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This qualitative research aimed to review the usefulness of Research Skills Development framework (RSD) among higher education students in Indonesia. The RSD concept has contributed to research-based learning models among students in Australia, both among elementary and tertiary school students. Due to this research framework's success in Australia, we plan to review and see the usefulness of the RSD framework to university students in Indonesia. To facilitate this introduction, we have tried to review several important documents related to this RDS concept, application, evaluation together with rubric assessment. Furthermore, we reported it as a document to the introduction to the research development framework. The results of this document review will be published in one of the higher education academic journals in Indonesia. With the hope that this document will be the forerunner of introduction and development among students, especially those who are completing academic assignments involving research skills for publication purposes to assess academic communication skills. However, many things will challenge this kind of study, something new to the concept of confirmative studies in Indonesia, including several new terms in the research framework that require new understanding notations.

The current European context is characterised by the emergence of socio-political tensions that threaten to derail the cohesion objectives traditionally promoted by the authorities of the European Union. With EU citizenship in the shadow of Brexit, the fear of dismemberment of the current Europe of the 28 looms over a renewed debate on concepts like European identity, European citizenship or EU legitimacy and the involvement of its constituents in European affairs, as well as the role of education for promoting democratic awareness among young Europeans. This work aims to collect, appraise and synthesise qualitative evidence obtained in primary research exploring the perceptions of European university students about their civic and cultural identity. This systematic analysis sets out to identify predictors of positive self-identification with the EU and its institutions, focusing on the impact that different educational interventions have had on the attitudes and perceptions expressed by university students, and the importance of foreign language learning in the results obtained. The authors report their assessment of quality of the findings in a Cochrane-style qualitative evidence synthesis (QES), based on the GRADE-CERQual (Confidence in Evidence from Reviews of Qualitative research) method. The 12 informed findings described in this study support decision-making in future education policy formulation.

Human capital and its development are the key elements of a knowledge-based economy. The basic pillars for this development are the healthy mental and physical development, teaching, and education of youth. A good question to ask is to what extent the young are aware of the important features of lifestyle, which will make it possible for them in the future to become active and valuable participants in the labour market. This investigation started within the framework of the project TAMOP 4.2.2D-15/1/KONV, or ‘Medic-Network.' In the framework of that project, the authors have studied the health-consciousness of Hungarians and Slovakians studying in higher education using quantitative methods and web-based questionnaires. Research results show that, in the examined sample, health-consciousness - the approach to protecting health and the preferences of you from the two countries - is different. The health programs of both countries must be developed to reach a well-prepared Z generation and help build a successful society and economy.

Higher-education students face substantial risks for developing depressive symptoms during the COVID-19 pandemic or experiencing exacerbated pre-existing depressive symptoms. This study uses data from the COVID-19 International Student Well-Being Study, which collected data through a non-representative convenience sample in 125 higher-education institutions (HEI) across 26 high- and middle-income countries (N: 20,103) during the first wave of the COVID-19 pandemic. It describes the prevalence of depressive symptoms in higher-education students. We find substantial cross-national variation in depressive symptoms, with lowest mean levels established in the Nordic countries and France, while highest mean levels of depressive symptoms were found in Turkey, South Africa, Spain and the USA. Elevated risk for depressive symptoms was found in female students, students with fewer social support resources and in a more disadvantaged socioeconomic position, and students with a migrant background. COVID-19 related stressors, such as reduced social contact, increased financial insecurity, and academic stress explained a relatively larger proportion of the variance in depressive symptoms compared to non-COVID-19 related stressors. This finding shows that not the pandemic itself, but rather the secondary effects of the pandemic relate to students' mental health. Our results enable HEIs to be better equipped to target groups that are particularly at risk during a pandemic.

In the literature on higher education, civic involvement is discussed in connection with civic education or as a protective factor against attrition. In a series of surveys, we have followed higher education students' volunteering at several higher education institutions of Central and Eastern Europe since 2005. Based on Wilson (2000), we distinguish between formal volunteering and volunteer work which does not require organizational membership. Among young people, volunteer work is rather a program-centered, personally motivated, and individual activity (Inglehart 2003). In this study, however, we also examine students' voluntary group membership, which could provide a potential framework for volunteer work. Through a stepwise linear regression model, we analyze the effect of volunteering and voluntary group membership on students' higher education persistence. The analysis is carried out on data from the PERSIST 2019 survey (N = 2199). We find that persistent academic progress is more common among women, individually well-off students from objectively less affluent families, those who pray regularly, those who have a close relationship with their parents, professors, and peers, and those have done volunteer work during their higher education studies., Volunteering; Voluntary organization and group membership; Persistence; Higher education students; Quantitative analysis.

Background The social restraints during the COVID-19 mandatory lockdown led young and undergraduate adults living remarkable changes in their daily lives, challenging the feeling of loneliness and the own perception of social isolation. This study aimed to assess and compare the levels of psychological well-being among students from both Santarém and Leiria Polytechnic Institutes. Methods A descriptive cross-sectional correlational study was performed in the period immediately after the first lockdown. Participants were 775 students (females = 73.5%), aged between 17 and 55 years. All of them completed measures of the Psychological Well-Being Manifestation Scale (PWBMS; or EMMBEP, in the Portuguese version, by Monteiro, Tavares e Pereira, 2012) measuring six dimensions, components of the eudaimonic model of well-being. Collected data were analyzed with IBM SPSS Statistics for Windows software, Version 27.0. Results The results obtained revealed differences of quality in the scores of the six measured dimensions. If subjective experiences on Mental Balance and Sociability are the best indicators of the well-being, the perception of the lack of Social Involvement and low Happiness appear to be limitative factors to the perceived well-being. We also found significant differences in terms of polytechnic institute attended, gender, age categories, and marital status. Conclusions The obtained results provide the basis to design and develop a targeted intervention main program focused on the empowerment of higher education students. Build a literacy program with health education strategies, starting from their own perceptions and responses to the experienced situations, allows their easy engagement in the promotion of the psychological well-being.

