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The rise of microlearning both for professional training and in the field of education seems unstoppable. Nonetheless, there is a lack of evidence of its learning effectiveness and student satisfaction. The purpose of this paper is to uncover these two aspects of microlearning when taking part in a business education program. Its originality is that it analyses in depth a fast-growing EdTech startup that provides business training using microlearning methods, exploring the effect in terms of student satisfaction and learning effectiveness when combining a significant number of microlearning lessons to create a macro-learning course. Findings show that learning effectiveness is mainly explained by the reason for enrolling in this type of training and its applicability to the students' current jobs, resulting in four possible learning outcomes of increasing levels of effectiveness: entertainment, updating knowledge and skills, unexpected learning, and effective learning. This paper helps fill a gap in the research on learner satisfaction and microlearning effectiveness, finding that they are not necessarily guaranteed. It also has practical implications for designing, recruiting for, and implementing microlearning-based programs. Keypoints: Empirical research into microlearning effectiveness and student satisfaction in postgraduate business education. Exploring the effectiveness of macro-learning, or the grouping of a significant number of microlearning lessons into a learning program. Uncovering different levels of learning effectiveness and their antecedent conditions. • Seeking learning or curiosity drive reasons to enroll in microlearning. • The effectiveness of microlearning hinges on reasons for enrolment and relevance to job roles. • Two thirds of the participants in microlearning are satisfied covering their learning objectives. • Four types of learning outcomes with increasing effectiveness are identified. • Outcome types: entertainment, updating knowledge and skills, unexpected learning and effective learning. [ABSTRACT FROM AUTHOR]

This paper evaluates the rise of "Generative Artificial Intelligence" (GAI) in its myriad forms, with the highest profile being the "Large Language Models" (LLMs). More importantly, it analyses the potentially disruptive impact of this ascendant technology on higher education and the global workplace. The findings of this paper indicate that students pursuing higher education tend to perceive GAI favourably, as it frees them from the toil of rote-learning. However, the view is rather mixed in the case of educators, who are still coming to grips with this seemingly disruptive technology. In the case of the global labour market, GAI has the potential to decimate legions of white-collar jobs once it eliminates inherent issues of biases, security and misinformation. Despite the media's constant labelling of GAI as a disruptive technology that has suddenly burst onto the technological scene, it is evidenced in this paper that the technology has taken nearly eight decades to reach today's level of technological advancement. Further, it is far from reaching its full potential, as it is still incorporating advances in pattern recognition, planning and problem solving, and quantum computing technologies. This study also warns of concentrating the power of this game-changing technology in the hands of a few major corporate titans. [ABSTRACT FROM AUTHOR]

With the introduction of COVID-19 vaccines, many colleges and universities decided to mandate vaccination for all students and employees. The objective of this paper is to empirically investigate the effect of the mandate policy on Fall 2021 COVID-19 cases in institutions of higher education. We construct a unique dataset of a sample of 94 colleges and universities in the east and southeast regions of the United States, 41 of which required vaccination prior to Fall 2021. A difference-in-differences analysis is conducted, considering vaccine requirement as a policy implemented only in a sub-group of these institutions. We control for several factors, including state-level case per capita and student population. Our analysis shows that mandatory vaccination substantially decreased cases in institutions of higher education by 1,473 cases per 100,000 student population (95 CI: 132, 2813). The results suggest that a COVID-19 vaccine requirement is an effective policy in decreasing cases in such institutions, leading to a safer educational experience. [ABSTRACT FROM AUTHOR]

