Vol. 22 No. 2 (2025): Quarterly Issue 2

Peer-assessment is an active process of socially mediated learning that can enhance student learning and metacognitive abilities while developing skills required for success in the modern world. The process has been explored in previous

Peer-assessment is an active process of socially mediated learning that can enhance student learning and metacognitive abilities while developing skills required for success in the modern world. The process has been explored in previous reviews and shown to be valuable through in-person applications. However, a comprehensive review of the literature focusing on online higher education applications has yet to be completed. Our purpose was to conduct a systematic review of the literature on peer-assessment in online higher education classes. Guided by the PRISMA framework, we used a mixed-method integrated methodology to review and synthesize 66 peer-reviewed empirical quantitative, qualitative, and mixed-methods studies published between 2008 and 2023. Following the research context and insight regarding instructional design, two themes emerged: academic impact and student comfort. We identify eight limitations and five recommendations for further research at the end of the paper. The results reflect the context of use along with benefits and challenges related to perceptions of learning, motivation, academic achievement, quality, anonymity, open identification, and time. We provide further context and recommendations for implementation in the discussion section.

The notion of ‘teaching excellence’ is complex and multi-faceted, and this raises questions around what ‘excellent’ teaching looks like. Similarly, the criteria for teaching excellence awards in different countries and contexts seem to be

The notion of ‘teaching excellence’ is complex and multi-faceted, and this raises questions around what ‘excellent’ teaching looks like. Similarly, the criteria for teaching excellence awards in different countries and contexts seem to be particularly vague. This paper draws on the existing literature from over thirty years (1992–2024) on the political and organisational discourse around excellence in higher education, the impact of attempting to measure excellence, and how related award schemes recognise teaching excellence. It aims to highlight some of the challenges of this topic, while also encouraging policy makers, leaders, and educational practitioners to reflect on how different terms are used, to consider whose view of excellence is being applied, and to collaborate on a move towards greater clarity around defining and developing excellence in practice.

This paper proposes synergising a critical dialogic approach with competencies-trained dialoguing with GenAI tools like ChatGPT as multidisciplinary more knowledgeable others to enhance students’ critical thinking and professional

This paper proposes synergising a critical dialogic approach with competencies-trained dialoguing with GenAI tools like ChatGPT as multidisciplinary more knowledgeable others to enhance students’ critical thinking and professional communication competencies. It emphasises the importance of engaging all students, regardless of their learning profiles, in authentic dialogic interactions requiring higher-order thinking skills to develop and enhance their critical thinking and communication competencies. It suggests that students develop at least a fundamental level of the target competencies through the critical dialogic approach and apply them in dialoguing with GenAI tools to further enhance their developing competencies. This paper also discusses the potential issues with the accuracy and reliability of ChatGPT’s responses and the importance of critical thinking and communication competencies in dialoguing with GenAI tools. Moreover, this paper proposes a professional proposal competencies framework, along with an associated rubric and key guiding questions, for use in the dialogic teaching and learning of critical thinking and communication competencies, dialoguing with GenAI tools to enhance these competencies, and assessing them. Overall, this paper conceptualises GenAI tools as additional more knowledgeable multidisciplinary dialoguing partners for students to enhance their developing competencies through critical dialoguing and proposes that the future of education may depend on our ability to synergise human and artificial intelligence to create more engaging and effective learning approaches.

This study is part of a larger research project that examines the impact of the spread of artificial intelligence (AI), especially ChatGPT and similar generative AI tools on Hungarian higher education. In this paper, we investigate the use

This study is part of a larger research project that examines the impact of the spread of artificial intelligence (AI), especially ChatGPT and similar generative AI tools on Hungarian higher education. In this paper, we investigate the use of AI (in terms of awareness, tools used, areas of use, and barriers to use) and factors influencing its use in the studies of Hungarian university students, especially those studying in the fields of humanities, social sciences, and teacher education. A large-sample empirical study of 1,027 students revealed significant differences in the use of AI tools by course type, gender, educational level, and field of study. Areas of use and barriers to use are significantly influenced by course type and gender, whereas the level of knowledge is considerably influenced by course type. The results of our study can support higher education institutions in developing strategies to promote the ethical use of AI tools and to integrate them into educational processes while ensuring equal access for all students.

