The new college entrance examination reform investigation and research on comprehensive quality evaluation.

The comprehensive quality evaluation is an evaluation system that identifies and explores students' strengths. By examining the developmental progress of pilot provinces that have implemented comprehensive quality evaluation, valuable insights and guidance can be derived for other provinces preparing to adopt this evaluation approach. This study conducts an investigation and research on students, teachers, and middle managers from 12 high schools in two pilot areas, Zhejiang and Jiangsu provinces. Using a combination of empirical and qualitative research methods, it aims to explore the levels of satisfaction and recognition among different research subjects regarding the current implementation situation and analyze the existing issues in the current implementation process. According to the corresponding theory, an in-depth analysis is conducted from four dimensions to uncover the underlying causes of the problem, while proposing recommendations to enhance and advance comprehensive quality evaluation. These recommendations are first to enhance further the standard level of matching and integration in comprehensive quality evaluation; second to augment the utilization level of comprehensive quality evaluation; third to elevate the significance of comprehensive quality evaluation results; and fourth to improve the credit rating system associated with comprehensive quality evaluation.

Implementing the service-learning methodology in nursing education: A case study.

INTRODUCTION: Nurses play a crucial role in global health promotion, and innovative teaching strategies are vital to addressing modern educational challenges. Service-learning, a credit-based approach, integrates community service with academic learning, enhancing students' understanding of course content while fostering civic values. Although established in the United States of America and growing in Europe, most studies on service-learning focus on student learning outcomes, often overlooking its impact on the communities served. AIMS: The purpose of this study is to test whether the service-learning practice of nursing students teaching a pharmacology curriculum topic to school children promotes knowledge of the topic in both the nursing students and the school children. DESIGN: This research involves two pretest-posttest quantitative analyses and two satisfaction surveys. PARTICIPANTS: Seventy-six nursing students participated during the 2022-2023 academic year, and 69 primary school pupils received the service-learning intervention. RESULTS: Post-test scores of nursing students were significantly higher than pre-test scores (p = 0.0009). The percentage of correct answers post-intervention was significantly higher than pre-intervention (p < 0.0001). Additionally, 98.7 % of nursing students found the service-learning experience beneficial for learning, and 94.7 % reported increased social awareness. For the school children, the percentage of correct responses after the service-learning experience was statistically significantly higher than before the activity (p < 0.0001). The percentage of correct answers from pupils in each primary grade (fourth, fifth, and sixth) was statistically significantly higher after the application of the learning experience compared to before (p < 0.0001, p < 0.0001, and p < 0.001, respectively). The satisfaction survey indicated high acceptance of the methodology among both nursing students and school pupils. CONCLUSIONS: Service-learning enhances knowledge of the pharmacology topic in both nursing students and school children.

The European Universities initiative: between status hierarchies and inclusion.

Using a dataset of higher education institutional alliances within the framework of the European University initiative (EUi), we test empirically whether the policy-defined goal of a relative balance between excellence and inclusiveness within the scheme has been achieved. Specifically, we provide a descriptive and analytical account of the diversity of the higher education institutions (HEIs) participating in the EUi, the composition of-as well as the mechanisms behind-the formation of individual alliances. We observe that alliance formation activated the deep sociological mechanisms of hierarchisation, with the alliances largely reproducing the existing hierarchy of European HEIs. Specifically, we argue that the global-level stratification hierarchy cast by rankings influences the participation of individual institutions and-although to a more limited extent-the formation/structure of the alliances. Further, we demonstrate that the EUi has strengthened existing ties since most alliances thus far have built on existing forms of collaboration. However, we also show empirically that some of the distinctive policy design measures, namely the requirement for broad geographical coverage and generically framed rules for participation, as well as opening the initiative to new alliances and encouraging enlargement of the existing ones, have generated opportunities for involvement of the lower-status institutions. This broadened the scope of the EUi beyond the core of top-ranked research universities located in the knowledge production centres of Europe. We suggest that these observations may have important implications for how the intended extension of the EUi may be implemented in the future. Supplementary Information: The online version contains supplementary material available at 10.1007/s10734-023-01167-w.

Impact of the Quality of Life Supports Model on the inclusion of students with disabilities in higher education: A scoping review.

