Ahn, M. Y., & Davis, H. H. (2023). Are local students disadvantaged? Understanding institutional, local and national sense of belonging in higher education. British Educational Research Journal, 49(1), 19–34. https://doi.org/10.1002/berj.3826
Research on inequality in higher education (HE) is often dominated by class-based assumptions about traditional and non-traditional students. This binary distinction emphasising students’ socio-economic status tends to oversimply the complexity of educational inequality, neglecting crucial factors which affect the perception of social position. Therefore, this study aims to investigate the understanding of inequalities in HE with new data on the meaning of locality, using evidence from comparative studies of institutions. Locality is interpreted as an inclusive concept capturing place identity as well as local attachments based on language, culture and the natural environment. The qualitative and quantitative data were collected from 192 participants in three distinctly different HE institutions, which were deliberately selected according to their socio-economic, cultural, and institutional status. This mixed methods research confirms the importance of different types of belonging at institutional, local and national levels, and their different effects on student groups. The study captures to what extent geographical mobility is associated with social class, by examining students’ sense of belonging and their interpretation of locality in universities across Wales. It challenges the notion of disadvantaged background, and poses a critical question about cultural and geographical familiarity. This study therefore enriches the current debates about the impact of social inequality alongside social class on students’ belonging, success and retention in HE.
Albert, M., Rowland, P., Friesen, F., & Laberge, S. (2022). Barriers to cross-disciplinary knowledge flow: The case of medical education research. Perspectives on Medical Education, 11(3), 149–155. https://doi.org/10.1007/s40037-021-00685-6
Introduction: The medical education research field operates at the crossroads of two distinct academic worlds: higher education and medicine. As such, this field provides a unique opportunity to explore new forms of cross-disciplinary knowledge exchange. Methods: Cross-disciplinary knowledge flow in medical education research was examined by looking at citation patterns in the five journals with the highest impact factor in 2017. To grasp the specificities of the knowledge flow in medical education, the field of higher education was used as a comparator. In total, 2031 citations from 64 medical education and 41 higher education articles published in 2017 were examined. Results: Medical education researchers draw on a narrower range of knowledge communities than their peers in higher education. Medical education researchers predominantly cite articles published in health and medical education journals (80% of all citations), and to a lesser extent, articles published in education and social science journals. In higher education, while the largest share of the cited literature is internal to the domain (36%), researchers cite literature from across the social science spectrum. Findings suggest that higher education scholars engage in conversations with academics from a broader range of communities and perspectives than their medical education colleagues. Discussion: Using Pierre Bourdieu’s concepts of doxa and field, it is argued that the variety of epistemic cultures entering the higher education research space contributes to its interdisciplinary nature. Conversely, the existence of a relatively homogeneous epistemic culture in medicine potentially impedes cross-disciplinary knowledge exchange.
Alderson, J. M., McAlevey, F., Narayan, M., & Williams, S. (2024). A Culture of Innovation in Early Childhood Education: Which Factors Shape How Teachers Use Curriculum Innovation? Early Childhood Education Journal, 52(4), 783–792. https://doi.org/10.1007/s10643-023-01463-1
Curriculum innovation occurs throughout the early childhood education (ECE) sector. This article reports on the results of a survey conducted in Aotearoa New Zealand, during Phase 1 of a two-phase mixed-methods study. The research examines the factors that shape the way teachers use curriculum innovation and seeks to understand how teachers’ interactions with other teachers, families, and learners affect their innovative practices. In this study, 193 ECE teachers from throughout Aotearoa New Zealand responded to an online quantitative survey on these topics. The initial findings show that teachers’ innovation is informed by self-belief, relationships, and contextual factors, and how these all work to shape curriculum innovation. It is anticipated that this research will spark new thinking, new practices, and new collaborations across the ECE sector. Phase 2 qualitative case studies are currently underway across multiple locations in Aotearoa New Zealand.
Alexandre, F., Comte, M. H., Lagarrigue, A., & Viéville, T. (2024). Learning Artificial Intelligence Through Open Educational Resources. Palgrave Studies in Creativity and Culture, Part F3866, 35–43. https://doi.org/10.1007/978-3-031-55272-4_3
This chapter discusses the creation and impact of a Massive Open Online Course (MOOC) titled ‘Artificial Intelligence with Intelligence (IAI)’ aimed at fostering a culture of AI understanding and participation in ethical debates. The chapter first addresses the rationale behind developing the MOOC and the importance of citizen training in AI, particularly concerning ethical considerations surrounding algorithmic decision-making. This chapter also emphasises the need to reevaluate human intelligence in the broader context of AI advancements and probes the transformative nature of AI across various domains of life. Three perspectives are considered concerning the integration of AI in education: adapting the learning experience, using AI as a scientific tool for studying human learning, and critically examining its problems. Citizen education is crucial to understanding the scientific and technical elements of AI, especially in the context of algorithmic decision-making ethics. The chapter’s focus on AI and citizen education is key. It emphasises the need for critical thinking to understand how AI technologies affect daily life. The chapter advocates AI training to help people understand how AI works and generate informed opinions about its potential and limitations.
Ali, A. (2022). Critically reflective practice in visual communication design teaching for higher education undergraduate program. International Journal of Technology and Design Education, 32(2), 1063–1078. https://doi.org/10.1007/s10798-020-09626-6
The study explores the impact of critical reflection on visual communication design teaching for undergraduate programs in Pakistan. Critical reflection is a self-initiated thinking tool with practical implications to improve teaching and professional practices. The qualitative phenomenological research included teachers and practitioners from the private and public sector, art and design institutions to learn about reflective practices in their lived experiences. Participants shared their teaching processes, experiences, critical incidents, and personal and social influences to analyze the significance of the critically reflective practice. Four significant themes emerged from the data; participants’ perception of critically reflective practice, its methods, significance and challenges. Critically reflective practice is a collective process and the insights gained from this process help teachers and professionals to transform and break routinized practices. It is not limited in its process and methods, for most of the participants, a suitable time for reflection is between semesters. Students’ assessment and design project evaluation is also a good time to reflect on teaching and learning. Though challenges in critically reflective practice are multifaceted external factors play a vital role in the development of critically reflective practice culture in academic institutions. Within the given research settings the study holds ample opportunities to explore critical reflection in visual communication design education.
Alizadeh, I., & Pourghane, P. (2022). Iranian faculty members’ metaphors of the internationalization of medical sciences education. Higher Education, 84(3), 629–646. https://doi.org/10.1007/s10734-021-00792-7
Faculty members’ beliefs can affect the trajectories of internationalization activities at a university. This study aimed to use metaphor analysis to discover Iranian faculty members’ beliefs about the internationalization of education at a medical sciences university. To collect data, a qualitative research design was adopted and interviews were conducted with the faculty members. The analysis of the interviews resulted in the discovery of 19 metaphors which were condensed into five themes of clinical culture, a road map for change, challenges, promotion, and links and relations. The faulty members particularly called for considerations for context-specific clinical setting conduct, urged a reform in the education system so as to include international and intercultural components in the medical education curricula, preferred the scientific and cultural reasons to the political and economic rationales for internationalization, described learning the local language and dialect as necessary for international medical students as they need to communicate with local patients and hospital staff, and viewed internationalization as an opportunity for the university to expand its health tourism industry. The findings have practical implications for medical sciences universities that aim to become an international educational institution.
Alletru, A., & Vinatier, I. (2022). The role of the teacher’s culture in classroom management: A case study of primary schools in French Polynesia. British Educational Research Journal, 48(3), 403–419. https://doi.org/10.1002/berj.3773
Polynesian Languages and Culture (PLC) lessons in primary schools focus on, among other things, passing on Tahitian legends and linguistic content that is specific to the Polynesian languages (Reo mā’ohi). A co-analysis of the PLC teachers’ culture of origin conducted with the teachers to identify the dimensions of their actual activity revealed a strong connivance between the teaching object and the teacher/pupils relationship (notably through gestures, postures and proxemics). This relationship was representative of the “rapports de place” (relationships of place) found in particular in the non-school sphere. Respect for the roles and statuses of “elders” and “magisters”, the importance of a commitment to learning, the valorisation of speaking up and the benevolence of encouraging pupils to persevere in their learning were all fundamental values of belonging in the Tahitian community. Beyond the Polynesian context, this research contributes to a conceptual enlargement of the theoretical field of “didactique professionnelle” because it demonstrates that taking into account the influence of the context and its inherent values better identifies the resources that teachers implicitly draw on and that they refer or do not refer to in an interactive situation with learners.
Alonso‑Ferreiro, A., Ainoa Zabalza‑Cerdeiriña, M., & Da‑Vila, S. (2024). Analysis of the educational and cultural activity of the Spanish government in social media: a comparison between pandemic and post‑pandemic times. Journal of New Approaches in Educational Research, 13. https://doi.org/10.1007/s44322-023-00004-3
The COVID‑19 pandemic challenged education systems as a whole, which had to act on emergency and without previous experience. The aim of this study is to examine the Spanish Government’s response to the lockdown scenario through social media and the current (post‑pandemic) activity. We collected the Twitter output of the 11 accounts linked to educational and cultural bodies and institutions of the Spanish Government and the interaction of citizens with them. We undertook analyses of social media output in pandemic and post‑pandemic times. At the same time, we conducted a content analysis of the 126 tweets posted during the pandemic that had the great‑ est impact. The results point to increased production during the pandemic and a peak in interactions during the period of strict lockdown. The qualitative analysis reveals that Twitter is mainly used as an information and unidirectional communication board, where the Spanish Government’s commitment to resources and tools based on open licences stands out, offering alternatives for Education in times of COVID‑19, mainly to teachers. Finally, the analysis has allowed us to identify elements of success in social media communication.
Alzahrani, A. S., Tsai, Y. S., Iqbal, S., Marcos, P. M. M., Scheffel, M., Drachsler, H., Kloos, C. D., Aljohani, N., & Gasevic, D. (2023). Untangling connections between challenges in the adoption of learning analytics in higher education. Education and Information Technologies, 28(4), 4563–4595. https://doi.org/10.1007/s10639-022-11323-x
Potential benefits of learning analytics (LA) for improving students’ performance, predicting students’ success, and enhancing teaching and learning practice have increasingly been recognized in higher education. However, the adoption of LA in higher education institutions (HEIs) to date remains sporadic and predominantly small in scale due to several socio-technical challenges. To better understand why HEIs struggle to scale LA adoption, it is needed to untangle adoption challenges and their related factors. This paper presents the findings of a study that sought to investigate the associations of adoption factors with challenges HEIs face in the adoption of LA and how these associations are compared among HEIs at different scopes of adoption. The study was based on a series of semi-structured interviews with senior managers in HEIs. The interview data were thematically analysed to identify the main challenges in LA adoption. The connections between challenges and other factors related to LA adoption were analysed using epistemic network analysis (ENA). From senior managers’ viewpoints, ethical issues of informed consent and resistance culture had the strongest links with challenges of learning analytic adoption in HEI; this was especially true for those institutions that had not adopted LA or who were in the initial phase of adoption (i.e., preparing for or partially implementing LA). By contrast, among HEIs that had fully adopted LA, the main challenges were found to be associated with centralized leadership, gaps in the analytic capabilities, external stakeholders, and evaluations of technology. Based on the results, we discuss implications for LA strategy that can be useful for institutions at various stages of LA adoption, from early stages of interest to the full adoption phase.
Anantanukulwong, R., Chiangga, S., & Pongsophon, P. (2023). Funds of knowledge in Muslim culture in the southern border provinces of Thailand for culturally responsive physics education. Cultural Studies of Science Education, 18(3), 791–807. https://doi.org/10.1007/s11422-023-10170-7
The southernmost Thailand insurgency has increased violence since the early 2000s. It is a cause of learning loss and psychological stress among students, primarily Muslims. Having been exposed to unrest for a long time, students lack confidence and lose interest in learning many subjects, including physics. Culturally responsive teaching can provide a solution by searching for and using funds of knowledge embodied in physics concepts to facilitate meaningful learning and to build pride in their cultural identity. The present study aims to search for funds of knowledge that embody physics concepts to exemplify culturally responsive physics education. The study employs ethnography in which provincial culturalists and a curator of a local museum were interviewed in-depth, and the researcher immersed in and conducted observations of the creation of Bulan kites with local experts for an extended period of time. Meanings in the qualitative data were discerned using narrative analysis. The results indicate three assertions, as follows: (1) There are cultural artifacts in the southernmost provinces of Thailand that have the potential to be used in physics education. (2) The outsiders’ appreciation of cultural artifacts causes the local community and students to begin to value their own funds of knowledge. (3) Unrest has caused misunderstandings among non-Muslim Thais, which can be resolved using cultural artifacts and the stories behind them.
Andersson, A., Ryan, U., Herbel-Eisenmann, B., Huru, H. L., & Wagner, D. (2022). Storylines in public news media about mathematics education and minoritized students. Educational Studies in Mathematics, 111(2), 323–343. https://doi.org/10.1007/s10649-022-10161-5
Public media both reflects and shapes societal perceptions and attitudes. Teachers and others around students in mathematics classrooms have expectations for the students, projected with what appears in these media. We are most concerned about the expectations placed on students who are identified with minoritized groups—particularly students who are Indigenous or migrated to Norway. We investigate how minoritized group contexts and mathematics education appear together in Norwegian news media texts. Our analysis uses the notion of storylines to describe the expectations about minoritized groups that news media project. We found seven entangled storylines: “the majority language and culture are keys to learning and knowing mathematics,” “mathematics is language- and culture-neutral,” “minoritized groups’ mathematics achievements are linked to culture and gender,” “extraordinary measures are needed to teach students from minoritized groups mathematics,” “students from minoritized groups underachieve,” “students from minoritized groups put in extraordinary effort and time to learn mathematics,” and “minoritized mathematics students are motivated by gratitude”.
Arpaci, I., Masrek, M. N., Al-Sharafi, M. A., & Al-Emran, M. (2023). Evaluating the actual use of cloud computing in higher education through information management factors: a cross-cultural comparison. Education and Information Technologies, 28(9), 12089–12109. https://doi.org/10.1007/s10639-023-11594-y
The association between information management and cloud computing has been supported substantially in the existing literature. However, little is known about the role of national culture in this relationship. Accordingly, this study aims to investigate the role of national culture in the relationship between information management and the adoption of cloud computing. A total of 300 Turkish and 349 Malay undergraduate students were recruited for this study. A multi-group structural equation modeling approach is used to investigate cross-cultural differences. The results showed that the relationship between perceived ease of use and usefulness was positively significant for both countries, but this relationship was stronger for Malaysia. Similarly, the relationship between perceived ease of use and behavioral intention was stronger for Malaysia. The results also indicated that perceived usefulness significantly predicts behavioral intention for Turkey, while this relationship was not significant for Malaysia. The results showed that information management impacts perceived usefulness in Turkey, while this relationship was not supported in Malaysia. In conclusion, the findings revealed that national culture plays an essential role in the relationship between information management and the adoption of cloud computing.
Aseeri, M., & Kang, K. (2023). Organisational culture and big data socio-technical systems on strategic decision making: Case of Saudi Arabian higher education. Education and Information Technologies, 28(7), 8999–9024. https://doi.org/10.1007/s10639-022-11500-y
Considering the rise of implementation of big data analytics (BDA) in Saudi Arabian higher education institutions but with relatively lesser optimal performance, the study investigated the causality of organisational culture (OC) and BDA’s social and technical subsystems, following the Socio- Technical Systems theory, with the strategic decision-making in Saudi Arabian higher education institutions. The study’s objectives are based on the ontological positivist paradigm, and the methodology applies a quantitative cross-sectional survey. The sample population involved the IT staff and data scientists representing the big data people (BDP) and top management as the OC in the Saudi Arabian universities. The data was collected using validated scales of previous studies through an online survey, and the hypotheses were evaluated using PLS-SEM. The PLS-SEM analysis conducted to test the hypotheses highlighted the insignificance of organisational culture in big data systems (BDS), although having a positive value. Nonetheless, the organisational culture significantly impacted BDP, implying the influence of a data-driven culture and supportive top management on the workforce’s attitude towards BDA-related change and skill development. Besides, the social and technical subsystems of the BDA— the BDS and BDP— are significantly correlated, along with their correlation with strategic decision-making. The study’s implications comprised insights guiding the managers and policymakers to acknowledge the importance of organisational culture (hierarchical, adhocratic, market, and clan) while strategising the implementation of BDA and its systems and developing training modules for its BDP accordingly.
Astle, S., Pariera, K., Anders, K. M., Brown-King, B., & Adams, M. (2024). “Support the Shit Out of Them:” Intersex Emerging Adults’ Recommendations for Caregivers of an Intersex Child. Sexuality and Culture, 28(5), 2143–2174. https://doi.org/10.1007/s12119-024-10223-1
Caregivers can play a key role in helping intersex children face a world in which intersex issues are often misunderstood, pathologized, and stigmatized. However, there is a dearth of literature centering intersex individuals’ perspectives, experiences, and needs. In order to aid caregivers in becoming more positive socialization influences for their intersex children, we explored intersex emerging adults’ recommendations for caregivers of an intersex child based on their own experiences growing up. Consultants from interACT Advocates for Intersex Youth advised on this project throughout design, recruitment, analysis, and reporting stages. Guided by a critical intersex perspective and social cognitive theory, the first author conducted interviews with 28 emerging adults (ages 18–29) who identify as intersex and/or have a variation in sex characteristics. Using thematic analysis to analyze these interviews, the coding team identified four themes of recommendations for caregivers of an intersex child based on participants’ experiences growing up: (a) Make it Okay to Talk About, (b) Get Informed and Connected, (c) Center Your Child’s Choices and Feelings, and (d) Disrupt Systems of Oppression. These findings suggest that caregivers in the lives of intersex children and adolescents work to break the silence around intersex topics, seek education about intersex issues, connect to resources, center the child’s feelings and choices, and disrupt systems of oppression that harm intersex individuals.
Barker, R., Hartwell, G., Egan, M., & Lock, K. (2023). The importance of school culture in supporting student mental health in secondary schools. Insights from a qualitative study. British Educational Research Journal, 49(3), 499–521. https://doi.org/10.1002/berj.3853
Schools have the potential to provide a place of education and sanctuary for children and young people of all backgrounds. The rise in mental health problems in children and young people in the wake of the COVID-19 pandemic, particularly in relation to growing inequities, means that identifying ways in which schools can help respond to this growing mental health crisis demands urgent attention. This paper reports on case studies carried out in two London comprehensive schools, exploring how aspects of school culture impact (both positively and negatively) on student mental health. Methods comprised in-depth interviews with school staff and parents, focus groups with students and documentary analysis of relevant materials. Fieldwork was conducted during spring 2021 as schools were returning to face-to-face learning following national periods of lockdown. Our study shows how schools might attempt to drive positive mental health outcomes through aspects of school culture and uses a system framework to explore complexities around cause and effect in this area. Key findings include the considerable differences in school mental health provision, challenges in the identification of student mental health needs and the importance of recognising how the mental health of teachers must be considered alongside that of students. Overall, we highlight particular dilemmas of the post-lockdown era that our findings indicate for the education sector, and suggest there may be value in reframing the apparent conflict between ‘attainment gaps’ and personal development, moving towards an educational approach with greater complementarity of these aims.
Behrendtz, J., & Rahm, L. (2025). Reimagining the Machine: Grind Culture and Its Discontents. Postdigital Science and Education (Switzerland), Part F1109, 249–273. https://doi.org/10.1007/978-3-031-99378-7_12
This chapter explores postdigital approaches to critically rethinking and dismantling grind culture—a relentless cycle of productivity and overwork. We explore pathways to resistance against grind culture by mapping out different forms of opposition and reform, relying mainly on theoretical explorations, but also illustrating these with both historical and contemporary examples. Central to our discussion is the role of digital systems in exacerbating grind culture, where the relentless pursuit of efficiency and optimization paradoxically often leads to increased work and more bureaucracy. To disrupt this harmful cycle, it is crucial to imagine and implement postdigital frameworks that challenge the constant strive for more productivity. Our speculative approach involves deconstructing existing technologies and imagining new paradigms that promote, for example, rest, meaningfulness, and individual and collective agency. The chapter draws on Foucauldian concepts such as ‘docile bodies’ and ‘technologies of the self’ to examine how power operates through the regulation of the body and both external and internalized disciplinary frameworks. It provides a tentative roadmap for reimagining ‘the machine’, advocating for futures where technologies take unexpected turns or breaks in directions that could make current productivity paradigms impossible.
Bellibaş, M. Ş., Gümüş, S., & Chen, J. (2024). The impact of distributed leadership on teacher commitment: The mediation role of teacher workload stress and teacher well-being. British Educational Research Journal, 50(2), 814–836. https://doi.org/10.1002/berj.3944
This research aims to investigate the relationship between distributed leadership in a school and teacher commitment, emphasising the mediating roles of teachers’ workload stress and teacher well-being using the Teaching and Learning International Survey dataset 2018 with 47 regions. Structural equation modelling on pooled and separate country samples was used to analyse the data. Results indicate that the impact of distributed leadership on teacher commitment is mediated by workload stress and well-being across all jurisdictions, with a few exceptions. The study also suggests that distributed leadership is necessary to support teacher well-being via the lens of their workload, which may lead to an increase in teacher sense of commitment. The results recommend practitioners and policymakers support and sustain the distribution of decision-making powers among the school community and establish a culture of collaboration and mutual responsibility for the operation of the school. In this way, a less stressful work environment and consequently increased teacher mental and physical well-being and commitment might be possible.
Ben-Horin, O. (2024). Creativity in an Emergent and Improvisational Global Educational Environment. Palgrave Studies in Creativity and Culture, Part F3864, 181–202. https://doi.org/10.1007/978-3-031-52973-3_8
This chapter is anchored in European research and development (R&D) projects in the field of improvisational approaches to creativity and arts integration in Science, Technology, Engineering, Arts, Mathematics (STEAM) education. These are implemented as globally co-created educational science operas, which are creative processes through which science and art educators facilitate the creation of original science-inspired operas in schools. This pedagogical approach constitutes a case study in which I explore and question imaginative, innovative environments as educational futures. Contributing to sustainable educational responses to the unpredictable challenges that the global educational environment faces requires an ethical understanding which includes other-than-humans, both living and non-living, in a relational creative process. I describe my experiences and tensions with the management of a portfolio of creative R&D projects in a university of applied sciences as a middle leader and I outline the role of management in ensuring that ethical educational futures emerge responsively through the generative potential of creativity. From this perspective, I discuss quality standards and societal impact as current-day political requirements in higher education. I argue that they have yet to be reconciled with sustainability goals through overarching institutional strategies with regards to acknowledging specific contexts and conditions within which impact emerges, consistent integration of R&D initiatives in higher education’s study programmes, and intra-actions between profession-oriented study programmes and the practice field of schools.
Benavides, A. W., Tan, E., & Calabrese Barton, A. (2023). “We actually made something and solved a problem”: Exploring relationships between middle school engineering culture and girls’ engineering experiences. Science Education, 107(1), 149–179. https://doi.org/10.1002/sce.21770
As historically construed, both engineering culture and school science culture marginalize girls. With the focus on engineering in the Next Generation Science Standards (NGSS), engineering education researchers have called for a more targeted investigation of how girls at the K-12 level engage in engineering. This study investigates, through critical participatory ethnography, how 6th grade girls engaged in an Engineering for Sustainable Communities unit (EfSC) guided by conceptual frameworks centered on Cultural Ways of Learning and Rightful Presence. Three in-depth cases are presented that explore the kinds of engineering problem spaces girls chose to address through iterative design of functional prototypes. Findings reveal, first, how anchoring engineering in girls’ embodied experiences supported new forms of participation, new roles for embodied experiences and new making present practices, thereby solidifying a more equitable culture. Second, as the girls moved and hybridized embodied community/STEM ideas and resources, they organized and put into action (through decisions made while “doing” engineering) their values, ideals and desires and that of their communities. Third, we found signifiers, themes, symbols and practices of an emergent engineering culture in which girls positioned themselves as able. These effected engineering for social-spatial justice using a technically rich and socially specific iterative engineering process which seeded a rightful presence for girls in middle school science.
Biberman-Shalev, L., & Bar-Tal, S. (2024). The codes of school mathematics culture as mirrored in mathematics interns’ reflective blogs. Asia Pacific Education Review, 25(2), 373–384. https://doi.org/10.1007/s12564-023-09864-y
In spite of the massive body of work reconceptualizing school mathematics in keeping with progressive approaches, research has shown that many school mathematics teachers still opt for more traditional methods. The present study sheds light on the mechanisms that shape mathematics teachers’ knowledge, beliefs, and instructional practices and thereby sheds light on those factors that support or impede the adoption of more reform-based teaching methods in mathematics. By adopting a sociological perspective, the study explores the school mathematics culture based on reflective blogs published by high-school mathematics interns during the year of their professional and cultural socialization. A qualitative analysis of the blogs yielded 10 cultural codes, suggesting that these could be hegemonically reproduced and preserved by the schools’ more experienced mathematics teachers, who also emerged as primary socialization agents during the interns’ induction into the teaching profession. The findings are salient for teacher educators and mentors who aim to promote changes in the pedagogical practices in teaching mathematics in school.
Bilal, F., & Erişti, S. D. B. (2025). Data visualization and a post-digital approach to art education: an a/r/tography research. Education and Information Technologies, 30(17), 24595–24623. https://doi.org/10.1007/s10639-025-13704-4
The accumulations and gains that people define as knowledge consist of data and data sets. The most effective method used to better understand the data and highlight its effectiveness is to visualize the data. By using different visual expression languages, the data can be understood more easily and accurately. With the developing technology, the increase in the use of visual information systems has created new needs in visual culture communication. Visual arts education stands at an important point on how to use this constantly developing and changing information. The aim of this study is to think about the meaning of the word “data visualization” in the widest way and to experience, observe and offer solutions in the process of its integration into fine arts education with a/r/tography education and project-based learning model. This research was shaped by the data collected during the 16-week course with Anadolu University, Fine Arts Education Department 4th grade graphic design students in the 2021–2022 academic year. The participants in the research were 12 students who chose this course and agreed to participate, two field experts, the lecturer, and the researcher. In this research, document analysis, observations, video and audio recordings, student diaries, researcher diaries and semi-structured interviews were used as data collection tools, and the obtained data were analyzed using the “descriptive analysis method”. The results demonstrated that data visualization techniques effectively fostered a/r/tographic consciousness among students, enhancing their creative thinking skills in interdisciplinary contexts while promoting collaborative learning through group work. Through systematic application of descriptive analysis methods to semi-structured interviews, student diaries, and project documentation, we measured the development of a/r/tographic consciousness using a five-dimensional evaluation framework that assessed technical execution, creative interpretation, pedagogical potential, reflective practice, and theory integration. Students successfully developed and integrated their identities as artists, researchers, and teachers through progressive project-based learning experiences utilizing digital tools including Illustrator, Blender, Figma, Roblox and Arduino. Key findings showed improved visual literacy, enhanced problem-solving capabilities, and increased self-confidence among participants. Additionally, the integration of digital pedago…
Billington, T., Gibson, S., Fogg, P., Lahmar, J., & Cameron, H. (2022). Conditions for mental health in education: Towards relational practice. British Educational Research Journal, 48(1), 95–119. https://doi.org/10.1002/berj.3755
There are concerns globally about the emotional wellbeing and mental health of young people and in this paper a critical orientation comprises both theoretical and empirical data sources. The case is made that (1) the medical model of mental health – that of problem identification, diagnosis and medical treatment at the level of the individual – is not appropriate for the vast majority of children and young people in schools and (2) relational approaches would be more sensitive in responding to the complexity of the ‘conditions’ in the schools, homes and communities in which young people live. Articulations of these conditions in the literature are explored while we also draw on empirical data from part of an evaluation of a school-based teacher-training programme in which interviewees and respondents mapped out their own conditions for emotional wellbeing and mental health. We conclude with proposals for relational approaches which (1) acknowledge the links between affect, cognition and school climate and culture, (2) foreground mental health and poverty as impacting on young people’s emotional wellbeing in their communities, families and schools and (3) attend to voice – providing spaces in which young people can develop their own ‘preferred narratives’ concerning emotional wellbeing and mental health.
