Retrospective lowering of student loan indexation will be welcome news for the three million Australians with student debt, but the government’s fix for 2023 still leaves students vulnerable to times when the consumer price index and the wage price index are both high.

A professor’s journey from war-torn Syria to a new job in an academic institution in Canada taught her that leadership in higher education is not about titles or circumstances, but about the ability to face challenges with courage – and inspire others along the way.

The claim by critics of United States President Joe Biden’s federal loan forgiveness programme that the cost of the US$430 billion programme will lead to much higher inflation due to increased deficit growth is a simplistic way to look at a far more complicated problem.

The publication last December of a National Framework for Artificial Intelligence in Digital Learning confirms Saudi Arabia’s serious commitment to using AI at all levels of education. Universities are expected to play a critical role in supporting the AI strategy – well beyond promoting AI literacy in curricula.

Generative AI enables individual researchers to write grant proposals at a similar speed to big teams who employ research associates or ghost writers. Funding agencies require researchers to state when they use AI to help write a proposal – why have they never had a problem with others writing grants for principal investigators?

The European Union has led on legislation addressing restrictions on equitable access to social media platforms for researchers seeking to use their data to research potential risks of social media use. Now academics are seeking ways to secure similar measures in Africa.

The assessment practices of universities teaching in English tend to be underpinned by a standardised notion of the language. But ignoring the global reality – and plurality – of the English language is impractical, when thousands of overseas students will bring their Englishes with them.

International student recruitment continues to be complicated, influenced by divergent sentiments, geopolitical tensions and the lack of a long-term vision. Countries in the Global North are likely to be most affected, but the Global South cannot completely escape the conflicting realities of student mobility.

While funding higher degrees in arts and humanities must continue, we cannot rely on intrinsic value or the public purse to justify the expenditure. We have to show that arts and humanities PhDs can be as valid as those in engineering or life science.

A new wave of well-funded universities is being founded on the virtue platforms of the global ultra-right which seek to capture the space of the university as an institutional form but fill it with ideological warfare, serving as an attack on liberal perspectives.

An understanding of the epistemicide inflicted on pre-colonial Muslim education and knowledge systems is a first step towards achieving the Islamic scientific critical consciousness that is required to navigate the pushes and pulls of the global secular higher education system prevailing today.

Even though we are all too aware of how important effective communication and information-sharing are, for whatever reason there are still too many examples around of higher education institutions or sections within those institutions that are not observing an information-sharing culture.

A wave of protests expressing solidarity with Palestinians has spread across campuses in the US and beyond. While the protesters’ demands vary, what unites them is a call for schools to use their financial leverage and other influence to apply pressure on Israel.

The introduction by the European Union and the Organisation for Economic Co-operation and Development of measures designed to promote research careers shows how international organisations are indirectly influencing and reframing the concept of doctoral training by embedding it in the discourse of economic competitiveness.

Times Higher Education appears to be getting worried about universities such as Rhodes University, the University of Zurich, Utrecht University and some of the Indian Institutes of Technology boycotting its World University Rankings, claiming that a sad fate awaits them. But is it true?

Should universities remain neutral and refrain from taking positions about issues faced by the societies they are expected to serve, or do they have a duty to uphold core values such as social inclusion, scientific truth, ethical values, responsible research and global solidarity?

Critics of the South Australian Museum’s decision to gut its research capabilities in the face of rising costs and inadequate government funding say it will turn the museum into a theme park and make South Australia the ‘laughing stock of the scientific world’.

It has been said that we live in a time of VUCA (volatility, uncertainty, complexity and ambiguity). Amid unprecedented global upheaval and the relentless march of digital transformation, higher education finds itself at a pivotal juncture. Integrating digital innovation has become an imperative.

While Australia’s student loan system is better than the one in the United States and has been copied around the world, it’s far from perfect. But there are measures the government can take to reduce the debt burden and even get more people into housing.

India has an important position as an emerging global leader in knowledge production and has an opportunity to play a key role in initiating partnerships with Global South countries by identifying common challenges that can be tackled jointly through education and research collaborations.

Over the past decades, political regimes have viewed academic institutions through a narrow lens, primarily as places for employee training or obtaining academic qualifications, but Yemeni academics and professionals have a meaningful role to play in building a sustainable future through higher education.

An innovative initiative centred around the direct involvement of students in scholarly activities beyond traditional coursework is based on the recognition that students, as future leaders of academia, must be actively involved in shaping a culture of honesty and scholarly rigour.

As the global mental health crisis in higher education persists and university counselling services face ongoing demand, Singapore’s holistic and proactive approach of creating varied pathways to wellness and viewing mental health support as a collective responsibility offers a promising framework for others.

