Higher education in flux: navigating demographic, ethical, and technological challenges

The study aimed to identify the ethical challenges of artificial intelligence technologies and their relationship to human capital development in the health sector in the Kingdom of Saudi Arabia. The inductive approach was used, relying on a survey and review of previous literature. This was done by reviewing all Arabic and foreign literature related to the ethical challenges of using artificial intelligence technologies, as well as areas of human capital development. The study focused on the health sector in the Kingdom as a study community. The study concluded that there are many ethical challenges facing the use of artificial intelligence technologies, which can be overcome through preparation, application, and adherence to certain practices and principles related to artificial intelligence. It was found that there are a group of areas of human capital development that must be focused on, and no area is excluded, especially since they constitute human capital development at the organizational level. The study reached an important conclusion, namely that the ethical challenges associated with the use of artificial intelligence represent a real obstacle to its efficient investment in health institutions, which requires the development of strict regulatory and ethical policies to address them. The study recommended that the ethical policies and principles regulating the use of artificial intelligence technologies should be based on references from local, regional, and international bodies, ensuring the regulatory framework is consistent with internationally approved frameworks in this field.

At a time of complex change in the provision of higher education by Institutes of Technology (IOTs) in Ireland, this qualitative study provides significant insights into the factors which have impact on academic creativity and innovation inside higher education institutions (HEIs). Curriculum development processes were examined in four Irish IOTs and one university, employing a constructivist grounded theory case study methodology. Interviews were conducted to gather experiences of 20 Irish academics. Five rounds of data analysis were processed with QSR NVivo software.A creativity paradox was uncovered: contemporary Higher Education (HE) policies promote cultures of creativity and innovation, yet, in practice, academics feel restricted in New Programme Development and Validation (NPDV) by greater regulatory compliance and sector rationalisation. However, despite increasingly complex HE controls, study findings show the significant impact of leadership within the HEI, and that a climate for academic creativity and innovation can exist, if the organisational climate conditions of effective leadership; trust; transparency; managerial and innovation process support are in place. Where present, these conditions have a positive impact on progress in the development of creative new programmes of learning and on the wider climate for creativity and innovation in the IOT. The in-depth interrogation of curriculum development and validation processes in Irish HEIs is the first of two primary contributions to knowledge of this research.Though state level regulatory compliance legacies represent a significant bureaucratic load on the IOTs, the impetus for HEI regulatory policies in Ireland increasingly originates from European Union (EU) HE agendas. Within the literature, there are criticisms of an EU creativity and innovation agenda for HE which is not sufficiently broad based and is heavily focused on servicing industry interests (Duff, 2011; MacLaren, 2012; Moutsios, 2013). Benefits of this creativity agenda are acknowledged, but a counterbalanced, more holistic approach to creativity development in HE, represented by the Humboldtian higher education ideal is advocated.A synthesis of findings led to the development of the three-level model for organisational creativity and innovation in higher education, the second primary contribution to knowledge of this research. The model illustrates the HEI climate factors, experienced by academics to have impact on creativity and innovation in Irish HEIs. Factors emerged at three levels: individual/team; organisational and meta-organisational. The findings of this study were found to align at individual/team and organisational levels, with Amabile’s (1988) componential model for organisational creativity and innovation.The development of this three-level model is timely, given the change impetus in the IOT sector towards the development of technological universities in Ireland, in addition to the financial, technological and global competitiveness challenges currently facing the institutes. The model will serve as a comprehensive tool, informing HEI senior management and policy developers of the factors which must be addressed, to develop an authentic HE climate conducive to creativity and innovation. To this end, HEI policymakers are encouraged to think creativity first when considering implementation of new HE regulatory policies and practices. The findings in this study will contribute to the ongoing policy discourse about the future of the IOTs during a period of significant change in the sector.

