IJHEM 2054-9849 2054-9857 https://doi.org/10.24052/IJHEM/ 19 Volume 10 Issue 02 2024-08-01

100 https://ijhem.com/details&cid=100 2024-09-04 The Higher Education Commission (HEC) has created quality enhancement cells (QECs) in Higher Education Institutions (HEIs). This study aims to examine the actions taken by Quality Enhancement Cells in implementing the components of the quality management trilogy, identify the challenges encountered by QECs in implementing the quality management trilogy, and assess the endeavours of QECs in enhancing university rankings. The sample for the research included Directors from five Quality Enhancement Cells, twenty-five Heads of Departments (HODs), and twenty-five QEC representatives. The QEC directors were chosen using a procedure called universal sampling. Data was collected from representatives of the heads of departments and quality enhancement cell using a stratified random sampling approach. Data was collected from heads of departments and quality enhancement cell representatives using a close-ended questionnaire, and the directors of QECs were interviewed. Thematic analysis was employed to examine the qualitative data, while the quantitative data were analyzed by computing percentages. The study's results indicate that QECs are executing the quality management triad. However, they still need a comprehensive emphasis on all quality elements owing to resource constraints and communication gaps between QECs and the departments. This study examines the practical application of the quality management trilogy in HEIs within a developing country. It highlights the actions, challenges, and operational dynamics of QECs that need to be well-documented in existing literature. The results indicate the need for improved allocation of resources and communication to strengthen quality management. This can assist policymakers in enhancing university performance and rankings Abbas, S., et al. (2019). Quality Enhancement Cells in Higher Education Institutions: A Case Study of Pakistan. International Journal of Educational Development.  Abebe, R. T. (2014). Institutionalization of quality Assurance in an Ethiopian public university (master’s thesis). University of Tampere, School of Management Higher Education Administration, Finland.  Retrieved from: https://core.ac.uk/download/pdf/250134931.pdf  Abusa, F. (2011). Total Quality Management and its Impact on Organizational Performance in Developing Countries: A Case Study on Libya (Doctoral dissertation, the University of Wollongong, Wollongong, Australia). Retrieved from https://ro.uow.edu.au/theses/3314/ Ahmad, R., et al. (2018). Enhancing Quality Assurance in Higher Education: Role of Quality Enhancement Cells in Pakistan. Journal of Quality Assurance in Education, 26(4), 457-474. Al-Amri, H. (2012). The Total Quality Management Practices in Yamene Public Universities (Master thesis). Faculty of Technology Management and Business, University Tun Hussein Onn, Malaysia. Retrieved from: https://core.ac.uk/download/pdf/12007788.pdf  Batool, Z., & Qureshi, R. H. (2010). Higher Education Commission Islamabad, Pakistan. Quality Assurance Manual for Higher Education in Pakistan. Bergman, B., Klefsjö, B., & Ashing, K. (2004). Quality from Customer Needs to Customer Satisfaction. Sweden: Student literature. D’ Andrea, V., & Gosling, D. (2005). Improving Teaching and Learning: A Whole Institution Approach. California, United State: Society for Research into Higher Education & Open University Press. Retrieved from: https://books.google.com.pk/books?id=kX_lAAAAQBAJ&printsec=frontcover&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=false Dilshad, M., & Iqbal, H. M. (2010). Quality Indicators in Teacher Education Programs. Pakistan Journal of Social Sciences, 30(2), 401-411. Retrieved from https://www.bzu.edu.pk/PJSS/Vol30No22010/Final_PJSS-30-2-16.pdf Economic Advisor’s Wing, Finance Division, Government of Pakistan, Islamabad (2018-2019). Economic Survey of Pakistan, Retrieved from http://www.finance.gov.pk/survey/chapters_17/Pakistan_ES_2018_19_pdf.pdf  Gift, S. I., & Bell-Hutchinson, C. (2007). Quality Assurance in Higher Education and the Imperatives for Improved Student Experiences in Higher Education: The Case of the University of the West India. Quality in Higher Education,13(2), 145-157. Retrieved from