Introduction:

Debates on academic work have largely focused on workload and individual well-being, overlooking the institutional architecture shaping task distribution. This study examines whether academic intensification in Spain reflects increased workload or an integrated organizational model under growing evaluative formalization. Drawing on sociological and organizational perspectives on professional bureaucracies and hybrid governance, the study reframes intensification as a structural phenomenon.

Methods:
This is a conceptual study based on a structured review of existing empirical literature on academic work in Spain (including time-use and workload studies) and comparative research on higher education governance. Countries (Spain, the United States, and selected European systems) were selected to represent contrasting organizational configurations of academic work. The analysis focuses on two dimensions: functional differentiation and evaluative formalization.

Results:
Spain combines low functional differentiation with high evaluative formalization, concentrating multiple roles within one position. This configuration accumulates institutional pressure and has been associated with emotional exhaustion and reduced well-being. In contrast, the U.S. redistributes pressure through contractual segmentation, while European systems rely on professionalized support roles.

Conclusions:
Academic intensification is shaped by organizational design. Where evaluation expands without redistribution, pressure concentrates, increasing burnout risk and challenging academic sustainability.

Conflict of Interest: The authors declare no conflicts of interest.

This study examines recurring writing challenges among undergraduate law students through the lens of Genre Theory. Grounded in the work of Swales (1990) and Bhatia (1993), Genre Theory conceptualises academic writing as a socially recognised and purposeful communicative practice shaped by specific rhetorical structures, conventions, and disciplinary norms. The present analysis applies this framework to a corpus of 30 essay-type assessment submissions from second-year Bachelor of Laws students, who were required to discuss the importance of understanding communication context in workplace settings as part of Communication Skills III.

From a genre perspective, the essay constitutes a structured academic form requiring a sequence of rhetorical moves, including the establishment of a conceptual framework, development of a coherent argument, integration of supporting evidence, and articulation of a reasoned conclusion. However, analysis of the submissions reveals that many students demonstrated limited awareness of these genre conventions. Rather than constructing analytical arguments, a significant proportion relied on descriptive listing of content, reflecting what Swales identifies as “genre naivety,” where writers lack the schematic knowledge necessary to reproduce expected communicative structures. These structural limitations were further reinforced by linguistic challenges. Bhatia’s concept of lexico-grammatical features as defining elements of genre highlights issues such as informal register, inconsistent syntax, and imprecise vocabulary evident across the essays. Students used everyday communicative norms rather than those associated with academic or legal discourse, suggesting incomplete genre acquisition. Moreover, weaknesses in citation and referencing practices indicate limited engagement with intertextual conventions, a key feature of Swales’ notion of discourse community. Overall, these findings suggest that students’ difficulties extend beyond surface-level errors and reflect a deeper unfamiliarity with academic genre expectations. The study therefore underscores the need for explicit genre-based instruction, including model text analysis, rhetorical move awareness, and scaffolded writing, to support students in developing effective academic and legal communication skills.

Many higher education institutions have experienced a significant expansion in the use of standardized, centralized assessments based on multiple-choice questions (MCQs) to assess a large numbers of students, often prioritizing scalability over depth of evaluation. This type of assessment offers organizational efficiency and standardization of evaluation criteria. However, educational literature indicates that the nature of the assessment system can directly influence students' learning strategies. In some educational settings, the heavy reliance on multiple-choice questions may lead students to focus on memorizing past exam questions or relying on online question banks rather than developing a deep conceptual understanding of the subject matter.

Moreover, current research has largely relied on self-reported study strategies, with limited focus on objective assessment of how students learn and apply knowledge in MCQ-dominated assessments. This work proposes a conceptual framework to examine potential misalignment between performance on MCQ-based assessments and conceptual understanding. The framework aims to examine the relationship between the structure of multiple-choice assessments and the learning approaches of undergraduate students in health science programs.

The proposed approach integrates analysis of students’ test preparation patterns and further examines their ability to apply scientific concepts to novel conceptual questions outside the traditional multiple-choice format. The approach aims to provide a more robust understanding of how assessment structures influence learning behaviors. This may support the development of more balanced assessment strategies that promote conceptual understanding and analytical thinking in higher education while preserving the practical efficiency needed in large-enrollment courses.

Background:
Higher education systems worldwide are facing increasing pressure to improve quality, promote innovation, and respond to the evolving demands of society and the labor market. Universities are expected to adopt modern educational strategies, strengthen institutional management, and enhance teaching and learning processes to ensure high academic standards and better outcomes for students and professionals.