Bong, D. C. N., & Chen, C. J. (2024). Insights into science, technology, engineering and mathematics (STEM) achievement: A comprehensive review of factors and methodologies. Review of Education, 12(3). https://doi.org/10.1002/rev3.70018
In the past decade, numerous literature reviews have delved into understanding the factors influencing STEM achievement. While prior studies have concentrated on specific associations, a holistic synthesis of diverse factors is crucial for comprehensive comprehension. This review, guided by Bronfenbrenner’s Ecological Systems Theory, offers an overview of factors associated with secondary school students’ STEM achievement by scrutinising literature from 2019 to 2023 through content analysis. Within the myriad associations and subfactors, 15 factors across four ecological levels (i.e., individual characteristics, psychological factors, learning abilities, learning approaches and educational involvement at the self-level; classroom characteristics and culture, teacher characteristics and instructional practices, family support and influence, and access to resources and technology at the microsystem level; teacher-parent interaction at the mesosystem level; school characteristics and culture, school leadership and practices, school resources and technology, educational policies, and local environment at the exosystem level) emerged. Methodologically, the reviewed studies predominantly employed quantitative analyses, often utilising statistical and variable-centred approaches, concentrating on science and mathematics domains of STEM, and employing achievement tests. This review sheds light on the current landscape and provides valuable insights for future policies, practices and research directions. Context and implications Rationale for this study Numerous reviews have explored specific factors influencing STEM achievement, emphasising the need for a holistic synthesis of available factors to achieve a comprehensive understanding of the complex interaction between these influences and how they collectively impact student outcomes in STEM education. Why the new findings matter Students’ achievement in STEM is influenced by various factors, suggesting that attributing success solely to minimal number of factors may oversimplify the complex nature of the factors that influence achievement. Implications for policy makers, practitioners, the public and researchers A thorough understanding of the factors influencing success in STEM achievement can inform the development of educational policies and investments across different levels, from local schools to national initiatives. Educators can use this knowledge to implement tailored early interventions that enhanc…
Boulord, C., Le Borgne, Y. A., & Corieri, P. (2024). Informal Education Practices for Human–AI Creative Pedagogy for Accessibility and Inclusivity. Palgrave Studies in Creativity and Culture, Part F3866, 89–99. https://doi.org/10.1007/978-3-031-55272-4_7
The Scientotheque, a Brussels-based association committed to accessibility and inclusivity in technology for marginalised populations, addresses the challenge of integrating artificial intelligence (AI) into society with a focus on equity. This chapter outlines the association’s educational initiatives since 2020, emphasising teacher training and AI workshops for disadvantaged youth. Through partnerships, the Scientotheque collaborates on diverse projects, promoting STEM skills and combating gender bias. The chapter details the association’s educational approach to AI, employing project-based pedagogy and offering a comprehensive catalog of over 200 educational resources. The Scientotheque prioritises teacher support, recognising the pivotal role of ongoing assistance. Activities conducted during the 2020–2021 school year demonstrate how the Scientotheque effectively engages young learners, demystifying complex AI concepts through hands-on, collaborative, and fun activities. The chapter concludes by highlighting the Scientotheque’s pioneering role in AI education in Belgium and its involvement in the AI4InclusiveEducation project, aiming to provide inclusive AI education content.
Briody, E. K., Rodríguez-Mejía, F. R., & Berger, E. J. (2022). Professional Staff Making a Difference: Cultural Change in Higher Education. Innovative Higher Education, 47(2), 297–325. https://doi.org/10.1007/s10755-021-09577-3
Higher education scholarship is focused largely on professors who guide students in their learning and students who participate in the educational process. The contributions of professional staff (i.e., those supporting the work of faculty and students) have not been as well understood, particularly those who reside in academic departments. We explore the work and impact of three staff-led problem-solving teams within an academic unit at one U.S. public university. Professional staff led these three grassroots teams on co-operative education, mentorship, and intercultural competency; in each, staff represented the majority of team members. We report on our research on these teams between 2017–2019 which culminated in interviews with 20 team members. We applied cultural models’ theory to orient our data collection, analysis, and validation. In this theory, interviews help uncover the existence and extent of a sense of “sharedness” with the potential to reveal a consensus view of the culture, hence the name “cultural models.” Interview statements are validated against other data—two sets of drawings interviewees created during the interviews. Through interviewee discourse and drawings, we describe the internal dynamics and connections accessed by members of these three teams. By specifying how staff were able to work together and what the cultural models illustrated about organizational-culture change, we help fill the gap in the higher education literature about this university subculture.
Brisson, J., Ravitsky, V., & Williams-Jones, B. (2023). Colombian Youth Express Interest in Receiving Sex Education from their Parents. Sexuality and Culture, 27(1), 266–289. https://doi.org/10.1007/s12119-022-10012-8
Despite having essential health needs regarding sexual and reproductive health services (SRHS), young people (e.g., adolescents) in many countries show low use of such services. The World Health Organization advocates fostering young people’s autonomy to access health services to address this global health problem. However, there are gaps in the literature to understand how young people’s autonomy can be fostered to access SRHS. In 2019–2020, we conducted semi-structured interviews with 45 young people aged 14–23 years old in Colombia to explore how they might wish to have their autonomy fostered in accessing SRHS. Research in different cultural contexts has shown that young people generally do not wish to discuss sex with their parents. By contrast, most of our participants expressed a strong wish for the ability to talk openly with their parents about their sexual and reproductive health. One of the main complaints of these young people was that their parents lacked the necessary knowledge to help them make informed decisions related to their sexual and reproductive health (e.g., choosing a contraceptive option). As a potential solution, participants were enthusiastic about initiatives that could provide parents with comprehensive sex education to assist young people in making informed choices for their sexual and reproductive health, including how to access SRHS.
Bulakh, V. P., & Shandruk, S. I. (2022). The future of Ukrainian EFL professional education: Certificates of excellence or certificates of attendance. Review of Education, 10(1). https://doi.org/10.1002/rev3.3315
The current post-secondary educational system for professional preparation of the Ukrainian EFL teachers is not satisfactory. This paper attempts to make an objective comparative analysis of professional training programmes of American ESL teachers versus Ukrainian EFL teachers with the purpose of improving its current state. The questionnaire on professional standards and teachers’ evaluation and second language acquisition was created. English faculty members of Central Ukrainian State Pedagogical University and Uman State Pedagogical University were surveyed. The study pointed out the five mandatory TESOL standards in preparing EFL/ ESL teachers such as language, culture, instruction, assessment, professionalism and provided reasoned arguments why it would be prudent to include some of the TESOL fundamental core subjects such as first language acquisition, second language acquisi-tion, bilingual pedagogy and professional ethics into Ukrainian educational curricula. The authors elimi-nated some deeply rooted and widespread professional stereotypes about teaching English that still exist among many Ukrainian EFL professionals. The research clearly revealed a significant contrast be-tween academically competent and professionally qualified teachers and allowed 55 experienced Ukrainian EFL teachers with advanced postgradu-ate academic degrees to freely express their opin-ions about some severe problems that exist in today’s national EFL educational system. The study contrib-utes to the body of research concerning the training of professional EFL teachers in Ukraine. Additionally, these findings can be useful for ordinary EFL teachers in their everyday professional practice for improving their classroom instruction and delivery methods or for designing their teaching and learning materials.
Campbell, S., Dyer, S., & Nash, R. J. (2024). Care as Resistance within Educational Practice. Palgrave Studies in Creativity and Culture, Part F3864, 245–265. https://doi.org/10.1007/978-3-031-52973-3_11
This chapter shares the learning of the authors who collaborated on an Arts and Culture University of Exeter Creative Fellowship in 2021–2022. The Creative Fellowship was itself a rupture, a process-driven placement with an open-ended approach, where artists and university staff were peers, and no fixed outcome was required. We held a common interest in care as resistance in contemporary workplaces, and as crucial to both learning and generating new ways of working through creative processes. This chapter is formed from edited extracts from two recorded conversations between the authors that took place towards the end of the Creative Fellowship. We reflected on the key moments, tensions, and insights. We present these as the learning we gained, which could usefully support others who seek to centre care, resist from within, or otherwise develop care-ful, ethical educational futures. We argue that vulnerability and discomfort are fundamental to creative processes, including learning, and care is required to hold these experiences productively. We conclude that the overemphasis in HE on individualised approaches to care—where staff and students are offered support such as apps to address experiences of stress, or where the burden of caring falls on individuals—fails to acknowledge its vital social and interpersonal dimensions and the responsibility of the institution towards sustainable ways of working for the community.
Caucheteux, C., Hodgkins, L. B., Batifol, V., Fouché, L., & Romero, M. (2024). Students’ Perspective on the Use of Artificial Intelligence in Education. Palgrave Studies in Creativity and Culture, Part F3866, 101–113. https://doi.org/10.1007/978-3-031-55272-4_8
While researchers and policymakers contribute crucial insights into the technical, ethical, and systemic dimensions of AI in education, the learner’s perspective introduces a different viewpoint in which their representation of AI’s potential influences their perspectives and hopes for improving the learning experience. In this chapter, we focus on studies which analyse the perspective of middle school students at Life Bloom Academy before and after their participation in a semester of AI acculturation activities. Throughout this designated semester, students at Life Bloom Academy embarked on a comprehensive and interdisciplinary educational journey aimed at cultivating their understanding of AI. Under the guidance of their teachers, students began their journey by delving into the philosophical nuances of human intelligence. An integral component of this educational journey involved a visit to the Maison de l’Intelligence Artificielle (MIA), where students actively participated in a diverse range of multidisciplinary activities centred around both contemporary and prospective applications of AI. The study suggests that middle school students not only display a keen awareness of the societal implications linked to the utilisation of AI but also manifest a lasting enthusiasm for the technology that extends beyond the boundaries of a traditional academic setting.
Çelik, Ö., & Razı, S. (2023). Facilitators and barriers to creating a culture of academic integrity at secondary schools: an exploratory case study. International Journal for Educational Integrity, 19(1). https://doi.org/10.1007/s40979-023-00125-4
Academic integrity is a vital pedagogical responsibility that educational institutions should explicitly address. One of the best ways to uphold academic integrity is to create a culture of academic integrity throughout the school. This is especially imperative at high schools where students develop their moral identity because students who act dishonestly at high school will likely behave accordingly in post-secondary education and ultimately be dishonest in familial and professional settings. Creating a culture of academic integrity is a challenging, long and multifaceted journey. In this respect, this exploratory case study set out to create a culture of academic integrity at a high school in Türkiye and explore what facilitates and impedes the process. We followed Stephens’ (2016) Multilevel Intervention Model and implemented a School-Wide Education program to guide us through the process. We conducted various activities throughout one academic year, from seminars to competitions. At the end of the term, we conducted individual and focus group interviews with the members of the school community and analyzed the interview data to identify facilitators and barriers of the process. The analysis yielded five facilitators (1) creating buy-in, (2) administrative embracement and support, (3) activities that promote student involvement, (4) external expert and school collaboration as praxis, and (5) policy as the blueprint and five barriers (1) deficiencies in responding academic misconduct, (2) prioritization of academic success over academic integrity, (3) teacher resistance against change, (4) exam-based assessment design, and (5) timing of the activities. Each theme was discussed in detail, and recommendations were made for high schools which set out on a journey of creating academic integrity culture.
Chang, M. W., Chen, C. C., & Chin, J. M. C. (2025). Navigating the dilemmas of educational reform: A case study of Montessori implementation in a Taiwanese public school. British Educational Research Journal, 51(6), 2758–2776. https://doi.org/10.1002/berj.4208
This case study explores the transformation process and educational outcomes of a small rural public elementary school in Taiwan as it transitioned from a traditional school into a Montessori experimental school. Faced with challenges such as low student motivation and limited resources, the school adopted a bottom-up trial strategy to introduce child-centred pedagogy and gradually realised educational innovation within the institutional framework. The principal exhibited visionary leadership, emphasising accompaniment and trust, and fostered a cohesive teaching team. During the reform process, teachers reconstructed their professional identities—shifting from knowledge transmitters to learning facilitators—and established a culture of instructional autonomy. Students improved in learning motivation, concentration and interpersonal interactions, transitioning towards a learning mode characterised by autonomy, collaboration and enquiry. Despite institutional constraints, assessment systems and societal expectations, the school steadily advanced its reform through adaptive policy applications and external collaboration. This case demonstrates that with appropriate leadership, institutional flexibility and cultural support within the teaching team, alternative educational philosophies can yield tangible outcomes in public education systems and provide important insights for developing experimental education in Taiwan. Future research should consider multisite comparative studies across diverse educational and cultural contexts to explore how public Montessori reforms unfold under various systemic conditions. Incorporating student and parent perspectives through participatory methods can offer richer insights into the lived experiences of reform.
Chappell, K. (2024). Flowing with Embodiment and Materiality: Touch and Time for New Educational Futures. Palgrave Studies in Creativity and Culture, Part F3864, 27–49. https://doi.org/10.1007/978-3-031-52973-3_2
Embodiment is a lively and vital current in my pedagogy, research and writing. For a considerable time, I have overtly entangled embodiment, enmeshed with materiality into the notion of dialogue to argue that, with multiple others, we create, think and do in many ways that are as influential as words. This is part of wider endeavours to disrupt practice and research using posthumanising creativity to create spaces for emergent educational approaches which are fit to respond to Anthropocentric challenges. This chapter steps into the flow of this current armed with the knowledge that the mindbody binary is a specifically Western problem and that much can be gained from combining posthuman approaches with learning from Indigenous epistemologies and Eastern philosophies. The chapter goes on to explore embodiment and materiality through the concepts of touch and time. These reflections show how the usual storylines of disciplines can be ruptured, emphasising the role of multi-epistemic literacy, and the affordances of slowing and playing with time. The chapter moves on to discuss the power of cumulative ruptures which have the potential to create spaces for educational approaches that can match and respond to the rapidly changing global challenges that we face.
Chappell, K., Turner, C., & Wren, H. (2024). Inhabiting the Cracks: Accumulating Creative Ruptions to Change Education. Palgrave Studies in Creativity and Culture, Part F3864, 293–321. https://doi.org/10.1007/978-3-031-52973-3_13
In this final chapter of Creative Ruptions, we revisit the claims made in Chappell with Turner and Wren, Creating Spaces for Ruptions and Provocations in Creative Ruptions for Emergent Educational Futures. Palgrave Macmillan, 2024. That this book would show how ethical, care-ful educational futures might emerge through creative ruptions; that we would provide hope and show how to do education differently; that we would provide direct educational responses as examples and tools; and that we would show how different authors create productive ruptions. We demonstrate how this has happened by dealing with the bigger questions around how we handle creative ruptions and what they in themselves ‘do’ through the notion of accumulation thresholds. We go on to demonstrate how the creative ruptions in this book respond to various wicked problems, and then end by offering ways of thinking-being-doing to push matters forward. This includes considering how we can expand our emotional repertoires from anxiety to also include hope and courage, positioning the contribution of this book in relation with colleagues working in decolonisation and possibilities studies. As ever, these are the throughlines that have emerged for us as editors, which are undoubtedly multi-dimensional, but there are many other ways that you can travel through this book and enter into new trajectories from it.
Chave, S. (2024). On Bewilderment, Education and Opening Spaces for Creativity and Emergent Educational Futures. Palgrave Studies in Creativity and Culture, Part F3864, 71–91. https://doi.org/10.1007/978-3-031-52973-3_4
In this chapter, I argue for the importance in education of space for bewildering questions: questions for which no-one yet knows the answer and where letting-go of certainty and acceptance of ambiguity is possible. This is especially important in this era of climate and ecological emergency where the emergence of new ways of thinking and being are urgently needed. In addition, there needs to be space for positive conceptions of ‘the wild’ and a be-wilder-ing of education processes themselves towards more demanding, rebellious, ruptive educational futures. This is a challenging move for Westernised pedagogy and its increasing desire to ‘sanitise’ knowledge. I examine how encouraging aporia—literally lacking a poros, a path—can contribute to opening up ruptural spaces which embrace doubt and see within doubt ‘the questions that make a new understanding possible’ (Burbules, 1997, p. 40, Aporia: Webs, passages, getting lost, and learning to go on. In Philosophy of education 1997: A publication of the philosophy of education society (annual) (pp. 33–43). Philosophy of Education Society). I then draw on a range of thinkers including Arendt, Buber, The Crex Collective and hooks to foreground encounters, creative entwinings and care-ful, attentive listening which can re-centre more-than-human voices and forge new relationships. I argue that such embodied practices have potential to open relationships based on ‘aimance’ (Khatibi, 1995, Le livre de l’aimance. Editions Marsam) and what Snaza (2020, p. 108, Love and bewilderment: On education as affective encounter. In B. Dernikos, N. Lesko, S. McCall, & A. Niccolini (Eds.), Mapping the affective turn in education: Theory, research and pedagogies (pp. 108–121). Routledge) calls ‘possibilities of love beyond the limit of the human’.
Cheng, T. F., & Shen, L. A. (2025). Research on the construction of a high school evaluation culture indicators and its relationship with school effectiveness. Review of Education, 13(2). https://doi.org/10.1002/rev3.70087
Evaluation is an important tool for facilitating and promoting the growth of school members and improving the quality of schooling. The Organisation for Economic Co-operation and Development (OECD) claimed that effective school evaluation involves continuously using the results of such evaluations in school operations (2019). Based on the evaluation process, each school organisation develops a certain evaluation culture through acts of self-reflection and learning. Therefore, the purpose of this study is threefold. First, it focuses on ‘constructing indicators of the high school evaluation culture’; second, it emphasises ‘verifying the indicators of the high school evaluation culture’; and third, it involves ‘testing the structural relationship model of the impact of the high school evaluation culture on school effectiveness’. A total of approximately 40 scholars working in the field of educational evaluation, educational administrators, administrators and teachers were recruited for this study to consult on the construction of indicators of the high school evaluation culture and to complete a questionnaire regarding fuzzy ethics; these participants were drawn from 372 schools in Taiwan. Educators working at public and private high schools completed a questionnaire survey. Finally, a measurement model for the construction of indicators of the high school evaluation culture was tested using a linear structural equation model to examine the reliability and validity of the indicators (i.e. questionnaires). The final results of this study are as follows: (1) School: The evaluation culture index includes five levels and 34 indicators, which exhibit good reliability and validity. (2) The verification of the evaluation culture and the school performance structure model indicate a good degree of adaptation. (3) School performance can be improved through a high-quality evaluation culture, which has a direct impact in this context. Then, based on the findings of this study, relevant suggestions are proposed for schools, principals, educational personnel, and researchers. Context and implications Rationale for this study Evaluation is an important tool for facilitating the growth of school members and enhancing the quality of education. Establishing indicators for the evaluation culture can enhance school effectiveness. Why the new findings matter The evaluation culture indicators exhibit good reliability and validity, and verification with the school performance …
Cheung, K. K. C., Erduran, S., & Oancea, A. (2025). Promoting linguistic equity: multilingual students’ multimodal meaning making of culture of scientific practices. Cultural Studies of Science Education, 20(3–4), 345–387. https://doi.org/10.1007/s11422-025-10257-3
Scientific practices are important for developing students’ understanding of the epistemic basis of science. This study proposes the notion of “multimodal border crossing” which describes how multilingual students draw on different modal and linguistic resources to navigate the borders between students’ everyday cultures and cultures of scientific practices. Culture of scientific practices refers to norms and values of science as a collective process where individuals collaboratively enact and reflect on scientific activities to generate and refine scientific knowledge. Drawing on video and interview data, the paper adopts a case study approach to explore how two groups of Year 7 (aged 12–13) multilingual students in Hong Kong from different learning environments use various multimodal and linguistic resources to make sense of culture of scientific practices. Although the study takes place in English-medium instruction classrooms, multimodal border crossing encourages equitable meaning making of culture of scientific practices. Our findings demonstrate that despite the linguistic boundaries set in the classroom, multilingual students used verbal Cantonese and drawings to bring their imaginative culture to navigate the border between their everyday cultures and cultures of scientific practices. Moreover, they wrote in different languages, highlighting a multicultural approach to learning when they represented how scientists communicated and shared their findings. Owing to the linguistic boundaries set in classrooms, students attempted to use a range of multimodal and multilingual resources to make sense of the culture of scientific practices. The findings point to the importance of capitalizing on the existing cultural resources that multilingual students possess and allowing their flexible use of different linguistic and modal resources, to help them navigate the boundaries between everyday and scientific cultures.
Christensen, L. S., & Pollard, K. (2022). Room for Improvement: How does the Media Portray Individuals Who Engage in Material Depicting Child Sexual Abuse? Sexuality and Culture, 26(4), 1326–1338. https://doi.org/10.1007/s12119-022-09945-x
The media has a powerful ability to shape public perceptions. Given the current disjuncture between social attitudes and the law in relation to child sexual abuse material (CSAM) it is important to explore the representation of CSAM offenders in the media. The aim of this exploratory study was to identify how CSAM offenders are depicted in the print media. Newspaper articles published from 1 August 2019 to 31 August 2020 on CSAM offenders in Western countries were searched. A qualitative content analysis was employed, revealing three themes across the 56 articles: (1) the headings of the articles downplayed the abusive offending; (2) offender’s motivations indicate heterogeneity in offending; and (3) sentencing remarks communicated denunciation and the harms of offending. While the first theme identified that there is still space for improvement in the reporting of these crimes, the second theme indicates the various motivations portrayed should assist the public in identifying that these offenders are heterogenous in their motivations, thus potentially countering some previously held stereotypes. Finally, the denunciation and the harms taken from the messages delivered by the judiciary in the sentencing remarks could offer a positive educational tool for some members of the public. These findings should be valuable for media, law enforcement, and psychology disciplines.
Cidlinska, K., Nyklova, B., Machovcova, K., Mudrak, J., & Zabrodska, K. (2023). “Why I don’t want to be an academic anymore?” When academic identity contributes to academic career attrition. Higher Education, 85(1), 141–156. https://doi.org/10.1007/s10734-022-00826-8
The study focuses on academic career attrition in the context of neoliberal academia and science policies emphasizing the need for excellence and social responsibility in academic production. The goal is to understand the relation between the development of academic identity and attrition among those who have left the academic path up to five years after PhD completion, with acknowledgement of the effect that academic identity has on academic career ambitions. Based on 28 narrative interviews with former academics from various research fields, we identified four trajectories of academic identity development (one of stable academic identity and three of lost academic identity), four narratives of attrition (disillusionment, a search for new purpose, refusal to sacrifice personal life and academic inadequacy) that explain these trajectories, and three ideals of “proper academic” (humanist, leader, absolute academic) that are reflected in these narratives. We conclude that the academic environment creates an academic identity paradox in which not only the loss of or obstacles to developing an academic identity but also its strength and stability can weaken academic career ambitions and contribute to attrition because of the need to perform only excellent academic work. The paradox seems to relate to the high-performance culture of neoliberal academia and to the specific gender aspects of the STEM field because it appeared to function differently in regard to discipline and gender. We show that neoliberal academia, despite the ideals of current science policies, loses academics caring for these ideals in STEM fields, especially women.
Constable, M. D., Zhang, F. X., Conner, T., Monk, D., Rajsic, J., Ford, C., Park, L. J., Platt, A., Porteous, D., Grierson, L., & Shum, H. P. H. (2025). Advancing healthcare practice and education via data sharing: demonstrating the utility of open data by training an artificial intelligence model to assess cardiopulmonary resuscitation skills. Advances in Health Sciences Education, 30(1), 15–35. https://doi.org/10.1007/s10459-024-10369-5
Health professional education stands to gain substantially from collective efforts toward building video databases of skill performances in both real and simulated settings. An accessible resource of videos that demonstrate an array of performances – both good and bad—provides an opportunity for interdisciplinary research collaborations that can advance our understanding of movement that reflects technical expertise, support educational tool development, and facilitate assessment practices. In this paper we raise important ethical and legal considerations when building and sharing health professions education data. Collective data sharing may produce new knowledge and tools to support healthcare professional education. We demonstrate the utility of a data-sharing culture by providing and leveraging a database of cardio-pulmonary resuscitation (CPR) performances that vary in quality. The CPR skills performance database (collected for the purpose of this research, hosted at UK Data Service’s ReShare Repository) contains videos from 40 participants recorded from 6 different angles, allowing for 3D reconstruction for movement analysis. The video footage is accompanied by quality ratings from 2 experts, participants’ self-reported confidence and frequency of performing CPR, and the demographics of the participants. From this data, we present an Automatic Clinical Assessment tool for Basic Life Support that uses pose estimation to determine the spatial location of the participant’s movements during CPR and a deep learning network that assesses the performance quality.
Cooper, G., & Tang, K. S. (2024). Pixels and Pedagogy: Examining Science Education Imagery by Generative Artificial Intelligence. Journal of Science Education and Technology, 33(4), 556–568. https://doi.org/10.1007/s10956-024-10104-0
The proliferation of generative artificial intelligence (GenAI) means we are witnessing transformative change in education. While GenAI offers exciting possibilities for personalised learning and innovative teaching methodologies, its potential for reinforcing biases and perpetuating stereotypes poses ethical and pedagogical concerns. This article aims to critically examine the images produced by the integration of DALL-E 3 and ChatGPT, focusing on representations of science classrooms and educators. Applying a capital lens, we analyse how these images portray forms of culture (embodied, objectified and institutionalised) and explore if these depictions align with, or contest, stereotypical representations of science education. The science classroom imagery showcased a variety of settings, from what the GenAI described as vintage to contemporary. Our findings reveal the presence of stereotypical elements associated with science educators, including white-lab coats, goggles and beakers. While the images often align with stereotypical views, they also introduce elements of diversity. This article highlights the importance for ongoing vigilance about issues of equity, representation, bias and transparency in GenAI artefacts. This study contributes to broader discourses about the impact of GenAI in reinforcing or dismantling stereotypes associated with science education.
Damiani, J., & Ghazarian, P. (2023). At the borderlands of higher education in Japan and Korea: a duoethnography. Asia Pacific Education Review, 24(2), 251–264. https://doi.org/10.1007/s12564-022-09779-0
Internationalization in higher education can transform institutions by introducing individuals from new cultures that challenge and enrich administrative and academic life. This duoethnographic study highlights experiences of teaching, learning, and service work in the borderlands that exist between the global and local influences on higher education institutions in Japan and Korea. This project is rooted in the academic experiences of two scholars that emphasize the power of reflection as a tool for developing the work of emerging scholars working abroad at the undergraduate and graduate level in international settings with both local and foreign/international exchange students. More specifically, this research is designed to support international faculty with experiences and strategies that will help them acclimate and excel in their new foreign context. We advocate for a more localized, contextually relevant, and individualized approach to preparation for work abroad, and research that balances professors’ cultural identities, life stories, and experiences as sources of knowledge and development with the culture and practices of their host institutions.
Darragh, L., Brodie, K., Halai, A., Planas, N., Potari, D., Santos-Trigo, M., Scheiner, T., & Walkoe, J. (2024). Publishing mathematics education research in English: amplifying voices from the field. Journal of Mathematics Teacher Education, 27(5), 857–878. https://doi.org/10.1007/s10857-024-09659-x
In this paper we investigate the issue of representation within the Journal of Mathematics Teacher Education (JMTE) and the broader academic publishing landscape, particularly focusing on the underrepresentation of authors from various world regions. A questionnaire, distributed globally, aimed to amplify the voices of the underrepresented, exploring the constraints and affordances of publishing in English-medium mathematics education research journals. The question that guided our investigation was: What do voices from the mathematics education community raise in their responses to questions about publishing in English-medium research journals like JMTE? We used qualitative methods to review the responses and identify common themes. The findings revealed significant barriers and challenges related to language, research location, and institutional support, highlighting the complexities of navigating the global academic community and the academic publishing culture. We propose actionable suggestions to foster a more equitable, diverse, and inclusive publishing environment.
Davies, S., & Seitamaa-Hakkarainen, P. (2025). Research on K-12 maker education in the early 2020s – a systematic literature review. International Journal of Technology and Design Education, 35(2), 763–788. https://doi.org/10.1007/s10798-024-09921-6
This systematic literature review focuses on the research published on K-12 maker education in the early 2020s, providing a current picture of the field. Maker education is a hands-on approach to learning that encourages students to engage in collaborative and innovative activities, using a combination of traditional design and fabrication tools and digital technologies to explore real-life phenomena and create tangible artifacts. The review examines the included studies from three perspectives: characteristics, research interests and findings, previous research gaps filled, and further research gaps identified. The review concludes by discussing the overall picture of the research on maker education in the early 2020s and suggesting directions for further studies. Overall, this review provides a valuable resource for researchers, educators, and policymakers to understand the current state of K-12 maker education research.
