A Novel Methodology for Cloud of Things based Secure Higher Education Framework using Zero Knowledge Proof System

The cutting-edge technology, namely Cloud of Things (CoT) has shaped the existing business process into a new orientation in terms of performance, usability, and reliability. Among different business processes, online education is one of the prime areas where CoT can be used to make it more agile in the context of performance and usability. In this endeavor, a novel methodology has been proposed for an online higher education framework based on CoT. The proposed framework is made agile using Service Oriented Architecture (SOA). Furthermore, in order to make the proposed framework more reliable, a Zero Knowledge Proof (ZKPF) system has been introduced here. The proposed ZKPF algorithm is based on the Hadamard matrix. Experimental results have shown to lay bare the effectiveness of the proposed algorithms.

Global learning: Definition, assessment, and approaches

Global learning has become a fundamental aspect of international education. Yet, a clear understanding of global learning and how to develop it remain unclear. Using the dynamic systems approach, this paper analyzed the reasons, methods, and knowledge, skills, and attitudes(KSA) of global learning in higher education. Global learning is the higher education institutions’ critical response to globalization. It is the essential learning outcome of comprehensive internationalization of curriculum requiring students to develop KSA about the external world and their internal selves in their daily lives across local and global communities. With survey results from 142 undergraduate students in one U.S. university and a global learning rubric and publication, this paper demonstrated how global learning is interpreted and approached differently at various levels and further proposed pedagogical approaches to enhance global learning in higher education.

COVID-19 Pandemic and Strategizing the Higher Education Policies of Public Universities of Ethiopia

The purpose of the research is to investigate the impact of COVID-19 on higher education policies and their effect on students' academic performance at public universities in Ethiopia. The study adopts a quantitative approach followed by causal analysis by applying structural equation modeling. A sample of 384 has been selected through simple random sampling out of a large population of academic staff spread homogeneously across Ethiopia. The study variables are COVID-19, higher education policies, digital learning, teacher preparedness, and student academic performance. The findings reveal that the hypothesized model becomes a perfect fit. Based on the standardized coefficient, the most influencing path is the effect of higher education policy on digital learning, followed by the impact of COVID-19 on higher education policy, academic performance, and teacher preparedness, respectively. The study has further observed the partial effect of teacher preparedness on the students' academic performance.

Global citizenship development in higher education institutions: A systematic review of the literature

Institutions of higher education continue to emphasize the need to create and develop global citizen graduates who will face challenging global issues in the workforce. A systematic literature review of empirical studies on global citizenship in higher education was conducted to understand the various ways this term is being studied, measured, and operationalized. The process of inclusion and exclusion criteria identified 57 studies. A content analysis revealed global citizenship is being included into higher education through scales of measurement, studying abroad, faculty and student perceptions, coursework, and university programs. The results are discussed in relation to the current literature on global citizenship along with future avenues of research.

Batik in Malaysia and Indonesia: A collaboration for reconciling issues of cultural heritage

Conflict claims for the cultural heritage of batik between Indonesia and Malaysia have created tensions between the people of these two countries. The Indonesian and Malaysian governments have never involved academics and arts education institutions in resolving such conflict claims, yet, these communities can play a significant role in post-conflict reconciliation efforts. This article describes a conflict reconciliation method initiated by academics, artists and art educators through a collaborative art project between art higher education institutions in Malaysia and Indonesia. Ways in which collaborations within and across the art and education communities may address the understanding and reconciliation of issues related to cultural heritage conflict are explored.