This study evaluates the health and sustainability of higher education systems in nine countries: the USA, UK, Australia, Germany, Canada, China, Brazil, India, and South Africa. Using a multi-level analysis model and principal component analysis (PCA), nine key factors—such as international student numbers, academic levels, and graduate employment rates—were identified, capturing over 90% of the cumulative impact on higher education systems. India, scoring 6.2036 initially, shows significant room for improvement. The study proposes policies to increase graduate employment, promote international faculty collaboration, and enhance India’s educational expenditure, which surpasses 9.8% of GDP. Post-policy simulations suggest India’s score could rise to 8.7432. The paper also addresses the impact of COVID-19 on global education, recommending a hybrid model and increased graduate enrollment in China to reduce unemployment by 5.4%. The research aims to guide sustainable development in higher education globally.

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.

In this paper, a study developed at the University of Seniors in Aragón is presented. The Sono-libro, used as an innovative resource, is assessed in the proposal with an educational and pedagogical purpose. The aim is to understand the motivational and learning perception variation after the incorporation of the Sono-libro in the sample. In this quantitative longitudinal design study, the listening habits of the participants are comparatively analyzed at two moments: The first data collection took place before the implementation of the proposal, and the second collection occurred after the proposal. The sample consists of 116 subjects, with 64.16% being women and an average age of 66 years of age. Data was obtained through a validated ad hoc questionnaire judged by experts. The results of the data collections showed an increase in both motivation and perception of the learning obtained, indicating the benefits of incorporating digital resources into contexts of adult students.

This study will explore the direct and indirect impacts of collaborative governance innovation on organizational value creation in higher vocational education in China in the context of the digital era. This paper employs a mixed research methodology to construct and validate a model of the relationship between collaborative governance, digital competence, value chain restructuring, and value creation. This study first adopted an exploratory sequential design. In the qualitative interviews, 15 experts from education, business, and other related fields were used as respondents to explore accurate variable factors and determine the value of the research framework. The quantitative research used structural equation analysis to analyze 979 valid online questionnaires. Finally, the rationality of the research results was verified through case studies.  The findings are clear: collaborative governance significantly positively impacts value creation, indirectly affecting organizational value creation through value chain restructuring. Furthermore, digital capabilities significantly contribute to the value chain restructuring process. This paper provides a theoretical basis and practical guidance for higher vocational education organizations to improve their governance and innovation capabilities.

In Ghana, youth unemployment remains significant challenges, with technical and vocational education and training (TVET) emerging as a potential solution to equip young people with practical skills for the job market. However, the uptake of TVET programmes among Ghanaian youth remains low, particularly among females. This study therefore explores the determinants that influence TVET choices among Ghanaian youth, with the goal of informing policy development to enhance participation in vocational education. Applying an enhanced multinomial logistic regression (MLR) model, this research examines the influence of socio-economic, demographic, and attitudinal factors on career decisions. The enhanced model accounts for class imbalances in the dataset and improves classification accuracy, making it a robust tool for understanding the drivers behind TVET choices. A sample of 1600 Ghanaian youth engaged in vocational careers was used, ensuring diverse representation of the population. Key findings reveal that males are approximately three times more likely to choose TVET programs than females, despite females making up 50.13% of Ghana’s population. Specific determinants influencing TVET choices include financial constraints, parental influence, peer influence, teacher influence, self-motivation, and vocational limitations. In regions with limited vocational options, youth often pursue careers based on availability rather than preference, which highlights a gap in vocational opportunities. Parental and teacher influences were found to play a dominant role in steering youth towards specific careers. The study concludes with recommendations for policymakers, instructors, and stakeholders to increase the accessibility, relevance, and quality of TVET programmes to meet the socio-economic needs of Ghanaian youth.

Young people are a traditional risk group for radicalization and involvement in protest and extremist activities. The relevance of this topic is due to the growing threat of youth radicalization, the expansion of the activities of extremist organizations, and the need to organize high-quality preventive work in educational organizations at various levels. The article provides an overview of research on the topic under consideration and also presents the results of a series of surveys in general educational institutions and organizations of secondary vocational education (n = 11,052), universities (n = 3966) located in the Arctic zone of the Russian Federation. The results of the study on aspects of students’ ideas about extremism are presented in terms of assessing their own knowledge about extremism, the presence/absence of radically minded people around them, determining the degree of threat from the activities of extremist groups for themselves and their social environment, and identifying approaches to preventing the growth of extremism in society. Conclusions are drawn about the need to improve preventive work models in educational organizations towards a targeted (group) approach.