De Bortoli, L. Â., De Marchi, A. C. B., & Neves, B. B. (2025). A framework to support educational gerontology based on agile culture. Education and Information Technologies, 30(8), 10627–10667. https://doi.org/10.1007/s10639-024-13260-3
Older adults have unique learning needs that require distinct approaches, particularly in non-formal education settings, which are flexible, systematic, and less bureaucratic. Seeking methods to support these needs, this study explores agile culture—a people-centered, adaptable approach originally from software development that emphasizes collaboration, communication, and gradual planning without rigid rules. The objective is to present Agil-Idade, a non-formal education framework based on agile culture, aimed at supporting older adult education in a way that promotes lifelong learning and meaningful engagement. Agil-Idade was developed through bibliographic research, co-design, and literature mapping, then evaluated in a 14-week exploratory study with six participants aged 60 to 83. Data collection included questionnaires and semi-structured interviews, analyzed using a mixed approach that combined content analysis with descriptive statistics. The study employed both manual coding and qualitative analysis tools (ChatGPT and ATLAS.ti) to establish comprehensive categories, with a Likert scale used for self-assessment in areas such as collaboration, satisfaction, experience sharing, engagement, and communication. Results indicate that Agil-Idade effectively enhanced collaboration and communication, fostering greater satisfaction, engagement, and personal appreciation among participants. These findings suggest that agile culture holds potential for advancing educational practices with older adults, contributing to the literature on non-formal education and supporting personal and social development within this demographic.
de Oliveira Neto, J. D., Law, V., & Kang, S. “Pil.” (2024). Adoption of open educational resources in the global south. Journal of Computing in Higher Education, 36(1), 116–140. https://doi.org/10.1007/s12528-023-09351-8
Open Education Resources (OER) may support students in the Global South, who experience high cost of educational materials. This research aims to understand how students from the Global South adopt OER using the lens of the Technology Acceptance Model (TAM) with the concept of playfulness. In addition, we also explored the effect of cultural factors, such as long-term orientation (LTO) and indulgence versus restraint (IVR) on OER adoption intention. 1527 students from 27 higher education institutions in eight countries in the Global South participated in the study. Multilevel linear modeling was used to test the individual-level and cross-level hypotheses. The results suggested that perceived usefulness (PU), perceived ease of use (PEOU), and playfulness had a significant impact on students’ intention to adopt OER. Furthermore, playfulness also strengthened the relationship between PU and the intention to adopt OER. Although the two cultural factors did not have a direct impact on students’ intention to adopt OER, IVR moderated the relationship between PU and students’ intention to adopt OER. Our research contributes to the theory of technology adoption and culture as well as the practice of OER in the Global South. institutions in eight countries in the Global South participated in the study. Multilevel linear modeling was used to test the individual-level and cross-level hypotheses. The results suggested that perceived usefulness (PU), perceived ease of use (PEOU), and playfulness had a significant impact on students’ intention to adopt OER. Furthermore, playfulness also strengthened the relationship between PU and the intention to adopt OER. Although the two cultural factors did not have a direct impact on students’ intention to adopt OER, IVR moderated the relationship between PU and students’ intention to adopt OER. Our research contributes to the theory of technology adoption and culture as well as the practice of OER in the Global South.
deMonsabert, J., Brookes, S., Coffey, M. M., & Thornburg, K. (2022). Data Use for Continuous Instructional Improvement in Early Childhood Education Settings. Early Childhood Education Journal, 50(3), 493–502. https://doi.org/10.1007/s10643-021-01168-3
Long considered a best practice, early childhood educators are now strongly encouraged, if not mandated, to collect and use data to inform instructional practices. However, the methods, processes, and abilities of educators surrounding ongoing data collection and use are largely unknown. Also, there is little evidence on how best to prepare educators to incorporate data use into instructional practices, or the amounts and types of training offered to those in the field. The goal of this article is to better understand what ongoing data collection and use looks like in early childhood education and identify how to prepare and support educators in their efforts to improve child outcomes. We first examine the literature surrounding methods of collecting and using data to individualize instruction, and the factors that influence this process in educational settings. We then review instructional continuous data use cycles, to better understand common components across cycles. Last, we present findings from an exploratory survey of early childhood educators, conducted to learn about their data use processes, confidence, and training. Results reveal that, while early childhood educators are using multiple types of data to plan their instruction on a daily or weekly basis, most only receive professional development annually, at a very high-level. Additionally, few received any training via college coursework. Findings point to a need to prepare and support early childhood educators’ in their data collection and use efforts, as this is something they are currently doing frequently, but potentially with limited confidence in their abilities.
Dolev-Cohen, M., Brief, L., & Cuccì, G. (2024). #Sexuality: Sexuality Education Content in TikTok Israel Videos. Sexuality and Culture, 28(3), 1133–1151. https://doi.org/10.1007/s12119-023-10170-3
The Internet has emerged as a significant source of knowledge about sexuality, particularly because of its anonymity and easy accessibility. The present study examined the sexual content found on TikTok, a social media platform popular with adolescents. The main research question focused on the types of sexual content and messages prevalent on TikTok. The study also explored the identity of those who share information about sexuality on TikTok, the most popular content consumed, and notable omissions. To address these inquiries, we conducted a content analysis of the top 100 videos tagged with the hashtag #sexuality on TikTok. The findings revealed eight recurring themes in the videos. Content creators on TikTok (TikTokers) promoted a positive perspective on sex, emphasizing pleasure and attraction as an alternative to traditional sexuality education, which tends to focus on the risks associated with teenage sexuality. The relationships portrayed in the videos rely on stereotypical gender norms, and the limited duration of the videos allows providing only superficial information. Topics such as watching porn or using contraceptives, which are considered important aspects of comprehensive sexuality education, were scarce or absent on the TikTok videos sampled. This study can help teachers and counsellors responsible for sexuality education programs better understand the content to which adolescents are exposed, enabling them to adapt their conversations and interactions with students accordingly.
Dourado, P. C. (2024). Creativity in Management Education: A Practice-Based Dynamic. Palgrave Studies in Creativity and Culture, Part F3957, 209–238. https://doi.org/10.1007/978-3-031-73393-2_9
Creativity is critical in sustaining the potential of Innovation within organizations and as a driving force for the creative economy. Despite its relevance, creativity needs to be better explored in research on Management Education. This chapter aims to discuss how practice-based pedagogy improves creativity education in Management. Research methods are based on a 24-month inductive and practice-based study of recurrent educational practices of creativity through a curricular component of an undergraduate management course at a Brazilian University. The results highlight the fruitful contribution of the theatrical improvisation practice to creativity education structured into four conceptual categories: creativity as expressing, sensing, collective doing, and playing. The research results contribute to expanding the field of research on creativity in educational settings and the field of research on management education.
Dunwoodie, K., Due, C., Baker, S., Newman, A., & Tran, C. (2022). Supporting (or not) the career development of culturally and linguistically diverse migrants and refugees in universities: insights from Australia. International Journal for Educational and Vocational Guidance, 22(2), 467–490. https://doi.org/10.1007/s10775-021-09506-y
The present study used a mixed-methods approach to understand the challenges faced by Australian higher education institutions in supporting the career development of students from culturally and linguistically diverse migrant and refugee backgrounds. Specifically, this project included a desktop audit of all Australian universities, data from a survey (n = 32) and interviews with staff in various functions (n = 10). Four main challenges were identified: (1) difficulties in identifying and engaging with students; (2) a lack of targeted resources and programs; (3) difficulties faced by students in engaging with employers; and (4) a lack of work-readiness and unfamiliarity of Australian work culture.
Durampart, M., Bonfils, P., & Romero, M. (2024). Digital Acculturation in the Era of Artificial Intelligence. Palgrave Studies in Creativity and Culture, Part F3866, 45–56. https://doi.org/10.1007/978-3-031-55272-4_4
This chapter examines AI integration in education, concentrating on acculturation, as a broad movement of appropriating digital tools. The chapter emphasises principals’ involvement in supporting AI potential in schools and the complex interplay between digital technology and education. The chapter describes teachers’ transition from personal to educational digital use across three phases of digital acculturation. It emphasises professional development by highlighting problems and motivations. The last part of the chapter discusses digital acculturation in AI and education, including medical expertise, vocational training, and special education. It finishes by analysing educational platform organisational changes and AI’s ability to change learning dynamics and interfaces, raising new considerations about global education systems.
Durmush, G., Craven, R. G., Yeung, A. S., Mooney, J., Horwood, M., Vasconcellos, D., Franklin, A., Duncan, C., & Gillane, R. (2024). Enabling Indigenous wellbeing in higher education: Indigenous Australian youth-devised strategies and solutions. Higher Education, 87(5), 1357–1374. https://doi.org/10.1007/s10734-023-01067-z
Indigenous youth comprise over half of the Indigenous Australian population; however, there is a scarcity of research that focuses on improving Indigenous Australians’ wellbeing in higher education. The purpose of this study was to identify Indigenous-devised strategies to support wellbeing of salience to Indigenous Australian higher education students. Using Indigenous methodology, Indigenous youth (N = 7; aged between 18 and 25 years) studying at three higher education institutions in Australia participated in semi-structured interviews. Thematic analysis identified strategies and solutions for supporting and enhancing Indigenous youth wellbeing in higher education. Participants suggested that their wellbeing would benefit from increased opportunities for them to gain role models. They also suggested culturally supportive higher education environments were critical and could be achieved by employing more Indigenous academics and Indigenous mentors to implement personalised student support, introducing mandatory cultural competency training for all staff, and employing culturally safe counselling services. Indigenous youth also suggested strategies for enhancing institutional policy such as ensuring Indigenous culture and perspectives were taught across all faculties; developing reconciliation action plans, financial support, and scholarships to require proof of Aboriginality and evidence of hardship; and an institutional wellbeing strategy designed to support Indigenous students’ wellbeing.
Edison, B., Austin, C., Kordas, C., Jones, R., Cortez, O., Laterra, A., & Reidy, D. (2025). Sexual Communication with Partners: Young Adults’ Reflections on Sources, Content, and Shortfalls of Sex Education. Sexuality and Culture, 29(3), 1015–1033. https://doi.org/10.1007/s12119-024-10310-3
There are many health risks to consider as young adults explore sexual relationships. While sexual communication encourages healthy sexual behaviors, little is known about how sex education plays out in sexual discussions between young adult partners. The objectives of this study were to examine the motives and content of those sexual conversations and how sources of sex education informed communication. Semi-structured interviews were conducted with young adults aged 18–20 (N = 18). Participants were asked about their sex education experiences and sexual communication with partners. Participants most frequently discussed contraceptives, sexually transmitted infections (STIs), and sexual boundaries with partners. Fostering a comfortable sexual environment and preventing STIs and pregnancy were the most endorsed motivations for communicating about sexual health. Participants identified several opportunities for improvement in learning about sexual health and communication. While there is motivation to communicate with partners about sensitive topics, young adults sought additional information to have more effective and productive conversations. Findings suggest that more comprehensive and inclusive sex education partnered with improved communication skills could promote young adults’ self-efficacy to communicate as illuminated in this exploratory study of 18 individuals. Effective sexual dialogue should be further explored as a strategy for the prevention of STIs, unintended pregnancy, unwanted sexual contact and dating violence.
Engström, S., & Blom, J. (2024). Technical science capital in relation to how students manage within higher technical education. International Journal of Technology and Design Education, 34(4), 1419–1439. https://doi.org/10.1007/s10798-023-09870-6
This study aims to understand how students manage higher technical education and contribute to research on institutional culture, STEM education, and students’ educational strategies by identifying patterns of how students navigate within one university’s engineering education. To achieve this, we define and use the concept of technical science capital and habitus reconstruction. We collected data through a survey sent to engineering students who have followed an engineering program’s intended linear progression and those who have taken a ‘detour’ within the same cohort at one specific Swedish university. The survey had a high number of qualitative questions, including free text answers that captured students’ narratives. The results indicate that having a large amount of technical science capital alone is not enough for students to be successful in their studies. The university culture has its own structure, which can be intolerant. Within this culture, specific social skills and experiences are desirable, which provides students from a particular background with a greater opportunity for success. Despite possessing high technical science capital, students from other social groups or cultures face challenges. We discuss various measures that could make higher technical education more engaging. This study is limited to one Swedish university, and future studies could include a broader sample that represents several universities.
Espinosa Zárate, Z. (2023). Epistemological Foundations of Intercultural Education: Contributions from Raimon Panikkar. Studies in Philosophy and Education, 42(5), 501–517. https://doi.org/10.1007/s11217-023-09891-7
The present article explores the epistemological conditions of intercultural encounters. Based on an analysis of Raimon Panikkar’s intercultural hermeneutics, we argue that intercultural encounters cannot take place adequately when they are based on purely rhetorical rationality or rational persuasion. We point to the limitations of grounding intercultural relationships on dialectical dialogue and, therefore, of educating them by simply enhancing discursive capacities. We underline the need for other epistemological conditions that should be fostered in order to move forward on the path to actual interculturality. These can be summarised by what Panikkar calls “conversion”, an epistemic framework of love—personal relationality, that goes beyond objectifying rationality—for the communication between (culturally different) subjects. We conclude that the culturally diverse human condition refers to being encountered and being understood on a level that is not merely logical or linguistic. What can be understood of a person with another cultural background goes beyond what can be comprehended by logical rationality or captured by veritative judgements about objects. In other words, in intercultural encounters, ontological, rather than merely logical truth is at stake, which means that the presence of the other can lead to experiences of meaning: it reveals a being that calls for conversion. Conversion demands an ontic action on the part of the subject, not merely an epistemological one, that cancels the violence that rational persuasion might entail.
Esposito, J. (2023). Free Speech, Cancel Culture, Race, Privilege, and Higher Education: An Intersectional Analysis of Netflix’s The Chair. Innovative Higher Education, 48(5), 949–969. https://doi.org/10.1007/s10755-023-09659-4
A Netflix original six-episode series, The Chair, examines the experiences of a woman faculty of color department chair at the fictional Pembroke College. One of the many stressors she must navigate is a response to an incompetent white male faculty (who is also her love interest) after he makes a Nazi salute during a lecture in class. By watching this series, many viewers learned about how higher education administrators may respond to situations where a faculty member engages in questionable speech. The ensuing drama that occurs on campus in response to the Nazi salute and the students’ perceptions that the administration will and can do nothing of consequence to the professor showcases the messiness and intricacies of what has been termed “cancel culture.” In this paper, I use intersectional analysis to examine The Chair and the messages it sends about race, privilege, and cancel culture in higher education.
Fan, X., Hardie, S., Liu, J., & Jiang, N. (2025). Teachers’ views on the ethical issues in educational assessment practices: a comparative mixed-methods study. Asia Pacific Education Review, 26(2), 539–552. https://doi.org/10.1007/s12564-025-10039-0
Educational assessment is a part of accountability in K-12 education, and teachers often face ethical dilemmas in assessment practices. We conducted a comparative mixed-methods study of teachers’ perspectives on educational assessment practices in the United States and China. A survey with 255 teachers based on 14 assessment scenarios within seven categories revealed that American teachers and Chinese teachers had consistent views on five scenarios, and they referenced common assessment guidelines in their justifications for whether they view certain practices as ethical or not. They disagreed on nine scenarios, prioritizing different guidelines to support their views about whether certain practices were ethical or not. Within each culture, teachers’ views of certain scenarios differed based on gender, academic degree, years of experience, and grade levels taught in certain scenarios. The differences in teachers’ views and reasoning were shaped by their cultural backgrounds, educational and professional experiences, and educational systems and policies. The findings can help raise educators’ awareness of assessment practices shaped by cultural contexts, guide teaching, learning, and assessment, and inform educational policymaking and program development.
Farahat, A. (2022). Elements of academic integrity in a cross-cultural middle eastern educational system: Saudi Arabia, Egypt, and Jordan case study. International Journal for Educational Integrity, 18(1). https://doi.org/10.1007/s40979-021-00095-5
Introduction: Academic integrity is the expectation that members of the academic community, including researchers, teachers, and students, to act with accuracy, honesty, fairness, responsibility, and respect. Academic integrity is an issue of critical importance to academic institutions and has been gaining increasing interest among scholars in the last few years. While contravening academic integrity is known as academic misconduct, cheating is one type of academic misconduct and is generally defined as “any action that dishonestly or unfairly violates rules of research or education. Case study: The case study presented in this paper describes the elements of academic misconduct in three Middle Eastern countries (Saudi Arabia, Egypt, and Jordan). Four categories of factors were analyzed, namely personal, cultural traits, contextual, and institutional. Moreover, a comparison of factors of misconduct is conducted in the three countries in order to examine how different learning environments and cultures can affect academic cheating. The study also investigates the role of teachers and administration system in enforcing integrity policy in educational institutes. Discussion and evaluation: An evaluation of the main causes of cheating and plagiarism among students in Saudi Arabia, Egypt, and Jordan is conducted by analyzing students’ response to a 20 questions survey. The nonparametric Dunn’s statistical analysis is performed to compare the variance and frequency of factors that may affect academic integrity. The significant results are reported in terms of the Krushal F statistic and p-value < 0.05. The evaluation was a useful process that demonstrated the main factors affecting academic integrity in the three countries. Conclusion: Survey results show that the role of individual social-demographic and culture factors are significant for predicting misconduct in Saudi Arabia and Egypt but not in Jordan. Most students blamed their misconduct on laziness and willingness to achieve higher education performance. Students are more likely to cheat and plagiarize because they lack the ability or information to tackle assignments. Results illustrate that the cultural impact can be a significant factor in academic misconduct. Integrity policies and the level, at which they have been applied, have a large impact on student attitudes towards cheating and their academic misconduct.
Fernandes, D. S., Bhat, S. K., Inamdar, N., & Kamath, V. G. (2025). A Qualitative Study of Key Informants’ Perceptions of Factors Influencing Women’s Reproductive Autonomy. Sexuality and Culture, 29(4), 1858–1881. https://doi.org/10.1007/s12119-025-10349-w
This research examines the perceptions of key informants concerning the determinants influencing women’s reproductive autonomy in Udupi, India. The concept of reproductive autonomy encompasses a woman’s freedom to make knowledgeable and independent choices about her reproductive well-being. In order to delve into this issue, the study adopted a qualitative research strategy, carrying out extensive interviews with 15 essential contributors, including gynecologists, social service professionals, and attorneys who have ample experience working with women of childbearing age. The selection of participants was conducted through purposive sampling based on their professional affiliations within reproductive healthcare and advisory capacities, with interviews occurring in a variety of settings such as hospitals, clinics, and judicial courts. Transcriptions were systematically coded and analyzed utilizing framework analysis, rooted in the Reproductive Empowerment Framework, while also accommodating the emergence of new themes. The results underscore several significant factors influencing reproductive decision-making, including education, financial independence, spousal communication, familial structures, the contributions of Accredited Social Health Activists, and religious beliefs. Education and financial autonomy were recognized as essential facilitators of reproductive autonomy, although societal and familial pressures frequently constrained women’s capacity to fully exercise their reproductive choices. ASHA workers were identified as crucial facilitators in the promotion of contraception and reproductive health, especially in rural contexts. This study highlights critical aspects of the intricate social and economic dynamics influencing women’s reproductive rights in India, recommending policy initiatives that concentrate on education, financial autonomy, and spousal involvement to enhance women’s reproductive choices.
Florensa, I., Melhuish, K., & Thoma, A. (2025). The Next Decade of Undergraduate Mathematics Education Scholarship: Communities, Collaboration, and Dialogue. International Journal of Research in Undergraduate Mathematics Education, 11(3), 404–431. https://doi.org/10.1007/s40753-025-00290-6
Undergraduate mathematics education (UME) is developing rapidly; yet, its future research agendas depend on how the UME community broadens its methods, strengthens dialogue across theoretical perspectives, and addresses neglected areas of inquiry. Building on the work of Dreyfus et al. (2025), who reflect on the first decade of IJRUME, we focus on current debates and forward-looking priorities shaped by recent publications and contributions to international conferences. As three early-to-mid-career researchers with varied trajectories and engagement within the broader UME community, we join voices to reflect collectively on the field. We organise our discussion around three dimensions: methods, theories, and topics. Methodologically, while small-scale qualitative studies have enriched the field, future progress requires extending this work through quantitative and mixed-methods approaches, alongside critical engagement with computational and AI-based methods. Theoretically, UME’s rich diversity of frameworks is a strength; however, it calls for deeper, open dialogue across different perspectives. Regarding topics, equity, digital technologies, and interdisciplinary connections are growing areas of inquiry. At the same time, gaps remain in the teaching and learning of advanced mathematical content and the experiences of postgraduate students. Looking ahead, we emphasise the need for collective reflection on community building, dialogue, and critique. Strengthening UME research relies on collaboration across contexts, active support for newcomers, and a culture of thoughtful critique to foster an inclusive, reflective, and responsive community.
Friedman, Z. L., & Nash-Luckenbach, D. (2024). Has the time come for Heutagogy? Supporting neurodivergent learners in higher education. Higher Education, 87(6), 1905–1920. https://doi.org/10.1007/s10734-023-01097-7
An increasing number of neurodivergent learners attend higher education. This necessitates examination of best-fit learning models to successfully support the current generation of college students. While pedagogy and andragogy have historical relevance, in isolation, they may lack alignment with the individualization embedded in neurodiversity-affirming practice. This study conceptualized a novel learning framework for neurodivergent college students through the lens of neurodiversity-affirming practice. Via constant comparative qualitative analysis of American university faculty interviews and framework juxtaposition, three themes were identified: pedagogy vs. andragogy, self-determination, and interdependency. Thematic analysis revealed uncertainty regarding best-fit learning framework, with consensus reached regarding complexity of serving neurodivergent adults in post-secondary settings. An innovative framework titled “Building a Heutagogical Bridge” was envisioned, describing the role of heutagogy, student-centered, self-determined learning, in connecting signature pedagogical and andragogical approaches. This study revealed the potentiality of implementing and assessing approaches to skillfully incorporate heutagogical, pedagogical, and andragogical principles in higher education settings. The perspectives of faculty from the USA within this study can inform neurodiversity-affirming practice in American universities, while providing implications for future study and practice in international college settings, where contexts, needs, and culture may differ.
Fudge, A., Ulpen, T., Bilic, S., Picard, M., & Carter, C. (2022). Does an educative approach work? A reflective case study of how two Australian higher education Enabling programs support students and staff uphold a responsible culture of academic integrity. International Journal for Educational Integrity, 18(1). https://doi.org/10.1007/s40979-021-00099-1
Introduction: Enabling education programs, otherwise known as Foundation Studies or Preparatory programs, provide pathways for students typically under-represented in higher education. Students in Enabling programs often face distinct challenges in their induction to academic culture which can implicate them in cases of misconduct. This case study addresses a gap in the enabling literature reporting on how a culture of academic integrity can be developed for students and staff in these programs through an educative approach. Case description: This paper outlines how an educative approach to academic integrity is implemented within the Enabling programs of two Australian universities. Discussion and reflection: This case study reflects upon an approach which makes specific reference to the key elements of ‘support’, ‘approach’ and ‘responsibility’ as highlighted in Bretag and Mahmud’s seminal paper. The paper reports a reduction in misconduct cases at the two institutions suggesting a positive correlation between the interventions and students’ understanding of ethical academic practice. This study reflects upon practitioner experiences with academic integrity investigations to evaluate the effectiveness of this approach. Conclusions: The authors show that it is possible to ensure academic integrity practices and values are upheld within a supportive learning environment appropriate to a students’ level of study.
Galili, I. (2025). The Observer Concept in Science as a Basis for Its Further Curricular Application Within the Discipline-Culture Paradigm. Science and Education, 34(4), 2135–2165. https://doi.org/10.1007/s11191-024-00521-3
This study considers the concept of observer-the fundamental concept axial for fundamental physical theories. The history of the observer concept in physics is reviewed and summarized. In the following, the observer concept is considered with regard to science education where scientific concepts should reflect their status in science. This parallelism between science and education is epistemological and dynamic. The examination of the school curriculum reveals invalid correspondence in the case of the observer. The curriculum often presents the observer when addressing the Galileo principle of relativity, while frequently missing relativity of motion in presenting natural phenomena. Multiple observers are avoided in dynamics where the modern epistemology—drawing on a “local observer”—introduces non-inertial observers (inertial forces) currently banned in school physics. The article refines the possible curricular changes with respect to dynamics and kinematics which emphasize multiple observers. The suggested curricular changes could provide science learners with a new perspective on physics knowledge within the paradigm of multiple observers—cultural content knowledge of the subject matter.
Gao, F., & Yin, H. (2024). Immersive technologies for providing a high-quality learning experience in the study of ethnic culture. Education and Information Technologies, 29(15), 20223–20241. https://doi.org/10.1007/s10639-024-12652-9
This study aimed to comparatively evaluate the quality of experience and satisfaction of tourists using virtual reality (VR) and less immersive technologies. Visitors to the Hainan Provincial Museum in Haikou City were introduced to interactive cultural exhibitions of ethnic heritage. They were then invited to participate in a VR experience of building a boat-shaped house, a traditional construction of the Li ethnic group. Those who agreed to participate formed the intervention group (n = 177), while the rest were the control group (n = 235). All participants were surveyed and measured for the quality of experience, satisfaction, and loyalty. The results of the survey showed that intervention group participants reported significantly higher levels of experiential satisfaction and loyalty intention. At the same time, differences in the quality of experience were not statistically significant overall.
Garcia, M. B. (2023). Fostering an Innovation Culture in the Education Sector: A Scoping Review and Bibliometric Analysis of Hackathon Research. Innovative Higher Education, 48(4), 739–762. https://doi.org/10.1007/s10755-023-09651-y
Despite originating in the tech industry, hackathons have now been adopted in a variety of domains. However, little is known about the status of hackathon literature within educational research. As the number of studies grows, it is essential to develop an understanding of the current state and identify prevalent topics and trends shaping the literature. Toward this goal, this study conducted a bibliometric analysis and scoping review on hackathon research in the field of education. A total of 249 documents written by 1,309 authors and published in 180 unique sources for the period 2014–2022 were identified. Collectively, the dataset amassed 1,312 citations with an average of 6.69 citations per document. The most prevalent subject areas were computer science, social sciences, engineering, medicine, and business. Word frequency analysis showed that “innovation” was the most occurring word, which represents the fundamental objective of hackathon events. The most influential work was the analysis of hackathons as an informal learning platform. Engineering education was the most trending topic while healthcare is an emerging research cluster. Overall, this study provides a better understanding of the hackathon literature and its research landscape in an educational setting.
Garrison, Y. L., Kim, T., Son, Y., Aldrich, C., Ali, S. R., & Jiao, T. (2025). Fluent or discriminated? English language and experiential sources of career self-efficacy among Asian international students in the United States. International Journal for Educational and Vocational Guidance, 25(2), 679–699. https://doi.org/10.1007/s10775-023-09620-z
Language is a carrier of culture, identity, and skills that impacts vocational behaviors. However, the role of English language in Asian international students’ experiential sources of self-efficacy has not been assessed. The present study aims to explore the relations between sociolinguistic experiences, including English proficiency (EP) and perceived language discrimination (PLD), and experiential sources of self-efficacy (prior success, verbal persuasion, vicarious learning, and physiological and emotional states) in a sample of 124 Asian international students in the USA. Results from a polynomial regression model with response surface mapping indicated that the agreement between EP and PLD was associated with prior success and verbal persuasion only for students at extremes. The discrepancy between EP and PLD was associated with prior success and verbal persuasion linearly. Suggestions for future research and implications for vocational guidance are discussed in terms of supporting Asian international students.
Gennaro, S., & Kellner, D. (2022). Digital Culture, Media, and the Challenges of Contemporary Cyborg Youth. Postdigital Science and Education (Netherlands), Part F3827, 223–235. https://doi.org/10.1007/978-3-030-95006-4_12
In this study, we revisit the philosophical concept of the cyborg developed by Donna Haraway and the ways that youth and others are shaped today by technology and digital cultures. As a description of the relationship between contemporary youth and their technologies, the project requires a particular focus on the role that technological forms play in understanding media and the lives of cyborg youth. For Haraway ‘the cyborg is a matter of fiction and lived experience that changes what counts as women’s experience in the late 20th century’, and this is precisely what we are seeking to understand for contemporary youth, giving further credence to Haraway’s claims of cyborg as a ‘hybrid of machine and organism, a creature of social reality as well as a creature of fiction’. Unlike earlier advancements in technology, the actual mediums themselves are no longer merely an extension of the individual, but also involve an entangled embodiment of technologies, capitalism and selves which constitutes a hybrid of poiesis and technē, and is deployed by a centaur of human and machine, which Haraway describes as a ‘cyborg,’ characterized by the primacy, intimacy, and expediency of the mediums themselves in today’s high-tech worlds.
Ghamrawi, N., & M. Tamim, R. (2023). A typology for digital leadership in higher education: the case of a large-scale mobile technology initiative (using tablets). Education and Information Technologies, 28(6), 7089–7110. https://doi.org/10.1007/s10639-022-11483-w
This study investigated a digital reform initiative, rated excellent by the government, of one higher education institution (HEI) in an Arab State in the Gulf. The focus of the study was to develop a digital typology, while exploring the leadership attributes that characterized the core leadership team, as they accomplished the migration towards a digital culture in one year, within a context where faculty members showed resistance against digitalization. The study was conducted immediately after the implementation of the initiative that took place over the course of one year, just before the Covid-19 pandemic. Semi-structured interviews were conducted with all the six key individuals in the leadership team who led this initiative. Data was analyzed using content-based analysis. Findings of the study were used to synthesize a 5D typology for digital leadership attributes: (1) Digital competence; (2) Digital culture; (3) Digital Differentiation; (4) Digital governance; and (5) Digital advocacy. The paper provides in depth discussion how these attributes supported the adaptive ability of a Higher Education Institution towards accepting digitalization.
Ghemmour, R. (2024). Reimagining Research Methods Curriculum in Education Otherwise: A Decolonial Turn. Palgrave Studies in Creativity and Culture, Part F3864, 223–243. https://doi.org/10.1007/978-3-031-52973-3_10
This chapter seeks to explore decolonisation as a creative orientation to problematise the politics of knowledge hierarchies of university curriculum (research methods in the case of this chapter) in order to respond to issues of epistemic violence and exclusion, and create transformative and radical ideas about the future of education. The critical discussions are the result of my interactions with different educators and students within the UK and beyond, my lived experience as an Algerian Kabyle who immigrated to the UK, and my doctoral research. The latter sought to explore the lived experiences of EFL (English as a foreign language) master’s (MA) students in studying research methodology and writing their dissertations in education fields at an Algerian university. I begin to discuss my own education journey in both Algeria and the UK which was grounded in Eurocentrism. The chapter then defines the concept of decolonisation in the context of educational research, and what this proposed orientation may mean for the future of education. I further explain the significance of using decolonisation as a creative approach to address exclusion and inequality, and invite readers to think of what it may mean in terms of their practices, pedagogies and creating new possible realities of educational futures. I also conclude with offering some practical ideas for change to decolonise educational research methods curriculum in a higher education (HE) context.
