Higher Education Digest – September 2024 – Global Higher Education Trends

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FEATURING INSIDE

Arturo Segura Regional Director, Latin America at Navitas

Cameron Mirza Chief of Party for Early Grades Education, IREX

Dr. Shantanu Bose Provost and Chief Academic Officer, DeVry University

FEATURING INSIDE

Nor Nazeranah Haji Omar Din Program Coordinator & Senior Lecturer, School of Management & Marketing, Faculty of Business, Hospitality & Humanities, Nilai University

Sammy White Learning Evangelist, Glean

MICHELLE AARONS

EXECUTIVE DIRECTOR, PROGRAMS & PARTNERSHIPS, YORK UNIVERSITY SCHOOL OF CONTINUING STUDIES

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A World of Learning at Your Fingertips

Education has become so much more flexible, accessible, and, well, easier to fit into our busy lives. Isn’t it amazing how learning can now be woven seamlessly into our day-to-day routines? Learning, in fact, is no longer confined to a traditional degree. People are reskilling, upskilling, and grabbing learning opportunities wherever they can. From online courses to micro-credentials, the doors to continuing education are wide open, and you can step through without putting the rest of your life on hold.

Have you ever wondered how people manage to keep learning while juggling jobs, families, and everything else?

That’s where technology steps in. Online learning platforms are booming, offering everything from short courses to fullfledged programs. You can learn at your own pace, on your own time, and from anywhere. It’s like education has become our personal trainer—tailored just for us!

And here’s something that really stands out: we’re seeing a mix of subjects like never before. Technology meets healthcare, business meets humanities—it’s like education’s version of a fusion restaurant. Employers love this because it creates well-rounded individuals who can tackle problems

from different angles. Sounds like a winning combo, doesn’t it?

Let’s not forget the importance of getting your hands dirty—figuratively speaking, of course. Work-integrated learning is becoming a game-changer. Schools are collaborating with industries to make sure students don’t just learn theory but get real-world experience too. Because let’s face it, reading about a task and actually doing it are two very different things!

In this issue of Higher Education Digest, we delve into these exciting global trends. We’re thrilled to feature Michelle Aarons, Executive Director at York University’s School of Continuing Studies. Michelle’s journey from the private sector to shaping public education programs is nothing short of inspiring. A champion for accessible learning, she’s been recognized as one of the “World’s Most Influential Women Inspiring the Education World, 2024.”

Whether you’re a student eyeing international opportunities, an educator looking to innovate, or just someone with a passion for learning, this issue is for you. Dive in, explore, and let’s celebrate how education continues to shape brighter futures.

Happy Reading!

10 COVER STORY

MICHELLE AARONS

EXECUTIVE DIRECTOR, PROGRAMS & PARTNERSHIPS, YORK UNIVERSITY SCHOOL OF CONTINUING STUDIES

EMPOWERING LIVES THROUGH CONTINUING EDUCATION

INDUSTRY PERSPECTIVE

WHY ARE PRE-UNIVERSITY PROGRAMS GREAT FOR SHORTENING THE GAPS STUDENTS ARE GRADUATING WITH?

Arturo Segura, Regional Director, Latin America at Navitas

EMPOWERING EDUCATION LEADERS TO LEVERAGE TECHNOLOGY FOR BETTER LEARNING OUTCOMES

Sammy White, Learning Evangelist, Glean

THE FUTURE ROLE OF UNIVERSITIES IN SOLVING THE GLOBAL TEACHING CRISIS

Cameron Mirza, Chief of Party for Early Grades Education at IREX

24

ACADEMIC VIEW

REVOLUTIONIZING HIGHER EDUCATION: THE ROLE OF TECHNOLOGY IN ENHANCING STUDENT ENGAGEMENT AND LEARNING OUTCOMES

Nor Nazeranah Haji Omar Din, Program Coordinator & Senior Lecturer, School of Management & Marketing, Faculty of Business, Hospitality & Humanities, Nilai University

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HIGHER EDUCATION MUST EVOLVE AND INNOVATE TO ADOPT SKILLS-BASED LEARNING

Dr. Shantanu Bose, Provost and Chief Academic Officer, DeVry University

EXECUTIVE DIRECTOR, PROGRAMS & PARTNERSHIPS, YORK UNIVERSITY SCHOOL OF CONTINUING STUDIES

EMPOWERING LIVES THROUGH CONTINUING EDUCATION MICHELLE AARONS

Michelle Aarons, Executive Director, Programs & Partnerships at York University’s School of Continuing Studies, transitioned to the public sector in 2017, leveraging her previous private sector experience to establish a centralized Continuous Learning unit at Ontario Tech University. Since joining York University in 2022, she remains focused on building accessible education for all. Active in the space, Michelle is an executive committee member of CAUCE and OCULL. A lifelong learner, Michelle is pursuing a master’s degree at Queen’s University. Michelle was recently named one of “World’s Most Influential Women Inspiring the Education World, 2024” by World’s Leaders.

Recently, in an exclusive interview with Higher Education Digest, Michelle shared her professional trajectory, insights on the three major trends shaping the field of continuing education, her favorite non-academic book, future plans, words of wisdom, and much more. The following excerpts are taken from the interview.

I firmly believe that education should be accessible and available to everyone, regardless of their journey

Hi Michelle. Please tell us about your background and areas of interest.

