Purpose. This study examines how turbulent political contexts shape academic freedom in selected African countries, as interpreted by foreign national academics from Africa working in South African higher education institutions. Framed by conflict theory and neo-institutionalism, the article investigates how governance instability, political interference, and executive dominance affect institutional autonomy and scholarly practice. Methodology. A qualitative interpretivist design was used. Semi-structured online interviews were conducted with eight academics from Nigeria, Zimbabwe, Uganda, and the Democratic Republic of Congo, employed across public and private higher education institutions in South Africa. The data were analysed through thematic analysis combining inductive and deductive coding processes. Results. Participants described academic freedom as encompassing freedom of expression, teaching, research, access to information, and academic mobility. The findings show that academic freedom is weakened by politicised appointments, compromised institutional autonomy, constrained teaching and research, surveillance, funding pressures, and weak constitutional protection. Participants further noted that universities may be reduced to instruments of state legitimation through curriculum control and the suppression of critical discourse. Conclusions. Academic freedom emerges not simply as an institutional norm but as an indicator of democratic institutional maturity. Safeguarding it requires stronger constitutional protection, transparent governance, depoliticised leadership, and educational cultures that value critical inquiry, accountability, and public dialogue. Sustainable academic freedom depends on a combination of enforceable legal guarantees, institutional integrity, and a broader democratic culture that supports independent scholarly thought.
Purpose. The purpose of this research is to examine the impact of chatbot technology on students’ learning at Walter Sisulu University (WSU), South Africa. As artificial intelligence becomes increasingly integrated into higher education, chatbots have emerged as potential tools to support learning, improve engagement, and offer real-time academic assistance. Methodology. This study employed a mixed-methods approach, combining quantitative surveys distributed to undergraduate students with qualitative interviews conducted with both students and academic staff. Results. The findings indicate that chatbots enhance students’ learning by providing immediate responses to academic queries, promoting self-directed learning, and improving access to learning materials. However, challenges such as inconsistent internet access, limited digital literacy, and low awareness of available chatbot tools were identified as barriers to effective use. The study also revealed a general willingness among students to adopt chatbot-assisted learning if better support and training were provided. Conclusions. These results suggest that while chatbot technology holds promise for improving educational outcomes, successful implementation at WSU requires addressing infrastructural and support-related challenges. The findings provide valuable insights for university policymakers, educators, and developers aiming to optimize AI-driven tools for enhanced teaching and learning in under-resourced educational contexts.
Purpose. This paper addresses the challenges of modern Ukrainian education in relation to the teaching of English for Academic Purposes, which focuses on developing language skills for future professional activities. This paper presents the results of a study investigating the pros and cons of using modern technologies to enhance the professional communicative competence of future teachers in higher education establishments in Ukraine. The article explores ways to improve the English-speaking communicative competence of future teachers using modern technologies. Methodology. To achieve our goal, we set out some objectives and carried out the research step by step. Firstly, we reviewed the scientific literature on the subject. Then, using the method of expert evaluation, we determined the key modern technologies for improving the English-speaking communicative competence of future teachers. Next, we conducted a pedagogical experiment to identify the most significant modern technologies for developing the English-speaking communication skills of students at a pedagogical university. Results. The results showed that the most effective methods were mobile-assisted learning (MAL), ChatGPT, and generative artificial intelligence (AI), and automated writing evaluation (AWE). Each of these methods influences language skills differently in undergraduates. Writing and reading were the most influenced. Listening and speaking skills improved less after the pedagogical experiment. Conclusions. The study conducted allows us to conclude that the aforementioned modern technologies could enhance undergraduates’ communicative competence in the English language while studying at educational institutions. They are a powerful means of developing not only language skills, but also critical thinking, academic writing, and argumentation. However, the results also show that there are some disadvantages and ethical complications to using modern technologies, including plagiarism, authorship, and transparency issues. Therefore, lecturers’ supervision is necessary, and teachers should use modern technologies properly.
Purpose. The purpose of this study is to provide a theoretical justification and experimental verification of the effectiveness of using digital benchmarking tools in the assessment system of English-language training for future marine engineers (ship mechanics). The research focuses on improving the quality of assessment by integrating benchmarking principles with digital technologies and aligning evaluation practices with modern educational and professional requirements. Methodology. The research methodology is based on a combination of theoretical and empirical methods. Theoretical methods include analysis, synthesis, and generalisation of scientific and methodological literature on assessment, benchmarking, and digitalisation in education. Empirical methods involve pre- and post-testing to measure the level of English-language professional competence, questionnaires to identify cadets’ motivation and attitudes, pedagogical observation to monitor engagement and participation, and analysis of data obtained from the Moodle learning management system. The study was conducted among cadets of a maritime educational institution within a digitally supported learning environment, where benchmarking tools and formative assessment strategies, including self- and peer-assessment, were systematically implemented. Results. The findings demonstrate a positive dynamic in the development of cadets’ English-language professional competence following the implementation of digital benchmarking tools. The results indicate increased learning activity, improved academic performance, and higher levels of motivation. Additionally, cadets showed a better understanding of assessment criteria and greater ability to monitor their own progress. The integration of self-assessment and peer-assessment contributed to the development of reflective skills, critical thinking, and learner autonomy. Data from the LMS analytics confirmed consistent engagement with course activities and progressive improvement in performance indicators. Conclusions. The study confirms that digital benchmarking tools are an effective means of enhancing the quality of assessment in Maritime English training for future marine engineers. Their use ensures greater objectivity, transparency, and alignment of assessment with learning outcomes, while also supporting the development of cadets’ evaluative competence. The integration of digital technologies into assessment practices promotes a learner-centred approach and continuous feedback. Future research should focus on expanding the use of advanced digital and AI-based tools, as well as exploring adaptive assessment models and broader implementation across different educational contexts.
The current stage of higher education development is characterized by a deep digital transformation, accompanied by the active implementation of online and distance learning. The availability of information, the increase in the number of digital stimuli and multitasking significantly change the nature of the cognitive activity of higher education students, which significantly affects the cognitive conditions of the educational process, in particular, on concentration of attention, cognitive load, information processing and the ability to self-regulate educational activity. The growth of information noise, multitasking, the constant presence of digital distractions, and the use of artificial intelligence tools are shaping a new cognitive reality of learning that requires scientific understanding. Therefore, the task of higher education is to reorient the educational process from the transmission of knowledge to the development of students' cognitive competencies, in particular the skills of conscious thinking, concentration, information hygiene, and self-regulation in the digital educational environment. This problem becomes particularly important in conditions of long-term distance learning, which increases the cognitive load and the risks of superficial assimilation of educational material.
