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Journal of Higher Education and Academic Advancement
Published by PT. Antis International Publisher
ISSN : -     EISSN : 30321123     DOI : https://doi.org/10.61796/ejheaa
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Social Sciences Other
Journal of Higher Education and Academic Advancement (JHEAA) is a Multidisciplinary Peer Reviewed Open Access Journal which covers the various areas of Humanities, Social Sciences, and Educational Research. This journal is monthly published online monthly. European Journal of Higher Education and Academic Advancement (JHEAA) is an open-access, peer-reviewed international journal that offers comprehensive coverage of theoretical and empirical studies of higher education in Europe, comparative research within Europe, and comparisons between European and non-European higher education. Building on the successful legacy of its predecessor, Higher Education in Europe, EJHEAA is establishing itself as one of the flagship journals in the study of higher education and specifically in the study of European higher education. The journal accepts original research articles and proposals for special issues.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 366 Documents
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ANALYSIS STUDY OF INCLUSIVE ISLAMIC EDUCATION MODEL IN CREATING CHILD-FRIENDLY SCHOOLS SPECIAL NEEDS Suprapno, Suprapno
Journal of Higher Education and Academic Advancement Vol. 1 No. 9 (2024): Journal of Higher Education and Academic Advancement
Publisher : PT. Antis International Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61796/ejheaa.v1i9.1280

Abstract

Objective: This study aims to explore the implementation of inclusive Islamic education for children with special needs, focusing on the challenges, opportunities, and its impact on their academic and social development. Method: The research employs a library research method, analyzing relevant scientific journal articles, books, and research reports. Results: The study finds that the application of inclusive Islamic education principles, such as creating supportive learning environments, fostering justice and compassion, and offering flexible curricula, helps children with special needs feel accepted. However, challenges such as limited resources, inadequate teacher training, and social stigma hinder full implementation. Opportunities exist through collaboration with non-profit organizations, teacher development, and public awareness initiatives, which can facilitate the transformation of schools into more inclusive spaces. The impact of this model is evident in the academic and social growth of children, who show improvements in learning achievements and social skills, including communication and cooperation. Novelty: This study contributes to understanding the integration of Islamic values in inclusive education models and highlights actionable opportunities for improving educational practices for children with special needs in Islamic schools. .
INTEGRATION OF PROJECT-BASED LEARNING METHODS IN ISLAMIC EDUCATION LEARNING TO BUILD STUDENTS' SOCIAL AWARENESS Yusuf, M. Isa
Journal of Higher Education and Academic Advancement Vol. 1 No. 3 (2024): European Journal of Higher Education and Academic Advancement
Publisher : PT. Antis International Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61796/ejheaa.v1i3.1291

Abstract

Objective: This study aims to explore the integration of the Project-Based Learning (PjBL) method in Islamic Religious Education (PAI) as a means to enhance students’ social awareness through contextual and participatory learning. Method: Employing a library research approach, the study analyzes secondary data collected from scholarly articles, books, and relevant documents using documentation techniques and content analysis. Results: The findings reveal that PjBL implementation in PAI actively engages students in projects that connect religious content with real-life social issues, thereby fostering meaningful and contextual learning. Project forms include social campaigns grounded in Islamic values, community service actions, and the development of educational media, all aimed at nurturing empathy, cooperation, and social responsibility. The integration of PjBL has demonstrated a positive impact on students’ environmental sensitivity, group collaboration, and application of Islamic values in daily life. Novelty: This study offers a significant contribution by positioning PjBL not merely as a cognitive strategy but as a holistic character-building approach that aligns Islamic teachings with social realities, highlighting its relevance for character education and contemporary pedagogical practices in religious learning.
METHODS OF LEARNING LISTENING COMPREHENSION Qilicheva, Gulrukh
Journal of Higher Education and Academic Advancement Vol. 2 No. 4 (2025): Journal of Higher Education and Academic Advancement
Publisher : PT. Antis International Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61796/ejheaa.v2i4.1293

Abstract

Objective: This study aims to address methodological challenges in foreign language education by focusing on oral comprehension and listening strategies as critical components of second language acquisition. Method: Employing a qualitative review, the research analyzes current teaching methods and classroom listening practices through a comparative lens to identify effective pedagogical approaches. Results: The findings reveal that structured listening activities, when coupled with explicit strategy training, enhance learner engagement and improve comprehension accuracy. Students exposed to focused techniques such as attention management, content prediction, and auditory interpretation consistently demonstrated better understanding across diverse spoken contexts. Novelty: The study contributes to the field by bridging the gap between theoretical acknowledgment of listening skills and their practical implementation in language instruction. It emphasizes the integration of listening strategies into mainstream curriculum design rather than treating them as supplementary skills, highlighting the necessity for teacher training and curriculum adaptation. This approach provides learners with applicable tools to navigate authentic spoken communication, marking a shift toward more effective and learner-centered listening instruction.
TECHNOLOGY INTEGRATED PEDAGOGY AND LEARNING Dildora Xusanovna, Kasimova; Sevinch Abror Qizi, Ikromova
Journal of Higher Education and Academic Advancement Vol. 2 No. 4 (2025): Journal of Higher Education and Academic Advancement
Publisher : PT. Antis International Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61796/ejheaa.v2i4.1306