As a first-generation Canadian with a diverse and non-linear career path, who watched my immigrant parents work hard to achieve their goals (education and work), I was privileged to be exposed to a rich tapestry of experiences. My background supported by a university education is over 20 years of professional experience in operations, finance, marketing, and sales, which have served as a strong foundation for my career trajectory.

My varied background enabled me to develop a versatile skill set that I used to transfer from corporate environments to serve the needs of the public sector, through continuing education within a higher education setting. A notable achievement in this stage of my journey was the opportunity to be the founding leader of a centralized unit within a young institution. To be successful in this role, I leveraged my skills to drive organizational growth and efficiency.

In my current role at York University, School of Continuing Studies (Toronto, Ontario, Canada), I continue to build on my experiences as I work to make an impact on a global scale. This role aligns perfectly with my career aspirations and offers a platform to contribute to the institution’s mission while continuing my professional development and deep sense of purpose.

I firmly believe that education should be accessible and available to everyone, regardless of their journey. Continuing education amplifies that opportunity and recognizes and supports the individual uniqueness of many people’s nonlinear career and educational paths.

This passion for helping people on their journey to success has informed the creation of a new podcast that I will be co-hosting to help

people learn from fascinating guests and apply the inspiration to their unique journey to success.

What do you love the most about your current role?

What I love most about my current role as Executive Director, Programs and Partnerships at York University’s School of Continuing Studies is the ability to effect positive change in society. This position enables me to drive impactful initiatives and collaborate with diverse individuals on varying journeys, each bringing their unique perspectives and experiences. Our new podcast is an extension of this successful process.

Additionally, I find great satisfaction in the continual learning opportunities this role provides me as an individual. Every day presents new challenges and learning experiences, allowing me to grow personally and professionally. Making a tangible difference and the ongoing personal growth keeps me deeply engaged and motivated in my work.

What strategies do you use to measure and evaluate the effectiveness of programs and partnerships, and how do you use data to inform decision-making?

The School’s team employs a multifaceted strategy that integrates various sources of research, data, and feedback to measure and evaluate the effectiveness of programs and partnerships.

We track trends and outcomes using labour market data to assess program potential, including need, impact, and effectiveness. This goes handin-hand with directly engaging industry partners and workforce leaders to understand their

perspectives and gain insights about relevance and need.

Alongside all of that, we gather and analyze direct feedback from students. We prioritize understanding their perspectives on program relevance and experience.

By utilizing various data sources, we can make evidence-based decisions that drive continuous improvement and ensure our programs and partnerships remain effective and impactful for our students and employers seeking their future employees.

What are the three major trends do you foresee in your industry in the next 12 months?

In the next 12 months, three major trends are likely to shape the field of continuing education: AI and Digital Learning: Adopting artificial intelligence worldwide will mean an increase in displaced workers and a subset of workers who will see their work augmented. With this, there will be a need for students to be taught differently. In the education industry, that means integrating new technologies to bridge learning for different levels and preparing learners for the ‘new’ world. New technologies will also shift how learners find education, why they seek education and, how they consume education, so this could mean moving to personalized and enhanced digital learning experiences, tailored content and adaptive pathways that make education more engaging and accessible. Our job as educators will be to support the transition as the workforce pivots and as employers look to fill skills gaps and retain employees.

Service and Partnerships: As an industry, we will need to continue to focus on improving service and forming strategic partnerships with

industry leaders. This has been evident with the emergence of micro-credentials and continues to be a strong need for success. Collaboration to ensure alignment of programs with workforce needs will be critical in providing greater support for learners and employers.

Integration into University Structure: Continuing education in higher education has traditionally sat on the sidelines; however, I see the next year as a year of transition. Especially in Canada, these programs will become increasingly critical to university operations and an essential voice in collaboration. This shift will be driven by budgetary needs, structural changes, and a solid connection to industry, enhancing the relevance and impact of all educational programs (credit and non-credit).

What are your thoughts on gender equality and inclusion? Do you think there is a gender bias in your industry? Gender equality and inclusion in higher education are crucial for fostering a fair and effective environment so people can learn and grow together. An example of this would be someone having to question if there was a bathroom for them in the building or, a new mother having to question how she will nurse and/or pump while she is learning or working. These are just a couple examples of considerations that the School of Continuing Studies explored, through consultation with its community, when designing their new building. By including simple things like gender-neutral bathrooms on every floor and a comfortable lactation room for nursing mothers, gender equality and inclusion are normalized as standard practice when ensuring a safe space for our community.

It is important to remember that gender does not dictate skill or capability—these are determined by an individual’s education, experience and commitment.

In higher education, we observe gender dynamics that mirror global trends and societal patterns while reflecting ongoing efforts to achieve gender balance. Women tend to hold most of the administrative roles, including leadership positions, whereas in the Faculty, the mix is more male-dominated.

Challenging stereotypes and promoting diverse perspectives is essential for closing

gender gaps and ensuring equal opportunities. By focusing on skills rather than gender and actively addressing biases, we can continue to work toward a more equitable and inclusive dynamic.

Is there a particular person you are grateful for who helped get you to where you are?

I’m deeply grateful to many individuals who have shaped my journey. My parents and extended family instilled in me the values of passion and perseverance, which have been foundational to my growth. Throughout my career, various

By utilizing various data sources, we can make evidence-based decisions that drive continuous improvement and ensure our programs and partnerships remain effective and impactful for our students and employers seeking their future employees

leaders and mentors provided guidance and opportunities that broadened my horizons and supported my professional development.

