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- PaperSystemForthcoming · 1 Aug 2026
Spatial machine heuristic: Effects of agent type and interaction environment on foreign language speaking anxiety and willingness to communicate
Shunan Zhang, Yincen Li, Stevany Stevany, Joo-Wha Hong
Investigates how agent type and interaction environment influence foreign language speaking anxiety and willingness to communicate through the spatial machine heuristic.
- PaperSystemForthcoming · 1 Aug 2026
The effects of collaborative planning on CALF metrics and textual coherence in L2 writing under varying task complexity
Chongrui He, Eerdemutu Liu
The study investigates how collaborative planning influences CALF (complexity, accuracy, lexical diversity, fluency) metrics and textual coherence in second language writing, and whether task complexity moderates these effects.
- PaperSystemForthcoming · 1 Aug 2026
Empathy, executive function, and dynamic L2 lexical inferencing in emotionally charged contexts: Predicting performance, inferencing potential, and retention
Bangxin Hu, Yanhui Zhang, Haomin Zhang
This study explores how empathy and executive function predict L2 lexical inferencing performance, inferencing potential, and retention in emotionally charged contexts.
- PaperSystemForthcoming · 1 Aug 2026
“I Haven't felt AI writing is taking away my agency as a person”: A longitudinal study of ESL students' use of GenAI in academic literacies development
Xiao Tan
A longitudinal study of ESL students found that they do not perceive generative AI writing tools as diminishing their personal agency in developing academic literacies.
- PaperSystemForthcoming · 1 Aug 2026
Cognitive diagnosis of EFL integrated writing under interactive noise input conditions: A G-DINA model approach
Kezhen Li
Applies the G-DINA model to conduct cognitive diagnosis of EFL integrated writing performance under interactive noise input conditions.
- PaperSystemForthcoming · 1 Aug 2026
Navigating language learning choices: How Chinese students adapt out-of-school English learning choices in a constrained EFL context
Yaqing Shi, Kevin Wai Ho Yung
Chinese students adapt their out-of-school English learning choices in a constrained EFL context, revealing how learners navigate language learning options.
- PaperSystemForthcoming · 1 Aug 2026
How vocalization affects spoken word acquisition: The moderating role of phonological working memory
Xin Yuan, Xuan Tang
Vocalization affects spoken word acquisition, with phonological working memory moderating the relationship.
- PaperSystemForthcoming · 1 Aug 2026
Fostering ethical AI literacy and academic integrity through CEFR-based mediation pedagogy in secondary EFL classrooms
Miranda Karjagdi Çolak, Özgür Çelik
A study proposes a CEFR-based mediation pedagogy to foster ethical AI literacy and academic integrity in secondary EFL classrooms. It explores integrating mediation skills with critical AI awareness.
- PaperSystemForthcoming · 1 Aug 2026
Translanguaging optimizes the developmental trajectory of beginning-level L2 writing: A sequence analysis study with an experimental design
Muzi Li, Yunlu Zhao
This experimental study using sequence analysis found that translanguaging optimizes the developmental trajectory of beginning-level second language writing.
- PaperSystemForthcoming · 1 Aug 2026
Multilingual identity and English achievement: A moderated mediation model of self-regulated learning strategy use and gender among Chinese EFL learners
Qingyao Dan, Karen Forbes, Barry Bai, Sihan Zhou
Investigates how multilingual identity relates to English achievement through self-regulated learning strategy use, moderated by gender, among Chinese EFL learners.
- PaperSystemForthcoming · 1 Aug 2026
A scoping review of Global Englishes Language Teaching research from 2020 to 2025: Mapping trends, tensions, and adaptations
Yifeng Chen, Hong Zhang, Xilu Chen
This scoping review maps trends, tensions, and adaptations in Global Englishes Language Teaching research from 2020 to 2025.