The paper presents the results of the research on the influence of the COVID-19 pandemic on the dissemination of innovative e-learning tools in higher education. Research was carried out in Poland in December 2021 on a sample of 621 students. The main issue that was the subject of the author's analysis was the influence of the COVID-19 pandemic on the change in the use of innovative e-learning tools in university education. After conducting the research and discussing this and related research about e-learning during the pandemic, it was concluded that the percentage of students familiar with the analyzed e-learning tools has increased significantly during the pandemic. There has been a visible rise, especially in the usage of the following tools: MS Teams, Zoom, and Google Classroom. The most frequently used e-learning tools during the COVID-19 pandemic have been mainly videoconferencing tools such as MS Teams and Zoom. However, students also have used e-learning platforms and e-mails. The author's research identified three hidden factors (categories) of the used e-learning tools. They include the following categories: popular services and applications adapted to e-learning; popular applications for synchronous meetings adapted to e-learning; and other synchronous and asynchronous e-learning methods. The familiarity with information technology, as well as an interest in innovative e-learning tools, have positive influence on the ease of acquiring content in e-learning. Having the proper resources also positively influences the absorption of e-learning content. On the basis of the achieved results, the authors prepared a model of relations between students' interest in innovative e-learning technology and the resources they possess to participate in e-learning classes. This model enables us to assess which method—e-learning, traditional or hybrid—should be used in the given situation. The developed model can be useful for universities. They can assess the students' interest in innovative e-learning technologies and their level of technical resources using questionnaires and on this basis divide students into groups to prepare the optimal learning way—e-learning, traditional or hybrid. [ABSTRACT FROM AUTHOR]

This paper estimates the impact of accountability scores on Brazilian higher education. We implement a regression discontinuity design to explore a natural experiment resulting from the federal rules for assigning quality levels to undergraduate programs. We test whether program quality is sensitive to negative reinforcement, such as punishments imposed when a minimum threshold is not attained. The findings indicate that program administrators exhibit a positive response to the prospect of punishment by enhancing program quality in the subsequent evaluation cycle. The primary drivers of this advancement – infrastructure, teaching and learning evaluations, faculty dedication, and the proportion of faculty with a Ph.D. degree – are largely under the administrators' direct control. However, quality indicators less subject to administrative manipulation, such as student performance and value-added measures, exhibit minimal change. [ABSTRACT FROM AUTHOR]

Whereas there is a large literature evaluating the impacts of education, most of the focus has been on getting to universal primary enrollment and understanding the returns to basic education; but it misses the major shifts toward higher education in many fast-growing parts of the developing world over the last 20 years. In this paper, I study the returns to higher education in China using the reinstatement of the National College Entrance Examination in 1977 as a natural experiment, investigating the causal impacts of higher education on later life outcomes and well-being. Through a combination of regression discontinuity and difference-in-difference methods, I find that cohorts that were more likely to complete high school and obtain a college education as a result of the reform were no more likely to be employed, but were more likely to have a high-socioeconomic (SES) occupation in their early 30s, and lesser of the same in their 40s. Cohorts with higher education work for fewer days in a week, and, on average, earn a higher monthly income by 56 percent in their late 40s. [ABSTRACT FROM AUTHOR]

This paper investigates the effect of student loans on students' (financial) behavior. For causal identification, we exploit quasi-experimental evidence using a nudge in the take-up of student loans in higher education in the Netherlands. We estimate an instrumental variable (IV) model with a first-stage Difference-in-Differences design. We find that a decline in the default student loan reduced monthly student borrowing by 141 euros. A one-euro decline in student loans reduced students' expenditures by 61 cents, but also led to a substantial increase of parental financial contributions (43 cents). Especially expenditures on leisure activities were affected. There is no evidence for increased labor earnings among students, on average. Self-reported indicators of academic performance do not worsen in response to the reform; students' GPA even improves. [ABSTRACT FROM AUTHOR]

• HE-D and DE-D were stable; most regions showed a relatively concurrent development of DE and HE. • D of the two subsystems differed in different regions with "high in the east and low in the west." • CCD fluctuated relatively steadily with differences of "high in the northern and coastal regions". • "HE benefits" and number of academic papers are the primary influencing dimension and factor in HE. • "DE input" and popularity rate of mobiles are the primary influencing dimension and factor in DE. Analyzing the coupling coordination interactions of higher education (HE) and digital economy (DE) to achieve sustainable growth is crucial. Thus, we constructed the coupling coordination interaction mechanism and the comprehensive evaluation system of the two subsystems to measure their coordination interactions; then, we processed the temporal-spatial analysis of the development status and the coupling coordination degree (CCD) in the case of China. Furthermore, we used the gray correlation model to determine the primary influencing factors and proposed differentiated policymaking suggestions. We found that: (1) the development status of higher education (HE-D) was more stable than that of the digital economy (DE-D), which showed a slight upward trend; besides, there were noticeable spatial differences for HE-D and DE-D. (2) The temporal changes of CCD were not noticeable. (3) Expenditure on research activities in HE and the number of patents were the significant factors affecting DE; the popularity rate of mobile phones and the number of employees in the DE industry were the significant factors affecting HE; besides, HE's output benefits and DE's input was more influential in the coordination relations. Furthermore, we also put forward targeted, specific, and differentiated policymaking suggestions, which can guide policymakers to formulate regional sustainable development policies. [ABSTRACT FROM AUTHOR]