In my current role, I am fortunate to work closely with an exceptional, collaborative team that has come together from different walks of life, bringing a unique skill set that enhances our collective success. Additionally, my immediate family—my husband and two daughters—have supported me, allowing me to balance professional aspirations with a fulfilling family life. I cannot choose just one person as the collective impact of their support has been invaluable to my growth, and I am profoundly appreciative of all of their support.

The meaning of leadership can change from one era to another, how would you define the meaning of leadership

Leadership today has evolved to emphasize a more human-centric and empathetic approach. In contemporary leadership, I see leaders characterized by their ability to focus on human-centric values, showcasing empathy, being authentic, and leading with selflessness. Building strong relationships and effectively influencing and guiding followers are also critical. The ability to bring back the ‘real’ to leadership, removing the sense of hierarchy (no matter what the structure looks like), helps today’s leaders navigate complex environments while fostering solid and resilient teams that can collectively achieve success and drive positive change.

Gender equality and inclusion in higher education are crucial for fostering a fair and effective environment so people can learn and grow together

What is your favorite non-academic book and why?

There are many non-academic books I can list as great reads that are naturally expected to be on the reading list of many leaders. These include some of the hottest titles, such as “Start with Why: How Great Leaders Inspire Everyone to Take Action” by Simon Sinek, “Radical Candor: Be a Kick-Ass Boss Without Losing Your Humanity” by Kim Scott, and “The Five Dysfunctions of a Team: A Leadership Fable” by Patrick Lencioni.

While I thoroughly enjoy the perspective and influence these best sellers have on leadership, my preference, when casually reading, is to dive deep into a biography shared through storytelling. The ability to learn about diverse ways of thinking by following various paths, successes, and failures of influential individuals across multiple industries is inspirational. These life journeys offer unique insights for navigating my career, understanding others, and reflecting on my leadership journey. I don’t have one in particular to reference as, in my opinion, biographies are a life’s work and, therefore, cannot be judged in the same way. That said, I find much value in reading about many different people, not just those I idolize or see similarities with. You never know what you will learn, and I like to remain open to that process.

What is your biggest stress reliever?

This question made me chuckle at first, but having an outlet for stress relief is very important. For me, my choice of relief varies. Whenever possible, I disconnect entirely by watching mindless television while indulging in a delicious snack. I also enjoy sitting by a lake or ocean in solitude to reflect, remember, think, plan or meditate.

Socializing with family and friends is also one of my favourite ways to relieve stress. I love great

As a woman, we naturally juggle many things at once, you must establish boundaries, understand your potential, set goals, and strive for continuous improvement

music, food, conversation, and laughter with those closest to me.

Where do you see yourself in the next 5 years?

So much can happen in five years. Just think about what the last five years looked like. The world has changed. The reality is that I spent much of my life thinking I needed the perfect plan. I planned what I needed to do, what would come next, what would happen after that, etc. And, then completely inadvertently, I fell into continuing education where I never expected to be – it was never on my radar –and I completely fell in love and found a space where my skills could affect purpose. I do not know where the next five years will take me, but whatever the future has in store, I hope that I can continue growing, leading, and making a positive impact on society.

Do you have any advice for women working in the higher education landscape?

From my experience across various fields, I believe the following advice is valuable for all women, not exclusively those in higher education:

My number one tip is to find balance. As a woman, we naturally juggle many things at once, you must establish boundaries, understand your potential, set goals, and strive for continuous improvement. It is important also to remember that balance will look different for everyone, so you need to forget comparisons and focus on your path.

I also suggest you seek and offer mentorship. By building a supportive network, you will have someone who understands. No one can do it all, so don’t be afraid to ask for guidance, support or mentorship. On the flip side, remember that helping others strengthens connections and showcases your abilities. Be willing to give to others. You never know who you might meet and what that connection might do for your journey.

Lastly, be open and authentic. You need to trust your strengths, put your hand up, carve your space and hold it, and get involved—even when it is uncomfortable. Use your voice, challenge the biases, and embrace opportunities.

Navigating a career effectively, particularly in higher education, involves contributing meaningfully to your institution and fostering an inclusive environment that reflects and supports the diverse student body.

INDUSTRY

Why are Pre-University Programs Great for Shortening the Gaps Students are Graduating With?

Around four years after the pandemic, its effects are still felt around the globe in the education sector: elementary, middle, high school, and postsecondary. Research demonstrates that students of all ages were impacted in multiple ways, affecting their development, which resulted in graduating with gaps of almost one year. These gaps could be categorized into two main areas: academic and social. However, it’s important to remember that despite these challenges, students have shown remarkable resilience and potential for success.

As the pandemic unfolded, each government and institution was responsible for their approach

to mitigate the risks of propagating the diseases among their academic community. These approaches included the closure of schools and the transition from traditional ways of learning to online platforms and techniques. According to McKinsey and The Economist, our learners around the world were impacted by school closures (fully or partially closed):

· 30 weeks in Europe and Central Asia

· 34 weeks in Sub-Saharan Africa

· 40 weeks in North America

· 41 weeks in East Asia and the Pacific

· 41 weeks in the Middle East and North Africa

The culmination of the COVID-19 global pandemic’s impact on education is a staggering achievement gap that spans continents and regions

With over 12 years of experience in higher education, Arturo Segura is currently the Regional Director of Latin America at Navitas. Arturo’s professional portfolio includes strategic planning, research, domestic and international student recruitment and admissions, academic and non-academic support programs for undergraduate and graduate students, the development of multi-level partnerships and collaborations, and student and faculty mobility. Having demonstrated exceptional creativity and innovation practices, Arturo has held multiple leadership positions in various universities, showcasing a proven track record of effective management and strategic decision-making. Arturo has contributed to developing university-wide strategic plans related to international education and the internationalization of research. He has also led internal reviews for academic institutions in Canada, the Czech Republic, Mexico, and the Netherlands. Arturo holds a Bachelor of Arts(UniversityofRegina)withadouble major in Economics and Society and in French, a Master of International Trade (University of Saskatchewan), and a Master of World Literature and Cultures (University of Ottawa).

