Motivation to learn: an international multilevel study on student autonomy and teacher emphasis on content usefulness / Motivación para aprender: un estudio internacional multinivel sobre la autonomía de los estudiantes y el énfasis de los docentes en la utilidad del contenido

En la educación superior, pocos estudios relacionan factores contextuales en la clase, como el énfasis del profesor en la utilidad del contenido y las características motivacionales de los estudiantes. El objetivo fue probar un modelo multinivel sobre la relación entre el énfasis del docente en la utilidad del contenido durante la clase, la autonomía de los estudiantes y, a su vez, la motivación para aprender. Participaron 3033 estudiantes universitarios matriculados de 1º a 4º grado de Ciencias de la Actividad Física y del Deporte, de universidades de España (N = 602), Portugal (N = 469), México (N = 1177), Chile (N = 372), y Brasil (N = 413). Se realizó un modelo de ecuaciones estructurales multinivel, en el que los participantes respondieron preguntas sobre el énfasis del profesor en la utilidad del contenido de la clase, la autonomía y la motivación para aprender. Se hipotetizó que el énfasis del profesor en la utilidad del contenido predecía la autonomía del estudiante que, por su vez, predecía la motivación para aprender. Los resultados, a nivel grupal e individual, indican que el énfasis del docente en la utilidad del contenido predijo la autonomía del estudiante, y la autonomía predijo la motivación para aprender.(AU)

Teacher autonomy support is related to improved student learn-ing. In higher education, few studies relate classroom contextual factors, such as teacher emphasis on content usefulness, and students' motivational characteristics. The aim was to test a multilevel model about the relation between the extent of teachers’ emphasis on the usefulness of class con-tent with student autonomy, and, in turn, on motivation to learn. The par-ticipants were 3033 university students enrolled from 1st to 4th grade of Sciences of the Physical Activity and Sport, from universities in Spain (N = 602), Portugal (N = 469), Mexico (N = 1177), Chile (N = 372), and Brazil (N = 413). A multilevel structural equation model was performed, in which participants answered questions about the teacher's emphasis on the use-fulness of class content, basic psychological need for autonomy, and moti-vation to learn. At the group and individual levels, the hypothesis is that the teacher's emphasis on the usefulness of class content predict the stu-dent autonomy, in turn, student autonomy predicts student motivation to learn. Results found at the group level and at the individual level the strength of teacher emphasis on class content predicted student autonomy; student autonomy predicted student motivation to learn.(AU)

Implementing a challenge-based learning experience in a bioinstrumentation blended course.

BACKGROUND: Bioinstrumentation is essential to biomedical engineering (BME) undergraduate education and professional practice. Several strategies have been suggested to provide BME students with hands-on experiences throughout the curriculum, promoting their preparedness to pursue careers in industry and academia while increasing their learning and engagement. This paper describes the implementation of challenge-based learning (CBL) in an undergraduate bioinstrumentation blended course over the COVID-19 pandemic. METHODS: The CBL experience was implemented in a third-year bioinstrumentation course from the BME program at Tecnologico de Monterrey. Thirty-nine students enrolled in two sections formed fourteen teams that tackled blended learning activities, including online communication, lab experiments, and in-person CBL activities. Regarding the latter, students were challenged to design, prototype, and test a respiratory or cardiac gating device for radiotherapy. An institutional student opinion survey was used to assess the success of our CBL implementation. RESULTS: Student responses to the end-of-term survey showed that they strongly agreed that this course challenged them to learn new concepts and develop new skills. Furthermore, they rated the student-lecturer interaction very positively despite the blended format. Overall, students assessed their learning experience positively. However, implementing this CBL experience required a substantial time increase in planning, student tutoring, and constant communication between lecturers and the industry partner. CONCLUSION: This work provides an effective instance of CBL for BME education to improve students' learning experience despite decreased resource efficiency. Our claim is supported by the student's performance and the positive feedback from our industrial partner.

Integrating sustainability into higher education challenges and opportunities for universities worldwide.