BACKGROUND: The Quality of Life Supports Model (QOLSM) is a well-suited framework for enhancing the inclusion of students with disabilities in higher education. No research aimed at assessing its impact has been identified. AIMS: This review aims to map the scientific literature to assess the current impact of QOLSM on higher education. METHODS AND PROCEDURES: A Scoping Review of educational practices, policies, and cultures aimed at enhancing the quality of life for students with disabilities was conducted. Databases from EBSCOHost, ProQuest, and Scielo were employed to identify studies written in English or Spanish from 1978 to 2023. Four independent reviewers screened results for inclusion. OUTCOMES AND RESULTS: Out of 5361 records, 21 met the inclusion criteria. Students with developmental disabilities are the primary recipients of Quality-of-life support strategies. The reported educational practices were poorly aligned with the disability rights framework, the social-ecological model of disability, and the multidimensional Quality-of-Life construct. Specialized supports and mainstream settings were more common than generic supports and segregated settings. CONCLUSIONS AND IMPLICATIONS: This review highlights the currently limited impact of the QOLSM in fostering the inclusion of students with disabilities in higher education. Conducting a systematic review or meta-analysis is not recommended at this stage.

A participatory research to assess how a student citizens' assembly can facilitate the co-creation of nutrition interventions in higher education settings.

BACKGROUND: The transition period from adolescence to early adulthood is critical for developing new nutritional behaviors, making higher education students an important target group for public health nutrition interventions. Given the complexity of nutrition-related behaviors and their various determinants, involving the student population (the future beneficiaries of interventions) and the partners engaged in their implementation when designing campus nutrition interventions is essential. Citizens' assemblies are deliberative processes which are more and more frequently organized to co-create solutions to complex problems. This study aims 1) to design and implement a student citizens' assembly using participatory research methods, 2) to describe its process and evaluate its transferability, 3) to evaluate changes in dietary habits, knowledge and citizen practices among students participating in this assembly. METHODS: This study will take place at a French university (University Sorbonne Paris Nord, USPN) located in socio-economically disadvantaged suburbs of Paris. The student citizens' assembly will gather a mini-public of 30 students enrolled at the time of the study and a co-creation team of academic and non-academic partners involved in student life, nutrition, physical activity, or public policies. The aim of the assembly is to co-create a set of concrete proposals that would enhance USPN students' access to sustainable diets and physical activity. The protocol is based on a continuous process evaluation and a pre-post design among the mini-public. A mixed-method framework combining quantitative and qualitative approaches will be developed. This study will make use of (i) field observations of the intervention process and transferability, (ii) data collected by questionnaires on pre- and post- dietary habits, knowledge and citizen practices of the mini-public, and (iii) pre-post interviews with a subsample of the same mini-public. DISCUSSION: Relying on participatory research methods, this study will provide new insights into involving higher education students and diverse partners in co-creating campus nutrition interventions. Through the collaborative work of researchers, higher education students, university representatives, public institutions, and local and community actors, this study will provide evidence-based guidance for designing innovative and contextually-relevant nutrition interventions in the higher education setting. TRIAL REGISTRATION: This research was registered at the ClinicalTrial.gov (NCT06580795; registration date: 2024-08-30; https://www. CLINICALTRIALS: gov/study/NCT06580795 ).

Unraveling the dynamics of ChatGPT adoption and utilization through Structural Equation Modeling.

ChatGPT, an advanced Artificial Intelligence tool, is getting considerable attention in higher education. ChatGPT significantly changes the student learning experience through its AI-aided support, personalized study assistance and effective educational experiences, and it has become an object of particular interest in this context. This research aimed to build a technology acceptance and usage model that encapsulates the elements influencing students' adoption and utilization of ChatGPT, drawing on constructs from the 'Unified Theory of Acceptance and Use of Technology' and 'Flow Theory'. The proposed model was found valid and prolific, with the credibility of the results relying on the self-reported surveys of 505 students from three universities in Pakistan. Structural Equation Modelling (SEM) was used to analyze data that confirmed the robustness and validity of the proposed model of the study. The study findings supported nine out of the ten proposed hypotheses. Perceived playfulness was declared the paramount predictor of behavioral intention, while perceived values and performance expectancy were the next-level predictors. Additionally, behavioral attention was a high and inspiring determinant of ChatGPT usage behavior, followed by attention focus. This analysis demonstrates a need for a thorough investigation of AI tools like ChatGPT in higher education.

Revealing dynamic goals for university's sustainable development with a coupling exploration of SDGs.

