This study examines the effects of parental support on learning engagement and the mediating roles of self-regulated learning (SRL) in mathematics online learning environments. A sample of 112 undergraduate students from the mathematics departments of two public universities in Malaysia participated in the study. We analyzed the data using descriptive analysis and partial least squares structural equation modeling (PLS-SEM), and the study findings indicate that parental support significantly predicts online self-regulated learning (OSRL). In addition, OSRL is a significant predictor of students’ engagement. The results also suggest that OSRL fully mediates the relationship between parental support and learning engagement. However, parental support had no significant effect on learning engagement. This study highlights the importance of considering parental support and fostering OSRL strategies to promote learning engagement among mathematics higher learning institution students.

Objectives: The study aims to investigate the efficacy of the Poe ChatGPT-based TPACK model on EFL teachers’ performance and their students’ vocabulary learning. Methods: I designed four instruments to gather the research data: a survey of EFL teaching skills, a teaching knowledge test, an observation checklist for assessing teacher performance, and a vocabulary knowledge test. Results: The statistical analysis of the research data proved that EFL teachers developed their teaching performance. The statistical analysis of preparatory students’ vocabulary tests proved no differences between the experimental and control groups. Conclusions: Utilizing the Poe ChatGPT-based Technological Pedagogical and Content Knowledge (TPACK) model positively impacted teaching skills. The impact of Poe ChatGPT on developing students’ vocabulary learning was rejected. Implications: There is a need for future studies to examine the effect of Poe ChatGPT on secondary and university students’ vocabulary knowledge and teachers’ inquiry, critical thinking, and digital literacy skills.

Objective: The purpose of our study was to explore the perceptions of internal authorities of public universities in The Gambia—with a focus on the University of The Gambia (UTG)—on service quality amid massification and thereby elicit their recommendations. Method: This qualitative case study of service quality in public universities in the Gambia employed content analysis of data collected through semi-structured interviews to ascertain categories. Results: The results showed an unfavorable view of the quality of all the factors observed—physical environment quality, core educational quality, and transformative quality. Despite efforts of the university administration to enhance the quality of education, the financial constraints posed by massification remain a hurdle. Conclusions: The results show that the hope of relocating UTG to the new university campus in Faraba-Bantang serves as the beacon of hope for the respondents. However, this relocation is only a relief regarding physical infrastructure. It does not offer solutions for the other quality aspects. Thus, a holistic solution is needed. Implications: The decreasing trend of government expenditure on education suggests that the government of The Gambia’s ambition to expand higher education (HE) is at the altar of quality. Hence the universities should expedite efforts to raise alternative financial sources to remain competitive.

Objective: Internet addiction among university undergraduates may deeply impact their academic lives. This study investigated the association between academic fatigue, academic engagement, academic performance, gender, and internet addiction and how the variables jointly and relatively predict internet addiction among undergraduates in southwestern universities in Nigeria. Method: The correlational research type of the non-experimental research design was adopted for this study. A multi-stage sampling procedure was used to select 1,157 students. The main variables were the Internet Addiction Test (<em>r </em>= 0.82) and the Academic Fatigue Questionnaire (<em>r </em>= 0.85; both adapted), as well as the Academic Engagement Scale (<em>r</em> = 0.93; researcher developed) and cumulative grade point average. We analyzed the data using frequency, percentages, correlation, and multiple regression. Results: Undergraduate males are significantly more addicted to the internet than females. Academic fatigue, academic engagement, male gender, and internet addiction had a positive significant relationship, while academic performance did not. The multiple association among academic fatigue, engagement, male gender, and internet addiction was 0.6, while the variance accounted for by the predictors on internet addiction was 35.2%. Further, academic fatigue (β = 0.346, <em>t</em> = 14.042, <em>p</em> t = 15.741, <em>p</em>t = 7.609, <em>p</em> Conclusion: Academic fatigue, academic engagement, and gender (specifically male) are leading causes of increased internet addiction among undergraduates. This study contributes to the extant literature by providing evidence that academic performance or success does not necessarily predict internet addiction among university students. Nevertheless, undergraduates should be helped to moderate internet usage.