Background The context of coronavirus on higher education caused upsetting consequences on students’ lives. The restrictions on social mobility and the consequent reduction of interpersonal contacts brought them unprecedented stressful situations. The extent and quality of adaptation to these situations, due to the uniqueness of each person's resources, needs to be early known preventing eventual and serious psychological disorders. This study aimed to assess stress, anxiety, and depression among undergraduate students from both Santarém and Leiria Polytechnic Institutes. Methods A descriptive cross-sectional correlational study was performed in the period immediately after the first lockdown. Participants were 775 students (females = 73.5%), aged between 17 and 55 years. All of them completed measures of the Depression Anxiety and Stress Scale-21 (DASS-21; in the Portuguese version EADS, by Pais-Ribeiro, Honrado e Leal, 2004). Collected data were analyzed with IBM SPSS Statistics for Windows software, Version 27.0. Results According to DASS-21 scoring instructions (Lovibond & Lovibond, 1995), results showed that most participants had experienced a normal level of depression (72.5%), anxiety (79.7%) and stress (87.6%). However, about 4.7% and 1.8% of respondents, respectively, report a severe or extremely severe level of anxiety or depression. We also found significant differences for the three dimensions in terms of polytechnic institute attended, gender, age categories, and marital status. Conclusions The findings suggest that higher education institutions must understand this phenomenon experienced and develop strategies for improving students' mental health, especially in vulnerable groups. The importance of a transdisciplinary approach is emphasized and the involvement of all educational stakeholders is encouraged.

The purpose of this paper is to shed light on the possibilities offered by religious tourism according to Generation Z’s education in values. Both the theoretical and empirical frameworks of the research have focused on Hofstede’s Cultural Model, aiming to predict with a certain level of success the influence of cultural and social values on the consumption of religious tourism by the young age segment of Generation Z. A cross-cultural analysis was performed using exponential sampling (Snowball Sampling). All respondents were higher education students. The surveys were carried out using “Google Forms”. The results obtained allow the design of a communication plan for the management of Religious Tourism according to the dimensions of Masculinity-Femininity, Individualism-Collectivism, Distance to Power, Risk Aversion, and Long-term Orientation.

A pandemia Covid 19 veio interferir drasticamente com o funcionamento das instituições de Ensino Superior em termos científicos, pedagógicos e de gestão. Tornou-se urgente responder à pandemia, nomeadamente em termos de ensino e aprendizagem. Uma das primeiras opções tomadas pelas Instituições do Ensino Superior foi implementar o ensino não presencial, também designado por ensino remoto de emergência. Constituem objetivos desta investigação identificar a perceção dos alunos relativamente à frequência de utilização das ferramentas digitais e avaliar o nível de satisfação na utilização dessas ferramentas. O estudo é de natureza essencialmente quantitativa. Os dados foram obtidos por questionário a partir de uma amostra de 677 estudantes de uma instituição portuguesa de ensino superior público. Dos resultados salienta-se que durante a pandemia foi muito frequente a utilização das ferramentas: Colibri/Zoom e Ambiente Virtual de Aprendizagem (VLE). Num cenário de póspandemia as ferramentas que terão maior preferência de utilização serão VLE e email. Relativamente à satisfação pela utilização das ferramentas digitais durante a pandemia, as que apresentaram nível de satisfação mais elevado pelos estudantes foram: VLE, Colibri/Zoom, email e Office 365. Verificou-se também através da análise da correlação entre as variáveis frequência de utilização e satisfação que quanto mais elevada é a frequência de utilização das ferramentas digitais, mais elevado é o nível de satisfação com a utilização dessas ferramentas. The Covid 19 pandemic has been affect drastically the running of higher education institutions in scientific, pedagogical and management terms. It became urgent to respond to the pandemic, particularly in terms of teaching and learning. One of the first options taken by higher education institutions was to implement non-face-to-face teaching, also called remote emergency teaching. The objectives of this research are to identify students' perception of the frequency of use of digital tools and assess the level of satisfaction on the use of these tools. The study is essentially of quantitative nature. Data were collected through a questionnaire from a sample of 677 students from a Portuguese public higher education institution. From the results, it is highlighted that during the pandemic the use of the tools: Colibri / Zoom and Virtual Learning Environment (VLE) was very frequent. In a post-pandemic scenario, the tools that will have the most preference for use will be VLE and email. Regarding the satisfaction with the use of digital tools during the pandemic, the tools with the highest level of satisfaction by students were: VLE, Colibri / Zoom, email and Office 365. It was also found through the analysis of the correlation among the variable’s frequency of use and satisfaction that the higher the frequency of use of digital tools is, the higher is the level of satisfaction. Este trabalho foi apoiado pela FCT - Fundação para a Ciência e Tecnologia no âmbito do Projeto UIDB/05757/2020. Josiana Vaz agradece à Fundação para a Ciência e a Tecnologia (FCT, Portugal) e ao FEDER no âmbito do Programa PT2020 pelo apoio financeiro ao CIMO (UID/AGR/00690/2019). info:eu-repo/semantics/publishedVersion

The article presents the results of a study of the impact of public activities on the formation of national identity of higher education students. The urgency of the problem is due to the contradictions, in particular: between the need to preserve the identity of the Ukrainian nation and strengthen the state unity of Ukraine and the lack of proper scientific methodology that makes it possible to develop a holistic theory and effective methods of forming national identity; between the strong educational potential of public activity for the formation of national identity of students and insufficient organizational and methodological support for the implementation of this potential in modern higher education. The purpose of the article is to study the impact of public activities for the formation of national identity of higher education students of the first and second scientific and educational levels. Research methods: analysis, generalization, systematization of psychological and pedagogical, methodical works of scientists, encyclopedic reference books on national education of higher education students of the first and second scientific and educational levels, questionnaires. The scientific novelty of the study is that the author for the first time characterized and tested the impact of public activities on the formation of national identity of higher education. It was proved and experimentally verified in the article that the public activity has a significant impact on the formation of national identity of student youth, because it highlights the need for an effective attitude to the world around, preservation and increase of spiritual and material values of the nation, awareness of responsibility for the nation, its present and future., У статті висвітлено роль громадської діяльності у формуванні національної самосвідомості здобувачів вищої освіти. Сьогодні спостерігається формування єдиного світового культурного, національного, інформаційного, освітнього простору. Тому особливої актуальності набувають питання збереження національної ідентичності окремих народів, їхньої самобутності, духовності, культури, мови, традицій. Мета статті: теоретично обґрунтувати сутність національної самосвідомості та перевірити вплив громадської діяльності на її формування у здобувачів вищої освіти. Для досягнення мети нами були використані такі методи: аналіз, узагальнення, систематизація психолого-педагогічних, методичних праць учених, енциклопедично-довідкової літератури з питань національного виховання здобувачів вищої освіти першого і другого науково-освітнього рівнів, аналіз результатів опитування студентів (анкетування). У статті доведено та експериментально перевірено, що громадська діяльність має суттєвий вплив на формування національної самосвідомість студентської молоді, оскільки актуалізує потребу дієвого ставлення до оточуючого світу, збереження та примноження духовних та матеріальних цінностей нації, усвідомлення власної відповідальності за долю нації, її теперішнє і майбутнє.