https://doi.org/10.1080/13538320701629178  Gobind, M., Herani., Saleem, M., & Advani, A. (2015). Measuring the endeavours’ Impact of Quality Enhancement Cell on Quality of Higher Education System in Pakistan: A case of Private and Public Universities in Pakistan. Journal of Management for Global Sustainable Development, Times Research Consultant (TRC),1(1), 37-39. Retrieved from https://ideas.repec.org/a/trc/journl/v12015i1p37-39.html Hassan, S. S. (2016). Recent education changes at higher education level in Pakistan: English language teachers' perceptions and practices (PhD thesis, University of Glasgow, United Kingdom). Retrieved from http://theses.gla.ac.uk/7662/  Harvey, L., & Newton, J. (October 2005). Transforming Quality Evaluation: Moving on. Paper Presented at the Seminar of Dynamics and Effects of Quality Assurance in Higher Education – Various Perspectives of Quality and Performance at Various levels, Douro, Portugal. Retrieved from  https://www.qualityresearchinternational.com/Harvey%20papers/Harvey%20and%20Newton%202006.pdf   Harvey, L., & Williams, J. (2010). Fifteen Years of Quality in Higher Education (Part Two), Quality in Higher Education, 16(2), 81-113. Retrieved from https://www.tandfonline.com/doi/full/10.1080/13538322.2010.485722 Hodgson, K., Whalley, G. (2007). The Effectiveness of a University’s Administration of its Learning and Teaching. Teaching in Higher Education,12(2), 275-279. Retrieved from DOI: 10.1080/13562510701192107  Hina, A., & Ajmal. M. (2016). Quality Assurance and Enhancement Mechanism in Tertiary Education of Pakistan: Recent Status, Issues and Expectations. Pakistan Journal and Education, 33(1), 103-121 Retrieved from http://journal.aiou.edu.pk/pjeojs/index.php/PJE/article/view/13  Hussain, B. (2011). Quality Assurance Processes for Teaching in Research-led Universities: Implications for Pakistan (master’s thesis), University of Auckland, New Zealand.  Retrieved from https://researchspace.auckland.ac.nz/handle/2292/19132  Hussain, F., & Akram, M. (2022). Adapting to Change: Role of Quality Enhancement Cells in Transitioning to Online Education During COVID-19. International Journal of Quality & Reliability Management, 39(1), 29-44. Irshad, S. (2012). Quality Assurance Agency. Retrieved on 16 March 2018 Retrieved from http://www.hec.gov.pk/Main.aspx.  Juran, J.M. (1986). The Quality Trilogy: A Universal Approach to Managing for Quality. Juran Institute, Inc: Wilton, CT. Retrieved from  https://statmodeling.stat.columbia.edu/wp-content/uploads/2017/10/Juran-trilogy-1986.pdf Juran, J. M., & Godfrey, A.B. (1999). Juran’s Quality Handbook. The McGraw-Hill Companies, Inc. R. R. Donnelley & Sons Company: United States of America.  Retrieved from https://gmpua.com/QM/Book/quality%20handbook.pdf Khan, A., & Ali, S. (2020). Quality Enhancement Cells (QECs) in Higher Education: An Evaluation of Their Impact on University Rankings. Quality in Higher Education, 26(3), 330-347. Malik, N., & Haq, A. (2021). Challenges Faced by Quality Enhancement Cells in Implementing Quality Management in Higher Education Institutions: A Case of Pakistan. Quality & Quantity, 55(3), 721-739. Nadim, Z. S., & Al-Hinai, A. H. (2016). Critical Success Factors of TQM in Higher Education Institutions. International Journal of Applied Sciences and Management, 1(2), 147-156. Retrieved from  https://www.waljatcollege.edu.om/journal/archive-2016.html Naixia, W. (2011). Adult Higher Education in China: Problems and Potential. In: Morgan, W. J. & Wu, B. (eds.) Higher Education Reform in China: Beyond the Expansion. Abingdon Routledge. Retrieved from  https://www.routledge.com/Higher-Education-Reform-in-China-Beyond-the-Expansion/Morgan-Wu/p/book/9780415726160 Neyestani, B. (2017).  Principles and Contributions of Total Quality Management (TQM) Gurus on Business Quality Improvement. Retrieved from  https://mpra.ub.uni-muenchen.de/77282/1/MPRA_paper_77282.pdf Nichols, M. (2002). Development of a quality assurance system for E-learning projects. Paper presented at the ASCILITE 2002, Auckland, New Zealand. Retrieved from  https://pdfs.semanticscholar.org/312e/b1c1d93ebbcd7a1484060d6830cb3d771943.pdf  Rana.S, (2009). Quality Management in Higher Education: A Perspective. Paper presented at CBRC, Lahore, Pakistan. Retrieved from  https://pdfs.semanticscholar.org/2196/7593a84234134f0c34c8f8f75c85a27e1178.pdf Raouf, A., & Akhtar, N. A. (2008). Quality Assurance in Higher Education: A Global Perspective. Islamabad, Pakistan: D.G. Administration, Higher Education Commission.  