The sustainability of universities is important to realize global SDGs. However, there is a lack of research on the internal dynamic relationship of the SDGs in universities. This study aims to deep tap the dynamic mechanism and scientific core connotation of the relationship among the environmental, economic, and social dimensions in the sustainable development of the top 100 universities ranked by the Times Higher Education Impact Rankings, in order to point out the specific action direction in line with their characteristics. This study adopts coupling model, Sustainable Development Triangle model, and Grey Relational Analysis to learn the development system and the main development dynamic goals of universities on five continents. The results show that the development of the top sustainable universities in the five continents is very uneven with three echelons of development in the world. Although the sustainability quality in the world has improved year by year, the sub-quality of sustainability of the top universities on each continent is obviously different. The sustainable coupling degrees of the top universities of the five continents are increasing, but the overall coupling strength is not high. The development of coupling is at the level of weak coordination. SDG12 is the main dynamic goal for the top universities in Asia and America, SDG6 is for Europe and Oceania, and SDG3 is for Africa.

Promoting mental health in higher education: towards a model of well-being factors in emerging adulthood.

PURPOSE: This study aims to contribute to the development of a theoretical model that is useful for enhancing well-being/positive mental health with pedagogical resources that enable the acquisition of skills and knowledge, particularly during Emerging Adulthood. METHODS: This paper enquires into the role of well-being promotion in higher education following the dual-factor model of mental health difficulties and wellbeing. The study narratively reviews the main well-being models and presents a compared theoretical synthesis examining the dimensions that promote or facilitate the presence of well-being using a promotion approach. RESULTS: The study identifies 14 dimensions involved in wellbeing-emotional, psychological and social factors-that can be potentially improved through learning processes. Drawing on empirical and theoretical studies on emerging adult population, a factorial model is proposed. Preliminary factor interactions are examined paying close attention to the cognitive processes that explain or affect their relationship with well-being, the possible correlations between them and particularities of emerging adults. CONCLUSION: Wellbeing factors can be particularly targeted by educational promotion, as they can be developed through learning processes. An integrative model that provides a broad perspective can assist in pedagogical design and defining educational goals for these learning processes involved in wellbeing promotion.

Embryonic development grand challenge: crosslinking advances.

Research on embryonic development is entering into a new era. As a traditionally descriptive discipline within anatomy, embryologists have formed international consortia and digitized important histological collections for preservation and open access. Embryonic development has recently received a wider attention in context with temporo-spatial transcriptomics at single cell level. These can be expected to fuel the realization of the transdisciplinary significance of efforts to decipher embryonic development. Addressing its complexities encompasses a wealth of challenges that intersect across the domains of science, society, and politics underlining its outstanding importance as well as its inherently interdisciplinary nature. The challenges of this field are by no means confined to understanding the intricate biological mechanisms but also have humanitarian implications. To fully appreciate the mechanisms underlying human development, principles of embryogenesis have predominantly been analyzed employing animal models which allow us to broaden our view on developmental processes. As a result of recent pioneering work and technical progress centered around stem cell-based 3D approaches, we are entering into a historical new phase of learning about mammalian embryonic development. In vertebrates, a growing concern now focuses the reduction of animal experimentation. This perspective article outlines the major challenges in this amazing field that offer an enormous potential for basic biomedical sciences as well as related translational approaches if they are tackled in a multidisciplinary discourse.

Real Customization or Just Marketing: Are Customized Versions of Generative AI Useful?

Background: Large Language Models (LLMs), as in the case of OpenAI TM ChatGPT-4 TM Turbo, are revolutionizing several industries, including higher education. In this context, LLMs can be personalised through a fine-tuning process to meet the student demands on every particular subject, like statistics. Recently, OpenAI launched the possibility of fine-tuning their model with a natural language web interface, enabling the creation of customised GPT versions deliberately conditioned to meet the demands of a specific task. Methods: This preliminary research aims to assess the potential of the customised GPTs. After developing a Business Statistics Virtual Professor (BSVP), tailored for students at the Universidad Pontificia Comillas, its behaviour was evaluated and compared with that of ChatGPT-4 Turbo. Firstly, each professor collected 15-30 genuine student questions from "Statistics and Probability" and "Business Statistics" courses across seven degrees, primarily from second-year courses. These questions, often ambiguous and imprecise, were posed to ChatGPT-4 Turbo and BSVP, with their initial responses recorded without follow-ups. In the third stage, professors blindly evaluated the responses on a 0-10 scale, considering quality, depth, and personalization. Finally, a statistical comparison of the systems' performance was conducted. Results: The results lead to several conclusions. Firstly, a substantial modification in the style of communication was observed. Following the instructions it was trained with, BSVP responded in a more relatable and friendly tone, even incorporating a few minor jokes. Secondly, when explicitly asked for something like, "I would like to practice a programming exercise similar to those in R practice 4," BSVP could provide a far superior response. Lastly, regarding overall performance, quality, depth, and alignment with the specific content of the course, no statistically significant differences were observed in the responses between BSVP and ChatGPT-4 Turbo. Conclusions: It appears that customised assistants trained with prompts present advantages as virtual aids for students, yet they do not constitute a substantial improvement over ChatGPT-4 Turbo.

