Vol. 22 No. 7 (2025): Quarterly Issue 4

The rapid maturation of generative artificial intelligence (GenAI) platforms has created significant challenges for higher education, particularly in relation to assessment. This project sought to explore the lived experiences and views of

The rapid maturation of generative artificial intelligence (GenAI) platforms has created significant challenges for higher education, particularly in relation to assessment. This project sought to explore the lived experiences and views of GenAI in relation to assessment for academics and students in higher education. A qualitative interpretivist approach was adopted, using semi-structured interviews. When data were thematically analysed, three themes were developed; emotions, academic role and identity; assessment must change, and the work and expertise required to change assessment. Academics and students experienced both positive and negative emotions in relation to GenAI. Concerns about the complexity of changing assessment and resources needed to change assessment were pervasive. Based on these findings we propose that “it takes a village” to redevelop assessments in a time of GenAI and therefore collaborative, program-wide approaches are the way forward.

This qualitative study examines the impact of the Victoria University Block Model® on international postgraduate students’ educational experiences, aiming to understand its influence on student engagement, satisfaction, and academic

This qualitative study examines the impact of the Victoria University Block Model® on international postgraduate students’ educational experiences, aiming to understand its influence on student engagement, satisfaction, and academic achievement. Using a phenomenological approach, perceptions of eight international students enrolled in both traditional and Block mode units of study were analysed. Thematic analysis reveals five key themes: Assessment, Academic Engagement and Participation, Information Assimilation Time, Intensive Learning and Teaching, and Personal Mode Preference. The study highlights the significance of assessment structure on stress levels and academic outcomes. Despite the accelerated pace, small class sizes positively impact student engagement. While the VU Block Model® was generally favoured by students, individual preferences varied. The findings provide critical insights into the effects of delivery modes on international postgraduate students’ learning experiences, with implications for curriculum design and student engagement enhancement in higher education. Limitations include cohort specificity and small sample size, requiring further investigation.

Reduced consumption of fruits and vegetables is linked to an increased risk of noncommunicable diseases and chronic health issues. With health professionals at the frontline of patient care, there has been an identified need to enhance

Reduced consumption of fruits and vegetables is linked to an increased risk of noncommunicable diseases and chronic health issues. With health professionals at the frontline of patient care, there has been an identified need to enhance vegetable education throughout training programs. In undertaking this curriculum change, Design-Based Research (DBR) presents a modern framework highly suitable for health professional programs due to its focus on co-development with a variety of stakeholders. This study aimed to utilise a DBR approach to develop insights and recommendations into what would constitute an effective and evidence-based vegetable curriculum that can be embedded within a pre-health professional course. This study underwent a five-phase iterative process of DBR with a mixed-methods research approach used to collect both quantitative and qualitative data to explore stakeholders’ perceptions. The results provide three evidence-based recommendations for educators and curriculum developers to assist in the creation and embedding of vegetable education into a pre-health professional curriculum. Firstly, this study highlights that any resource or curriculum change should be simple, focussing on reiterating the regional government’s recommended intake of vegetables and fruits. Moreover, any resource should involve hands-on activities such as laboratories or workshops and be embedded directly into the curriculum rather than self-study options. With the five phases, DBR provides an ideal framework for educational research due to its iterative design and the engagement of stakeholders.

Providing constructive feedback in writing classes is academically fruitful, and integrating technology into the feedback process has added value. However, there have been few comparisons of video constructive feedback and written

Providing constructive feedback in writing classes is academically fruitful, and integrating technology into the feedback process has added value. However, there have been few comparisons of video constructive feedback and written constructive feedback. For this purpose, a quasi-experimental study was conducted with 45 male and female intermediate students at the University of Technology and Applied Sciences (UTAS) in Shinas, Oman. The population were grouped into two experimental and one control group. Of the two experimental groups, one received constructive written feedback, while the other received constructive video feedback. The control group feedback was not either of the ones used for the experimental groups. After six treatment sessions, to measure the effect of constructive written and video feedback, a writing post-test was administered to students from all three groups, and the pre-test and post-test writing scores were compared. An independent-sample Kruskal-Wallis test was conducted to compare the groups' writing scores and to detect differences between the effects of the two feedback types., Students' improvement in post-test writing scores was evident when they used constructive video feedback. Although both experimental groups showed the benefits of using constructive feedback, integrating video into the process of giving constructive feedback resulted in a statistically more significant improvement in the post-test results of the students.

