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In the global context of carbon neutrality, higher education parks are an important strategic position for achieving China’s goal of carbon peaking and carbon neutralization. Strategies from the perspective of life cycle to guide early low-carbon planning and design are an effective way to achieve carbon emission reduction goals. As the scale of university construction gradually expands, the “urban” attributes of them are becoming prominent. However, there is no quantitative study on analyzing the life cycle carbon emission strategies at both the building and urban scale based on sustainability rating systems. This study first extracts the design strategies according to BREEAM, LEED, DGNB and relative assessment standards for campuses and cities in China at the building and urban scale based on the 7-dimensional low-carbon strategy framework, then sorts out and compares the proportions of carbon-emission-related strategies across various dimensions and life cycle stages. It then summarizes the applications and concerns of low-carbon design strategies at different design scales. Finally, the weighting and calculation methods of life cycle carbon emissions in different sustainability rating systems are compared, the scope and methods of carbon emission benchmarks under different standards are compiled, and the evaluation method for locally applicable carbon emission benchmarks in China is proposed in light of China’s national conditions, which provides guidance for the design process and standard formulation.

Over the years, a variety of frameworks, models and literacies have been developed to guide teacher educators in their efforts to build digital capabilities in their students, that will support them to use new and emerging technologies in their future classrooms. Generally, these focus on advancing students’ skills in using ‘educational’ applications and digitally-sourced information, or understanding effective blends of pedagogical, content and technological knowledge seen as supporting the integration of digital resources into teaching, to enhance subject learning outcomes. Within teacher education institutions courses developing these capabilities are commonly delivered as standalone entities, or there is an assumption that they will be generated by technology’s integration in other disciplines or through mandated assessment. However, significant research exists suggesting the current narrow focus on subject-related technical and information skills does not prepare students adequately with the breadth of knowledge and capabilities needed in today’s classrooms, and beyond. This article presents a conceptual framework introducing an expanded view of teacher digital competence (TDC). It moves beyond prevailing technical and literacies conceptualisations, arguing for more holistic and broader-based understandings that recognise the increasingly complex knowledge and skills young people need to function ethically, safely and productively in diverse, digitally-mediated environments. The implications of the framework are discussed, with specific reference to its interdisciplinary nature and the requirement of all faculty to engage purposefully and deliberately in delivering its objectives. Practical suggestions on how the framework might be used by faculty, are presented.

Artificial intelligence (AI) technologies have the potential to completely transform how we teach and learn in higher education. ChatGPT, a language model developed by OpenAI, is one such tool that can deliver individualized recommendations to students, increase collaboration and communication, and improve student learning results. However, there are some obstacles to overcome, such as ethical concerns and implementation issues. This study reviews related work on the use of artificial intelligence in education, with a focus on ChatGPT and its possible applications in higher education. It also examines the benefits and drawbacks of adopting ChatGPT in higher education, as well as implementation advice. Finally, the report discusses future directions for ChatGPT research in higher education. According to the findings of this paper, ChatGPT represents a significant opportunity for higher education institutions to improve the quality and accessibility of education; however, its implementation must be approached with caution and a clear understanding of the opportunities and challenges involved.

Higher education institutions are going through major changes in their education and operations. Several influences are driving these major changes. Digital transformation, online courses, digital-navy students, operational costs, and micro and nano degrees are just some examples of these influences. Digital technologies show a range of tools selected to include formalized learning environments in teaching in higher education, and students utilize these tools to promote their learning. The Industrial Revolution 4.0’s technological growth has penetrated higher education institutions (HEIs), forcing them to deal with the digital transformation (DT) in all of its dimensions. As they enable us to characterize the various interrelationships among stakeholders in a digitally enabled context of teaching and learning, applying digital transformation techniques to the education sector is an emerging field that has attracted attention recently. The aim of this study is to provide an overview of the distinguishing features of the digital transformation implementation process that has occurred at higher education institutions. In addition, how digital learning can be seen as part of the ecosystem of modern higher education. Further study is necessary to determine how higher education institutions can comprehend digital transformation and meet the demands imposed by the fourth Industrial Revolution.

[This corrects the article DOI: 10.1371/journal.pone.0322597.].

Lockdowns, social distancing, and COVID safe hygiene practices have rendered the usual face-to-face course delivery options all but impossible for many higher education institutions worldwide. A forced transition to online learning has been the only viable option for preventing a wholesale closure of many institutions. The aim of this study is to identify the role of educational technologies in the transition from face-to-face to online teaching and learning activities during the COVID-19 pandemic. This paper identified five challenges to transitioning to online education experienced by higher education institutions: synchronous/asynchronous learning tool integration, access to technology, faculty and student online competence, academic dishonesty, and privacy and confidentiality. From the studies examined in this literature review, strategies for successful online implementation were also noted. These included: providing e-learning training support for faculty and students, fostering online learning communities, and expanding traditional face-to-face course delivery to incorporate more elements of blended learning. A Technology Enhanced Learning Hub that encapsulates the learning process within a modality-neutral learning space is presented as a suggested framework for delivering higher education programs in this challenging environment.