Abstract

Objective: This study investigates the integration of digital technologies in pedagogy and learning, with a focus on English language instruction and general academic contexts in non-English-speaking regions, particularly Uzbekistan. Method: Employing a qualitative descriptive approach, data were collected through interviews and observations involving both students and teachers to examine perceptions and experiences related to digital tools such as mobile applications, AI-assisted platforms, and digital libraries. Results: The analysis reveals that digital integration fosters learner autonomy, enhances access to information, and supports personalized learning. Students report improved efficiency and language development, while teachers recognize both the supportive potential and challenges of AI in instructional settings. However, issues such as over-reliance on technology, risks of academic dishonesty, and reduced interpersonal interactions are also identified. Novelty: Distinct from prior studies, this research offers a dual-perspective analysis—juxtaposing institutional pedagogical strategies with student lived experiences—and identifies specific digital applications that facilitate language acquisition and academic time management. The study emphasizes the importance of structured digital integration, informed digital literacy, and a balanced approach to innovation and academic integrity in higher education.
SOFTWARE DEVELOPMENT TECHNOLOGY BASED ON ORGANIZING INDEPENDENT LEARNING FOR STUDENTS Aysuliu Jaksilikovna, Janabergenova
Journal of Higher Education and Academic Advancement Vol. 2 No. 4 (2025): Journal of Higher Education and Academic Advancement
Publisher : PT. Antis International Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61796/ejheaa.v2i4.1307

Abstract

Objective: This study investigates the integration of software development technologies in supporting independent learning and aims to develop a strategic framework that enhances learner autonomy and academic performance. Method: Utilizing a qualitative content analysis approach, the research synthesizes literature and real-world applications of Learning Management Systems (LMS), Artificial Intelligence (AI), cloud computing, blockchain, gamification, and interactive platforms to assess their role in independent learning environments. Results: The findings indicate that LMS provides structured and flexible access to content, AI enables adaptive feedback and personalized learning pathways, cloud computing ensures ubiquitous access to resources, and blockchain secures digital credentialing. Gamification and interactive platforms significantly enhance student motivation and engagement. Novelty: This study offers a comprehensive synthesis of how emerging technologies collectively contribute to independent learning, proposing an integrative model that addresses current gaps in digital education strategies. The proposed framework not only highlights practical implications for educators and policymakers but also underscores the importance of digital equity and readiness for future educational challenges in the 21st century.
THE AUTHOR'S REINTERPRETATION OF PHRASEOLOGICAL UNITS WITHIN THE IDIOLECT OF V.S. VYSOTSKY Odiljon kizi, Shukurova Olmakhon
Journal of Higher Education and Academic Advancement Vol. 2 No. 4 (2025): Journal of Higher Education and Academic Advancement
Publisher : PT. Antis International Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61796/ejheaa.v2i4.1309

Abstract

Objective: The lyrical and linguistic self-representation of the author plays a central role in shaping poetic meaning, particularly in the works of V. Vysotsky, a renowned Soviet-era poet and performer. While Vysotsky’s cultural and performative legacy has been widely studied, the nuanced interplay between his poetic voice and linguistic techniques remains underexplored, especially in relation to how his personal identity is encoded through stylistic and colloquial devices. Method: The study employs a qualitative textual analysis of selected poetic works by Vysotsky, focusing on narrative structure, stylistic markers, lexical choices, and figurative language to trace the linguistic features that construct the author's presence. Results: The analysis demonstrates that Vysotsky’s poetic persona is shaped through a close interconnection with his protagonists, whose speech is grounded in colloquial Russian and infused with expressive, ironic, and ambiguous language. His signature style includes transformed idiomatic expressions, self-irony, and metaphorical constructs that blur the line between the author and the character. These stylistic devices contribute to a vivid, authentic voice that mirrors the poet’s personal worldview, positioning the lyrical protagonist as an extension not a contrast of the author. Novelty: This study deepens the understanding of authorial representation in lyrical poetry and underscores Vysotsky’s contribution to modern Russian poetic discourse through his distinctive blend of colloquialism and stylistic innovation.
ASSESSMENT AND ANALYSIS OF STUDENTS' NEEDS FOR LEARNING VIRTUAL ROBOTICS BASED ON A SURVEY Yadgarovna, Buronova Gulnora; Maruf qizi, Adizova Fotima
Journal of Higher Education and Academic Advancement Vol. 2 No. 5 (2025): Journal of Higher Education and Academic Advancement
Publisher : PT. Antis International Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61796/ejheaa.v2i5.1311

