Research Article
Jigsaw as a Collaborative Learning Structure in ESP Higher Education: A Framework for Three Disciplines at the Catholic University of Mozambique, Nacala
Elisio Alberto Tomas*
Issue:
Volume 1, Issue 3, September 2026
Pages:
155-160
Received:
12 June 2026
Accepted:
27 June 2026
Published:
15 September 2026
Abstract: This conceptual and practice-based article, which reports no empirical data, argues that the jigsaw activity is structurally suited to English for Specific Purposes (ESP) instruction in higher education. Three ESP courses in Mozambican higher education Business English for Human Resource Management, Maritime and Port English for Port Management, and English for Accounting prepare students for professional contexts in which communication is inherently collaborative, yet delivery typically remains teacher-centred. The jigsaw activity, a cooperative learning structure in which each student masters one segment of material and teaches it to peers, mirrors the distributed expertise of the real workplaces that ESP serves, such as the Port of Nacala. Drawing on the cooperative learning and ESP literature and on the author's teaching practice at the Catholic University of Mozambique, Nacala-Porto Extension, the article proposes a course-specific jigsaw framework that specifies, for each discipline, the carrier content, expert-group segmentation, jigsaw-group product, target language focus and individual-accountability mechanism. It grounds the design in the five conditions under which cooperative effort outperforms transmission pedagogy positive interdependence, promotive interaction, individual and group accountability, interpersonal skills and group processing and in the structural convergence between jigsaw's information-gap logic and ESP's target-situation methodology. A three-study agenda for empirical validation from the 2026 academic year is specified, comprising a quasi-experimental comparison, a cross-course implementation study and a baseline attitudes survey. The framework offers ESP practitioners in Mozambique and comparable resource-constrained contexts a concrete, locally anchored alternative to lecture-based delivery.
Abstract: This conceptual and practice-based article, which reports no empirical data, argues that the jigsaw activity is structurally suited to English for Specific Purposes (ESP) instruction in higher education. Three ESP courses in Mozambican higher education Business English for Human Resource Management, Maritime and Port English for Port Management, an...
Show More
Review Article
Education System in Creating Rural Livelihood Opportunities in Bangladesh: A Case of Educated Unemployed Rural Youths in Bogura District of Bangladesh
Andalib Mahejabin,
Sarawat Rashid*,
Shaikh Mehdee Mohammad
Issue:
Volume 1, Issue 3, September 2026
Pages:
161-174
Received:
29 July 2026
Accepted:
25 August 2026
Published:
18 September 2026
Abstract: This study investigated the career aspirations, educational background, and employment status of educated unemployed rural youths in the study area (Garidaha and Sabgram), with a focus on their livelihood expectations and the potential for creating rural income-generating opportunities. Data were collected through a semi-structured questionnaire survey conducted in two unions (Garidaha and Sabgram), under Bogura Sadar and Sherpur upazila. A total of 200 respondents were selected based on three criteria: they completed graduation from National University–affiliated colleges in Bogura, they were currently unemployed, and they had remained unemployed or mostly underemployed since graduation. Findings indicate a significant shift in career preferences over time. During school years, many youths aimed to traditional professions such as teaching, the army, or medicine. However, as they advanced to college and adulthood, interest shifted toward government jobs, entrepreneurship (agricultural and non-agricultural), private sector employment, and small business ventures. Despite these aspirations, a clear mismatch exists between their educational achievements and actual employment conditions. Across all education levels—from SSC to postgraduate—most respondents remain unemployed or engaged in temporary, irregular work. Notably, 163 out of 200 participants reported inconsistency between their education and career expectations, largely due to inadequate technical and vocational skills relevant to rural job markets. The study also identifies abundant local livelihood opportunities rooted in natural, physical, human, financial, and social capital, including farming, small enterprises, tailoring, IT-based outsourcing, and cottage industries. Yet social perceptions and skill shortages discourage youths from pursuing these practical options. The study recommends strengthening vocational training, entrepreneurship support, and capacity-building initiatives through government and NGOs to better align education with market demands, promote youth empowerment, and support sustainable rural development.
Abstract: This study investigated the career aspirations, educational background, and employment status of educated unemployed rural youths in the study area (Garidaha and Sabgram), with a focus on their livelihood expectations and the potential for creating rural income-generating opportunities. Data were collected through a semi-structured questionnaire su...
Show More
Research Article
Artificial Intelligence in Higher Education: Balancing Opportunities, Risks, and Ethical Challenges in the Era of Generative AI
Habtamu Girma Teferi*
Issue:
Volume 1, Issue 3, September 2026
Pages:
175-182
Received:
26 August 2026
Accepted:
5 September 2026
Published:
20 September 2026
Abstract: Artificial Intelligence (AI), particularly Generative AI, has rapidly transformed higher education by reshaping teaching, learning, research, assessment, and institutional management. The increasing adoption of AI-powered tools such as ChatGPT, Google Gemini, Microsoft Copilot, and Claude has created significant opportunities for improving educational quality, research productivity, and administrative efficiency. However, the rapid integration of these technologies has also raised important concerns regarding academic integrity, ethical responsibility, algorithmic bias, data prsivacy, transparency, and excessive dependence on AI-generated content. This study aimed to examine the opportunities, risks, and ethical challenges associated with Artificial Intelligence in higher education during the era of Generative AI. The study employed a Systematic Literature Review (SLR) research design following the PRISMA 2020 guideline. Relevant peer-reviewed journal articles, conference proceedings, policy reports, and scholarly publications published between 2022 and 2026 were systematically collected from Scopus, Web of Science, ScienceDirect, SpringerLink, Taylor & Francis, IEEE Xplore, ERIC, MDPI, and Google Scholar. The selected literature was analyzed using thematic analysis to identify recurring patterns, emerging trends, research gaps, and policy implications concerning AI adoption in higher education. The findings indicate that Artificial Intelligence has substantially enhanced personalized learning, intelligent tutoring, academic writing support, research productivity, administrative efficiency, and accessibility for learners. AI-assisted technologies enable students and educators to perform complex academic tasks more efficiently while supporting evidence-based decision-making within higher education institutions. Nevertheless, the review also revealed significant challenges, including plagiarism, academic dishonesty, AI hallucinations, misinformation, algorithmic bias, privacy and cybersecurity risks, reduced critical thinking, and insufficient institutional preparedness for responsible AI implementation. The findings further demonstrate that many universities still lack comprehensive institutional AI policies, ethical governance frameworks, and adequate digital literacy programs for both students and academic staff. The study concludes that Artificial Intelligence should be integrated into higher education through a balanced, human-centered, and ethically responsible approach. Universities should establish comprehensive AI governance frameworks emphasizing transparency, accountability, fairness, privacy protection, academic integrity, and continuous human oversight. Furthermore, investment in AI literacy, faculty development, digital infrastructure, and evidence-based institutional policies is essential for maximizing the educational benefits of AI while minimizing its potential risks. Future empirical studies are recommended to evaluate the long-term educational, ethical, and social impacts of Generative AI across different higher education contexts.
Abstract: Artificial Intelligence (AI), particularly Generative AI, has rapidly transformed higher education by reshaping teaching, learning, research, assessment, and institutional management. The increasing adoption of AI-powered tools such as ChatGPT, Google Gemini, Microsoft Copilot, and Claude has created significant opportunities for improving educatio...
Show More
