review, namely, Scopus and Google Scholar databases. We included studies that consider the definition of gamification as the application of game design elements in non-game activities, designed for online higher education. We excluded papers that use the term of gamification to refer to game-based learning, serious games, games, video games, and those that consider face-to-face learning environments. We found that PBL elements (points, badges, and leaderboards), levels, and feedback and are the most commonly used elements for gamifying e-learning systems in higher education. We also observed the increasing use of deeper elements like challenges and storytelling. Furthermore, we noticed that of 39 primary studies, only nine studies were underpinned by motivational theories, and only two other studies used theoretical gamification frameworks proposed in the literature to build their e-learning systems. Finally, our classification of gamification approaches reveals the trend towards customization and personalization in gamification and highlights the lack of studies on content gamification compared to structural gamification.

The year 2020 was a horrible shock for both educators and students worldwide because of the COVID-19 disease. The whole educational process had to undergo cardinal changes in that it was forced to transition from face-to-face to online mode. Distance learning (DL) became the new reality in no time. This unusual situation prompted us to conduct research on what challenges it meant for tutors to cope with the new requirements. The main goal of our case study was to get insights into the altered daily routines of tutors and understand how the system functioned. Another objective of our survey was to provide a brief synthesis of distance learning, based on the academic literature. We have applied the qualitative research design, using a semi-structured interview as a research instrument for collecting data from the respondents. The research sample consisted of thirty-four college tutors teaching language and literature (English, German, Ukrainian, and Hungarian). The participants were requested to reply to eleven questions either online or face-to-face. The results proved how unexpected and difficult it was to move from the classroom to distance education. They emphasized how crucial digital literacy is for both instructors and students. One of the essential implications is that teachers must develop their digital skills in every possible way. The next stage of our research will be to investigate what impact DL has on teachers' and students' physical and psychological well-being.

Globally, tertiary education has been greatly affected by the Covid-19 crisis. In this essay we explore the impact of the pandemic on this educational sector in an Australian setting; specifically, we discuss how the Research School of Population Health at the Australian National University adjusted and adapted to the changing circumstances arising from the pandemic. In this respect, two adjustments (both described in detail in the text) in the way mental health education was delivered at the School were proposed to mitigate the impact of Covid-19 and enhance the university’s capacity to provide quality public health education to students. Thus, this essay shows that it is possible to design educational interventions that surmount the challenges posed by the pandemic. In addition, educators may use the examples cited in this paper to guide them to respond appropriately to the challenges that have arisen in terms of health education due to Covid-19.

Introduction. The explosive growth of tertiary education around the world calls attention to how this affects the employment of young graduates.Aim. The current research paper is aimed to analyse how the growth of young people’s participation in tertiary education is reflected in the change of their employment and economic activity.Methodology and research methods. The comparative and correlation analysis was used to examine the relationship between changes in the education attainment of young people and the dynamics of employment and economic activity indicators by levels of education. The article deals with educational statistics data from OECD countries, Russia and some other countries participating in OECD educational research.Results. The results of the analysis presented in the article show that the growth of tertiary education leads to an increase in the unemployment rate among the young population; however, this is true only for the least advanced programmes, while there is an increase in the employment rate for master’s degree graduates. Economic activity among young graduates with a master’s degree grew faster after the 2009 crisis than among graduates of other tertiary education programmes. Master’s degree graduates were in a better position during the crisis of 2020 caused by the COVID-19 pandemic.Scientific novelty. The authors presented a detailed analysis of the growth in the scale of tertiary education and the changes of status in the labour market indicators of graduates of different tertiary education programmes.Practical significance of the study lies in the development of the information and analytical basis for adjusting further policy in the field of development of tertiary education based on the goal of increasing youth employment.