Aim:
This study aims to analyze the role of quality improvement and innovation in higher education systems, focusing on strategies that enhance teaching effectiveness, institutional performance, and student learning outcomes.

Methods:
The study is based on a literature review of scientific publications, institutional reports, and policy documents related to quality assurance, innovation, and development strategies in higher education institutions.

Conclusions:
The findings suggest that continuous quality improvement and the adoption of innovative practices significantly contribute to enhanced academic performance, improved institutional effectiveness, and stronger collaboration between universities and society. However, several challenges remain, including limited resources, resistance to organizational change, and the need for continuous professional development among academic staff. Strengthening quality assurance mechanisms and promoting innovative educational approaches are essential for the sustainable development of higher education systems and for preparing institutions to respond effectively to future educational and professional demands in a rapidly changing global academic environment.

Higher education institutions increasingly face pressure to demonstrate social relevance while navigating growing oversight, epistemic policing, and constraints on academic freedom. There remains limited empirical research on how Collaborative Online International Learning (COIL), when integrated with social entrepreneurship frameworks, facilitates critical engagement with socially sensitive issues such as addiction, stigma, and reintegration. Grounded in transformative learning theory and global citizenship education, this qualitative study examines student reflections from a COIL module involving students from Malaysian and United States universities. The module integrated social entrepreneurship tools; Mission Model Canvas into coursework focused on real-world social problems such as substance use disorder and HIV-related stigma. Data were drawn from 30 student discussion board reflections collected over a five week COIL module. Reflections were guided by structured prompts focusing on problem analysis, intercultural learning, and solution design. Using thematic analysis, following a systematic coding process involving multiple coders, three key themes emerged. First, structured problem analysis, where students reported that frameworks such as the Mission Model Canvas enabled them to transform abstract social issues into structured intervention strategies. Second, global perspective and contextual awareness, as exposure to cross-cultural discussions highlighted how substance abuse and crime-related harms are shaped by cultural and institutional contexts. Third, pedagogical challenges in digital collaboration, including time-zone barriers and unfamiliarity with digital platforms, limited deeper international engagement but still facilitated indirect intercultural learning. The findings suggest that structured innovation tools can act as mediating pedagogical mechanisms that translate critical reflection into applied problem-solving, supporting deeper transformative learning processes. This study contributes theoretically by bridging COIL pedagogy with social entrepreneurship and transformative learning frameworks, offering a more integrated model of intercultural, practice-oriented education. Practically, it highlights key design considerations for implementing COIL modules across institutional contexts, including the need for culturally responsive, and strategies to mitigate digital collaboration constraints.

This study examines the interest, self-confidence, and ability of primary and secondary school teachers to integrate historical scientific instruments into their teaching practices. The research was conducted within the framework of the European Erasmus project INSIGHT, which promotes the educational use of historical scientific instruments in science education.

The research sample consisted of 25 primary and secondary education teachers who participated in a 26-hour professional development seminar. Of these, 20 teachers completed the questionnaire and were included in the quantitative phase of the study.

The seminar combined four face-to-face laboratory workshops with 18 hours of asynchronous distance learning. The workshops focused on: (a) introducing the educational use of historical scientific instruments, (b) integrating Inquiry-Based Learning (IBL) approaches into teaching, (c) reconstructing historical scientific instruments using simple materials, and (d) reflecting on teaching practices and learning experiences. During the asynchronous component, participants explored project resources, selected a historical instrument for further study, and developed educational materials based on it.

This study adopts a mixed-methods design, combining quantitative and qualitative approaches. The quantitative component uses a retrospective pre–post-test design, while the qualitative component includes semi-structured interviews. Data are collected through a structured questionnaire containing Likert-scale statements, multiple-choice questions, and open-ended responses.

At this stage, the analysis focuses exclusively on questionnaire data. Initial findings indicate a strong positive impact of the INSIGHT project on teachers’ interest, confidence, and ability to integrate historical scientific instruments into teaching. Participants report increased access to educational resources, improved pedagogical skills, and high overall satisfaction. Hands-on activities, historical context, and practical guidance emerge as the most influential aspects of the programme.

A more comprehensive presentation at the conference will include the full questionnaire analysis and findings from the semi-structured interviews.

Understanding glucose metabolism is essential for medical students because disorders of glucose homeostasis, particularly hyperglycemia, are involved in the pathogenesis and progression of many diseases. In medical education, it is important not only to provide theoretical knowledge about biochemical pathways, but also to orient students toward the practical outcomes of their future professional activity in the diagnosis and treatment of pathological conditions.

