With society’s continuous development and progress, artificial intelligence (AI) technology is increasingly utilized in higher education, garnering increased attention. The current application of AI in higher education impacts teachers’ instructional methods and students’ learning processes. While acknowledging that AI advancements offers numerous advantages and contribute significantly to societal progress, excessive reliance on AI within education may give rise to various issues, students’ over-dependence on AI can have particularly severe consequences. Although many scholars have recently conducted research on artificial intelligence, there is insufficient analysis of the positive and negative effects on higher education. In this paper, researchers examine the existing literature on AI’s impact on higher education to explore the opportunities and challenges presented by this super technology for teaching and learning in higher educational institutions. To address our research questions, we conducted literature searches using two major databases—Scopus and Web of Science—and we selected articles using the PRISMA method. Findings indicate that AI plays a significant role in enhancing student efficiency in academic tasks and homework; However, when considering this issue from an ethical standpoint, it becomes apparent that excessive use of AI hinders the development of learners’ knowledge systems while also impairing their cognitive abilities due to an over-reliance on artificial technology. Therefore, our research provides essential guidance for stakeholders on the wise use of artificial intelligence technology.

E-learning has become an integral part of higher education, significantly influencing the teaching and learning landscape. This study investigates the impact of student characteristics such as gender, grade, and major on E-learning satisfaction. Utilizing Structural Equation Modeling (SEM) and collecting data through 527 valid questionnaires from Nanjing Normal University students, this research reveals the nuanced relationships between these variables and E-learning satisfaction. The findings indicate that gender, grade, and major significantly and positively impact student satisfaction with E-learning, highlighting the need for tailored E-learning resources to meet diverse student needs. The study underscores the importance of continuous improvement in E-learning resources and platforms to enhance student satisfaction. This research contributes to the understanding of effective E-learning strategies in higher education institutions.

This study explored the relationship between Chinese graduate students’ English language proficiency (ELP) and intercultural communicative competence (ICC). With the acceleration of globalization, an increasing number of Chinese students choose to study abroad, making it crucial to enhance their intercultural communication ability and language skills. However, China’s exam-oriented education system to some extent limits students’ holistic development and poses challenges for them in intercultural exchange. A quantitative survey method was employed, collecting questionnaire data from 249 Chinese English-major graduate students to analyze the relationship between their English ability and intercultural competence. The results indicated a certain positive correlation between English proficiency and intercultural competence but also pointed to the need for further unpacking of complexity and influencing factors. Future research with more robust methodology is still warranted to provide deeper insights into the linkage between the two constructs in the Chinese graduate context.

The purpose of this study is to determine the relationship between the exogenous variables (administrative support, career placement & employability, academic staff support, institutional factors, and information systems) as service delivery quality dimensions with satisfaction and moderating variable (academic and social integration) between endogenous variables (satisfaction and retention) among undergraduate students from Malaysian private higher education institutions. In order to accomplish the objectives proposed with hypotheses, a model reflecting the relationship between service delivery quality dimensions and satisfaction moderated by academic and social integration towards retention is applied. This empirical study focused on probability-stratified random sampling with a final sample size of 309 students. This study achieved statistically significant positive results by emphasizing academic and social integration as a moderating variable to achieve student retention by linking Perceived Performance Theory and Tinto’s Interactionist Theory from satisfaction to retention. Evaluation of the structural model on the coefficient of determination for the model’s predictive accuracy in this study produced an R² = 0.85 for satisfaction, suggesting nearly 85% of the variance in endogenous latent construct satisfaction is explained by all the service delivery quality dimensions linked to it. As for retention produced R² = 0.74, suggesting nearly 74% of the variance in endogenous latent construct retention is explained by all the service delivery quality dimensions linked together with satisfaction and academic and social integration as moderator. The model has a substantial effect with 0.76 in the Goodness-of-Fit index, indicating that the model has better explaining power.

The purpose of this research study is to identify the factors of knowledge sharing among library professionals of higher educational institutions of Pakistan. There are very few studies on the knowledge exchange between library professionals in Pakistan’s higher education institutions. In this study model which has all the elements used to examine the knowledge sharing, in the study researcher investigate the impact of technological, organizational and individual on library professionals’ knowledge sharing behavior. The study adopted a descriptive survey design as research design and quantitative as type of research type. Questionnaire was adapted and used to collect data from 240 librarians through Google form survey in the higher educational institutions. The population of study is higher educational institutions of Pakistan. Convenience sampling techniques was used for data collection. The data were analyzed through the measurement model and structural equation model (PLS-SEM). The results of the study technological development, organizational development and individual development are significant for knowledge sharing in higher educational intuitions in Pakistan. This study gave new insights through to policy makers for the future polices to higher authorities.

Despite being controversial, teacher tenure policies are understudied, particularly in higher education contexts outside the Western world. Using semi-structured interviews with 15 university faculty members, this study explored how tenure systems influence the teaching practices, motivations, and job satisfaction of language teachers in Macau's universities. It was revealed that Macau implemented competitive, “up or out” tenure policies that were based on research output. Faculty were anxious as vague expectations heightened research priorities over teaching quality and student support. Requirements also strained collegial relationships as faculty goals focused on promotion. Veteran professors demonstrated resilience, maintaining intrinsic motivation despite policies. They advocated improving policies by promoting transparency, balancing workloads, accommodating disciplines, and communicating effectively. Using empirical data, this study identifies key policy implications for supporting teacher motivation while balancing inequality constraints. It provides empirical insight into optimizing tenure for teacher engagement and fulfillment.