The aim of the current study is to validate the adaptation of the job demands–resources theory to the study context. In addition, we introduce the concepts study crafting and self-undermining to the study demands–resources framework by examining the mediating role of engagement and exhaustion in the relationship between study characteristics and study crafting and self-undermining. Over four consecutive weeks, 205 higher education students answered a questionnaire about their weekly study demands and resources, their well-being (i.e., engagement, exhaustion), and their study crafting and self-undermining behaviors. Multilevel structural equation modeling (controlling for autoregressors of mediators and dependent variables from the previous week) demonstrated a positive relationship between study resources and study crafting mediated by engagement, as well as a positive relationship between study demands and self-undermining mediated by exhaustion. Our findings show that even short-term fluctuations in study characteristics affect students’ well-being and, in turn, their proactive and dysfunctional behaviors. Accordingly, universities should provide a resource-rich study environment and limit study demands as much as possible. Furthermore, our results demonstrate that students can also actively influence their study environment themselves.

Cloud computing is a state of the art technology that provides services to individuals and organizations on demand via the Internet. Implementation of cloud services in an organization will lead to improved performance and reduced cost related to computing services. A number of previous studies suggest that there is a need to further investigate the role of gender on the adoption of cloud computing, especially in developing countries. The aim of this paper is to investigate the role of gender in the adoption of cloud computing services by university students in KSA. To meet the research objective an SEM study was conducted using responses from 451 Saudi higher education students to determine the role of gender on could computing acceptance in KSA context. The findings of this research show that there is a settle difference between female and male students where trust was found to be a significant determinant of behavioural intention for female students but not for their male counterparts. On the other hand, image was found to be a significant determinant of PU for male students but not for female students.

This research synthesizes the most recent studies on the international student mobility of higher education students. Our aim is to begin to conceptualise and predict the barriers, enablers and determinants from an organisational psychology perspective that may contribute to the limited decision making of higher education students to become internationally mobile. Previous studies were used to examine the uncertainties and difficulties documented in other international student groups to try to understand the determinants of internationally mobile versus non internationally mobile students, and make transferrable conceptual links to South African higher education students. These conceptual links are framed in an organizational psychology perspective. This article uses a systematic review methodology and began by framing review objectives, identifying relevant publications, establishing criteria for selecting the studies that were analyzed, summarizing the evidence found, and drawing relevant conclusions. A conceptual model is proposed as an extension of the current international student mobility literature and merged with organizational psychology theory to develop a new future research line. Research limitations are addressed, and practical implications are discussed to assess whether interventions can be created to support international mobility decision-making amongst international students in general, and South African higher education students in particular, to create a globally competitive workforce and sustainable employment paths.

This chapter provides suggestions for developing and implementing academic lectures on Service Design Thinking addressed to students of Higher Education Institutions (HEI), based on a case study carried out at the Department of Education Studies of University of Bologna. It reports some advice and tips for teaching this new concept. Also, it points the attention on some aspects raised during the delivery of lectures in classroom that deserve to be shared with the growing community of professionals interested in this concept. This contribution focuses mainly on practical aspects that should be considered when organizing lectures on this theme. Therefore, the chapter consists of three sections: Presentation of innovative pedagogic approaches adopted to define a theoretic framework of reference. Provision of literature’s sample analyzed and used for developing lectures. Reflection about lessons learnt. This work is a collection of practical implication and feedback emerged during the experience carried out and it is aimed at stimulating a wide confrontation in order to find practices that can help to understand “how and what” to teach about Service Design Thinking in HEI context.

Background The surge of COVID-19 infections has prompted many countries to take unprecedented policy measures. In Belgium, the authorities implemented a nation-wide stay-at-home order for several months. Evidence of the mental health effect of such measures is scarce. A recent review by Brooks et al. has compiled a defined list of stressors affecting people’s mental health under quarantine during previous epidemic settings. This study aims to test the association between these stressors and the mental health of students attending higher education during the stay-at-home order in Belgium. Methods In this cross-sectional study, 18,301 students from 13 higher education institutions (HEI) participated in an online survey between 26 April and 11 May 2020. We assessed the association between potential stressors and depressive symptoms severity scores and structural equation modeling was used to assess how stressors may mediate the association between duration of exposure and depressive symptoms severity. Results The stressors proposed by Brooks et al. were found to be associated with depressive symptoms severity. The stressors ‘perceived academic stress’, ‘institutional dissatisfaction’ and ‘fear of being infected’ were associated with substantially higher depressive symptoms severity scores. The association between duration of exposure and depressive symptoms severity was mediated by ‘academic stress’. Being in a steady relationship and living together with others were both associated with a lower depressive symptoms severity. Conclusion Findings underline the need for a student-centered approach and mental health prevention. Authorities and HEIs should consider whether and if so, how a stay-at-home order should be implemented.

Background Digital harm-reduction interventions typically focus on people with severe drug-use problems, yet these interventions have moderate effectiveness on drug-users with lower levels of risk of harm. The difference in effectiveness may be explained by differences in behavioural patterns between the two groupings. Harnessing behavioural theories to understand what is at the core of drug-use behaviours and mapping the content of new interventions, may improve upon the effectiveness of interventions for lower-risk drug-users. To the best of our knowledge, this is the first study to systematically apply the Behaviour Change Wheel (BCW) approach to understand the components, influencing capabilities, opportunities, and motivations (COM-B) of higher education students to change their drug-use behaviors. It is also the first study which identifies specific patterns of behaviours that are more responsive to harm reduction practices through the use of the Theoretical Domain Framework (TDF). Methods We employed an explanatory sequential mix-method design. We first conducted an on-line survey and a Delphi exercise to understand the factors influencing COM-B components of higher education students to change their drug-use. Subsequently, we mapped all evidence onto the COM-B components and the TDF domains to identify clusters of behaviours to target for change, using a pattern-based discourse analysis. Finally, a series of multidisciplinary group meetings identified the intervention functions—the means by which the intervention change targeted behaviours and the Behavioural Change Techniques (BCTs) involved using the behaviour change technique taxonomy (v.1). Results Twenty-nine BCTs relevant to harm-reduction practices were identified and mapped across five intervention functions (education, modelling, persuasion, incentivization, and training) and five policy categories (communication/marketing, guidelines, regulation, service provision, and environmental/social planning). These BCTs were distributed across eight identified saturated clusters of behaviours MyUSE intervention attempts to change. Conclusions The BCTs, identified, will inform the development of a digitally delivered behaviour change intervention that focuses on increasing mindful decision-making with respect to drug-use and promotes alternatives to drug-use activities. The findings can also inform implementation scientists in applying context-specific harm-reduction practices in higher education. We present examples of how the eight identified clusters of target behaviours are mapped across the COM-B components and the TDF, along with suggestions of implementation practices for harm reduction at student population level.

