Editorial for the Special Issue “Higher Education Research: Challenges and Practices”

The link between higher education and research is paramount in the current academic landscape. Traditionally, higher education has been envisaged as the cornerstone of scientific development, fulfilling a threefold mission: knowledge transmission (teaching and learning), research (the production of new knowledge) and involvement with society (the application of knowledge for progress). However, the expectations and objectives of higher education stakeholders—including institutions, teachers, researchers, students, policy-makers, and businesses—are undergoing significant changes. We are witnessing a transformation of traditional teaching universities into research-intensive institutions. This trend is characterized by the emergence of research hubs, the emphasis on research that can be translated into applicable knowledge for the benefit of society, and the promotion of partnerships with the business sector, often through the establishment of spin-off companies based on university research [1].

In the current higher education context, marked by an increasing interaction with research and the intensification of internationalization and digitalization processes [2,3,4], higher education institutions face new challenges and opportunities, such as the initial and ongoing training of teachers, interdisciplinarity and pedagogical innovation, which are critical issues for adapting to the challenges and potential of an increasingly complex and globalized world.

The publication of this Special Issue of the journal Education Sciences, entitled ‘Higher Education Research: Challenges and Practices’, emerges as a contribution to the debate on the ongoing transformations in higher education. This collection of articles explores a wide range of topics within higher education, including the following themes: mentoring and leadership, examining mentoring processes, leadership studies and the intersection between mentoring and research skills; student well-being and success, analyzing student health and well-being, the impact of COVID-19 on the higher education experience and the factors that influence academic research outcomes; pedagogical innovations, exploring problem-solving strategies and active learning techniques (such as educational escape rooms) and fostering innovative teaching cultures; digital transformation, analyzing the digital transformation required by COVID-19 and the role of resource management and training in facilitating this change; student experience and outcomes, examining the experiences of low-income and first-generation students, predicting student retention in catch-up programs and proposing innovative teaching and learning methodologies; social responsibility, exploring the role of public higher education teaching staff in promoting social sustainability.

This Special Issue had a total of 71 manuscripts submitted, of which 18 were accepted for publication after a rigorous double-blind peer-review process. The published articles, which are original, were written by an international community of authors representing a variety of institutions in 17 countries: Australia, Finland, France, Hungary, Italy, Israel, Lithuania, Mexico, Norway, the Philippines, Poland, Slovakia, South Africa, Spain, Sweden, the United Kingdom and the United States.

The 18 published articles are presented, in order of date of publication (from the earliest to the latest):

Contribution 1 focuses on assessing research self-efficacy and the effectiveness of the mentoring process. The study highlights the importance of understanding doctoral students’ perceptions of their abilities and the support they receive from their mentors.

Contribution 2 explores the impact of a competitive environment on military officer cadets’ leadership development, team dynamics, and future civilian readiness. The authors examine the role of the ‘hidden curriculum’ in shaping cadets’ learning experiences and outcomes. The study addresses key questions about the influence of competition and informal learning on cadets’ personal and professional development.

In contribution 3, a structural model is proposed that emphasizes the role of information literacy and the development of skills in the acquisition of research skills by undergraduate students. The findings of this study can inform university administrators in developing and implementing effective research mentoring programs to improve institutional research performance.

Contribution 4 investigates the multiple dimensions of student health and well-being in an Australian university. The findings highlight the complex interplay between mental, physical, academic and economic factors. The authors advocate a comprehensive and proactive framework to improve student well-being and academic performance.

Contribution 5 uses an ethnographic fiction methodology to explore the lived experiences of higher education lecturers as they navigated the abrupt transition to remote teaching and learning during the COVID-19 pandemic.

Contribution 6 delves into the complex interplay of factors that predict academic research productivity, including gender, research authority, mentoring, collaboration among researchers, self-efficacy and research interest.

Contribution 7 investigates the impact of visual representations on students’ epistemological framing when solving a degenerate triangle area problem. The study analyzes how the presence or absence of a triangle drawing influences students’ problem-solving strategies and their understanding of the mathematical structure of the problem. By examining students’ approaches to a verbally presented problem with and without an incorrect figure, the authors aim to gain insights into how students navigate ill-posed problems.