This paper follows the conceptual T-shaped model, introduced by (the Authors), serving as a conduit for the dissemination of empirical data derived from engaging discussions with international Scholarship of Teaching and Learning (SoTL)

This paper follows the conceptual T-shaped model, introduced by (the Authors), serving as a conduit for the dissemination of empirical data derived from engaging discussions with international Scholarship of Teaching and Learning (SoTL) scholars. The authors not only present the model, but also offer auto-ethnographic reflections, unravelling the key values embedded within it. These values, namely: context, contribution and co-creation, ethics of care, valuing, and research, are explored in-depth, highlighting their integral role in the T-shaped model. Expanding the foundational framework, this paper explores the interconnections between the T-shaped model's five values through the analytical lens of the 4M model, as articulated by Friberg (2016). This exploration spans all four levels: the personal (micro level), institutional (meso level), alignment with the recently released SoTL Grand Challenges (macro level) (Scharff et al., 2023), and a commitment to addressing the Sustainable Development Goals (SDGs) outlined by the United Nations (mega level). As higher education institutions (HEIs) worldwide ardently pursue the preparation of globally competent graduates, this paper highlights the imperative of well-informed institutions. These institutions, it argues, should not only champion the significance of teaching and learning but also conscientiously safeguard finite global resources. Acting as a guidepost for the journey ahead, this paper illuminates a path toward creating an educational landscape that aligns with contemporary challenges and strives to meet the evolving demands of the future. In doing so, it contributes to the ongoing discourse on advancing pedagogical practices for holistic higher education.

Learning from peer reviewer practice is one example of person-centred inquiry relevant to the broad practice of journal publishing. This curriculum inquiry adopts a practice-led inquiry (Gray, 1996) alongside a collaborative

Learning from peer reviewer practice is one example of person-centred inquiry relevant to the broad practice of journal publishing. This curriculum inquiry adopts a practice-led inquiry (Gray, 1996) alongside a collaborative autoethnographic approach (CAE) utilising the conversations between two peer reviewers both involved in a journal driven peer review professional learning community of practice. We were interested in exploring our learnings from a peer-review professional learning program and as such our CAE methodology framed our four final research questions which were concerned with the successes and challenges of the professional learning program; the successes and challenges of a community of practice (CoP) as a vehicle for the program; the effectiveness of the program’s curriculum and the way the discussion on curriculum impacted our broader learnings. The conversations reveal insights about peer review professional learning as well as broader insights regarding the value of community of practice (CoP) as a vehicle for professional learning. Development of relational trust between professionals is a key factor in facilitating academic professional learning and this has implications for the wider ways of working with fellow academics.

Student Evaluations of Teaching (SET) surveys are commonly used to provide overall course feedback regarding teaching approaches and the learning experience. However, these surveys consistently demonstrate low validity in the literature

Student Evaluations of Teaching (SET) surveys are commonly used to provide overall course feedback regarding teaching approaches and the learning experience. However, these surveys consistently demonstrate low validity in the literature, particularly due to low response rates. Yet, SETs are used for high-stakes curriculum and staffing decisions. Limited research has explored student perceptions and motivations to complete SETs, particularly within an Australian university context. In this study, nine students participated in focus groups, which were analysed using Reflexive Thematic Analysis. Analyses were guided by a critical realist approach and explored through the lens of Expectancy Theory. Students explained that they are motivated by a desire to improve the learning experience for future students. However, they also discussed that the initial motivation to complete a SET is the perception of a negative experience. They believe the ratio of positive to negative comments about the course is therefore distorted, and not a true reflection of the overall course experience. Students express a lack of transparency about how (and whether) feedback is used, which results in less motivation to complete the survey. Opaqueness around the audience of SET feedback (I.e., who reads them) was believed to result in less ‘useful’ comments. Students co-created a set of recommendations for increasing SET engagement, including a range of potential incentives and evaluative judgement training. Questions should be framed as if they are written by the educator seeking feedback, as this will encourage comments with maximum utility. It is hoped that this framing may reduce harmful comments.

This study explored how tertiary education professionals in Australia understand and apply Universal Design for Learning (UDL) in their practice, the barriers they face, and what more institutions can do to support its implementation

This study explored how tertiary education professionals in Australia understand and apply Universal Design for Learning (UDL) in their practice, the barriers they face, and what more institutions can do to support its implementation. Semi-structured interviews were conducted with 11 professionals across various roles and institutions. Findings revealed that, while educators are using UDL principles to enhance engagement, accessibility, and assessment flexibility, their efforts are often ad hoc and unsupported by formal structures. Key barriers included limited time, confusion about how to apply UDL in specific contexts, and a lack of institutional mandates. Participants strongly advocated for embedding UDL into institutional policies, performance expectations, and strategic plans. Practical, discipline-specific professional learning and access to real-world examples were seen as critical for supporting implementation. The importance of local communities of practice and mindset shifts, positioning UDL as quality teaching for all students, were also discussed. These findings underscore the need for tertiary institutions to adopt a systemic and sustained approach to UDL, moving beyond compliance to embed inclusive design into the fabric of teaching and learning.

