https://journal.antispublisher.id/index.php/EJHEAA <p><em><strong>Journal of Higher Education and Academic Advancement </strong>is </em>an open-access, peer-reviewed international journal that offers comprehensive coverage of theoretical and empirical studies of higher education in Europe, comparative research within Europe, and comparisons between European and non-European higher education. Building on the successful legacy of its predecessor, Higher Education in Europe, EJHEAA is establishing itself as one of the flagship journals in the study of higher education and specifically in the study of European higher education. The journal accepts original research articles and proposals for special issues.</p> <p>We strongly recommend that authors consult back issues of EJHEAA for examples of topics of interest to our readership and to ensure that your proposed article is in conversation with any prior articles in the same topic area published in EJHEAA or other higher education journals. The articles that are part of a special issue do not all necessarily have to have an explicit European focus as long as the overall theme of the special issue fits the scope of this journal.</p> PT ANTIS INTERNATIONAL PUBLISHER en-US Journal of Higher Education and Academic Advancement 3032-1123 https://journal.antispublisher.id/index.php/EJHEAA/article/view/1356 <p><strong><em>Objective:</em></strong><em> Since 2016, public, private and confessional owned Universities within Bamenda, the Metropolitan capital of the North West Region of Cameroon have struggled to sustain their tri-function mission of teaching, research and community outreach; amidst a raging conflict – the Anglophone crisis, where education stakeholders and education infrastructure have been targeted. Given the critical place of student leaders in university governance sustainability; this study therefore assessed student leadership contribution in aiding the attainment of university goals and objectives within the conflict period. Key focus was on three dimensions: communication strategies, student mobilization efforts, and advocacy for student interests. <strong>Method:</strong> Using a mixed concurrent nested research design, data was collected from university students, student leaders and University administrators using a structured questionnaire administered to 278 final year undergraduate and postgraduate students from three selected universities, along with in-depth interviews with 7 student leaders and 3 university administrators. Simple descriptive statistics of frequency counts and percentages, and thematic analyses were used to analyze data from the questionnaire and interviews respectively. <strong>Results:</strong> The findings revealed that student leaders generally employed an effective communication strategy (67.6% approval as against 32.4%), with social media being critical in their strategy. Student leaders’ mobilization strategy was rated as positive (70% as against 30%). Advocacy for students’ interest received a relatively positive rating (63.4% as against 36.6%). <strong>Novelty:</strong> The study notes that while student leaders have played a critical role in facilitating university functioning during the conflict period; there are however opportunities for enhancement in bidirectional communication, inclusive student mobilization, and translating advocacy into concrete policy changes. Recommendations include implementing structured feedback mechanisms, developing targeted engagement strategies for underrepresented students on campuses, and strengthening collaborative approaches with university administration to increase the effectiveness of advocacy efforts.</em></p> Emmanuel Shu Ngwa Copyright (c) 2025 Emmanuel Shu Ngwa https://creativecommons.org/licenses/by/4.0 2025-07-04 2025-07-04 2 8 343 360 10.61796/ejheaa.v2i8.1356 https://journal.antispublisher.id/index.php/EJHEAA/article/view/1360 <p><strong><em>Objective:</em></strong><em> This study investigates the integration of computer science and information technology (IT) education to enhance students’ media competence, a critical skill in an era marked by rapid digitalization and widespread misinformation. <strong>Method:</strong> Employing a mixed-methods approach, the research combines quantitative analysis of student performance with qualitative data from classroom observations and interviews. The study engaged both secondary and university-level students through a tailored curriculum incorporating coding, data analysis, and media evaluation tasks, supported by digital tools such as educational platforms, coding simulations, and media annotation software. <strong>Results:</strong> The findings reveal a marked improvement in students’ critical assessment of digital content, source verification, and bias recognition. Students also demonstrated increased confidence in navigating digital environments and applying computational thinking to media challenges, with collaborative learning and engagement notably enhanced among diverse learners. <strong>Novelty:</strong> This study presents a novel interdisciplinary framework that merges technical and critical thinking skills, underscoring the potential of cross-curricular strategies to foster media literacy and prepare students as informed digital citizens.</em></p> Dildora Fayzieva Copyright (c) 2025 Dildora Fayzieva https://creativecommons.org/licenses/by/4.0 2025-06-23 2025-06-23 2 8 361 366 10.61796/ejheaa.v2i8.1360