Analysis of the Potential Factors Affecting the Higher Education Quality using Soft Computing Technique
Main Article Content
Abstract
With society's continual technological improvements and modernity, it is critical to stay up with the advancements in instructional tools. To address this, a comprehensive study was done to investigate the elements influencing the quality of higher education in accordance with contemporary educational systems. The study sought to uncover the precise elements that have a major influence on the progress and improvement of higher education. Soft computing approaches, such as fuzzy logic, were used to anticipate the influence of numerous criteria on higher education
quality, such as teacher-to-student ratio, classroom atmosphere, learning materials, current tools, managerial efforts, and academic assistance. Changes in these elements can improve students' thinking and talents, resulting in a better society with more economic power. This work uses the fuzzy logic system in order to find that by enhancing these elements, educational quality may be improved, resulting in high-quality instruction and a better society.
Article Details
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Pakistan Journal Emerging Science and Technologies (PJEST) in collaboration with Govt. Islamia Graduate College Civil Lines Lahore, Pakistan is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
References
L. Ramoniene and M. Lanskoronskis, "Reflection of higher education aspects in the conception of national competitiveness," Baltic Journal of Management, vol. 6, no. 1, pp. 124-139, 2011.
A. Yamada, "STEM Field Demand and Educational Reform in Asia-Pacific Countries," The Oxford Handbook of Higher Education in the Asia-Pacific Region, p. 189, 2023.
S. A. Apostu, L. Mukli, M. Panait, I. Gigauri, and E. Hysa, "Economic growth through the lenses of education, entrepreneurship, and innovation," Administrative Sciences, vol. 12, no. 3, p. 74, 2022.
M. Devlin and G. Samarawickrema, "A commentary on the criteria of effective teaching in post-COVID higher education," Higher Education Research & Development, vol. 41, no. 1, pp. 21-32, 2022.
S. Rana, S. Verma, M. M. Haque, and G. Ahmed, "Conceptualizing international positioning strategies for Indian higher education institutions," Review of International Business and Strategy, vol. 32, no. 4, pp. 503-519, 2022.
M. Umar and I. Ko, "E-learning: Direct effect of student learning effectiveness and engagement through project-based learning, team cohesion, and flipped learning during the COVID-19 pandemic," Sustainability, vol. 14, no. 3, p. 1724, 2022.
T. Gomez-del Rio and J. Rodriguez, "Design and assessment of a project-based learning in a laboratory for integrating knowledge and improving engineering design skills," Education for Chemical Engineers, vol. 40, pp. 17-28, 2022.
Z. Zhu, Z. Xu, and J. Liu, "Flipped classroom supported by music combined with deep learning applied in physical education," Applied Soft Computing, p. 110039, 2023.
R. Martin and A. Farmer, "Professional Development: Implications for Title Teachers," Message from TASCD Executive Director Steve Simpson, p. 22.
A.-R. Fatawu et al., "Exploring Factors that Hinder Senior High School Students’ Academic Performance in Mathematics," Journal of Education, Society and Behavioural Science, vol. 35, no. 12, pp. 1-18, 2022.
O. R. Hester, S. A. Bridges, and L. H. Rollins, "‘Overworked and underappreciated’: special education teachers describe stress and attrition," Teacher Development, vol. 24, no. 3, pp. 348-365, 2020.
J. Herrington, Authentic learning environments in higher education. IGI Global, 2005.
L. Siragusa, K. C. Dixon, and R. Dixon, "Designing quality e-learning environments in higher education," Proceedings ascilite Singapore, pp. 923-935, 2007.
I. Žalėnienė and P. Pereira, "Higher education for sustainability: A global perspective," Geography and Sustainability, vol. 2, no. 2, pp. 99-106, 2021.
K. V. Elumalai et al., "Factors affecting the quality of e-learning during the COVID-19 pandemic from the perspective of higher education students," COVID-19 and Education: Learning and Teaching in a Pandemic-Constrained Environment, vol. 189, 2021.
A. M. Al-Rahmi, W. M. Al-Rahmi, U. Alturki, A. Aldraiweesh, S. Almutairy, and A. S. Al-Adwan, "Exploring the factors affecting mobile learning for sustainability in higher education," Sustainability, vol. 13, no. 14, p. 7893, 2021.
T. Tere, H. B. Seta, A. N. Hidayanto, and Z. Abidin, "Variables affecting E-learning services quality in Indonesian higher education: Students’ perspectives," Journal of Information Technology Education. Research, vol. 19, p. 259, 2020.
T. Wilen-Daugenti, edu: Technology and learning environments in higher education. Peter Lang, 2009.
M. E. Menon, "Factors influencing the demand for higher education: The case of Cyprus," Higher education, vol. 35, no. 3, pp. 251-266, 1998.
M. Van Dinther, F. Dochy, and M. Segers, "Factors affecting students’ self-efficacy in higher education," Educational research review, vol. 6, no. 2, pp. 95-108, 2011.
H. Wang and J. Cui, "Evaluation of teaching effect in higher educational institutions and identification of its influencing factors," International Journal of Emerging Technologies in Learning (iJET), vol. 16, no. 17, pp. 226-239, 2021.