This paper investigates the long-term impact on earnings of attending a tuition-free, top-quality university in Brazil. We identify the causal effect through a sharp discontinuity in an admission process based on test scores. If admitted, low-income students are found to increase their earnings by 26% ten years later. However, admission has a small and insignificant effect on high-income students. The difference between income groups is not explained by educational attainment, program choice, or selection into better-paying jobs. The evidence suggests that most low-income applicants, if not admitted, still graduate from college but with much lower returns to education. High-income applicants who just miss the cutoff, however, can find other opportunities such that earnings trajectories are unchanged. Our results underscore the role of affordable higher education in promoting social mobility. [ABSTRACT FROM AUTHOR]

Software testing is the most used technique for quality assurance in industry. However, in computer science education software testing is still treated as a second-class citizen and students are unable to test their software well enough. One reason for this is that teaching the subject of software testing is difficult as it is a complex intellectual activity for which students need to allocate multiple cognitive resources at the same time. A myriad of primary and secondary studies have tried to solve this problem in education, however still with very limited results. Before we can design interventions to improve our pedagogical approaches, we need to gain more in-depth understanding and recognition of sensemaking as it is happening when students design test cases. An initial exploratory study identified four different sensemaking approaches used by students while creating test models. In this paper we present a follow-up study with 50 students from a large university in Spain. The used methodology was based on the previous study with the improvements that originated from its evaluation. We asked the participants to create a test model based on a description of a test problem using a specialized web-based tool for modeling test cases. We measured how well these models fit the test problem, the sensemaking process that students went through when creating the models, and the students' perception of the modeling task. The participants received no compensation for their efforts, and we scheduled the experiment during a regular class. Apart from the created models and their metadata, we also collected recordings of the students' computer screens made during the experiment and used a questionnaire to study their perspectives on the assignment. All the collected textual, graphical, and video data was analyzed using an iterative inductive analysis process to allow new information about the different sensemaking approaches to emerge. We gained better insights into the sensemaking processes of students while modeling test cases for a problem. The results enabled us to refine our previous findings, and we identified new sensemaking approaches. Based on these results, we can further investigate ways to influence the sensemaking process in education, the possible misconceptions that have a negative influence on it, and the desired mental model we want our students to have to design test cases. [ABSTRACT FROM AUTHOR]

While the importance of Nature-Based Solutions for climate change adaptation (NBaS) is being increasingly acknowledged, very few studies investigate the status of these solutions in higher education syllabi. In an effort to bridge this gap, this study assessed the position of the NBaS notion in French Master's programs. Based on a survey questionnaire, several interviews and a text mining analysis of the Master's contents, this paper identified, localised and analysed the French Masters that presented links with NBaS related concepts. This analysis revealed that the notion of NBaS is far from being mastered. This might be caused by a conceptual misunderstanding of definitions. While text mining revealed that the building blocks of the NBaS framework are present, much still needs to be done for connecting them together. A combined analysis of the findings derived from this study led to recommendations to better introduce NBaS in Masters programs in the future. • The term of Nature-Based (adaptation) Solution is far for being well mastered. • Based on the existing definition, the concept should also be better explained. • Few courses are actually dedicated to climate change and how to adapt to it. • The complexity of the environments across scales has to be taken into account. • NBaS require a transition from silo approaches to multidisciplinary frameworks. [ABSTRACT FROM AUTHOR]