Contribution 8 proposes a novel approach to competency-based education in instrumental analysis using high-performance liquid chromatography (HPLC). The authors address the challenges of complex instrumentation and limited laboratory time by designing a practical exercise that integrates active student learning with real-world problem-solving. This approach aims to promote the development of essential analytical skills and competencies in a concise timeframe.

Contribution 9 presents a generic multi-level framework for designing educational escape rooms. The authors argue that active learning methodologies, such as escape rooms, can significantly enhance student learning outcomes. They illustrate the application of this framework in a Science, Technology, Engineering and Mathematics (STEM) study program, where an escape room was integrated with a project-based learning activity to create a comprehensive assessment strategy.

Contribution 10 explores the impact of departmental teaching culture on the pedagogical practices of new faculty in a Swedish engineering department. By examining the perspectives of experienced colleagues, the study highlights the significance of understanding and adapting to the prevailing teaching culture. The findings underscore the influence of departmental norms and traditions on the development of new faculty members’ teaching styles, emphasizing the need for institutions to consider the role of departmental culture in supporting effective teaching and learning.

Contribution 11 explores the pivotal role of innovation models in stimulating technology-focused entrepreneurship within higher education institutions (HEIs). The authors highlight the challenges HEIs face, including resource constraints, interdisciplinary integration, and intellectual property management. To effectively address these challenges, HEIs are encouraged to cultivate entrepreneurial cultures and forge strong academia–industry collaboration, international partnerships and the integration of entrepreneurship education into technology-focused disciplines.

Contribution 12 analyzes the impact of digital transformation on higher education, focusing on a private university in Spain. The authors examine the challenges and opportunities that emerged during and after the COVID-19 pandemic, particularly in terms of resource allocation and pedagogical innovation. The study highlights the university’s increased reliance on online training, videoconferencing tools and accelerated digital transformation initiatives.

Contribution 13 sustains that, within the dynamic context of higher education, the process of academic self-realization is paramount for the individual researcher and the broader academic community. This study sought to disclose the nature of academic self-realization among higher education researchers by exploring the following research question: “What does academic self-realization mean for the researcher in higher education?” The results of the study suggest that academic self-realization involves a process of identifying, developing and manifesting one’s unique intellectual and creative capacities within the university setting, thus enriching the personal, scientific and academic dimensions of the community.

Contribution 14 examines the experiences of low-income and first-generation college students. A comprehensive understanding of the experiences of low-income and first-generation higher education students is critical to advancing diversity, equity and inclusion in higher education. Given the significant gap in college enrolment and graduation rates for these populations, particularly in the post-COVID-19 era, it is pivotal to examine the factors that influence their academic success.

Contribution 15 proposes a Bayesian Additive Regression Tree (BART) model to predict student retention rates in tutorial classes. Using a Bayesian approach, the authors aim to quantify uncertainty and improve the reliability of predictions. The study demonstrates the practical utility of the BART model in estimating student retention rates and identifying potential risk factors. The results of this research have significant implications for HEIs, enabling them to make data-driven decisions and implement effective strategies to improve student retention.

Contribution 16 offers a novel STEAM-based approach to teaching cycloidal curves to computer science engineering students. By integrating robotics, problem-based learning and project-based learning, this innovative method aims to increase student engagement and students’ understanding of complex mathematical concepts. The authors argue that this approach matches the learning preferences of Generation Z students and proposes a more effective alternative to traditional frontal teaching methods.

Contribution 17 investigates the impact of the COVID-19 pandemic on Norwegian public health nursing (PHN) students’ experiences with emergency remote teaching (ERT). The study explores the challenges and benefits of transitioning from traditional face-to-face instruction to online-only lectures. The researchers aim to understand how this shift influenced students’ perceived learning outcomes and overall satisfaction with the educational experience.

Finally, contribution 18 puts forth the results of an investigation on the role of public higher education instructors in promoting social sustainability in Ethiopia. The study examines instructors’ understanding of their role, their level of engagement in social sustainability activities, and the factors that influence their participation. By analyzing these factors, the research aims to inform policy and practice to enhance instructors’ contribution to a more sustainable future.

It is with deep gratitude that we acknowledge the trust placed in us by the authors, reviewers and editorial team of the Education Sciences journal. The high level of professionalism shown by everyone involved was critical to the accomplishment of this Special Issue.

In conclusion, the articles in this Special Issue make a significant contribution to enriching the debate on higher education research for the development of Sustainable Development Goal 4—Quality Education.