The destruction of the agency and autonomy of academic organisations, some sprouts of which emerged during the 30 post-Soviet years, is creating problems for the future, when political conditions allow us to discuss the revival of Russian science as part of the global community.

As higher education, migration and mobility intertwine in increasingly complex ways, we need a new way to analyse international student mobility that better explains privilege in international education and highlights students from displaced backgrounds.

At first glance, the process of taking attendance looks simple: confirming a student’s physical presence at a particular place and time. However, the intricacies of the practice of taking student attendance involves far more, and the implications of its use can be profound.

The rising number of Chinese students studying in South Korea suggests a shift in focus from Westward student mobility to intra-Asia student mobility and an appreciation of the positional advantage it offers to many Chinese students. But challenges still exist for returning graduates.

The increasing popularity of micro-credentials could lead to a drop in demand for higher education or people turning to non-university providers that can offer more practical and market-driven training. The efficiency of micro-credentials in quickly equipping learners with skills suggests a promising future.

Rather than being scapegoated in Western media, international students deserve the protection of an international code of conduct that will help to prevent their exploitation by university administrations, real estate agents and recruitment firms within their home countries and their host countries.

There is mounting evidence to suggest that research productivity, which stems from different challenges men and women face over the course of their careers, is the main cause of the career-level differences in the number of citations between men and women.

As African universities embark on pathways to relevance and impact, they ought not to reject all Western development – especially in technology – but rather adapt what is relevant to local needs. Africa can overcome this ‘glocal’ challenge through equitable partnerships with the Global North and South.

An upcoming meeting of the European Higher Education Area ministers that will hopefully approve the definition of the EHEA’s fundamental values, will also test the will of the Bologna Process to practise what it preaches and exclude Russia and Belarus as member countries.

The arrival of rankings that draw on open data sources will push China up the rankings lists and stoke the fires of those alarmed by the rise of China in world science, technology and innovation circles. It will also perhaps put rankings further into question.

The number of social enterprises emerging from students at universities is increasing, with concerns such as the environment, help for marginalised groups, hunger and poverty featuring high on students’ agendas – all of which align well with the United Nations Sustainable Development Goals.

While a curriculum that includes Indian indigenous or local knowledge alongside modern, global knowledge is likely to increase India’s appeal to international students, it is also important to provide post-study work visas that facilitate employment opportunities for international students in the Indian job market.

The Turing Scheme was supposed to help more disadvantaged United Kingdom students study abroad, but a recent evaluation suggests that both the length of placements and application process may have penalised students from less well-off backgrounds, raising questions about its impact on social mobility.

In order to survive in a market of growing competition for students, German universities need to develop individual, strong and visible teaching and learning strategies. No strategy fits all universities, but in the end such efforts will probably strengthen the continuous diversification of institutions.

A demographic decline in youth numbers, rising demand for engineers and an array of global existential challenges that require urgent action are inspiring changes in engineering education – one of the sciences most essential to building a more sustainable world. Increased diversity is one solution, says leading American Engineering Professor Jenna P Carpenter.

Sustainable Development Goal 4 is to ensure inclusive and equitable quality education. But there is a global teacher shortage, too few teachers represent the students they teach, and the world is falling behind in quality. The time is right to focus on achieving a culturally diverse teaching workforce.

Cultural pluralism is a principle that embraces the differences in people. It is important in strengthening education for sustainable development in universities. Cultural pluralism is also important because the main problems facing the world today require diverse viewpoints, collaborative thinking and collective action.

The government of India is working against the recommendations of the 2005 Sachar Committee which found that the socio-economic and education status of Muslims was below that of other disadvantaged groupings and recommended affirmative action policies and financial assistance in the form of scholarships and fellowships.

The European Union is currently calling for an integrated approach to higher education development which poses very tricky challenges at the political and policy levels. Time will show whether this shift will meet the requirement to be considered a new paradigm.

A new book offers insights into the experiences of black scholars navigating predominantly white academic spaces, highlights the historical devaluation of black scholarship and offers a validating source for black faculty to engage in critical reflection on surviving and resisting racial oppression.

The exemption of military academies from the recent United States Supreme Court decision to overturn affirmative action in college admissions seems to overlook the role in international matters and diplomacy played by top-tier universities in preparing future diplomats who are key to protecting national security.

The latest edition of the European Association for International Education Barometer offers a comprehensive set of insights into the state of internationalisation in European higher education and suggests how perspectives on some issues have evolved, and presents indications of emerging priorities or concerns.

The African Research Universities Alliance, or ARUA, through its network of universities, has come up with an innovative pilot collaborative project to train an additional 1,000 PhDs annually, but the project will demand a rethink about everything from student mobility to supervision.