- PaperSystemForthcoming · 1 Aug 2026
A structural topic modeling analysis of positive psychology in EFL teacher education from 2010 to 2025
Pelin Derinalp
Structural topic modeling was used to analyze trends in positive psychology research within EFL teacher education from 2010 to 2025.
- PaperSystemForthcoming · 1 Aug 2026
Assessing L2 legal writing through a plain English lens: Insights on complexity, accuracy, and fluency
Yiran Xu, Xiaowan Zhang, J. Elliott Casal
This study examines the assessment of second language (L2) legal writing by applying plain English principles to evaluate complexity, accuracy, and fluency.
- PaperSystemForthcoming · 1 Aug 2026
The multimodal organisation of teacher feedback: A multimodal (Inter)action analysis
Jingjie Li
Analyzes how teachers organize feedback using multiple modes of communication, applying multimodal interaction analysis.
- PaperSystemForthcoming · 1 Aug 2026
“It's Putonghua-accented English”: Language ideologies of mainland Chinese English teachers in Hong Kong
Yi Cui, Seyyed-Abdolhamid Mirhosseini
Mainland Chinese English teachers in Hong Kong navigate language ideologies around Putonghua-accented English, revealing tensions between standard English norms and local linguistic identities.
- PaperSystemForthcoming · 1 Aug 2026
Holding presenters accountable for their posters during post-presentation discussions in a project-based EFL classroom
Marwa Amri
In a project-based EFL classroom, this study explores how holding students accountable for their posters during post-presentation discussions can enhance engagement and learning outcomes.
- PaperOpenAlex — TESOL researchForthcoming · 1 Jan 2031
Depth of Processing, learner aptitude, and the acquisition of L2 English grammatical structures
Shweta Nigam
This study investigated whether task-induced depth of processing (DoP) influences the acquisition of third conditionals and comparatives in EFL learners, and whether language aptitude predicts learning gains. Results showed a significant effect of processing condition on a grammaticality judgement test, with the High DoP Implicit group outperforming others on comparatives, but no significant group differences on an elicited imitation task after controlling for pretest scores. Overall, deeper processing benefits were structure-specific, favoring more salient structures on explicit measures, while complex low-salience forms showed increased frequency of use but limited accuracy change.
Original abstract
Depth of Processing (DoP) is central to several models of instructed second language acquisition (ISLA) (Leow, 2015). While DoP has been extensively examined in vocabulary learning (e.g., Laufer & Hulstijn, 2001), its role in the acquisition of grammatical structures, particularly through oral and audio-visual modalities remains comparatively underexplored. Drawing on the Levels of Processing framework (Craik & Lockhart, 1972), this study investigated whether task-induced processing depth influences the acquisition of third conditionals and comparatives, and whether language aptitude (LLAMA B, D, F) predicts learning gains. Using a pretest–posttest design, four intact classes involving 108 Grade 8 EFL learners in India were assigned to one of the three experimental conditions differing in level and type of processing: Low DoP, High DoP Explicit, and High DoP Implicit. The treatment task required the participants to listen to an audio-visual story containing the target structures (third conditionals and comparatives) and complete analytic tasks (varying in different groups) before listening to the story for a second time. The oral performance of the participants was analysed for accuracy, and frequency of use of the target structures. A grammaticality judgement test (GJT) and an elicited imitation task (EIT) were used to assess the participants’ gains in the knowledge of the target structures. In addition, language aptitude (LLAMA B, D, F) was measured and modelled as a predictor of gain scores. Results showed a significant effect of processing condition on GJT performance with the High DoP Implicit group outperforming the High DoP Explicit group on total scores and comparatives. In contrast, ANCOVA analyses indicated no significant group differences on EIT outcomes once pretest performance was controlled, with pretest scores strongly predicting posttest performance. In oral production, processing effects were structure-specific: the Low DoP group showed greater accuracy gains for comparatives, while both High DoP groups revealed increased frequency of use of third conditionals. However, across all four measures, multiple regression analyses indicated that LLAMA B, D, and F did not significantly predict gain scores. Overall, the findings support a processing-by-structure pattern: deeper processing benefits were most evident for the more salient structure (comparatives) on an explicit, written measure, whereas complex, low-salience forms (third conditionals) showed limited accuracy change but increased frequency of use under deeper processing.