We present several Service-Learning projects developed considering Sustainable Development Goals to provide the students skills for the support of a sustainable society. This project begins with collecting initial impressions from surveys and reflections to know both the students&rsquo, expectations and their degree of involvement in the development of a sustainable society. Next, the students design academic projects taking into account the needs of the specific collective to which the Service-Learning activity is oriented. When this design has finished, such projects are developed with the users and the activity is evaluated. During 2019&ndash, 2020, these projects were done with four entities oriented to people either with Asperger&rsquo, s syndrome, Down syndrome, Alzheimer&rsquo, s disease or mental health illnesses. A total of 35 and 10 students, respectively, from the Bachelor&rsquo, s Degree of Engineering in Industrial Design and Product Development and from the Master&rsquo, s Degree in Professorship of High School have participated in this experience. We analyze the results from the perspective of the different agents involved, considering both qualitative and quantitative metrics. The results show that both users and staff are satisfied with this collaboration between the university and their entities. Moreover, this experience clearly has contributed to a better personal and professional student&rsquo, s development.

In this study, using a database of higher education student surveys, we analyse the motivations behind paid work through cluster analysis and reveal which variables influence them. We hypothesise that working while studying is also an investment in human capital. We research to what extent students are motivated to work alongside their studies by the possibility of acquiring work experience and future financial return. Furthermore, we examine whether Bourdieuan capital conversion is characteristic of students. We found that acquiring work experience was a more important motive behind paid work than acquiring cultural and social capital and the possibility of capital conversion. We also found that students from disadvantaged backgrounds are primarily motivated to seek employment by the prospect of short-term income. It is a significant finding that even if the students’ jobs are not related to their studies, they still have the goal of gaining professional experience and increasing their capital, which implies that they consider many of these jobs to be an investment in human capital (even if it does not yield a return in the future; see the theoretical section). According to our policy recommendation, higher education institutions should offer students more study-related employment opportunities in the examined Central European region, while employers should also attribute a greater value to the professional experience acquired alongside higher education studies.

The purpose of this research was to study the perceived readiness of higher education students for computer-supported collaborative learning (CSCL). Moreover, the role of important demographic variables, such as gender, major of study, and computer ownership, was examined in students&rsquo, perceived readiness and its sub-scales. The data was collected from 326 higher education students of four study groups from a state university in Iran. MANOVA analysis was conducted to explore the possible role of the demographic variables in students&rsquo, perceived readiness for CSCL. Most of the participants showed high readiness for CSCL. The male participants demonstrated more online learning aptitude compared to females. A statistically significant difference was found in the online learning aptitude of the respondents majoring in engineering and basic sciences with the rest of the participants. Furthermore, the students with a personal computer, laptop, or tablet demonstrated higher levels of readiness for CSCL and online learning aptitude.

Hate speech in social media has been an increasing concern, particularly during the last decade. Today, the rates of technology adoption are very high, particularly among the younger groups. Students are permanently connected through mobile technologies and the explosion of social media led to major changes in the flows of communication. Social platforms became the chosen vehicle for personal communication, for getting the news and for entertainment. At the same time, social media reflects the growing ideological polarization that is particularly visible on politics, religion, environmental and gender and sexuality issues. Hate speech is not a new phenomenon but it has specific characteristics in the online world that pose new challenges. International organizations have been promoting initiatives to support countries in tackling this issue. Social media platforms are also defining rules against diverse forms of intolerance particularly directed at vulnerable groups. Currently, there is a growing body of feminist research that has mainly focused on identifying how social media platforms can be toxic environments for women, namely by facilitating image-based sexual abuses and the sexual objectification of women and girls. Higher education students are a critical group regarding this problem. Not only they are permanently connected, but they are also frequently less prepared to deal with disinformation and discriminatory digital interactions than they think. In this qualitative study, we want to know how higher education students in Portugal deal with online hate speech, particularly gender-focused hate speech. We present results from four focus groups that were conducted with both Portuguese and Brazilian students (n = 28). Findings promote a deeper understanding of the proliferation of hate speech on social media, particularly towards female foreign students and point at the importance of promoting curricular and extra-curricular literacy programs, as well as mechanisms of monitoring on social platforms.

The aim of this research is to emphasize the importance of education for the philanthropic responsibilities of students. The basic term of the explanatory research is corporate social responsibility, adapted for higher education institutions&mdash, the philanthropic responsibilities of students, their implication on charity organization memberships or volunteering activities, and their motivation to help others. Special attention was given to the following questions: Are students involved in charity organization activities or voluntary work? Are there any differences between state and private universities regarding the philanthropic activities of students? How frequently, where, and why are they involved in volunteering? What is the latent structure of students&lsquo, motivations? The quantitative international survey dates were collected by the Centre for Higher Education Research and Development from Debrecen University, Hungary, and the present examination focuses on the sample from Romania. Using Statistical Package for the Social Sciences (SPSS) statistical software, first, through a longitudinal perspective, Romanian students&rsquo, implications from state and private institutions were compared. Second, the paper analyzes the characteristics of volunteering and student&rsquo, s motivations. The conclusions present significant differences between state and private institutions. Students traditional motivations, i.e. to help others, were very common and connected with relational and self-development intentions. This mixed motivational factor was different from the global motivational factor (to learn new languages and to discover new cultures).