Sahney, S., Banwet, S., & Karunes. (2004). Conceptualizing Total Quality Management in Higher Education. The TQM Magazine, 16(2). 145-159. Retrieved from  https://www.emeraldinsight.com/doi/full/10.1108/09544780410523044 Shah, S. (2016). Higher Education Expansion and Issues of Quality. Paper Presented at 3rd International Conference on Assessing the quality of Higher Education, Lahore, Pakistan. Retrieved from https://www.researchgate.net/profile/Saeeda_Shah/publication/267383847_HIGHER_EDUCATION_EXPANSION_IN_PAKISTAN_AND_ISSUES_OF_QUALITY/links/56d992dc08aee1aa5f828920/HIGHER-EDUCATION-EXPANSION-IN-PAKISTAN-AND-ISSUES-OF-QUALITY.pdf?origin=publication_detail  Usmani, A. W., Khatoon, S., Shammot, M. M., & Zamil, A. M. (2012). Towards a Network of Quality Assurance in Higher Education: A Pakistani Model. Archive Des Sciences,65(2012), 224-229. Retrieved from https://www.duhs.edu.pk/departments/qec/downloads/Towards%20a%20Network%20of%20Quality%20Assurance%20in%20Higher%20Education%20A%20Pakistani%20Model.pdf  Waheed, A. H. (2013). A Higher Education Model for Small States: The Maldives Case Study. (Doctoral dissertation, Queensland University of Technology, Barisbane, Australia). Retrieved from  https://eprints.qut.edu.au/65559/1/Abdul%20Hannan_Waheed_Thesis.pdf  https://ijhem.com/cdn/article_file/2024-09-04-12-10-55-PM.pdf Zohaib Hassan Sain Asokan Vasudevan Challenges Quality Enhancement Cells (QECs) Quality Management Triology University Rankings 3349 33 0

101 https://ijhem.com/details&cid=101 2024-09-04 Children are among the most vulnerable members of society, necessitating strong protections, especially regarding their online presence. Although laws have been enacted to safeguard their physical well-being, many online companies, including TikTok, have failed to ensure proper handling of children’s data. TikTok, a popular social media platform, has been repeatedly flagged for security risks, including inadequate parental consent, unreasonable data collection, and unauthorized data transference. This paper examines these discrepancies within TikTok’s data privacy practices concerning US and UK regulations, with a focus on the Children’s Online Privacy Protection Act (COPPA) and the UK General Data Protection Regulation (GDPR). This research follows a comparative analysis of regulatory frameworks that highlights TikTok’s repeated failures of compliance, while discussing the broader implications for online child data protection. A comprehensive review of TikTok’s practices offers insights into how companies can improve their compliance with child data protection laws while highlighting the importance of regulatory enforcement. Data Protection Impact Assessments (no date) ICO. Available at: https://ico.org.uk/for-organisations/uk-gdpr-guidance-and-resources/childrens-information/childrens-code-guidance-and-resources/age-appropriate-design-a-code-of-practice-for-online-services/2-data-protection-impact-assessments/ (Accessed: 04 October 2023). About this code (no date) ICO. Available at: https://ico.org.uk/for-organisations/uk-gdpr-guidance-and-resources/childrens-information/childrens-code-guidance-and-resources/age-appropriate-design-a-code-of-practice-for-online-services/about-this-code/ (Accessed: 04 October 2023). About: Tiktok - real short videos (no date) TikTok. Available at: https://www.tiktok.com/about?lang=en (Accessed: 30 September 2023). California Consumer Privacy Act (CCPA) (2023) State of California - Department of Justice - Office of the Attorney General. Available at: https://www.oag.ca.gov/privacy/ccpa#sectionb (Accessed: 04 October 2023). Evans, M. (2018) Why data is the most important currency in commerce today, Forbes. Available at: https://www.forbes.com/sites/michelleevans1/2018/03/12/why-data-is-the-most-important-currency-used-in-commerce-today/ (Accessed: 30 September 2023). FAQs on the 15 standards of the children’s code (no date) ICO. Available at: https://ico.org.uk/for-organisations/uk-gdpr-guidance-and-resources/childrens-information/childrens-code-guidance-and-resources/faqs-on-the-15-standards-of-the-children-s-code/ (Accessed: 04 October 2023). Fowler, G. (2023) Your