- PaperOpenAlex — TESOL researchForthcoming · 1 Dec 2026
Future of AI in English Language Education: Trends and Predictions
Prof. Jagadeesh Nerlekar, K Munianjinappa
The paper synthesizes current AI developments in English language education and predicts hybrid systems combining large language models with pedagogical scaffolding will have the greatest near-term impact. Key trends include personalized feedback, automated assessment, multimodal practice, and AI-assisted materials, while challenges involve bias, privacy, and teacher training. Recommendations emphasize human-AI workflows, explainability, data ethics, and teacher capacity building.
Original abstract
Artificial intelligence (AI) is transforming English language education (ELE) by enabling personalized learning, automated assessment, adaptive content generation, and immersive practice environments. This paper synthesizes current developments, identifies emergent trends, and offers evidence-informed predictions about how AI will shape classroom practice, curriculum design, assessment, teacher roles, and policy over the next decade. Drawing on interdisciplinary literature from computer-assisted language learning (CALL), intelligent tutoring systems (ITS), natural language processing (NLP), and educational policy, the paper argues that the most significant near-term impact will stem from hybrid systems that combine large language models (LLMs) with pedagogically informed scaffolding and teacher mediation. Key trends discussed include (1) ubiquitous personalized feedback and adaptive pathways; (2) automated, formative assessment with rich analytics; (3) realistic speaking/listening practice via multimodal conversational agents and immersive virtual environments; (4) AI-assisted material creation and differentiation for diverse learner needs; and (5) data-driven teacher support and professional development. Predictions address likely improvements in scalability and access, as well as persistent challenges: bias and fairness in language models, privacy and data governance, over-reliance on automated feedback, and the need for robust teacher training and curricular alignment. The paper concludes with practical recommendations for educators, institutions, and policymakers to harness AI’s affordances while safeguarding equity, transparency, and pedagogical quality. These include adopting hybrid human–AI workflows, emphasizing explainability and interpretability in tools, developing clear data-ethics policies, investing in teacher capacity building, and prioritizing research-practice partnerships. The analysis aims to be actionable for practitioners and decision-makers planning for an AI-augmented future of English language learning. Keywords: artificial intelligence, English language education, adaptive learning, large language models, assessment, teacher role, ethics
- NewsLanguage Magazine25 Jul 2026
‘Speak the New Language of Adaptability’
The 2026 ETS Human Progress Report emphasizes adaptability as the most critical career skill, surpassing traditional job tenure. Multilingual individuals are found to have a distinct advantage in adaptability, based on a survey of over 32,000 workers across 18 countries.
Original abstract
According to the 2026 ETS Human Progress Report, traditional job tenure is no longer a guarantee of security; instead, adaptability has become the single most critical capability for career survival and progress. Multilinguals have an advantage when it comes to adaptability. Educational Testing Service’s survey of over 32,000 workers and individuals across 18 countries presents […] The post ‘Speak the New Language of Adaptability’ appeared first on Language Magazine .
- PaperLanguage Teaching Research25 Jul 2026
Classroom Relationship Profiles: Links with English-as-a-Foreign-Language Students’ Academic and Social Goals and Self-Regulated Learning Strategy Use
Qingyao Dan, Barry Bai, Xuan Zang
Four distinct classroom relationship profiles (Supportive, Teacher-oriented, Moderate, Isolated) were identified among EFL primary students using a person-centered approach. Students in Supportive and Teacher-oriented profiles showed higher English proficiency and more frequent use of achievement goals and self-regulated learning strategies compared to those in Moderate and Isolated profiles.
