International Journal of Higher Education and Sustainability (6 papers in press)

Regular Issues

• Critical reflective teaching praxis: lessons from oral hygiene educators in South Africa  
  by Angelique Kearney, Oncemore Mbeve 
  Abstract: This paper explores perceptions, motivations, and critical reflective teaching praxis for oral hygiene educators, who mostly are subject matter experts without formal training in pedagogy. Through qualitative data that was collected from all 13 oral hygiene educators in a department of a university based in Johannesburg, the study highlights how the praxis of critical reflective teaching improves instructional methods and supports professional identity development. We found critical reflective teaching as crucial for maintaining high standards in the profession, fostering continuous learning and adaptability. Motivations for critical reflection included personal growth and the desire to enhance student learning outcomes. However, lack of formal structures supporting reflective teaching emerged as one of the challenges. There is need for institutional support, including reflective teaching frameworks and professional development programs. Furthermore, formal structures should be established and constructive feedback should be normalised to promote critical reflective teaching praxis.
  Keywords: critical reflective teaching; oral hygiene educators; pedagogical training; instructional methods; higher education.
  DOI: 10.1504/IJHES.2025.10071095
   
  
• Stakeholders’ perception of inclusive and quality technical and vocational education training in the Sunyani municipality of Ghana  
  by Michael Addaney, Charles Kusi, Jonas Ayaribilla Akudugu, John Kwasi Annan, Emelia Aniah, Alfred Ohenenana Appiah 
  Abstract: The study examined stakeholders perception of inclusive and quality technical and vocational education training in Ghana. Adopting a case study approach with mixed methods research design, the study used a simple random sampling to select 288 stakeholders comprising 258 students and 30 teachers for a survey and eight officials from relevant institutions for key informant interviews. The quantitative data was analysed using SPSS 24 to generate descriptive statistics such as mean and standard deviation while the qualitative data was analysed manually by theming the responses. The analysis revealed that stakeholders have confidence that technical and vocational education training (TVET) is providing learners with foundational and higher-order skills but underscored that it is not sustainable in its current state. The study argues that enhancing the inclusiveness and quality of TVET requires comprehensive policy reforms and transformative program development to enhance capacity building, skills development, and improved employability of TVET graduates.
  Keywords: foundational and higher-order skills; inclusive and equitable quality education; technical and vocational education training; stakeholders’ perception; Sustainable Development Goal 4; Ghana.
  DOI: 10.1504/IJHES.2025.10071343
   
  
• Confidence level and school experiences of final year undergraduates of computer science in South-West Nigerian universities  
  by Olabamiji John Onifade, Omobola O. Gambo, Peter O. Ajayi 
  Abstract: This research explores the connection between the confidence level and university experiences of final year undergraduates of Computer Science across universities in the South-West region of Nigeria. A descriptive survey design was adopted for this study and 450 final year undergraduates were proportionately selected for the investigation. Computational task self-confidence questionnaire (CTSCQ) was used for data collection which demonstrated a high reliability with a Cronbachs alpha () of 0.89. Statistical analysis, including mean, standard deviations, frequencies, percentages, and linear regression, revealed that the final year undergraduates exhibited moderate confidence in computational tasks, indicating potential for growth in self-efficacy. Additionally, a notable correlation was found between the students university experiences and their confidence level, suggesting that integrating positive learning experiences aligned with Banduras self-efficacy theory could boost both satisfaction and confidence. The study recommends inviting industry experts as guest lecturers, increasing hands-on training, and prioritising student learning experiences in curriculum development.
  Keywords: computer science; university experiences; undergraduates; confidence level.
  DOI: 10.1504/IJHES.2025.10071380
   
