Feedback in STEM Higher Education: A Systematic Literature Review

A narrative review of assessment in higher education

Higher education assessment has historically been characterised by high-stakes examinations that frequently promote surface learning and constrain deep understanding. This narrative review traces the evolution of assessment from early merit-based systems to contemporary methodologies that position assessment as a catalyst for learning. Drawing on 65 peer-reviewed and scholarly sources published between 1967 and 2025, the study employs an interpretive thematic synthesis to examine summative, formative, and sustainable assessment, with particular emphasis on feedback practices, peer assessment, and student motivation. The findings indicate that the design of assessment plays a critical role in shaping student engagement and learning outcomes, with transparent, well-aligned tasks corresponding to deeper learning, whereas poorly designed high-stakes assessments contribute to anxiety and disengagement. The review further identifies persistent gaps between student expectations and institutional practices, particularly concerning feedback quality, fairness, and clarity. To address these challenges, the study advocates for the integration of low-stakes formative assessment, enhanced feedback mechanisms, the development of feedback literacy, and more inclusive and context-sensitive assessment design. Overall, the review underscores the necessity of reconceptualising assessment as a collaborative, equitable, and learning-oriented process in higher education.

Curriculum Co-Creation in Vocational Higher Education: a Case Study From a Micro Higher Education Institution

Student engagement and ownership are persistent challenges in higher education (HE), particularly in small, vocationally led institutions. This study investigates how curriculum co-creation can address these challenges within a United Kingdom (UK) micro higher education institution (HEI) specialising in live events education. The institution has a diverse student body, comprising a high proportion of neurodivergent and non-traditional learners. Students reported limited influence over curriculum decisions and a sense of tokenism in existing feedback mechanisms.Eleven undergraduate students participated in semi-structured interviews, analysed using Braun and Clarke’s (2022) reflexive thematic analysis. Findings revealed a strong interest in co-creation, with students identifying benefits such as increased motivation, confidence and a sense of community. Participants also highlighted the need for clear structures, scaffolding and inclusivity, alongside concerns about academic standards and readiness.The study emphasises the importance of staged implementation, dialogue-based feedback and harnessing relational strengths in small cohorts. It contributes to the literature by providing insights from a vocational micro HEI – an under-represented context – and offers practical recommendations for institutions seeking to move from consultation to genuine partnership in curriculum design.

Learning Transfer in Initial Teacher Education: A Systematic Review of Evidence and Key Factors

Blended Learning in African Higher Education Language Classrooms: An Evidence Synthesis

Blended learning has become an important instructional approach in higher education; however, evidence regarding its application in African higher education language classrooms remains fragmented and has not been comprehensively synthesised. This systematic review examined empirical evidence on blended learning in African higher education, with particular emphasis on English language teaching and learning, through the Community of Inquiry (CoI) framework. Guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA 2020), literature was systematically retrieved from major international databases and regional sources using predefined inclusion and exclusion criteria. Eligible studies were critically appraised and synthesised through thematic narrative analysis. The review identified a growing but limited body of evidence from Nigeria, Ghana, Uganda, and South Africa employing qualitative, quantitative, mixed-methods, and quasi-experimental designs. Overall, blended learning was consistently associated with improved learner engagement, communicative competence, academic performance, collaborative learning, and learner autonomy. Teaching presence emerged as the most influential factor supporting successful implementation, while social and cognitive presence were strengthened through structured interaction, collaborative learning activities, and technology-supported instruction. Nevertheless, persistent barriers including unreliable internet connectivity, inadequate digital infrastructure, limited institutional support, and insufficient professional development—continue to constrain effective implementation across many African universities. The review further reveals that although African studies report educational outcomes comparable with international findings, few explicitly apply or measure the Community of Inquiry constructs using validated instruments. Consequently, interpretations of teaching, social, and cognitive presence remain largely inferential. The review concludes that blended learning offers significant potential to strengthen language education in African higher education when supported by context-sensitive instructional design, institutional investment, and coherent educational policy. Future research should adopt longitudinal, multi-country, and theory-driven approaches that explicitly examine Community of Inquiry constructs within African educational contexts.

Digital Reading in Higher Education: Trends, Behaviours, and Evidence-Based Strategies—A Systematic Review

The rapid growth of digital technologies and blended learning has made digital reading a central component of higher education. Despite the increasing volume of research on digital reading, the literature remains fragmented. To address this gap, a systematic literature review was conducted, synthesising findings from 69 empirical studies published between 2010 and 2025, representing over 17,000 participants from 27 countries and involving undergraduate and postgraduate students, instructors, and librarians across multiple disciplines. The studies were identified through the Web of Science database and analysed using a thematic analysis approach. Five major themes emerged: digital reading comprehension and comparisons with print reading, digital reading behaviour and perceptions, digital reading competency, strategies for effective digital reading, and digital reading in special education and language learning contexts. The review indicates that digital reading outcomes are shaped by the interaction of learner competencies, cognitive demands, technological design, and institutional support rather than by the reading medium alone. The findings further suggest that print and digital reading serve complementary functions, with students often selecting each format according to the reading task, learning goals, and contextual demands. To enhance digital reading outcomes, the literature highlights the importance of digital literacy development, cognitive load management, effective interface design, and instructional and institutional support. By synthesising diverse strands of research, this review provides a comprehensive understanding of digital reading in higher education and offers practical implications for educators, instructional designers, and institutions seeking to improve their students’ reading comprehension, engagement, and learning outcomes in increasingly digital learning environments.

Systematic Review of the Mediating and Moderating Mechanisms Between Digital Competence and Academic Performance in Higher Education

Digital literacy has become a critical competency in higher education, yet its relationship with academic performance remains insufficiently understood due to fragmented empirical evidence. This systematic literature review synthesizes findings from 42 peer-reviewed studies published between 2010 and 2025, identified through Scopus, Web of Science, and ERIC databases following PRISMA 2020 guidelines. The synthesis reveals that 85.7% of included studies reported a positive association between digital literacy and academic performance, with effect sizes ranging from r = 0.34 to r = 0.62. Importantly, the evidence suggests that this relationship is not direct but operates through psychological mediators, particularly self-efficacy and self-regulated learning, and is conditioned by structural moderators including institutional infrastructure, socioeconomic status, and disciplinary context. Unlike previous reviews that predominantly examined direct effects, this study proposes the Digital-Ecological Nexus framework, integrating Social Cognitive Theory and Ecological Systems Theory to conceptualize the multi-pathway, conditionally dependent nature of this relationship. The framework offers a synthesis-derived moderated-mediation model that accounts for both individual agency and contextual boundary conditions. These findings provide evidence-based directions for educational policy and pedagogical design, while future research should prioritize longitudinal designs and formal validation of the proposed framework.