Universities have the vision, the knowledge and the power to lead the change towards a more sustainable world. However, there is a lack of studies investigating how universities can systematically reorient themselves to help society become more sustainable. In general, a research gap exists in the implementation of the business model innovation process, in the tools that should be used to pass from the design stage to implementation and in the identification of the main challenges that may hinder this process. This paper adopts the concept of a sustainable business model for interpreting the core logic through which universities create value for themselves, society and the environment. In the first stage of research, a theoretical framework was proposed for diagnosis of the integration of sustainability in the business models of universities. This framework was applied in the context of Italian state universities to identify business models with different degrees of strategic orientation towards sustainability. Now the research aim is to examine the processes and tools used and challenges faced by Italian state universities when implementing sustainable innovation. A multiple-case study is carried out on four Italian state universities showing a high level of integration of sustainability in all elements of the business model. The combination of both quantitative and qualitative data, and the patterns observed across cases, led to the presentation of five theoretical propositions, which were summarized in a preliminary model of the processes, tools and challenges involved when implementing sustainable innovation in higher education. The main theoretical contributions of this study are the advancement of knowledge regarding the dynamics (process) and the elements (tools) for the implementation of sustainability strategies in state universities, and the provision of a new causal map of the relationships among the variables that affect sustainable innovation in higher education. • Financial support for sustainable innovation is low for Italian state universities. • Sustainable innovation for Italian state universities is an incremental process. • Sustainable innovation is based on core competences and increased relationships. • Drivers and aims determine strategies and degrees of business model innovation. • A set of tools are needed to implement sustainable innovation and overcome barriers. [ABSTRACT FROM AUTHOR]

• We examine the implications of college admissions criteria on students' outcomes. • Examine admissions at a large university with two admission tracks. • Regular admission track is based exclusively on academic performance while discretionary track considers non-academic qualities. • Discretionary admission students enjoy significantly higher earnings compared to marginal group of regular admission students. • Earnings advantage persists up to three years after graduation. This paper examines the implications of college admissions criteria on students' academic and non-academic performance in university and their labor market outcomes. We exploit a unique feature of the admissions system at a large university in Singapore, the National University of Singapore, that has two admission tracks – a regular admission track where admission is based exclusively on academic performance and a discretionary admission (DA) track where applicants can instead gain admission on the basis of demonstrated non-academic qualities. Comparing students admitted through each track, we find that DA students fare similarly in terms of academic performance in university as marginal students admitted through the regular route. However, they are significantly more likely to be involved in optional academic and non-academic college activities and earn substantially higher labor market earnings up to three years after graduation. These results are not driven by the DA process differentially selecting students on the basis of family background or unobserved academic ability. [ABSTRACT FROM AUTHOR]

The positive results of manufacturing companies adopting lean production practices certainly impacted the adaptation of Lean Manufacturing principles to the service sector, culminating in what we know today as Lean Office. Based on this approach, many Universities have adopted lean principles and practices to improve their administrative processes and thus add value to their students, faculty and staff. From this perspective, but going further, the present research has the general objective of raising the main sustainable impacts generated by a University through the application of Lean Office in its administrative processes. Methodologically, the research is supported by a case study at a Federal Public University in Brazil, where two service processes will be analyzed, one aimed at students and the other at employees (teachers and technicians). The work is conducted according to the phases and steps recommended by the LEFI Method (Lean Evaluation and Future Improvement), with a significant part of the results obtained by the steps related to Value Stream Mapping. As the main results, it is observed that the elimination of waste in administrative processes at the University target of the present study culminated, only in the year 2021, in the saving of 444,754 sheets of printed paper that, due to all its consequences, indirectly impacted the economy of 1,380,000 L of water, in the non-emission of 43.82 kg of CO2 and the preservation of 67 trees. • The Lean philosophy has been gaining relevance in service processes • There is a synergy between Lean principles and Business Sustainability • The Lean office contributes to the users' satisfaction with university services • Value Stream Mapping is an excellent starting point for eliminating waste • The application of Lean Office in Universities contributes to Sustainable results [ABSTRACT FROM AUTHOR]

This paper presents a large-scale field experiment assessing the impact of an intervention providing evidence-based information about costs and returns to higher education. Treatment impacts are evaluated through university enrolment, choice of field of study, and performance either at university or in the labour market. Thanks to the large sample size, treatment effects can also be assessed for subgroups (by gender and parental education). We find that treated females from high-educated families chose more economically rewarding fields of study, while treated males from low-educated families were more likely to enter the labour market. Although not necessarily in line with policy goals, choices induced by additional information were not detrimental to students' opportunities, as treated students displayed a similar academic performance and higher employment rates. [ABSTRACT FROM AUTHOR]