kids’ apps are spying on them, The Washington Post. Available at: https://www.washingtonpost.com/technology/2022/06/09/apps-kids-privacy/ (Accessed: 04 October 2023). Froehlich, N. (2023) Council post: The truth in user privacy and targeted ads, Forbes. Available at: https://www.forbes.com/sites/forbestechcouncil/2022/02/24/the-truth-in-user-privacy-and-targeted-ads/?sh=51b0c4a+d355e (Accessed: 30 September 2023). Harwell, D. (2022) Remote learning apps shared children’s data at a ‘dizzying scale,’ The Washington Post. Available at: https://www.washingtonpost.com/technology/2022/05/24/remote-school-app-tracking-privacy/ (Accessed: 30 September 2023). Ico fines TikTok £12.7 million for misusing children’s Data (2023) ICO. Available at: https://ico.org.uk/about-the-ico/media-centre/news-and-blogs/2023/04/ico-fines-tiktok-127-million-for-misusing-children-s-data/ (Accessed: 04 October 2023). Introduction to the children’s code (no date) ICO. Available at: https://ico.org.uk/for-organisations/uk-gdpr-guidance-and-resources/childrens-information/childrens-code-guidance-and-resources/introduction-to-the-childrens-code/ (Accessed: 04 October 2023). Leiby, M. (2022) ‘iPad kids’ and the future of early childhood development, Spartan Shield. Available at: https://spartanshield.org/31970/opinion/ipad-kids-and-the-future-of-early-childhood-development/ (Accessed: 30 September 2023). Online tools for teaching & learning (no date) Online Tools for Teaching Learning. Available at: https://blogs.umass.edu/onlinetools/community-centered-tools/schoology/ (Accessed: 30 September 2023). Ritchie, J.N.& A. and Jayanti, S.F.-T., and A. (2022) Video social networking app Musical.ly agree to settle FTC allegations violating children’s privacy law, Federal Trade Commission. Available at: https://www.ftc.gov/news-events/news/press-releases/2019/02/video-social-networking-app-musically-agrees-settle-ftc-allegations-it-violated-childrens-privacy (Accessed: 04 October 2023). Ritchie, J.N.& A. and Staff in the Bureau of Competition & Office of Technology (2023) Complying with COPPA: Frequently asked questions, Federal Trade Commission. Available at: https://www.ftc.gov/business-guidance/resources/complying-coppa-frequently-asked-questions (Accessed: 30 September 2023). Rouse, M. (2017) Ad targeting, TECHOPEDIA. Available at: https://www.techopedia.com/definition/30295/ad-targeting (Accessed: 30 September 2023). Searing, L. (2021) One-third of children ages 7 to 9 use social media apps, study says, The Washington Post. Available at: https://www.washingtonpost.com/health/social-media-young-kids/2021/11/19/3130ce5a-488a-11ec-95dc-5f2a96e00fa3_story.html (Accessed: 30 September 2023). Singer, N. (2022) Tiktok may face $29 million fine for failing to protect children’s privacy, The New York Times. Available at: https://www.nytimes.com/2022/09/26/technology/tiktok-children-privacy-fine-uk.html#:~:text=Natasha%20Singer %2C%20a%20technology%20reporter, children’s%20online%20privacy%20since%202012. &text=TikTok%2C%20t he%20popular%20video%2Dsharing, privacy%20in%20the%20United%20Kingdom. (Accessed: 30 September 2023). Vittorio, A. and Witley, S. (2022) Tiktok Faces ‘pile-on’ pressure from states after Indiana sues, Bloomberg Law. Available at: https://news.bloomberglaw.com/privacy-and-data-security/tiktok-faces-pile-on-pressure-from-states-after-indiana-sues (Accessed: 30 September 2023). Zhong, R. and Frenkel, S. (2020) A third of TikTok’s U.S. users may be 14 or under, raising safety questions, The New York Times. Available at: https://www.nytimes.com/2020/08/14/technology/tiktok-underage-users-ftc.html (Accessed: 03 October 2023). https://ijhem.com/cdn/article_file/2024-09-04-12-19-09-PM.pdf Dr. Clifford Fisher Olivia Hodge Lydia Barber COPPA Violations Child Privacy Policies Data Collection TikTok Security UK Data Protection 4938 50 0