· 77 weeks in Latin America and the Caribbean

· 84 weeks in South Asia

Hence, if a high school student from Latin America is interested in studying at a European university, their European classmates will have had 47 weeks of more education and learning than them, creating challenges for both the students and the faculty members. Moreover, the percentage of courses delivered in person or via a different mode of delivery varied from region to region. Furthermore, focusing on our students from Latin America, only around 5% of the teaching delivery was in-person, compared to almost 45% in Europe, according to McKinsey. McKinsey highlights that students around the world are graduating with a learning delay that is quantified as 3.6 months in Europe

and Central Asia, 4.3 months in North America, 6.2 months in Sub-Saharan Africa, 6.4 months in the Middle East and North Africa, 6.6 months in East Asia and the Pacific, 11.7 months in Latin America and the Caribbean, and a substantial 12.4 months in South Asia. These statistics demonstrate the severity of the educational setbacks experienced by students across the globe, mainly as this learning delay also refers to other types of gaps/setbacks.

Students around the world are being affected by their professional development. For instance, high school students were not able to gain professional experience by working on their academic breaks; university students were deprived of their internships and volunteering opportunities – even some students graduated

Pre-college programs focus on providing students with a more controlled learning environment, such as smaller classes with professors and lecturers who understand that students are transitioning to a new academic system

without being able to perform their practicums due to the closures and restrictions due to the coronavirus. Students’ social interactions were limited, which also created a gap in the development of their interpersonal skills.

Personal well-being was also affected by the pandemic. Living in isolation from society for almost two years also affected the mental wellbeing of our students. A study conducted in India by Chaudhary et al. (2021) highlighted that learners reported worsening mental health due to the coronavirus: 71% of students aged 15 to 18 reported any negative impact, and 14% reported a significant negative impact. Furthermore, in a recent survey by Gallup and Meta, where they interviewed 1,000 individuals older than 15 years old from 142 countries, it was reported by the youth that one out of four participants felt very alone. More than one billion students worldwide were affected by the coronavirus.

The culmination of the COVID-19 global pandemic’s impact on education is a staggering achievement gap that spans continents and regions. So, how can we respond to these needs and ensure that students can succeed when entering college or university? One solution can be pre-university programs.

A pre-university or pre-college program, often referred to as a foundation or pathway program, prepares students to complete an undergraduate degree successfully. These types of programs are typically for international students. However, some institutions are now offering them to their domestic students. In the United Kingdom, Anglia Ruskin University College offers a comprehensive undergraduate pathway for both local and international students, providing ongoing guidance, support, and the knowledge

and skills needed to transition from high school to university smoothly.

Pre-college programs focus on providing students with a more controlled learning environment, such as smaller classes with professors and lecturers who understand that students are transitioning to a new academic system. Additional academic support including tutoring on mathematics, sciences, English, and more. Social programming to immerse students into the new culture of the country of studies to ensure a smooth transition. Mental health support with appropriate counsellors and staff members. These programs are designed to provide a supportive and nurturing environment, ensuring that students feel confident and prepared for their university journey.

It is crucial to do our due diligence when applying to a pre-college program. We need to ensure that they are accredited, that they have a partnership, or that the pre-program is offered by the college or university itself. Currently, around the world, preference is being given to programs linked to a university. For example, in Canada, the majority of their international study permit allocations for pre-college programs were linked to public universities. Furthermore, it is important to note that there exist multiple educational providers of pre-university colleges, including Global University Systems, INTO University Partnerships, Kaplan International, Navitas, and Study Group. Understanding the universities they represent, their academic and research strengths, their awards and scholarship programs, and their non-academic and career services will empower you in the process of selecting your program of study.

Revolutionizing Higher Education: The Role of Technology in Enhancing Student Engagement and Learning Outcomes

NorNazeranahHajiOmarDin, Program Coordinator & Senior Lecturer, School of Management & Marketing, Faculty of Business, Hospitality & Humanities, Nilai University

Nor Nazeranah Haji Omar Din is an academic professional, HRD Corp Accredited Trainer, and is currently pursuing her PhD. Her career in academia began in 2006. Her tenure in academia spans nearly eighteen years. She has contributed significantly to various prestigious higher education institutions in Malaysia. Presently, she is a Senior Lecturer and undertakes the vital role of Program Coordinator for the Bachelor of Business Administration (Hons) in Management and the Master’s in Business Management programs at Nilai University, Malaysia. Beyond her role as an educator, she is a sought-after speaker at international conferences.

The integration of technology in educational institutions has emerged as a transformative approach that leverages digital tools and applications to augment teaching and learning experiences. The advent of technology has brought about significant changes in various sectors, including education. The integration

of technology in educational institutions is not merely an additive change but a transformative one. It has been empirically shown to positively influence student engagement and learning outcomes, albeit with potential challenges and limitations (Bates, 2019). This paper explores the benefits and challenges of technology integration in higher education,

Technology allows learners to progress at their own pace and level, providing adaptive and personalized feedback and support

Technology integration can create or exacerbate digital divides, such as unequal access, affordability, and quality of technology

focusing on its impact on student engagement and learning outcomes.