Gibbs, A. M., & Park, J. Y. (2022). Unboxing mathematics: creating a culture of modeling as critic. Educational Studies in Mathematics, 110(1), 167–192. https://doi.org/10.1007/s10649-021-10119-z
From the socio-critical perspective of mathematical modeling, reflexive discussions about the nature, criteria, and consequences of mathematical models are not a natural consequence of modeling in school. This report is part of a larger study focused on stimulating reflexive discussions in practice employing constructivist grounded theory as a research method. Twenty-seven college algebra students engaged in a 3-week modeling project at a community college in the USA. Audio-recorded group discussions and written reflections were collected to determine how reflexive discussions were taking place. Analysis of students’ actions and reflexive discussions during the modeling project produced four concepts: voicing mathematics, personalizing mathematics, challenging mathematics, and negotiating mathematics. These concepts are integrated into an overall process for stimulating reflexive discussions and are conceptualized as unboxing mathematics. The overarching concept of unboxing mathematics represents one interpretation of how reflexive discussions may be constituted during modeling activities and identifies classroom mathematical practices specific to the socio-critical modeling context of this study.
Gil-Glazer, Y. (2023). Between Sexism and Sexual Liberation: Oz Magazine as Sex Education Agent in Britain in the 1960s–1970s. Sexuality and Culture, 27(1), 211–241. https://doi.org/10.1007/s12119-022-10010-w
British-Australian counterculture magazine Oz (1963–1973) was a subversive imagetext platform for anti-establishment issues, prominent among which were free love and sex. Particularly controversial was the “Schoolkids” issue (May 1970), which led to the editors’ indictment for obscenity. Oz presented progressive ideas on sex, but also conventionally sexist contents. For example, “Schoolkids” featured images of free and passionate lesbian sexuality, as well as a comic strip depicting the violent deflowering of an objectified female. The trial dwelled on these examples not from an anti-sexist standpoint, but from a conservative one, disapproving of explicit sexuality. This article argues that Oz was a sort of peer sex education agent for young British readers, and discusses its sexual discourse from the perspective of critical pedagogy, which considers visual culture a key educational vehicle. It analyses the magazine’s messages in the context of contested conceptions of sexuality in 1960s–1970s Britain, according to three themes: Sexist and objectifying discourse; Feminist critical discourse; and Egalitarian and subversive discourse. The article concludes by suggesting that despite its weaknesses and contradictions, Oz reflected a utopian version of the sexual revolution – which, as conceded in retrospect by one of its few female authors, Germaine Greer – was (and is) yet to come.
Ginsburg, S., Stroud, L., Lynch, M., Melvin, L., & Kulasegaram, K. (2022). Beyond the ratings: gender effects in written comments from clinical teaching assessments. Advances in Health Sciences Education, 27(2), 355–374. https://doi.org/10.1007/s10459-021-10088-1
Assessment of clinical teachers by learners is problematic. Construct-irrelevant factors influence ratings, and women teachers often receive lower ratings than men. However, most studies focus only on numeric scores. Therefore, the authors analyzed written comments on 4032 teacher assessments, representing 282 women and 448 men teachers in one Department of Medicine, to explore for gender differences. NVivo was used to search for 61 evidence- and theoretically-based terms purported to reflect teaching excellence, which were analyzed using 2 × 2 chi-squared tests. The Linguistic Index and Word Count (LIWC) was used to categorize comment data, which were analyzed using linear regressions. The only significant difference in NVivo was that men were more likely than women to have the word “available” in a comment (OR 1.4, p <.05). A subset of LIWC variables showed significant gender differences, but all effects were modest. Men teachers had more positive emotion words written about them, while negative emotion words appeared equally. Significant differences occurred more often between the men and women residents who wrote the comments, rather than those attributed to the gender of the teachers. For example, women residents used more social and gender-related words (β 1.87, p < 0.001) and fewer words related to power or achievement (β −3.78, p < 0.001) than men residents. Profound gender differences were not found in teacher assessment comments in this large, diverse academic department of medicine, which differs from other studies. The authors explore possible reasons including differences in departmental culture and issues related to the methods used.
Gopal, S. D., Lemerand, S., & Deil-Amen, R. (2025). Cultivating a Transfer-Receptive Culture: Exploring the Figured World of STEM Transfer Students in a Community College-to-Four-Year Bridge Program. Research in Higher Education, 66(8). https://doi.org/10.1007/s11162-025-09867-1
This study examines the experiences of STEM aspiring community college transfer students engaged in a STEM Bridge program, designed to address critical barriers in transfer pathways, including financial challenges, poor communication of transfer policies, and institutional challenges that result from ineffective partnerships between community colleges and four year institutions. Aimed at creating a transfer-receptive culture, the STEM Bridge program also provides pre- and post-transfer support to participants in order to mitigate transfer shock and promote success in STEM degrees. We use focus groups conducted with STEM Bridge participants on a longitudinal basis from pre-transfer through to graduation to investigate (1) how STEM transfer students narrate their transition into and experience in a four-year institution and (2) how their experiences conform to or resist perceived institutional messaging students report about what is required to succeed in STEM. This study employs an adapted ethnographic approach to analyze narratives. Notable findings include the impact of perceived instructional quality and care by professors, navigational support by advisors and mentors, and emotional support by social networks. We conclude by recommending that four-year institutions recognize the critical role socio-academic integration has in cultivating transfer receptivity and supporting academic success for community college transfer students.
Guichot-Reina, V., & De la Torre-Sierra, A. M. (2023). The Representation of Gender Stereotypes in Spanish Mathematics Textbooks for Elementary Education. Sexuality and Culture, 27(4), 1481–1503. https://doi.org/10.1007/s12119-023-10075-1
The latest report of the Organization of Ibero-American States for Education, Science, and Culture (OEI) points out that only 13% of the Science, Technology, Engineering, and Mathematics (STEM) students in Spain are women. Numerous studies have claimed that gender stereotypes are the leading cause of women’s underrepresentation in STEM. Textbooks constitute a powerful instrument in the configuration of a socio-occupational culture that could be biased if they contain sexism. This investigation examines, through Critical Discourse Analysis (CDA), the unequal representation of women and men in elementary mathematics textbooks currently used in Spain. The results indicate that even though textbooks present an equal frequency of female and male characters, there is an absence of women as real role models in STEM. Characters also reinforce traditional gender stereotypes in the embodiment of social roles. Problem-solving contexts show women using math in a limited variety of daily-life activities, while overall they are represented as insecure and unable to resolve certain mathematical issues. Our study points out that this gender gap in mathematics textbooks can affect girls’ self-esteem and discourage their interest in pursuing scientific-technological careers. Consequently, our study urges teachers to adopt an egalitarian perspective in selecting and using didactic materials.
Güner Özer, M., & Belet Boyacı, D. (2025). Improving reading and writing skills of refugee primary school students via educational digital game: an action research. Education and Information Technologies, 30(16), 23501–23548. https://doi.org/10.1007/s10639-025-13677-4
Due to recent migration movements, Türkiye has seen a continuous increase in diversity based on nationality, race, and culture, becoming a country that hosts a significant refugee population. For the integration of refugees into society, it is essential for them to learn the official language of the host country in the initial stages of education. Digital games, as a tool provided by technology, can effectively enhance language skills in refugee students. This action research explores how the reading and writing skills of refugee primary school students learning Turkish as a second language can be improved through educational digital game-supported instruction. The study was conducted with 10 refugee students identified as having reading and writing challenges. Six action cycles consisting of 60 sessions, each lasting 40 min were implemented, and data collection instruments included a reading achievement test, a writing skills assessment rubric, researcher’s journals, worksheets, observations, interview forms, and records from the validity committee. A three-dimensional educational digital game, “Journey to Turkish,” was developed using the UNITY game engine, with instructional activities integrated into the gameplay. Quantitative data from the study were analyzed using the paired samples t-test and Kendall’s W Test, with effect sizes calculated based on the t-test results. Qualitative data were analyzed using thematic analysis. The findings demonstrated that, through action cycles, refugee students improved their reading and writing skills in Turkish as a second language. The study discusses the contextual factors contributing to these outcomes and their broader implications.
Halawa, S., Hsu, Y. S., & Zhang, W. X. (2023). Analysis of Physics Textbooks Through the Lens of Inquiry Practices. Asia-Pacific Education Researcher, 32(4), 497–506. https://doi.org/10.1007/s40299-022-00671-4
The purpose of this study is to analyze the learning goals, nature of science, inquiry skills, understanding of inquiry, and inquiry types in the senior high school physics textbooks in Indonesia. We selected the textbooks based on three criteria: (1) approved by the Ministry of Education and Culture in Indonesia, (2) widely used in senior high schools, and (3) included content and practices based on the current curriculum. Content analysis was used to analyze 10th, 11th, and 12th grade textbooks. We found that more physics topics focused on the cognitive than on the epistemic, affective, and sociocultural aspects in these textbooks. The findings show that nature of science was emphasized in the textbooks, but they were more focused on science as a cognitive-epistemic system. Furthermore, we found that structured inquiry was more emphasized than confirmed and guided inquiry. Finally, structured inquiry focused more on inquiry skills than on the understanding of inquiry in all three textbooks, while observing and communicating skills were more emphasized in the physics activities. It is suggested that more studies need to develop inquiry activities that focus on understanding inquiry.
Harris, M., Lau-Bogaardt, T., Shifaza, F., & Attrill, S. (2025). The experiences of culturally and linguistically diverse health practitioners in dominant culture practice: a scoping review. Advances in Health Sciences Education, 30(2), 613–643. https://doi.org/10.1007/s10459-024-10359-7
Increasing the proportion of culturally and linguistically diverse (CALD) health practitioners is identified as one strategy to address healthcare disparities that individuals from minority or under-represented backgrounds experience. However, professional and institutional cultures and structures are known to contribute to the challenges for CALD practitioners who work in dominant culture practice contexts. This scoping review used the theory of Legitimate Peripheral Participation to describe and interpret literature about the experiences of CALD health practitioners in view of informing strategies to increase their representation. A systematised search was conducted across four allied health, medicine and nursing databases. Following abstract and full text screening, articles which fit the inclusion criteria (n = 124) proceeded to data extraction. Categories relating to the experiences of practitioners were extracted, and three themes were identified that were subsequently theoretically interpreted: Discrimination, Consequences and Hierarchy. Discrimination functioned as a barrier to CALD practitioners being legitimised and able to participate equally in healthcare practice, retaining their position at the periphery of the practice community; Consequences reinforced this peripheral position and further impeded legitimation and participation; and Hierarchy was maintained through structures that reinforced and reproduced these barriers. The findings summarise how these barriers are reinforced through the intersections of professional and racial hierarchies, and highlight a need for strategies to address discrimination and structures that marginalise CALD practitioners’ identity, practices and participation in their health professional communities.
Henderson, E. F., & Reynolds, P. J. (2023). Mobile, hierarchical, normative, decadent and conflict prone: understanding academia through fictional conferences. Higher Education, 85(6), 1201–1218. https://doi.org/10.1007/s10734-022-00885-x
Representations of higher education in fiction-based sources contribute to forming public perceptions of academia, and so are a form of public pedagogy. Within popular culture representations, understandings of academics are constructed using particular tropes which build shared meanings of the profession. Conferences are one of these tropes and can thus be used as a focus to explore the construction of the academic profession in popular culture representations of higher education. This paper draws on a research project which explored representations of conferences in narrative fiction texts (novels, graphic novels, short stories). In this paper, we analyse references to conferences for what they teach us about the academic profession. The paper is based on analysis of 98 symbolic references to conferences from a sample of 23 fictional texts. Symbolic references are short references which serve as a shorthand to signal aspects of the academic profession, and in this paper, they have been analysed in terms of what they portray and where they position the reader. The paper argues that popular culture representations of academia are pedagogical, in that they show the profession to be desirable to others but encourage a disidentification with academics, reinforcing the exclusionary nature of the profession.
Hendrickson, K. A., & Blackmon, A. T. (2025). Humanizing Stem Education, Valuing Cultures Of Care Through Conscious Values Based Leadership. Innovative Higher Education, 50(3), 1041–1061. https://doi.org/10.1007/s10755-024-09770-0
Humanizing STEM education advances the concern for humanity and welfare of students in STEM education. Cultures of care can be considered as strong endeavors to humanize STEM education. Cultivating STEM cultures of care requires conscious values-based leadership. To explore conscious values-based STEM leaders’ perceptions on STEM cultures of care, a culture values framework was designed. The framework identified thematic assumption domains and descriptive values for the STEM culture of care. Reflexive thematic analysis was conducted on 18 transcripts of STEM faculty leaders at Historically Black Colleges and Universities (HBCUs). The transcripts were provided by the Center for the Advancement of STEM Leadership (CASL). Within the HBCU context, a STEM culture of care was modeled based on the findings of study. Our findings also highlighted the significance of consciousness in STEM faculty leaders.
Henning, H. N., Danyi, M. M., Park-Gaghan, T. J., & Mokher, C. G. (2025). What Does Organizational Culture Tell Us About Developmental Education Reform? Corequisite Implementation in Texas. Innovative Higher Education, 50(6), 2193–2213. https://doi.org/10.1007/s10755-025-09787-z
A continuous topic of discussion in postsecondary success contexts is how institutions can assist students who need developmental education support. As part of an ongoing move away from lengthy developmental course sequences that delay students’ time-to-degree completion, corequisite education models allow students to enroll in developmental courses in the same semester as college level courses. Under HB 2223 passed in 2017, Texas mandated all public postsecondary institutions to offer corequisite education as the main form of developmental education by 2021. This research study focuses on the organizational cultures and subcultures of seven institutions from different economic and geographic regions during the four-year policy implementation in Texas using qualitative data. Based on the theoretical lenses of Birnbaum’s organizational cultures and Hatch’s organizational subcultures, findings from this multi-site case study indicate that one institution represented an anarchical culture, three demonstrated bureaucratic cultures, and the final three showed collegial cultures. Organizational subcultures included mostly enhancing types with one institution revealing a counterculture and another showing an orthogonal subculture. Institutional practices, like number of credit hours and course delivery, also differed during implementation according to institutional profiles and characteristics.
Hill, J. L., & Seah, W. T. (2023). Student values and wellbeing in mathematics education: perspectives of Chinese primary students. ZDM - Mathematics Education, 55(2), 385–398. https://doi.org/10.1007/s11858-022-01418-7
Around the world the prevalence of mathematics anxiety and disengagement point to a poor sense of student ‘mathematical wellbeing’. Mathematical wellbeing is defined here as the fulfilment of one’s ultimate or core values, accompanied by positive feelings and functioning in mathematics education. Yet student wellbeing and how to support it in specific school subjects including mathematics is vastly under-researched. Also, despite outperforming other countries in international mathematics assessments, East Asian students generally appear to experience poor affect and high academic burden in mathematics education, which are indicative of poor mathematical wellbeing. In this context, this explorative and descriptive study investigates the values that are associated with the mathematical wellbeing of a cohort of Chinese primary school students. 258 Grade three students in Chengdu, China responded to a questionnaire which explored teacher-nominated mathematics learning moments that students valued most for their mathematical wellbeing. Findings pointed to students valuing all the learning moments to some extent, with good grades, fun and interest, mathematics-themed videos, and teacher praise rated most commonly for wellbeing. The values underlying these learning moments are similar to the seven mathematical wellbeing dimensions found in Australian classrooms. The findings also highlight the cultural subjectivities involved, in which the same classroom actions can reflect different underlying values across cultures, and in which a particular value can be espoused in different ways in different places. We also look ahead to suggest how teachers might support students’ mathematical wellbeing, by recognising and then fulfilling their students’ values in the mathematics classroom.
Hooley, T. J., Bennett, D., & Knight, E. B. (2023). Rationalities that underpin employability provision in higher education across eight countries. Higher Education, 86(5), 1003–1023. https://doi.org/10.1007/s10734-022-00957-y
This article explores the rationalities advanced by 18 higher education institutions, located across eight countries, for developing and delivering employability provision. The article uses Sultana’s Habermasian-derived framework to categorise rationalities as either technocratic, humanistic or emancipatory. Based on a series of semi-structured dialogic interviews, the article explores how key strategic and operational personnel within higher education institutions articulate their rationality for engaging with employability. It finds that the rationalities advanced to support employability within different institutions vary through a conversation between institutional culture and priorities and the demands of different stakeholders who the institution seeks to engage. The technocratic and humanistic rationalities dominate, with the emancipatory rationality weakly represented in the data. However, in many cases, the different rationalities are woven together, often for tactical reasons, to create bespoke institutional rationalities.
Hora, M. T., & Lee, C. (2024). Does Industry Experience Influence Transferable Skills Instruction? Implications for Faculty Development and Culture Theory. Innovative Higher Education, 49(4), 799–820. https://doi.org/10.1007/s10755-023-09692-3
A major focus of innovation in higher education today is to improve faculty teaching, especially their focus on students’ career readiness and acquisition of workplace-relevant communication and teamwork competencies (i.e., transferable skills). Some contend that such instruction is best achieved through hiring faculty with prior work experience in industry, where the “culture” is preferable to academia where practical skills and career guidance are undervalued. However, little research exists on the topic and in this study we draw on person-centered views of culture to conceptualize industry experience as a form of cultural knowledge (i.e., cultural scripts) that can travel with a person (or not) over time and space. Using a mixed methods design where we gathered survey (n = 1,140) and interview (n = 89) data from STEMM faculty, we used thematic and HLM techniques to explore the relationships among industry experience, various situational factors, and transferable skills instruction. Results show that while most had industry experience (76.2%), transferable skills are rarely emphasized, a variety of individual (e.g., race) and institutional (e.g., discipline) factors are associated with transferable skills instruction, and that industry experience provides both generalized and specific cultural scripts for career- and skills-oriented teaching. We conclude that instead of promoting skills-focused instructional innovations via hiring policies that assume the value of one institutional culture over another, it is more useful and respectful (to faculty) to teach industry-based cultural knowledge via faculty development programming in a way similar to work-integrated learning (WIL) and communication in the disciplines (CID) initiatives.
Huencho, A., & Chandía, E. (2023). Humanizing mathematics education: quantitative and arithmetic argumentation of indigenous cultural practices. ZDM - Mathematics Education, 55(6), 1085–1099. https://doi.org/10.1007/s11858-023-01490-7
Dehumanized and globalized mathematics education in the last centuries has led to established learning processes disconnected from indigenous knowledge. The effect of cognitive imperialism, given the systematic negation of the language and the culture, has as a disastrous consequence of the gradual and systematic loss of knowledge and indigenous reasoning. Thus, recognizing, appreciating and updating it turns into a task and challenge for the teaching and learning of math in the intercultural classroom. Therefore, the purpose of this research is to focus on analyzing the mathematical reasoning of the indigenous student while encoding and decoding an historic numeric registry artifact called püron (knot in the Mapuche language). The study was conducted in three schools on Mapuche territory of Araucanía Region in Chile, using the Participatory Action Research method. The results show that encoding/decoding quantities helps indigenous students to recognize structures and to establish a numeration system close to the historically reported cultural practices of the Mapuche people. Moreover, it extends the mathematical quantitative structure and reasoning to an arithmetic one seen in the present day cultural practices such as the measurement of fields for planting. Thus, the experience contributes to the students’ linguistic awareness of Mapudungun (Mapuche language) in a numeration system framework.
Ibarra-Cisneros, M. A., Reyna, J. B. V., & Hernández-Perlines, F. (2023). Interaction between knowledge management, intellectual capital and innovation in higher education institutions. Education and Information Technologies, 28(8), 9685–9708. https://doi.org/10.1007/s10639-022-11563-x
Higher education institutions are essential generators and disseminators of knowledge; however, they must create conditions to lay the foundations supported by knowledge enablers and manage knowledge efficiently. In addition, intellectual capital and innovation are elements that help this process; if everything is correctly articulated, the academic staff and institution will promote better performance. This article analyzes how three knowledge enablers (leadership, culture, and organizational incentives) influence the knowledge management process. In turn, this process encourages the development of better intellectual capital and innovation in the teachers of Higher Education Institutions. A survey applied to 434 academics made it possible to collect information that, through structural equation models of partial least squares, allowed validation of the proposed hypotheses. The study results indicate that organizational culture and leadership significantly influence the knowledge management process. In addition, this process significantly influences intellectual capital and innovation. Finally, the vital link between the variables studied is demonstrated.
Idoiaga Mondragon, N., Beloki, N., Yarritu, I., Zarrazquin, I., & Artano, K. (2024). Active methodologies in Higher Education: reasons to use them (or not) from the voices of faculty teaching staff. Higher Education, 88(3), 919–937. https://doi.org/10.1007/s10734-023-01149-y
Teaching based on active methodologies emphasizes the importance of giving students a leading role in the learning process. With the implementation of the European Higher Education Area, universities have undergone a reform that significantly increased student involvement in the teaching–learning process. The University of the Basque Country (UPV/EHU) responded to this change by introducing its own educational model: IKD i3. The general objective of this research is to explore the effect of the IKD i3 strategy on the teaching staff of the UPV/EHU. The study aims to identify the active methodologies adopted by the teaching staff and the reasons behind the use (or not) of these methodologies. A total of 403 teachers participated in the study, and their opinions were gathered freely to accurately represent their viewpoints. The results reveal that teaching staff at the UPV/EHU utilize active methodologies, with the most frequent being problem-based learning, cooperative learning, and the case study method. The reasons for incorporating these methodologies vary and include both benefits for students and advantages related to teaching, while the rationale for not using active methodologies is based on the lack of training, time constraints, and having a large number of students. Interestingly, the teachers who expressed these arguments were primarily those who were not familiar with or actively participating in the IKD i3 educational model. We believe that while our findings validate the UPV/EHU’s IKD i3 educational model, they also highlight the importance of universities not only having an educational model but also fostering a culture that encourages the active engagement of teaching staff. This commitment is essential to effectively develop and implement such a model.
Jankelová, N. (2024). Organizational culture at Slovak universities: a mediation analysis of the associated factors. Entrepreneurship Education, 7(2), 187–198. https://doi.org/10.1007/s41959-024-00119-4
The purpose of the paper is to examine the interrelationship between the leadership style of direct superiors and organizational culture and to find out whether this connection is mediated by organizational trust in the environment of Slovak universities. The tool for data collection was a questionnaire survey among heads of departments from selected public universities in Slovakia. The research model was tested using the PLS-SEM method. The hypothesis about the mediating role of organizational trust in the relationship between the superior’s leadership style and organizational culture was confirmed. The total effect in the studied model was much higher than the direct effect, which points to the importance of organizational trust in the context of building a healthy organizational culture. The implications of the research are aimed at the practice of university management.
Johnson, M. C., Gibbons, M. M., Sexton, K., Hardin, E., & Bagwell, L. (2023). Understanding group leader affect as a factor for career education programming. International Journal for Educational and Vocational Guidance, 23(1), 131–147. https://doi.org/10.1007/s10775-021-09508-w
The purpose of this study was to explore how group leader affect impacted facilitation of a career education program. Through a case study design, data were gathered via focus groups and blog posts from 16 program staff members. Five major themes were derived, highlighting group leader affect and experience: Emotions During Intervention, Flexibility, Student Engagement and Connections, Support from Program Staff, and School Culture. The findings encouraged career educators to remain flexible when delivering programming, to consider regular evaluations of affect throughout career programming, and to acknowledge the reciprocity of engagement, affect, and programmatic buy-in between facilitators and participants.
Kadikilo, A. C., Kulshrestha, R., Sahay, A., & Nayak, P. (2023). Research promotion strategies to enhance research productivity in Tanzanian higher educational institutions. Review of Education, 11(3). https://doi.org/10.1002/rev3.3436
There are low levels of research productivity among higher education institutions (HEIs) in Africa, which will likely compromise the continent’s development agenda if not addressed. This study intends to develop a research framework to create a strategic roadmap that leverages leadership perspectives to foster a thriving research culture and contribute meaningfully to Tanzania’s growth and development. We conducted a qualitative study involving higher education policy makers, senior university officials and academic staff from four sampled universities and two non-university institutions that regulate Tanzania’s higher education sector. The secondary data sources supported us in assessing the current state of research in Tanzanian HEI and the way forward. A thematic analysis revealed seven themes: research governance; capacity development strategy; reinforcement strategy; collaboration, networking and teamwork; establishment of research centres; dissemination strategy; and institutionalisation of research activities that can increase research productivity in the Tanzanian HEI context. This research adds to the literature on HEIs by identifying contextual strategy that can enhance research promotion in Tanzania and guide other African countries. In today’s global information economy, research production is critical to the viability of HEIs and national development. This research aims to equip HEI leaders with a customised framework to help them direct their institutions towards research excellence and innovation.Context and implicationsRationale for this studyTanzania recognises the pivotal role of research in achieving socioeconomic objectives. The research productivity of higher education institutions (HEIs) is crucial in addressing local issues and fulfilling national agenda.Why the new findings matterThe findings reveal novel strategies for promoting research and how institutionalising them will enhance research engagement and productivity.ImplicationsThe research framework acts as a strategic guide for HEI policy makers that informs on how to encourage faculty and scholars and generate a better research output. The study shows how HEIs can institutionalise research, making it a part of its culture and mindset. The study has implications for the authorities and government bodies also, as the research productivity has a socio-economic impact on national development.
Kang, H., & González-Howard, M. (2022). Beginning school–university partnerships for transformative social change in science education: Narratives from the field. Science Education, 106(5), 1178–1197. https://doi.org/10.1002/sce.21723
These narratives explore what it might entail to begin school–university partnerships towards the goal of transformative social changes through the voices of two women scholars of color. Using two school–university partnerships as focal cases, we unpack the complexity, tensions, and possibilities that arise through collaborations driven by the objective to promote new and more just forms of science learning within public schools. In this article, we use three key dimensions of participatory design research (namely, critical historicity, power, and relationality) as analytical lenses through which to reflect upon school–university partnerships that we are in the beginning stages of forming. Through this methodology, we shed light on: (a) the historical genealogies of equity-oriented work and (b) the tensions that we encountered as we strived for beginning partnerships with K-12 schools. These narratives unveil the dynamic and contentious nature of forming school–university partnerships that always occurs within a sociopolitical landscape impacted by intersecting and powered identity markers, including those around race, gender, language, culture, and status. We provide specific recommendations for supporting education researchers who aspire to transform the learning of sciences at schools through a collaborative and sustainable partnership. These recommendations include ideas around how to collectively generate goals with schools centered on transformative science learning; attention to the role of language and race in shaping partnership role-remediation; and creating infrastructure for developing school–university partnerships toward transformative social changes, including financial, human and relational resources, as well as new forms of recognition systems.
Karapolat, T., Özşen, T., & Çetinkaya, L. (2024). The impact of social media as an instructional tool in Japanese culture teaching. Education and Information Technologies, 29(1), 695–719. https://doi.org/10.1007/s10639-023-12290-7
This study aims to investigate how social media tools, in other words social network services (SNS), affects the success of Japanese language learners in learning Japanese culture in undergraduate programs. For this research, a mixed method approach was used with a quantitative, quasi-experimental research design including a pre-test-post-test control group experimental model for quantitative data and an open-ended follow-up questionnaire for qualitative data. The topic of Shintō was selected for the Japanese culture lesson to be taught to a control group (indoor and face to face) and three experimental groups with different SNS tools (Zoom, YouTube and Instagram). An achievement test was used to measure success, with 30 questions in a pilot test reduced to 27 after item analysis. Two-factor ANOVA was used for the analysis. After measurement four groups’ value was found insignificant, a Sample Pair Test was implemented for each groups’ pre-test-post-test results. The results revealed that all groups showed a statistically significant difference between the pre-test and post-test scores. The traditional Group and the YouTube Group had the highest mean achievement score,. This suggests that the social media teaching environment is as effective for the learning process as the indoor and face to face environment and learning tools. Furthermore, the qualitative data collected in this study revealed both positive and limited aspects of SNS tools. Participants highlighted the inadequacies of using SNS as the main learning environment. In the light of these data, this paper concludes that traditional classroom training is still useful in teaching Japanese culture, and SNS can be used as a supportive instrument.
Katingima Day, N. (2024). The Aesthetics of African Participatory Music Making Through the Eyes of Utu: An Alternative Approach to Music Education. Palgrave Studies in Creativity and Culture, Part F3864, 205–221. https://doi.org/10.1007/978-3-031-52973-3_9
The theorisation of music and music making in most African Indigenous Communities has for a long time been the prerogative of anthropological and ethnomusicological inquiry, predominantly framed by Western hegemonic knowledge structures (Murungi, 2011, African musical aesthetics. Cambridge Scholars Publishing). This chapter offers a theoretical and methodological ruption by exploring the aesthetics of music and music making through the eyes of an alternative philosophical approach emanating from East Africa called Utu. It is a Kiswahili word describing the essence of being and becoming human by participating in life. The chapter will explore two principles – relationality and connectivity – as the foundation of creative endeavour. These will inform why and how music and music making in most Kenyan Indigenous Communities (KIC) is an aesthetic of life. This means that music encounters are not only a reflection of life but are in fact life (Nketia, 1984, The World of Music, 26, 3–28). It is argued that (1) the acknowledgement of already existing relationships within an encounter, (2) the effective creation of stable connections between entities or participants and (3) the validation and affirmations of the outcomes of the music encounter provide a relevant theoretical foundation for creativity and music education. This ruption from an ‘aesthetic in life’ (endorsed by most current mechanistic education practices) to an ‘aesthetic of life’ opens new creative and emergent possibilities for not only music education but broader educational futures.
Kato, M., & Kobakhidze, M. N. (2024). Transnational juku: Japanese shadow education institutions in Hong Kong, Beijing, and Shanghai. Asia Pacific Education Review, 25(4), 1083–1093. https://doi.org/10.1007/s12564-024-09946-5
Japan has a longstanding history of shadow education, which has evolved, transformed, and extended beyond its borders. Japanese shadow education institutions, known as juku, have expanded worldwide, including in Asia, the US, and Europe, offering offline and online tutoring services mainly for Japanese expatriates. This study examines the role and features of juku, specifically in Beijing, Hong Kong, and Shanghai. It identifies 20 different juku, analyzes their types, and explains a different type of juku, the “Japanese cultural supplementary school,” that caters to expatriate parents aiming to nurture Japanese culture and traditions in their children. Although the Japanese juku phenomenon has previously attracted the attention of scholars, there is a gap in the literature when it comes to transnational juku and its operation outside Japan. This paper contributes to informing scholars, policymakers, and the public on the transnational movement of shadow education as a global phenomenon.
