Guided by the Three Dimensions of Learning theory, this study focuses on the “knowledge acquisition process” and the “interaction process” of older learners. It examines learning barriers faced by older adults across the cognitive, emotional, and social dimensions. Drawing on the practical experience of Yunnan Open University for Older Adults, an empirical analysis of learning support services in elderly education was conducted. The findings reveal three key factors constituting major obstacles to learning among older adults: the misalignment between learning content and actual needs, insufficient intrinsic motivation, and the detachment between learners and learning contexts. To optimize learning support services in elderly education, institutions should adopt holistic strategies, including diversifying learning content to better meet learners’ needs, strengthening emotional support mechanisms, and fostering interactive learning environments.
This paper evaluates EFL classroom practices at two Sudanese universities (Gezira and Omdurman Islamic) through the lens of constructivist theory. Using a mixed-methods approach with 60 students and 10 teachers, the study explores the extent to which constructivist principles—such as student-centered learning, reflective thinking, collaboration, and authentic assessment—are present in the classrooms. Findings reveal that instruction remains largely teacher-centered, with minimal adoption of constructivist strategies. The study concludes with recommendations for curriculum reform, teacher training, and authentic assessment to better align with global best practices.
The requirements, scope, and process of faculty recruitment have evolved considerably with the advancements in technologies and the explosion of online and hybrid teaching-learning settings. This digital transformation of higher education has extended into faculty recruitment practices, prompting institutions to adopt more efficient, inclusive, and strategic approaches to attract and retain qualified, competent, and suitable instructors. Online faculty recruitment offers broad reach and flexibility, but it also introduces new challenges, such as ensuring fairness, mitigating digital bias, and creating engaging and appealing virtual experiences. To attract and retain top teaching talent in higher education, academic institutions must need to implement best practices throughout the recruitment process of planning, outreach, evaluation, and onboarding. When recruiting faculty online, institutions must expect and plan for unique challenges, including technological availability, bias elimination in virtual formats, and ensuring inclusive practices, while guaranteeing academic thoroughness. This research outlines some strategies and best practices across key recruitment phases: strategic planning, job design, outreach and marketing, candidate experience, evaluation, offers and onboarding, and retention, all supported by scholarly and institutional values.
CBC is a new system of education by the Kenya Institute of Curriculum Development (KICD) and launched by the ministry of education in 2017. The universities aim at focusing on the training of a segment of academic staff who will offer training to lecturers on an ongoing and regular basis. The ultimate goal of CBC was to equip the university with what it needs to produce teachers with the requisite skills and competencies relevant under the new curriculum currently being rolled out in the country. The purpose of this research aimed at ascertaining the Preparedness of Institutions of Higher Learning IHE towards Competency Based Education for sustainable Development (HESD). The study was guided by two objectives: To investigate the role of universities in incorporating Sustainable development goals (SDG’S) and to establish if the universities have modified its academic programs to align with CBC. This research employed qualitative study based on hermeneutic, interpretive methodology to explore the interrelations, analysis of documents of Academic Programs and interview of academic Programme owners in Bomet University College in readiness for competency Based Education for sustainable development in Kenya. Bomet University College sixty (60) academic staff constituted the target population for this study. Qualitative Data was collected from the Target Institutional Website and Curricula, similarly primary data was collected using questionnaires and Interviews of the respective heads of the departments and Deans of the Target Institution. The findings were that majority of the responded agree that Bomet University College Curriculum has integrated problem solving skills which is key to success of competence Based Curriculum and therefore Institutions of Higher Learning in Kenya should incorporate integration of problem-solving skills in their curriculum.
The Avar language, spoken by over 715,000 people in Russia and neighboring regions, has been significantly influenced by the Russian language. This study investigates the extent of this influence over the past 50 years through a comparative analysis of Avar vowels, considering articulatory features like lip involvement and tongue position. Key findings reveal phonetic changes in Avar vowels due to Russian influence, including shifts in vowel quality and patterns of vowel alternation. These changes highlight the dynamic adaptation of the Avar vowel system in a multilingual context, contributing to a broader understanding of cross-linguistic phonological interactions.