Nursing students' experiences of digital learning in Chinese higher education institutions: A descriptive qualitative study.

BACKGROUND: As digital learning is rapidly developing and being applied to almost all subjects in higher education nursing. Although digital learning has been shown to have a wide range of benefits, little is known about research into Chinese students' perceptions of digital learning, and there is a need to explore students' digital learning experiences. AIM: This study aimed to explore the digital learning experiences of undergraduate nursing students in Chinese higher education institutions, with the aim of informing future improvements in digital teaching and learning. DESIGN: A descriptive qualitative study. SETTINGS: This study was conducted at six universities in three cities in China. PARTICIPANTS: Twenty-six nursing students with at least one year's experience of digital learning. METHOD: Semi-structured online interviews were used to collect the data, and conventional content analysis was used to analyze the data. FINDINGS: Nursing students' digital learning experiences were categorized into three themes: positive digital learning experience, negative digital learning experience, and barriers to digital learning perception of students. CONCLUSIONS: With the help of advanced digital technology, students can access rich and diversified learning resources anytime and anywhere according to their personal learning pace and interests, which greatly enhances their autonomy and interest in learning. Open online courses have effectively compensated for regional differences in teachers' qualifications, enabling students in remote areas to enjoy high-quality teaching from top educational institutions and giving a solid impetus for improving nursing education in China. However, with the popularity of digital teaching, its design and innovation shortcomings have gradually emerged: students feel lonely and alienated when learning online, and long for more of the interaction and care found in traditional teaching. At the same time, the lack of regulation and assessment standards has created inequities in learning and affected student motivation.

Assessing the Use of Recommended Practices in Adapted Physical Activity/Education Experiential-Learning Programs.

This study investigated the use of recommended practices in university-based experiential learning associated with adapted physical activity and education (APA/E) undergraduate courses. Participants (N = 165) were instructors of APA/E courses with an experiential-learning component and/or professionals involved in APA/E experiential-learning programs at their university. Participants completed an online questionnaire designed to describe program characteristics and evaluate the use of two sets of practices, including those recommended for involving students and people with disabilities. Findings highlight low proportions of the use of practices recommended for people with disabilities and indicate that significantly more practices recommended for students were implemented (Z = -10.45, p < .001). Findings from this study have several implications for evaluation and intervention in APA/E experiential learning, such as including the disability community in planning and designing programming to benefit both students and people with disabilities. Instructors should aim to increase their implementation of practices recommended for involving people with disabilities.

Exploring the Potential for Tuition-Free Higher Education in South Africa: A Scoping Review.

The debate on tuition-free higher education has raged in South Africa since the #FeesMustFall protests at South African universities in 2015 and 2016. The government responded with a tuition-free education policy targeting students from households earning less than R350 000. However, the question remains can South Africa sustain a tuition-free education policy given its developing nation status and the levels of its GDP? This article sought to assess the feasibility of tuition-free higher education for all in South Africa. A scoping review was used, and fifteen articles about tuition-free higher education feasibility in South Africa were reviewed. The choice of the scoping review was due to the need for an understanding of the current state of play in research on the feasibility of tuition-free higher education in South Africa. The results suggest that tuition-free higher education for all is not feasible in South Africa. There seems to be a consensus that South Africa lacks the resources to finance tuition-free higher education for all. Tuition-free higher education is also viewed as a regressive tax on the poor given that the majority of students in higher education institutions come from middle and upper-income households. However, it is important to note that a distinction is drawn between tuition-free higher education for all and tuition-free higher education for the poor and academically deserving. The latter seems to receive support with some viewing it as a moral imperative in an unequal society such as South Africa's. It is recommended that future studies approach the issue from an empirical standpoint whereby the GDP levels are assessed against higher education funding.

Addressing student mental health and suicide concerns: are we there yet?