Benefits of Technology Integration

Increased Student Engagement

Technology integration captivates learners’ attention and encourages active participation by offering interactive, multimedia, and game-based learning experiences (AlSamarraie, Teng, Alzahrani, & Alalwan, 2017; Bates, 2019). For instance, a teacher could use an interactive whiteboard to display a complex mathematical problem. Students could then come up to the board and interact with the problem, moving parts around to see how the solution changes. This hands-on approach not only makes learning more engaging but also helps students better understand complex concepts.

Facilitated Individualized Learning

Technology allows learners to progress at their own pace and level, providing adaptive and personalized feedback and support (AlSamarraie et al., 2017; Chen, 2018). Consider an online learning platform that adjusts the difficulty level of questions based on a student’s performance. If a student is excelling, the platform will present more challenging questions. If a student is struggling, the platform will provide easier questions or additional resources to help the student understand the concept better.

Improved Learning Outcomes

Students can access diverse and rich sources of information, develop higher-order thinking and problem-solving skills, and collaborate

and communicate with peers and teachers (AlSamarraie et al., 2017; Bates, 2019; Kirkwood & Price, 2014). For example, a history teacher could use virtual reality technology to take students on a virtual tour of ancient Rome. This immersive experience would not only be more engaging than a traditional lecture but would also help students better remember and understand the material.

Preparation for the Digital Age

Technology integration promotes students’ information and communication technology (ICT) literacy, digital citizenship, and lifelong learning skills (Bates, 2019; UNESCO, 2019). For instance, a computer science class could teach students how to code, which is a highly sought-after skill in today’s digital age. Students could also learn about internet safety, digital citizenship, and other important aspects of living in a digital society.

Challenges and Limitations of Technology Integration

Implementation Strategies

Effective implementation strategies are required, such as clear learning objectives, pedagogical direction, and technical support to ensure meaningful and appropriate use of technology (Bates, 2019; Kirkwood & Price, 2014). For example, a school might implement a new online learning platform without providing adequate training for teachers. This could result in the platform being used ineffectively, or not at all.

Potential Distractions and Risks

Issues such as cyberbullying, invasion of privacy, and academic dishonesty need to be addressed

and prevented through ethical and responsible use of technology (Bates, 2019; Kirkwood & Price, 2014). For instance, students might be tempted to use their devices for noneducational purposes during class, such as browsing social media or playing games. There’s also the risk of cyberbullying or other online safety issues.

Digital Divides

Technology integration can create or exacerbate digital divides, such as unequal access, affordability, and quality of technology. These need to be bridged and reduced through equitable and inclusive policies and practices (Bates, 2019; Kirkwood & Price, 2014; UNESCO, 2019). For example, students from low-income families might not have access to high-speed internet or personal devices at home. This could put them at a disadvantage compared to their peers who have these resources.

Conclusion

In conclusion, the integration of technology in higher education is a transformative force that holds the potential to revolutionize the learning experience. It offers numerous benefits such as increased student engagement, facilitated individualized learning, improved learning outcomes, and preparation for the digital age. However, it also presents challenges and limitations that need to be addressed effectively. Despite these challenges, with continuous assessment and improvement, technology integration can create a more engaging, personalized, and effective learning environment, thereby revolutionizing higher education.

INDUSTRY

Empowering Education Leaders to Leverage Technology for Better Learning Outcomes

Hi Sammy. Could you please tell our readers about your EdTech experience? Why did you choose exactly this industry?

My journey in EdTech began unexpectedly. After teaching mathematics in secondary schools, I took a new role at a local community college who were opening their first school. From here I accidentally fell into the brilliant world of community college teaching. Returning from maternity leave, I

found the college had undergone a complete technological transformation. Suddenly, my familiar systems were gone, and I was now in the world of new EdTech.

This unexpected challenge sparked a passion. I embarked on a personal EdTech journey, determined to master these new tools and share my learnings with others. This led me to become an EdTech leader at the college.

Driven by this passion, I transitioned to become a self-employed consultant. Helping

Technology allows us to explore innovative and engaging formats that make learning truly meaningful

Sammy White is an educator with a passionforenhancinglearningexperiences. With a background as a teacher in schools and colleges, Sammy has now moved into the tech sector working with assistive technologies. Named number 3 Global Thought Leader and Influencer (Education) in 2024 and winner of a Tech Women 100 award in 2023, Sammy is widely recognised as an expert in EdTech. Sammy continues to be a driving force in the intersection of education and technology, inspiring students, teachers, and colleagues with her innovative approach and unwavering dedication to creating a more equitable learning environment. Recently, in an exclusive interview with Higher Education Digest, Sammy shared her professional trajectory, insights on the eLearning trends to watch out for in 2024, personal role model, future plans, pearls of wisdom, and much more. The following excerpts are taken from the interview.

education providers develop and implement EdTech strategies, empowering them to leverage technology for better learning outcomes. Moving to working for large EdTech firms I transitioned into assistive technology. This is my true passion, technology that enables all to succeed.

Brief us about your role and responsibilities as Learning Evangelist at Glean.