Kaur, M., Singh, M., & Saini, M. (2024). Analyzing the relation among different factors leading to Ph.D. dropout using numerical association rule mining. Education and Information Technologies, 29(1), 375–399. https://doi.org/10.1007/s10639-023-12260-z
Ph.D. dropout is a persistent and challenging issue in higher education, with significant implications for individual students, academic institutions, and the broader society. This research paper aims to explore the factors contributing to Ph.D. students’ decision to dropout and their interrelationships. For this purpose, we employed the hybrid topic modeling Bidirectional Encoder Representations from Transformers – Latent Dirichlet Allocation (BERT-LDA) algorithm and Numerical Association Rule Mining (NARM) using a genetic algorithm in QuantMiner. We identified and analyzed individual, institutional, and social factors that affect Ph.D. students in leaving their current degrees. The results suggest that financial constraints, inadequate academic preparation, poor mentoring, social isolation, lack of social support, family responsibilities, and work-life balance are significant elements responsible for dropout. These findings also reveal that these factors are interrelated, and their effects can be mitigated by the academic institution’s policies and culture. The outcomes of the study have implications for academic institutions, policymakers, and researchers, who can use them to develop evidence-based strategies and interventions that enhance Ph.D. students’ retention and success.
Kezar, A., Hallett, R. E., Corwin, Z. B., & Hypolite, L. (2025). Moving Toward Institutional Culture Change in Higher Education: An Exploration into Cross-functional Professional Learning Communities. Innovative Higher Education, 50(2), 687–714. https://doi.org/10.1007/s10755-024-09753-1
This article explores the implementation of cross-functional professional learning communities (PLCs) involving faculty, staff and administrators at three different institutional types – research, urban regional, and rural regional universities – with the goal of learning about and then implementing a culture change approach to support academic and psychosocial success for historically marginalized student groups. The action research-based study explores the research question: Do cross-functional PLCs help support institution-wide culture change? And if so, how? Our findings identified that PLCs can act as a vehicle for the beginning steps of institutional culture change if they adopt four organizational strategies for spreading learning. Given the complexity and size of campuses, PLCs can act as a strategizing team for developing a broader culture change approach that ultimately impacts the overall institution. Armed with the skillsets related to culture change that they learn in the PLC, they can become change agents that plan and spread culture change. They do this by moving from a PLC that learned together for a year to a coordinating group that utilizes their newly gained skills to execute and create a set of culture change strategies. The PLCs make the transition to a coordinating group by expanding and adding new members and/or connecting to units throughout campus, creating an extended network. They also implement four key strategies – data/assessment, communications, professional learning and auditing/mapping.
Khajeloo, M., & Couch, B. A. (2025). An Organizational View of Teaching Culture: How a STEM Department Changed its Annual Teaching Evaluation Process. Innovative Higher Education, 50(6), 1969–1994. https://doi.org/10.1007/s10755-025-09842-9
Educational science has identified effective and equitable instructional methods, yet traditional teaching methods continue to predominate in STEM courses. The challenge of implementing sustainable changes in undergraduate STEM education has highlighted the existence of systemic barriers and the need for approaching reforms from multiple angles. To further understand these systemic barriers and determine how they might be overcome, we drew upon the Four Frames model from organizational science, which provides a way to analyze complex systems through their structures, human resources, politics, and symbols. Using a case study method, we investigated the teaching culture of a STEM department at a research university in the United States that had successfully implemented a change in their annual faculty teaching evaluation process. We delineated ways in which each of the four frames shaped departmental teaching practices. We examined relationships between various teaching elements over time and identified how the interplay between cultural components enabled this department to implement a structural change. Our results demonstrate how teaching culture emerges from interactions among the four frames. They exemplify how changing teaching culture requires consistent and collective efforts across departmental teaching activities. These efforts can coalesce to facilitate educational reforms, like implementing a new teaching evaluation process. While cultural changes may not directly affect teaching practices, our findings indicate how the broader cultural context creates an environment that can enhance faculty agency and potentially enable positive pedagogical changes over time.
Khamitova, M., Tymbolova, A., Omarbayeva, G., & Zholshayeva, M. (2023). Augmented reality games in linguistic education: model of cultural concepts in the linguistic worldview of philology students. Education and Information Technologies, 28(10), 13647–13663. https://doi.org/10.1007/s10639-023-11765-x
The research aims to prove the effectiveness of introducing linguoculturology, sociolinguistics, ethnolinguistics, pragmastilistics and psycholinguistics using augmented reality tools into the learning process. For this, the method of quasi-experiment was used. The study involved 75 students studying the Kazakh language at the Department of Kazakh Linguistics at Al-Farabi Kazakh National University. They were offered to study the following disciplines: sociolinguistics, ethnolinguistics, linguoculturology, pragmastilistics, and psycholinguistics for one academic year. The results showed that students improved their Kazakhstan culture knowledge. The percentage of participants with a high knowledge level increased from 5 to 22%, with an average level – from 70 to 74%. The number of students with poor knowledge of cultural concepts decreased by 11%. This contributed to the improvement of students’ expertise in culture, as well as in the language. The best descriptors of the proposed games were: “funny”, “useful”, “motivating”, and “relevant”. In the survey, 68 out of 75 students (90%) described the experience as “fun”, 60 out of 75 students (80%) responded as “rewarding”, and 57 out of 75 participants (76%) described the experience as “motivating”. Thus, the integration of the games into the learning process had a positive impact on the development of philology students’ linguistic and cognitive skills. The research results can eliminate theoretical and empirical gaps in the language teaching methodology. Similar studies can focus on a detailed analysis of other augmented reality or virtual reality games.
Khan, S., Kambris, M. E. K., & Alfalahi, H. (2022). Perspectives of University Students and Faculty on remote education experiences during COVID-19- a qualitative study. Education and Information Technologies, 27(3), 4141–4169. https://doi.org/10.1007/s10639-021-10784-w
Owing to COVID-19 the Ministry of Education in the United Arab Emirates mandated educational institutions to shift to remote learning. In this study the perspectives on remote learning, of both students and faculty, from the Science major, in a public university in Dubai have been explored. A qualitative research was conducted through focus group discussions using a semi-structured interview guide. All discussions were recorded and transcribed verbatim. Thematic content analysis was carried out following coding and analyzing content using NVivo 12. Recurrent, emerging and diverging views were identified and represented under themes. Participants believed that altered human interaction was a major consideration in remote learning. Assessments were modified to reduce cheating however increasing students’ accountability and prudent use of questions was suggested as a more effective strategy. Challenges associated with technology, changes to the learning environment, wellbeing and institutional policies were highlighted. Advantages of remote learning included more inclusivity, flexibility, availability of recorded sessions and time efficiency. Also, remote learning had compelled faculty to enhance their technological skills. Including class participation as a graded component of courses, clear institutional guidelines on assessments, use of recordings and methods of communication were recommended. It was evident that students’ stances for learning were based on courses and disciplines, with a preference for synchronous lessons. Culture influenced interaction, assessments, acceptability, and accessibility of remote education. The views from this research will contribute to improving the adoption and outcomes of digital education in higher education in the field of science, while considering the sociocultural influences of the region.
Khan, Z. R., Priya, J., & Tuffnell, C. (2022). Culture of integrity – institutional response to integrity during COVID19. International Journal for Educational Integrity, 18(1). https://doi.org/10.1007/s40979-022-00118-9
COVID19 forced most education institutions to move their education provisions to digital platforms almost overnight to ensure continued learning for students. Variable factors relating to educational technologies, ease of use, accessibility and funding meant the process was more challenging for some than others. However even the most agile and well-prepared educational institutions faced a hurdle during remote learning when it came to integrity in assessing students online. This article tracks the efforts by one western university in a Middle Eastern country, tracing back the systemic changes, evolution of policies and procedures that culminated into a campus-wide response that helped redesign assessments, increased awareness among faculty towards recognising and reporting cases, and the implementation of integrity pledges. It is believed this article presents a well-rounded case study as a good practice guide for other tertiary institutions on the importance of building a culture of integrity prior to any crisis, that can help whether such situations need to arrive in the future.
Kim, J. (2024). Leading teachers’ perspective on teacher-AI collaboration in education. Education and Information Technologies, 29(7), 8693–8724. https://doi.org/10.1007/s10639-023-12109-5
Moving beyond the direct support all alone by a human teacher or an Artificial Intelligence (AI) system, optimizing the complementary strengths of the two has aroused great expectations and educational innovation potential. Yet, the conceptual guidance of how best to structure and implement teacher-AI collaboration (TAC) while ensuring teachers’ instructional roles to support students learning remains limited. This study, therefore, aims what (1) curriculum, (2) teacher-AI interaction, (3) learning environment would be required as well as how TAC would evolve by reflecting teachers’ views. Through in-depth interviews with 20 Chinese leading teachers in AI in Education (AIED), the study found that teachers aimed to improve students’ subject-matter knowledge and build their capacity as the desired goals for TAC and these can be carried out by data-driven problem-based learning and case-based reasoning in tandem with growth-focused and reflective assessment. While teachers highlighted that developing teachers’ data literacy and collegiality with AI are essential, they expected AI to be equipped with Technological Pedagogical and Content Knowledge (TPACK) knowledge and conflict resolution skills. In addition, teachers expressed that Internet of Things (IoT)-based classrooms, systematic AIED curriculum, school-based continuing professional development, research-practice-policy partnerships as well as creating a continuous learning and AI-ready culture are significant. Furthermore, teachers envision TAC would develop into three stages: (1) teachers as passive AI recipients, (2) teachers as active AI users (3) teachers-AI as constructive partners. These findings build a more holistic and in-depth understanding of the AIED and offer implications for the educational AI design and teachers’ education.
Kim, J., Lee, H., & Cho, Y. H. (2022). Learning design to support student-AI collaboration: perspectives of leading teachers for AI in education. Education and Information Technologies, 27(5), 6069–6104. https://doi.org/10.1007/s10639-021-10831-6
Preparing students to collaborate with AI remains a challenging goal. As AI technologies are new to K-12 schools, there is a lack of studies that inform how to design learning when AI is introduced as a collaborative learning agent to classrooms. The present study, therefore, aimed to explore teachers’ perspectives on what (1) curriculum design, (2) student-AI interaction, and (3) learning environments are required to design student-AI collaboration (SAC) in learning and (4) how SAC would evolve. Through in-depth interviews with 10 Korean leading teachers in AI in Education (AIED), the study found that teachers perceived capacity and subject-matter knowledge building as the optimal learning goals for SAC. SAC can be facilitated through interdisciplinary learning, authentic problem solving, and creative tasks in tandem with process-oriented assessment and collaboration performance assessment. While teachers expressed instruction on AI principles, data literacy, error analysis, AI ethics, and AI experiences in daily life were crucial support, AI needs to offer an instructional scaffolding and possess attributes as a learning mate to enhance student-AI interaction. In addition, teachers highlighted systematic AIED policy, flexible school system, the culture of collaborative learning, and a safe to fail environment are significant. Teachers further anticipated students would develop collaboration with AI through three stages: (1) learn about AI, (2) learn from AI, and (3) learn together. These findings can provide a more holistic understanding of the AIED and implications for the educational policies, educational AI design as well as instructional design that are aimed at enhancing SAC in learning.
Kirca Demirbaga, K. (2025). Building a sustainable culture of giftedness: the organizational model of giftedness (OMoG). Asia Pacific Education Review, 26(2), 317–332. https://doi.org/10.1007/s12564-024-10030-1
Over the past few decades, as the number of extraordinary achievements by research teams and science and technology companies has increased, the power behind the justification of only individual-dimension giftedness theories has decreased. This conceptual paper reveals the organizational dimension of giftedness in the background of scientific and technological developments in the twenty-first century and shows how it has become a necessary result of today’s world. In this paper, the emergence of the organizational model of giftedness (OMoG), its four foundational components (supportive and nurturing mentors, individuals with high performance, interdisciplinary collaboration, and innovative outcomes), its structure, and how it functions are explained, inspired by Eyre’s (2016) high-performance learning pedagogy and Amabile and Pratt’s (2016) dynamic componential model of creativity and innovation in organizations. By moving beyond the typical approaches in the field, this innovative model extends the boundaries of giftedness and shifts our giftedness understanding from the individual dimension to the organizational dimension. The model encourages empirical studies in the field to understand better and advance the organizational dimension of giftedness, intending to contribute to educational policy and practices.
Koczanowicz, L., & Włodarczyk, R. (2022). Education for Critical Community and the Pedagogy of Asylum: Two Responses to the Crisis Of University Education. Studies in Philosophy and Education, 41(2), 191–209. https://doi.org/10.1007/s11217-021-09798-1
The current heated debate on the deteriorating status of the university raises a range of pertinent questions, including: What role can the humanities play in culture today in the face of the crisis of higher education? To answer this question, the authors begin by problematizing the relationship between culture, the humanities, and education. In the second part of the paper, they examine the changing role of the humanities in conjunction with the understandings of culture, and outline three salient ways in which culture is conceived of today. Subsequently, they focus on the loss of the dominant status that culture suffered when everyday life was discovered in modernity. In the third part, they argue that everyday life, or rather social representations of everyday life and its practices, are currently becoming the chief criterion for assessing culture, the humanities, and education. However, everyday life remains complex both in theoretical conceptualizations and in research observations. For example, everyday life harbors a range of risks and anxieties which are veiled by its own obviousness and reinforced by socialization. The authors conclude that, given this, everyday life in democratic societies calls for the work of understanding, support, affirmation, and criticism, in which the humanities can retain their superior status. In the fourth part, the authors discuss non-consensual democracy, critical community, and the pedagogy of asylum as the forms of organization and action that promote an auspicious interconnection of culture, the humanities, and education.
Konstantinou, E., Murto, T., Bacatum, C., Félix, T., Häsänen, M., Oliveira, M., Prapas, C., Jogi, O., Koutavelis, E., Lähteenmäki, E., Duarte Lopes, S., Natsia, M., Rennit, M., Savola, E., Lagiou, A., & Sakellari, E. (2025). Migrants’ Perceptions and Needs in Sexual Health Education: A Focus Group Study. Sexuality and Culture, 29(2), 943–962. https://doi.org/10.1007/s12119-024-10307-y
Sexual and reproductive health is fundamental and integral part to overall health and well-being of individuals, couples and families, including the right to receive education and information about sexual health. The current study investigates migrants’ perceptions on sexual health and on their needs for sexual health education. Ten focus groups in four European countries (Finland n = 2, Greece = 4, Portugal = 2, Estonia = 2) have been conducted during summer-autumn 2023 with 54 migrant participants. Collected data were analyzed using qualitative thematic analysis. Migrants perceived sexual health as a component of overall health and well-being, encompassing aspects of reproductive health, sexual relationships, and socio-cultural factors and beliefs. They expressed a need for health education that improves their understanding of anatomy and physiology related to sexual function, reproductive health, and safe sex practices. This education should incorporate refined communication skills, address their unique cultural sensitivities, and utilize materials and tools such as technology, printed, and visual media. Migrants provided valuable information into their sexual health needs, highlighting the importance of integrating these insights into the development of comprehensive sexual health education. Sexual health education should emphasize cultural responsiveness and inclusivity of participants’ diverse backgrounds to enhance its effectiveness and impact.
Koshy, P., Cabalu, H., & Valencia, V. (2023). Higher education and the importance of values: evidence from the World Values Survey. Higher Education, 85(6), 1401–1426. https://doi.org/10.1007/s10734-022-00896-8
The collection of data on values through instruments such as the World Values Survey has focused attention on two opposing but inter-related trends, namely the combination of substantial cultural change in many countries and the persistence of distinctive traditional values. This reflects the interplay between social changes associated with modernisation and globalisation—including increased global trade and the rise of global popular culture—with traditional values country-specific systems. In this paper, we introduce a focus on another potentially important source of change, that of widening higher education participation and attainment, and the extent to which self-reported values differ between university graduates and non-graduates. We investigated this question using data from the most recent collection of the World Values Survey (2017–2020) for six core values—family, friends, leisure, work, politics, and religion—and tested for the influence of higher education attainment on the perceived “importance” of each value and the extent to which this influence differs across values and in gender, generation and country grouping sub-samples. We find evidence for consistent effects in most contexts, with no statistical differences between graduates on non-graduates in relation to the propensity to view family and work as important, statistically significant positive effects on the propensity of graduates to view friends, leisure, and politics as important, and a significant negative effect in relation to religion.
Koukal, D. R. (2022). “American Higher Education, the De-Worlding of World, and the Lessons of Situated Finitude.” Studies in Philosophy and Education, 41(5), 567–578. https://doi.org/10.1007/s11217-022-09843-7
This essay offers a critique of the culture of specio-vocationalism in American higher education by first drawing on Edmund Husserl’s conception of “world” and connecting this notion to education conceived as a “world-disclosing” activity. The essay will then give an account of how the trends of vocationalization and specialization manifest themselves in contemporary university culture, and how they work together to “de-world” the lives of our students and deprive them of possibilities that are part of what it means to be human. After showing how this impoverishment undermines the world-disclosing function of higher education, the essay will then suggest one way to counter this “de-worlding of world”: the teaching of the situated finitude of the human condition by reminding our students that our knowledge or sense of the world is always only partial. It is this realization that has the potential of placing our students once again before the vastness of the world in wonder and curiosity. In this realization they will gain a better sense of the world as a distant horizon still to be explored in all of its inexhaustible complexity and meaning. At the same time, coming to grips with their own ignorance will imbue them with an intellectual humility that will shield them not only from their own finitude, but the finitude of others as well.
Koukoulidis, N. M., Kotluk, N., & Brown, J. C. (2024). The status of culturally relevant teacher education in the European context: A systematic review of research. Review of Education, 12(3). https://doi.org/10.1002/rev3.70002
In this systematic literature review spanning 2000 to 2024, we examine the landscape of culturally relevant education (CRE) in Europe. Our goal is to present a clear picture of how in-service and pre-service teachers perceive, practice and experience CRE in the evolving European context. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol, we analysed 48 empirical studies from European countries. In a multiphase process, we utilised qualitative methods to iteratively identify key features to categorise study purposes and outcomes for meaningful reporting. Included studies primarily consisted of self-reported data on perspectives, practices and experiences of in-service or pre-service educators working with learners that are culturally and linguistically diverse compared to the dominant culture of the studies’ locations. The aim was to reveal the state of CRE research in the context of Europe by identifying the reviewed studies’ goals, key findings and suggestions to move forward. Our findings highlight well-intentioned educators, yet there is a discernible need for improved teacher education programmes and in-service professional learning that focus on supporting educators’ culturally relevant practices. The review emphasises the necessity of better preparing European educators to effectively meet the needs of their culturally and linguistically diverse student populations. We offer a series of recommendations synthesised from the examined studies, pointing towards a need for reform at multiple levels, including pre-service teacher education, professional development, school and community practices and policy changes. As we navigate the educational landscape of Europe, our synthesis aims for a clear understanding and practical insights, fostering an environment where educators can effectively nurture the potential of every learner. Context and implications Rationale for this study: The study aims to assess the state of culturally relevant teacher education in Europe, highlighting the gap in research through a systematic review of the literature to help inform future educational efforts. Why the new findings matter: These findings matter because they offer a structured insight into current practices and challenges, suggesting significant opportunities for enhancing teacher preparation in culturally diverse settings across the continent of Europe. Implications for practitioners, policy makers and researchers:…
Lachney, M., Green, B., Yadav, A., Drazin, M., Allen Kuyenga, M. C., & Harris, A. (2024). Sparring with technology: collaborating with coaches, mentors, and academic staff to develop culturally responsive computing education for a youth boxing program. Educational Technology Research and Development, 72(3), 1563–1595. https://doi.org/10.1007/s11423-024-10344-2
In the United States, culturally responsive computing is a framework that aims to support broadening the participation of racially and linguistically diverse children in computing and technology education through bottom-up interventions that are community-oriented, technology rich, and culturally dynamic. Despite the important role that youth sports play in many local neighborhoods and communities across demographic groups there is only a small amount of research on developing culturally responsive computing education that incorporates these activities. We report findings from a culturally responsive computing collaboration between computing education researchers and coaches, mentors, and academic staff who ran a youth boxing program that predominantly served African American children. The purpose of the collaboration was to learn about and represent the adults’ expertise and knowledge in the co-development of culturally responsive computing activities. Using an emergent mixed methods research design, we collected qualitative data (i.e., interviews and group discussions) and quantitative data (i.e., pre- and post-surveys) throughout the collaboration. We analyzed these data to study how coaches, mentors, and staff members brought their knowledge and expertise to bear on the co-development of culturally responsive computing activities for the youth boxing program. Our findings show how the coaches, mentors, and academic staff used their expertise and knowledge in ways that leveraged boxing culture to go beyond boxing itself in the co-development of the activities. In addition, even when connections between computing and boxing did not appear authentically motivated this did not negate the adults’ engagement with the culturally responsive computing project. These findings have implications for anti-deficit theorizing about authenticity and inauthenticity in the co-development of culturally responsive computing in youth sports contexts. The construction of authenticity in culturally responsive computing might be less understood as a direct translation from community into education and more so as a negotiation between locally defined demarcations of what is considered authentic and inauthentic.
Laufer, M., Deacon, B., Mende, M. A., & Schäfer, L. O. (2025). Leading with Trust: How University Leaders can Foster Innovation with Educational Technology through Organizational Trust. Innovative Higher Education, 50(1), 303–327. https://doi.org/10.1007/s10755-024-09733-5
University leaders play crucial roles in steering and fostering change within higher education institutions (HEIs). Drawing upon the complexity leadership theory (CLT) and organizational trust, we investigate how university leaders trusting staff with responsibilities tied to digital change contributed to an institutional culture of innovation. Through 68 interviews with staff members working in 8 European study programs, we found that leaders exhibited trust by creating flat hierarchies, sharing decision-making, and ensuring a safe space for experimentation with educational technologies (EdTech). This led to staff being intrinsically motivated to engage with technology and innovate with new formats. We also found that university leaders sometimes used ‘trust’ to justify allocating the responsibilities of digital change to the shoulders of staff without providing support such as infrastructure, funding, and guidance. This contributed to demotivation and stifled innovation. This study highlights the importance of university leaders trusting and empowering their staff members’ creative processes with technology and supporting innovation within higher education.
Lee, D., & Kwon, H. (2022). Keyword analysis of the mass media’s news articles on maker education in South Korea. International Journal of Technology and Design Education, 32(1), 333–353. https://doi.org/10.1007/s10798-020-09615-9
The goal of this study was to investigate—using text network analysis—how key Korean mass media outlets present issues of maker education. To accomplish this goal, 1303 news articles (associated with maker education) were collected as issued by 54 Korean mass media companies. Based on this data, this study reports the frequency and network analyses using keywords gaining the following findings. First, the findings of a yearly trend in issues indicated an increased volume of issues related to maker education. In particular, there were sharp increases when the Korean government announced its maker education policy in 2017 and 2018. The monthly trend within this time period indicated that there were many news articles in May, June, October, and November. Second, the frequency analysis showed predominant keywords like education, student, maker education, maker, and school. TF–IDF analysis finalized the following keywords: maker, school, student, makerspace, support, and work. Third, network analysis of the keywords showed categorized terms such as future education, school curriculum-linked maker education, maker education for youths, diffusion of maker culture, maker education support project, direction on maker education policy, fabrication, and start-up. The following recommendations are derived from these findings. First, maker education policy should be expanded to the public: in particular, the target and projects for maker education should be expanded to diverse people and places. Second, full recognition of technology and design education are necessary to help settle maker education. This study will provide an outline for research regarding maker education and its implementation.
Lee, E., Subramaniam, K., & Castro, D. C. (2023). Early Childhood Pre-service Teachers’ Descriptions of Equity in Science Education: A Thematic Analysis. Early Childhood Education Journal, 51(3), 483–492. https://doi.org/10.1007/s10643-022-01318-1
The present study investigated how 380 early childhood pre-service teachers perceived equity in science education and how they planned to incorporate their equity concept into their future science teaching practices. An inductive thematic analysis of the data collected indicated that the majority of pre-service teachers harboured misconceptions about equity in science education. They also conceptualized equity in science education as involving English learners, something unrelated to children’s racial/ethnic backgrounds. Colorblindness and deficit beliefs were pervasive among pre-service teachers. One important implication is the need for pre-service teachers to understand that resolving opportunity gaps in science education between dominant and nondominant children depends on building their knowledge of equitable science instruction. Another implication is the need for ECE science teacher educators to create opportunities for pre-service teachers to identify their own cultural backgrounds, as well as to critically and continuously reflect on their own biases and prejudices towards children who come from diverse backgrounds.
Lee, S. M. (2025). Explore and experience London: Learning literature and culture through immersive virtual reality in the EFL classroom. Education and Information Technologies, 30(10), 13539–13563. https://doi.org/10.1007/s10639-025-13341-x
Cultural understanding and awareness are crucial for English as a Foreign Language (EFL) learners, yet effective learning of the target culture often remains a challenge in traditional classrooms. Immersive virtual reality (iVR) introduces an innovative avenue for cultural learning by enabling learners to experience the target cultures in a more immersive and engaging way. This study developed an iVR environment of London (iVR London) based on the classic novel Around the World in 80 Days, incorporating several instructional principles, including contextualized learning, active and experiential learning, and the cognitive theory of multimedia learning. The aim was to increase EFL students’ motivation and understanding of literature and British culture. A mixed methods approach was employed to evaluate the effects of using iVR for learning literature and culture. Students’ reflection papers (qualitative data, primary data sources) were analyzed inductively and deductively, and themes were identified in four domains, technical, behavioral, affective, and cognitive. The results indicated that iVR London significantly increased student motivation, engagement (behavioral, affective, and cognitive) and learning, which was corroborated by quantitative data (pre- and posttests, secondary data sources). The study also highlighted how the technological affordances of iVR supported experiential, contextualized, and affective-cognitive learning. Finally, the study provides pedagogical insights for the instructional design of educational iVR.
Lei, L. (2024). The latest technological developments in Chinese music education: Motifs of national musical culture and folklore in modern electronic music. Education and Information Technologies, 29(9), 10595–10610. https://doi.org/10.1007/s10639-023-12227-0
The research purpose is to investigate the ways of using new technologies in music education and help scholars analyse the motifs of national music culture and folklore in modern electronic music. The research uses the oscillation coefficient to identify the key features of electronic music, combined with folk music, the rich melisma and the method of changing the speed of sound. The combination of different sound processing tools and the additional noise is typical for national music. The scholars developed and introduced learning approaches to ensure electronic music making, providing editorial approaches to working on musical compositions and learning the specifics of intonation techniques for compositions. Moreover, the research proposes ways to develop technical skills to create melodies and skills of harmonic instrumentation of music. The utilization of contemporary technologies such as NCH TwelveKeys, Ardour, NanoStudio, and n-Track Studio has facilitated the incorporation of learning mechanisms into the process. Such an approach to teaching influences the creation of high-quality musical compositions from scratch (1.98) and improvised compositions (1.82). The compositions focus on the combination of electronic music with national and folk music elements. The practical research significance is the possibility of improving skills in electronic music making, combining different musical genres and using the possibilities of modern technologies. The research prospects entail the analysis of the quality in the creation of electronic and popular compositions, alongside the exploration of the amalgamation of diverse components from national and folk music traditions.
Li, G., Tsang, K. K., Wang, L., & Liu, D. (2023). Are Banzhurens (Homeroom Teachers) More Prone to Burnout in China? The Moderation Effect of School Culture. Asia-Pacific Education Researcher, 32(6), 855–866. https://doi.org/10.1007/s40299-022-00701-1
Teacher burnout is a universal educational issue and in urgent need to be addressed globally. Banzhurens (homeroom teachers), who hold a typical educational position in the Chinese schooling system, can shed some new light on burnout research, where the role of school culture is emphasized greatly. This study surveyed 417 teachers participating in professional courses at a normal university in Beijing, revealing the relationship between whether a Banzhuren and burnout as well as the moderation effect of school culture. The results demonstrate the following: (1) Banzhurens do not experience higher burnout than non-Banzhurens, as the opposite effects of emotional exhaustion and reduced personal accomplishment cancel each other out; (2) Banzhurens experience higher emotional exhaustion than non-Banzhurens; (3) Banzhurens experience lower reduced personal accomplishment than non-Banzhurens; (4) clan culture strengthens the positive relationship between whether a Banzhuren and emotional exhaustion when clan culture is higher (Banzhurens’ emotional exhaustion reduces less than non-Banzhurens’ does as clan culture gets higher); and (5) adhocracy culture strengthens the positive relationship between whether a Banzhuren and emotional exhaustion when adhocracy culture is higher (Banzhurens’ emotional exhaustion reduces less than non-Banzhurens’ does as adhocracy culture gets higher).