Original abstract
Classroom relationships represent a complex and dynamic system, in which students’ relationships with teachers and peers are intertwined with each other. A person-centered approach was used to investigate how multiple characteristics of a good-quality relationship (i.e., validation, caring, and instrumental guidance) with teachers and peers combined to form English-as-a-foreign-language primary school students’ classroom relationships profiles. Four distinct profiles of classroom relationships were identified: Supportive, Teacher-oriented, Moderate, and Isolated. Whether students’ gender and English proficiency level significntly predicted their likelihood of belonging to each profile was tested. The profiles were analyzed to see if there was a link to academic and social achievement goals and self-regulated learning in English language learning. The results indicated that the students in the Supportive and Teacher-oriented profiles were more likely to have a higher English proficiency who adopted achievement goals and used self-regulated learning strategies more frequently than those in the Moderate and Isolated profiles in English learning.
- PaperLanguage Teaching Research25 Jul 2026
The Effectiveness of Multilingual Versus Monolingual Approaches to L2 Teaching and Learning: A Meta-Analysis of Learning Outcomes
Meixiu Zhang, Amanda Brown
A meta-analysis of 24 studies with 2,138 learners compared multilingual (codeswitching) and monolingual (L2-only) approaches to L2 teaching and found that multilingual approaches yielded better learning outcomes (between-group d = .49, within-group d = 1.63). Positive effects held across ages and proficiency levels, with stronger benefits for speaking skills, beginners, and teacher-implemented interventions in foreign language settings.
Original abstract
The debate on multilingual (codeswitching) versus monolingual (immersive, target-language only) approaches to second language (L2) teaching has received renewed attention in recent decades. Both approaches are employed in L2 teaching and learning, supported by competing philosophies regarding the need for maximal L2 input and the facilitative potential of first language (L1) inclusion. Given a growth in experimental research comparing the effectiveness in terms of learning outcomes of the two approaches in L2 classrooms, this meta-analysis study investigates the effects of multilingual versus monolingual approaches on outcomes as measured by language assessments and examines the variables (age, proficiency, learning context, target skill area, and procedure for learning) that moderate such effects. We conducted a comprehensive search for empirical investigations of the topic, resulting in 24 studies comprising 30 samples with a total of 2,138 learners after the application of inclusion and exclusion criteria. Through aggregating the effect sizes from this sample, analyses revealed that compared with a monolingual approach, a multilingual approach better facilitated L2 learning with a weighted between-group effect size of d = .49 and a within-group effect size of d = 1.63. The analyses of moderator variables revealed that the positive effects on the learning of skills and language content areas of a multilingual approach appear to hold across all ages and proficiencies, especially for beginning-level learners and in conditions where both teachers and students employed their L1 in L2 teaching and learning. Also, a multilingual approach showed a larger effect in studies where speaking was the target skill area, or where the treatment was longer, was conducted in foreign language settings, was conducted in intact classrooms, or was administered by a teacher or teacher-researcher. Our findings contribute evidence supporting the effectiveness in terms of learning outcomes of a multilingual (codeswitching, translanguaging) over a monolingual (immersive, L2-only) approach and provide insights into the nuances involved. These include the skill areas and proficiency levels benefiting the most, and the importance of involving teachers as agents of research in their classrooms.
- NewsLanguage Magazine24 Jul 2026
Supports for Struggling Adolescent Readers
Middle and high school teachers face diverse literacy levels, with some students lacking basic phonics and decoding skills. This challenge leads to disengagement and requires targeted support for struggling adolescent readers. The article highlights the need for interventions beyond grade-level text exposure.
Original abstract
Middle and high school teachers often face the challenge of addressing a wide range of literacy levels among their students. While some students are ready to read complex texts independently, others struggle with fundamental skills like phonics and decoding, leading to disengagement and a loss of motivation. At the same time, teachers may be limited […] The post Supports for Struggling Adolescent Readers appeared first on Language Magazine .