This study explores how the tenure-track system (TTS) affects early-career faculty teaching engagement in Chinese public universities. Drawing on Career Development Theory and Role Theory, and using Interpretative Phenomenological Analysis

This study explores how the tenure-track system (TTS) affects early-career faculty teaching engagement in Chinese public universities. Drawing on Career Development Theory and Role Theory, and using Interpretative Phenomenological Analysis (IPA) of twelve interviews, the study identifies a three-stage trajectory: initial commitment, strategic recalibration, and eventual disengagement. Faculty experienced role conflict intensified by research-centred evaluation metrics and student evaluation pressures, leading to a gradual shift from meaningful teaching to perfunctory instruction and grade inflation. Rather than signalling motivational decline, disengagement emerges as a strategic adaptation to institutional incentives. The study contributes to theoretical understandings of academic identity negotiation under performance-driven regimes and highlights the need for diversified, formative-oriented evaluation systems that value both research and teaching contributions. Practical implications for tenure-track reforms in China and comparable higher education contexts are discussed.

The swift adoption of generative AI (GAI) technologies such as ChatGPT in higher education has raised important questions about their effect on students' critical thinking—an essential component of undergraduate education. This study

The swift adoption of generative AI (GAI) technologies such as ChatGPT in higher education has raised important questions about their effect on students' critical thinking—an essential component of undergraduate education. This study adopts a mixed-methods approach to investigate the influence of AI-based text generation tools on the enhancement of cognitive skills among 100 undergraduate students, using Bloom’s Taxonomy as a framework. Employing a quasi-experimental design, participants were divided into a control group and an experimental group. Over a span of six weeks, the experimental group engaged with ChatGPT to complete a series of structured academic exercises. Pre- and post-test assessments, alongside thematic analysis of student surveys, revealed dual outcomes: while ChatGPT significantly enhanced foundational skills (remembering, understanding, applying), it showed negligible effects on higher-order critical thinking (analyzing, evaluating, creating). Students reported using AI for proofreading, structuring assignments, and literature summarization, freeing cognitive bandwidth for Higher tasks. However, challenges such as AI "hallucinations" (fabricated outputs), digital literacy gaps, and cultural biases underscored risks of over-reliance and superficial engagement. Qualitative findings highlighted ethical dilemmas, including concerns about diminished empathy and academic integrity, while also noting AI’s role in fostering metacognitive reflection through fact-checking. The study advocates for a balanced pedagogical approach, where AI complements—rather than replaces—human-guided instruction, and proposes institutional strategies for AI literacy training, ethical guidelines, and curriculum redesign. These findings contribute to the discourse on technology-enhanced learning, emphasizing the need to preserve cognitive rigor in an AI-driven educational landscape.

Higher education institutions, educators, and students continue to grapple with the wide-ranging implications of Artificial Intelligence (AI) and Generative Artificial Intelligence (GenAI). The ability of advanced GenAI models to complete

Higher education institutions, educators, and students continue to grapple with the wide-ranging implications of Artificial Intelligence (AI) and Generative Artificial Intelligence (GenAI). The ability of advanced GenAI models to complete educational assessments continues to be one of the most pressing issues for academia. In early 2024, we published the AI Assessment Scale (AIAS), which describes a practical framework for addressing GenAI use in educational assessment. The AIAS was well received and has been implemented in hundreds of institutions worldwide and translated into 30 languages. Building on our experience using the AIAS and drawing on feedback and critiques received worldwide, in this paper, we provide an updated version of the AIAS. The updated AIAS encompasses several important developments, including clarifying the theoretical basis of the scale through social constructivist principles, developing the AIAS to function as an assessment redesign framework to enhance validity, and adjusting the visual assets of the AIAS to function inclusively and non-hierarchically. Furthermore, in anticipation of future developments in the field of AI and the increasing focus on preparing students to function in an AI-augmented world, we introduce an additional level, ‘AI exploration’. Through this paper we also seek to clarify both the intended and unintended applications of the AIAS. We provide implementation guidance through practical examples and explain how the AIAS functions as both a communication tool and a framework for task redesign that strengthens validity.

