Journal of Ethics in Higher Education
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Micro-credentials and the Future of Learning
No full textDespite the lack of a widely accepted definition, scope and regulation (Varadarajan et al. 2023), the use of micro-credentials (MCs) holds immense potential to address the challenges of traditional higher education, particularly in terms of accessibility, flexibility, employability, and inclusivity. This study delves into the rise of micro-credentialing and its evolution in the education and training landscape post-COVID-19. It identifies the challenges and unanswered questions that primarily emanate from a lack of clarity regarding applicable quality standards and regulatory frameworks and the undefined breadth of the scope and function of MCs
The Challenge of Leadership in Higher Education in An Age of Disruption
No full textThis paper explores the challenging role of leadership in higher education. It seeks to understand the challenges faced at a time of volatility and uncertainty, especially given the financial and operational challenges faced by higher education systems around the world. It suggests that there are five major challenges for our understanding of leadership in this sector: (a) leadership is reactive rather than anticipatory; (b) higher education has been captured by neo-liberal new public management; (c) leadership lacks the courage to be inspirational and innovative; (d) that “business as usual” is no longer a viable strategy, especially given changes in the nature of academic work; and (e) leaders show a failure of imagination. The paper suggests that it is time to seek a new understanding of what a higher education institution is and that this will require a new kind of leader for a new age
An Ethics, Law, Diversity and Patient Safety OSCE in the Medical Curriculum
No full textCombined assessment of Ethics, Law, Diversity and Patient Safety in the medical curriculum is challenging. The aim of this study is to explore the value for students and teachers of an Objective Structured Clinical Examination (OSCE) on these subjects implemented in year 3 of the bachelor’s curriculum, and to identify points of improvement. A qualitative design was used, consisting of interviews and focus groups with students and teachers. Data was analyzed using thematic content analysis. Themes identified for students: discussing the case together, examining perspectives, importance and complexity of the subjects in clinical practice, speaking up, insecurity about what to expect and assessment as a learning opportunity. Themes identified for teachers: dialogue with the student, students’ perspective-taking and reflection skills, contribution to the relevance of the assessed subjects, preparation of future practice and uncertainty about grading. Our study shows that the OSCE enables assessing students’ competencies and also contributes to students’ understanding of the complexity of future practice, the relevance of reflection and examining perspectives, and provides them with the opportunity to speak up. Assessment thus provides the students with a learning experience. Teachers feel acknowledged by students taking the subjects seriously and appreciate having a dialogue with the students
Understanding Academic Staff Attitudes Toward GenAI in Teaching
No full textThis study examines the attitudes of academic staff toward the use of generative artificial intelligence (GenAI) in higher education teaching. Focusing on faculty members at a college in Israel, the study explores how attitudes are associated with self-reported levels of technological pedagogical content knowledge (TPACK) self-efficacy, personal innovativeness in IT (PIIT), and two perceptual constructs drawn from the Technology Acceptance Model (TAM): perceived usefulness and perceived ease of use. A cross-sectional survey design was used, with data collected from 84 lecturers. Correlation and hierarchical regression analyses revealed that both PIIT and TPACK self-efficacy were positively associated with attitudes toward GenAI, with perceived usefulness and ease of use emerging as significant mediators. Specifically, the effect of TPACK self-efficacy on attitudes was fully mediated by these perceptual variables, while PIIT retained a significant direct effect. The findings suggest that faculty attitudes toward GenAI are shaped by both individual dispositions and evaluative judgments about the tool’s pedagogical relevance and usability. This research contributes to the growing literature on AI in education by providing empirical evidence on the attitudinal antecedents relevant to faculty engagement and may inform institutional strategies that support the thoughtful and differentiated integration of GenAI in teaching
Primary School Curricula Towards Sustainable Peace Education in Post-genocide Rwanda
Full text linkRwanda is a country that experienced the tragic genocide against Tutsi in 1994. In the aftermath of this, a number of initiatives were taken in the country for sustainable peace through reconstruction and reconciliation. In the education sector, peace and values education is part of the school curricula. The study at hand explores, through document analysis, the perspectives of peace education in primary school curricula of Rwanda. This study aims at explicit and implicit perspectives in which primary school curricula reflect peace education. Though the identified perspectives seem to be promising as far as sustainable peace education is concerned, further empirical studies are recommended to explore how the stated topics, values and teaching methods are put into practice in teaching and learning process
Pedagogical Insight on Sustainable Nigerian Architectural Education: A Review
Full text linkThis study examines sustainable pedagogical trends in evolving Nigerian Architectural Education. Using theoretical data from desk research and case studies on local and international teaching and learning models, the study qualitatively investigates the capacity of the recently-revised Nigerian architectural education curriculum to provide a sustainable pedagogy to train young designers. The study reveals the 2022 Core Curriculum and Minimum Academic Standards (CCMAS) conforms to global best pedagogical practices of holistic design-based learning for young designers who do not always meet real-world industry expectations. Successful implementation of the CCMAS depends on content delivery and guidance of the learning process by educators. The study acknowledges the shortcomings of the CCMAS which currently lacks the integration of updated and consistent technologies to not only improve teaching dissemination and assessment through hybrid channels, but also inspire innovative output. The study recommends the collaboration of design educators and educational regulatory bodies to periodically review design education pedagogies. 