Li, G., Xi, Y., & Zhu, Z. (2022). The way to sustainability: education for sustainable development in China. Asia Pacific Education Review, 23(4), 611–624. https://doi.org/10.1007/s12564-022-09782-5
This study explores what China’s central government has done in relation to education for sustainable development (ESD) and what Chinese higher education institutions (HEIs) have achieved in terms of ESD in response to SDG4. This is a qualitative case study focusing on China’s central government and Beijing Normal University (BNU). The main form of data analyzed was documents. In total, we collected 48 policy documents, six speech transcripts and work statements, and 167 news releases. The results show that ESD has not been implemented holistically in China. Educational sectors promoted ESD because sustainable development has been emphasized in the national political strategy. However, the specific meaning of sustainable development in the educational sector is unclear, and the implementation has not been systematic. Overall, more attention has been paid to the natural dimension of ESD than to the social dimension. At BNU, ESD activities are conducted through three mechanisms: a coercive mechanism, a professional mechanism, and a cultural mechanism. Health, culture, and environmental protection have received more attention than social equity.
Liatsou, I., Triantafyllou, K., Malliori, M. M., Tzavellas, E., & Paparrigopoulos, T. (2025). Problematic Internet Pornography Use and Sexist Attitudes: An Internet-Based Observational Study. Sexuality and Culture, 29(3), 1034–1050. https://doi.org/10.1007/s12119-024-10311-2
The study of online pornography use and its correlation with sexist attitudes has long intrigued the global scientific community. Despite diverse perspectives, opinions regarding the impact of pornography on an individual’s psychology and sexuality vary. In Greece, there is also a lack of research exploring the possible relationship between these two phenomena. This study aims to investigate the relationship between problematic internet pornography use, sexism, and other related factors like viewing frequency, preferred type of pornographic material, and sexist attitudes. An online, synchronous study was conducted with a sample of 535 adult individuals (350 males, 178 females, 7 identified as “other”) with an average age of 38.9 years (SD = ± 13.5) from the general population on the most popular social media platforms. The Problematic Pornography Consumption Scale (PPCS) and Ambivalent Sexism Inventory (ASI) measured problematic pornography use and sexism. In comparison to women and individuals of “other” genders, men exhibited significantly higher levels of both hostile sexism (p < 0.001 and p = 0.014, respectively) and benevolent sexism (p < 0.007 and p = 0.002, respectively). Age and rural residence correlated with higher sexism levels (p < 0.001 and p = 0.018, respectively). Higher levels of education were associated with lower levels of benevolent sexism, emphasizing education’s positive impact (p < 0.001). Problematic internet pornography use was significantly correlated with higher levels of sexism (p < 0.001). The Greek scientific community should focus on monitoring and investigating problematic internet pornography use to better understand its potential associations and implications.
Lin, J. C., & Shen, Y. (2024). Cultural nationalism and its effect on Chinese higher education: continuity and variation. Asia Pacific Education Review, 25(5), 1403–1418. https://doi.org/10.1007/s12564-024-09943-8
Since 1840, Chinese political leaders have struggled to draw effectively from Western culture without abandoning the Chinese essence in their design of higher education. In this paper, we use cultural nationalism as the theoretical framework to examine how Chinese political leaders have responded to this challenge. Our analysis shows that cultural nationalism closely links to politics, and although the form taken by cultural nationalism has varied throughout Chinese history, it has significantly influenced Chinese higher education. In particular, we identify a strong cultural nationalism in today’s China, which has already influenced teaching and research in Chinese higher education. Finally, we discuss the implications and limitations of this paper, and call for critical reflections of cultural nationalism and its impact on Chinese higher education.
Lin, Z., Gukasyan, G., & Nasyrova, L. (2024). Virtual reality in cultural education: Cultural integration and academic performance of migrant students in the context of cultural capital. Education and Information Technologies, 29(12), 15325–15351. https://doi.org/10.1007/s10639-024-12450-3
This research aims to investigate the correlation between the academic performance of migrant students and their cultural integration within the context of international education. Additionally, it seeks to identify an optimal acculturation strategy that enhances the academic outcomes of migrant students and explores the influence of VR technology-based learning on acculturation and academic performance. The study conducted an online survey among 1032 participants from China, Vietnam, Mongolia, Turkmenistan (studying at RUDN University in Moscow, Russian Federation), and Uzbekistan, Tajikistan, Turkmenistan (studying at Kazan (Volga Region) Federal University in Yelabuga, Russian Federation), forming the primary sample (N = 400). The research utilized Berry’s 2D acculturation model (2005) and Schwartz’s questionnaire (1992) to assess acculturation strategies. A virtual reality experiment involved 100 students using Oculus Rift and Rhino-Unity technology. Academic performance, acculturation, and stress levels were measured post-virtual excursions. The SL-ASIA (26-item) and ILS (31-item) surveys assessed acculturation levels and stress. The research identified integration as the most effective acculturation strategy (35%), fostering improved academic performance, expanded cultural boundaries, and the development of global cultural capital. Analyzing the relationship between academic performance and acculturation tendencies revealed that the majority of students with “Excellent” (49%) and “Good” (59%) grades exhibited a high level of integration. Those with “Satisfactory” grades showed a tendency towards marginalization (32%). In the realm of cultural education through virtual reality technology, the study demonstrated that immersive VR learning environments can enhance academic performance, reduce psychological and acculturation stress, and multiply adaptive resources essential for acculturation in a new culture. Although the abstract highlights the research objectives, it requires modification for grammatical correctness. Additionally, the methodology for data collection and analysis needs to be explicitly mentioned for clarity.
Liu, J., & Gao, Y. (2022). The role of education in regional repositioning: experiences of Hainan. Asia Pacific Education Review, 23(1), 87–99. https://doi.org/10.1007/s12564-021-09717-6
The intersection between education and regional development has long been a key discourse in educational research. This study used Hainan, the second largest island in China, as a case to explore the role of education in regional repositioning, taking both the economic and cultural domains into account through the lens of history and space. Policymakers from three selected administrative areas of Hainan were interviewed. The findings suggest that regional economic structure and cultural traditions in both the past and the present together shape the provision of education in Hainan, local people’s participation in education, and their education aspirations for their offspring. The people on the island view education choice through a lens of accumulated and contemporary, intergenerational economic, and cultural experiences. This study also confirms the mutual interaction of education and regional economy and culture. Education serves the region via manpower fostering and cultural mobilization. Many policies and initiatives developed to improve regional education are strategic and realistic, but local inhabitants’ voices deserve to be heard and respected for better acceptance and effectiveness of policies. For education to fully play its mediating role in regional repositioning, it is necessary to locate any policies and initiatives within an analysis and full understanding of the region’s complexities and specificities.
Liu, J., & Li, S. (2023). An ethnographic investigation of medical students’ cultural competence development in clinical placements. Advances in Health Sciences Education, 28(3), 705–739. https://doi.org/10.1007/s10459-022-10179-7
As a result of an increased understanding of culture’s impact on health and healthcare, cultural competence and diversity curricula have been incorporated into many medical programs. However, little is known about how students develop their cultural competence during their training. This ethnographic case study combined participant observation with interviews and focus group to understand students’ views and experiences in developing their cultural competence during clinical placements. The results show that students’ development of cultural competence is an individually varied process via four distinctive yet interrelated learning avenues. Immersion in a diverse healthcare environment contributes to students’ development of cultural awareness and knowledge. Observation of culturally appropriate or inappropriate practices allows students to enhance their practical skills and critical reflection. Interaction with other clinical professionals, patients, and their family members, enables students’ engagement within the busy clinical practice. Reflection helps students to actively think about culture’s impact on health and internalize the importance of cultural competence. Students’ learning via each avenue is interrelated and constantly interacting with their learning environment, which collectively contributes to their development. Integrating the results allowed the authors to generate a theoretical model that conceptualizes medical students’ cultural competence development in clinical placements, which unearths students’ cultural learning within the informal and hidden curriculum. This study provides a rare view of students’ development of cultural competence in clinical placements, which may inform the pedagogic development of cultural competence and diversity education in medicine and healthcare.
Liu, R., Pang, W., Chen, J., Balakrishnan, V. A. P., & Chin, H. L. (2025). The application of scaffolding instruction and AI-driven diffusion models in children’s aesthetic education: A case study on teaching traditional chinese painting of the twenty-four solar terms in chinese culture. Education and Information Technologies, 30(7), 9129–9160. https://doi.org/10.1007/s10639-024-13135-7
In the context of globalization, adapting to modern educational needs and adopting innovative teaching methods have become increasingly crucial, particularly in the field of children’s aesthetic education. This study explores the integration of scaffolding instruction and AI-driven diffusion models in children’s aesthetic education, with a special focus on teaching the traditional Chinese cultural concept of the Twenty-Four Solar Terms. The study develops a specialized dataset for traditional Chinese paintings of the Twenty-Four Solar Terms and introduces a novel compound loss function to optimize the AI models’ training process, thus enhancing the quality of instructional image resources. A scaffolding teaching framework, supported by an AI-driven diffusion model, is established to provide systematic and structured guidance tailored to children’s learning needs. The experimental results indicate that the proposed approach significantly enhances students’ engagement and comprehension of traditional cultural concepts. Specifically, students demonstrated a deeper understanding of the symbolic and artistic meanings embedded in the Twenty-Four Solar Terms, which leads to enhanced cultural appreciation and critical thinking. Moreover, the approach fostered active participation in learning activities, with students exhibiting increased interaction with the educational content. These improvements were particularly evident in the way students creatively interpreted cultural symbols and applied these concepts in their own artistic expressions. This study confirms the potential of AI-driven diffusion models to support more effective teaching practices in aesthetic education, offering valuable insights for integrating modern technology with traditional cultural education and providing key theoretical and practical references for future reforms in children’s aesthetic education. These findings possess significant practical implications, particularly within the education domain. The proposed AI-driven scaffolding teaching method can be broadly applied to classroom instruction in traditional Chinese painting, and it can also be extended to other domains, namely cultural and art education. By generating high-quality instructional image resources, the approach empowers educators to implement personalized teaching strategies in classrooms with diverse cultural backgrounds, while simultaneously enhancing students’ cultural understanding and creativity. Furthermore, for d…
Lowe, K., & Weuffen, S. (2023). “You get to ‘feel’ your culture”: Aboriginal students speaking back to deficit discourses in Australian schooling. Australian Educational Researcher, 50(1), 33–53. https://doi.org/10.1007/s13384-022-00598-1
Despite an expenditure of over $45 billion in the last decade aimed at meeting the Closing the Gap strategies, successive Federal and state governments have overseen a generation of Aboriginal students who have experienced a failure of promised improvements to their educational outcomes. Recent scholarship has highlighted the paucity of quality research that has often underpinned many State and Federal programmes designed to meet these cohorts’ educational needs. This paper foregrounds student voice and contributes evidence-based scholarship to the experiences of schooling experienced by over 100 Aboriginal students across six schools in NSW, Australia. Data generated through yarning sessions across all secondary year levels (7-12) provide unique insights into Aboriginal students’ educational, social and cultural aspirations for schooling. Utilising Moodie’s (2018) Decolonising Race Theory framework, the importance of foundationally embedding education within Aboriginal students’ onto-epistemological affiliations to Country and Place, and need to engage with Indigenous knowledges, emerged as critical factors for Aboriginal students experiencing success at school, as an Aboriginal student. Yarning revealed that while some students felt a sense of loss or shame about intergenerationally disrupted connections to Country and community, the sense of connection associated with their Aboriginal identity drove them purposively and actively to resist colonial process of assimilation and elimination. This enabled them to champion for greater recognition and appreciation for educational outcomes embedded within their Aboriginality.
Lowrie, T., Jorgensen, R., Logan, T., & Harris, D. (2022). Culture and geography: how do primary students map their local environment? Australian Educational Researcher, 49(2), 261–284. https://doi.org/10.1007/s13384-021-00440-0
Large-scale spatial representations are rarely a perfect replication of the corresponding environment. Factors such as age, experience and environmental association play a significant role in each person’s cognitive map. Yet, traditional spatial tasks remove these contextual elements in determining a person’s spatial orientation skill, which has contributed to the apparent widening gap in spatial skills for children in non-urban areas. In this study we examined children’s sketch maps of their route between home and school from four geographically diverse sites (urban, regional, rural, and remote Indigenous communities). Our findings suggest children from rural and remote communities possess highly detailed and sophisticated mental representations of their local environment, outside of traditional developmental frameworks. This work provides insights into these representations through student work samples. We suggest future work consider the contextual nature of spatial skills when comparing students.
Lunag, M. N., Posadas, C. L., Lamadrid, R. L., Ducas, A. G., Teehankee, A., De Guzman, M. K. B., Moncada, C. B., & Clemente, M. C. B. (2024). Building sustainable research and innovation ecosystem in Philippine higher education institutions. Educational Research for Policy and Practice, 23(1), 63–88. https://doi.org/10.1007/s10671-023-09355-2
Research and innovation are highlighted as significant priorities among Higher Education Institutions (HEIs) in the Philippines. However, most HEIs in the country have a poor culture of research and innovation, which results in low academic productivity. This literature review was conducted to understand the dynamics of a teaching, research, and innovative university, discuss the current status of Philippine HEIs in terms of research (R&D)-innovation productivity, and excerpt best practices from leading universities in the country as a benchmark for other higher institutions toward building a culture of research and innovation. This study highlights different viewpoints but reveals one thing in common among the established research universities: they have exemplary administrative leadership and proper institutional framework, with strong qualifications from their faculty to absorb all the resources pouring in, thereby significantly boosting them and yielding a fruitful result in terms of research and innovation. With these, other Philippines HEIs need to build and develop a vital research and innovative culture among their stakeholders to produce tangible outcomes, which can be utilized for industry-related improvements and new market opportunities, and to address the nation’s most pressing issues. Without the support and proper compensation within academia, industry, and government, the pool of talents will be put on the shelf. Nevertheless, leveling up from teaching institutions to become a research and innovative academia remains interesting as it depends primarily on the university’s vision and actions, which are mostly affected by its internal and external environment. This paper hopes to be a springboard in formulating policy and practice toward enhancing research and innovation efficiency among the Philippine HEI’s that could contribute to the overall nationwide progress.
Luu, X., Rathjens, C., Swadling, M., Gresham, B., Hockman, L., Scott-Young, C., Leifels, K., Zadow, A. J., Dollard, M. F., & Kent, L. (2025). How university climate impacts psychosocial safety, psychosocial risk, and mental health among staff in Australian higher education: a qualitative study. Higher Education, 90(5), 1273–1290. https://doi.org/10.1007/s10734-024-01376-x
Research has reported an epidemic of mental health concerns among staff in higher education. Universities can improve staff mental health by creating work environments that are more psychologically, socially, and organisationally safe and supportive. Yet, qualitative evidence in this area remains limited, and there are calls for further qualitative research to understand how institutional and systemic conditions affect university staff mental health. We accordingly designed a programme of embedded mixed-methods survey research to explore how university climate shapes psychosocial safety, psychosocial risk, and mental health at one Australian institution. In this article, we present findings from the qualitative dimension of our work: an inductive qualitative content analysis of 857 staff responses to one open-ended survey question: ‘How do aspects of the university impact your mental wellbeing?’ Participants spoke to six distinct aspects of university climate: (i) workload; (ii) institutional systems and policies; (iii) institutional culture; (iv) local management; (v) senior management; and (vi) harmful behaviours. Together, these findings reveal great complexity in how systemic, institutional, and relational phenomena all impact university staff. We situate our findings within the context of existing scholarship on staff mental health in higher education; discuss their implications for future research, practice, and policymaking; and conclude with an urgent call to action.
Macfarlane, B., Bolden, R., & Watermeyer, R. (2024). Three perspectives on leadership in higher education: traditionalist, reformist, pragmatist. Higher Education, 88(4), 1381–1402. https://doi.org/10.1007/s10734-023-01174-x
There is a fragmented and complex literature about higher education leadership representing a diversity of ideological perspectives about its nature and purposes. Internationally, the literature has been strongly shaped by the importation of concepts and theories from management studies and a tradition of scholarship led by university leader-researchers. Drawing on an extensive literature review—drawing on over 250 books, book chapters, reports and journal articles—this paper identifies three key perspectives. The Traditionalist perspective is concerned with the cultural context, arguing that the import of neoliberal business practices into university leadership and management has undermined academic self-governance. The Reformist perspective focuses on values from a social justice perspective arguing for a more democratic and inclusive style of leadership including participation from historically under-represented groups. Finally, the Pragmatist perspective is more functionally focused in identifying the capabilities, skills and competences needed for effective leadership in universities at all levels. These three perspectives provide important insights into the culture, values and competences of university leadership reflecting the distinctive culture of higher education (traditionalist), its values as a reflection of wider society (reformist) and how best to practically manage and achieve positive change in such an environment (pragmatist). An appreciation of these perspectives and the skills, values and knowledge embedded in the literature will facilitate the evolution of leadership development and practice in alignment with contemporary organisational needs and societal expectations.
Machado, M. B., Ribeiro, D. L., & de Carvalho Filho, M. A. (2022). Social justice in medical education: inclusion is not enough—it’s just the first step. Perspectives on Medical Education, 11(4), 187–195. https://doi.org/10.1007/s40037-022-00715-x
Introduction: Medical schools worldwide are creating inclusion policies to increase the admission of students from vulnerable social groups. This study explores how medical students from vulnerable social groups experience belongingness as they join the medical community. Methods: This qualitative study applied thematic analysis to 10 interviews with medical students admitted to one medical school through an affirmative policy. The interviews followed the drawing of a rich picture, in which the students represented a challenging situation experienced in their training, considering their socio-economic and racial background. The analysis was guided by the modes of belonging (engagement, imagination, and alignment) described by the Communities of Practice framework. Results: Participants struggled to imagine themselves as future doctors because they lack identification with the medical environment, suffer from low self-esteem, aside from experiencing racial and social discrimination. Participants also find it troublesome to engage in social and professional activities because of financial disadvantages and insufficient support from the university. However, participants strongly align with the values of the public health system and show deep empathy for the patients. Discussion: Including students with different socio-economic and racial backgrounds offers an opportunity to reform the medical culture. Medical educators need to devise strategies to support students’ socialization through activities that increase their self-esteem and make explicit the contributions they bring to the medical community.
Malhotra, R., Massoudi, M., & Jindal, R. (2023). Shifting from traditional engineering education towards competency-based approach: The most recommended approach-review. Education and Information Technologies, 28(7), 9081–9111. https://doi.org/10.1007/s10639-022-11568-6
In recent years, universities have been developing more robust competency-based classes for students in Science, Technology, Engineering, and Mathematics (STEM). Competency-based education (CBE) is based on outcomes and is student-centred, creating a better learning experience. This paper provides context for competency-based education over a knowledge area (KA), knowledge unit (KU), and learning outcome (LO) mindset. Additionally, we compared the traditional educational approaches and CBE using a software engineering competency list as assessment criteria. This study provides a thorough review, emphasizing the transition toward competency-based approach in software engineering education and training. The five main reasons education institutes turn toward CBE are: Firstly, CBE supports lifelong learning. Second, it fosters an empowered and inclusive learning culture. Thirdly, it provides appropriate teaching and support on a timely and individualized basis. Fourth, it employs instructional ideas that are matched with students’ needs and objectives. Finally, CBE places a premium on transparency and sets out explicit expectations. Our findings indicate that competency-based education is the outcome-driven approach in today’s engineering education. It encourages students to know what to do upon graduation rather than what they know.
Marín, V. I., Carpenter, J. P., Tur, G., & Williamson-Leadley, S. (2023). Social media and data privacy in education: an international comparative study of perceptions among pre-service teachers. Journal of Computers in Education, 10(4), 769–795. https://doi.org/10.1007/s40692-022-00243-x
Social media platforms offer many educational possibilities, but they also create challenges associated with their business models. One increasingly relevant challenge, especially in the context of teacher education and schools, is personal data privacy. When considering social media and data privacy in education, taking into account culture-specific aspects in different countries, such as legal frameworks, user attitudes, and cultural values, is uncommon. This cross-sectional study explores the perceptions of pre-service teachers (N = 225) from universities in four countries (Germany, New Zealand, Spain, and the USA) concerning educational and professional social media use, as well as data privacy awareness and practices. Data were collected via a survey and analyzed through descriptive and inferential statistics. Results indicate that along with common belief in social media’s educational potential, data privacy concerns were present, knowledge related to data privacy was lacking, and differences existed between participants from the different universities. We discuss these results in relation to legal frameworks, user attitudes, and cultural values concerning social media data privacy, and consider implications for research, practice, and policy.
Martin, K., Dobson, M., Fitzgerald, K., Ford, M., Lund, S., Egeberg, H., Walker, R., Milroy, H., Wheeler, K., Kasten-Lee, A., Bayly, L., Gazey, A., Falconer, S., Platell, M., & Berger, E. (2024). International Trauma-Informed Practice Principles for Schools (ITIPPS): expert consensus of best-practice principles. Australian Educational Researcher, 51(4), 1445–1468. https://doi.org/10.1007/s13384-023-00648-2
Recognition that schools should be responsive to children who are impacted by adversity and trauma is burgeoning internationally. However, consensus regarding the necessary components of a trauma-informed school is lacking. This research developed expert-informed and internationally relevant best-practice trauma-informed principles for schools. A four-phase methodology included (i) identification of school-relevant trauma-informed practice programs, (ii) inductive thematic analysis of the main concepts underlying programs, (iii) phrasing of draft Principles and (iv) Principle revision and finalisation via a two-round Delphi survey with international experts. Excellent agreement by experts on the importance of all Principles was achieved (round 1 ≥ 86.4%, 2 ≥ 92.3%). The final ‘International Trauma-Informed Practice Principles for Schools’ (ITIPPS) include four Overarching (A–D) and 10 Practice Principles (1–10). Summarised, these include that the school: (A) is student focussed; (B) models compassion and generosity; (C) is understanding and responsive; (D) incorporates recognition of their First Nations peoples in the school’s ethos: (1) prioritises safety and wellbeing; (2) models positive relationships; (3) provides a positive culture and connects; (4) consults and collaborates; (5) supports vulnerable students; (6) teaches social and emotional learning; (7) provides trauma-informed practice training; (8) is predictable yet flexible; (9) identifies and nurtures strengths and (10) reflects, changes and grows. The ITIPPS provide clear guidance for education sectors, schools and other settings about appropriate learning environments for children and young people impacted by trauma. Research is now underway in Western Australian schools to pilot test the feasibility and impact of using the ITIPPS within a framework (thoughtfulschools.org.au) to establish trauma-informed schools.
Matthews, M. R. (2024). Thomas Kuhn and Science Education: Learning from the Past and the Importance of History and Philosophy of Science. Science and Education, 33(3), 609–678. https://doi.org/10.1007/s11191-022-00408-1
Beginning 60 years ago, Thomas Kuhn has had a significant impact across the academy and on culture more widely. And he had a great impact on science education research, theorising, and pedagogy. For the majority of educators, the second edition (1970) of his Structure of Scientific Revolutions (Kuhn, 1970a) articulated the very nature of the science, the discipline they were teaching. More particularly, Kuhn’s book directly influenced four burgeoning research fields in science education: Children’s Conceptual Change, Constructivism, Science-Technology-Society studies, and Cultural Studies of Science Education. This paper looks back to the Kuhnian years in science education and to the long shadow they cast. The discipline of science education needs to learn from its past so that comparable mistakes might be averted in the future. Kuhn’s influence was good and bad. Good, that he brought HPS to so many; bad, that, on key points, his account of science was flawed. This paper will document the book’s two fundamental errors: namely, its Kantian-influenced ontological idealism and its claims of incommensurability between competing paradigms. Both had significant flow-on effects. Although the book had many positive features, this paper will document how most of these ideas and insights were well established in HPS literature at the time of its 1962 publication. Kuhn was not trained in philosophy, he was not part of the HPS tradition, and to the detriment of all, he did not engage with it. This matters, because before publication he could have abandoned, modified, or refined much of his ‘revolutionary’ text. Something that he subsequently did, but this amounted to closing the gate after the horse had bolted. In particular, the education horse had well and truly bolted. While educators were rushing to adopt Kuhn, many philosophers, historians, and sociologists were rejecting him. Kuhn did modify and ‘walk back’ many of the head-turning, but erroneous, claims of Structure. But his retreat went largely unnoticed in education, and so the original, deeply flawed Structure affected the four above-mentioned central research fields. The most important lesson to be learnt from science education’s uncritical embrace of Kuhn and Kuhnianism is that the problems arose not from personal inadequacies; individuals are not to blame. There was a systematic, disciplinary deficiency. This needs to be addressed by raising the level of philosophical competence in the discipline, begi…
McDonald, C., & Pervez, A. (2025). School partnered approaches to emotionally based school avoidance in UK primary and secondary school-age learners: A systematic review. British Educational Research Journal, 51(6), 2871–2892. https://doi.org/10.1002/berj.4205
The Covid-19 pandemic and its sequalae mark the genesis of persistently high absenteeism in primary and secondary schools across the UK. Emotionally based school avoidance (EBSA) is documented as contributing to increased absenteeism. Early intervention is required to prevent this pattern of activity from becoming entrenched. As such, this systematic review aimed to identify effective school partnered interventions for EBSA in UK primary and secondary aged learners. Inclusion criteria dictated that only English language, peer reviewed studies pertaining to interventions targeting attendance in UK primary and secondary school aged students were eligible for review. Only systematic reviews were excluded; all other research methodologies were eligible for inclusion. Searches were conducted in June 2024 to August 2024 using the following databases: ERIC, PsycInfo and Web of Science. Database searches yielded 2154 records, of which seven met the inclusion criteria following full-text screening. Meta-analysis was not appropriate to this review, so findings were outlined narratively. Seven studies were eligible for inclusion, with two later excluded based on appraisal of study quality using the MMAT. Analysed studies were comprised of one randomised controlled trial, one quasi-experimental study and three qualitative studies. Risk of bias was assessed using Joanna Briggs Institute checklists. Evidence of intervention effectiveness could not be ascertained owing to the few studies eligible for analysis, in addition to concern pertaining to methodological rigour. A recurrent theme of reviewed studies was that of a punitive education culture in response to absenteeism. This finding warrants further exploration in future research.
Medina-Córdoba, M., Cadavid, S., Espinosa-Aranzales, A. F., Aguía-Rojas, K., Bermúdez-Hernández, P. A., Quiroga-Torres, D. A., & Rodríguez-Dueñas, W. R. (2024). The effect of interprofessional education on the work environment of health professionals: a scoping review. Advances in Health Sciences Education, 29(4), 1463–1480. https://doi.org/10.1007/s10459-023-10300-4
To explore the existing literature on the effect of Interprofessional Education (IPE) on the work environment of health professionals. The research question was systematized according to the PCC (Population, Concept, and Context) format. A scoping review was performed. A search of multiple bibliographic databases identified 407 papers, of which 21 met the inclusion criteria. The populations of the 21 studies reviewed were composed of professionals in the fields of medicine, nursing, psychology, occupational therapy, physiotherapy, and social work, among others. The study contexts were both academic and nonacademic hospitals, mental health institutions, and community settings, and the topics examined were organizational climate, organizational culture, organizational attachment and job satisfaction. The findings from the reviewed studies showed positive effects of IPE interventions on organizational climate and culture, but the results on job satisfaction and organizational attachment were mixed (i.e., positive and no effects following IPE interventions). Research on IPE is worth more attention as IPE could be an effective alternative for the fulfillment of the Quadruple Aim and achieving the third of the United Nations Sustainable Development Goals, aimed at improving health and well-being. It seems critical for IPE to be positioned as a trend in global health, aiming at boosting human health resources as one of its building blocks and calling the attention of health decision-makers.
Meredith, C., Moolenaar, N., Struyve, C., Vandecandelaere, M., Gielen, S., & Kyndt, E. (2023). The importance of a collaborative culture for teachers’ job satisfaction and affective commitment. European Journal of Psychology of Education, 38(1), 43–62. https://doi.org/10.1007/s10212-022-00598-w
Prior research has shown the importance of collaborative culture as well as teacher job satisfaction and commitment in navigating complex school improvement processes. This study investigated the relationship between collaborative culture, affective commitment, and job satisfaction of teachers taking both collaborative cultures in the entire school, as well as in informal subgroups, into account. Survey data of 760 teachers, nested in 136 subgroups and 13 secondary schools, were analyzed using multilevel path analyses. Results show that collaborative culture in the informal subgroup is positively related to teachers’ affective commitment and job satisfaction and that affective commitment is a mediator. The collaborative culture at the school level was not a significant predictor. School leaders need to be aware that there are, to some extent, subgroups within the school which develop their own collaborative culture through social contagion processes which impact job satisfaction and affective commitment to a greater extent than the school-level culture.
Mikhailov, A., Tikhonov, A., & Fedulov, V. (2024). Digital inequality in education: Features of manifestation and types of discrimination during COVID-19 pandemic. Education and Information Technologies, 29(15), 20493–20504. https://doi.org/10.1007/s10639-024-12640-z
The article is devoted to the analysis of the features of the manifestation of digital inequality in education during COVID-19 pandemic. It analyzes the definitions, levels and criteria for assessing the digital divide. We consider current examples of digital divide in education at the following levels: divide in access to information technology (IT), divide in the degree of IT possession, divide in the ability to refuse the use of IT. According to these levels, possible types of discrimination against students and teachers are presented. These types include established features and new features resulting from the pandemic, in particular, discrimination based on the possession of a certificate of vaccination against a new coronavirus infection. In addition, the identified signs of discrimination are widely manifested even after the normalization of the epidemiological situation in the world. It is noted that the lack of proper anti-discrimination impact in education can lead to global negative consequences, including a decrease in the competitiveness of national economies, as well as a decline in the overall level of culture and morality.
