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Analysis of students' perspectives of teaching quality through topic modeling: an empirical approach.

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Bibliographic Details
Title:	Analysis of students' perspectives of teaching quality through topic modeling: an empirical approach.
Authors:	Dervenis, Charalampos¹ (AUTHOR) dervenisch@gmail.com, Fitsilis, Panos¹ (AUTHOR) fitsilis@uth.gr, Iatrellis, Omiros² (AUTHOR) iatrellis@hotmail.com, Koustelios, Athanasios¹ (AUTHOR) akoustel@uth.gr
Source:	Quality Assurance in Education: An International Perspective. 2026, Vol. 34 Issue 3, p399-414. 16p.
Subject Terms:	Effective teaching, Course evaluation (Education), Higher education, Psychology of students, *Qualitative research, Latent semantic analysis
Abstract:	Purpose: The purpose of this study is to explore student perceptions regarding the competencies of their teachers by analyzing a data set of 2,870 open-ended comments from course evaluations and comparing these insights with established competency frameworks to enhance teaching quality. Design/methodology/approach: In this study, the authors used topic modeling techniques to analyze 2,870 comments from student course evaluations, allowing to extract key competencies perceived as essential for effective teaching. This qualitative approach enabled a deeper understanding of student perspectives, beyond the limitations of closed-ended survey formats. The competencies identified through this analysis were then compared with those outlined in earlier research, providing a unique opportunity to validate and expand the understanding of teaching effectiveness in higher education. Findings: This analysis revealed a strong alignment between student-perceived competencies and those identified in previous literature-based research. Key competencies such as communication, empathy, creativity and others, emerged as essential for effective teaching, with students emphasizing the importance of their engagement in the learning process. However, some competencies were less prominently highlighted in student feedback. Research limitations/implications: This study's reliance on open-ended student feedback presents a limitation, as certain competencies may not be easily expressed or recognized by students. Originality/value: While previous studies have applied text mining or topic modeling to student feedback, this study makes a distinct contribution by systematically comparing the competencies emerging from open-ended comments with an established framework derived from the literature. [ABSTRACT FROM AUTHOR]
	Copyright of Quality Assurance in Education: An International Perspective is the property of Emerald Publishing Limited and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database:	Education Research Complete

Description
Abstract:	Purpose: The purpose of this study is to explore student perceptions regarding the competencies of their teachers by analyzing a data set of 2,870 open-ended comments from course evaluations and comparing these insights with established competency frameworks to enhance teaching quality. Design/methodology/approach: In this study, the authors used topic modeling techniques to analyze 2,870 comments from student course evaluations, allowing to extract key competencies perceived as essential for effective teaching. This qualitative approach enabled a deeper understanding of student perspectives, beyond the limitations of closed-ended survey formats. The competencies identified through this analysis were then compared with those outlined in earlier research, providing a unique opportunity to validate and expand the understanding of teaching effectiveness in higher education. Findings: This analysis revealed a strong alignment between student-perceived competencies and those identified in previous literature-based research. Key competencies such as communication, empathy, creativity and others, emerged as essential for effective teaching, with students emphasizing the importance of their engagement in the learning process. However, some competencies were less prominently highlighted in student feedback. Research limitations/implications: This study's reliance on open-ended student feedback presents a limitation, as certain competencies may not be easily expressed or recognized by students. Originality/value: While previous studies have applied text mining or topic modeling to student feedback, this study makes a distinct contribution by systematically comparing the competencies emerging from open-ended comments with an established framework derived from the literature. [ABSTRACT FROM AUTHOR]
ISSN:	09684883