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p-Index From 2021 - 2026
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All Journal Nusantara Education Studies
Dila Rahmaniyah
Universitas Islam Negeri Kiai Ageng Muhammad Besari Ponorogo

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Teaching Quality and Student Engagement in Higher Education Dila Rahmaniyah; Widi Pramudya Rahmadani
Nusantara Education Studies Vol. 2 No. 1 (2024): June Edition
Publisher : Integra Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63208/21011-449

Abstract

Teaching quality plays a critical role in promoting student engagement and improving educational outcomes in higher education. This study examines the relationship between teaching quality and student engagement through a Systematic Literature Review (SLR) using the PRISMA 2020 framework. Studies published between 2019 and 2023 were systematically collected from major academic databases and analyzed using thematic analysis. The findings indicate that high-quality teaching positively influences student engagement by improving instructional effectiveness, learning participation, academic achievement, and learning satisfaction. Student-centered instructional practices, pedagogical competence, supportive learning environments, and positive teacher–student relationships further strengthen student engagement and educational effectiveness. However, challenges including technological change, diverse student learning needs, increasing instructional demands, and the need for continuous professional development continue to influence teaching quality. The study concludes that strengthening teaching quality is essential for enhancing student engagement and achieving educational excellence in higher education.
AI Literacy in Higher Education: Concepts, Competencies, and Future Directions Daffa Mayda Cesallya Ditama; Cindi Mutia; Dila Rahmaniyah
Nusantara Education Studies Vol. 3 No. 2 (2025): December Edition
Publisher : Integra Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63208/21011-638

Abstract

Artificial intelligence (AI) literacy has become an essential competency for higher education as generative AI transforms teaching, learning, research, and assessment. This study examines AI literacy through a Systematic Literature Review (SLR) using the PRISMA 2020 framework. Studies published between 2020 and 2025 were systematically collected and synthesized using a framework-based thematic analysis. Five themes emerged: the evolution of AI literacy, conceptual frameworks, core competencies, educational implementation, and future research directions. The findings indicate that AI literacy extends beyond technical knowledge by integrating critical evaluation, prompt literacy, ethical reasoning, responsible AI use, and human–AI collaboration. Universities increasingly embed AI literacy into curricula, faculty development, and institutional policy to prepare graduates for AI-enabled environments. The review highlights responsible governance, interdisciplinary education, and lifelong competency development as priorities for advancing AI literacy in higher education.
Co-Authors Cindi Mutia Daffa Mayda Cesallya Ditama Widi Pramudya Rahmadani