- NewsThe PIE News24 Jul 2026
Should the UK capital’s higher ed institutions be ‘Londonmaxxing’?
The Mayor of London and the city's universities launched a campaign to promote London as a global higher education capital, highlighting its unmatched scale, diversity, and excellence. The initiative aims to attract international students and showcase London's contributions to economic growth and research, with future phases focusing on international competitiveness and policy support.
Original abstract
Last week, Sadiq Khan joined forces with the capital’s universities, conservatoires, specialist institutions and research centres to make the case for London as the higher education capital of the world. The campaign kicked off with an event at University College London to launch a new publication from London Higher , the voice of the capital’s higher education sector, which highlights the ways in which London combines scale, diversity and excellence of higher education unmatched among its global peers. Speaking at the event, Tory Peer and chair of the APPG for London, Lord Kulveer Ranger, pointed out that London offers “world class” experiences in many areas that “we don’t shine a light on”. If London institutions do not “do Londonmaxxing”, he suggested, other prominent cities around the world will continue to highlight all that they have to offer – potentially at the UK capital’s expense. “[Other cities] champion what they have, and it’s our job to champion what we have, especially when it’s so good,” he said. Meanwhile, future phases of the campaign will examine international student competitiveness, the sector’s contribution to economic growth and the policy conditions needed to support world-leading industries including life sciences and the creative economy. The capital is home to more students and higher education institutions than international competitors like New York City, Boston and Singapore, while its universities generate economic activity, research breakthroughs and skilled graduates that support communities and industries around the UK and across the globe. A strong higher education sector in London helps the whole country succeed. Every year our universities open doors for hundreds of thousands of students while supporting jobs, driving growth and strengthening the UK’s place on the world stage Sadiq Khan, Mayor of London In a foreword to the publication, Khan describes London’s higher education sector as a critical national asset, helping to drive
- NewsThe PIE News24 Jul 2026
AI in Admissions: please don’t do it just because you can
AI tools are increasingly used in university admissions to speed up processing and improve matching, but they risk reproducing historical biases and overlooking nontraditional applicants, as they learn from past data.
Original abstract
New tools promise faster processing, better student-course matching and improved risk assessment. The Uni Guide, for example, uses AI to help students identify universities and courses that fit their aspirations, while UniReady Global has developed AI capabilities to help providers assess whether applicants are likely to be genuine students. Others are going further, seeking to automate significant parts, or even all, of the admissions process. The attraction is obvious. AI processes information at a scale no human team can match. It can triage applications, identify missing documents, flag inconsistencies, detect potential fraud and highlight where an applicant’s background, ambitions and chosen programme may not align. For institutions under growing pressure to recruit effectively while managing compliance and costs, AI offers genuine advantages. But there is a crucial distinction between using AI to support admissions decisions and allowing Agentic AI to make them. The danger begins when a risk flag automatically becomes a rejection, a course-fit score becomes a gatekeeper, or an automated recommendation is treated as more objective than the human judgement it was designed to inform. Three risks deserve particular attention. The first is institutional repetition. Professor Marnie Hughes-Warrington has observed that the large language models underpinning AI are inherently historical. They learn from what has happened before. That is precisely what makes them effective; but it also means they risk reproducing yesterday’s patterns rather than identifying tomorrow’s potential. Universities rightly talk about preparing students for a changing world. Yet admissions systems trained on previous cohorts may repeatedly favour applicants who resemble those already admitted. Efficiency could come at the expense of opportunity, overlooking talented students whose potential sits outside historical norms. The second challenge is bias. Admissions systems trained on previous coho
- NewsInside Higher Ed24 Jul 2026
UNC, Virginia Tech to Partner With Defense on Senior Leadership
The University of North Carolina at Chapel Hill and Virginia Tech are partnering with the U.S. Department of Defense on a program for senior leadership development. The initiative aims to strengthen ties between academia and national security sectors.