Introduction. The current development of higher education in Ukraine is taking place amid crisis transformations associated with martial law, economic instability, digital inequality, and psychological exhaustion among participants in the educational process. In such conditions, traditional approaches to assessing the quality of education are proving insufficient, as they do not take into account the complex impact of external and internal threats. There is a growing need for a scientific rethinking of the factors that determine the quality of the educational process and for updating the methodology for assessing the performance of higher education institutions. Purpose. Identify factors that influence the quality of the educational process in higher education in times of crisis and classify them. Methods. The study uses a set of theoretical methods: review of scientific literature, analysis and synthesis, induction and deduction, generalisation and comparison. This methodological approach made it possible to systematically compare normative provisions, scientific approaches and actual challenges of Ukrainian higher education functioning in conditions of war and socio-economic transformations. Results. It has been established that the quality of the educational process is shaped by four interrelated groups of factors: socio-economic, organisational, psychological and technological. Their role in ensuring the accessibility of education, managerial efficiency, motivational stability and innovative development of the educational environment has been substantiated. The criteria for assessing the quality of the educational process, which cover professional knowledge, readiness for professional activity, the structure of individual professional qualities and additional value characteristics, have been systematised. It has been shown that comprehensive consideration of these factors is a necessary condition for improving internal quality assurance systems and adapting universities to extraordinary conditions. Originality. For the first time, a system of influence of technological, psychological, socio-economic and organisational factors on the quality of the educational process has been substantiated, taking into account the specifics of the functioning of Ukrainian higher education institutions in conditions of martial law. Approaches to structuring quality assessment criteria have been improved, and a systematic model of their action and manifestations in the educational environment has been proposed. Conclusion. The study shows that the quality of the educational process in crisis conditions is an integral characteristic that is formed under the influence of a multidimensional system of factors. Their comprehensive consideration determines the stability of universities and the effectiveness of educational programmes. Prospects for further research lie in the need for empirical verification of analytically identified factors, the development of quantitative indicators of their impact, and the creation of practical recommendations for mitigating the negative effects of socio-economic, organisational, psychological and technological challenges.

Tourism is well known to transform space and place, especially through commodification of space and culture Destination in peripheral areas are facing major transformation. Three main challenges can be identified: workforce and demographic challenges, technological challenges and climate change adaptation challenges. Neoliberal discourses and policies will suggest technological innovation, good governance and competitive destination management to face those challenges. Based on our action researches, we take exception from those discourses, suggesting that a living lab as a social innovation process offer the potential of different responses to those challenges than the business as usual neoliberal discourses especially in refocusing the innovation agenda on people, place and use values instead of profit and exchange values. Indeed, our researches reintroduce fundamental issues of tourism as a base on encounter and sharing of space, in place, through people. The exchange value and profit not being at the core of the innovation process