Many higher education institutions (HEIs) around the world are involved in a variety of sustainability initiatives. These are acknowledged to be important elements in fostering the cause of sustainability in HEIs, in further developing the organizations' culture and in acting as enablers in the institutional embedding of sustainability. But despite the relevance of sustainability initiatives, there is a lack of systematic international efforts in how best to map them, especially in Latin America. On the basis of the need to address this gap, this paper reports on the results of an empirical study, aimed at analyzing the current status of sustainability initiatives among Latin American HEIs. Apart from a review of the latest literature, an international survey was performed to design a model using principal component analysis to identify the main descriptors of sustainability initiatives among Latin American HEIs and also the major drivers and challenges. The study sheds some light on the ways universities perceive and handle sustainability-related initiatives. The results show that sustainability is being incorporated in more than 80% of the sampled universities, and that a special emphasis is being given to campus operations. The value of the paper resides on the fact that it one of the few papers that have holistically investigated trends in sustainable development across universities in Latin America. The implications of the study are twofold. It maps for the first time how sustainable development initiatives are being practiced in 157 universities in 13 countries, being one of the most comprehensive studies of its kind, and it also outlines some of the main challenges that universities in the region face. The central message of this paper is that the different levels of emphasis given to SD in Latin American universities need to be better understood in order to catalyze continued and long-term actions. • Many Latin American universities are striving to pursue sustainable development. • The implementation of SD at universities in the region is hindered by some logistical problems. • Universities current deploy different approaches to cater for SD. • Current deficiencies suggest that a more systematic approach to SD in HEIs is needed. [ABSTRACT FROM AUTHOR]

Sustainability curriculum in higher education is a crucial lever for building capabilities and knowledge for graduates to address the interconnected social, ecological and economic challenges of the 21st century in their professional, and personal lives. A body of theory exists describing elements of good practice learning and teaching for sustainability in higher education which is accompanied by a small range of case studies reporting on sustainability courses and educational initiatives being undertaken in universities around the world. Often, such studies of practice are informed by post-hoc measures of effectiveness, rather than thorough evaluation frameworks informed by theories of good practice sustainability education and educational research methods. This paper aims to explore the lived experience of the theory of good practice learning and teaching for Sustainability Education using a holistic methodological framework. This paper firstly presents the theory of good practice learning and teaching for sustainability and summarises this in the Good Practice Learning and Teaching for Sustainability Education (GPLTSE) framework. This framework is then applied to the learning and teaching practices and student experiences of one undergraduate course in the built environment discipline that seeks to apply best practice educational approaches in course design and delivery. Using qualitative data collected from a mixed-methods case study of the course, along with the GPLTS framework, this paper highlights key factors enabling student engagement and positive learning experiences in this first-year undergraduate course. The findings have implications for pedagogy and also course evaluation approaches that aim to understand learning outcomes. • The Good Practice Learning and Teaching for Sustainability Education (GPLTSE) framework is presented. • The GPLTSE framework is used to explore an undergraduate built environment course with a focus on sustainability. • Key factors enabling student engagement and positive learning experiences are highlighted. • Implications for pedagogy and course evaluation approaches are discussed in the context of sustainability education. [ABSTRACT FROM AUTHOR]

Reorienting teacher education should be placed at the heart of reorienting education towards sustainable development. This requires that teacher education institutes reorient and redefine their outcome standards as well as redesign their training programs accordingly to incorporate and implement Education for Sustainable Development (ESD). Although many efforts have been made to promote ESD in teacher training, little information is available regarding to what extent ESD is integrated in teacher training programs or curricula. This study examines how ESD is incorporated in teacher training programs in terms of learning content, learning outcomes and didactic approach, through analyzing 429 course syllabi offered by the Hanoi National University of Education (HNUE) in Vietnam. HNUE training programs were found to contain some elements of ESD but they lack coherence or systematic inclusion. The results suggest needed strategic changes at organizational (university) and individual (instructor) levels to improve ESD in teacher education. This paper contributes to the discussion on the implementation of a holistic curricular assessment approach for three aspects of ESD (learning content, learning outcomes and didactic approach) and highlights the ongoing need for improving curricular assessment strategies for sustainability. [ABSTRACT FROM AUTHOR]

