Global Research in Higher Education (GRHE) is an international open-access journal published by Scholink. The journal is published in both print and online versions. In order to give all researchers equal opportunity to share their ideas, GRHE adopts double-blind peer-review. GRHE focuses on scholarly research and practical experience of a wide range of research areas within the general field of higher education which covers, but is not limited to the following areas: Educational Theory Teaching Method Instructional Design Students Management Case Studies Teacher Education or Teacher Training Online Learning Education Policy Use of Technology for Teaching and Learning Education Psychology Language Education Educational Research and Planning --------------------------------------------------------------------------- We welcome scholars and researchers engaged in the related fields to submit their manuscripts to GRHE. Both of online submission and E-mail submission (grhe@scholink.org) are acceptable. Open access: Global Research in Higher Education is available online to the reader "without financial, legal, or technical barriers other than those inseparable from gaining access to the internet itself". Peer review: Global Research in Higher Education takes peer review policy. Peer review is the evaluation of work by one or more people of similar competence to the producers of the work (peers).
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Research on the Ideological and Political Teaching Mode of Civil Engineering Construction Course under the Background of Emerging Engineering Education
The construction of Emerging Engineering Education (3E) imposes higher requirements on the training of engineering talents. Integrating ideological and political education into professional courses has become a key pathway to enhance students’ comprehensive qualities. This paper, considering the learning characteristics of junior students majoring in civil engineering and the actual teaching situation of the Civil Engineering Construction course, proposes a three-dimensional ideological and political teaching mode of “Case Guidance - Project Driving - Ability Progression”. This model uses real engineering cases as the carrier and project-based teaching as the driving force. Through a three-stage ability cultivation system of “cognition -- practice – innovation”, it achieves the organic integration of professional knowledge imparting, engineering ability training, and ideological value shaping. Teaching practice indicates that this model helps enhance students’ professional identity, engineering ethics awareness, and practical innovation ability, providing an operable reform approach for the ideological and political construction of engineering courses.
Copyright (c) 2026 KONG Zhe, LI Tong, YANG Chuanli, QIU Ziming, GUO Yuanxin http://creativecommons.org/licenses/by/4.0
Promotion Status and Development Strategies of Ultimate Frisbee in Shandong Universities
With the continuous integration of emerging participatory sports into university physical education systems, Ultimate Frisbee has gradually become an important component of both curricular and extracurricular sports activities in higher education, due to its strong emphasis on self-officiation, low entry barriers, and distinctive community culture. This study aims to systematically examine the promotion status of Ultimate Frisbee in universities across Shandong Province, identify structural constraints, and explore key influencing factors affecting its development. Using a stratified sample of universities of different types and regions in Shandong, this research adopts a mixed-methods approach, including questionnaire surveys, in-depth interviews, field observations, and bibliometric and policy text analysis. Quantitative data are analyzed through descriptive statistics, comparative analysis, and regression models. The findings indicate that the overall promotion level of Ultimate Frisbee in Shandong universities remains uneven. Significant differences are observed in course coverage and club penetration across different institutional types, while participation in competitions and the level of professional instruction exert a significant influence on promotion outcomes. In addition, insufficient field resources, unstable financial support, and the lack of systematic safety and rules education have emerged as major constraints on sustainable development. Based on these findings, this study proposes differentiated development strategies focusing on curriculum institutionalization, club governance optimization, competition system improvement, support mechanism enhancement, and coordinated communication, providing empirical evidence for the reform of university physical education and the governance of emerging sports programs.
Copyright (c) 2026 Haoyuan Xu http://creativecommons.org/licenses/by/4.0
Construction and Practice of a Teaching Model for the Bacterial Gram Staining Experiment from a Project-Based Perspective
In alignment with the talent development goals of Environmental Engineering under the framework of Emerging Engineering Education, this study aims to improve the practical relevance and overall effectiveness of microbiology laboratory teaching. Using the bacterial Gram staining experiment as a representative case, an integrated teaching model was designed and implemented by combining project-based learning, experimental inquiry, result presentation, and feedback-oriented evaluation. The model was applied to second-year undergraduate students majoring in Environmental Engineering within an authentic project context related to soil microbial analysis. Students completed a structured sequence of tasks, including soil sample collection, microbial isolation and cultivation, Gram staining, and microscopic observation. A multi-dimensional assessment system was established to evaluate students’ experimental operation skills, the quality of laboratory reports and group presentations, and learning attitudes, enabling a comprehensive evaluation of teaching outcomes. The results indicate that the proposed model standardized experimental procedures and enhanced the clarity, coherence, and rigor of laboratory records and reports. Compared with traditional teaching methods, both pass rates and excellence rates in experimental assessments improved. Students reported higher motivation, stronger problem-solving ability, better teamwork, and clearer understanding of engineering applications.
Copyright (c) 2026 Huixia Zhang, Xin Zhong, Xiaohong Chen, Chang Guo, Binxiu Liao http://creativecommons.org/licenses/by/4.0