This paper undertakes a comprehensive investigation into incorporating sustainability within higher education, aligning with the United Nations' Sustainable Development Goals (SDGs). Utilizing quantitative and qualitative research methods, our study delves into the status quo, methodologies, and impacts of sustainability education across a spectrum of international and local settings, with a specific lens on the United Arab Emirates. Our analysis spans various topics, from best practices in sustainability integration and educational frameworks to the influence of global initiatives like the Impact Ranking on promoting SDG-aligned transformations within academic institutions. Highlighting case studies from the UAE, we provide concrete evidence of successful sustainability strategies and interventions. These are juxtaposed with a global overview that uncovers the varying challenges and opportunities present in implementing sustainability education worldwide. Among our key findings is the essential role of interdisciplinary approaches and the critical need for active faculty involvement in fostering sustainability education. Drawing from a rich compilation of data and narratives, the paper presents a set of strategic recommendations designed to enhance the efficacy and reach of sustainability education. These recommendations are informed by the challenges observed and the success stories identified during our investigation. Ultimately, our research underscores the indispensable role that higher education plays in preparing future generations to navigate and address the complexities of sustainability challenges effectively.

Harmonious passion and academic achievement in higher education: The mediating influence of exploratory and exploitative learning strategies.

Harmonious passion refers to engaging in an activity out of personal volition and sense of meaning, which motivates individuals to devote substantial time and energy while internalizing the activity as part of their identity, and it underpins the promotion of sustainable behaviors and mindsets. The present study aimed to investigate the relationship between harmonious passion and academic achievement among university students in higher education, as well as the mediating role of exploratory and exploitative learning behaviors in this association. Exploratory learning involves seeking new knowledge and skills, whereas exploitative learning involves refining and applying existing knowledge and skills. Data were collected from 528 university students across multiple institutions in China. Using structural equation modeling and multiple regression analysis, results revealed that harmonious passion had a significant positive effect on academic achievement. Furthermore, exploratory and exploitative learning played a chain-mediated role in the relationship. These findings provide insights into how harmonious passion could promote students' academic success in the context of innovation-driven and socially sustainable development, via the facilitation of sustainable learning strategies. Therefore, this study has broader implications for personal and societal sustainability, by emphasizing the role of harmonious passion and sustainable learning strategies in enhancing academic achievement and, ultimately, contributing to a more sustainable society.

Predicting food insecurity among UK university students during the COVID-19 pandemic.

OBJECTIVE: The present study investigated potential predictors of food insecurity among UK university students during the COVID-19 pandemic. DESIGN: Close-ended questionnaire administered to a cross-sectional sample of UK university students. SETTING: Data were collected using an online survey platform in October 2020, during the COVID-19 pandemic. PARTICIPANTS: A nationally representative sample of UK university students (n 640). RESULTS: Odds ratios (OR) obtained from logistic regression were statistically significant for three measures of economic hardship. First, students who relied on financial aid from student loans were 1·9 times more likely to report being food insecure than students who did not rely on financial aid from student loans. Second, students who could not pay their utility bill (v. those that could pay) were 3·1 times the odds of being food insecure. Finally, as perceived difficulty in paying for accommodation increased across the sample, the odds of being food insecure also increased (OR = 1·9). We also found that students who were recently ill were 2·2 times more likely to be food insecure compared with students who were not recently ill. We did not find any evidence that testing positive for COVID-19 predicted food insecurity, and university supplied food parcels/boxes did not reduce student food insecurity. CONCLUSIONS: Both economic factors and illness play a significant role in self-reported food insecurity in higher education students during pandemic lockdown. Further research is needed to explore food insecurity, economic factors and illness outside of a pandemic context.

Criminalised, victimised or other? A reflexive engagement with Queer Criminology utilising a relational pedagogical approach.

Queer Criminology is a newfound area of exploration within the discipline of Criminology, which is uniquely positioned to deal with issues regarding crime and victimisation concerning those from the LGBTQIA+ community and gender diverse/minoritized groups. The field of "Queer Criminology" has become vast and expanding, having explored issues of interpersonal, structural and systematic inequality concerning those from the community and beyond. To this end, narratives of victimisation, trauma and injustice have dominated (and limited) understandings of Queer Criminology. Moreover, limited thinking has been attributed within the Scholarship of Teaching and Learning (SOTL), which seeks to understand LGBTQIA+ individuals and groups-beyond binarized thinking of victimhood or criminalised. In this article, we offer the perspectives of two higher education professionals teaching Queer Criminology in a "flipped" classroom environment, which positions the learner as expert within the subject matter and utilises a relational pedagogy lens to do so. We discuss the use of our reflexive practice, as both Feminist Decolonial and Queer Criminologists. The article touches upon trauma informed approaches to teaching Queer Criminology. We offer several steps in building a coalition of learning, which can unpick the potential policy, theory, and practical tensions of teaching Queer Criminological Scholarship.