Foreign language learning is in decline in both New Zealand and Australia. Yet languages are an essential component of the diplomatic and intelligence toolkits and, in stormy geopolitical times, a decline in their teaching and learning has repercussions beyond university campuses.

There is a compelling need for universities to prepare for generative AI. There must be awareness creation to improve understanding of this advanced tool, institutional readiness to exploit its transformative powers, alertness to potential misuse and corrective measures in place before problems arise.

The Aggregate Ranking of Top Universities or ARTU, now in its fifth year, offers a meta-analytical tool to smooth universities’ performance across the three major rankings, reflecting actual performance more accurately rather than the temporal or fundamental quirks of the individual ranking agencies.

The modest resource requirements of small language models compared to their large model counterparts can extend the availability of AI to a wide range of users, including those with limited digital infrastructure and resources, helping to bridge the digital divide in higher education.

Digital internationalisation needs to be more than simply delivering Western modes of learning to global populations. Higher education institutions must build partnerships that prioritise mutual respect, resource sharing and the co-creation of digital spaces that integrate non-Western paradigms and include marginalised perspectives.

Overshadowed by talk of deficit reduction and prevailing inflation in Argentina, university policy has taken a back seat. Nevertheless, it is crucial to focus on the strategic role that universities could play in steering Argentina out of its current stagnation, with each institution contributing to development.

Americans are witnessing a proliferation of legislation that indirectly demolishes academic freedom and institutional autonomy at colleges and universities. But a university without political or ideological autonomy is actually not a university at all. These bills place American higher education in grave peril.

Data shows that 96% of graduates have switched careers just a couple of years after graduation. Meanwhile, almost all employers ‘don’t care’ what degree their new recruits have studied. We need to make degrees more relevant to students’ lives and to potential employers.

The Australian Universities Accord presents four major areas of concern: Is it realistic? Does it point to a federalisation of tertiary education? Is the future fund a tax on publicly funded higher education in all but name? And how will its objectives be funded?

While the University Corridors for Refugees programme provides excellent educational opportunities for refugee students, addressing post-graduation challenges for beneficiary students in Italy, such as access to legal documents and opportunities for internships, is crucial for their future careers and integration into society.

There are many reasons to be optimistic about the potential of African universities to increase their funding through global philanthropy, including the rise of high-net-worth Africans who are keen to prioritise social impact, and the popularity of education as a philanthropic cause.

Viewing European University Alliances as a means to an end, rather than an end in themselves, may foster the idea of agency and encourage academic and non-academic communities to take ownership and play a role in what is ultimately the creation of Europe.

In the aftermath of the pandemic, the return of exclusively in-person-only conference formats not only (re)creates barriers to access, but it also reduces the diversity of views represented at panel events, in personal development workshops and in opportunities to establish future work or collaboration.

Even if we can assume that furthering democracy or the values of higher education will have no role in the agreement between Russia and Iran on mutual recognition of qualifications, they are a strong motivation for furthering recognition of qualifications in other contexts.

A new research project hopes to generate a better understanding of the significant contribution to higher education of ancillary staff such as cleaners, caterers and security officers, who are given limited consideration in higher education research and policy circles, yet who do essential work.

In a society striving for equity and diversity, the realm of education, particularly higher education, stands at the forefront of change. As university classrooms become increasingly diverse, the call for inclusive teaching practices grows louder. Inclusive education can ensure every student can participate fully and equally.

The economic downturn, budget cuts and administrative hurdles in South Africa are contributing factors that are affecting local and international students. While African governments need to commit to bursary funds, the private sector must also make bigger commitments to higher education to support intra-Africa mobility.

The Australian Universities Accord reforms require significant investment, but an analysis of higher education spending over time suggests that although the federal government has increased funding in response to some past reforms, these additional contributions have not been sustained over the long term.

In contrast to the university sector’s response to the Russian invasion of Ukraine, there have been few statements of condemnation, calls for ceasefires, and promises of scholarships and fellowships for Palestinian students and staff, even as Palestinian academic institutions are being systematically targeted for destruction.

If unethical academic practices and scientific misconduct were somehow counted and reflected in the global rankings of institutions around the world, policy-makers might think twice about pushing researchers’ backs against the wall in the hunt for an increased number of publications and citations.

Many adults seeking to upskill themselves face challenges of digital incompetence and limited access to advanced AI tools, hindering their success in technology-driven environments. There is a critical need for a conceptual framework to guide educators on implementing AI in adult education effectively.

The United Nations Sustainable Development Goals challenge universities’ responsibilities to enable lifelong learning for all, using the digital methods of knowledge development and exchange we now have, and which also enable the inclusion of sources of knowledge beyond the Global North and the West.