In the context of digital transformation and given the recent emergence of Generative Artificial Intelligence (GAI), it is vital to identify the skills needed for using this technology in teaching and learning. This study investigates the

In the context of digital transformation and given the recent emergence of Generative Artificial Intelligence (GAI), it is vital to identify the skills needed for using this technology in teaching and learning. This study investigates the digital competence required for utilizing GAI in learning and the corresponding policy implications. Adopting the DigComp framework, a qualitative content analysis of regulatory documents from 88 globally distributed world-class universities was conducted to uncover students' digital competence levels in using GAI and identify influential factors. Findings indicate that these higher education institutions (HEIs) place a strong emphasis on digital literacy, safety, and critical thinking when regulating students’ competence in the use of GAI technologies. However, it is also evident that communication and collaboration competencies are often overlooked in the implementation of GAI technologies within educational settings. Moreover, as the world-class universities primarily focus on enhancing students’ output capability and assessing their learning outcomes, challenges arise in terms of content creation and problem-solving competence when implementing GAI technologies. Consequently, key policy implications and recommendations are provided for educational policymakers and practitioners to address these gaps and enhance the effective integration of GAI in learning environments across various global contexts.

Teacher boredom is a significant yet underexplored issue in English as a Foreign Language (EFL) classrooms in Saudi Arabia, often intertwined with student disengagement, particularly in the context of dual teaching modalities: offline and

Teacher boredom is a significant yet underexplored issue in English as a Foreign Language (EFL) classrooms in Saudi Arabia, often intertwined with student disengagement, particularly in the context of dual teaching modalities: offline and online. This qualitative study aimed to investigate the factors contributing to teacher boredom, the strategies employed to mitigate it, and the interrelationship between teacher and student boredom in both teaching environments. Seventy one EFL teachers from diverse backgrounds participated in the study, completing an open-ended questionnaire. Thematic analysis revealed that monotonous routines, technological challenges, and student disengagement were the primary factors contributing to teacher boredom. Teachers employed various coping strategies, including interactive activities, multimedia tools, and humour, to address these challenges. However, the effectiveness of these strategies varied between offline and online settings. In offline classrooms, teachers relied on direct interaction and relational pedagogical methods, while online environments necessitated the use of technological and multimedia resources. The findings also revealed a cyclical relationship between teacher and student boredom, showing the need for targeted interventions that address the needs of both groups. This study contributes to a nuanced understanding of teacher boredom in the Saudi EFL context and provides practical insights for fostering engagement in diverse teaching modalities. The findings call for professional development, curriculum flexibility, and stronger technological infrastructure to support effective teaching.

Teachers often employ various techniques to motivate and engage students. They may choose to use positive fear appeals as a motivational tactic to stimulate fear that will result in students making greater efforts to avoid failure or they

Teachers often employ various techniques to motivate and engage students. They may choose to use positive fear appeals as a motivational tactic to stimulate fear that will result in students making greater efforts to avoid failure or they may employ extrinsic incentives to engage students. This study examined the modulatory role of extrinsic motivation, as a differentiated construct, in the relationship between fear of failure and student engagement. Data were collected using self-reported instruments and analysed using moderation and mediation analyses. Extending the motivation literature, this study, sheds new light on the positive modulatory role of extrinsic motivation regulations in the relationship between fear of failure and student engagement. Contributions to practice are implied; there is a need for educators to understand the role of self-imposed and self-endorsed behaviours in influencing engagement among students with high and low fear of failure. Comprehending the complexity of the learning environment in light of the complex nature of human behaviours is considered essential to improving teaching and learning.