• We estimate the impact of a learning community on first-year college retention at a four-year public research university using a randomized control trial. • Intent-to-treat and local-average-treatment-effect estimates reveal no discernable programmatic effects. • Observational approaches find impacts that are positive, large and statistically significant. • Decomposing the observational estimates reveal that non-random selection into the experimental sample accounts for the major difference in the two estimates. • This exercise cautions against generalizing the RCT result for populations outside the experiment. In this paper, we estimate the impact of a learning community on first-year college retention at a four-year public research university using a randomized control trial (RCT) for those students who opt into the experiment. Intent-to-treat and local-average-treatment-effect estimates reveal no discernable programmatic effects. We also generate estimates of program impact using observational techniques and find estimated impacts that are positive, large and statistically significant. We explore a variety of selection processes to better understand the differences between the RCT and observational estimates and to reflect on the generalizability of the RCT results for various other populations of interest. Non-random selection into the experimental sample accounts for the major difference in the two estimates and also cautions against generalizing the RCT result for populations outside the experiment. [ABSTRACT FROM AUTHOR]

Over 400 colleges and universities have signed carbon reduction pledges through Second Nature. Nonetheless, a review of their greenhouse gas inventories shows that many universities continue to show limited or no progress in terms of renewable energy deployment and generation. One study from 2019 shows that it is now cheaper to build new renewable energy projects than it is to continue operating existing coal-fired power plants (for 74% of existing fleet). Meanwhile, another study shows that universities rarely achieve a positive economic net benefit when deploying solar on their campuses, despite the cost declines in solar and rising utility prices. This same study finds that these same projects accrue a positive social and environmental net benefit for the surrounding community that outweighs current economic subsidies, implying that increased subsidies for college solar deployment would, more often than not, pass cost-benefit analysis. This present study builds on the previous two studies and explores the question of whether state-level financial incentives have a meaningful impact on the deployment of renewable energy on college campuses. The thesis guiding this research is that universities in states with certain state-level financial incentives will be more successful in deploying renewable energy and in meeting their clean energy goals. The financial incentives being studied are limited to grants, tariffs, net metering (at retail rates), and solar renewable energy credits. This research paper shows that the presence of these financial incentives is positively correlated with renewable energy deployment across colleges, providing a starting map for policy-makers interested in supporting universities' renewable energy deployment in their states. [ABSTRACT FROM AUTHOR]

Primary or secondary music directors, college or collaborative music directors, and music educators are trained in music education. Students in music education research and develop new methods for teaching and learning music. Through peer-reviewed publications and instruction at the University of Music for music teachers, students in the field of music conduct their research. Using artificial intelligence in the classroom is a challenge because music is an available domain that requires students and teachers to innovate and solve problems. In this paper, Music Education and Teaching based on AI (MET-AI) techniques are increasingly comprehensive with modern science and technology, enhancing music education. The use of artificial intelligence in music education breached the conventional paradigm of music education, particularly electronic music and innovative music software in private colleges, which has significantly enhanced the standard of teaching music and the teaching model for music education. The experimental results show us that the network teaching platform Music Major should be continuously improved based on artificial intelligence technologies. AI can make more optimized environments and professional music classes so that teachers and students can make the most of this and ensure smooth improvement in the network's teaching model. The MET-AI scores students' learning outcome rate of 95.2%, an efficiency ratio of 98.1%, the mean square error rate of 17.9%, accuracy ratio of 95.3%, teaching performance analysis ratio of 90.7%, the false-positive rate of 18.6%, true positive rate 95.7% and flexibility ratio of 92,1%. [ABSTRACT FROM AUTHOR]