No Ensino Superior, algumas experiências iniciais podem dificultar o envolvimento no novo ambiente académico. Este estudo analisa a relação entre a perceção sobre a entrada no Ensino Superior e o envolvimento do estudante. 784 estudantes do Ensino Superior responderam a um questionário sociodemográfico, a uma subescala do BES e à EAE-E4D. Os itens da subescala do BES foram organizados em três categorias: “Integração e acolhimento”, “Nível de participação” e “Praxe”. Os resultados indicam: diferenças significativas (teste t) entre os estudantes em função da idade, com os mais velhos mais envolvidos; correlações (Pearson) positivas e estatisticamente significativas entre as categorias do BES e a EAE-E4D; modelos ajustados (regressão linear múltipla) globalmente significativos e os coeficientes das variáveis “Integração e acolhimento” e “Nível de participação” estatisticamente significativos para a EAE-E4D global e dimensão afetiva. O processo de entrada tem efeito preditivo no envolvimento. ABSTRACT: In Higher Education some early experiences may make it difficult to get engaged in the new academic setting. This study analyzes the relationship between the perception of entering higher education and student engagement. 784 higher education students answered to a sociodemographic questionnaire, a BES ́ subscale and the EAE-E4D. The BES ́ subscale items were organized into three categories: “Integration and Reception”, “Participation Level” and “Hazing”. The results indicate: significant differences (t-test) between students according to age, with the oldest more engaged; positive and statistically significant correlations (Pearson) between BES ́ categories and EAE-E4D; globally significant adjusted models (multiple linear regression) and the coefficients of the variables “Integration and reception” and “Level of participation” statistically significant for the global EAE- E4D and its affective dimension. The entry process has a predictive effect on engagement. RESUMEN: la enseñanza superior, algunas experiencias iniciales pueden dificultar la participación en el nuevo entorno académico. Este estudio analiza la relación entre la percepción sobre el ingreso a la enseñanza superior y la participación de los estudiantes. 784 estudiantes de enseñanza superior respondieron un cuestionario sociodemográfico, una subescala del BES y a la EAE-E4D. Los itens de la subescala BES se organizaron en tres categorías: "Integración y acogida", "Nivel de participación" y "Hábitos". Los resultados indican: diferencias significativas (test t) entre los estudiantes según la edad, con los mayores más involucrados; correlaciones positivas y estadísticamente significativas (Pearson) entre las categorías del BES y la EAE-E4D; modelos ajustados globalmente significativos (regresión lineal múltiple) y los coeficientes de las variables "Integración y acogida" y "Nivel de participación" estadísticamente significativos para el EAE-E4D global y la dimensión afectiva. El proceso de entrada tiene un efecto predictivo sobre la participación. info:eu-repo/semantics/publishedVersion

Writing is to transfer the visualised ideas on the paper. Writing, one of the language skills, is a significant tool of communication which provides the permanency of information conveying emotions and thoughts. Since writing has both cognitive and physical aspects, it makes writing the hardest and the latest language skill to improve. The studies show that writing activity is the most difficult skill students have difficulty. In higher education, in order to improve writing skills of students and give basic information and skills about writing skills written expression, composition and writing education lessons are taught both in the department of Turkish Language and Literature and in the departments of Turkish Language in the Faculties of Education. One of the aims of these lessons is to teach students written expression techniques together with the purposes and practices. One of the written expression techniques is text completion skill that improves student’s creativity and enhances her/his imaginary world. The purpose of this study is to assess students’ skills of using text completion technique with reference to the writing studies of students in higher education. the sample of the study consists of 85 college students studying in the department of Turkish Language and Literature in Gümüşhane University in 2016-2017 academic year. The data of the study were obtained from the written expression studies of the students. The introduction part of the article ‘On Reading’ by F. Bacon was given to the students and they were required to complete the text. ‘Text Completion Rating Scale in Writing Expression’ was developed to assess the data of the study by taking opinions of lecturers and Turkish education experts. The data of the study were presented with percentage and frequency rates. At the end of the study, it was concluded that students had weakness in some skills such as writing an effective body part about the topic given in the text, narrating the subject matter in logical coherence, segueing properly among paragraphs, comprehending the main theme and writing connective and impressive conclusion.

As a consequence of the expansion in higher education, the number of students has increased and the academic population has diversified but at the same time the university dropout has become a general problem since the last century (Trow, 2005; Kozma, 2010; Barro & Jong, 2013; Stanciu, 2014; Berei, 2018). In this paper, I proposed to analyze the persistence of students from 5 universities from Romania. We examine at institutional and individual level the perspective of their willingness to finish their studies. In partnership with the Center for Higher Education Research and Development - Hungary, named CHERD – H, from the University of Debrecen, was collected dates among students in 2012 (N=1323) and in 2014 - 2015 (N=323). Through a quantitative analysis, on a longitudinal perspective, I used SPSS statistical program to analyze data. The question of the research was: is there any difference between students` intentions to graduate on private and state institutions? Who is intending to finish and who is preparing to abandon his study? I concluded that students with unfavorable family background have nearly two times lower chance to enroll at state university and in private institutions students intention to enter into possesion of diploma was significant lower. With logistic regression I found also, that low financial status or low schooling of parents is not a significant obstacle on student academic path if they make every effort to participate in educational programs, submit assignments on time and are able to prepare for exams.

Rapid changes are occurring in life owing to information and communication technologies. During this change period, digitalidentities have begun to emerge. These identities are associated with actions that users perform in online environments. Adigital footprint is formed with these actions. The purpose of this study is to determine the digital footprint awareness anddigital footprint experiences of higher education students. In order to collect data for the study, researchers developed adata collection tool titled ‘A survey for digital media use’. The study group consisted of 508 higher education students from41 Turkish universities. Data were collected through an online-form where participation was on a volunteer basis. Thefindings of the research show that students have a high level of digital footprint awareness ( x = 4.251) and a low level ofdigital footprint experience ( x = 1.907).Keywords: Digital footprint, digital footprint awareness, digital footprint experiences, higher education students.