Increasing numbers of students from widening participation (non-traditional) backgrounds are entering higher education, yet they are typically awarded lower grades than non-widening participation students. This gap was explored from a

Increasing numbers of students from widening participation (non-traditional) backgrounds are entering higher education, yet they are typically awarded lower grades than non-widening participation students. This gap was explored from a social identity theory perspective to examine two key student identities that impact academic performance: university student (positive impact), and educational consumer (negative impact). Students were studying in Scotland, United Kingdom, characterised by a mass-consumer culture but government-funded tuition. This provided a natural comparator to research in contexts with student-funded tuition. A moderated moderation model was used to test the hypothesis that a consumer identity would have a negative impact on the relation between university student identity and grades, and that this would be more harmful for widening participation students compared to non-widening participation students given their increased social identity conflicts. An online questionnaire was completed by 133 widening participation and 100 non-widening participation students (85% women, mean age 22.6 years) to measure the strength of their university student identity and consumer identity, widening participation status, and average grades. As expected, the model was significant. For widening participation students, the positive relation between university student identity and grades reduced (disappeared) when students had a stronger consumer identity. For non-widening participation students, however, there were no relations among the variables, thus the hypothesis was partly supported. These findings suggest that a consumer identity contributes to the grade gap between these student groups, and that institutions should support students to resist developing an educational consumer identity in mass-consumer cultural contexts.

Generative artificial intelligence (AI) tools are profoundly transforming learning, teaching and assessment in higher education. These tools present a major challenge for academic language and learning (ALL) advisers, as they are

Generative artificial intelligence (AI) tools are profoundly transforming learning, teaching and assessment in higher education. These tools present a major challenge for academic language and learning (ALL) advisers, as they are increasingly capable of performing many of the individual learning support functions that ALL advisers have traditionally provided to students. This conceptual article reimagines the role of ALL advisers in an AI-dominated world. It argues refocusing on four areas of practice: professional learning for educators, AI literacy, peer learning communities, and self-regulated learning. By embracing these areas of practice, and through collaboration with other third space professionals, ALL advisers can leverage the opportunities presented by AI to adopt a leading role in building staff and student

This study presents a case analysis in a university course where a partnership approach methodology was implemented, aiming to explore the construction of a Partner Identity Position (I-pP) and its relationship to professional development

This study presents a case analysis in a university course where a partnership approach methodology was implemented, aiming to explore the construction of a Partner Identity Position (I-pP) and its relationship to professional development. Perceived professional dimensions by students were examined, along with the aspects of the course that contributed to their I-pP construction. Pre- and post-questionnaires, along with semi-structured interviews, were utilized. Results indicated a relationship between I-pP construction and perceived professional development. Most students experienced an increase in I-pP construction and perceived greater professional development. I-pP dimensions encompassed self-reflection, adaptability, cooperation, and support for others, aligning with professional positions described in the literature. Students highlighted the Service-Learning methodology, decision-making, and weekly reflections as key elements for their active engagement and commitment, in addition to the creation of a trustworthy environment with specific moments emphasizing the need for active participation. Results also suggest that I-pP can function as a metaposition within the student's role repertoire. In conclusion, this study emphasizes the relationship between I-pP and perceived professional development, as well as the necessary conditions to foster I-pP in the university setting. Despite limitations, these findings provide valuable insights into promoting a partner identity in higher education.

The academic success of students in higher education is influenced by a myriad of factors within and beyond the university context. These factors can challenge students, prompting them to seek academic help from teaching staff. It is

The academic success of students in higher education is influenced by a myriad of factors within and beyond the university context. These factors can challenge students, prompting them to seek academic help from teaching staff. It is important for teaching staff to be aware of the various factors impacting their students, so they can provide appropriate support and promote help-seeking behaviour in students. In recent years, academic help-seeking in higher education has gained significant research attention; yet the reasons for students seeking academic help have remained largely unexplored. Employing Bronfenbrenner’s ecological systems model as the theoretical framework, this article considers the personal and contextual factors that prompt students in higher education to seek academic support from teaching staff. Data was collected by purposeful random sampling through a survey, from university students studying in the faculty of humanities and social sciences at one university in Aotearoa, New Zealand. A deductive thematic analysis was undertaken. Findings showed that personal and multi-contextual factors can challenge students, prompting them to seek academic help; and have implications for teaching staff who work in higher education.