Junior and senior students possess differential preferences towards multimodal digital anatomy resources.

Digital technologies are changing how anatomy is taught tremendously. However, little is known about the effective integration of multimodal digital resources when concurrently provided in an anatomy course. To address this question, an array of digital anatomy resources including Augmented Reality (AR) and Virtual Reality (VR) anatomy resources were concurrently trialed by a total of 326 undergraduate and postgraduate students across three undergraduate (systemic anatomy, neuroanatomy, and regional anatomy) and one postgraduate anatomy (applied musculoskeletal anatomy) curricula in 2022. A five-point Likert scale learning and teaching survey was conducted to evaluate students' experiences, preferences, and perceptions. Most undergraduate (81% systemic anatomy, 76% neuroanatomy, and 87% regional anatomy) and postgraduate (97%) participants across the four cohorts felt confident in studying anatomy using digital resources and the majority (>80% undergraduate and >90% postgraduate) found the multimodal digital anatomy resources interactive and stimulating. The response showed that undergraduate (77% systemic anatomy, 81% neuroanatomy, and 97% regional anatomy) and postgraduate students (92%) consistently enjoyed their experience of using multimodal digital anatomy resources and thought that these resources enhanced their interest in studying anatomy. However, there are significant differences in ratings of specific digital resources among the junior (first-year undergraduates) and senior (third-year undergraduates and postgraduates) students. The virtual dissection table was uniformly preferred by the four cohorts of students across the board. Interestingly, however, VR anatomy and radiographic-based digital anatomy resources received diverse ratings. VR anatomy was valued most by junior undergraduate students (84%) who studied systemic anatomy compared to their senior counterparts (73%) who studied regional anatomy, whereas radiographic-based digital anatomy resources were more valued by the postgraduate students (93%) compared to undergraduates (65% systemic anatomy, 73% neuroanatomy, and 48% regional anatomy). This study identifies that while students uniformly appreciate the value of multimodal digital anatomy teaching, there is a clear difference in their perceptions towards individual resources, likely in a course-specific manner. We conclude that the selection and adoption of digital anatomy tools must be tailored as part of course design and that digital anatomy tools should be used in combination to provide an effective learning experience for students.

Experiences of Students with Learning Disabilities in Higher Education: A Scoping Review.

Background: As the number of students with learning disabilities (SwLD) entering higher education (HE) increases, a need arises to improve the services provided to them by understanding their experiences. This scoping review explores the extent and type of evidence on the experiences of SwLD in HE. Method: The review followed the six stages outlined by Arksey and O'Malley. PubMed, Science Direct, EBSCO, ProQuest, and APA PsycNet were searched for primary data, and studies published between January 2012 and July 2022 were included. The following information was extracted and collated from the included studies: author/s, year, location, objective/aim, study design, materials and methods, and major findings. Results: The search yielded 3729 titles and abstracts. Their screening resulted in 26 eligible articles. The review of these articles identified three major themes: (a) academic concerns, (b) psychosocial experiences, and (c) support systems and accommodations. The academic concerns included difficulties in areas such as reading, writing, and spelling. The studies on psychosocial experiences showed that SwLD experience stress, anxiety, and lower self-esteem. The studies on support systems and accommodations indicate that they get academic support, technological support, and extra time for examinations from educational institutions. Conclusion: The SwLD experiences academic and psychosocial challenges during higher studies. However, the existing support systems do not address these challenges, and there is a need for further research in this area.

Dental hygiene students' and recent graduates' intentions, attitudes, and perceptions of academic careers.

PURPOSE: The purpose of this study was to explore dental hygiene students' and recent graduates' awareness, attitudes, perceived barriers, motivators, and intentions to pursue a career in academia as a dental hygiene educator. METHODS: Cross-sectional survey research was conducted with a non-probability sample of dental hygiene students and recent graduates (n = 451). The survey included sections for familiarity regarding academic careers for dental hygienists, attitudes toward academic careers, barriers and motivating factors for this career path, and future academic career intentions. Analysis included descriptive, correlations, and regression. RESULTS: Of 451 surveys started, 296 were at least 80% complete for a completion rate of 66%. The most reported barrier to a career in academia was the cost to obtain the required degree to become an educator (67.6%, n = 200), and for motivating factors was a sense of accomplishment (62.8%, n = 186). Regression analysis of likelihood to pursue a higher education degree showed two main predictors; belief that higher education would advance the dental hygiene profession (ß = 0.35, p < 0.001) and willingness to take a pay cut to become an educator (ß = 0.24, p < 0.001). CONCLUSIONS: Overall dental hygiene students and recent graduates were familiar with and had a positive view of careers in academia. However, barriers included cost and time for obtaining a higher degree, as well as the pay differential between academia and private practice. The educator shortage in dental hygiene may be alleviated by providing educators with loan forgiveness and offering salaries comparable to clinical practice.