102 https://ijhem.com/details&cid=102 2024-09-04 Purpose: The overriding prominence of any education system invigorates learners to become more independent, curious, open-minded, and think freely. Over the centuries education philosophy has evolved throughout the world. Various concepts, models and ideologies have been developed and tested. These educational principles have shaped educators, education, society and more importantly teaching and learning methods. The current study is to illustrate the optimal education system, drawing from the philosophies of ancient Greeks. The study addresses the research question: How can ancient Greek philosophies be utilised to create the best education system in modern world? Methodology: The research was conducted using systematic literature reviews. The sources that are published in English are identified using scholarly academic journals. By comprehending the historical value of some old literature, this research also makes use of it. Findings: The optimal education system would nurture an individual's passion for learning and emphasise the significance of individual moral development and wellbeing of the community. Ancient Greeks viewed philosophy as a means to better the individual and the community. Additionally, the ideal education system would highlight the significance of character formation and ethics. Some of the principles of Ancient Greek philosophy underpins one of the best educational systems in the world in relation to character building and create a better and fair society. An example of this is the Socratic Method. The Socratic Method is a method of instruction based on asking questions. Conclusion: The ancient Greeks believed that education should be based on philosophical principles and the purpose of education to help children become good people. The findings conclude that the current education system could incorporate some of the core values from ancient Greek education philosophy to better fulfil its purpose to provide improved moral education to the learners. Study originality: The study contributes to the body of knowledge by incorporating some of the key principles of Greek Education system especially, the Socratic Method and character education into modern education practices. This approach offers a road map for moral development of learners and the wellbeing of the community. The originality of this study lies in this approach which provides a unique perspective for assessing and restructuring current educational system.   Annas J. (2007). Ethics in Stoic Philosophy. Phronesis, 52(1), 58-87. Retrieved from http://www.jstor.org/stable/4182824 (date of access: 24th March 2024) Annas J. (2016). Is Stoic Virtue as Off-Putting as it Seems? Retrieved from: https://modernstoicism.com/is-stoic-virtue-as-off-putting-as-it-seems-by-julia-annas/ (date of access: 3rd February n2024) Brickhouse, Thomas C., and Nicholas D. Smith. (2000) The Philosophy of Socrates. Boulder, Colo.: Westview Press Delić, Haris, and Senad Bećirović (2016)."Socratic method as an approach to teaching " European Researcher. Series A 10 (2016): 511-517. Debbie Watkins, William Allan Kritsonis (2008) Aristotle, Philosophy, and the Ways of Knowing Through the Realms of Meaning: A National Study on Integrating a Postmodernist Approach to Education and Student Academic Achievement. National Forum of Applied Educational Research Journal Volume 21, Number 3, 2008 Downey, (1957). Ancient Education, The Classical Journal, 52, no.8, p. 339 Ed. Sienkewicz, (2007). Education and Training, Ancient Greece, New Jersey: Salem Press, Inc.p.23 Donald Zeyl (2023), What is Ancient Philosophy? What is Ancient Philosophy? | Reviews | Notre Dame Philosophical Reviews | University of Notre Dame (nd.edu) Fahim, M and Banheri, M.B. (2012). “Fostering Critical Thinking through Socratic Questioning.” Journal of Language Teaching and Research, 3 (6): 1122-1127 Gita Leitlande (2021), Applicability of Stoic Philosophy to Character Education, Rural Environment. Education. Personality. Vol.14. Issn 2661-5207 Habib Elahi Sahibzada, Shakirullah and Sadaf Naz (2015), Education in the Ancient Greek Civilization—Lessons from the Past, Ancient Pakistan, Vol. XXVI (2015) Hadot, Pierre (2002), What is Ancient Philosophy? translated by Michael Chase, Harvard University Press Irina Gvelesiani (2013). Ancient and contemporary educational systems (significance of past in the formation of future. European Scientific Journal, Vol. 4 Kristjánsson K. (2013). Ten Myths About Character, Virtue and Virtue Education – Plus Three Well-Founded Misgivings. British Journal of Educational Studies, 61(3), 269-287. doi: 10.1080/00071005.2013.778386 Lam, Faith. (1999). "The Socratic method as an approach to learning and its benefits." Lodge, R.C. (2000), first published in 1947. Plato's Theory of