Moncrieffe, M. L. (2025). Presidential address—Championing educational research: BERA’s past in the present and leadership for the future. British Educational Research Journal, 51(4), 2059–2072. https://doi.org/10.1002/berj.4136
The year 2024 marks the 50th anniversary year of the founding of the British Educational Research Association (BERA). In reaching this special milestone, and in the context of BERA’s 50th annual conference playing host to the World Educational Research Association (WERA) focal meeting with close to 2000 educational research colleagues from over 70 nations in attendance from across the globe, Marlon Lee Moncrieffe’s inaugural presidential address celebrates BERA in its dynamic identity and outlook as a scholarly community of cultural leadership for championing the power of educational research. By seeing BERA’s past in the present through the foundational principle of looking outwards to the future across the diverse educational research community, the challenges and opportunities of this perspective lead to critical discussion of educational research for teaching and learning about national community, identity and culture, the social complexities and political tensions in this, and specifically the making and possible remaking of national curriculum policy for schools in England in aiming to address issues of diversities in society. This address concludes by discussing the power of opportunity for the BERA community in consolidation of its expertise for taking leadership action in bringing forth quality research evidence to support the redefinition of national curriculum educational policy for national community and public benefit, thus demonstrating our renown as embodying the best that is being thought and said in society through educational research.
Mongkolhutthi, P. (2025). Exploring 30 years of teacher work culture research (1993–2023): A bibliometric analysis. Review of Education, 13(1). https://doi.org/10.1002/rev3.70057
This bibliometric analysis seeks to understand the evolution of teacher work culture (TWC) publications from 1993 to 2023. Keywords, authors, citations and geographic distribution from 3424 documents were extracted, with data from the SCOPUS database. Descriptive statistics and co-occurrence analysis were utilised to respond to the research questions. The findings identify an increasing interest in TWC research, with notable peaks in 2014 and 2022. The analysis uncovers that the United States, United Kingdom and Australia dominate the field in terms of contributions, with Hargreaves, Fullan and Day identified as the most influential authors. The analysis also reveals widespread research topics involving teacher preparation, continuous professional learning, cooperative work, the impact of educational reform and the influences of COVID-19 on teachers’ lives and work, while the journal Teaching and Teacher Education leads in citations. These findings can serve as an outline for understanding trends in TWC research. It could also guide researchers, practitioners and policy makers in the field in identifying research gaps and planning for future studies. Context and implications Rationale for this study: Despite three decades of teacher work culture (TWC) research, no comprehensive analysis existed to map its evolution. This study addresses this gap by analysing bibliographic data of 3424 SCOPUS-indexed publications from 1993 to 2023 to understand research patterns and knowledge structure. Why the new findings matter: The findings reveal the field’s Western-centric nature and identify emerging research priorities, highlighting the need for more diverse international perspectives in TWC research. Implications for researchers and policy makers: For researchers, the study provides a systematic framework for future TWC research, identifying key journals, influential authors and research gaps, particularly in non-Western contexts. It highlights opportunities for cross-cultural collaborative research. For policy makers, findings suggest the need to adapt professional development policies for different cultural contexts while balancing local work culture conditions with international best practices. The emerging focus on equity and COVID-19 impact indicates areas requiring policy attention.
Muhalim, Asih, R., Bachtiar, F., & Utami, A. (2025). Returning PhD graduates: Maneuvering research productivity, identity, and institutional culture. Higher Education, 90(6), 1673–1692. https://doi.org/10.1007/s10734-025-01398-z
This collaborative autobsethnography study elucidates the experiences of four Indonesian lecturers, who earned their PhD degrees from Australian universities, as they maneuver the intricacies of research publication, emphasising identity tensions and institutional characteristics. Our narratives enrich research productivity literature by revealing the complexities of balancing idealistic and pragmatic approaches to research. Our PhD experiences have shaped our subjectivities and historicity, defining our understanding of ideal research practices and publication standards. Conversely, our current working conditions impose unique research practices and standards influenced by our diverse responsibilities. Reflecting on our stories, this study offers a nuanced understanding of the complexities of research productivity in Indonesian higher education, examining the interplay between macro (ministerial) and meso (institutional) factors and the transnational identities of the authors. Utilising an integrated theoretical model of research productivity, we explore the intersection of identity and perceived environment as a negotiation site. We contend that unmanageable workloads, distinct national publication standards, and varied working cultures significantly impact research productivity.
Mukhalalati, B., Yakti, O., & Elshami, S. (2024). A scoping review of the questionnaires used for the assessment of the perception of undergraduate students of the learning environment in healthcare professions education programs. Advances in Health Sciences Education, 29(4), 1501–1538. https://doi.org/10.1007/s10459-024-10319-1
The learning environment (LE) includes social interactions, organizational culture, structures, and physical and virtual spaces that influence the learning experiences of students. Despite numerous studies exploring the perception of healthcare professional students (HCPS) of their LE, the validity evidence of the utilized questionnaires remains unclear. This scoping review aimed to identify questionnaires used to examine the perception of undergraduate HCPS of their LE and to assess their validity evidence. Five key concepts were used: (1) higher education; (2) questionnaire; (3) LE; (4) perception; and (5) health professions (HP). PubMed, ERIC, ProQuest, and Cochrane databases were searched for studies developing or adapting questionnaires to examine LE. This review employed the APERA standards of validity evidence and Beckman et al. (J Gen Intern Med 20:1159–1164, 2005) interpretation of these standards according to 5 categories: content, internal structure, response process, relation to other variables, and consequences. Out of 41 questionnaires included in this review, the analysis revealed a predominant emphasis on content and internal structure categories. However, less than 10% of the included questionnaires provided information in relation to other variables, consequences, and response process categories. Most of the identified questionnaires received extensive coverage in the fields of medicine and nursing, followed by dentistry. This review identified diverse questionnaires utilized for examining the perception of students of their LE across different HPs. Given the limited validity evidence for existing questionnaires, future research should prioritize the development and validation of psychometric measures. This will ultimately ensure sound and evidence-based quality improvement measures of the LE in HP education programs.
Müller, M., Otero, N., & Milrad, M. (2024). Guiding the design and implementation of interactive public displays in educational settings. Journal of Computers in Education, 11(3), 823–854. https://doi.org/10.1007/s40692-023-00280-0
Interactive Public Displays (IPD) enable new ways of interaction as well as communication channels, extending online communities into physical places and supporting a culture of participation. While educational environments have seen how new digital technologies can enhance learning activities beyond the traditional classroom context, the use of IPDs is still an area insufficiently explored. This paper proposes a set of design goals for the implementation and deployment of engaging interactive public display applications in educational settings. Based on findings from a series of design workshops and two deployment studies in authentic settings, seven design goals were identified and defined. The design goals provide clear guidelines for the design of IPDs for schools by making design teams and stakeholders focus on factors fostering user adoption, social interactions and collaboration. The design goals also opened up paths for further explorations regarding display awareness, level of commitment in interactions, the displays’ integration into structured activities, and display management at the educational institutions.
Mumtaz, S., Carmichael, J., Weiss, M., & Nimon-Peters, A. (2025). Ethical use of artificial intelligence based tools in higher education: are future business leaders ready? Education and Information Technologies, 30(6), 7293–7319. https://doi.org/10.1007/s10639-024-13099-8
This study examined the ethical use of Artificial Intelligence-based Tools (AIT) in higher education, focusing on graduate business students. Drawing from a diverse sample of students from the United States of America (USA) and the United Arab Emirates (UAE), the research explored how cultural values shaped perceptions and behaviors towards ethical use of AIT. Structural Topic Modeling (STM), a machine learning technique to identify themes in open-ended responses, was used to assess the influence of culture as a covariate. Culture was classified into ten clusters comprising a group of countries, and findings were interpreted using Hofstede’s cultural framework. The study revealed significant variations in ethical perceptions across cultural clusters. For example, students from the Southern Asia cluster viewed the use of AIT to answer questions as more ethical, while students from Latin Europe were less likely to perceive it as ethical. Conversely, students from Latin Europe were more inclined to consider the use of AIT to understand concepts as ethical, compared to their Southern Asian counterparts. The findings highlight the importance of understanding cultural perceptions when integrating AIT in higher education. Addressing a significant gap in the existing educational literature, this research contributes to the broader discussion on the ethical implications of AI in education and offers practical strategies for fostering a culturally sensitive and inclusive approach while utilizing a novel methodology within the field.
Myllykoski-Laine, S., Postareff, L., Murtonen, M., & Vilppu, H. (2023). Building a framework of a supportive pedagogical culture for teaching and pedagogical development in higher education. Higher Education, 85(4), 937–955. https://doi.org/10.1007/s10734-022-00873-1
The teaching and pedagogical development of academic communities is influenced by different contextual elements, which may not be apparent in everyday community practices, but may become evident through deeper reflection of the context. This study approaches these elements from the perspective of a supportive pedagogical culture for teaching and pedagogical development. The data consist of Finnish university teachers’ descriptions of teaching and its development in their work communities through thematic interviews (N = 51). Through inductive qualitative content analysis, meaningful elements of the communities’ pedagogical culture were identified, which represent (a) values and attitudes, (b) norms and principles, and (c) practices and structures in the community. The study proposes a framework of supportive elements of pedagogical culture that should be acknowledged when promoting the development of teaching in university communities. Based on the findings, it is especially important to establish a culture of sharing and to promote the value of teaching through various cultural elements.
Napier-Raman, S., Bidewell, J., Hossain, S. Z., Mpofu, E., Lee, M. J., Liamputtong, P., & Dune, T. (2025). Migrant and Refugee Youth’s Sexual and Reproductive Health and Rights: A Gender Comparison of Knowledge, Behaviour, and Experiences. Sexuality and Culture, 29(2), 734–760. https://doi.org/10.1007/s12119-024-10295-z
Young adulthood is a crucial life stage, during which major sexual and reproductive health (SRH) development occurs, and gender norms are often entrenched. Australian migrant and refugee youth (MRY) have particular SRH experiences and vulnerabilities such as under-use of services, higher rates of sexually transmitted infections (STIs), unplanned pregnancy, and experiences of community and family stigma. There is limited research on how gender intersects with ethnicity, migrant status and age to inform understandings and realisation of sexual and reproductive health and rights (SRHR). Explorations of how gender shapes SRHR have typically been unilateral, focusing on one gender: there is a significant gap in scholarship investigating gender differences among MRY experiences of SRHR. This study will fill this gap, contributing to conceptual knowledge about the experience of SRHR among migrant and refugee youth. This cross-sectional study collected data from 107 MRY aged 15–27 years, living in Western Sydney, Australia. An online survey – including multiple-choice, Likert-scale, and open-text questions – examining behaviour, knowledge, attitudes, service utilisation and rights awareness was used. Key measures included knowledge of various contraceptives and STIs; vaccination rates; attitudes towards SRH taboos; and service use. Participants were recruited using snowball and purposive sampling, incorporating recruitment via social media, community and social service organisations, and word of mouth. Univariate descriptive analysis and bivariate gender analysis were conducted using IBM SPSS. Most participants were female (69%). Non-consensual experiences were gendered: there was a significant association between gender and being pressured into sex (p = < 0.001), with 45% of females experiencing pressure compared with 9% of males, and males significantly more comfortable discussing consent with partners than females (p =.011). Knowledge outcomes were, however, poorer among males, who had significantly lower contraceptive awareness (p =.023), and lower STI awareness. Service access was conspicuously low, with three quarters of participants unaware of local SRH services. Male participants were significantly more likely to select not applicable when asked which services they had used, indicating non-use. In attitudes towards key SRH taboos, females were consistently more liberal than males. Male and female MRY have gender-specific SRHR vulnerabilities. Issues of …
Nauffal, D., & Nader, J. (2022). Organizational cultures of higher education institutions operating amid turbulence and an unstable environment: the Lebanese case. Higher Education, 84(2), 343–371. https://doi.org/10.1007/s10734-021-00771-y
This paper seeks to categorize and analyze the organizational culture and organizational culture components – leadership style, decision-making modes, standards of performance, evaluation strategies, perception of students, organizational unit, goal definition, and source of authority – in a predominantly private higher education sector. By examining the perceptions of faculty and senior academic administrators of the organizational culture of their respective universities, using a model that identifies cultures by dimensions of policy definition and operational control to produce the quadrants of collegium, bureaucracy, corporation, and enterprise, it provides insights on what organizational culture characteristics result in an effective institution able to respond to the ever-changing demands of the higher education landscape. It also seeks to explore whether the historical period of establishment of the institution influences its organizational culture and the features it comprises. Findings suggested that multiple organizational cultures co-exist at a time while some are predominant. The corporate culture was mostly prevailing within all universities established at any time period. It was permanently overlaid on bureaucracy so that many institutions operated in highly regulated environments with a mixture of both modes of governance. Emerging universities were found to be more entrepreneurial as per the loose-tight coupling defined in the model and the perceptions of participants. Despite the wealth of organizational culture literature on the benefits of less control-oriented cultures, private universities in Lebanon have not transformed significantly. Rather, they tend to adhere more to organizational cultures that emphasize stability amid turbulence, thus acting as a kind of security blanket or risk mitigate.
Nicoletti, A., Angelone, D. J., & Jones, M. (2024). Examining Sexual Violence as a Predictor of Sexual Ambivalence. Sexuality and Culture, 28(4), 1804–1814. https://doi.org/10.1007/s12119-024-10208-0
Sexual ambivalence can be defined as an experience of sexual behavior as both wanted and unwanted, to some degree, in a particular sexual situation. Despite ambivalence, individuals often decide to participate in these sexual experiences. There are several related and overlapping reasons as to why people ultimately decide to engage in sexual activity, including a history of engaging in a particular sexual behavior or being intimate with a prior partner. There is also evidence to suggest that experiences of sexual violence are related to sexual ambivalence. The present study explored whether prior experience with both a sexual activity and a partner, as well as sexual violence, predicted sexually ambivalent behaviors. Participants were 932 college students who completed a one-time survey about their sexual experiences. Results demonstrated that women were more likely than men to report experiencing sexual ambivalence, and women experienced more ambivalence before, during, and after a sexual encounter. Men were more likely than women to experience ambivalence during and after a sexual activity. A history of sexual violence victimization was associated with experiencing sexual ambivalence prior to engaging in a sexual behavior. Prior experience with a sexual partner or sexual activity was predictive of ambivalence during a sexual encounter, as well as engaging in a sexual activity despite ambivalence. These findings suggest that there are gender differences in sexual ambivalence, and that sexual violence impacts sexual-decision making. We hope these findings can inform sexual violence prevention and sexual education programs.
Nielsen, B. L., & Jensen, E. (2024). Teacher education as a laboratory for developing teaching approaches—a collaboration between teacher educators, student teachers, and local schools. Educational Research for Policy and Practice, 23(2), 201–214. https://doi.org/10.1007/s10671-021-09306-9
The paper presents research from a Danish large-scale and collaborative initiative for systematically developing teacher education ‘Teacher education as a laboratory for developing excellent teaching and education’ (LULAB). Framed by this initiative, local teacher educators and student teachers are, in collaboration with teachers and students from partner-schools, experimenting with developing, analyzing, and sharing teaching approaches in teacher education. Hence, LULAB is an institutional strategic top-down initiative aimed to support the development of professional skills among student teachers and teacher educators, with supportive leadership for bottom-up changes from the microlevel projects. Inspired by design-based research, the findings are used iteratively to inform the organization of LULAB. Data are collected following a sequential mixed methods strategy, with questionnaires and multiple qualitative data. Findings from the first year of the LULAB initiative indicate a growing awareness among teacher educators about the co-developing role of student teachers being something distinctive for LULAB. Both teacher educators and student teachers emphasize their perceived professional outcomes. The student teachers refer in particular to insights from being invited into the machine room of teacher education and inspiration for their future work as teachers. However, there are also challenges involved in developing a culture of inquiry, and possibilities for support from the leadership looking forward are discussed.
Ojeda-Romano, G., Fernández-Marcial, V., Wilkinson, C., & Stengler, A. E. (2022). Organisational forms of science communication: the UK and Spanish European higher education systems as paradigms. Higher Education, 84(4), 801–825. https://doi.org/10.1007/s10734-021-00801-9
As key elements in research and development systems, higher education institutions have been taking a leading role when it comes to communicating science and technology, but their performance has been inconsistent so far. In this critical and comparative study of the UK public engagement model and the Spanish scientific culture model, eighteen practitioners from higher education institutions across both regions were interviewed. A mixed qualitative data analysis has been performed identifying similarities and differences that unravelled the science communication management model in the two different higher education systems. This article provides evidence on how the institutionalisation of science communication is strongly influenced by key driving forces in the higher education context as well as the policies of administrations and other agents.
Ospina-Betancurt, J., Martínez-Patiño, M. J., Tovar Cuevas, J. R., & Piedra, J. (2023). Attitudes Toward Sexual Diversity in Sport Among Undergraduate Students of Physical Activity and Sport Sciences in Spain. Sexuality and Culture, 27(3), 878–893. https://doi.org/10.1007/s12119-022-10043-1
Sexual diversity in the world of sport has not been widely researched in the Spanish context. Studies on national and international sexual diversity tend to leave out transgender issues and intersexuality. The new framework of action of the International Olympic Committee in 2021 advocates for integration and non-discrimination based on gender identity and sex variations in sport. We analyzed attitudes toward sexual diversity in sport among a sample of PASS university students using the Scale of Attitudes Toward Sexual Diversity Among Athletes and the statistical package R. Each item was subjected to frequency analysis and the results were displayed in contingency tables. The sample comprised 610 students from three Spanish universities (68.85% male and 31.15% female, with a mean age of 21.72 years; SD = 4.12). Of the four factors analyzed, the lowest levels of rejection were Cognitive Attitudes (96.72%) and Attitudes Toward Transgression (86.89%). One of the most important variables was gender, with women showing greater tolerance toward sexual diversity in sport than men.
Owan, V. J., Ameh, E., & Anam, E. G. (2024). Collaboration and institutional culture as mediators linking mentorship and institutional support to academics’ research productivity. Educational Research for Policy and Practice, 23(1), 19–44. https://doi.org/10.1007/s10671-023-09354-3
This study estimated the direct and indirect contributions of mentorship and institutional support (IS) to academic staff’s research productivity (RP) at a public university in Cross River State. Two mediator variables—collaboration and institutional culture (IC), were introduced to determine their roles in the nexus between the predictors and the criterion variables. The quantitative research method was adopted following the correlational research design. “Career Empowerment and Research Productivity Questionnaire (CERPQ)” was used for data collection after validation by experts and reliability test. Three hundred twenty-seven copies of the CERPQ were administered, but 303 were retrieved. Mediation-based analysis was performed using structural equation modelling following the research questions and hypotheses. Amongst others, findings revealed that mentorship had a non-significant negative contribution to the RP of academic staff; mentorship only promoted RP among academic staff when it was followed by positive IC and collaboration. IS had a non-significant positive contribution to the RP of academic staff. The joint mediation of collaboration and IC was significant in the nexus between mentorship and RP and between IS and RP of academic staff in the public university. Collaboration was the most important factor directly associated with the RP of academic staff and also partially mediated the contributions of other variables (such as mentorship and IS) to the RP of academic staff. The results of this study can be useful for universities seeking to enhance the research productivity of their academic staff. The study highlights the importance of considering multiple factors that may influence research productivity and suggests that institutions should prioritise fostering a supportive and collaborative environment for academic staff to maximise their research productivity. The study can also inform the development of mentorship programmes and the creation of institutional policies that support and promote research productivity.
Owusu-Acheampong, E., Tawiah Yeboah, S., Ohene Afriyie, E., Chris Ampimah, B., & Agabus Enyan, J. (2025). Factors affecting the effectiveness of teaching and learning of entrepreneurship education in higher institutions in sub-Saharan Africa: a scoping review. Entrepreneurship Education, 8(3), 405–430. https://doi.org/10.1007/s41959-025-00146-9
The research synthesises the factors that affect the effectiveness of teaching and learning of entrepreneurship education (EE) in higher educational institutions (HEIs) in sub-Saharan Africa (SSA), highlighting gaps and potential areas for improvement. This scoping review adapts the Arksey and O’Malley (2005) framework and PRISMA-ScR guidelines to systematically synthesise the barriers to EE in SSA’s higher educational institutions. The literature from five databases and institutional repositories (2000–2024) was screened with Boolean search strategies. The thematic analysis determined the factors, with qualitative synthesis providing detailed interpretation. The research pinpoints the barriers influencing EE in SSA HEIs, such as theory-based curricula, a lack of finance, poor university–industry–government cooperation, poor student support services, and institutional factors. Global comparisons place SSA behind North America, Europe, and some Asian countries in experiential learning, finance, and institutional support. The results call for curriculum reforms incorporating experiential learning, increased investment in EE in higher institutions, and stronger university–industry–government collaborations. Policy-makers in universities and entrepreneurs have to align EE to national economic agendas and increase mentorship and finance to improve EE in SSA HEIs. The research offers a critical examination of the influencing factors of EE in SSA HEIs and comparative observations from other regions. The paper adds to the literature by highlighting the factors related to context and suggesting bespoke strategies for stimulating EE to unlock a more practical and globally competitive entrepreneurial culture in SSA.
Packalen, K. A., & Rowbotham, K. (2024). Clues to fostering a program culture of academic integrity: findings from a multidimensional regression model. International Journal for Educational Integrity, 20(1). https://doi.org/10.1007/s40979-024-00163-6
Using multivariate regression, we identified situational, personal and contextual variables correlated with business students’ self-reported rates of academic misconduct. The most influential predictors of increasing academic misconduct were: higher estimates of peers’ academic misconduct, increasingly negative perceptions of the program’s academic integrity culture, and rating questionable academic behaviours less seriously. Individual priorities, personal characteristics and social support were less influential. We then analyzed our quantitative results in light of our deep understanding of the broader context to derive richer insights from the interplay of our independent variables. Importantly, our results indicate that program-led proactive messaging designed to foster a culture of academic integrity can effectively buffer tendencies towards academic dishonesty. Absent ongoing messaging, however, increasing academic pressures may erode those initial benefits. Moreover, repercussions of major academic integrity breaches can be long lasting, suggesting an even greater need for fostering a culture of academic integrity a priori. Finally, we recommend a public health practice of identifying positive deviants – individuals who thrive in challenging environments – and then in an effort to change a peer support system that fosters academic misconduct into one that discourages it, engaging with those individuals to understand why and how they resist the status quo.
Palermo, A. M., Harkins, L., & Campbell, A. (2022). Do I Really Need to Ask for a Kiss? University Students’ Perspectives and Expressions of Sexual Consent. Sexuality and Culture, 26(1), 249–267. https://doi.org/10.1007/s12119-021-09889-8
The current study aims to develop a better understanding of university students’ perspectives, expressions, and use of sexual consent in various situations. A sample of 216 undergraduate students responded to a questionnaire about sexual consent. Using qualitative content analysis, the first author created categories from participants’ responses and the third author then re-coded them to ensure adequate interrater reliability. Many students reported sexual consent as always being important, but this sometimes changed in long-term relationships. Most students reported using verbal cues to indicate their own consent to engage in sexual activities and relied on verbal cues from their partners to indicate consent. However, most students reported using both verbal and non-verbal cues to indicate their own unwillingness to engage to sexual activities and relied on those cues from their partners as well. Students rarely explicitly identified the need for consent to be non-coercive and non-violent or for either themselves or their partner to be aware and conscious when providing consent. Although students usually recognize the importance of sexual consent and engage in mostly healthy practices of consent, some problematic attitudes and behaviours still exist among this population. These results can be useful for enhancing current sexual consent education and sexual violence prevention programs for post-secondary students, ensuring that students feel comfortable giving and obtaining consent in healthy ways.
Palmer, M. S., & Giering, J. A. (2024). Characterizing Pedagogical Innovation in Higher Education. Innovative Higher Education, 49(3), 453–473. https://doi.org/10.1007/s10755-023-09681-6
To help higher education instructors, academic support personnel, and institutional leadership better identify, encourage, incentivize, fund, support and assess pedagogical innovation, we describe herein a valid taxonomy capable of precisely characterizing the range of pedagogical innovations in higher education. The Taxonomy of Pedagogical Innovation in Higher Education probes the Focus of Innovation, Degree of Innovation, Intended Outcomes, Barriers to Adoption, Risks of Adoption, and direct and indirect Costs. Using two scenarios, we illustrate how to apply the taxonomy to a pedagogical innovation with different sets of contextual factors. We conclude by discussing how the taxonomy might help provide a shared vocabulary for and understanding of pedagogical innovation, align pedagogical innovation to priorities, inform investment strategy, characterize an institution’s innovation culture, and help to guide efforts to assess the impact of pedagogical innovations.
Parast, M. M., & Safari, A. (2023). Do quality and business excellence models improve quality and operational results in educational organizations? A repeated cross-sectional analysis. Operations Management Research, 16(2), 868–886. https://doi.org/10.1007/s12063-022-00332-1
Improving quality and operational practices in education organizations and developing a culture of continuous improvement are crucial yet challenging endeavors because of the complex nature of education organizations. While quality management practices can clearly improve the quality of these organizations in several aspects, empirical research for quality management in educational organizations is sparse because of the lack of suitable frameworks for assessing quality. In this paper, we present the first large-scale empirical study of implementing quality management practices in educational organizations in the United States. It is based on seven years of objective data for quality assessments by external professional reviewers as part of the U.S. government’s Malcolm Baldrige National Quality Award (MBNQA) program. Our findings provide empirical evidence for the reliability and robustness of the Baldrige model as an effective quality assessment for educational organizations. Controlling for the applicant’s year, our findings show that Information and knowledge management is a key influencer and predictor of Customer satisfaction and focus, and Management of process quality is a key influencer and predictor of Quality and operations results. This study also provides effective insight and recommendations for how to improve quality systems and achieve business excellence in educational organizations using the Baldrige model. The findings will therefore help managers and administrators to make informed decisions about key factors that impact quality in educational organizations.
Park, C., & Hong, H. G. (2022). Educational Practices in Sommerfeld School: A Case of Scientist Education from the View of Nature of Science. Science and Education, 31(1), 173–191. https://doi.org/10.1007/s11191-021-00212-3
This study sought to discover what aspects of the nature of science (NOS) should be emphasized to nurture great scientists. To this end, educational practices in the Sommerfeld school, regarded as highly successful in scientist education, were analyzed and compared with past and present educational practices. Sommerfeld school’s educational practices include lecture, seminar, colloquium, seminary, and out-of-class education. Common features of the educational practices include (1) open-mindedness based on pleasant relationships, (2) challenging and specific problem-centered learning, (3) intellectual coherence of various topics, and (4) pursuit of shared opinions about problems. Furthermore, explicitly or implicitly, several aspects of NOS—tentativeness, empirical nature, theory-ladenness, creativity, and social dimension—relate to these features. Comparison with other scientist education reveals that the culture of social consensus based on criticism might have contributed significantly to Sommerfeld school’s educational success. Study results imply that science professors should work to improve an understanding of social consensus based on criticism.
Peled, Y., & Perzon, S. (2022). Systemic model for technology integration in teaching. Education and Information Technologies, 27(2), 2661–2675. https://doi.org/10.1007/s10639-021-10694-x
The objective of this study was to investigate the factors influencing Israeli teachers who participated in the national ‘Laptop for Every Teacher’ program (LET) three-year technology integration program. We assert that although there are several variables influencing the success of such an extensive ICT integration program as the LET program, school management attitude is crucial, and a key factor for the program’s success. The results of the analysis indicate that the variance in attitudes toward technology use is explained by support from management, technology use before the training, and seniority in teaching. Two main conclusions are drawn: A top–down initiative forcing the school administration to participate in a long-term process aiming at changing the school’s culture cannot succeed without engaging the principals into the program and advancing them to technological leaders. Additionally, without the schools’ administration support, teachers are more likely to continue teaching in the method with which they are most familiar.
Peñaloza, G., Robles-Piñeros, J., & Baptista, G. C. S. (2023). Science education and cultural diversity: Freire’s concept of dialogue as theoretical lens to study the classroom discourse of science teachers. Cultural Studies of Science Education, 18(1), 95–114. https://doi.org/10.1007/s11422-023-10158-3
For a long time within the history of education, it has been assumed that science classrooms are homogeneous spaces, constituted with the prevailing conception that only scientific culture can be represented. At the same time, Latin America is characterized by being a region with enormous biological and cultural diversity, with an invaluable biocultural heritage. Building on an interpretative hermeneutical analysis of science teachers’ discourses from Brazil and Colombia, we explore the potential of science education to engage with the cultural diversity in science classrooms through the lens of Freire’s concept of dialogue. Developing the concept of intercultural dialogue, we identify the teachers’ conceptions about the nature of science (NOS), and how they perceive the relationship between scientific and nonscientific knowledge that students bring with them in the process of science teaching and learning. This approach denotes potential tensions and challenges to incorporating and interpreting different knowledge, but it is a necessary process in the development of an emancipatory intercultural, non-dualist, nonhierarchical education.
