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According to various international reports, Artificial Intelligence in Education (AIEd) is one of the currently emerging fields in educational technology. Whilst it has been around for about 30 years, it is still unclear for educators how to make pedagogical advantage of it on a broader scale, and how it can actually impact meaningfully on teaching and learning in higher education. This paper seeks to provide an overview of research on AI applications in higher education through a systematic review. Out of 2656 initially identified publications for the period between 2007 and 2018, 146 articles were included for final synthesis, according to explicit inclusion and exclusion criteria. The descriptive results show that most of the disciplines involved in AIEd papers come from Computer Science and STEM, and that quantitative methods were the most frequently used in empirical studies. The synthesis of results presents four areas of AIEd applications in academic support services, and institutional and administrative services: 1. profiling and prediction, 2. assessment and evaluation, 3. adaptive systems and personalisation, and 4. intelligent tutoring systems. The conclusions reflect on the almost lack of critical reflection of challenges and risks of AIEd, the weak connection to theoretical pedagogical perspectives, and the need for further exploration of ethical and educational approaches in the application of AIEd in higher education.

In this article we share the Academic Communities of Engagement (ACE) framework, which describes a student’s ability to engage affectively, behaviorally, and cognitively in an online or blended course independently and with support. Based on Vygotsky’s (Mind in society: the development of higher psychological processes, Harvard University Press, Cambridge, 1978) zone of proximal development, the framework examines how a student’s ability to engage in online or blended courses increases with support from two types of communities. The course community is organized and facilitated by those associated with the course or program. The personal community is comprised of actors not officially associated with the course who have typically formed relationships with the student before the course or program began and may extend well beyond its boundaries. Actors within each community have varying skills and abilities to support student engagement, and a student is most likely to reach the necessary engagement for academic success with active support from both. The framework identifies the community actors most likely to provide specific support elements, aligning them to the different types of student engagement. The article outlines implications for practice and research, concluding with illustrative examples.

Learning support services, categorized into academic and non-academic support, have been demonstrated to positively influence student development. However, the distinct mechanisms by which academic and non-academic support services impact academic performance remain underexplored in China. This study seeks to provide comprehensive insights into these mechanisms. A survey was conducted with a sample of 1,234 students to gather data on learning support services, student engagement, and learning performance. Structural equation modeling (SEM) was employed to analyze the conceptual model derived from the survey data. Results revealed that student engagement played a partial mediating role between academic support services and learning performance, while it played a complete mediating role between non-academic support services and learning performance. Furthermore, the analysis of standardized coefficient values reveals that academic support services have a lesser impact on student engagement and learning performance compared to the influence of non-academic support services on these same outcomes. It is suggested that distance education institutions need to pay more attention to non-academic support services and optimize resource allocation to achieve more efficient and rational resource distribution. As numerous traditional face-to-face educational institutions in China expand into online education, they encounter challenges due to isolation between teachers and students. Consequently, the concept of learning support services in distance education has become a significant concern. The findings of this study could provide valuable insights for these institutions.

Academic adaptation and performance are core aspects of international students’ academic experience in the host academic context. The aim of this study is to investigate the relationship among institutional support, social support, and academic performance of international graduate students, as well as the mediating role of academic adaptation. This study was conducted grounded in Berry’s cross-cultural acculturation framework (1997) and Schlossberg’s transition model (1995). Survey data were gathered from a sample of 410 international graduate students from five universities in central China. As predicted, the results showed that institutional support, social support, academic adaptation, and academic performance were positively related. Mediation analysis showed that academic adaptation acted as a full mediator between support factors (institutional and social) and academic performance. This study provides evidence of the way in which academic adaptation mediates between support and performance, meaning that institutional and social support increased academic adaptation which enhanced performance in turn. The present study also discusses some implications based on the findings for universities, faculty, and international student academic advisors in China and in other countries.

