International Journal of Higher Education Pedagogies <p>International Journal of Higher Education Pedagogies (IJHEP) is an open-access, peer-reviewed journal publishing a wide range of research works in the field of teaching and learning methods within higher education. IJHEP publishes original research on the method and practice of higher education teaching as a broad concept. We publish high-quality theoretically grounded, empirical studies addressing the main functions of higher education and the dynamic role of the university.<br />Higher Education Pedagogies is an essential reference for those who wish to stay tuned with the latest findings and developments in the higher education context.</p> Mokslines Leidybos Deimantas (Diamond Scientific Publication) en-US International Journal of Higher Education Pedagogies 2669-2333 AI and Chat GPT in Language Teaching: Enhancing EFL Classroom Support and Transforming Assessment Techniques <p>The integration of artificial intelligence (AI) and Chat GPT technology in English as a Foreign Language (EFL) instruction has ushered in transformative changes in language learning and assessment. This essay explores the multifaceted impact of AI and Chat GPT on EFL education, emphasizing their role in personalized language learning, real-time language practice, and examination techniques. AI facilitates personalized language learning by tailoring lessons to individual students' needs, promoting deeper language understanding. Real-time language practice is enhanced through dynamic interactions with AI-powered chatbots, which provide immediate feedback, boosting proficiency and confidence. In examination techniques, AI automates grading and feedback, improving efficiency and consistency, while also enhancing test security. The integration of AI and Chat GPT raises ethical considerations regarding privacy, equity, and responsible AI usage. Successful case studies, including Duolingo's language learning platform, Chat GPT in EFL classrooms, and ExamSoft's examination software, highlight the practical benefits of AI integration. The future of EFL education lies in a collaborative relationship between human teachers and AI, addressing challenges and limitations while prioritizing ethical considerations, equitable access, and meaningful human interaction. The potential for a more effective and engaging EFL learning experience is achievable with a commitment to these principles.</p> Momen Yaseen M. Amin Copyright (c) 2023 International Journal of Higher Education Pedagogies 2023-12-25 2023-12-25 4 4 1 15 10.33422/ijhep.v4i4.554 Embracing Diversity: Rethinking Inclusive Education at De La Salle-College of Saint Benilde <p style="font-weight: 400;">This qualitative study, employing focus group discussions as the primary research method, delves into the imperative of inclusive education at De La Salle College of Saint Benilde (DLS-CSB), aligning with its "Benilde for All" vision. Guided by the Center for Inclusive Education (CIE), the research identifies two core concerns: the necessity to heighten awareness about inclusive education and the urgency of implementing mandatory faculty training in inclusive teaching practices. Participants, including faculty members from the School of Multidisciplinary Studies, CIE staff, and administrators, offer diverse perspectives within the institution. Thematic analysis of the data reveals that a lack of awareness and insufficient faculty training pose significant challenges to DLS-CSB's commitment to accessible education. Recommendations include implementing awareness campaigns, establishing comprehensive guidelines integrated into institutional policies, and mandatory faculty training programs. The proposed "Benildean for All Framework" emphasizes stakeholder awareness, enhancing the CIE manual, faculty development, academic support for students with specific learning needs, and addressing social barriers to inclusivity. The ultimate goal is to transform DLS-CSB into a model of inclusivity, championing the rights and dignity of all members, regardless of abilities or disabilities. This research contributes to the ongoing discourse on inclusive education and provides actionable steps for fostering a supportive and accessible learning environment at DLS-CSB.</p> Marilyn P. Pescasio Copyright (c) 2023 International Journal of Higher Education Pedagogies 2023-12-25 2023-12-25 4 4 16 32 10.33422/ijhep.v4i4.582 Seeking Remedy for Improving International College Students’ Reading Comprehension <p>This report reflects on the findings of one of the projects within a series of research studies in the field of multimodality conducted by the author of the current paper with different samples of participants in the US university settings. The principal investigator (PI) designed this qualitative case study and had it approved by the IRB committee. Vygotsky’s socio-cultural constructivism theory has been found most appropriate to lay the ground for this research as the sample was purposefully assembled of 14 International English language learning (ELL) students newly arrived in the United States from their significantly diverging social and academic backgrounds. The PI’s practical teaching experiences and the results of her previously conducted studies with the other groups of participants urged this researcher to further search for some efficient strategies and means of learning, which might help these specific student populations with their deeper reading comprehension of complicated academic texts they were otherwise struggling to comprehend. As claimed by this investigator, usage of multimodality might have a strong potential to assist the International ELL college students with their reading comprehension. Within this current project, data were collected via participant and site observations, surveys, artifacts in the form of the comprehension tests, and individual interviews with participants. All the data were coded, analyzed, and triangulated aiming to find recurring themes. This research found that participants recognized the visual mode of multimodality most helpful to them, followed by the auditory, and print-based ones. In the surveys and interviews, the participating students outlined a range of multimodal reading comprehension strategies, which they perceived as most efficient while their working on this project tasks. The comprehension test results served as the evidence in support of the interview- and survey-based data. High significance of the findings of this research is in their applicability to the wide populations of the International ELL college students in the US colleges and world-wide.</p> Olga Gould-Yakovleva Copyright (c) 2023 International Journal of Higher Education Pedagogies 2023-12-25 2023-12-25 4 4 33 54 10.33422/ijhep.v4i4.599