  
• Fabric of change: insights from Gen Z college students on governments role in promoting sustainability in fashion  
  by Fariba Nosrati, Enrique Nunez, Tina Nosrati, Desislava Budeva 
  Abstract: This study examines Gen Z college students consumer attitudes toward government interventions aimed at promoting sustainability in the fashion industry. Many from this demographic have been sceptical about government involvement. To cultivate ethical leaders in sustainability, it is crucial to consider students perspectives. Employing a mixed-methods design, this examination triangulates data from participants social media discourse. Sentiment analysis was conducted to assess the tone of comments, followed by cluster analysis to categorise comments into three clusters based on identifying patterns. Furthermore, frequency analysis was employed to examine the prevalence of attitudes, and common themes were identified through thematic analysis. The findings reveal robust support among Gen Z consumers for stringent government regulations to address market failures, aligning with public interest theory. However, nuanced perspectives favouring incentives and industry-led efforts resonate with public choice theorys emphasis on self-interest. Despite prior research indicating a lack of confidence in governments among Gen Z, this study underscores the cohorts desire for a holistic approach balancing regulatory measures with financial incentives, collaborative initiatives, consumer education, transparency, and trust-building efforts to drive sustainable transformations while accommodating this demographics diverse priorities.
  Keywords: consumer behaviour; college students; Gen Z; sustainable fashion; government regulations; public interest theory; public choice theory; consumer attitudes; fashion industry; sustainability initiatives.
  DOI: 10.1504/IJHES.2025.10071381
   
  
• Curating historical green learning competency: the ECHO-sustainability pedagogy design  
  by E. Vincent Carter 
  Abstract: The potential for curating historical green learning curricula is untapped. Sustainability scholars chronicle the history of planet earth and indigenous/traditional ecological practices. Yet, historical accounts are sorely lacking in higher education sustainability research. In order to address the prevalent historical void in higher education sustainability research, this studys unique approach contributes sustainability literature content analysis, conceptual pedagogical frameworks, and original course rubrics. Focusing on the business marketing discipline, the role of historical practices in green learning innovation is methodically addressed. Initially, the validity of a historical view is established. Next, empirical evidence of an historical void is shown for marketing education journals, the broader higher education sustainability literature, as well as in practitioner oriented academic research. Finally, the proposed ecological course history objectives (ECHO) pedagogy design is introduced to address the prevalent historical void, using conceptual frameworks, course rubrics, and ongoing research results which support green learning competency.
  Keywords: ECHO-sustainability; green learning; green marketing; pedagogy; historical/history; heritage branding; sustainability; sustainability marketing/branding; temporal learning continuum; TLC.
  DOI: 10.1504/IJHES.2025.10071519
   
  
• Analysing the entrepreneurial behaviour of students at higher education in India in the light of theory of planned behaviour and social cognitive theory  
  by Pooja Singh 
  Abstract: This study, guided by the theory of planned behaviour and social cognitive theory, aims to explore the relationship between various factors influencing entrepreneurial behaviour of students enrolled in higher education institutions (HEIs) in India. The research utilised non-probability sampling and gathered 403 valid responses. Data were analysed using Pearson correlation, multiple linear regression analysis in SPSS Version 25 and model 5 of PROCESS Macro. The studys revealed that the students entrepreneurial knowledge directly and significantly impacted their inspiration (= 0.591), self-efficacy (= 0.576), and intention (= 0.743). In addition, perceived entrepreneurialism (= 0.065) insignificantly moderated the linkage between entrepreneurial knowledge and intention to start business. Whereas, there is a significant mediating effects of entrepreneurial inspiration (= 0.593) and self-efficacy (= 0.574) found in the relationship between entrepreneurial knowledge and intention. This study has both theoretical and practical implications. Moreover, it supports in raising awareness among students about entrepreneurship and the various entrepreneurial initiatives implemented throughout the nation.
  Keywords: entrepreneurial knowledge; entrepreneurial inspiration; entrepreneurial environment; entrepreneurial self-efficacy; higher education institutions; HEIs.
  DOI: 10.1504/IJHES.2025.10071782