At Glean, we want to empower all learners to effectively take notes and meaningfully engage with learning. I wear many hats, collaborating

Success, for me, is a tapestry woven from three threads: personal fulfillment at home, collaborative achievements with colleagues, and positive impact on the communities I serve

with product, marketing, and sales teams. My focus is to ensure that Glean prioritises the science of learning at every step: both in its product design and culture. I translate best practices into actionable strategies, guiding teams to design solutions that truly meet the needs of learners.

Why do you consider EdTech tools to be essential in the classroom? How do you think they make teachers’ lives easier and increase students’ access to learning?

There are enormous efficiencies in using technology in the classroom but we can also elevate traditional classroom activities. Checking on student progress is no longer limited to the few in front of the educator. This small scale experience can now be done on a large scale with polling software ensuring the progress of the many is captured. We can also use this data in a more meaningful way to reflect and adapt post class elevating what was a brief in-class moment previously to something of meaning and value beyond that single class.

We know that not everyone learns in the same way. Technology enables us to tailor learning experiences to each student’s needs. We can create personalised pathways, offering targeted interventions to best support students. Technology allows us to explore innovative and engaging formats that make learning truly meaningful.

Could you please predict the trends of eLearning for 2024?

Future gazing is never wise but I think we will continue hearing about AI for a while. What I think will happen is we will start to share how to get the most out of things with AI alongside traditional materials. We are already seeing book

launches being accompanied by custom GPTs and I think we will see more of this. I would love to predict a year of more inclusive technology in learning but I am not convinced 2024 is the year.

What has been your most careerdefining moment that you are proud of?

Returning from maternity leave, I found myself locked out of my usual systems. Faced with a new reality, I bought my own device and embarked on figuring this new technology out. What began as a way to navigate unfamiliar tech turned into a passion for EdTech and instructional design. The overwhelmed new mum who once wrestled with login screens became the in-house expert on hardware, software, and eLearning. That moment changed my career path significantly.

How do you define success? What is your take on the ways to achieve longterm success?

Success, for me, is a tapestry woven from three threads: personal fulfillment at home, collaborative achievements with colleagues, and positive impact on the communities I serve. Maintaining this balance is the key to long-term success. While there’s no magic formula, striving to nurture each element consistently brings a sense of accomplishment.

Who

is the one person you look up to and why?

I truly admire Anne-Marie Imafidon. Her dedication to inspiring girls and non-binary individuals to pursue STEM careers is a cause I deeply believe in. The Stemettes program she co-founded serves as a powerful example, and it aligns perfectly with my own passion for helping

students thrive in their chosen fields. This is why I actively volunteer my time – it’s incredibly rewarding to contribute to a movement that empowers the next generation of innovators.

What is your favorite non-academic book and why?

“Invisible Women” by Caroline Criado Perez is my go-to. It opened my eyes to how data bias creates a world that I (as a CIS female) experience differently to others. Now I fight for inclusive design in everything! “She’s in CTRL” by AnneMarie Imafidon is a great accompanying or follow up read as well.

What is your biggest stress reliever?

While quality time with family is precious, sometimes that too can cause stress! My go-to

stress reliever is definitely getting outside for a walk. Exploring new places, breathing fresh air, and seeing something unexpected always clears my head. Recently, visiting a living museum was perfect – it combined the calming curiosity of exploring with a fascinating learning experience. Days like these tick all the boxes: relaxation, discovery, and a thirst for knowledge quenched!

Where do you see yourself in the next 5 years?

My long-held dream of completing a doctorate is always on the cards. I’m especially drawn to the idea of researching or developing a new assistive technology product. This would allow me to combine my love of learning with the potential to make a real difference in the sector. Whether this translates into a research role in academia or

If you can’t find your niche, consider creating one! Building a space for others fosters a ripple effect of support, empowering the next generation of talent

leading a new development within the assistive technology industry, I’m keen to see where the next 5 years takes me.

Do you have any advice for women working in the edtech space?

Finding your people (those who share your passions, challenge your ideas, and celebrate your wins) is crucial. For me, online networks and communities have been a game-changer. They’ve provided invaluable support, allowing me to share experiences, and learn from

others. These connections have undeniably propelled me forward. The beauty is, these communities exist everywhere – local, regional, and online. If you can’t find your niche, consider creating one! Building a space for others fosters a ripple effect of support, empowering the next generation of talent. Companies like ours at Glean happily offer space to host community meet ups, so you can build in person relationships too. After all, creating space at the table for everyone is the key to collective success.

Higher Education Must Evolve and Innovate to Adopt Skills-Based Learning

Dr. Shantanu Bose is the Provost and Chief Academic Officer for DeVry University. He is responsible for driving the academic vision and providing leadership for achieving the highest academic quality. He oversees all academic affairs including the areas of curriculum and instruction, faculty and academic operations, accreditation and academic policies, academic programs, course and instructional design, the Registrar, and other educational processes. Additionally, Bose chairs the Program Enhancement Committee and co-chairs the Persistence and Retention Committee to achieve the highest standards in teaching, program development and student success.

Students and employers are signaling that skills are the new currency in the evolving job market. Employers have shown they will hire based on qualifications other than a degree. Evidence shows skills-based education is in high demand with 61% of students saying in a recent report by Instructure that they would pursue a skills-based learning opportunity to advance their careers. This is because the need for new

skills is growing as technology continues to achieve rapid advancements such as with the emergence of AI, machine learning, and, more recently, generative AI. Those seeking to thrive in the workforce of the future will be required to continuously learn, upskill, reskill and transition their careers as needed.