Advances in Interactive Teaching Methodology (ITM) quickly transformshigher education and learning where ITM incorporates web-based face-to-face instruction. IfITM policies are expanding, teachers, lecturers, and administrators must discuss the theoretical foundations of ITM Research. The intellectually enhanced ability makesmore learning choices in some adverse circumstances.Using methods such as hands-on demonstrations, audio-visual aids, and regular teacher-student interaction, teachers actively involve their students in their learning through interactive Teaching. Students are constantly urged to take an active role in class discussions.This paper examines the Interactive Teaching Framework using Human-Machine Interaction (ITF-HMI) for online education Higher Education Systems.In the literature survey, the critical hypotheses used in prior research are the ad hoc models for embracing technologies, the performance studies of knowledge systems, the unified ideology of ITM deployment, the utilization of technology, and the propagation of progress theories. In higher education institutions' instructional phase, sophisticated information and communication technologies with virtual technologies allow an integrated collaboration. This framework discusses how the MOOC platform allows organizing e-learning, taking electronic classroom classes, following online courses, and carrying out synchronous and asynchronous learning. The online tasks created permitted the students to track their progress in all educational activities. The experiment findings helped direct a follow-up analysis in this area with a high acceptance rate amongst the participants. The simulation result of the proposed method enhances performance analysis (98.27%), prediction analysis (97.45%), accuracy analysis (96.27%), resiliency analysis (94.9%), efficiency analysis (98.8%). [ABSTRACT FROM AUTHOR]

As education providers, universities play a pivotal role in developing and delivering quality education that contributes to the achievement of the "2030 Agenda for Sustainable Development" and the related "Sustainable Development Goals". Given the large impact of the built environment industry on global emissions and climate change, integrating environmental sustainability principles and architectural education is of paramount importance for the achievement of such targets. Through a systematic and comprehensive literature review, this article explores how and to what extent environmental sustainability considerations have been integrated within architecture curricula in tertiary education providers across North and South America, Europe, Asia, Africa, and Oceania, highlighting common approaches, future directions and areas that still need further development. Over 500 published refereed research outputs were analysed and 111 selected for inclusion and discussion in this article, with attention given to understanding course structures, pedagogy, relationship with design studios, types of assessment, teaching and learning technologies, and engagement of the wider architecture profession across undergraduate and graduate architecture programmes. 68% of the documents use case study methodologies to evaluate the impact of sustainability education, while theory only papers represent 15% of the total. Studies using a combination of theoretical discussions and applicative evidence are the 17% of the total. Among the case studies category, it is to be noted that the work done at course level (26%) almost equals that done at curriculum level (29%), signalling that attention has been paid to both the macro and micro scale. The research shows that more attention in the past was given to the 'what' (content and structure of courses and programmes), while more recent studies focus on the 'how' (pedagogies and implementation processes for teaching and curriculum development purposes). The latest works, on the other hand, start to be more focussed on assessing students' learning and increase active engagement, in an attempt to shape the profile of future graduates and make them ready to produce the substantial market transformation still needed to achieve environmental sustainability goals worldwide. [Display omitted] • The integration of environmental sustainability within architecture curricula. • A systematic and comprehensive literature review is conducted across continents. • Common approaches, areas to develop and future directions are highlighted. • In the past, attention in architecture curricula was given to the what and the how. • Nowadays, more attention is given to assessing students' learning and engagement. [ABSTRACT FROM AUTHOR]

It is crucial to understand which conditions or elements are relevant to the development of more holistic and integrative models for implementing sustainability into Higher Education Institutions (HEIs). It is observed in the literature that there is a mismatch between the highlighted importance of education for sustainability and the actual implementation of its integration in HEIs due to its multifaceted characteristics and complexity. The proposition of analytical models can serve as a very useful tool for successful practical experiences. Therefore, the paper aims to develop a conceptual and analytical framework based on four interdependent dimensions—contextual, organizational, curricular, and pedagogical– that can be used as a guide to integrate sustainability into critical areas in HEIs. We considered four crucial areas: university management, teaching, research, and community outreach. To validate and expand these areas and identify the elements composing them, we conducted a qualitative research based on systematic literature review and semi-structured interviews with experts in the field of higher and management education. We explored this integration of sustainability in the context of an emergent country, and for this we performed documental research and interviews with local experts. This study contributes to the field by presenting a multi-analytical model and their specific elements that can guide HEIs to effectively integrate sustainability into management education related to planning and action. Although the results focus on management courses, these elements, if properly adapted, can be used to map and analyze other courses in all types of HEI. [ABSTRACT FROM AUTHOR]