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В статье анализируется явление нигилизма и его влияние в ситуации кризиса культур на образовательную и социокультурную среду. Гипотеза исследования предполагает, что при нарушениях информационнокоммуникативной культуры студентов, вызванных ее кризисом при педагогической векторизации данного процесса,возможно формирование этой категории на качественно высоком уровне. Важнойфундаментальной проблемой является процесс формирования информационнокоммуникативной культуры личности, способствующей преодолению ряда деструктивных явлений, в том числе нигилизма., The article analyses the phenomenon of nihilism and its influence on the educationaland sociocultural environment in a situation of crisis of cultures. The hypothesis ofthe study suggests that in case of violations of the informational and communicativeculture of students, caused by its crisis and the pedagogical vectorisation of this process, the formation of this category at a qualitatively high level is possible. An importantfundamental problem is the formation of informational and communicative culture of an individual, which helps to overcome a number of destructive phenomena, includingnihilism., Научное мнение, Выпуск 6 2019, Pages 70-73

Internationalization in higher education seems to be an unavoidable process, albeit temporarily limited by the COVID-19 (coronavirus disease of 2019) pandemic. Specifically, internationalization of the curriculum in the context of higher education is a dimension of this internationalization that is less valued in published studies. This paper, through critical reflection, sought to contribute to a deeper understanding of internationalization of the curriculum in higher education. The methodology used consisted of a bibliographic search in international databases, and the selected documents were analyzed using the content analysis technique. This analysis allowed concluding that internationalization of the curriculum in higher education is a complex process and involves several actors, with various challenges to be considered. For this process to be successful, it involves the ability to be attentive to the cultural multiplicity that will be experienced in classes where this internationalization of the curriculum exists.

To explore how academics on nursing and healthcare programmes are managing their roles and responsibility in relation to student mental health.There is growing concern about the mental health of university students in general and healthcare students in particular. Shifts in Higher Education policy, encouraging a "whole university approach," may place greater responsibility for student mental health on academics. However, little is known about the challenges that poor student mental health creates for academics on healthcare programmes.A qualitative approach, using semi-structured interviews and focus groups, provided the opportunity for in-depth analysis.Fourteen academics on healthcare programmes, including seven lecturers from nursing programmes, were interviewed between May-June 2017. Constant comparison analysis was followed to support grounded theory.Four key themes emerged. Academics had difficulty identifying and maintaining boundaries due to competing academic and professional identities. Student disclosures are accompanied by challenges arising due to professional responsibilities. Supporting student mental health on placement is difficult. Academics are aware and concerned about the potential negative impact of course content and practice on student mental health.This is the first study to explore in-depth the challenges faced by academics on healthcare programmes by the rising prevalence of and concern for, student mental health. The findings indicate that leaders of nursing education programmes and their managers, need to be aware that academics face complex challenges in managing and responding student mental health and may struggle to maintain boundaries due, in part, to competing professional identities.目的: 探究专业护理及医疗项目学者在学生心理健康方面的作用及其承担的责任。 背景: 人们越来越关注大学生的心理健康、特别是医疗专业的学生。高等教育政策的转变,其鼓励“完整大学法”,这让专业学者对学生心理健康承担的责任更大了。然而,贫困学生心理健康问题对医疗项目专业学者造成的挑战却很小。 设计: 利用半结构化访谈和焦点小组采取定性法,以供深度分析。 方法: 于2017年5月至6月对十四位专业医疗项目学者进行采访,其中包括七名来自护理项目的讲师。通过持续性对比分析支持扎根理论。 结果: 出现了四个关键主题。专业学者由于学术和专业身份的竞争难以确定并维持界限。由于专业责任问题,学生信息披露带来了越来越多的挑战。支持学生心理健康的工作困难。专业学者意识并关注到学生心理健康课程内容及实践所带来的潜在负面影响。 结论: 随着学生心理健康问题受到普遍关注,本研究首次深入探究医疗项目专业学者所面临的挑战。研究发现护理教育项目领导者以及管理人员需要意识到在专业学者在管理学生心理健康以及做出反应时所面临的挑战,同时,这些学者还会因为专业身份竞争这部分原因而在维持界限时困难重重。.

In a complex world filled with such a diversity of values, it is paramount to understand the relationship of undergraduates with the Internet, especially with regards to their perception on the promotion of values within the internet and the presence of such values when using the Internet to communicate with colleagues, friends and family. Therefore, the main aims of the study were to: determine whether the Internet promotes values of friendship, cooperation, creativity, honesty, equality, freedom, respect, responsibility and solidarity; find out if the weekly frequency of Internet use influences students’ perceptions regarding the promotion of values on the Internet and the importance they give to them during online communication with colleagues, friends and relatives. This study follows a quantitative and exploratory approach with descriptive characteristics and experimental research procedures through survey. The main data collection technique used was the questionnaire. The data was obtained in the academic year of 2016/2017, from a sample of 724 higher education students belonging to two institutions, a Portuguese one and a Spanish one. The results obtained show that the majority of the respondents consider that the Internet frequently promotes the referred values. The application of statistical tests led to the conclusion that there are significant differences between groups in several situations associated with the promotion and the presence of values on the Internet, namely with regards to the promotion of friendship and cooperation and to the presence of values of friendship, cooperation, honesty, equality, freedom, respect and solidarity. The results show that the consideration given to those values increases according to the increase of the frequency of Internet use. info:eu-repo/semantics/publishedVersion

A number of studies seem to confirm a degradation of mental health among students in higher education. By developing a “mental health profile” for these students, the aim is to adequately specify remedial actions and initiatives. A sample of 1031 college students was used. The results found were: the mental health is superior to the general population, but the depressive symptomatology is superior to the normal population; probably 32.1% of young adults are emotionally disturbed; marijuana is the drug preferred by students, followed by tranquilizers and barbiturates and the majority of this population do not engage in physical exercise. The conclusions of this study can be used to develop a number of recommendations to be discussed with education counseling bodies.

The current study was designed to examine differences between a clinical and nonclinical sample of higher education students regarding risk behavioursand psychopathology. A clinical sample of 73 participants and a nonclinical sample of 78 participants were evaluated through the following instruments: a socio-demographic questionnaire, the Risk Behaviours Questionnaire for University Students and the Brief Symptom Inventory. Comparisons between groups showed that higher education students who are receiving psychological and/or psychiatric help showed more sexual risk behaviours and psychopathological symptoms than the nonclinical sample. However it was found that a considerable percentage of students belonging the nonclinical sample was emotionally disturbed. Implications of these results on future practices for higher education counselling centres are discussed.

This study analyses the responses of seventy-six students from three Australian higher education institutions in New South Wales entering the songwriting classroom for the first time. While it was assumed that most students had previously composed songs, their views on, and experience with, a range of issues relevant to songwriting itself were unknown. Through a questionnaire seeking responses about student songwriting experience and process, lives in relation to lyrics, inspiration and compulsiveness, notation theory and craft, songwriting order and sense of completion, and notions of “audience” and “market”, findings about the songwriting skills and knowledge students bring to the classroom in the presage stage are discussed. This is then related to a model of previously acquired skills.