Multicultural Efficacy Beliefs in Higher Education: Examining University Instructors' Burnout and Mental Well-Being.

Canadian universities are experiencing a dramatic increase in enrollment of students from diverse backgrounds. Evidence suggests many educators are not prepared to teach in multicultural contexts. Educators' lack of preparedness to teach in such contexts may lead them to develop burnout, which can negatively impact their mental and professional well-being. However, self-efficacy beliefs may buffer against job burnout and promote mental well-being. Hence, multicultural efficacy is an important factor for teaching in multicultural settings. In this study, we examined the relationships of multicultural efficacy with university instructors' burnout and mental well-being. A total of 158 faculty and sessional instructors were recruited from four prominent higher education institutions in Canada. The results revealed that multicultural efficacy was significantly related to the Personal Accomplishment facet of burnout and mental well-being, even after controlling variance accounted for by demographics, job-related characteristics, teaching self-efficacy, and colour-blind racial attitudes. These findings indicate that domain specific multicultural efficacy and general teaching self-efficacy are distinct constructs. Further, findings may inform the development of training opportunities and diversity-related workshops to enhance university instructors' awareness of diversity, social justice issues, and multicultural efficacy to better equip them for instruction in multicultural classrooms.

Enhancing the student learning experience through memes.

Meme-making is an effective method for engaging students and enhancing the learning environment. Memes are a social media cultural phenomenon that the majority of those in Higher Education are exposed to on an almost daily occurrence. This research examined the use of meme-making within the forensic sciences to allow students to reflect on their knowledge. Students studying modules in forensic science across six universities in the UK and USA participated in the study. At the end of a teaching session, students produced a meme (using Meme Generator) to reflect on what they had learned; memes were then shared with the class anonymously via Padlet. This allowed all class members to see and engage with the memes created. At the end of the activity students were anonymously surveyed on their experience using Microsoft Forms and analysis of the results were undertaken using SPSS software. Meme-making was found to be an inclusive learning activity with no limitations, including age (part-time, distance learning and visually impaired students were not part of the study parameters). Results showed that not only did students find the practice fun, but it also helped with the retention of the class content suggesting that the meme-making process is an effective way to enhance the learning environment while engaging students. Student feedback suggests that to maximise participation the educator should stress reflection and learning as the key purpose of generating a meme, rather than being witty or entertaining. The forensic science educator should be mindful of selecting appropriate subject matter for this often-humorous activity.

Exploring normative frameworks of fairness through (relational) institutional habitus in Oxford's undergraduate admissions process.

In the UK's stratified HE system the question of who is able to access the most selective and prestigious universities is fraught with issues of fairness. This paper explores how decision-makers in Oxford's undergraduate admissions process construct norms of fairness and how such norms inform their reflexive considerations and actions around admissions decisions. Framing such norms as multiple institutional habituses, the paper considers how decision-makers compromise and negotiate between institutional habituses in tension. Further, it presents an augmented conception of institutional habitus - the relational institutional habitus - which offers a conceptual tool to make sense of the existence of multiple contested institutional norms and their partial and fragile reconciliation in institutional action.

Staff perception on including students with physical disabilities at a South African university.

Background: International and local policy frameworks on disability promote inclusive higher education practices for students with disabilities (SWD). However, the actual application of these frameworks concerning students with physical disabilities (SWPD) in any School of Health Care Sciences (SHCS) is uncertain in South African universities. Objectives: This study aimed to explore the perceptions of academic and admission staff on the inclusion of SWPD in SHCS at a South African university. The study was carried out at a University of Health Sciences in South Africa. Method: A qualitative study in which respondents (n = 12) were interviewed in depth about their perceptions on the inclusion of SWPD in the SHCS. Thematic analysis was used in the data assessment. Results: The results revealed three main themes: policy discourse, environmental effects on inclusion and SWPD enrolment. Respondents reported the lack of a disability inclusion policy and disability unit to support SWD in general. The respondents also noted that there were environmental challenges that could potentially affect the inclusion of SWPD in SHCS study programmes. Respondents also indicated that there was no SWPD enrolment as the university's current inclusion and/or quota system does not include SWD. Conclusion: The findings of the study showed a lack of disability inclusion policy, environmental challenges and lack of SWPD enrolment. Based on the study findings, it can be concluded that inclusion of SWPD at this university may be negatively influenced. Contribution: The study findings contribute to the field of disability and the inclusion of SWPD in higher education institutions (HEIs).