The mental health and suicide rates of further education (FE) and higher education (HE) students have been generating international concern in many countries, including the United States of America (USA), United Kingdom (UK), Canada, Australia, and Ireland. Several charters and national frameworks have emerged to support and inform whole institution provision. There is evidence of sector engagement and investment to support implementation in HE and to a lesser extent, FE, particularly from the USA and UK, although effectiveness evidence is currently lacking. Barriers affecting help seeking and early identification of difficulties, delays in accessing appropriate support, and lack of continuity of care from campus supports into specialist Mental Health services, remain key challenges. This editorial discusses the current position and the next stage of development in student mental health support and suicide prevention. Overall, the transformation of FE and HE provision to address student mental health and suicide concerns still has a considerable way to go.

Advancing optometry education through global frameworks and international collaborations.

Global curriculum initiatives aim to enhance the education of optometrists across the world. This is done by establishing competencies and frameworks necessary for consistency in education and training. Through collaboration and knowledge exchange between educators and institutions, future optometrists can be equipped with the latest evidence-based knowledge and skills to deliver quality eye care, regardless of geographical location. This paper explores the concept of a global curriculum by investigating the global similarities and differences in definitions of optometry, regulation of the profession, assessment of competency, accreditation standards for education providers, curriculum frameworks, and scope of practice. Despite the challenges of advancing optometric education, there appear to be many opportunities to explore collaboration on an international scale. Three case studies are presented which demonstrate international collaborations among education providers to train local optometrists. Future technological advancements and the use of artificial intelligence may assist the development and delivery of a global curriculum.

Multimodal immersion in English language learning in higher education: A systematic review.

The development of multimodality has led to increased research on its use to improve students' English language competency. However, no recent review has analyzed multimodality in English language learning in higher education. This systematic review examines 34 research articles published from 2013 to 2024. The primary focus of the study is to explore the application of multimodal pedagogies in higher education, the methods and materials used to assist learners in acquiring English language skills, the English language skills acquired through the usage of multimodality, and the main results of using multiple modes. This systematic review employs the Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) standards. It adopts a thorough search strategy across electronic databases, which include Web of Science and Scopus. We found (1) the implementation of multimodality contributes to learners' English language proficiency in English for academic purposes (EAP) and English for specific purposes (ESP) education; (2) there is a predominance of digital multimodality and nonverbal communication use in the higher education classroom, for example, gesture, kinesics, spatial position, facial expression, and gaze the use of the 3D (dimensional) environment, virtual reality (VR); (3) there is an advantage of a multimodal approach in improving higher education learners' vocabulary, reading, speaking, and writing skills and a positive connection between the implementation of multimodality and the development of learners' communicative ability. This systematic review highlights existing research gaps and outlines potential avenues for future investigation aimed at conceptualizing and assessing learners' skills through multimodal approaches.

The benefits of transformational leadership for addressing workplace emotions after COVID-19 at a large multi-campus university.

The COVID-19 pandemic presented a series of challenges to organizations. Among those that successfully continued operating, the subsequent recovery period catalyzed pressure to redefine work structure after social distancing restrictions lifted. Here, we observed the benefits of transformational leadership in this historically unique context of organizational distress by applying an adjusted version of Ashkanasy and Dorris's (Ashkanasy and Dorris in Annu Rev Organ Psych Organ Behav 4:67-90, 2017) framework for workplace emotions to a large, multi-campus university. We quantitatively content-analyzed semi-structured interviews of more than 300 divisional leaders and their staff from across the organization. Interviews occurred in the months following the first semester of continuous in-person service delivery, when most employees returned to working in employer-operated space. Despite disproportionate emphasis on negative and self-focused emotions, negative emotions clustered in individuals' empathic recognition of others' emotions; though efforts to regulate those emotions proved scant. Positive emotions primarily emerged in response to local leadership efforts to mitigate the negative emotions of students, staff, and faculty. This data pattern suggests that individuals experienced negative emotions, recognized others' negative emotions, and appreciated leaders' interventions to ameliorate those negative emotions. Strategies reminiscent of transformational leadership therefore productively addressed the negative impact of workplace stress imposed by the pandemic, helping to facilitate compliance and enthusiasm with return-to-work efforts. The findings thus illustrate how a transformational style of leadership can address individuals' negative experiences during a period of pronounced existential stress.

Embedding positive psychology into curriculum to promote posttraumatic growth, psychological flexibility, and socio-emotional competencies in higher education.