Objectives: To determine the prevalence of students’ suicidal ideation and to assess its connection with social support. Methods: Quantitative, descriptive and exploratory study on a sample of 1074 students from a higher education institution in Portugal. The data was collected through an online platform that included a questionnaire regarding the sociodemographic and academic pro􀃀 le of the students, the Social/Familiar Support Satisfaction Scale1 and the Suicidal Ideation Questionnaire2. Results: Students’ ages varies between 17 and 49 (X = 23,9 years old ± 6,107 sd), with the great majority (64.7%) being females. Results show that the presence/severity of suicidal thoughts is low (X = 13.84; ± 20.29 SD) on a scale from 0 to 180 and cut-off point > 41 for values that suggest potential suicide risk, identifying 84 students at risk (7.8%). We veri􀃀 ed signi􀃀 cant connections between suicidal ideation and some dimensions of social support: social activities (r = 􀃮0.305; P = .000), intimacy (r = 􀃮0.272; P = .000) and overall social support (r = 􀃮0.168; P = .002). Conclusions: Suicidal ideation severity is higher on students who are far from home and living alone; students with weak social/familiar support networks (less involvement on social activities and intimate relationships). These results allow us to conclude that a frail social support network positively associates with ideation and suicidal risk. info:eu-repo/semantics/publishedVersion

This paper does not aim to reflect an enquiry based on a cognitive or theoretical interest, but rather a pragmatic interest, the interest taken by two “digital immigrant” teachers in the world of “digital native” students with the declared aim to use e- learning to develop new educational activities in order to improve the quality of the students’ learning experiences. We developed an empirical inquiry based on a questionnaire applied to students from University of Bucharest. Its main objectives were: identifying students’ perceptions regarding e-learning; identifying some of the e-learning practices used by students in different learning contexts; identifying some digital technologies that are currently employed in higher education.

Peer support interventions have been widely used within the higher education sector as a means to enhance student success and retention. However, much of the evidence to measure the impact of mentoring and coaching has relied on anecdotal, self-reported evidence from the participants. In addition, there is much confusion in the terms todescribe peer support interventions, making it difficult to compare and contrast the different programmes. The need for evidence of a more robust, quantitative nature has long been called for by a number of authors such as Jacobi (1991), Capstick et al. (2004) and Medd (2012). This mixed methods case study of an extant peer coaching programme in higher education in the UK makes explicit the process of the coaching intervention, measuring the impact on academic attainment in the form of module grade data. In addition, the use of a control group enables a comparison to be made of the academic attainment of non-coached students with those who received peer coaching. Academic behaviour confidence of those who were coached was also measured pre- and post-coaching using the Sander and Sanders (2009) ABC questionnaire. There was found to be a significant impact in the attainment of students who received coaching when compared to those students in the control group who did not. The peer coaching had a beneficial impact in particular for those in their first year of study and those who were performing less well at the outset, as well as students within the Business School. A significant increase in the academic behaviour confidence was found in those who received coaching as well as a reduced attrition rate when compared to those in the control group.

International audience; Psychological distress as experienced by higher education students is of major concern because of its potential to adversely impact academic performance, retention, mental health and lifestyle. This paper reports a mixed method investigation of student self-reported psychological distress and help-seeking behaviour. The sample comprised all students (n = 1557) registered on undergraduate nursing/midwifery and teacher education programmes at an Irish university. Participants (n = 1112) completed the General Health Questionnaire (GHQ) to determine their self-reported psychological distress and the Lifestyle Behaviour Questionnaire to examine sources of distress, lifestyle and demographic variables. Individual interviews (n = 59) explored student experiences of psychological distress and their help-seeking behaviours. Forty two percent of respondents exceeded the GHQ threshold ≥5, which signifies risk of mental or physical health problems. Sources of distress included academic, financial and psychosocial stressors. Regression analysis identified that demographic, programmatic and lifestyle variables predicted GHQ scores. Despite the distress experienced, students were reluctant users of support services. Many actively avoided seeking help. These findings raise serious concerns about the extent of psychological distress among this population. They also alert education providers to be vigilant for student psychological distress and to provide effective interventions, cognisant of the impact of stigma on help seeking.

E-learning concept is becoming a vital need for higher and lower education students. It has been observed from the interaction with students of gulf region that they have challenges with the online method of knowledge delivery in higher education. There are multiple reasons for this belief. In this case, there is possibility to add some extra features in the online or virtual classes to make them more beneficial and more informative. If the video lectures are added to these classes, there can be much better utilisation of the content. To explore the possible effects of video lecture, on the cognitive empowerment of the students, the current research was conducted on 124 undergraduate students of Qatar University (QU), which is one of the leading higher education institutions in the GCC-based country Qatar. The data is collected by distributing questionnaires and QU registration department data. Relevant statistical tools are applied to evaluate and analyse the data. 2016 Inderscience Enterprises Ltd. Scopus

Campus Festival, organized each year, is listed as one amongst the music festivals in Hungary attracting crowds, with a target audience formed by higher education students. The organizers of Campus Festival set as their main highlighted objective, in addition to providing with musical events, the enhancement of the sporting life of the visitors stopping by. As a side event, Campus Sports Festival is launched each time along with it, with the intention to promote sports and doing sports, creating an event for the public suitable for the development of crossborder student relationships, between fans and contenders. This study is to demonstrate student expectations with a view to the questionnarebased needs assessment prepared on sports festivals.

Poor diet, physical inactivity, tobacco smoking and alcohol consumption are major risk factors for chronic disease and premature mortality. These behaviours are of concern among higher education students and may be linked to psychological distress which is problematic particularly for students on programmes with practicum components such as nursing and teaching. Understanding how risk behaviours aggregate and relate to psychological distress and coping among this population is important for health promotion. This research examined, via a comprehensive survey undergraduate nursing/midwifery and teacher education students' (n = 1557) lifestyle behaviour (Lifestyle Behaviour Questionnaire), self-reported psychological distress (General Health Questionnaire) and coping processes (Ways of Coping Questionnaire). The results showed that health- risk behaviours were common, including alcohol consumption (93.2%), unhealthy diet (26.3%), physical inactivity (26%), tobacco smoking (17%), cannabis use (11.6%) and high levels of stress (41.9%). Students tended to cluster into two groups: those with risk behaviours (n = 733) and those with positive health behaviours (n = 379). The group with risk behaviours had high psychological distress and used mostly passive coping strategies such as escape avoidance. The potential impact on student health and academic achievement is of concern and suggests the need for comprehensive health promotion programmes to tackle multiple behaviours. As these students are the nurses and teachers of the future, their risk behaviours, elevated psychological distress and poor coping also raise concerns regarding their roles as future health educators/promoters. Attention to promotion of health and well-being among this population is essential.