The influence of grit on life satisfaction of Brazilian undergraduate students: academic adaptation as a mediator.

Introduction: In recent years, research in educational contexts has pointed to the role of grit as a variable related to various positive outcomes, including life satisfaction. Academic adaptation seems vital for the success of academic life in college students. Considering university as an important life context for people pursuing higher education, what is the mediating effect of academic adaptation? This study proposed a mediation model to examine the mediating effect of academic adaptation in the relationship grit and life satisfaction. Methods: A sample of 413 undergraduate Brazilian students, age ranging from 18 to 71 years (M = 27.30; SD = 10.20). A correlation analysis was performed between the variables and the following mediation model was tested: Grit (independent variable), academic adaptation (mediating variables) and life satisfaction (dependent variables). Results: Mediation analysis indicated that academic adaptation mediated around 46.80% for the factor of consistency of interests and 40.90% of the relationship with perseverance of effort. Thus, the greater the grit of the university student, the greater the grit, which leads to better satisfaction with life. Discussion: In recent years, research in educational contexts has pointed to the role of grit as a variable related to various positive outcomes. The findings elucidated that grit in academic context could benefit students' adaptation process, and the university's responsibility to improve its students' softskills, not only for the future stage after university, but also during the student's schooling.

Anatomical variation is the norm: A novel curriculum framework.

Anatomical variation is an inherent part of every health curriculum, due in large to the negative clinical consequences that can ensue if anatomical variation is not thoroughly understood. However, current literature fails to describe any structured whole-of-course pedagogy for the teaching of anatomical variation in higher education. This study therefore aimed to (i) propose a whole-of-course curriculum framework to guide academic development and implementation of anatomical variation resources and assessment; and (ii) assess the depth of anatomical variation knowledge in a multiyear undergraduate health-science cohort (n = 152) at the Queensland University of Technology. Current anatomical variation pedagogy, and subsequently the need for the curriculum framework, were explored using a scoping review protocol. As part of this study, anatomical variation was novelly defined as macroscopic differences in morphology (shape and size), topography (location), developmental timing, or frequency (number) of an anatomical structure between individuals that form during embryological or subadult development and result in no substantive, observable interruption to physiological function. The framework incorporated three themes of anatomical variation learning outcomes: description of anatomical variation, theories of the professional implications of variation, and investigation of variant formation. These themes were strongly aligned with the concepts recommended for teaching identified through the scoping review. Significant deficits in anatomical variation student knowledge were identified, with the third-year cohort recording a mean total score of only 54.6%. A strong recommendation to implement the anatomical variation curriculum framework in all medical and health-science curricula is made to intentionally develop student understanding of anatomical variation and improve future clinical practice.

"Better than my professor?" How to develop artificial intelligence tools for higher education.

Artificial Intelligence (AI) tools are currently designed and tested in many fields to improve humans' ability to make decisions. One of these fields is higher education. For example, AI-based chatbots ("conversational pedagogical agents") could engage in conversations with students in order to provide timely feedback and responses to questions while the learning process is taking place and to collect data to personalize the delivery of course materials. However, many existent tools are able to perform tasks that human professionals (educators, tutors, professors) could perform, just in a timelier manner. While discussing the possible implementation of AI-based tools in our university's educational programs, we reviewed the current literature and identified a number of capabilities that future AI solutions may feature, in order to improve higher education processes, with a focus on distance higher education. Specifically, we suggest that innovative tools could influence the methodologies by which students approach learning; facilitate connections and information attainment beyond course materials; support the communication with the professor; and, draw from motivation theories to foster learning engagement, in a personalized manner. Future research should explore high-level opportunities represented by AI for higher education, including their effects on learning outcomes and the quality of the learning experience as a whole.

