The explosive growth of online learning in higher education (HE) institutions has resulted in an unprecedented need to develop comprehensive professional development programs in order to support HE instructors in online settings. The purpose of this systematic review is to identify and categorize online teaching competencies in HE and to propose a conceptual model for creating professional learning opportunities within such settings. Following a rigorous systematic search in two electronic databases (Web of Science and Scopus) between the years 1993 to 2023, 77 eligible articles were chosen and analyzed through content analysis. A total of 106 competencies were identified under seven overarching dimensions. Inspired by the emerged dimensions of the identified competencies, a three-level model for establishing professional development programs for HE institutions is presented and the implications for HE instructors and institutions are discussed.

The main aim of this research is the professors and students involvement in the main decision-making of developing and revising the Afghanistan university curriculum? The researcher has used the latest studies related to this issue in other countries for the field research, a mixed-method (quantitative and qualitative), were used. The results of previous studies in other countries indicate that the role of professors and students in Developing or revising the university curriculum are highly significant, the present study indicates that despite the efforts of the Afghan Ministry of Higher Education in revising the curriculum, there are still significant issues. In achieving an ideal curriculum, otherwise, the curriculum would face serious challenges.