Education. Edited by T. I. L. o. Philosophy. Vol. Vol VIII, Ancient Philosophy. London: Routledge. Mavrogenes, (1980). Reading in Ancient Greece, Journal of Reading, 23, no.8, p. 693 More, Thomas (1965), The Complete Works of St. Thomas More, vol. 4, Utopia, ed. S.J., E. Surtz, and Hexter, J. H. (New Haven and London: Yale University Press,  More, T. (2007). Utopia. Tark Classic Fiction Madonna Murphy (2015), Plato’s Philosophy of Education and the Common Core debate, Association for the Development of Philosophy Teaching (ADOPT) Spring Conference, Chicago, IL. De Paul University Norillah binti Abdullah, Rabiu Garba Idris, Norul Hidayah binti Mamat Muhammad and Jamilah Amin Niazi (2022), Socratic Questioning: A Philosophical Approach in Developing Critical Thinking Skills. Al-Hikmah international Journal of Islamic studies and human sciences, special issue Ober, Josiah (2001). The Debate over Civic Education in Classical Athens. in Education in Greek and Roman Antiquity. Leiden, Neterlands: Koninklijke Brill. p. 179 Paul, R. and Elder, L. (2007) "Critical thinking: The art of Socratic questioning." Journal of developmental education 31, 1 (36). Pierre Hadot. What is Ancient Philosophy? Trans. Michael Chase. Cambridge, MA: Harvard University Press, 2002. Plutarch, (1960). The Rise and Fall of Athens: Nine Greek Leedsives'tau gutdon: Penguin Classics, p.44 Romaneck G.M. (2007). Reading the stoic Epictetus: a manual for leading. International Journal of Leadership and Education, 10(2), 227-232. doi: 10.1080/13603120601097454 Sedley, David. Main features. Ancient philosophy, 1998, doi:10.4324/9780415249126-A130-1. Routledge Encyclopedia of Philosophy, Taylor and Francis, https://www.rep.routledge.com/articles/overview/ancient-philosophy/v-1/sections/main-features. Sutton, J. (2020). Socratic Questioning in Psychology: Examples and Techniques. Acessed July 29, 2022. Retrieved at: https: ://positivepsychology.com/socratic-questioning/. “Socratic Method Definition & Meaning.” Merriam-Webster. MerriamWebster. Accessed February 23, 2022. Retrieved at: https://www.merriam webster.com/dictionary/Socratic%20method. Suhardiana, I. Putu Andre (2019). "Socratic Questioning to Promote Efl Students’ Critical Thinking in A Language Learning." Yavana Bhasha: Journal Of English Language Education 2 (1): 83-102. Tetiana Danylova; Ihor Hoian (2020). Medieval and Renaissance Philosophers on Education, Path of Science. Vol. 6, No 10, DOI: 10.22178/pos.63-8 Whiting K., Konstantakos L., Misiaszek G.W., Simpson E., Carmona L.G. (2018). Education for the Sustainable Global Citizen: What Can We Learn from Stoic Philosophy and Freirean Environmental Pedagogies? Education Sciences, 8(4), 204. doi: 10.3390/educsci8040204   https://ijhem.com/cdn/article_file/2024-09-04-12-45-14-PM.pdf Monjur Chowdhury Palto Datta Ancient Greek education system Socratic method optimal education system Platonic method Stoicism character building 7510 69 2

103 https://ijhem.com/details&cid=103 2024-09-07 Purpose – The aim of this paper is to contribute to sustainable development in higher education by exploring the online information behaviour (OIB) of first-year full-time PhD students. In the case of first year PhD students, there is a high demand for information to complete their tasks and to finalise their studies. The quality of the education these postgraduate students acquire is dependent on their ability to access quality information devoid of barriers. In other words, there seems to be a lack of research on the online information behaviour of postgraduates in their first year of doctoral studies. Design/methodology – The study examined this phenomenon through the case study method, using the interpretivism paradigm and the quantitative approach. Using convenient and purposive sampling methods, 10 first-year PhD students were sampled from the University of Ghana's student population for 2023.  A structured interview schedule was used as the instrument for data collection from the participants of the study. Findings – First-year PhD students are faced with online information-seeking barriers such as poor internet connectivity, limited access to online databases and resources, inability to access the needed paid online resources due to financial constraints, information overload, difficulty in acquiring requisite information and lack of information literacy skills and financial resources. These challenges tend to influence the quality of education they receive negatively given the inequalities in their information literacy skills against the literacy skills of second to final-year PhD students.  