A clinically oriented teaching approach may improve students’ comprehension of metabolic processes by connecting theoretical concepts with real or modelled clinical situations. In particular, students tend to better perceive and retain information when they are shown how experimental findings, including preclinical and clinical research data as well as examples from international scientific practice, can be applied to the assessment of a patient’s condition. Such an approach helps students understand the relevance of biochemical markers, the mechanisms underlying hyperglycemia, and the metabolic basis of disease development and treatment strategies.

The integration of clinically oriented discussion, research-based examples, and interpretation of metabolic indicators may increase students’ motivation, improve critical thinking, and promote a deeper understanding of glucose metabolism compared with traditional theory-centered teaching alone.

In conclusion, clinically oriented teaching approaches can enhance medical students’ understanding of glucose metabolism by linking fundamental biochemical knowledge with practical diagnostic and therapeutic relevance. This approach may contribute to more effective training of future physicians and to a better understanding of metabolic disturbances in clinical practice.

The urgent need to address climate change and sustainability challenges has positioned higher education institutions (HEIs) as critical agents of transformation. However, existing evaluation models such as UI GreenMetric, AASHE-STARS, and the THE Impact Rankings tend to prioritize environmental and infrastructural dimensions while neglecting pedagogical innovation, social engagement, and justice-oriented perspectives. This study introduces the Framework of Indicators for Education and Sustainability (FIES), designed to provide a holistic and transformative approach to assessing sustainability in HEIs.

The research employed a sequential mixed-methods design, combining a systematic literature and policy review, Delphi-based expert validation, and institutional case studies. The process resulted in the development and validation of 68 indicators across five dimensions: Academic Curriculum, Research and Innovation, Institutional Management, Infrastructure and Resources, and Social Engagement. Unlike existing rankings, FIES balances environmental, social, cultural, and ethical considerations while integrating quantitative and qualitative measures.

Findings demonstrate that FIES offers not only a monitoring tool but also a strategic roadmap for embedding sustainability within HEIs. The validated indicators highlight governance, curriculum reform, interdisciplinary research, and community partnerships as levers for systemic change. By addressing gaps in current frameworks, FIES strengthens the role of higher education in advancing the Sustainable Development Goals (SDGs) and fostering a just, resilient, and inclusive transition towards sustainability.

Background: Scientific research is a cornerstone of higher education, contributing not only to knowledge creation but also to the advancement and reputation of universities. Universities are increasingly expected to balance teaching with active research, fostering innovation, critical thinking, and evidence-based practices. The impact of research on higher education institutions is multifaceted, influencing academic quality, institutional policies, and student development. Strengthening research capacities is therefore essential for sustainable growth and international competitiveness.

Aim: This study aims to explore the impact of scientific research on the development of higher education institutions, focusing on how research activities contribute to academic excellence, institutional growth, and the professional development of students and faculty.

Methods: A descriptive and analytical approach was applied, combining a review of current literature with structured questionnaires administered to academic staff and students at various universities. The analysis examined research engagement, institutional support, and perceptions of research’s influence on teaching quality, academic reputation, and innovation.

Results: The findings indicate that active participation in scientific research significantly enhances institutional development by improving teaching quality, fostering innovation, and strengthening the academic profile of universities. Challenges such as limited funding, insufficient infrastructure, and inadequate research policies can hinder research productivity. The study emphasizes the need for comprehensive research strategies, targeted funding, and a supportive academic culture to maximize the benefits of scientific research in higher education.

Background: University life is often associated with multiple academic demands, competitive environments, and social expectations that can significantly affect students’ mental health. Academic stress has become an increasing concern in higher education institutions worldwide, as excessive stress may lead to anxiety, depression, burnout, and reduced academic performance. Understanding the relationship between academic stress and mental health is essential for developing effective support systems for students and improving their overall well-being.

Aim: This study aims to examine the relationship between academic stress and mental health among university students, as well as to identify the main academic and psychosocial factors that contribute to stress and psychological distress.

Methods: A cross-sectional study was conducted among university students using structured questionnaires. Standardized instruments such as the Perceived Stress Scale (PSS) and validated mental health assessment tools were used to evaluate levels of stress, anxiety, and emotional well-being. The analysis focused on academic workload, time management, social support, and coping strategies among students.

Results: The findings indicate that many university students experience moderate to high levels of academic stress, which is significantly associated with symptoms of anxiety and reduced psychological well-being. Factors such as heavy academic workload, examination pressure, and limited coping strategies contribute to increased stress levels. The results highlight the importance of implementing institutional support systems, mental health services, and stress management programs within universities.