Leadership Development for Sustainability of E-Learning

Scientific research on the assessment of educational outcomes using artificial intelligence technologies in higher education is still fragmented, especially in the context of Ibero-American countries and the transforming educational systems, which include Kazakhstan. Despite the active introduction of digital platforms, analytical tools, and automated assessment systems, comprehensive research revealing innovative approaches, methodological foundations, and ethical aspects of AI-based assessment remains limited. In this regard, this mini-review is aimed at filling the identified research gap by analyzing key theoretical works and modern empirical studies that determine the prospects for further development of this field. The methodological basis of the review is a conceptual model that considers assessment using artificial intelligence as a multi-level system that includes automated analysis of educational data, personalized feedback, predictive evaluation mechanisms, and algorithmic support for pedagogical decisions. Within the framework of this model, assessment is interpreted not as an isolated control tool, but as an integrated component of the educational environment that influences individual learning trajectories, academic success and student engagement. It should be noted that this mini-review is one of the first studies in which this conceptual framework is applied to a comparative analysis of assessment practices using artificial intelligence in the Ibero-American and Kazakh contexts of higher education. The review included 12 peer-reviewed scientific publications published since 2020, which addressed the issues of automated assessment, learning analytics, adaptive feedback systems and ethical aspects of the introduction of artificial intelligence in the university environment of these regions. The paper analyzes the main innovations in the field of AI-based assessment, including the use of behavioral and cognitive analytics, automated formative assessment, forecasting academic risks and personalized assessment support for students. Special attention is paid to contextual factors such as the level of digital readiness of students, the institutional features of universities, as well as differences in assessment practices between public and private educational organizations. Along with technological innovations, the mini-review examines the key ethical challenges associated with the use of artificial intelligence in assessing educational achievements. Such challenges include algorithmic bias, limited transparency of assessment decisions, issues of protecting students’ personal data, and the risks of increasing educational inequality. The analysis shows that the manifestation of these ethical issues varies in Ibero-American countries and Kazakhstan, reflecting differences in educational policies, the level of digital infrastructure, and socio-economic conditions. Based on research using a variety of methodological approaches, including quantitative, qualitative, and mixed designs, this mini-review demonstrates the multiplicity of interpretations and practices of applying artificial intelligence in higher education assessment. At the same time, the need to expand interdisciplinary research aimed at analyzing poorly studied categories of students and alternative educational trajectories in the digital environment is emphasized. In conclusion, the educational and ethical implications of further implementation of AI-based assessment in higher education are considered. Given the increasing role of automated assessment systems and the desire of universities to improve the objectivity and fairness of assessment, the development of methodologically sound and ethically responsible models for the use of artificial intelligence is of particular relevance. At the same time, taking into account the regional characteristics of educational systems makes the comparative analysis of the Ibero-American and Kazakh experience an important area of modern research in the field of digital education.

Nurse leaders can shape ethical cultures

Higher education increasingly demands graduates capable of addressing complex social, environmental, and technological challenges. Traditional STEM (Science, Technology, Engineering, and Mathematics) education, though vital for technical competence, often neglects creativity and ethical reasoning essential for sustainable innovation. Reconceptualizing STEM as STEAM through the inclusion of the Arts enhances creativity, design thinking, and interdisciplinary collaboration. This paper examines evidence from higher education institution using empirical literature. Findings indicate that integrating the arts within STEM curricula strengthens student engagement, innovation capacity, and social responsibility. The study highlights strategies such as curriculum redesign, faculty training, and community partnerships as critical for sustainable STEAM adoption. It concludes that STEAM education can equip Tanzanian graduates with the creative, ethical, and technical skills required to generate locally relevant innovations aligned with national and global sustainability priorities.

The purpose of this research is analyzing the opportunities and challenges of emergency remote teaching based on experiences of the COVID-19 emergency among teachers and principals of Malaysian schools. This study explores the perceptions of school teachers of online learning in a program developed in Malaysian school called School from Home during the COVID-19 Pandemic. A qualitative research method was undertaken in two steps.
 
 In the first step, a thematic analysis a qualitative method was used based on a two-step process. The first step consisted a Qualitative study which involved 4 school principals from Grade A and Grade B schools which is selected from four state which is Selangor, Johor, Kedah and Kelantan. In the second step (a Malaysian case study), The results from the interview discussion represented the basis for the second step, in which starting from the main issues that emerged from the online discussion among researches, professors and also Higher Education Offices from Ministry of Education and State Education Officers. The analysis reveals several technological, pedagogical and social challenges. The technological challenges are mainly related to the unreliability of Internet connections and many students’ lack of necessary electronic devices. (Chandler. D, 2017)
 
 The pedagogical challenges are principally associated with teachers’ and learners’ lack of digital skills, the lack of structured content versus the abundance of online resources, learners’ lack of interactivity and motivation and teachers’ lack of social and cognitive presence (the ability to construct meaning through sustained communication within a community of inquiry) (Gordon, 2020) The social challenges are mainly related to the lack of human interaction between teachers and students as well as among the latter, the lack of physical spaces at home to receive lessons and the lack of support of parents who are frequently working remotely in the same spaces. Based on the lessons learned from this worldwide emergency, challenges and proposals for action to face these same challenges, which should be and sometimes have been implemented, are provided.