Practical Implications and Conclusion –   The study will contribute to literature on the information-seeking behaviour of first-year PhD students. The lack of information on the subject in Ghana is an issue this study seeks to address. The study has shown that postgraduate students at the University of Ghana do not understand their information needs, although they depend heavily on information for their work and survival. Afzal, W., 2017. Conceptualisation and measurement of information needs: a literature review. Journal of the Australian Library and Information Association, 66(2), pp.116-138. Agosto, D.E. and Hughes‐Hassell, S., 2006. Toward a model of the everyday life information needs of urban teenagers, part 2: Empirical model. Journal of the American Society for Information Science and Technology, 57(11), pp.1418-1426. Ajiboye, J.O. and Tella, A., 2007. University Undergraduate Students' Information Seeking Behaviour: Implications for Quality in Higher Education in Africa. Turkish Online Journal of Educational Technology-TOJET, 6(1), pp.40-52. Asogwa, C. and Daniel, T.M., 2021. Information needs and information seeking behaviour of the postgraduate students at the National Institute for Legislative and Democratic studies, Abuja. Information Impact: Journal of Information and Knowledge Management, 12(2), pp.62-72 Bexell, M. and Jönsson, K., 2017, January. Responsibility and the United Nations’ sustainable development goals. In Forum for development studies (Vol. 44, No. 1, pp. 13-29). Routledge. . Budd, J.L., 2015. Self-Regulation in the Doctoral Research Context: Exploring Students’ Responses to a Self-Monitoring Process during PhD Candidature. Case, D.O. and Given, L.M., 2016. Looking for information: A survey of research on information seeking, needs, and behavior. Chikonzo, A. C. & Aina, L. O. (2006). Information Needs and Sources of Information Used by Veterinary Students at the University of Zimbabwe. Quarterly Bulletin International Association of Agricultural Information Specialists (IAALD), 46(1-2), 24-28 Cohen, L., Manion, L. and Morrison, K., 2002. Research methods in education. Routledge. Creswell, J.W. and Poth, C.N., 2016. Qualitative inquiry and research design: Choosing among five approaches. Sage publications. Farashi, B. I., 2022. exploring the information seeking behavior of colleges of education students in northeast Nigeria. International Journal of Innovative Information Systems. Gordon, I.D., Meindl, P., White, M. and Szigeti, K., 2018. Information seeking behaviors, attitudes, and choices of academic chemists. Science & Technology Libraries, 37(2), pp.130-151. Hamid, S., Bukhari, S., Ravana, S.D., Norman, A.A. and Ijab, M.T., 2016. Role of social media in information-seeking behaviour of international students: A systematic literature review. Aslib Journal of Information Management, 68(5), pp.643-666. Horta, H., 2009. Holding a post-doctoral position before becoming a faculty member: does it bring benefits for the scholarly enterprise? Higher Education, 58(5), pp.689-721. Kerins, G., Madden, R. and Fulton, C., 2004. Information Seeking and Students Studying for Professional Careers: The Cases of Engineering and Law Students in Ireland. Information Research: An international electronic journal, 10(1), p.n1. Kundu, D.K., 2017. Models of information seeking behaviour: A comparative study. International Journal of Library and Information Studies, 7(4). Lowery, K., Geesa, R.L. and McConnell, K., 2019. Self-regulated learning of mentees and mentors in an education doctorate peer mentoring program. Mid-Western Educational Researcher, 31(2), pp.186-209. Lu, T. and Franklin, A.L., 2018. 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104 https://ijhem.com/details&cid=104 2024-09-25 Technology and innovation have impacted all industries and education is not exempt from this change. Organizations in different industries are constantly re-inventing their competencies and capabilities based on the technological upgrades that are being introduced into the markets; however, the change in education has not seen a drastic shift as it should. The current generation of scholars are exposed to technology from an early age (Manchanda, & Arora, 2023) and are equipped with tech-savvy devices that they are capable of using efficiently; can education leverage this skill in students to impart knowledge and improve their capabilities.  