However, higher education is behind in evolving to meet the changing demands. In a new study by the Council of Adult and Experiential

The future of higher education depends on its ability to equip students with the skills and knowledge to succeed in an increasingly complex, technology-driven world

Learning (CAEL), only 22% of faculty and staff stated their institutions had developed skill and competency frameworks for all of their courses and programs. Institutions need to adapt by focusing more on teaching students practical, in-demand skills they need for their careers.

The future of higher education depends on its ability to equip students with the skills and knowledge to succeed in an increasingly complex, technology-driven world. And skillsbased learning is essential to making that future a reality.

What’s Behind Slow Adoption

While the need for skills-based curricula is clear, developing and executing such curricula is difficult. Curricula that incorporate skillsbased learning align the content with industry needs, offer hands-on experience, and projectbased learning. Aligning content to industry needs requires significant effort through meticulous feedback from employers. However, higher education continues to focus on outdated teaching methods—ones that focus on theory over practice, test-taking instead of projectbased learning, and regurgitating of facts over application of the knowledge. Faculty often design courses based primarily on their theoretical expertise and interests rather than the skills currently in demand. If they are not actively engaged with their industry, they risk teaching outdated material that fails to align with workforce needs. Colleges and universities benefit greatly when they have practitioners who can bring relevant, real-world experience into classrooms. Nevertheless, curriculum changes overall require buy-in from the administration, faculty, accreditors, employers and more.

What’s Needed to Achieve Adoption

Higher education must do two things to broadly adopt skills-based learning into curricula: Collaborate and innovate. Staying closely connected to employers and certification providers is critical. Institutions can gain valuable insights into current and future skill requirements by partnering with industry leaders. For instance, at DeVry, we meet regularly with national advisory committees comprised of employers to review our programs and courses to validate that they meet industry standards and make changes as needed. These employer partnerships help to identify gaps in our curriculum and make skill-based learning as effective as possible. Further, colleges and universities must map out how and where to integrate relevant skills into courses. Mapping specific skills and competencies to program learning outcomes can help students graduate with knowledge and abilities that translate directly into the workplace. Once implemented, skills-based courses require continuous assessing, as previously mentioned, to authentically evaluate learning outcomes.

Another Potential Missing Link

Additionally, I think the standardization of skills, or a shared skills taxonomy, is an important missing link in unlocking the potential of broader adoption of skills-based learning in higher ed. Each organization has its way of defining and describing skills. Likewise, colleges and universities also have their own ways of describing their curricula. Without a common language for skills, we create confusion and inefficiency for students who wish to pursue skills-based learning. Without a common skills

Institutions risk graduating students ill-equipped for the modern job market, while employers are facing a skills gap that widens each year

taxonomy, employers struggle to communicate what skills they need; job seekers have trouble demonstrating their capabilities and higher education institutions can’t keep pace with evolving demands of the job market. Notably, the lack of standardization makes skills-based credentials and hiring practices difficult to scale across regions and industries.

Some efforts are underway to develop a standardized skills taxonomy. For example, the World Economic Forum has proposed a global skills taxonomy as a first step in shifting toward a skills-based job market in support of its Reskilling Revolution Initiative, an ambitious goal that aims to provide 1 billion people with improved education, jobs and skills by 2030. However, to date, the adoption of a standardized skills taxonomy that serves individuals, employers and education alike is limited, and no single standard has emerged.

Higher Education Must Embrace a Renewed Growth Mindset

The challenges of transitioning to skillsbased learning are many, but the costs of failing to do so are greater. Institutions risk graduating students ill-equipped for the modern job market, while employers are facing a skills gap that widens each year. To meet the demands of the future of work, higher education must embrace a renewed focus on ongoing skills development and take steps to incorporate skill-based learning in the curriculum.

Similarly, students must approach their education with a lifelong learning mindset that will ensure career success and longevity. Higher education institutions must innovate to serve lifelong learners through agile programs and structures to support them in the fast-changing workplace.

INDUSTRY

The Future Role of Universities in Solving the Global Teaching Crisis

Globally it is estimated by UNESCO that 44 million teachers are required urgently in order to realize the 2030 sustainable development goals.

UNESCO also points out that seven out of 10 teachers at the secondary level will need to be replaced by 2030, along with over half of all existing teachers who will have left the profession by the decade’s end. Notably, attrition rates among primary teachers almost doubled from 4.62 percent globally in 2015 to 9.06 in 2022, with teachers often leaving the profession within their initial five years. Clearly, there is an ongoing and worsening crisis in teaching,

marked by a global shortage of teachers. These shortages are driven by multiple factors, including teacher attrition, reliance on contracts and unqualified teachers, the lack of professional development, poor working conditions, workload, and low salaries. However, It’s not solely about quantity but also about the quality of skilled, knowledgeable prepared, and retained teachers, professional development of teachers is crucial to continually improve standards.

