The analysis of 2035 for professors and education leadership is undertaken in this chapter using futures studies, with scenario planning being the focus. A crisis in the academic paradigm, the development of a “research precariat,” and the decline of the Humboldtian vision of the scholarly-citizen are recognized. Based on an assessment of present trends, including generative AI, academic de-bundling, and the diffusion of the knowledge authority, four scenarios are derived, namely, the Augmented AI Academy, the Global Knowledge Network, the Corporate Integration of Vocational Education, and the Resilient Human-Centric Organization. These scenarios bring about distinct challenges for the professoriate and its leadership that would require a transition from bureaucratic management toward ecosystem leadership and anticipatory governance. The implications of this foresight exercise indicate a possible evolution in the value proposition of the professoriate, from knowledge diffusion to validation and social innovation by 2035.
Student motivation is an important factor that affects how involved, persistent and successful students are in higher education. It is the connection between a student's natural abilities and their academic success. This chapter synthesizes a decade (2013-2024) of theoretical and empirical literature, employing Self-Determination Theory, Social Cognitive Theory and Achievement Goal Theory to articulate the developmental trajectory of motivation from self-capacity enhancement to achievement goal orientation. Employing a desk-research technique that integrates global and ASEAN-specific studies, we examine the correlation between psychological demands (autonomy, competence, and relatedness) and contextual supports in sustaining student motivation. The results consistently indicate that students whose psychological needs are fulfilled display heightened intrinsic motivation and mastery-goal orientations, resulting in increased engagement, enhanced creativity and greater academic resilience.
Background Acknowledging that past studies on the Association of Southeast Asian Nations (ASEAN) have focused on elite and state-centric viewpoints, this study centers on people’s perspectives. The case of Brunei Darussalam, as one of the region’s smallest nations, reveals unique elements in the interaction between public opinion and foreign policy. Given the Sultanate’s consistent stance on closer ties with the regional organization, as evidenced by the positive responses during its ASEAN chairmanship in 2021, does Brunei’s informed public hold similar views? Methods To reveal Brunei’s perceptions vis-à-vis ASEAN and explore the relationship between those views and the Sultanate’s ASEAN policies, this qualitative case study examines the applicability of Boucher’s 2024 analytical framework of the ‘top-down’ approach-under which elite and public positions are expected to converge-to assess the degree of policy-attitude congruence in Brunei. It utilizes the secondary survey data published in the State of Southeast Asia 2025. It utilizes the survey report published in the State of Southeast Asia 2025. Results This study reveals consistency between Brunei respondent’s perceptions with that of the Sultan in the following areas: 1) Measures to enhance ASEAN’s resilience; 2) How ASEAN should respond to the Myanmar Issue and the South China Sea dispute; 3) Questions of alignment amid the great power rivalries influencing the Southeast Asian region; and 4) Perceptions of trust. Conclusions The alignment between the Brunei respondents’ perceptions of ASEAN and the Sultan’s implemented policies reveals a consistent pattern of congruence between elite and public positions on foreign policy matters, a pattern compatible with Boucher’s top-down framework.
The prolonged border closures associated with the COVID‐19 pandemic have inspired novel approaches in field‐based research. In this paper, we review methodological and collaborative practice reflections on the use of a team photo‐diary activity generated by research associates working with smallholder farmers in Northwest Cambodia. Team photo‐diaries were introduced as a training tool to encourage reflexivity among Cambodian early career researchers during a household census data collection. However, in the context of the COVID‐19 pandemic, the photo‐diaries inadvertently evolved from a training tool into a methodological tool for data collection and a collaborative tool between Australian and Cambodian‐based team members. In seven months, eight research associates captured and collated 92 images, including a brief written note for each image. These were then presented in 10 fortnightly online workshops. The photo‐diaries uncovered the unseen in quantitative data collection; they emerged as an orienting device, guiding the census data collection, and as an understanding device, enabling the team to contextualise quantitative data findings and identify emerging analytical themes. As a collaborative tool, a fortnightly online team photo‐diary workshop facilitated regular interactions, connecting the lives and field experiences of team members. Using the photo‐diary activity, we reflect on the ethics of remote fieldwork and over‐reliance on local research associates for knowledge production. We argue that team photo‐diary activities can make research locations, research teams, and power imbalances in global north–south research collaborations more visible and considerable. The team photo‐diary activity underlines the challenges in navigating the ever‐present tensions and possibilities of knowledge (co)‐production.
This study explored the challenges university students encounter in oral presentations, strategies for improving these skills, and the role of lecturers in enhancing students’ presentation abilities. Using a quantitative research approach, the researcher applied descriptive and inferential statistical analysis through statistical package for social sciences to examine data collected from 200 bachelor’s degree English as a foreign language (EFL) students from the National University of Battambang, Cambodia. Results reveal that EFL learners struggle with issues such as limited preparation time, presentation anxiety, and discomfort with peer evaluation. The results of independent sample t-test showed no significant gender differences, t (198) = 1.062, p = 0.289. However, a one-way ANOVA indicated a statistically significant difference in oral presentation difficulties among different class levels (F [3, 196] = 3.294, p = 0.022). This ANOVA analysis found no significant difference among class ranks regarding coping strategies (F [3, 196] = 2.220, p = 0.087). In contrast, there was a statistically significant difference among class levels (F [3, 196] = 4.328, p = 0.006). Furthermore, EFL learners utilized a range of strategies to improve their oral presentation skills, such as observing peers, boosting their confidence, incorporating visual aids, and relying on brief notes instead of fully scripted speeches. Instructors played a vital role in this development by ensuring sufficient preparation time, creating a supportive learning environment, and offering constructive feedback. Recognizing these specific challenges in oral presentations allowed educators to refine their teaching methods more effectively.