Background: The benefits of positive psychology interventions (PPIs) have become increasingly popular. While there is an emerging evidence base on the effectiveness of applying positive psychology in curriculum as preventive, early mental health intervention for higher education students, little is known about the content and pedagogy in these promising courses. Objective: This article describes (a) the rationale for and development of a positive psychology course embedded into the curriculum that aims to foster posttraumatic growth, psychological flexibility, and socio-emotional competencies for higher education students; and (b) a mixed-method non-randomised pre-post study to evaluate the effectiveness of the positive psychology course in achieving positive participant outcomes. Methods: Higher education students from different disciplines will be enrolled to a general education course, "Positive Psychology and Personal Growth", where they will learn progressive topics and complete summative assessments related to key areas in positive psychology. In addition to lectures, participants will engage in constructivist-based experiential activities that are guided by research on PPIs, life-design interventions and constructivist learning principles. The primary outcome is posttraumatic growth, and the secondary outcomes are psychological flexibility, and socio-emotional competencies. Expected results: We hypothesised that after the curriculum-embedded PPI, participants will have significantly higher levels of posttraumatic growth, psychological flexibility, and socio-emotional competencies. Results derived from the questionnaire survey will be supported by corroborating evidence identified from qualitative analysis of participants' summative assessments and follow-up semi-structured interviews on their perceptions of the present course. Discussion: The current study will fill in a gap in existing intervention research and practise in curriculum-embedded PPIs and promote research transparency and pedagogical advancement. The intervention provides guidance and recommendations for educators to consider embedding positive psychology into the formal curriculum as cost-effective, low-intensity, structured, and sustainable educational interventions for higher education students.

Medical Education Challenges in the Era of Internationalization and Digitization.

Prior to the coronavirus disease 2019 (COVID-19) pandemic, Central Asia and Eastern Europe saw a significant rise in international medical student enrollment, driven by competitive tuition fees, prestigious institutions, and culturally diverse environments. The pandemic forced a rapid shift to online learning, disrupting student mobility and compromising clinical training quality. Online education for international medical students during the COVID-19 pandemic has proven beneficial, though low- and middle-income countries struggled with access to information infrastructure and resources. While 64% of students preferred online learning, challenges like limited internet access and lack of in-person interaction persisted, making a blended approach of online and traditional methods most effective. Despite a rebound in post-pandemic enrollment, persistent challenges such as linguistic obstacles, psychological stress, and cultural adaptation issues remain. Active research engagement during undergraduate studies is essential for skill development. Integrating research into education curricula and fostering motivation are crucial for enhancing academic outcomes. Critical thinking and cultural competence are vital, necessitating explicit instruction and collaborative learning strategies. Addressing language barriers through comprehensive support systems for both instructors and students is imperative. Tailored strategies and robust institutional support are essential to enhancing the educational experiences and success of international medical students.

Insights into psychosocial problems and associated factors among higher education students in Ethiopia: a cross-sectional study.

While there has been extensive research on well-known psychosocial problems like depression, anxiety, and stress among higher education students, emerging issues such as emotional problems, antisocial behavior, trauma experiences, and academic difficulties are not as thoroughly studied, particularly in the context of Ethiopian higher education students. These updated psychosocial problems are crucial to explore due to their potentially significant impact on students' academic performance, personal development, and future prospects. Therefore, this study aims to explore the current psychosocial issues faced by adolescent students at Arba Minch University and identify the factors associated with them. To accomplish this objective, a survey questionnaire was distributed to a sample of 300 university students through a cross-sectional study. The survey questionnaire was designed to provide a thorough understanding of the various types of psychosocial problems experienced by the students. The findings revealed that the most prevalent psychosocial problems among higher education adolescent students were emotional problems (6.7% high/severe, 46.3% moderate), antisocial behavior (5% high/severe, 54.7% moderate), trauma experiences (7% high/severe, 23% moderate), and academic problems (8.3% high/severe, 23% moderate). The prevalence of no/low psychosocial problems was 47%, 40.3%, 69.3%, and 68.7%, respectively. Additionally, statistically significant (p < 0.05) associated factors to these psychosocial problems were identified: gender for academic problems, religion affiliation for antisocial behavior, trauma experiences, marital status for trauma experiences, living situation during holidays for emotional problems, age for emotional problems and antisocial behavior, and educational sponsorship for antisocial behavior. The study found that students who lacked a support system, such as family or friends, were more likely to experience psychosocial problems. In conclusion, psychosocial problems among adolescent students in higher education are a pressing issue that requires immediate attention. By understanding the challenges faced by these students, universities can implement effective interventions to support their mental well-being.