As policymakers grapple with the above challenges in the context of shifts in demographics, fiscal pressures, learning loss from COVID-19, and increasing class sizes it

Learning must attend to the social-emotional development of students, their empathy, mental wellbeing, and contribution to affecting climate change, society, economy, and a sustainable future

Cameron Mirza is the Chief of Party for Early Grades Education Activity in Jordan. Previously, Cameron was the Chief of Party for the Pre-Service Teacher Education In Jordan program. Prior to joining IREX Cameron spent several years reforming the higher education sector in the Kingdom of Bahrain. First, as Head of Strategy at the Ministry of Higher Education, then as Director of Strategy for the UniversityofBahrain.IntheUK,Cameronwas responsible for delivering such programs as the Respect Action Plan, the Youth Action Plan, and Young Apprenticeships while at the Department for Education and Skills. Cameron was also an advisor to the Ministry of Higher Education for Egypt, supporting the improvement of over 40 Universities. Cameron is a board member of Global Impact Initiative an NGO that supports refugees gain valuable employment skills.

is time to rethink how Universities can help solve some of these grand challenges and rethink how it can support the teaching profession to play its essential role in creating a better, equitable and more prosperous world, especially when some countries have moved away from initial teacher training at university towards school-based and school-led training in many countries, the responsibility for preparing teachers is held by the universities, which has helped raise the status of teaching. That said, teacher education has come under increasing criticism as overly theoretical and ineffective in addressing the practical needs of teachers within the classroom. According to the World Bank In several sub-Saharan African countries, the average teacher does not perform much better on reading tests than the highestperforming Grade 6 or 12-year-old pupil. Therefore, it’s becoming increasingly important for universities to rethink their role in the system that includes governments, learning institutions, teacher organizations, parents, communities, schools, and other stakeholders that need to work together within the profession to develop teachers who can give learners the best chance to succeed in life. So what does the role of universities in teacher preparation look like?

Connected Curriculum

Teacher education must be more diverse, individualized, and learner-centered. It requires a multi-disciplinary approach, connected to life beyond schools: to family, community, work, the digital world, and even social media. Learning must attend to the social-emotional development of students, their empathy, mental well-being, and contribution to affecting climate change, society, economy, and a sustainable future. It is this

A future blueprint for a CLIEP is to cut across all institutional programs and leverage existing modules, courses, faculty, and industry to support learning innovation

purpose that will be the catalyst for transforming teacher preparation and training with universities at the center of this transformation. Education for Sustainable development (ESD) is important because it equips individuals and societies with the knowledge, skills, and values needed to navigate a rapidly changing world and build a more sustainable future for all. The embedding of sustainability principles into all teacher training will support all future teachers to embed ESD in their classrooms, curriculums, and teaching and will help create future generations of empowered individuals and communities that lend themselves to increased community cohesion and less societal polarization.

Centers of Learning Innovation and Experimental Pedagogy (CLIEPs)

While there has been innovation in teaching in the post-COVID era, it may not always be as rapid or widespread as in some other sectors due to factors such as regulatory constraints, cultural norms, and traditions. This is where universities can play a role in changing the current narrative regarding innovation in learning by establishing CLIEPs. These centers can function as innovation hubs where educators, researchers, and students collaborate to explore new teaching methodologies, technologies such as AI, and curriculum designs. CLIEPs can conduct research on effective teaching and learning practices, educational technologies, and pedagogical theories. Through empirical studies, action research projects, and pilot programs, they generate evidence-based insights that inform educational policy and practice. These centers can design, develop, and implement pilot programs and prototypes to allow experimental approaches to teaching,

curriculum, and technology integration in a controlled, iterative environment. Given that universities offer hundreds of programs from MBAs, and executive programs to data science often online it seems plausible that CLIEPs should leverage modules from their existing portfolio of programs across the institution to design future-facing teacher programs that encompass cognitive and behavioral science, data analytics, artificial intelligence, leadership, and sustainable development to test and pilot.

A future blueprint for a CLIEP is to cut across all institutional programs and leverage existing modules, courses, faculty, and industry to support learning innovation.

A New Partnership for Teacher Training Research

by the U.S. Department of Education’s Institute of Education Sciences concluded that student achievement can improve by as much as 21 percentile points as a result of teachers’ participation in well-designed professional development programs. High quality competency based initial teacher training combined with the ongoing and relevant professional development of teachers is, therefore, an essential part of ensuring quality education and the sustainability of student outcomes. In many parts of the world partnerships between schools and higher education institutions are ubiquitous however, this partnership is critical to addressing concerns over the quality of the educational systems. Strong school-university partnerships can improve the learning of school students; promote teacher education; and provide professional development for practitioners. Whilst a robust partnership with schools is essential, a future partnership model in designing and delivering effective teacher

The professional development of teachers and school leaders must move to a dynamic lifelong learning model similar to other sectors in order to allow the workforce to continually reskill and upskill

professional development should also address the voices of different stakeholders, including school leaders, teachers, government, school, and university authorities, as well as parents and students, all of whom contribute to the growth of teachers. This new partnership model requires a rethink of existing governance arrangements with universities playing a central role in coordinating and building a broad coalition. The professional development of teachers and school leaders must move to a dynamic lifelong learning model similar to other sectors in order to allow the workforce to continually reskill and upskill.

The way forward

Universities have an opportunity to play a significant role in solving the current teaching crisis through being active protagonists in teacher training and preparation, innovation, and research. The need for cost-effective, highquality lifelong learning of teachers and school

leaders requires imagination, deeper and wider partnerships but importantly university leaders to strategically prioritize teacher education within their local areas and communities. Technology and AI will be critical for teachers not just for the delivery of lessons but also to allow them to save time in lesson planning and marking. Increased technology use within schools will create a significant amount of student data, and teachers will need to be trained on how to use this data to know their students on not just an academic level but also an emotional level: to use data to allow the curriculum to flex around the learner rather than the other way round. The future role of teacher training in universities is surely to develop the learning scientists required to future-proof education. This future requires the building of trust between all stakeholders to be a platform to rethink and reimagine the role of universities in solving the global teaching crisis.

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