From Militaristic Discipline to Collaborative Pedagogy: Anarchist and Pacifist Alternatives in Education
Full text linkThis literature review examines how educational philosophies rooted in anarchist and pacifist traditions offer alternatives to the militaristic and disciplinary foundations of modern schooling. Drawing on historical, philosophical, and contemporary pedagogical literature, the review analyzes how coercive models—such as those shaped by the nineteenth-century Prussian system—continue to influence educational structures that privilege obedience, surveillance, and hierarchy. In contrast, anarchist and pacifist thinkers have articulated pedagogies grounded in autonomy, mutual aid, dialogue, and nonviolence. Using a thematic approach, this review identifies three areas where these traditions contribute to contemporary educational theory and practice: critiques of authoritarian schooling, the development of collaborative and dialogical forms of learning, and emerging practices such as restorative approaches that embody relational accountability. The analysis highlights how these noncoercive pedagogies challenge dominant notions of order and discipline, offering pathways toward more participatory and ethically grounded forms of education. The review concludes by discussing implications for educators and educational institutions seeking to move beyond punitive or hierarchical models toward collaborative, community-oriented learning environments
La non-violence en éducation: Une pédagogie pour la paix
Full text linkWhy non-violence in the field of education?This article presents non-violence as an approach grounded in respect, attentive listening, and benevolence in the relationships among the various actors in education. Communication within the learning process must be shaped, conveyed, and regulated by non-violence in order to foster effective learning and the transmission of values capable of constructing the learner’s identity and enabling them to promote and live peace within their social community. Hence the need for a pedagogy of non-violence that fosters cooperation among educational stakeholders and emphasises a teaching methodology aimed at empowering the human being to become an agent of peace through non-violence.
Accordingly, this culture of non-violence must develop through the inclusion, dialogue, and collaboration of all educational actors with a view to the promotion of human rights. This requires the commitment and active involvement of all in implementing a culture of peace through non-violence in education, in order to build a more peaceful and more humane society. For this reason, making non-violence a pedagogy for peace constitutes an investment in a future in which understanding and respect replace fear and domination. In view of the importance of education in non-violence for peace, it is imperative to introduce these concepts into the educational system at all levels.Pourquoi la non-violence dans le domaine de l’éducation ? Cet article présente la non-violence comme une approche fondée sur le respect, l’écoute et la bienveillance dans les relations entre les différents acteurs de l’éducation. La communication dans le processus d’apprentissage doit être caractérisée, véhiculée et contrôlée par la non-violence afin de favoriser un bon apprentissage et la transmission des valeurs pouvant construire l’identité de l’apprenant et le rendre capable de promouvoir et vivre la paix dans sa communauté sociale. D’où la nécessité d’une pédagogie non-violente qui crée la coopération entre les acteurs de l’éducation et insiste sur une méthodologie d’enseignement qui vise la capacitation de l’être humain pour devenir un agent de paix par la non-violence. Ainsi, cette culture de la non-violence doit se développer par l’inclusion, le dialogue et la collaboration de tous les acteurs de l’éducation en vue de la promotion des droits humains. Ceci demande un engagement et une implication de tous dans l’application de la culture de la paix par la non-violence dans l’éducation en vue de construire une société plus pacifique et plus humaine. C’est pourquoi faire de la non-violence une pédagogie pour la paix, c’est investir dans un avenir où la compréhension et le respect remplacent la peur et la domination. Vu l’importance de l’éducation à la non-violence pour la paix, il est impérieux d’introduire ces notions dans le système éducatif à tous les niveaux
Technology Enhanced Teaching and Professional Staff Development: Minding the Ethical Gap
No full textAcademic digital competence in this age of technology is one of the most important considerations for higher education institutions globally. Overall, as higher education institutions increasingly pivot to online learning, academics must keep up with the new trends and developments as new tools and systems reshape their classroom. However, a critical challenge emerging in the literature is the limited support provided to academics to make this transition. This paper canvases the ethical responsibility of higher education institutions to ensure that staff are adequately trained where online teaching is the approved model for learning
L\u27école et l\u27intelligence artificielle: Enjeux d’intégration des compétences transversales et de désocialisation de l\u27apprentissage
No full textL\u27intégration de l\u27intelligence artificielle (IA) dans le domaine de l’éducation soulève des enjeux cruciaux sur l\u27avenir de l\u27apprentissage et les compétences à acquérir. Si l\u27IA promet une personnalisation des parcours éducatifs, elle pose aussi des défis significatifs en matière de développement des compétences interpersonnelles. Cette personnalisation favorise un enseignement adaptatif, néanmoins elle risque de marginaliser les interactions sociales et émotionnelles indispensables à un apprentissage riche et contextualisé. D’ailleurs, l’IA offre des perspectives prometteuses pour l\u27éducation, mais son intégration nécessite une réflexion approfondie sur les compétences transversales et les interactions sociales. Cet article interroge l’impact et les répercussions de l\u27IA sur les compétences transversales et le risque de désocialisation de l’apprentissage.L\u27intégration de l\u27intelligence artificielle (IA) dans le domaine de l’éducation soulève des enjeux cruciaux sur l\u27avenir de l\u27apprentissage et les compétences à acquérir. Si l\u27IA promet une personnalisation des parcours éducatifs, elle pose aussi des défis significatifs en matière de développement des compétences interpersonnelles. Cette personnalisation favorise un enseignement adaptatif, néanmoins elle risque de marginaliser les interactions sociales et émotionnelles indispensables à un apprentissage riche et contextualisé. D’ailleurs, l’IA offre des perspectives prometteuses pour l\u27éducation, mais son intégration nécessite une réflexion approfondie sur les compétences transversales et les interactions sociales. Cet article interroge l’impact et les répercussions de l\u27IA sur les compétences transversales et le risque de désocialisation de l’apprentissage
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