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Due to the recent developments in the delivery of teaching-learning processes when COVID-19 hit the world with a health crisis and pandemic, it is crucial to look into the quality of courses delivered via online means or through distance education modality. This paper examines implementation and application of quality assurance (QA) landscape in Distance Education (DE). A documentary review using bibliographic inquiry is used as a methodology approach to gather relevant information to address the study questions. Previous studies on QA in DE are examined and arranged into themes using thematic analysis. Findings revealed that most of the literature on QA in DE in Africa and Asia based on the reviewed Open and Distance Learning (ODL) institutions are basically dealing with frameworks, outcomes and performance, instructional design, student services and challenges as well as parity in terms of quality with the traditional institutions. Therefore, this paper concludes that more studies are needed for QA in DE to match the post-COVID-19 trends on improving QA. This implies that there is a need to expand research on QA in DE to include areas of artificial intelligence.

This paper reports the findings of a bibliometric analysis using VOSviewer on 392 Scopus database documents published from 2003 to 2022, aiming to understand the global landscape of the e-learning field and to identify the most prominent authors, institutions, countries and reference publications, as well as the research topics that have recently received the most attention in students' readiness for e-learning in Higher Education Institutions (HEIs). The findings indicate that there has been an upward trend in e-learning readiness among students in HEIs over time. Among the countries studied, the United States, Taiwan, Australia, and Malaysia were found to have the most effective approaches to addressing students' readiness for e-learning. The most highly cited author in this field is M-L. Hung. Based on the citations, the most recognised journal in this field was "Computers and Education" and the universities that were most persuasive were two Taiwan universities in the first position. The data also revealed relatively low levels of collaboration among authors, institutions and nations regarding students' readiness for e-learning.

The normative institutional practices of White, native English speakers have been explored in detail by CRT scholars in US academia, and these practices perpetuate a system which maintains White privilege to the detriment and systemic exclusion of the Other. Consequently, students of colour and non-native English speakers are inclined to face a number of forms of inequality, inequity, discrimination and harassment based on Whiteness and nativism including English speaker centrism, and this eventually serves to reproduce Whiteness and White racial domination. To better understand this institutional practices based on Whiteness in US academia, this paper explores how structural inequity based on linguistic racism and White privilege is reproduced by patterns in everyday institutional practice in US academia, and how intersectional structural inequity influences non-White, non-native speakers of American English such as international students from Asia by interviewing an Asian international ELL Ph.D. student, and exploring his counterstory in detail. [ABSTRACT FROM AUTHOR]

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Drawing on the stimulus-organism-response theory, the present study aims to investigate the mediating role of environmental self-identity on the relationship of collectivism-organizational culture and green empowerment with employee's workplace green behavior. By adopting procedural remedy and purposive sampling approach, data was collected from 207 administrative employees in higher education institutions of China. Response rate in this study is 41.40%. The authors employed partial least square -structural equation modelling to validate the proposed hypotheses. The current empirical findings confirmed the direct effect of collectivism-organizational culture and green empowerment on employee's environmental self-identity. It is also proven that environmental self-identity significantly and positively influence employee's workplace green behavior. This study concludes with significant positive indirect impact of collectivism-organizational culture and green empowerment on the employees WGB through environmental self-identity. This study enriches the literature on sustainable development by examining the integrated relationship of collectivism-organizational culture, green empowerment, self-identity and green behavior. The limitations and implications have been elaborated at the end of research. [ABSTRACT FROM AUTHOR]

Artificial intelligence (AI) tools are now used in our daily lives. This study aimed to explore the level of awareness, perceived benefits, threats, attitudes, and level of satisfaction with AI tools among individuals within higher education in Asia and Africa. A cross-sectional study was conducted in August 2023. Snowball sampling was used with a convenience sample of 815 highly educated Asian and African participants from 11 countries. About 56% of participants have Bachelor's degrees. 312 participants (38%) were unaware of AI tools and AI tools were used rarely by 316 (63%) of 503 participants who were aware of them. ChatGPT is the most popular of this study's AI tools (N=405, 81%). Participants who used AI tools reported greater benefits than those who did not (p < 0.05). Of the four educational groups, those with a Master's degree reported a higher AI tool threat than those with a Diploma (P < 0.05). Female participants reported more AI-related threats than males (P < 0.05). In conclusion, this research is important because of the rapid development of modern technology around the world. Nevertheless, Asia and Africa still lag behind developed nations in AI technology awareness. [ABSTRACT FROM AUTHOR]