This study aims to understand the gap in digitalization of education and propose various mediums and methods to adapt curriculum to engage students. Recent literature will also be reviewed as part of the study to gather evidence regarding empirical studies that have identified the need for technological adaptations, the benefits derived, and process followed to accomplish the same. There are a multitude of factors that must be considered to transform the education system through digitalization; as it certainly is not a simple process; the need to implement technology, students’ expectations, alignment between course content and technology, instructors’ ability to adapt to the change are some key factors that will impact this digital evolution in education. A vital purpose for conducting the study is also to evaluate the need for the suggested changes in education as current students are the future workforce who must be aware of technology, as it makes them employable in organizations; a digitally enables study environment trains students to utilize their technological skills so they can be transferred to organizations when they graduate and seek job opportunities (Murniarti, Simbolon, Purwoko, Fatmawati, & Hariyanto, 2023).  Amirian, S. (2007). Digital backpacks: Facilitating faculty implementation of technologies for teaching and learning. Computers in the Schools, 24(1/2), 5–14. Anderson, R. E., & Dexter, S. L. (2005). School technology leadership: An empirical investigation of prevalence and effect. Educational Administration Quarterly, 41(1), 49–82. Araya, N. M. M., & Avila, R. S. H. (2018). Collaborative learning through integration of environments real and virtual-immersive. 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A case study of enabling factors in the technology integration change process. Educational Technology & Society, 11(4), 213–228. Iiyoshi, T., Hannafin, M. J., & Wang, F. (2005). Cognitive tools and student-centered learning: Rethinking tools, functions and applications. Educational Media International, 42(4), 281–296. Januariyansah, S., & Rohmantoro, D. (2018). The role of digital classroom facilities to accommodate learning process of the z and alpha generations. The 2nd International Conference On Child-Friendly Education (ICCE) 2018. Kennedy, G., Krause, K., Gray, K., Judd, T., Churchward, A. (2008). First year students’ experience with technology: Are they really digital natives? In Australasian Journal of Educational Technology, 24 (1), 108-122 Manchanda, M., & Arora, J. (2023). Higher Education’s Position in Shaping the Workforce of the Future and the Importance of Adapting to the Digital Age. International Journal of Educational Reform, 0(0). https://doi.org/10.1177/10567879231211285 Murniarti, E., Simbolon, B. R., Purwoko, R. Y., Fatmawati, E., & Hariyanto, H. (2023). Empowering Tech-Savvy Youth Education in Society 5.0: Transforming Learning for the Digital Future. ENDLESS: International Journal of Futures Studies, 6(3), 303-316. Persada, S. F., Miraja, B. A., & Nadlifatin, R. (2019). Understanding the Generation Z Behavior on D-Learning: A Unified Theory of Acceptance and Use of Technology (UTAUT) Approach. International Journal of Emerging Technologies in Learning, 14(5). Tlili, A., Huang, R., Shehata, B., Liu, D., Zhao, J., Metwally, A. H. S., ... & Burgos, D. (2022). Is Metaverse in education a blessing or a curse: a combined content and bibliometric analysis. Smart Learning Environments, 9(1), 1-31. Van Wyk, B. (2021, September). How a Higher Education Institute Manages Intellectual Capital and Digital Scholarship Towards Being a Learning Organisation: A Case Study. In European Conference on Knowledge Management (pp. 794-802). Academic Conferences International Limited. https://ijhem.com/cdn/article_file/2024-09-25-14-43-03-PM.pdf Iris Billy Hannah Anush Digital evolution Education technology digital classrooms online e-learning real time education digital literacy technological shift student engagement 3407 21 2