This review summarizes published studies on undergraduate mentoring programs from 2008 to 2012. Twenty studies met the inclusion criteria, which included empirical research on formal mentoring programs with undergraduate students as mentees or mentors. Each study was assessed based on limitations identified in two earlier reviews of the mentoring literature: definition, theory, and methods. Results from this review indicate minimal progress has been made in these three areas. However, every study included the functions of mentoring, and most studies were guided by a theory or a conceptual framework. Aspects of social validity, a construct not previously examined, were assessed and found to be present in 50% of studies. Finally, information on primary mentoring program components, another dimension not previously examined, was absent in 75% of studies, making replication difficult. Future research needs to specify program components, employ rigorous research designs to guide evidence-based practice in undergraduate mentoring, and assess social validity.

For this qualitative case study we explored students' perceptions of institutional support and sense of belonging within the college environment. Following 10 low-income, first-generation college students out of a college access program and through their first year of college, we examined institutional support structures that have been reported to increase students' sense of academic and social belonging, including comprehensive scholarship programs, social identity-based centers and student organizations, residence hall communities, faculty relationships, academic support services, and high-impact educational experiences. In spite of the positive and stabilizing potential of these support structures, several of them simultaneously undermined students' sense of belonging.

Support is one of the crucial elements of online students’ success. Although many support strategies have been documented in the past, less is known at what stages of the learning cycle suggested interventions can be embedded into the online learning curriculum. This paper offers a systematic review of the 28 empirical studies on effective support strategies and interventions that are indexed by the SCOPUS database between 2010 and 2020. Following an Inclusive Student Services Process Model framework, identified strategies are allocated across different phases of student learning to indicate where and when they can be delivered to online students. The analysis suggests that the effectiveness of the support provision depends on the time when support is offered. Furthermore, it was found that two areas support delivery, namely support at transitions and measurement of support interventions, remain under-researched. Finally, the analysis showed two emerging trends in online students support: an increasing role of technology and social network sites to design support interventions and a shift to a more personalised yet holistic approach to student support.

International students make valuable intellectual, cultural, and economic contributions to host-country colleges and universities. Some U.S. institutions enrolling greater numbers of international students offer a variety of specialized services designed to support students’ social adjustment, academic achievement, and language development in ways that potentially lead to greater retention and international student engagement. In this exploratory study, researchers analyzed website content to describe the types of support services offered by the top 20 U.S. universities with the greatest enrollment of international students in 2016. Implications are offered for U.S. higher education leaders interested in offering services to attract, support, and retain international students in an uncertain national political environment.

After-school community-based spaces are often recognized in political and educational discourse as institutions that \"save\" and \"rescue\" Black youth. Such rhetoric perpetuates an ethos of pathology that diminishes the agency of youth and their communities. Through ethnographic research with 20 youth workers at a college completion and youth development after-school program in the urban Northeast, findings indicate that tensions arise as youth workers strive to reimagine Black youth in humanizing ways despite pressures to frame them as broken and in need of fixing to compete for funding with charter schools. Data also reveal deep tensions in youth workers' experiences as they critique neoliberal reforms that shape their work; yet, at the same time, they are forced to hold students to markers of success defined by neoliberal ideals. These tensions result in youth workers downplaying the social, cultural, and emotional dimensions of their work.

We investigated parent reports of use of special education and support services, use of evidence-based practices (EBPs), use of past and current complementary and alternative medicine (CAM) treatments, non-use of CAM treatments, willingness, and unwillingness to use CAM treatments, reasons for use and non-use of CAM treatments, and perceptions of EBPs and CAM treatments in their children’s functioning. We collected data from a total of 166 parents of children with autism spectrum disorder (ASD) through a web-based survey. 94% of the parents reported lifetime use of at least one CAM treatment. Parents weighed on a wide variety of factors in decision-making. CAM treatments use was positively associated with parental educational level, length of time since ASD diagnosis, and child’s ASD severity.