Universities need to be honest with students about the fact that studying for a degree is not necessarily a pathway to immigration and publishing data on the actual numbers of international students successfully transitioning to permanent residency or indefinite leave to remain is critical.

Against the backdrop of a ‘paradigm shift’ in global research and development, Australia needs an updated and coordinated approach to ensure that universities and government work together to maximise the contribution of international research collaboration for the broadest range of benefits for the country.

International student recruitment is facing a number of contrary winds in the Global North due to the tension between underfunding of universities, concerns about the quality of academic and support services for local and international students and the needs of national labour markets.

By analysing trends in international student mobility, countries’ capacities to host students at their colleges and universities and the effects of external shocks such as the COVID-19 pandemic on international higher education, Project Atlas provides the necessary context to compare and contrast mobility flows.

Technical and vocational education and training, or TVET, and skills development have taken on a more significant role within the Sustainable Development Goal frameworks, especially in connection with SDG 4 – a transition that recognises their potential to infuse much-needed relevance into the education systems of developing countries.

Universities need to rethink conventional approaches to understanding and supporting systemically marginalised students, moving away from a deficits-based model to one that focuses more on structural barriers and the distinct cultural resources that students from marginalised groups possess to help overcome them.

Claims of an ‘unfair’ back door route allowing international students into top universities with lower grades need to be considered against two facts: the government contributes only 15% towards educating domestic students; and there has never been a level playing field for university entry.

Three dilemmas now sit at the heart of higher education: the promise of social equality vs persistent elitism, graduate employability vs cultural formation, and the securitisation of research vs globalisation. Despite this complexity, unstable politics and climate crises, education still offers a way forward.

Generative AI can be harnessed in innovative ways to develop more authentic and effective assessments that promise a more relevant educational experience and equip students with core transferrable skills that will be in high demand in their rapidly evolving future professional world.

While data is plentiful and now, thanks to AI, very easily aggregated, any edtech company that can find and exploit a gap in the data available has significant opportunities in a sector that is hungry to redefine its mission and grow in the face of adversity.

From 2012 to 2021, 64% of South Africa’s research collaboration was with the Global North – despite policy calls for more collaboration with Africa and the Global South. Historically white institutions are still mainly focused on the Global North in contrast to historically black institutions.

Artificial intelligence is revolutionising not only educational tools but also how science itself is done. Universities and researchers need to ensure that we apply educational intelligence in dealing with the ramifications of AI for raising the future generations of scientists.

The Winds of Change programme between Chile and New Zealand is a model for how educational and international collaboration between universities on climate change action can not only enhance the academic experience and research partnerships, but also foster stronger ties between nations.

In a world changed by artificial intelligence – or, more specifically, large language models, led by their brash poster child, ChatGPT – ethical principles around intellectual process and ownership ought to be protected against the vague accountability of black-box algorithms with respect to published or submitted work.

A number of Saudi Arabian universities are demonstrating how universities can make a vital impact on their societies and promote sustainable solutions to pressing problems, which in the Middle East typically include water scarcity, arid climate, food loss and waste, among others.

The global dominance of major university rankings is starting to fade and institutions and countries are taking a more critical approach to their participation. Arising in this shift, it is likely we will see more regional and national rankings – and perhaps more innovative methodologies.

Against statistics showing that only 7% of refugee students around the world are in higher education, a scholarship programme allowing Afghan refugees to study in the United States – the Qatar Scholarship for Afghans Project – serves as a lifeline to students and a model for others.

A new report on flexible learning and teaching highlights the dynamic nature of higher education and the need for institutions to embrace flexibility as an opportunity for growth. It encourages constructive dialogue between higher education institutions, policy-makers and stakeholders to address challenges collaboratively.

India’s strategic promotion of foreign branch campuses aligns closely with its domestic policies, contributing to the goal of retaining and nurturing the country’s human talent within its borders. But is the Indian government offering sufficient incentives to entice foreign universities to its shores?

Transnational education has many benefits, including stemming brain drain, but they are not widely recognised. It also faces some challenges, which can be addressed by facilitating platforms for cross-border dialogue and cooperation.

The future of higher education internationalisation will depend on the robust and expanded participation of faculty. An essential starting point is an institution-wide dialogue that reaches down to encompass the cultures of academic departments and is relevant to all institutional missions.

At a recent European Association for International Education conference, we dared to declare the end of our dependence on institutional internationalisation and advocated the need for an active, personalised internationalisation with an emphasis on our own social responsibility and inclusion.

A collaboration platform introduced by the China-Africa Vocational Education Alliance and the Tanzanian National Council for Technical and Vocational Education and Training, with facilitation from the World Bank, is supporting African TVET systems and institutions in updating their occupational and programme standards.