Proceedings of the 10th International Conference on Social Sciences, Humanities and Education
Year: 2024
DOI:
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From College to Lifelong Success: Science-backed Inclusive Approaches to Educational High-Impact Practices
Hafsa Dawood, Huiqiao (Maggie) Hou, Peri Yuksel
ABSTRACT:
In the context of the Fourth Industrial Revolution, where technology and AI (artificial intelligence) reshape higher education, high-impact practices (HIPs) like capstone projects, internships, and collaborative assignments have emerged as critical tools for fostering student engagement and lifelong learning skills. This secondary literature review examines the effectiveness of evidence-based HIPs—particularly those focused on active learning, teamwork, and real-world problem-solving—in preparing students for an evolving job market that increasingly prioritizes adaptable skills. The talk also explores how inclusive HIPs support non-traditional students, such as immigrants facing language and financial barriers, by incorporating cultural diversity to enhance collaborative learning. As traditional degree programs face increasing scrutiny for their perceived disconnect from workforce needs, there is a growing emphasis on skills acquisition and lifelong learning. The authors argue that viewing diversity as an educational asset allows educators to cultivate a supportive and dynamic learning environment that fosters engagement, collaboration, and inclusivity among diverse student populations, including minorities and immigrants. Featuring testimonials from recent graduates, this presentation highlights the role of AI in personalizing learning pathways and enhancing critical thinking, ultimately preparing students for success in a globalized workforce. The present literature review calls on higher education administrators to develop equitable, technologically up-to-date learning communities that extend beyond traditional classrooms, ensuring that all students are trained for lifelong success. By analyzing current literature on HIPs and AI integration, this review aims to provide insights into how educational systems can adapt to support students’ continuous growth in rapidly changing professional landscapes.
keywords: educational high-impact factors, Fourth Industrial Revolution, inclusive teaching, lifelong learners, non-traditional college students