In response to the emerging and ever solution to the COVID-19 outbreak. This study proposes a theoretical framework based on literature and model to determined E-learning portal success. The study compared males and females to E-learning portal usage. The study objective is to check the difference between male and female E-learning portals’ accessibility among the students’ perspective. The study included service quality, system quality, information quality, user satisfaction, system use, and E-learning portal success. The empirical data of 280 students participated from the different universities of Malaysia through google surveys analyzed using the Partial Least Squares Structural Equation Modelling. The study further divided the full model into two domains, which are female and male. In the male model, information quality and system quality have direct relationships with user satisfaction. Information quality also supported the relationship with system use. At the same time, there is a positive relationship between user satisfaction and E-learning portals. Likewise, in the female model, E-service quality and Information quality both are supported by system use and user satisfaction. Similarly, system quality has a positive relationship with user satisfaction, and user satisfaction has a positive relationship with E-learning portals. The study will be further helpful for the Malaysian universities policy-makers such as top management, ministry of higher education, Malaysian universities union in designing the policies and programs on E-learning Portal Success in the country. The findings of the study reveal that males and females have a different level of in terms of usage of towards E-learning portals in Malaysian Universities.

The Internet has made online learning possible, and many educators and researchers are interested in online learning courses to enhance and improve the student learning outcomes while battling the shortage in resources, facilities and equipment particularly in higher education institution. Online learning has become popular because of its potential for providing more flexible access to content and instruction at any time, from any place. It is imperative that the researchers consider, and examine the efficacy of online learning in educating students. For this study, the researchers reviewed literature through meta-analysis as the method of research concerning the use of ADDIE (Analysis, Design, Development, Implementation and Evaluation) framework for designing and developing instructional materials that can provide wider access to quality higher education. This framework can be used to list generic processes that instructional designers and training developers use (Morrison et al., 2010). It represents a descriptive guideline for building effective training and performance support tools in five phases, as follows: 1.) Analysis, 2.) Design, 3.) Development, 4.) Implementation, and 5.) Evaluation. The researchers collected papers relating to online learning courses efficacy studies to provide a synthesis of scientifically rigorous knowledge in online learning courses, the researchers searched on ERIC (Education Resources Information Center), ProQuest databases, PubMed, Crossref, Scribd EBSCO, and Scopus. The researchers also conducted a manual search using Google Scholar. Based on the analysis, three main themes developed: 1.) comparison of online learning and traditional face-to-face setting, 2.) identification of important factors of online learning delivery, and 3.) factors of institutional adoption of online learning. Based on the results obtained 50 articles. The researchers examine each paper and found 30 articles that met the efficacy of online learning courses through having well-planned, well-designed courses and programs for higher education institution. Also, it highlights the importance of instructional design and the active role of institutions play in providing support structures for educators and students. Identification of different processes and activities in designing and developing an Online Learning Courses for Higher Education Institution will be the second phase of this study for which the researchers will consider using the theoretical aspect of the ADDIE framework.

Makerspaces are gaining popularity in the educational activities of all age groups, from primary schools to higher education institutions, particularly in science, technology, engineering, and mathematics (STEM) disciplines. Due to makerspaces’ hands-on learning approach, it is generally believed that learning in makerspaces influences students’ creative and thinking skills. Experiments have been performed to explore this relationship; however, they are limited to a particular type of makerspace and address only some aspects of creativity. Therefore, using a systematic literature review (SLR) approach, we attempted to understand the relationship between makerspaces and creativity in the context of STEM education. The SLR offers a holistic view of makerspaces fostering four aspects of creativity from primary to higher education. This SLR used three primary categories of terms in its search string: (i) makerspace and associated terms, (ii) creativity and innovation, and (iii) variants of the term “STEM.” Using the Summon meta-database, we searched 103 digital databases (including Scopus, IEEE, and ASEE). The initial search considered peer-reviewed scholarly journal articles and conference proceedings focusing on STEM disciplines published from 2000 to August 2021. After following the PRISMA guidelines for reporting systematic reviews, 34 relevant papers remained eligible for inclusion. The selected papers were analyzed using thematic analysis. Various types of makerspaces show empirical evidence of fostering creativity. This review additionally identifies seven factors that foster creativity in a makerspace environment. These findings will be beneficial for applying makerspace tools and interventions to enhance creativity in the context of STEM disciplines.

Novel approaches in higher education are needed to reverse underrepresentation of racial/ethnic groups in science, technology, engineering, mathematics, and medicine (STEMM). Building on theoretical frameworks for practice in diverse learning environments, this study provides evidence for Inclusive Science as a conceptual model that reflects initiatives intended to diversify biomedical research training for undergraduates. Using multiple case study design and cross-case analysis, we analyzed data from 10 higher education sites that were awarded the Building Infrastructure Leading to Diversity (BUILD) grant funded by the National Institutes of Health (NIH). We identified the following dimensions of the Inclusive Science model: promoting participation of diverse researchers; introducing diversity innovations in science and research curriculum; improving campus climate for diversity; providing tangible institutional support; creating partnerships with diverse communities; and integrating students’ social identities with science identity. We illustrate each dimension of the model with examples of campus practices across BUILD sites. While many may doubt that science can be responsive to diversity, the interventions developed by these campuses illustrate how colleges and universities can actively engage in culturally responsive practices in STEMM undergraduate training that integrate trainees’ identities, knowledge of diverse communities, and create a greater awareness of the climate for diversity that affects student training and outcomes. Implications include culturally responsive strategies that many more higher education institutions can employ to support scientific career training for historically excluded groups.