College student retention is one of the most important metrics in higher education. With institutions across the US facing decreasing enrollment, developing a reliable retention prediction method is crucial. In recent years, the use of the Markov chain model in forecasting student enrollment and progression has become more common, but there is little work on its application in student retention.

This paper offers a literature synthesis on the role of artificial intelligence (AI) as a strategic policy instrument in tackling the challenges of Teaching and Learning (TL) within the Ghanaian educational context. By examining the current state and prospects of AI in education (AIEd), specifically in Ghana, this study highlights how AI can address unique educational challenges faced by Ghanaian students and educators. It adopts the dual instructor (AI and Human) model as a conceptual lens to examine how AI can revolutionize TL methodologies, thereby equipping learners for an AI-centric future. Our findings suggest that AI holds considerable promise for enhancing student engagement, personalizing learning experiences, increasing educator efficiency, and improving administrative processes. However, fully harnessing AI’s potential in education requires a strategic, contextually sensitive approach that addresses Ghana’s distinct cultural, economic, and infrastructural realities. Furthermore, integrating AIEd initiatives with overarching educational objectives is essential to maximize teaching effectiveness, student involvement, and administrative productivity. By adopting a strategic, informed, and collaborative methodology and implementing the suggested recommendations, Ghana can leverage AI to significantly upgrade its educational framework, better prepare its students for future challenges, advance its educational and developmental ambitions, and ensure AI deployment is equitable, ethical, and impactful. This study contributes to the emergent discourse on AIEd in Ghana and other similar contexts, highlighting the need for strategic policy implementations.

This paper employs a qualitative descriptive research design to determine how early career teachers (ECTs) use reflective practices to identify and mitigate major instructional challenges in the context of Bangladeshi higher education. A questionnaire was given to 20 ECTs working in different universities to collect data on their reflective practices related to instructional challenges. Analysis of the responses of the ECTs to the questionnaire via thematic analysis revealed three major challenges: (a) inadequate logistic support, (b) diversity of students and pedagogical context, and (c) inadequate comprehension of the students. Solutions to these challenges include (a) three levels of collaboration, (b) context-specific measures, and (c) providing interesting and interactive materials. Various levels of reflection include the timing, depth, and content of reflection. The discussion of this paper provides the reasons for these challenges, possible solutions from the past experiences of ECTs, and implications for future teaching. Practical implications are also provided for policy-makers.

A crucial aspect of the learning cycle, unlearning has recently received more attention in academic discussions about the future of higher education. In an attempt to improve equality and equity of access to quality educational experiences in the wake of postmassification, the recent literature has highlighted the need to incorporate unlearning practices to transform university learning experiences. This literature review examines the role of the unlearning process in engaging diverse student populations in tertiary learning environments. First, traditional and contemporary conceptualizations of unlearning are explored. Next, specific issues related to unlearning in higher education are discussed before synthesizing current studies describing extant strategies employed to foster conditions necessary for unlearning. Findings suggest that creating unlearning contexts, promoting contemplative practices, and using strategic foresight methods have the potential to enable the unlearning process. However, further research is needed to triangulate findings from emergent studies on unlearning practices in higher education.

High-impact practices (HIPs) in higher education, such as global community engagement programs, enhance student learning and lead to increased levels of civic involvement among graduates. However, it is unknown if participation in a global community engagement/service-learning program affects the development of cultural competence. The purpose of this study was to determine if student and faculty participation in a two-week community engagement/service-learning program in Guatemala would result in intercultural development measured using the Intercultural Development Inventory (IDI) tool. Participants were recruited from a graduate physical therapy education program in the U.S. and completed a pre- and post-trip IDI. Data analysis revealed no statistically significant change in IDI scores after the global community engagement/service-learning program.

While domestic student—international student interactions have received attention in the literature as a means of advancing internationalization at home (IaH), the potential contributions of domestic students who return from international educational experiences (IEEs) have been noted but remain largely unexplored. This article seeks to initiate a conversation on this topic by identifying mechanisms through which such knowledge transfer might happen, barriers it might face, and possible approaches to facilitate greater knowledge transfer. The article’s analysis draws upon three antecedent bodies of literature to reflect upon findings from 20 original interviews with domestic returnee alumni of a comprehensive university in Ontario, Canada. The bodies of literature concern (1) foreign international students and IaH, (2) the experiences of domestic returnees, and (3) repatriate knowledge transfer (RKT) in business settings. The article finds that domestic returnees and their knowledge can make useful contributions to institutional efforts to promote IaH. It also identifies challenges, obstacles, and opportunities associated with domestic returnees as knowledge sources and nonmobile domestic students as knowledge recipients. Key findings include that returnees are less likely to share if they fear being the stereotypical student who only wants to talk about their IEE, but they tend to enjoy sharing in balanced conversations where their interlocutor has similar knowledge to share in return. The article applies its findings by proposing examples of intentional institutional efforts to incorporate returnees into IaH, including modifications to pre-departure and re-entry workshops and approaches to selecting and designing IaH events focused on domestic returnees’ experiences.