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

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.