Original abstract
<span>UNC, Virginia Tech to Partner With Defense on Senior Leadership </span> <div class="field field--name-field-featured-image field--type-entity-reference field--label-hidden field__item"> <img loading="lazy" src="https://www.insidehighered.com/sites/default/files/2026-05/UNC_chapel_hill_GettyImages-820779380_edit.jpg" width="1200" height="800" alt="The South Building at The University of North Carolina at Chapel Hill in Chapel Hill, North Carolina is adorned with banners on a beautiful spring day."> </div> <span><span>Johanna Alonso</span></span> <span><time datetime="2026-07-24T03:00:00-04:00" title="Friday, July 24, 2026 - 03:00 AM">Fri, 07/24/2026 - 03:00 AM</time> </span> <div class="field field--name-field-authors field--type-entity-reference field--label-inline clearfix"> <div class="field__label">Byline(s)</div> <div class="field__items"> <div class="field__item"><a href="https://www.insidehighered.com/author/johanna-alonso" hreflang="en">Johanna Alonso</a></div> </div> </div>
- NewsInside Higher Ed24 Jul 2026
White House Seeks to Steer More Research Funding Away From Academia
The White House has released a new strategy for science and research that aims to direct more funding away from academia, though it stops short of eliminating higher education's role entirely. The implications for research institutions and fields like language education remain uncertain.
Original abstract
<span>White House Seeks to Steer More Research Funding Away From Academia</span> <div class="field field--name-field-featured-image field--type-entity-reference field--label-hidden field__item"> <img loading="lazy" src="https://www.insidehighered.com/sites/default/files/2026-07/Lab_workers_science_office_GettyImages-490527337_edit.jpg" width="1200" height="801" alt="Scientists working at a mostly empty laboratory."> </div> <span><span>Ryan Quinn</span></span> <span><time datetime="2026-07-24T03:00:00-04:00" title="Friday, July 24, 2026 - 03:00 AM">Fri, 07/24/2026 - 03:00 AM</time> </span> <p><span>In its new strategy for science and research, the administration stopped short of jettisoning higher ed’s role in America’s scientific enterprise. What it all means remains to be seen.</span></p> <div class="field field--name-field-authors field--type-entity-reference field--label-inline clearfix"> <div class="field__label">Byline(s)</div> <div class="field__items"> <div class="field__item"><a href="https://www.insidehighered.com/author/ryan-quinn" hreflang="en">Ryan Quinn</a></div> </div> </div>
- NewsInside Higher Ed24 Jul 2026
On Keeping Sanity and Purpose While Higher Ed and DEI Are Under Attack
Discusses strategies for maintaining well-being and professional purpose in higher education amid ongoing political attacks on diversity, equity, and inclusion initiatives.
Original abstract
<span>On Keeping Sanity and Purpose While Higher Ed and DEI Are Under Attack</span> <div class="field field--name-field-featured-image field--type-entity-reference field--label-hidden field__item"> <img loading="lazy" src="https://www.insidehighered.com/sites/default/files/2025-08/GettyImages-2152944484.jpg" width="2121" height="1414" alt="Three wooden blocks with the words "Diversity," "Equity" and "Inclusion" against a red background."> </div> <span><span>Elizabeth Redden</span></span> <span><time datetime="2026-07-24T03:00:00-04:00" title="Friday, July 24, 2026 - 03:00 AM">Fri, 07/24/2026 - 03:00 AM</time> </span> <p>I offer four considerations to help navigate the year ahead.</p> <div class="field field--name-field-authors field--type-entity-reference field--label-inline clearfix"> <div class="field__label">Byline(s)</div> <div class="field__items"> <div class="field__item"><a href="https://www.insidehighered.com/author/cameron-c-beatty" hreflang="en">Cameron C. Beatty</a></div> </div> </div>
- NewsInside Higher Ed24 Jul 2026
Harvard President Discusses Federal Fight
Harvard President Alan Garber discussed the university's legal fight with the federal government and its broader implications for higher education at a Washington D.C. event. The interview focused on the conflict's potential impact on institutions nationwide.