Artificial Intelligence generated content (AIGC) is rapidly reshaping higher education. Guided by the Technology Acceptance Model (TAM), this study examines how perceived ease of use (PEOU) and perceived usefulness (PU) predict Chinese

Artificial Intelligence generated content (AIGC) is rapidly reshaping higher education. Guided by the Technology Acceptance Model (TAM), this study examines how perceived ease of use (PEOU) and perceived usefulness (PU) predict Chinese faculty members’ AIGC use behaviour, with perceived self-efficacy (PSE) and institutional support (IS) modelled as external variables. Survey data from 295 faculty members was analysed and structural equation modelling was employed to test the hypothesized relationships. The results reveal that both PEOU and PU are critical predictors of AIGC adoption, while PSE and IS significantly enhance faculty perceptions of ease of use and usefulness, thereby facilitating actual usage behaviour. The model accounted for 55.2% of the variance in AIGC adoption. Furthermore, gender differences emerged as a significant moderating factor, where female faculty members were more strongly influenced by PEOU, whereas male faculty members with PU. These findings highlight the importance of strengthening faculty confidence and digital competence through differentiated training and institutional support mechanisms. The study extends TAM in an AIGC context and offers practical guidance for inclusive AIGC adoption strategies in higher education.

There is a crisis of poverty and ill health that is affecting higher education students which is likely to continue for many years. This research thematically analysed qualitative data collected via semi-structured interviews and focus

There is a crisis of poverty and ill health that is affecting higher education students which is likely to continue for many years. This research thematically analysed qualitative data collected via semi-structured interviews and focus groups from professional services staff, academic staff, and students (n=34) from one Higher Education Institution in England. This research reveals the ‘pressures’ that widening participation, first generation and commuter students in England are experiencing post-covid. Themes of; mental health and wellbeing, cost-of-living, academic pressures, perceived lack of future, and strong relationships were identified. The recommendations align to macro improvements to health services, economy, student funding, student housing reform and transport. Meso university responsibilities such as financial hardship, and personal tutoring systems. Micro course level strategies such as improved personal tutoring systems based on trusting relationships that considerably ease pressure for students. These results provide insight for government policy makers, universities nationally or internationally and students.

Higher education providers are facing increasing pressure to support students along their education-employment pathway. One of the challenges in supporting students is understanding the expectations that they bring with them when

Higher education providers are facing increasing pressure to support students along their education-employment pathway. One of the challenges in supporting students is understanding the expectations that they bring with them when commencing higher education. To effectively support students higher education providers, need to empower students and understand their knowledge gaps to provide a tailored approach to support. Expectations can be driven both by thoughts and feelings, and the relationship between these can have profound implications. Drawing on psychological theories (e.g. the Dunning Kruger Effect and imposter syndrome) alongside educational theory (e.g. transitional pedagogy), the present study adopts a survey-based approach to understanding the relationship between confidence and knowledge of career outcomes, and the student factors that influence them. Findings show that most students were entering university with high levels of confidence that their course would lead towards their career goal. Interestingly, low levels of confidence, where present, were not associated with demographic factors (e.g. first-in-family), but instead with degree type and knowledge of career outcomes. More than 40% of participants had high confidence regarding career outcomes despite displaying limited knowledge about such outcomes. These findings present universities with a challenging task and suggest that promoting confidence and knowledge regarding career outcomes amongst students should start by considering the type of degree they enrolled into.

As higher education students confront increasing challenges that hinder their well-being and performance, study strategies grow on importance. Drawing from the job-crafting approach, and the job and study demands-resources theories

As higher education students confront increasing challenges that hinder their well-being and performance, study strategies grow on importance. Drawing from the job-crafting approach, and the job and study demands-resources theories, study-crafting is highlighted as a potentially useful strategy to adapt the study environment to each student’s needs and characteristics. Following the PRISMA-ScR model (2018), the present scoping review charts what is known about crafting strategies applied by students, aiming to assess how study-crafting has been operationalized, its antecedents and effects. A search of empirical peer-reviewed articles concerning students, was conducted at the Web of Science (WoS) and PsycINFO platforms up to January 2025. In total, 579 registers were considered, of which 10 papers were included for the final review after a selection process. Results underline different trends on the measure and operationalization of study-crafting; study demands and resources, engagement, positive emotions, daily events, and teachers’ authentic leadership are highlighted as possible antecedents of study-crafting; and identify beneficial associations of study-crafting with academic performance (improving engagement, work-school facilitation, study-to-sports spillover, and creativity) and with mental health (improving well-being, quality of university life, and positive affect; and reducing emotional exhaustion). All in all, study-crafting is emphasized as a potentially useful construct on which to intervene to foster academic performance and well-being of students at higher education. Further results, limitations, and implications are discussed.