Hybrid learning (HL) has become a significant part of the learning style for the higher education sector in the Sri Lankan context amidst the COVID-19 pandemic and the subsequent economic crisis. This research study aims to discover the effectiveness of hybrid learning (EHL) practices in enhancing undergraduates’ outcomes in Sri Lankan Higher Educational Institutions (HEIs) management faculties. The data for the study were gathered through an online questionnaire survey, which received 379 responses. The questionnaire contained 38 questions under four sections covering independent variables, excluding demographic questions. The results indicate that hybrid learner attitude, interaction, and benefits of hybrid learning positively impact the effectiveness of hybrid learning. The results remain consistent even after controlling for socio-demographic factors and focusing only on students employed during their higher education. The study concluded that employed students have a higher preference for the effectiveness of hybrid learning concepts, and the benefits of hybrid learning play a crucial role in enhancing the effectiveness among undergraduates. The study analyzes COVID-19’s impact on higher education, proposing hybrid learning and regulatory frameworks based on pandemic experiences while stressing the benefits of remote teaching and research.

Recovery and resilience plan (RRP) approved by the European Commission fosters the development of lifelong learning programs to upgrade employees’ skills and knowledge for digital and green transitions. Within higher education, the field of information and communication technology (ICT) is also a priority area, so we compared the demographic variables of students enrolled in formal first-cycle higher education programs in ICT with those enrolled in lifelong ICT programs within the framework of the Advanced Computer Skills project funded by the RRP in Slovenia. The results show that formal first-cycle higher education in the field of ICT remains strongly male-dominated, whereas, among participants in lifelong learning, the percentage of females stands out. Bachelor programs in ICT are primarily enrolled by young people aged up to 24 years, while shorter university-based lifelong learning programs attract mostly older participants with higher completed formal education and from a broader range of prior educational backgrounds. Finally, when all three variables (gender, age and level of prior formal education) are considered, participants in lifelong learning are much more similar to part-time students than full-time bachelor ICT students, although the percentage of men in formal education is still predominant even in part-time studies. The research findings highlight the need for further efforts to offer lifelong learning in ICT to enable individuals to improve their employment prospects, progress in the workplace or even change their field of work.

This work presents a review of Mexican Higher Education during the decade of education for sustainable development and how today it faces the commitments made for the Sustainable Development Agenda 2030. By portraying the agreements that support the UN’s Development Program in advising higher education institutions, the SDGs which can be served through universities and their by-products, the success stories of some universities are shown. This case study addresses the theoretical value of quality of life and harmony of the environment, remarking on how different universities in Mexico have approached this matter as a key part of their curricula, policy, and research. Showcasing a special emphasis given to the work carried out by the University of Sonora, specifically for their institutional practices for sustainability and the study of sustainability from the perspective of Environmental Psychology.

Leadership and the academic freedom of the Universities in a digitally changing world are the generators of innovation in society. This study is a qualitative and quantitative empirical research of the Leadership at the public and private Higher Education Institutions (HEIs) in Kosovo, that examines their communication, authoritarian or liberal communication, and dominant perceptions and attitudes towards social, political, and financial strategies in HEI as a basis of social and economic wellbeing. The theory of research, as elaborated by Tight (2022), emphasizes the evolving nature of academic inquiry and the significance of context in shaping research practices. Waite (2013) highlights the pivotal role of communication strategies in determining the effectiveness of both democratic and authoritarian leadership styles. Effective communication in democratic leadership fosters transparency and collaboration, while in authoritarian leadership, it can be used to consolidate control and manage dissent The research was conducted at public and private HEI, through personal interviews and a structured questionnaire, which was carried out by the staff of higher management of HEI, academic staff, administrative staff, and students of the public and private Universities. The results demonstrated that academic and financial autonomy has a high impact on academic ethics and academic integrity and has a high impact on the increase of the economy and well-being in society, compared with the lack of academic and financial autonomy and interference of politics in the management of HEI which has an impact on lower quality and integrity of HEI in society. Leaders of Universities need to think about new leadership models more socially responsible and more ecologically sensible consumption oriented, from Society, to society for society.

This paper explores the integration of digital technologies and tools in English as a Foreign Language (EFL) learning in Jordanian Higher Education through a qualitative open-ended online survey. It highlights the perceptions of 100 Jordanian EFL instructors, each with a minimum of five years of experience, on the digital transformation in the EFL learning process. The survey, consisting of ten open-ended questions, gathered in-depth insights on the benefits, challenges, and implications of this transformation. Thematic analysis was employed to analyze the qualitative data, revealing varied levels of experience, the use of diverse digital tools, and both technical and pedagogical challenges. Key findings include the positive impact of digital tools on teaching and learning experiences, enhanced student engagement, and opportunities for personalized learning and collaboration. The study concludes that leveraging digital resources can enhance EFL learner engagement and learning outcomes, inform future pedagogical practices, and shape the landscape of digital transformation in EFL Higher Education for years to come.

Intellectual capital is one of the most crucial determinants of long-term economic development. The countries compete for highly skilled labor and talented youth. State regulatory interventions aim to, on the one hand, facilitate the retention of foreign high-productivity intellectual capital in the host country, transforming ‘educational’ and ‘scientific’ migrants into residents, and on the other hand, prevent the outflow of their own qualified workforce. The paper aims to outline the role of the nation’s higher education system in the influx and outflow of labor resources. A two-stage approach is applied: 1) maximum likelihood—to cluster the EU countries and the potential candidates to become members of EU countries based on the integrated competitiveness of their higher education systems, considering quantitative, qualitative, and internationalization aspects; 2) logit and probit models—to estimate the likelihood of net migration flow surpassing baseline cluster levels and the probability of migration intensity changes for each cluster. Empirical findings allow the identification of four country clusters. Forecasts indicate the highest likelihood of increased net migration flow in the second cluster (66.7%) and a significant likelihood in the third cluster (23.4%). However, the likelihood of such an increase is statistically insignificant for countries in the first and fourth clusters. The conclusions emphasize the need for regulatory interventions that enhance higher education quality, ensure equal access for migrants, foster population literacy, and facilitate lifelong learning. Such measures are imperative to safeguard the nation’s intellectual potential and deter labor emigration.