Attention to part-time (bachelor’s) students admitted in the winter intake!

Participants are not only gaining an in-depth understanding of the theoretical foundations of artificial intelligence but are also actively engaging in hands-on training focused on integrating advanced AI platforms into teaching, learning, and university governance.

In addition, the participants are exploring Rowan University’s best practices, visiting the High-Performance Computing Center (HPC Center), examining AI-powered educational solutions, and learning about the application of Virtual Reality (VR) and Extended Reality (XR) technologies, while gaining valuable insights into the innovation ecosystem of the United States.

Each module extends far beyond theory, incorporating practical projects, case study analyses, expert-led sessions, and strategic discussions, ensuring an intensive, engaging, and impactful learning experience that equips participants with the competencies needed to lead AI-driven transformation in higher education.

Hosted by Rowan University, the intensive 10-day international professional development programme, “Artificial Intelligence (AI) in Education: Concepts, Leadership and Implementation Practices,” provides participants with an opportunity to explore cutting-edge U.S. approaches to the integration of artificial intelligence in education, strategic leadership, and evidence-based implementation practices.

The Law, Philology and Language Teaching, Linguistics (English), History, and Banking programmes at Nordic International University have successfully undergone a comprehensive accreditation review.

During the accreditation process conducted by the National Agency for Quality Assurance in Education, experts examined the completeness of programme documentation as well as its academic coherence, practical implementation, and overall effectiveness.

Particular attention was devoted to evaluating the alignment of the programmes with national educational requirements and internationally recognised academic standards. The review also analysed the consistency between programme objectives, intended learning outcomes, and the competencies expected to be developed throughout the educational process.

Experts assessed the availability and relevance of core and supplementary learning resources, including textbooks, teaching manuals, methodological guides, and instructional materials specified in each course syllabus. Special emphasis was placed on how every course contributes to the development of students' knowledge, practical skills, and professional competencies. Consequently, curricula and course specifications were evaluated to determine their contribution to learning outcomes, the progressive development of professional competencies, and their responsiveness to contemporary labour market demands.

The academic capacity of faculty members remains one of the key indicators of educational quality. Accordingly, the accreditation team reviewed the number of academic staff involved in programme delivery, their qualifications, disciplinary expertise, and professional competence. The expert panel recognised that Nordic International University possesses a highly qualified academic community capable of implementing its curricula in accordance with modern scientific and pedagogical standards.
The accreditation review also considered reports and recommendations from international experts, qualification requirements, departmental evaluations, an internal quality assurance framework based on the PDCA (Plan–Do–Check–Act) cycle, institutional regulations, relevant administrative orders, financial advisory reports, employer survey findings, and graduate tracer study analyses.

Through consultations with employers and other stakeholders, experts discussed the significance of introducing new academic programmes, stakeholder engagement in programme development, and the competencies expected from future graduates.

Mechanisms for the systematic collection, analysis, and monitoring of labour market trends, educational needs, and emerging research developments were likewise evaluated as essential accreditation criteria.
The review further examined institutional procedures for incorporating feedback from students, academic staff, employers, industry professionals, alumni, and parents into the continuous improvement of academic programmes.

Interactive discussions and question-and-answer sessions were organised with accreditation experts across all reviewed disciplines, providing an opportunity to examine programme content and implementation mechanisms in greater depth.

Assessment policies, quality assurance procedures, evaluation mechanisms, and relevant institutional regulations were reviewed against established accreditation indicators.
Experts also inspected classrooms, laboratories, practical training facilities, and the availability of equipment and instructional materials necessary for laboratory work and course projects to ensure compliance with programme requirements.

The adequacy of information and communication technologies, together with compliance with cybersecurity and information security standards, constituted another important area of evaluation.
Within the framework of inclusive education, experts assessed the accessibility of university buildings and learning facilities, including corridors, elevators, entrances, and sanitary facilities, to ensure they meet the needs of persons with disabilities.

The evaluation additionally covered the effectiveness of academic management information systems, including HEMIS and Learning Management Systems (LMS), the extent of digitalisation of teaching and learning materials, and the range of electronic educational services available at the university.
Overall, the accreditation process provided a comprehensive, evidence-based evaluation of the academic programmes' compliance with national and international quality standards, labour market relevance, academic content, institutional resources, and internal quality assurance mechanisms.

The expert panel acknowledged that, at Nordic International University, educational quality assurance is implemented as an integrated institutional system encompassing teaching and learning, research and academic activities, international academic mobility, employer engagement, and strategic university governance.

The Publishing House of Nordic International University has released another series of new textbooks and teaching and methodological manuals.

The newly published works are particularly noteworthy for the broad range of subjects and academic disciplines they cover, as well as for their relevance to contemporary educational priorities and professional demands:

✓ “Investments” — a textbook authored by Khasan Sabirov and Ra’no Mardanova. The publication explores key issues of particular relevance to the modern economy, including investment policy, strategic priority areas, free economic zones, digital investment platforms, green investment, and ESG criteria.

✓ “General Pedagogy” — a teaching manual co-authored by Nilufar Berdiyorova, Dilafruz Miraliyeva, and Ulugbek Jabbarov. The publication brings together, within a coherent academic and methodological framework, essential topics ranging from the fundamental principles of education and upbringing to modern pedagogical technologies, inclusive education, and professional teaching competence.

✓ “Fundamentals of Psychological Training” — a teaching manual authored by Mansur Kholmatov. It examines various types of psychological training, the professional and personal competencies required of trainers, the process of designing and organising training sessions, and a range of practical techniques.

✓ “A Collection of English Grammar Exercises” — a methodological manual by Sabohat Sodiqova. Designed for A1–A2 level learners, the material is systematically structured according to levels of complexity and enriched with a wide range of practical exercises and tests.

✓ “Русский язык” (“Russian Language”) — a teaching manual by N. Azamatova, developed for students of non-philological disciplines studying Russian at the B1 level. The publication is based on a communicative approach to language learning and aims to strengthen students’ practical language competencies.

✓ “Methods of Teaching Visual Arts Activities” — a teaching manual by Nazokat Akhmedova, intended for students specialising in Preschool Education. Alongside methods for organising drawing, appliqué, clay modelling, and construction activities, the manual places particular emphasis on developing children’s aesthetic awareness, creative thinking, and artistic abilities.

Most importantly, these publications go beyond theoretical knowledge. They place strong emphasis on practical exercises, contemporary teaching methodologies, communicative tasks, and subject matter aligned with the evolving demands of today’s professional environment.