Educational quality policies are a basic principle that every Peruvian university educational institution pursues in accordance with Law No. 30220, with the objective of training highly competent professionals who contribute to the development of the country. This study to analyzes educational quality policies with the student’s satisfaction of public and private universities in Peru, according to social variables. The study was descriptive-comparative, quantitative, non-experimental, and cross-sectional. One thousand (1000) students from two Peruvian universities, one public (n = 500) and one private (n = 500), were purposively selected by quota using the SERVQUALing instrument. The findings indicate a moderate level of satisfaction reported by 49.2% of participants, with a notable tendency towards high satisfaction observed in 40.9% of respondents. These results suggest that most students perceive that the actual state of service quality policies are in a developmental stage. The results, therefore, indicate that regulatory measures, including university laws, licensing, and accreditation, significantly influence outcomes. These measures are essential for the effective functioning of universities. In addition, the analysis revealed that female and male students at private universities showed higher levels of satisfaction with the educational services offered. It is concluded that educational quality policies in Peru are still being executed, because the implementation of the University Law is in process, according to the satisfaction of the student, this must be improved in central aspects such as optimizing human resources, infrastructure, equipment, curricular plans that differ from the public to the private university, In addition, this should lead to improving and redefining current policies on educational quality and the economic policies that finance the educational service.

Latin America is increasingly contributing to scientific research on leadership, although less than other regions. What are the predominant paradigms on leadership within the scientific community in Mexico? The article reviews doctoral dissertations on leadership from the National Autonomous University of Mexico (UNAM) and the Anahuac University of Mexico (UA) defended before 2021. The findings highlight that 1) the number of doctoral dissertations has grown from 2016 onwards, especially in educational leadership. 2) In both universities a “functionalist” paradigm prevails, based on the transformational leadership model. 3) Two other leadership paradigms are present, referred to in this article as ‘political’ and ‘humanistic’. 4) These three paradigms have their characteristics and preferences in terms of research methodology, language, and reference authors. 5) The use of a paradigm is associated with the type of faculty rather than the type of university (public or private): in business faculties the functionalist paradigm predominates, in education faculties the humanist paradigm, and in political science or communication faculties the political paradigm. In conclusion, it is recommended to confirm the exploratory result obtained and to promote the dialogue between leadership paradigms.

Technical Pedagogical Content Knowledge (TPACK) encompasses teachers’ understanding of the intricate interplay among technology, pedagogy, and subject matter expertise, serving as the essential knowledge base for integrating technology into subject-specific instruction. Over the decade, advancements in information technology have led to the consistent application of the TPACK framework within studies on instructional technology and technology-enhanced learning, significantly advancing the evolution of contemporary teacher education in technology integration. In this paper, we utilize the Teaching and Learning Knowledge of Subjects Based on Integrated Technology (TPACK) framework to administer a questionnaire survey to teacher trainees at Chinese colleges and universities. This survey aims to evaluate the current status of their integrated technology-based subject teaching and learning knowledge. Based on the research findings, we propose strategies aimed at enhancing the educational technology integration knowledge of students pursuing integrated technology courses in colleges and universities. Furthermore, we integrate the smart classroom setting to develop a comprehensive TPACK-integrated model teaching framework. Our final objective is to offer valuable references for the progress of modern teaching skills among education students in higher education institutions.

The UN agenda of Sustainable Development Goals (SDGs) 2015–2030 is a holistic approach. Universities play an important role in dissemination of quality knowledge, developing the skills and attitudes of a large number of youth across the world. Though the emphasis on Education for Sustainable Development (ESD) started as early as 1992, yet Universities adopted the concept of Green Campus integrating the environmental, social and economic aspects of sustainability quite recently. In developing countries including Pakistan, the Green Campus Initiatives (GCI) have not been implemented in the majority of the Universities. Northern Pakistan comprising Azad Jammu & Kashmir (AJ&K) and Gilgit Baltistan (GB) faces multiple challenges including Climate Impacts at the top. The fragile ecosystem of the region requires more sustainable initiatives at the University and community levels. In this research, the readiness of the seven universities located in Northern Pakistan have been assessed for GCI on the basis scanning of the websites and questionnaire survey of the relevant stakeholders. The results have shown that there is little commitment of resources for sustainability from senior management, lack of awareness in faculty & staff and less research focus on the related themes of green campus. The co-curricular activities in universities are not linked with sustainability and there are no incentives for faculty, staff and students to this end. It has been recommended that Green Campus Framework may be developed for Pakistani Mountain Universities, with commitment from leaders of the universities and allocation of sufficient resources for development of sustainable campuses. The Higher Education Commission of Pakistan (HEC) needs to allocate special funds for promoting GCI across universities in Pakistan.