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Purpose: The purpose of this paper is to examine the education service quality factors, for online education context, that drive the brand equity of a higher education institute. In the times of emerging online education programmes by otherwise traditional institutes, assessing the service quality of educational institutions and its effect on the institute's brand represents an extant research gap. Design/methodology/approach: This study addresses the gap by empirically measuring higher education institution (HEI) service quality and explores its impact on student engagement, satisfaction and brand equity. This research analyses structured data from 250 students, through partial least squares-based structural equation modelling, to test the proposed hypotheses. Findings: Within the overall service quality of an HEI, all components of institutional service quality are found to affect student engagement strongly; however, only some dimensions of learning management system service quality do. Student engagement is found to positively impact student satisfaction which, in turn, strongly affects all elements of HEI brand equity. Originality/value: This study adds value to the extant research in higher education service quality by adding a layer of online platform service quality and offers actionable insights for HEI administrators.

Organizations are building sustainable practices due to newer regulations and a commitment to the greater good. They are targeting the majority of consumers who want to live a sustainable lifestyle. As a result, universities have an opportunity to integrate sustainability topics into their coursework. This study addresses a curriculum gap that exists by introducing a project-based assignment using the SHIFT framework by White, Habib, and Hardisty (2019a), which outlines the triggers associated with influencing sustainable behaviors among consumers, namely, social influence, habit formation, individual self, feelings and cognition, and tangibility. We explain the relevance of the project via a literature review on the growing importance of sustainability to consumers, outline the project requirements and recommendations for execution, and share our experiences and those of our students using the project.

The development, use, and timely promotion of Open Education (OE) has been effective in addressing myriad educational concerns, including inclusivity, accessibility and learning achievement, among many others. However, limited information exists in the literature concerning how OE could enhance Generative Artificial Intelligence (GenAI), which is receiving extensive interest and criticism at this time. To address this research gap, this study relies on the Open Educational Practices (OEP) framework of Huang et al. (2020) to provide various OEP scenarios that could help to promote and facilitate the effective and safe adoption of GenAI in education. The findings of this study could provide guidelines on how relying on OEP when adopting GenAI could help in ensuring quality education which is the sustainable development goal (SDG 4) of the United Nations (UN).

There is a significant skill gap, with millions of cybersecurity jobs still needing to be fulfilled due to a lack of a trained workforce. Various academic programs are available that teach students in different aspects of cybersecurity. This paper investigates if the title of an IT program has any impact on the desirability of a program and if this impact differs based on gender, with a focus on cybersecurity majors. Two focus groups were conducted for data collection at two different universities, and participants were asked to rank order a variety of titles for cybersecurity programs. An interpretive thematic analysis technique was used to analyze the data. Our results suggest that cybersecurity is a preferred title for both men and women. Recommendations are provided, and implications are drawn.

It is widely acknowledged that the relationship between education, security, and stability is bidirectional. In times of war, access to quality education becomes compromised, and conversely, the absence of proper education constrains individuals to a life under constant threat, disrupting education provision. War, viewed as a "lifetime and life-wide status," evolves into a self-fulfilling prophecy, both at an individual and collective level, making it challenging to break free from, particularly within the broader context of education provision. Although, scant information exists about how education is maintained during wars, hindering the right to education in such contexts. This study therefore addresses this gap by synthesizing the literature to identify and present 14 educational scenarios and teaching strategies on how education was maintained from different war contexts over time. The findings reveal that education during wars can be digital-based (i.e., facilitated by technology) and non-digital based (without technology). Additionally, various teaching strategies are applied during wars, including inspirational, hands-on and practical, fun-based, among others. Finally, teaching during wars is not limited to teachers only, but it could also involve parents, neighbors, etc. The findings of the literature can help to ensure the right to education in crises like wars and reveal the importance of open education in such crises. They can also contribute to enriching the ongoing theoretical and practical debate on how to maintain education in crises like wars. This can help to better be prepared for future education in crises, which is the focus of several international organizations.

One trending theme within research on learning and teaching is an emphasis on artificial intelligence (AI). While AI offers opportunities in the educational arena, blindly replacing human involvement is not the answer. Instead, current research suggests that the key lies in harnessing the strengths of both humans and AI to create a more effective and beneficial learning and teaching experience. Thus, the importance of 'humans in the loop' is becoming a central tenet of educational AI. As AI technology advances at breakneck speed, every area of society, including education, needs to engage with and explore the implications of this phenomenon. Therefore, this paper aims to assist in this process by examining the impact of AI on education from researchers' and practitioners' perspectives. The authors conducted a Delphi study involving a survey administered to N = 33 international professionals followed by in-depth face-to-face discussions with a panel of international researchers to identify key trends and challenges for deploying AI in education. The results indicate that the three most important and impactful trends were (1) privacy and ethical use of AI; (2) the importance of trustworthy algorithms; and (3) equity and fairness. Unsurprisingly, these were also identified as the three key challenges. Based on these findings, the paper outlines policy recommendations for AI in education and suggests a research agenda for closing identified research gaps.

The integration of digital technologies into educational practices has reshaped traditional learning models, creating a dynamic and accessible global landscape for higher education. This paradigm shift transcends geographical boundaries, fostering a more interconnected and inclusive educational environment. This comprehensive literature analysis explores the impact of e-learning on higher education students in the digital era. A meticulous review of 53 studies, sourced from reputable databases including Web of Science, Taylor & Francis, Springer Link, ProQuest, Elsevier, and Scopus, was conducted. Employing the content analysis method, the selected studies spanning from November 2012 to April 2023 were systematically examined. Predominantly utilizing quantitative methods, the studies, largely originating from the United States, China, Malaysia, and India, focused on university students. Key variables such as student engagement, perception, and academic performance were consistently employed across diverse educational settings. The synthesis of findings revealed that e-learning technologies positively impacted academic achievement, student satisfaction, and collaborative efforts. Moreover, challenges associated with technology usage and internet access were identified, which impact e-learning implementation. The study proposes further investigation through a mixed-methods approach to explore students' interactions with the educational environment while utilizing e-learning technology in institutions of higher education.

Background: Child care quality rating and improvement systems exist to inform child care decisions and improve the quality of care. While previous research has shown QRIS have effects on quality, less is known about how child care providers vary in engagement and improvement within QRIS. In a voluntary QRIS, it is important to understand how providers vary in motivation, engagement, and progress within the system. Objective: Identify provider characteristics and attitudes that predict QRIS quality advancement. Identify and describe provider subgroups whose rates of quality improvement were different. Method: A random sample of providers (N = 179) and their coaches were interviewed five times over 2 years. The outcome was change in QRIS levels. Predictors were type of care, personal/professional characteristics, QRIS motivation, and coach perceptions of provider motivation and likelihood to advance. Linear regression was used to model change in QRIS level over five time points. Latent profile analysis was used to sort providers into classes. Results: Significant overall predictors of QRIS change were providers' education level and fewer years of experience, and coach's perception of the provider's likelihood to advance. Four subgroups in the latent profile analysis varied by rate of advancement, type of care, education, experience, professional engagement, QRIS motivation, and general readiness to change. Conclusions: Results point to the importance of assessing early and continuing attitudes, engagement, professionalization, and education of participating child care providers. The incentives and needs of providers in most QRIS will vary widely. Technical support geared to provider characteristics will be more effective in improving within QRIS.