CEPS Journal 4 (2014) 2, S. 49-70, In this paper, we examine the attitudes towards gender roles among higher education students in a borderland Central-Eastern European region. We used the database of ‘The Impact of Tertiary Education on Regional Development’ project (N=602, 2010). We intend to determine what kind of attitudes towards gender roles the students identify themselves with, what affects these attitudes (gender, faculty type, social background of students, locality type, religiosity), and finally what kind of educational policy implications could be relevant concerning our findings. We have used cluster analysis and a logistic regression model, and formulated several hypotheses that were controlled by these methods. Our results show that there are a large number of students who belong to the more traditional attitude cluster in this region, but women more frequently identify themselves with modern gender roles than men do. The faculty-type effect has only been partly detected. We have found that with ‘male-dominated’ majors, both women and men identify themselves with more traditional attitudes and that with ‘female-dominated’ majors all students have more modern attitudes. The effect of social background is contradictory. Those whose parents had larger numbers of books had increased modern attitudes, but the factor ‘regular financial problems in the family’ also increased it. Our next result is that students who live in villages are not more traditional than others, because they live in cities during their studies. Our final result is that churchly religious students think more traditionally regarding gender roles than others do, but those who are religious in their own way do not. (DIPF/Orig.)

peer-reviewed THE LINK TO THE DATA SET FOR THIS ARTICLE IS: http://hdl.handle.net/10344/4132 Background: Psychological distress among higher education students is of global concern. Students on programmes with practicum components such as nursing and teacher education are exposed to additional stressors which may further increase their risk for psychological distress. The ways in which these students cope with distress has potential consequences for their health and academic performance. An in-depth understanding of how nursing/midwifery and teacher education students experience psychological distress and coping is necessary to enable higher education providers to adequately support these students. Methods: This mixed method study was employed to establish self-reported psychological distress (General Health Questionnaire), coping processes (Ways of Coping Questionnaire) and lifestyle behaviour (Lifestyle Behaviour Questionnaire) of a total sample (n51557) of undergraduate nursing/midwifery and teacher education students in one university in Ireland. Individual interviews (n559) provided an in-depth understanding of students experiences of psychological distress and coping. Results: A significant percentage (41.9%) of respondents was psychologically distressed. The factors which contributed to their distress, included study, financial, living and social pressures. Students used varied coping strategies including seeking social support, problem solving and escape avoidance. The positive relationship between elevated psychological distress and escape avoidance behaviours including substance use (alcohol, tobacco and cannabis) and unhealthy diet is of particular concern. Statistically significant relationships were identified between ‘‘escape-avoidance’’ and gender, age, marital status, place of residence programme/year of study and lifestyle behaviours such as diet, substance use and physical inactivity. Conclusion: The paper adds to existing research by illuminating the psychological distress experienced by undergraduate nursing/midwifery and teacher education students. It also identifies their distress, maladaptive coping and the relationship to their lifestyle behaviours. The findings can inform strategies to minimise student distress and maladaptive coping during college and in future professional years.

International audience; Underprivileged secondary school and college students tend to demonstrate limited ambitions with regards to further education and acquiring superior qualifications. In a partnership with higher education schools, such as AgroParisTech, encounters have been organised between high school students and higher education students acting as volunteering mentors.The aim is to present the high school students with the opportunity to explore new opportunities as well as to provide them with information about high profile careers and higher level training through various activities led by the higher education students, as well as through meetings, visits, weekends organised around a specific theme. Examples of such initiatives show what benefits both the high school and higher education students can derive from them.

In this text, we intend to answer to the following question: is Augmented Reality an enhancer for Higher Education students in math’s learning? For this purpose, we define augmented reality and present a state of the art mapped mainly by studies that focus AR in educational contexts. We also describe our research, including methodological aspects in data collection and the creation of 3D contents in AR. Then, we synthesize the analysis of some preliminary data, briefly presenting perceptions and practices of students in math’s learning with AR contents. Finally, we conclude that the challenges that are nowadays put to teaching methods, acquisition and subsequent knowledge consolidation may be met, to some extent, by the application of available technologies. These, in turn, should enhance a more complete understanding of contents, leading to knowledge endogenization and also to the internalization of more sustained competencies. Among those technologies, we highlight augmented reality since it can encourage motivation, comprehension and a higher involvement with the contents to be learned. Thus, it may increase the use of information and the access to knowledge, improving digital and info-inclusion. Neste texto pretendemos responder à seguinte questão: será a realidade aumentada potenciadora da aprendizagem da matemática para estudantes do ensino superior? Para o efeito, propomos uma definição de realidade aumentada (RA) e apresentamos um estado da arte sobre o tema, mapeando sobretudo estudos que focam a RA em contextos educacionais. Descrevemos ainda a nossa investigação, incluindo aspetos metodológicos da recolha de dados e da criação de conteúdos 3D em RA. Sintetizamos, depois, a análise de resultados preliminares, apresentando perceções e práticas de estudantes aprendentes de matemática com recurso a conteúdos tridimensionais em RA. Concluímos que os desafios que se colocam atualmente ao ensino-aprendizagem, nomeadamente na aquisição e consolidação de conhecimentos, podem, até certo ponto, ser correspondidos pela introdução de tecnologias disponíveis, como a realidade aumentada. As tecnologias podem, por sua vez, fomentar uma compreensão mais completa dos conteúdos em estudo, e assim conduzir quer à endogeneização do conhecimento e a internalização sustentável de competências. Entre estas tecnologias, salientamos a realidade aumentada por permitir potenciar a motivação e a compreensão na aprendizagem, e um maior envolvimento com os conteúdos a aprender. Deste modo, consideramos que a RA pode maximizar o uso da informação e o acesso ao conhecimento, contribuindo para a inclusão digital e informacional. AMCUBED, LDA. LANSYS, LDA. info:eu-repo/semantics/publishedVersion