Navigating Ethical Considerations and Implications of AI Chatbots in Higher Education: A Systematic Review

ETHICOMP 2025 is a multitrack conference that brings together diverse sessions at the intersection of ethics, technology, society, and education. Designed to foster interdisciplinary dialogue, the program offers both thematic depth and crossdomain perspectives. Domain experts chair each track, reflecting the breadth of ethical challenges in contemporary information and communication technology (ICT)—from algorithmic fairness and data protection to AI governance, digital pedagogy, and cyberethics. To reflect the diverse ethical questions raised by digital technologies, ETHICOMP 2025 is organized around the following topical areas: • Let’s Reevaluate Cybersecurity Best Practices • Ethical Challenges of Human Relations in Education in the AI Era • Gender and Future Digital Technologies • The Normative Challenges of AI Literacy • (De)stigmatizing Digital Interactions and Technologies • Artificial Intelligence: Interpretability and Measurement of its Underlying Ethics • Values: The Basis for Responsible Technology and Digital Interactions • How is AI Changing Us? How Does it Change the World? • Ethical Challenges for Business in a Digital World • AI, Social Networks, and Their Influence on Youth

Higher education faces multiple problems in the new millennium, and these are especially acute in developing countries, where expansion is taking place at the same time that state financing is declining and the challenges of technology, access and the maintenance of quality loom ever larger. The idea of the multifunctional digital centre (MDC) provides an important solution to some of the problems faced by higher education in developing countries and has lessons for industrialised nations as well.

This chapter examines the origins and evolution of philanthropy in Japanese higher education, emphasizing why it has historically relied less on donations since World War II. It also explores the growing expectations for donations since the 2000s owing to demographic and economic challenges in Japan. Despite efforts by the Japanese government and universities to encourage donations toward higher education and scientific research, contributions remain limited compared to those in the United States. A survey conducted by the author in 2022 among Japanese adults revealed that very few respondents had experience in making cash or stock donations to universities. Additionally, over 80 percent of college graduates believed that their parents covered most of their higher education costs, reflecting a strong cultural perception of education as a family responsibility. However, among the younger generations, particularly those in their twenties, there is an increasing perception that their higher education costs have been supported through donations. This indicates a shift in attitude toward philanthropy in Japanese higher education.

Universities are at a time of change. Their social, political and economic conditions are under challenge, while technological change challenges curriculum design and implementation, requiring reconsiderations of teaching and learning practices. In this context, and as part of the conference session on Higher education in 2014: threshold, watershed or business as usual?, I reviewed an approach I have been trialing to supporting early- and mid-career academics to navigate through this changing environment. This paper presents an illustrated essay on a human-scale approach to early- and mid-career mentoring through the establishment of small team-based research and writing projects. The essay provides examples of activities that, on the one hand, assist academics to develop the tools they need to navigate the new and evolving environment of higher education, while on the other hand directly addresses key pedagogical issues and provides new insight into teaching and learning in higher education.

The rapid advancement of genitive AI, like Chat GPT, has initiated a profound transformation in higher education. It offers customized learning experiences, automates administrative tasks, and provides personalized support to students and educators. Following PRISMA guidelines, this paper presents a systematic review that delves into the implications of genitive AI, a cutting-edge language model, in higher education. We adopted ChatGPT as an example of this study. It thoroughly examines the potential advantages and constraints of integrating ChatGPT into educational environments, assessing the quality of 35 selected articles and conducting a comprehensive meta-analysis of their findings. This study yields fresh insights into the multifaceted consequences of employing ChatGPT in higher education and underscores the intricate landscape associated with AI integration in academic settings. It emphasizes the imperativeness of addressing ethical, legal, and pragmatic challenges while capitalizing on the potential benefits of AI technology in education. Our systematic review reveals a consistent reservation trend regarding generative AI integration within educational contexts. These concerns encompass many issues, emphasizing the necessity for judicious implementation and ro bust safeguards to mitigate potential challenges.