Objective: This study aimed to develop and test a scale for measuring the quality of blended learning models in higher education. Methods: This research adopts a sequential mixed-method approach to construct a new measurement scale. The first phase consisted of the inductive approach to identify the items, followed by exploratory factor analysis. The identified dimensions were tested for reliability and validity in the second phase. Results: The Blended Learning Quality Assessment (BLQA) contains 4 dimensions: Technology Integration, Pedagogy and Curriculum, Physical Infrastructure, and Educator Proficiency. The scale is comprised of 26 items assessing the quality of blended learning programs in higher education. The reliability and validity of the scale were established by confirmatory factor analysis (AVE > 0.6, Cronbach’s alpha > 0.85). Conclusions: In the face of changing student expectations of quality, this study introduces a comprehensive measurement scale by which institutions of higher education may effectively assess their performance. Implications: Results contribute to extant literature by proposing a comprehensive scale to measure the quality of an institution’s blended learning model. The scale integrates digital aspects of pedagogy, delivery, and infrastructure and can be used to identify the dimensions contributing most to student satisfaction.

Objective: Our objective was to examine the perceptions regarding the teaching and learning of English of students in 16 undergraduate programs at a state public university in Mexico. Method: In our qualitative case study, participating students responded to queries about their experiences learning English at the university, as well as their educational aspirations upon completion of their university studies. Results: Despite their relevance to language immersion and competency, students struggle to combine prior experiences with current learning. Given Mexico’s English education system and past national initiatives, most participants say they still speak basic English. It is also clear that the institution does not have a unified curriculum that permits students to take English lessons in their subject of study. Implication for Theory and/or Practice: It is necessary to articulate English initiatives from elementary to higher education and to monitor national initiatives to ensure continuity in the development of language learning. Global events, such as the COVID-19 pandemic, have affected education, and universities and their teachers must remain on the cutting edge of educational technologies and instructional methodologies and redouble efforts to enhance English teaching and learning.

Objective: The purpose of the study was to elucidate the current challenges to inclusive education (IE) at the university level in Japan, thereby addressing the gap between policy and the provision of inclusion. Method: This qualitative case study of a private university supporting inclusive policies in Japan included content analysis of data collected through semi-structured interviews to ascertain themes. Results: The four identified themes were: inclusion practices as a conceptual challenge, conflicting practice of reasonable accommodations, inclusion management gaps, and barriers to and opportunities for inclusive education. Conclusions: There is a significant disconnect between legal obligation and actual implementation of accommodations. Results demonstrate the difficulties in accommodating students due to rigid procedural requirements for accommodation, such as self-reporting documentation by students. Implications: Contradiction between inclusion policy and practice related to students with disabilities hinders the provision of accommodation services to university students in Japan.

More than 2.5 years after the outbreak of the COVID-19 pandemic and the lessons learned from the implementation of emergency remote teaching in (European) higher education, this essay reflects on how universities, governments, and policy makers can re-imagine higher education in the post-COVID-19 era. It envisions universities as inclusive, student-centered, and accessible organizations capable of meeting diverse learning needs through technology-enhanced high-quality academic programs. This can be achieved through wide-scale uptake of blended learning in higher education; capacity building for stakeholders on online/blended learning; consideration of the unique needs of its stakeholders; and a holistic quality assurance framework. The author’s proposal is evolving, and its elements can be adjusted to the strategic priorities and characteristics of each institution.

As an added service to those visiting the journal, the HLRC provides in English and Spanish a brief audio summary of the articles published in the issue. This is the English version.

Objective: The purpose of this study was to understand what online adjunct faculty value as support services, specifically professional development opportunities, provided by their respective higher education institutions. Method: This qualitative narrative inquiry study centered on exploring perceptions and experiences of online adjunct faculty members from higher education institutions and their experiences and expectations of professional development (PD), prior to and during COVID-19. Results: The study resulted in the identification of possible improvements and enhancements to existing PD content that would further support faculty personal development, mental health, wellbeing, and academic growth. Conclusions: This study reminds us that there are numerous variables, including unforeseen crises such as the COVID-19 pandemic, that need to be considered when developing, implementing, and presenting PD for online adjunct faculty professional and personal growth. Because faculty want to be listened to and heard, the PD development and implementation process needs to be interactive to support online adjunct faculty, regardless of whether the university is for-profit or not-for-profit. Implication for Practice: The results based on online adjunct faculty experiences could lead to updating professional development opportunities employed in different higher education institutions to promote faculty self-actualization and ultimately, student success.