Percepción de los estudiantes sobre el uso del portafolio digital en prácticas clínicas intermedias de kinesiología / Student’s self-perception on the use of the e-portfolio in intermediate clinical practices of kinesiology

Introducción: El portafolio es un instrumento de aprendizaje y de evaluación que permite a los estudiantes conocer cómo se desarrolla su aprendizaje y autoevaluarse. Objetivo. Describir la percepción de estudiantes de kinesiología respecto al uso de un portafolio digital como instrumento didáctico en el desarrollo de prácticas intermedias. Sujetos y métodos: Estudio observacional, descriptivo, que busca describir la percepción de estudiantes de kinesiología frente al uso de un portafolio digital en el desarrollo y seguimiento de prácticas intermedias de la actividad curricular de geriatría. Resultados: En general, para las dimensiones que evalúan la percepción de los estudiantes en esta metodología docente y evaluativa, un 72% reconoce que los materiales de aprendizaje son muy buenos, seguidos de la dimensión sistema de tutorías, con un 53% de las respuestas de forma satisfactoria, y la de los recursos de la plataforma en línea, con un 42% que la conceptualiza como buena. Conclusiones: La percepción de los estudiantes se describe como positiva en los distintos ítems de evaluación de la estrategia didáctica.(AU)

Introduction: The portfolio is a tool that allows students to account for their learning and assessment processes. Objective: To describe the self-perception of kinesiology students regarding the use of the e-portfolio as a didactic tool for the development of intermediate practices. Subjects and methods. Observational study that aims to describe the self-perception of kinesiology students regarding the use of e-portfolios for the development and monitoring of intermediate practices of the geriatric’s curricular activity. Results: In general, regarding the dimensions that evaluate the self-perception of the students on this learning and assessment tool, a 72% recognize that the learning materials are very good, followed by the tutorial system dimension with a 53% of the responses as satisfactory and the resources of the online platform with a 42% considering the latter as good. Conclusions: The self-perception of the students is described as positive in the different items of evaluation of the didactic strategy.(AU)

Facilitators and barriers to online group work in higher education within health sciences - a scoping review.

INTRODUCTION: In health education, group work is essential to prepare students for working in health care and medical teams. Following the widespread adoption of online teaching, group work increasingly takes place in online environments. Although successful group work can provide good learning outcomes, it is unclear what facilitates or hinders online group work in health science education, and to what extent this topic has been addressed. Thus, this scoping review aimed to identify the facilitators and barriers to online group work in higher health education, provide an overview of the scientific literature related to the topic, and identify knowledge gaps in the research. METHODS: This scoping review was guided by the methodological framework described by Arksey and O'Malley, and reporting is in accordance with Preferred Reporting Items for Systematic Reviews and Meta-Analysis Extension for Scoping Review (PRISMA-ScR). Eight online databases were searched for scientific articles published between 2012 and 2022. At least two researchers independently screened records and full-text articles and charted data including article characteristics and key information related to the research question. Findings were categorized and summarized based on the Community of Inquiry Framework. RESULTS: After screening 3671 records and 466 full-text articles, 39 articles met the inclusion criteria. The review revealed smaller group size, consistency in group composition and joint responsibility to be facilitators. Challenges with group communication, scheduling synchronous meetings and technical issues were identified as barriers. Our findings supported the importance of all three elements of the Community of Inquiry Framework: social, cognitive, and teaching presence. CONCLUSION: This review provides an overview of facilitators and barriers to online group work in health science education. However, there is a need for further investigation of these factors and studies addressing this topic from the teachers' perspective.

Risk of Eating Disorders and Social Desirability among Higher Education Students: Comparison of Nutrition Students with Other Courses.

The transition to college is a period of higher risk of the development of eating disorders, with nutrition/dietetics students representing a group of particular vulnerability. Hence, it is interesting to assess eating disorders, taking into consideration potential sources of bias, including social desirability. Our aims were to compare the risk of eating disorders between students of nutrition/dietetics and those attending other courses and to study potential social desirability biases. A total of 799 higher education students (81.7% females) aged 18 to 27 years old completed a questionnaire assessing the risk of eating disorders (EAT-26) and social desirability (composite version of the Marlowe-Crowne Social Desirability Scale). The proportion of students with a high risk of eating disorders was higher among females (14.5% vs. 8.2%, p = 0.044). Nutrition/dietetics students did not differ from those attending other courses regarding the risk of eating disorders. The social desirability bias when assessing the risk of eating disorders was overall low (EAT-26 total score: r = -0.080, p = 0.024). Social desirability correlated negatively with the Diet (r = -0.129, p < 0.001) and Bulimia and food preoccupation subscales (r = -0.180, p < 0.001) and positively with Oral self-control (r = 0.139, p < 0.001).