Due to SARS-CoV-2 pandemic, higher education institutions are challenged to continue providing quality teaching, consulting, and research production through virtual education environments. In this context, a large volume of data is being generated, and technologies such as big data analytics are needed to create opportunities for open innovation by obtaining valuable knowledge. The purpose of this paper is to investigate the factors that influence the adoption of big data analytics and evaluate the relationship it has with performance and knowledge management, taking into consideration that this technology is in its initial stages and that previous research has provided varied results depending on the sector in focus. To address these challenges, a theoretical framework is developed to empirically test the relationship of these variables; 265 members of universities in Latin America were surveyed, and structural equation modeling is used. The findings identify compatibility, an adequate organizational data environment, and external support as factors required to adopt big data analytics, and their positive relationship is tested with knowledge management processes and organizational performance. This study provides practical guidance for decision-makers involved in or in charge of defining the implementation strategy of big data analytics in higher education institutions. [ABSTRACT FROM AUTHOR]

Although the leadership role of higher education in creating a sustainable development has been widely recognized, there is a paucity of studies following a strategic perspective to explain how universities integrate sustainability in the different areas of their activity to gain a competitive advantage and contribute to the sustainable development of a broad range of stakeholders. More empirical research on the design and implementation of strategies and operations developed by universities to re-orient themselves towards sustainability has also been required, as well as systemic frameworks for evaluating sustainability performance in higher education. This paper addresses these gaps by proposing a conceptual framework for diagnosis of the integration of sustainability in universities from a strategic perspective. In particular, the concept of a sustainable business model is first contextualized to higher education and then used for interpreting the core logic through which universities create value for themselves, society and the environment. In order to assess the applicability and usefulness of this framework, a cluster analysis of all the 61 Italian state universities is used to identify business models with different degrees of strategic orientation towards sustainability and to start discussing the relationships between sustainable business models and university size, geographic location and performance. • Higher education has a key role in creating sustainable development. • A conceptual framework of university sustainable business models is developed. • Universities are grouped on the basis of their shared-value creation processes. • Analysis revealed six models reflecting a different approach to sustainability. [ABSTRACT FROM AUTHOR]

This paper shows that a competitive labor market fails to provide first-best incentives to invest in general human capital and this has distributive consequences: college students and firms underinvest in human capital, and this is more pronounced for high-skill students with low-income parents. Long-term contracts, together with privately provided wage-contingent loans, cannot restore efficiency and eliminate the distributive consequences of this labor market failure. Government student loans together with firm subsidies to human capital investments fully solve the market failure. [ABSTRACT FROM AUTHOR]

This paper investigates pecuniary and non-pecuniary returns to college education for academically marginal students in South Korea. The Korean government limits the number of admission slots at each college by assigning a quota for each year, and the quota is binding. An increase in the quota allows more academically marginal students to enter college. The IV estimation using differences in the ratio of 4-year college quotas to cohort size across regions and cohorts shows that 4-year college attendance of marginal students increases hourly wages by 60.3%-75.5%. College education also increases fringe benefits, life, and job satisfaction. [ABSTRACT FROM AUTHOR]

• The concept and vision of Education 4.0 in higher education are presented. • Four core components are integrated to shape the proposed concept of Education 4.0: (i) Competencies, (ii) Learning Methods, (iii) Information and Communication Technologies, and (iv) Infrastructure. • The components of Education 4.0 can apply to different educational levels and non-formal and informal educational environments. • Three different case studies were presented to illustrate how current programs adopt the concept and vision of Education 4.0. Technological progress and its rapid evolution have positively affected the industrial sector and different productive/service sectors. One of the service-sectors that have benefited the most has been Education. In this sector, the implementation of current and emerging technologies combined with innovative pedagogical procedures and best practices is known as Education 4.0, which, in this paper, is described and mapped according to the well-known periods of the four industrial revolutions and related to higher education. Likewise, four core components of Education 4.0 to be used as a reference for the design of new projects in educational innovation are proposed (i) Competencies, (ii) Learning Methods, (iii) Information and Communication Technologies, and (iv) Infrastructure. Finally, three case studies applied to Engineering Education illustrate how the proposed components are considered in educational programs' designs. [Display omitted] [ABSTRACT FROM AUTHOR]