Abstract

Objective: The aim of this study is to assess and analyze students' needs regarding the learning of virtual robotics. As virtual technologies gain prominence in education, especially in robotics and engineering fields, understanding learners’ expectations and barriers becomes essential for designing effective curricula. Method: A structured survey was conducted among students at Bukhara State University to evaluate their familiarity, interest, and challenges related to virtual robotics education. The survey included quantitative Likert-scale questions and qualitative open-ended responses. Collected data were statistically analyzed, and key indicators were visualized through bar charts and pie graphs to enhance interpretability. Results: The analysis showed that over 65% of students expressed a high level of interest in virtual robotics, with accessibility and interactivity being the most appreciated features. Motivation levels were found to increase after exposure to simulation-based learning modules. Graphical data illustrated a clear shift in student engagement—from moderate to high—before and after the virtual course. However, gaps in digital literacy and access to devices were noted as limiting factors for some learners. Novelty: This study is among the first to combine statistical and graphical analysis to assess the virtual robotics readiness of Uzbek university students. The integration of visual data enhances the clarity and credibility of the findings. The results offer practical implications for educators seeking to implement virtual learning platforms in STEM disciplines within developing regions.
LANGUAGE ANXIETY IN YOUNG LEARNERS: HOW TO CREATE A SUPPORTIVE LEARNING ENVIRONMENT Djalolov, Furqat
Journal of Higher Education and Academic Advancement Vol. 2 No. 5 (2025): Journal of Higher Education and Academic Advancement
Publisher : PT. Antis International Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61796/ejheaa.v2i5.1315

Abstract

Objective: This study investigates the impact of language anxiety on young learners and aims to identify pedagogical strategies that effectively mitigate anxiety in early foreign language education. Method: Employing a mixed-methods approach, the research combines classroom observations, teacher interviews, and standardized anxiety scale assessments to examine emotional and instructional dynamics in language learning environments. Results: Findings reveal that 65% of young learners experience moderate to high anxiety, especially during oral tasks. However, classrooms characterized by empathetic teaching practices, collaborative peer interactions, consistent positive reinforcement, and error-tolerant feedback significantly reduced anxiety levels and enhanced learner participation and language performance. Novelty: Unlike existing literature that predominantly focuses on adult learners, this study provides a comprehensive analysis of anxiety-specific pedagogical interventions tailored to the cognitive and emotional needs of children. The research emphasizes the integration of emotionally responsive teaching strategies as a means to lower affective filters and foster linguistic competence in young learners. The findings advocate for a shift in early language instruction toward child-centered, emotionally supportive methodologies to promote sustainable language acquisition outcomes.
CULTURAL DIFFERENCES IN ENGLISH AND RUSSIAN LEXICAL EXPRESSIONS OF VALUATION Husniddin qizi, Pardaeva Farangiza
Journal of Higher Education and Academic Advancement Vol. 2 No. 5 (2025): Journal of Higher Education and Academic Advancement
Publisher : PT. Antis International Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61796/ejheaa.v2i5.1319

Abstract

Objective: This study attempts to analyze the differences in lexical, idiomatic and pragmatic forms of valuation used in English and Russian, pointing out cultural patterns, conventional ways to speak and meaning. Method: By taking a cross-linguistic, data-driven approach, this research explains how we value objects on various cultural and pragmatic levels, filling in gaps noted in earlier research and practice. Results: It was found that English often chose language that is soft and polite, but Russian prefers straightforward, emotionally expressive language focusing on being sincere and clear in its values, illustrating how their cultures differ. Novelty: Despite the previous research available on metaphor and universals, not many have studied and compared the evaluative lexical units from these two languages using an integrated method. Unique Point: Although English and Russian agree that value is commonly matched to height or brightness in thought, English generally considers it within a personal and financial context, whereas Russian prefers talking about value in terms of morality, community and emotions.
METHODS FOR IMPROVING STUDENTS READING COMPREHENSION O‘ktam qizi, Aliqulova Mohinur
Journal of Higher Education and Academic Advancement Vol. 2 No. 5 (2025): Journal of Higher Education and Academic Advancement
Publisher : PT. Antis International Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61796/ejheaa.v2i5.1322

Abstract

Objective: This study aims to develop and evaluate an algorithm for systematically improving students’ reading competence through integrated pedagogical, communicative, and diagnostic methods. Method: The proposed algorithm includes initial diagnostics, instructional strategies grounded in real-life scenarios, practical application in teaching practicum, and post-practicum refinement. It emphasizes the use of cognitive strategies such as summarization, self-questioning, visualization, and prediction, all of which have demonstrated significant improvements in reading comprehension. Results: The findings confirm that structured cognitive instruction fosters deeper comprehension and enhances future teachers' capacity to apply reading strategies in real-world settings. Novelty: Unlike traditional fragmented approaches, the research offers a comprehensive, stage-based algorithm grounded in dialogic education and cognitive engagement, enabling consistent skill development and practical application.

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