Transnational Education Review

Migrant Content Creators as Actors of Transnational Education on Social Media

Helena Dedecek Gertz — 2024-11-30

This paper discusses the role and motivations of migrants who create content about educational opportunities abroad and distribute it on social media platforms. Following a digital ethnography, this exploratory case study focuses on three young Brazilian women from lower socioeconomic classes who migrated to Germany to pursue formal education. Having identified a demand for information about such pathways, they started systematically compiling and circulating information about educational opportunities in Germany and gathered thousands of followers. Our analysis shows that their engagement in information sharing is based on solidarity and mutual support, paired with a personal enjoyment of social media use as well as expectations of future payoffs. We argue that their focus on vocational education and training highlights that the concept of transnational education is applicable beyond university degrees and that by circulating information about how to access those levels of education, these content creators contribute to the transnationalisation of education.

The Emigration of Highly Qualified Students from Morocco: An Analysis Using Panel Data

Zaynab Benabdallah — 2024-11-30

The emigration of highly qualified students from Morocco poses a significant challenge to the country’s economic and social development, contributing to a troubling "brain drain" that impacts not only the fields of medicine and engineering but also various other critical sectors in need of innovation and expertise. This study investigates the specific factors driving these students to leave Morocco, utilizing a sample of 31 countries and employing a fixed-effects econometric model for the period 2016-2018. Our analysis identifies several key determinants of emigration, including GDP per capita, public spending on education, the unemployment rate, and the quality of higher education. The results highlight the critical role of effective public policies in talent retention and suggest that targeted interventions are necessary to mitigate this outflow of skilled individuals. This research contributes to the understanding of brain drain dynamics and offers actionable insights for policymakers seeking to address this pressing issue.

Cultivating Consciousness: A Meta-Abilities Model for 21st Century Academic Leadership Development

Carlos Javier Gomez M. — 2024-11-30

This investigation integrates consciousness expansion into UK academic leadership training to address complex educational environments. Utilizing an integrative review and Grounded Theory elements, it presents the Conceptual Model of Consciousness Development for Academic Leaders (CMDAL) encompassing seven components: Self-awareness, Self-regulation, Cognitive Development, Interpersonal domain, ethical development, spiritual development, and Change capacity (adaptability). Significant and complex challenges that cannot be resolved with traditional ways have evidenced the gap between them and current competencies-based leadership training; Models that use a holistic approach are more appropriate for developing academic leaders; Consciousness expansion is the pillar of these holistic models. The CMDAL proposed model, focusing on seven dimensions highlights the importance of complementing current holistic leadership development with elements of consciousness expansion to develop higher-order abilities or Meta-abilities that can enhance leadership effectiveness as they foster psychological maturity. Future research should address the empirical validation of the model. Limitations include more analysis for context-specific adaptations and longitudinal research/testing to establish efficacy.

Digital Higher Education and Adult Education in Greece and Other Balkan Countries

Sophia Dimelis — 2024-11-30

Digital innovation has paved the way for new educational opportunities and enhanced lifelong learning in Greece and other Balkan countries, aiming to bolster digital literacy and competencies. There is a discrepancy between developed countries, which seamlessly integrate technological advancements, and developing countries, which face unique challenges. This article examines the state-of-the-art in higher digital education and adult continuing education in Greece and the Balkans, identifying key factors contributing to digital gaps and suggesting strategies for successful digital transformations. Significant progress has been made through EU-funded programs and national initiatives like the Digital Transformation Strategy and the National Digital Policy in Greece. It has enhanced digital literacy and online education in the country. Nevertheless, there are still challenges such as insufficient lifelong learning strategies and digital skills development. Other Balkan countries, on the other hand, face similar issues, with varying degrees of success in adopting digital technologies. This review underlines the need for comprehensive, inclusive policies and investments to bridge digital divides and ensure sustainable digital education across the Balkans.

EDITORIAL: Undecided: Artificial Intelligence and Assessments

Ibrahim Sirkeci — 2024-11-30

This issue of the Transnational Education Review features several compelling articles that explore critical dimensions of education in our rapidly evolving global landscape. Helena Dedecek Gertz, Javier A. Carnicer, and Sara Fürstenau examine the influential role of migrant content creators in transnational education through social media platforms. Their research highlights how digital spaces can bridge cultural gaps and create new educational opportunities across borders. In another insightful study, Zaynab Benabdallah and Djamila Chekrouni analyze the emigration of highly qualified students from Morocco using panel data. Their findings shed light on the motivations and impacts of this talent migration, offering valuable perspectives on brain drain and global mobility. Additionally, Carlos Javier Gomez M., Pedro Longart, and María Cristina González Martínez propose a meta-abilities model for 21st-century academic leadership. This innovative framework emphasizes the cultivation of critical consciousness, underscoring the importance of holistic leadership development in higher education. Finally, Sophia Dimelis reflects on the state of digital higher education and adult learning in Greece and other Balkan countries. Her comparative analysis highlights both the challenges and opportunities faced by these regions in adapting to digital transformations in education. These articles collectively contribute to a deeper understanding of the complex forces shaping global education today. And yet, the need for more studies and debates on the AI and digitalisation are warranted. We invite you to engage with these thought-provoking studies and consider submitting your work to enrich future discussions in this evolving field.