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Research Article
Ideological-Political Modular Teaching Reform in Automatic Control Under Three-Dimensional Goals
Xiaoyong Liu,
Qingyao Liu,
Shunqiang Liu,
Chengbin Zeng,
Xiaoliu Yang*
Issue:
Volume 10, Issue 5, October 2025
Pages:
176-182
Received:
22 July 2025
Accepted:
28 August 2025
Published:
5 September 2025
Abstract: In the context of the new era, integrating ideological and political education into engineering curricula has become a major trend and an important requirement of higher education reform. Principles of Automatic Control, as a core foundational course for automation and related engineering disciplines, not only imparts technical knowledge but also provides rich ideological and political connotations, including the cultivation of scientific spirit, adherence to engineering ethics, and the fostering of patriotic feelings. Based on the three-dimensional objectives of “scientific spirit-engineering ethics-patriotic feelings,” this paper constructs an innovative modular teaching framework for ideological and political education within this course. The reform approach systematically identifies the integration points between core control theory and ideological elements, decomposes ideological objectives into multiple teaching modules, and applies diversified instructional strategies such as case-based analysis, project-based learning, and inquiry-oriented discussion. Additionally, the reform extends practical sessions, embeds real engineering cases and national development scenarios, and builds a three-dimensional evaluation system focusing on value shaping, ability development, and knowledge mastery. Teaching practice and feedback results indicate that this reform effectively enhances students’ comprehensive competence, strengthens their value orientation and professional responsibility, and achieves an organic unity of knowledge transmission and value education, providing replicable experience and practical references for similar engineering courses.
Abstract: In the context of the new era, integrating ideological and political education into engineering curricula has become a major trend and an important requirement of higher education reform. Principles of Automatic Control, as a core foundational course for automation and related engineering disciplines, not only imparts technical knowledge but also p...
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Research Article
Social Network Ties, Student Attitudes, and Technology Adoption in Kenyan Universities
Issue:
Volume 10, Issue 5, October 2025
Pages:
183-196
Received:
29 August 2025
Accepted:
8 September 2025
Published:
26 September 2025
Abstract: The increased dependency on digital learning tools has notably accelerated technology adoption within higher education. While research has explored the relationship between student attitudes and technology usage, there remains a gap in understanding the influence of social network ties on this process, particularly within collectivist cultures such as Kenya. This study draws on Social Exchange Theory and Structural Holes Theory, to examine how social network ties affect the link between student attitudes and technology adoption in Kenyan universities. A quantitative cross sectional survey design was leveraged on, data was collected from 437 final-year students in 79 Kenyan universities using a validated questionnaire. Exploratory factor analysis confirmed the reliability and construct validity of the measurement instruments. The study leveraged on a moderated linear regression analysis to verify the proposed model. It revealed that student attitudes significantly influence technology adoption (β = 0.48, p < 0.001), and, social network ties significantly enhance this relationship (interaction effects: strong ties β = 0.19, p < 0.01; weak ties β = 0.15, p < 0.05). These findings demonstrate that students embedded in social network ties are more likely to have positive attitudes on technology adoption. The results complement technology adoption models by demonstrating that social network ties are vital for technology adoption in higher education. The study offers actionable insights on the need to foster social network ties to maximize the impact of technology adoption. Future research should explore these dynamics longitudinally and contextually to deepen understanding of the interplay between student attitudes, social networks, and technology use.
Abstract: The increased dependency on digital learning tools has notably accelerated technology adoption within higher education. While research has explored the relationship between student attitudes and technology usage, there remains a gap in understanding the influence of social network ties on this process, particularly within collectivist cultures such...
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Research Article
The Impact of ChatGPT-Based Learning Support on English Essay Writing Skills Among Undergraduate Students at the University of Nairobi, Kenya
Issue:
Volume 10, Issue 5, October 2025
Pages:
197-204
Received:
11 September 2025
Accepted:
24 September 2025
Published:
18 October 2025
DOI:
10.11648/j.her.20251005.13
Downloads:
Views:
Abstract: Writing skills are essential in higher education as they enable students to communicate ideas clearly and succeed academically. However, many undergraduates struggle with clarity, coherence, and creativity in their writing. This study examined the effect of ChatGPT-based learning support on English essay writing among 341 first-year Bachelor of Education students at the University of Nairobi. Guided by social constructivist learning theory and Cognitive Load Theory, a quasi-experimental one-group pre-test/post-test design was used. Students completed standardized writing tests before and after a one-month period of ChatGPT-assisted learning integrated into classroom instruction. Data were collected through tests, questionnaires, and observations, then analysed using descriptive and inferential statistics. ANOVA results confirmed significant improvement, F(1,307) = 69.14, p < .001. Students who perceived ChatGPT as beneficial showed the largest improvements (19.87 to 25.21) compared to those with neutral perceptions (20.19 to 23.91) and those who did not consider it supportive (20.67 to 22.13). The strongest effects were linked to personalized feedback, grammar support, constant availability, and structured guidance. Observations and qualitative data indicated higher motivation, engagement, and self-correction. Despite concerns about factual reliability, students applied fact-checking and evaluation strategies. The study concludes that ChatGPT is an effective supplementary tool for improving ESL academic writing and recommends its integration within pedagogical frameworks that foster critical thinking and verification.
Abstract: Writing skills are essential in higher education as they enable students to communicate ideas clearly and succeed academically. However, many undergraduates struggle with clarity, coherence, and creativity in their writing. This study examined the effect of ChatGPT-based learning support on English essay writing among 341 first-year Bachelor of Edu...
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,
Kenneth Goga Riany
