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Driven by the rise of recent technologies and long-standing interest in accommodating diverse student needs, the demand for flexibility in higher education has intensified. Moreover, the COVID-19 pandemic has intensified studies investigating online learning effects, reflecting shifting preferences and demands in education. Although prior research recognizes diverse flexibility practices, a narrow focus on instructional delivery limits its potential. Bridging this gap requires re-envisioning flexible learning by involving students, educators, and institutions in the transformation process. Therefore, this study aims to investigate and compare students' and educators' perspectives and experiences of five dimensions of flexibility (deadlines, modality, assessment type, grading and weighting, and course correspondence). The study involves a quantitative and qualitative survey, composed of Likert scale and open-ended questions. The survey respondents were students (N = 315) and educators (N = 100) at Western University across different years and programs. The quantitative component reveals a general alignment between student and educator preferences across flexibility dimensions. Noteworthy preferences include collaborative deadline setting, non-timed and take-home assessments, and more frequent, lower-weighted tasks. Students' increased preference for hybrid learning, despite a general preference for in-person formats, underscores the value placed on flexibility and adaptability. Qualitative findings illuminate the broader implications of flexibility that can be organized into the following four themes: (1) flexibility humanizes teaching and learning, (2) flexibility recognizes diverse student populations, (3) flexibility provides broad accommodation and increases accessibility, and (4) flexibility can offer immediate relief but poses long-term consequences. In conclusion, this study emphasizes the multifaceted nature of flexibility in higher education, offering a nuanced understanding of the impact of flexibility on students, educators, and institutions, encouraging further exploration and evidence-based policy decisions. Beyond academia, the research suggests potential reshaping of the higher education landscape, positioning flexibility as a fundamental element to foster a more inclusive, supportive, and effective learning environment for both students and educators. [ABSTRACT FROM AUTHOR]

Extracellular microRNA (miRNA) sequences derived from the pre-implantation embryo have attracted interest for their possible contributions to the ongoing embryonic–uterine milieu, as well as their potential for use as accessible biomarkers indicative of embryonic health. Spent culture media microdroplets used to culture late-stage E4.0 murine blastocysts were screened for 641 mature miRNA sequences using a reverse transcription–quantitative polymerase chain reaction–based array. We report here 39 miRNAs exclusively detected in the conditioned media, including the implantation-relevant miR-126a-3p, miR-101a, miR-143, and miR-320, in addition to members of the highly expressed embryonic miR-125 and miR-290 families. Based on these results, an miRNA panel was assembled comprising five members of the miR-290 family (miR-291-295) and five conserved sequences with significance to the embryonic secretome (miR-20a, miR-30c, miR-142-3p, miR-191, and miR-320). Panel profiling of developing embryo cohort lysates and accompanying conditioned media microdroplets revealed extensive similarities in relative quantities of miRNAs and, as a biomarker proof of concept, enabled distinction between media conditioned with differently staged embryos (zygote, 4-cell, and blastocyst). When used to assess media conditioned with embryos of varying degrees of degeneration, the panel revealed increases in all extracellular panel sequences, suggesting cell death is an influential and identifiable factor detectable by this assessment. In situ hybridization of three panel sequences (miR-30c, miR-294, and miR-295) in late-stage blastocysts revealed primarily inner cell mass expression with a significant presence of miR-294 throughout the blastocyst cavity. Furthermore, extracellular miR-290 sequences responded significantly to high centrifugal force, suggesting a substantial fraction of these sequences may exist within a vesicle such as an exosome, microvesicle, or apoptotic bleb. Together, these results support the use of extracellular miRNA to assess embryonic health and enable development of a non-invasive viability diagnostic tool for clinical use. [ABSTRACT FROM AUTHOR]