Original abstract
<span>Harvard President Discusses Federal Fight</span> <div class="field field--name-field-featured-image field--type-entity-reference field--label-hidden field__item"> <img loading="lazy" src="https://www.insidehighered.com/sites/default/files/2026-07/Harvard_President_Alan_Garber_01.jpg" width="1200" height="800" alt="A photo of Alan Garber speaking at the he Economic Club of Washington, D.C."> </div> <span><span>Josh Moody</span></span> <span><time datetime="2026-07-24T03:00:00-04:00" title="Friday, July 24, 2026 - 03:00 AM">Fri, 07/24/2026 - 03:00 AM</time> </span> <p>Alan Garber talked about the university’s legal fight with the federal government—and its implications for higher ed and the nation—in an interview at an event in D.C. Thursday.</p> <div class="field field--name-field-authors field--type-entity-reference field--label-inline clearfix"> <div class="field__label">Byline(s)</div> <div class="field__items"> <div class="field__item"><a href="https://www.insidehighered.com/node/4229" hreflang="en">Josh Moody</a></div> </div> </div>
- NewsInside Higher Ed24 Jul 2026
NVIDIA CEO Donates $75M to Vanderbilt San Francisco
NVIDIA CEO Jensen Huang donated $75 million to Vanderbilt University's San Francisco campus.
Original abstract
<span>NVIDIA CEO Donates $75M to Vanderbilt San Francisco</span> <div class="field field--name-field-featured-image field--type-entity-reference field--label-hidden field__item"> <img loading="lazy" src="https://www.insidehighered.com/sites/default/files/2026-07/GettyImages-2285692569.jpg" width="1024" height="683" alt="Jensen Huang in a black leather jacket against a black background that says NVIDIA"> </div> <span><span>Susan H. Greenberg</span></span> <span><time datetime="2026-07-24T03:00:00-04:00" title="Friday, July 24, 2026 - 03:00 AM">Fri, 07/24/2026 - 03:00 AM</time> </span> <div class="field field--name-field-authors field--type-entity-reference field--label-inline clearfix"> <div class="field__label">Byline(s)</div> <div class="field__items"> <div class="field__item"><a href="https://www.insidehighered.com/node/4397" hreflang="en">Susan H. Greenberg</a></div> </div> </div>
- NewsInside Higher Ed24 Jul 2026
Turning Apprenticeships Into Degrees
Michigan's apprenticeship-credit initiative allows working adults to apply job training toward an associate degree and future education, aiming to bridge the gap between workforce experience and academic credentials.
Original abstract
<span>Turning Apprenticeships Into Degrees</span> <div class="field field--name-field-featured-image field--type-entity-reference field--label-hidden field__item"> <img loading="lazy" src="https://www.insidehighered.com/sites/default/files/2026-07/GettyImages-2188581108.jpg" width="2121" height="1414" alt=" Qualified welders working on steel construction, grinding and welding iron parts in modern bright warehouse."> </div> <span><span>Joshua.Bay</span></span> <span><time datetime="2026-07-24T03:00:00-04:00" title="Friday, July 24, 2026 - 03:00 AM">Fri, 07/24/2026 - 03:00 AM</time> </span> <p>Michigan’s apprenticeship-credit initiative helps working adults apply job training toward an associate degree and future education.</p> <div class="field field--name-field-authors field--type-entity-reference field--label-inline clearfix"> <div class="field__label">Byline(s)</div> <div class="field__items"> <div class="field__item"><a href="https://www.insidehighered.com/author/joshua-bay" hreflang="en">Joshua Bay</a></div> </div> </div>