Pérez-Rodríguez, F., Guerrero, G. R., & Donoso-Díaz, S. (2024). Scientific culture in the normative and curriculum documents of Initial Teacher Education in Chile. Cultural Studies of Science Education, 19(2–3), 459–479. https://doi.org/10.1007/s11422-024-10226-2
This article aims to analyze conceptual, epistemological, and didactic perspectives that contribute to the modeling of scientific culture in normative and curricular documents guiding initial teaching education in natural sciences programs in Chile. A qualitative approach was employed, utilizing thematic content analysis to inductively extract codes. These codes were grouped into the following categories: (1) Science literacy, (2) Science for citizenship, (3) Science education, (4) Teacher education and standards, (5) Teaching and learning process, and (6) Epistemological and didactic approaches. These categories provide insights to the modeling of scientific culture from the documents analyzed. The study concludes that the referenced model of scientific culture transcends deficit thinking and simplistic tendencies by incorporating sociocultural aspects, thus offering opportunities for a contextualized scientific education. While the model recognizes multiple cultural dimensions involved in the development of scientific literacy, there are noticeable inconsistencies in the epistemological and didactic aspects, indicating traces of ‘traditional’ visions in cultural and scientific education. Therefore, it is recommended that approaches nurturing the development of southern epistemologies and a scientific culture tailored to local contexts be integrated alongside global trends in teacher education.
Pilgrim-Brown, J. (2025). ‘Helping academics shine’: An exploration into the relationships working-class professional services staff have with others in UK higher education. Higher Education, 90(2), 387–405. https://doi.org/10.1007/s10734-024-01328-5
Drawing on research interviews with thirteen self-identifying working-class professional services employees in Russell Group institutions, this article attempts to develop a nuanced approach to understanding institutional cultures in UK universities, through the relationships within these establishments. Throughout the study, the tensions between working-class professional services or administrative staff and their counterparts working on academic trajectories became clear. Often highly qualified themselves, the participants in this study describe feelings relating to inadequacy and often negative attitudes proliferated towards them by academic staff. These relationships are framed within the perspective of three themes: academic hierarchies and superior academic value, treatment of staff, and language codes and patterns. In contrast, the participants in this sample often describe their relationships with their networks in professional services as highly positive, developmental, and enriching. This study focused on working-class professional services staff specifically. In the field of working-class research, professional services staff from working-class backgrounds have currently been largely omitted from research, which tends to focus on working-class students and working-class academics. Not all professional services staff identify as working-class, but due to this deficit of evidence in the research field, it is this group in particular that this paper focuses on. The findings in this paper suggest that the relationships these professional services staff have with academics are often fraught, difficult to manage, and at times, derogatory in their nature. This finding comes at the juxtaposition of the wider inclusion agenda UK universities pursue.
Popeanu, A. (2024). The Importance of Business Education in Creative Industries. Palgrave Studies in Creativity and Culture, Part F3957, 239–263. https://doi.org/10.1007/978-3-031-73393-2_10
In the last decades, there has been a rise in cultural and creative entrepreneurial activities, a rise in the industry, an increase in the number of entrepreneurs in creative fields, and, implicitly, the capitalization of the creative industry as a significant sector in entrepreneurship. This chapter explores why business and entrepreneurial education should be strongly encouraged as formal education in creative fields for a financially sustainable enterprise among the exponents of the creative industries—architecture, design, fashion, accessories, jewellery, art, graphics, music, and others. It also provides a unique background of the sociocultural and critical context in which entrepreneurs in creative fields carry out their activities and suggests some strategies regarding the potential structure of business education for creative industries. By blending creative expertise with business knowledge, the text argues for a more financially sustainable and innovative future for creative entrepreneurs.
Potvain, M., Martin, P., Cousin Carbolier, L., Hudelet, A., & Alberti, C. (2024). “Let’s Talk About Sex”: How Sexual Health Dimensions are Integrated into Verbal Discourses in Teen Dramas Available on Video on Demand. Sexuality and Culture, 28(4), 1664–1704. https://doi.org/10.1007/s12119-024-10198-z
This paper examines references to romantic relationships, gender and sexuality (RRGS) in popular teen drama, specifically focusing on the series Sex Education, Euphoria, Thirteen Reasons Why, and Elite. A lexicometric analysis was applied to the transcribed subtitles of these four series. While previous research has identified sexual health messages in subscribing video on demand platforms, their completeness, accuracy, and alignment with prosocial or antisocial behaviours must be questioned. Romantic relationships, gender and sexuality are three dimensions related to sexual health issues tackled in recent TV series. We analysed what specific terms are used to refer to RRGS; and what are the other themes linked to it, in order to determine whether the references convey prosocial or antisocial references, regarding sexual health recommendations. The findings of the study demonstrate RRGS are intricately woven into the overall narrative and are interconnected with various other themes like violence and adolescents’ daily lives. However, TV series often depict a concerning image of sexuality and intimate relationships, indicating a prevalence of antisocial messages in their verbal discourses. Moreover, TV series employs a nuanced and strategic combination of language levels, to establish a sense of legitimacy and proximity with the audience. The study highlights the need for a more balanced approach between prosocial and antisocial presentations of RRGS, in TV series verbal discourses to foster potentially empowering messages in line with sexual health recommendations and entertainment education theories.
Powers, J. N., Farewell, C. V., Mauirro, E., Brogden, D., & Puma, J. E. (2025). The NIOSH Worker Well-Being Questionnaire (WellBQ): A Psychometric Assessment with the Early Childhood Education Workforce. Early Childhood Education Journal, 53(3), 799–807. https://doi.org/10.1007/s10643-024-01631-x
The well-being of the early childhood education (ECE) workforce is of great importance to the field, yet existing measures to capture well-being are varied in conceptual and contextual constructs. There is a need to measure well-being among ECE employees holistically and to be able to compare to other industries. The National Institute for Occupational Safety and Health Worker Well-being Questionnaire (NIOSH WellBQ) is an assessment of workforce well-being through 5 domains that measure the quality of work life, physical and mental health, and conditions outside of work. In this psychometric analysis, we administered the NIOSH WellBQ to 332 ECE staff. We used confirmatory factor analysis to assess the validity of the five NIOSH domains: (1) Work Evaluation and Experience; (2) Workplace Policies and Culture; (3) Workplace Physical Environment and Safety Climate; (4) Health Status; and (5) Home, Community, and Society. Thirteen items were removed from the original survey due to low variability and poor factor loadings to create our final instrument. Model fit of our final model resulted in an AIC of 30780.44, a RMSEA of 0.06, a CFI of 0.78, and an SRMR of 0.07, indicating adequate model fit. Findings indicate that an adapted version of the NIOSH WellBQ has high construct validity and, therefore, can serve as a holistic framework and measurement tool for assessing worker well-being and informing well-being promotion programs among the ECE workforce.
Pu, R., Dong, R. K., & Jiang, S. (2025). Toward the Education for Sustainable Development (ESD): Digital leadership and knowledge-sharing behavior on the higher education institutional change. Education and Information Technologies, 30(8), 10567–10589. https://doi.org/10.1007/s10639-024-13247-0
This study explores the interplay between digital leadership, knowledge-sharing behavior, and institutional change in higher education institutions (HEIs) through the lens of the Institutional Theory of Leadership, with a focus on advancing higher education for sustainable development (ESD). We develop theoretical arguments and provide empirical evidence of the mediating effect of knowledge-sharing behavior among employees in the relationship between leaders’ digital leadership and institutional change within Chinese HEIs aligned with the Sustainable Development Goals (SDGs). Using a quantitative survey method, we collected data from 607 valid respondents affiliated with Chinese HEIs. Structural equation modelling (SEM) was employed for data analysis. The findings highlight the critical role of digital leadership in fostering institutional change, not only as a form of career capital for educational professionals but also as a catalyst for promoting innovative digitization practices among students and faculty through enhanced knowledge-sharing behavior. Specifically, the study confirms that digital leadership is positively associated with institutional change, with knowledge-sharing behavior serving as a mediator in this relationship. Additionally, the findings imply that digital leaders should actively advocate for higher education reforms and cultivate a culture of knowledge sharing. By doing so, HEIs can better adapt to the challenges posed by digital transformation and prepare educational leaders for the evolving demands of the future.
Rapanta, C., Macagno, F., & Jenset, G. (2025). A close look at children’s and adolescents’ arguments: combining a developmental, educational, and philosophical perspective. European Journal of Psychology of Education, 40(1). https://doi.org/10.1007/s10212-024-00914-6
It is broadly admitted that social contexts of reasoning may prompt children and adolescents to improve the quality of their reasoning. However, it is not clear how this quality may be assessed when it comes to arguments expressed within oral interactions in diverse settings (whole-class or small-group discussions) by students of different ages and cultural backgrounds. This study aims to offer a methodological contribution to the issue of oral argument assessment of children and adolescents, by looking at a large, annotated corpus of dialogic discussions during 111 lessons taking place in five countries. Our analysis combines a structural (Toulmin Argument Pattern) and functional (Walton’s argumentation schemes) approach to argumentative reasoning. Our findings show significant variations across age groups and social settings. The discussion points out the importance of sociocultural framing of argument reasoning development and the continuation of research in argument assessment methods able to grasp important developmental and cultural variations.
Reinius, H., Hakkarainen, K., Juuti, K., & Korhonen, T. (2024). Teachers’ perceived opportunity to contribute to school culture transformation. Journal of Educational Change, 25(2), 369–391. https://doi.org/10.1007/s10833-023-09496-4
Teachers’ active role in school development has been recognized as important in school culture transformation. Leadership practices, such as distributed leadership and organizational support, aim to engage teachers and foster their participation and contribution opportunities. However, studies have shown that teachers’ earlier experiences and beliefs shape their participation activities. To facilitate school culture transformation and the development of pedagogical practices, it is important to understand how teachers position themselves as school developers. This interview study aims to explore what kinds of views teachers express regarding school development work and teacher collaboration, along with how these views influence their perceived opportunity to contribute to school culture transformation. Altogether, 35 teachers from three schools in Helsinki, Finland, were interviewed. The analysis revealed five teacher profiles and, thus, five different ways of approaching school culture transformation: (1) Visioner, (2) Responsibility Bearer, (3) Participating Observer, (4) Traditionalist, and (5) Stressed Withdrawer. Teachers’ orientation to school development work and received organizational support influenced teachers’ perceived contribution opportunities. Furthermore, the identified profiles experienced the needed organizational support for school development work differently; for some, it was mainly common time for collaboration, while for others, it meant reorganized structures. The results indicate that diverse support is needed to engage the whole teacher community in school culture transformation and that school leaders need to pay attention to how the distributed leadership model benefits all teachers, not just the visionary ones.
Riley, A. D., & Mensah, F. M. (2025). Conceptualizing and introducing historically relevant science pedagogy as a pedagogical tool for STEM education. Cultural Studies of Science Education, 20(3–4), 537–550. https://doi.org/10.1007/s11422-025-10254-6
This forum is in response to Paula Magee and Craig Willey’s (2024) article, Towards a framework of culturally relevant science and mathematics pedagogy: A pedagogical and analytical tool for teacher education. The researchers use culturally relevant mathematics and science pedagogy (CRSMP) as a framework for assisting science and mathematics teachers in using culture in their teaching. Reflecting on their teaching, it was challenging for their preservice and inservice teachers to identify what they were doing in practice that was evidence of culturally relevant teaching. We introduce historically relevant science pedagogy as a “robust” pedagogical approach that emerged from interviews and Sista Circles with Black women science teachers. Science educators have several tools to challenge how we shape curricular materials, make instructional decisions, and address teacher dispositions. We need to purposefully create a curriculum that allows culture to excite the learning environment toward full engagement and humanity in learning and practice.
Roccato, M., & Rollero, C. (2025). Do Emergencies Reward those in Favor of Gender Equality? The Role of Gender Essentialism on Household Workload and Happiness During the COVID-19 Pandemic. Sexuality and Culture, 29(4), 1788–1804. https://doi.org/10.1007/s12119-025-10346-z
The COVID-19 pandemic has significantly increased the stress of individuals, couples and families in terms of health, sexual functioning, job loss, and lost wages. However, less is known about how it has affected gender inequality in housework and its consequences in terms of psychological well-being. In this article, we aimed to deepen knowledge on this topic by conducting a secondary analysis of data collected as part of the ResPOnsE COVID-19 project. To do so, we analyzed the responses of a quota sample of the Italian population (N = 2,013), surveyed online between April and July 2020 using a rolling-cross section approach, to examine the relationships between gender, psychological gender essentialism, perceived increase in housework, and happiness in the context of the COVID-19 pandemic. A preliminary unconditional model showed that happiness did not vary depending on the day of data collection. A moderated-mediated structural equation model using participants’ age, education, geopolitical area of residence, being vs. not being in a partnership, and having vs. not having sons and daughters as control variables showed that being a woman was positively associated with perceived increase in housework only among women with low levels of gender essentialism. Moreover, perceived increase in housework hours showed a positive association with happiness. The strengths, limitations, and future developments of this study are discussed.
Romero, M., Frosig, T., Taylor-Beswick, A. M. L., Laru, J., Bernasco, B., Urmeneta, A., Strutynska, O., & Girard, M. A. (2024). Manifesto in Defence of Human-Centred Education in the Age of Artificial Intelligence. Palgrave Studies in Creativity and Culture, Part F3866, 157–178. https://doi.org/10.1007/978-3-031-55272-4_12
This manifesto advocates for the thoughtful integration of AI in education, emphasising a human-centred approach amid the rapid evolution of artificial intelligence (AI). The chapter explores the transformative potential of large language models (LLM) and generative AI (GenAI) in education, addressing both opportunities and concerns. While AI accelerates change in education, adapting to students’ diverse learning needs, it also poses challenges to traditional assessment paradigms. The manifesto stresses the importance of empowering teachers and students as decision-makers, highlighting the need for a balanced approach to AI integration. It emphasises human-centricity in AI use, promoting ethical considerations, responsible practices, and regulations. The right to choose and co-create is underscored, giving autonomy to educators and learners in selecting technologies aligned with their philosophies. Additionally, the manifesto introduces the concept of hybrid intelligence (HI), advocating collaboration between human and machine intelligence to enhance educational experiences. The manifesto encourages creative uses of AI in education, envisioning a harmonious partnership where AI and humans co-create transformative knowledge.
Romero, M., Galy, I., Camponovo, J., Tressols, F., & Urmeneta, A. (2024). International Initiatives and Regional Ecosystems for Supporting Artificial Intelligence Acculturation. Palgrave Studies in Creativity and Culture, Part F3866, 75–88. https://doi.org/10.1007/978-3-031-55272-4_6
National and international initiatives to support AI education are discussed in this chapter. Following an examination of the various initiatives undertaken in OECD countries, the chapter highlights the House of Artificial Intelligence (MIA) activities supporting AI acculturation to the regional educational and industrial ecosystem in the French Rivera. The chapter delves into these achievements, detailing partnerships, educational outreach, entrepreneurship initiatives, and the nuanced approach to addressing gender biases in AI education. Through the different workshops, students are empowered to actively contribute to AI’s evolution, transforming from consumers to creators. Gender perspectives are explored, tackling stereotypes and biases. The chapter concludes with a spotlight on the Smart Hive project, an interdisciplinary initiative fostering sustainable development through AI, exemplifying the MIA’s role in creating a regional ecosystem for AI acculturation.
Romero, M., Reyes, J., & Kostakos, P. (2024). Generative Artificial Intelligence in Higher Education. Palgrave Studies in Creativity and Culture, Part F3866, 129–143. https://doi.org/10.1007/978-3-031-55272-4_10
Generative Artificial Intelligence (GAI) has become popular recently with the advances in text and image generation tools (e.g., ChatGPT) that are easy to use for the general public. The emergence of GAI has sparked a surge in academic studies within higher education (HE) but also raised concerns about the changes related to policy making. This chapter analyses the impact of GAI on HE, addressing its uses in language learning, chatbot applications, and responsible AI implementation. Evaluating both its benefits and limitations, this chapter navigates through diverse studies, presenting insights into GAI’s potential in education, while emphasising the need for responsible deployment and ethical considerations.
Rowston, K., Bower, M., & Woodcock, S. (2022). The impact of prior occupations and initial teacher education on post-graduate pre-service teachers’ conceptualization and realization of technology integration. International Journal of Technology and Design Education, 32(5), 2631–2669. https://doi.org/10.1007/s10798-021-09710-5
Post-graduate teacher recruitment schemes are designed to fulfil ongoing teaching shortages. However, despite the emphasis of technology integration in educational contexts, little research has examined the knowledge, skills and attitudes post-graduate pre-service teachers bring to teaching from a technology perspective. This paper presents findings from the final phase of an explanatory case study exploring the development of post-graduate pre-service teachers’ technology integration beliefs and practice during a teacher education program at an Australian university. Semi-structured interviews were conducted with 17 post-graduate pre-service teachers after two professional (field) experiences. A social cognitive lens was applied to understand how technology integration beliefs and practice developed during this time. Results showed occupation-specific technology experience provided this group with a diversity of technology expertise, confidence using technology, resilience to overcome technical issues, and self-regulatory traits to learn new technology tools. Contributing personal factors influencing beliefs and practice included age, professional background, technology skills and technology self-efficacy beliefs. Initial practice revealed a predilection to integrate technology to supplement teacher-directed pedagogy. The shift towards technology integration to support student-centred pedagogy was dependent upon modelling and mentoring provisions offered by both teacher-educators and teacher-mentors during professional (field) experience placements. Other extrinsic factors, such as hardware provisions, Information Technology infrastructure, and school culture, were also instrumental in the conceptualization and realization of technology pedagogy. Recommendations include the necessity for post-graduate teacher education programs to recognise the untapped technology expertise this group may bring to teaching, and practical suggestions to support the development of meaningful technology integration epistemologies.
Salimpour, S., & Fitzgerald, M. T. (2024). Astronomy and Culture: A Social Semiotic Perspective on the Role of Culture in Astronomy Education. Science and Education, 33(2), 405–426. https://doi.org/10.1007/s11191-022-00389-1
Modern astronomy as a field of inquiry may be shaped by what we consider the “scientific” ways of knowing. However, the history of astronomy as a human endeavour dates back millennia before the “modern” notions of “science”. This long history means that astronomy is, at its core, built on a rich cultural diversity and history. This offers a rich potential that, while having been examined in various studies, has yet to be explored from a contextual pedagogical perspective. This paper offers an initial exploratory theoretical perspective on how social semiotics can be used to inform a conceptual framework. This approach not only brings notions of culture into the teaching and learning of astronomy but uses culture as the starting point in a way that does justice to the cultural diversity of the discipline and the world. In doing so, this paper develops two frameworks: (i) the Conceptual Framework for Culture in Astronomy Education and (ii) the Pedagogical Framework for Culture in Astronomy Education, both of these offer a novel approach to astronomy education.
Sánchez-Rojo, A., García del Dujo, Á., Muñoz-Rodríguez, J. M., & Dacosta, A. (2022). Grammars of “Onlife” Identities: Educational Re-significations. Studies in Philosophy and Education, 41(1), 3–19. https://doi.org/10.1007/s11217-021-09811-7
Identity has been widely understood in Western societies as a specular construction that operates simultaneously both from within and from outside oneself. However, this process is fiercely changing in a world in which almost every human action is mediated by information and communication technologies. This paper, from a theoretical perspective, aims to discover the main educational implications of this change. For that purpose, we first consider the traditional meaning and process of forming the self in Western culture. Afterwards, we identify and describe the mechanisms for the construction of the self in our current context, highlighting the fact that technologies, in themselves and regardless of the use we make of them, hide implications. Taking this into account, we show to what extent the current development of the self presents shades, conflicts and tangible risks from an educational perspective. We finally conclude that it is essential to promote an education on technology that goes beyond the use regulation in which, up to now, it has been solely focused on.
Sands, M. M., Meadan, H., Ramos-Torres, S., & Fanta, A. (2023). The Cultural and Linguistic Adaptation of a Caregiver-Implemented Naturalistic Communication Intervention. Early Childhood Education Journal, 51(1), 43–53. https://doi.org/10.1007/s10643-021-01280-4
Adequately addressing the needs of families who are culturally and linguistically diverse (CLD) goes beyond the simple translation of materials and supports. Some researchers have suggested use of a cultural adaptation framework or process to help determine what adaptations should be made to an intervention to make it culturally responsive. The purpose of this article is to describe the cultural and linguistic adaptation process of a naturalistic, caregiver-implemented intervention for children with limited verbal communication skills where caregivers were primarily Spanish-speaking. Data were collected throughout the process from community partners and participants using multiple methods to understand caregivers’ perceptions relative to the effectiveness of the cultural and linguistic adaptations in supporting their participation and use of the program strategies. This project provides the field with one example of how to utilize a cultural and linguistic adaptation process to successfully expand the use of evidence-based practice and interventions within diverse populations.
Sarsenova, A., Imanbayeva, S., Syzdykova, M., & Abdramanova, A. (2024). Features of Development of Sexual Culture of Youth in Kazakhstan. Sexuality and Culture, 28(5), 2191–2206. https://doi.org/10.1007/s12119-024-10225-z
The research on the specifics of the sexual culture of young people in Kazakhstan is relevant due to the need for a holistic understanding of modern transformations of values, beliefs, standards, and behavioural patterns in this segment of public life in the country. The purpose of the research was to evaluate a fixation on the behavioural and value-normative characteristics of the sexuality of Kazakhstani youth. Such sociological approaches as structuralism and sociocultural analysis were used as the foundation of the theoretical and methodological research framework. To identify empirical indicators of the sexual culture of Kazakhstani youth, quantitative sociological research was conducted using the questionnaire survey method. As a result of theoretical work, it was identified that sexuality is a socio-cultural construct that includes the standards, values, and behavioural strategies of individuals in the intimate sphere. Within the framework of empirical reconnaissance on the example of Kazakhstani youth, specific substantive features were identified. Firstly, low involvement in sexual practices is recorded within the framework of behavioural patterns. The moderate role of sex in everyday life and average cognitive activity related to intimate experiences are recorded. It should be emphasised that when choosing a sexual partner, young Kazakhs put personal rather than status qualities in the first place. Secondly, in the structure of values, there is a special non-acceptance of abortion and homosexuality compared to European countries. The results of the research have practical significance for educational institutions to adapt and improve sexuality education in the country.
Sawyer, G. E., Sheikh, M. Y., & Hardy, J. K. (2025). Inclusion of Infants and Toddlers: Perspectives from Childcare Providers. Early Childhood Education Journal, 53(3), 935–946. https://doi.org/10.1007/s10643-024-01640-w
Infants, toddlers, and two-year-olds with disabilities or developmental delays often participate in center-based childcare. Just like other care and education settings, childcare for very young children should provide high-quality inclusion. To date, minimal research has been conducted on practitioner perspectives about inclusion in childcare for very young children, and no study has explored childcare practitioners’ use of inclusive practices to include very young children with disabilities. The purpose of this study was to explore childcare practitioners’ perceptions of their role and practices used to facilitate inclusion. We used a qualitative approach, interviewing childcare practitioners in one Midwest community about their experiences with inclusion. We found that childcare practitioners in this study perceived that inclusion involves close proximity of children with and without disabilities, teachers using individualized practices, and collaboration between adults (e.g., families, colleagues, administration). Some participants stated equity was important for inclusion, while others emphasized the need for equality. Participants also believed inclusive practices should support children’s identities, such as by teaching children about disability or culture. These views generally align with the tenets of early childhood inclusion (access, participation, supports). Implications include the need to support childcare practitioners in developing shared views of inclusion that supports all children in their work.
Seah, K. T. M. (2025). Autoethnography in medical education: Ethical and legal considerations. Review of Education, 13(1). https://doi.org/10.1002/rev3.70038
For medical educators, autoethnography as a research methodology provides a means of active engagement in reflective practice, ranging from teaching and educational innovation to interactions with patients and colleagues. In this way, they may benefit from the systematic reflexivity required, improve their interactions with the people around them, as well as demonstrate ongoing personal development and improve their skillset as an educator. On a wider level, autoethnography has the potential to study a culture or a phenomenon as it is directly and personally experienced by the author, thereby providing unique insight into medical education theories and/or the patient-physician relationship. As autoethnography often examines sensitive issues, hidden aspects of our lives or untold stories, it is clear that autoethnography poses several ethical and moral challenges which must be considered when the relevant research is planned. In this essay, I will discuss some of the ethical considerations of autoethnography which are relevant in the medical education context, and highlight potential legal considerations of these published personal reflections. To do this, I will discuss issues of validity with autoethnography, ownership of the stories, the tension between authenticity and anonymity, ethics of representation of study participants and relevant legal issues which may impact the use of autoethnography in the healthcare setting. Context and implications Rationale for this study: Autoethnography as a research methodology provides a means of active engagement in reflective practice, and should lend itself to research in medical education and healthcare research. Why the new findings matter: As this is a relatively new methodology in the context of medical education, there are several challenges to adoption and researchers should be aware of some of the ethical and legal considerations. Practical implications: This article aims to highlight some of the issues for researchers who are considering autoethnography as a research methodology in the healthcare setting.
Shoaib, M., Sayed, N., Amara, N., Latif, A., Azam, S., & Muhammad, S. (2022). Prediction of an educational institute learning environment using machine learning and data mining. Education and Information Technologies, 27(7), 9099–9123. https://doi.org/10.1007/s10639-022-10970-4
Technology and data analysis have evolved into a resource-rich tool for collecting, researching and comparing student achievement levels in the classroom. There are sufficient resources to discover student success through data analysis by routinely collecting extensive data on student behaviour and curriculum structure. Educational Data Mining (EDM), a method of data analysis in the learning environment, has emerged as an emerging trend in the development of educational data mining and analysis techniques. EDM aids in the comprehension of student behaviour as well as the factors that influence student behaviour and achievement. Student learning patterns, student culture, and instructional skills are all important factors in a successful study of EDM students. This study will look at how technology and data mining are used in the EDM environment and compare the results. We have used previous research to determine which method is best for observing the learning environment and what factors influence student academic performance. Two state-of-the-art models i.e. decision tree (classifier) and DBSCAN (clustering method) are used to predict the performance of an educational institute with higher accuracy.
Si, J. (2024). Higher education teachers’ professional well-being in the rise of managerialism: insights from China. Higher Education, 87(4), 1121–1138. https://doi.org/10.1007/s10734-023-01056-2
Connecting teachers’ professional well-being and managerialism, this study explored how teachers experience their professional well-being in navigating challenging working conditions. Supported by the well-being theory, document analyses were carried out and open-ended questionnaires and semi-structured interviews were conducted with teachers at Chinese HEIs. The findings portray a landscape of tensions, conflicts, and challenges, where teachers’ professional well-being is dramatically confronted and even systematically overlooked. In a managerial culture in favor of performance and competence, teachers’ engagement, their perception towards the meaning of education, and their understanding of self-actualization were consistently informed, controlled, and rewarded against a reducible list of skills and outcomes. In this way, the meaning of being a teacher is narrowly focused but broadly standardized. The findings deepen understandings of teachers’ professional well-being, enable more critical examinations of managerialism in higher education, and allow promotion of teachers’ professional well-being for sustainable development.
Soares, M. N., Pontes, A., Lima, M., Moreira, S., Machado, F., Ferreira, J., Azevedo, H., & Coelho, V. (2024). Creative Education and Psychology: Connecting Minds and Technologies for Educational Success. Palgrave Studies in Creativity and Culture, Part F3957, 15–43. https://doi.org/10.1007/978-3-031-73393-2_2
Creative education, supported by principles of educational psychology, has the potential to transform schools and classroom environments, leveraging innovative pedagogies and creating opportunities to enhance educators’ and students’ skills, such as creativity. In this chapter, we examine the application of integrated strategies such as project-based learning, arts integration, and technology-enhanced approaches, highlighting the potential of these practices to transform education, as well as teaching and learning processes. The integration of key theoretical frameworks informs innovative teaching practices aimed at fostering creativity, critical thinking, and problem-solving abilities among learners. In addition, we explore the symbiotic relationship between creative education and educational psychology and highlight how collaborative partnerships between educational institutions, stakeholders, and policymakers can be crucial in identifying and disseminating effective strategies for promoting creativity and innovation in education. This comprehensive analysis can provide valuable insights into the efficacy of creative teaching methods in promoting equitable access to quality education and fostering inclusive learning environments. By embracing interdisciplinary collaborations and evidence-based approaches, educators can leverage these findings to tailor their instructional strategies, implement culturally responsive teaching practices, and address the diverse needs of their students effectively.
Sorge, S., Doorman, M., Maass, K., Straser, O., Hesse, A., Jonker, V., & Wijers, M. (2023). Supporting mathematics and science teachers in implementing intercultural learning. ZDM - Mathematics Education, 55(5), 981–993. https://doi.org/10.1007/s11858-023-01478-3
Our current multicultural societies require that education addresses diversity and promotes cultural awareness and intercultural learning. Mathematics and science education can also contribute to this aspect of citizenship education and create a culture of belonging for all students. Professional development that integrates intercultural learning with educational practices is still uncommon in the field of science and mathematics teacher preparation and support. This study explores the possibilities to support science and mathematics teachers in implementing intercultural learning through a professional development course. The course was developed in a European setting, based on a theoretical analysis, and tried out with 319 teachers from six participating countries. The impact of the course on teachers’ take up of intercultural learning was measured with a pre-post questionnaire. We found that the course strengthened teachers’ self-efficacy beliefs and extended their teaching practices with opportunities created by cultural diversity among their students or in their subjects. In addition to that, teachers’ self-efficacy beliefs and the perceived cultural diversity in class appeared to be influencing factors for teachers’ practices. Based on our findings we recommend that the combination of intercultural learning with educational practices of mathematics and science might be a suitable gateway to provide new intercultural learning opportunities for students.
Soster, A. P., Falcke, D., & Oliveira, A. (2024). Is Sex Education Enough to Change Sexual Scripts, Promote Agency and Sexual Satisfaction? A Comparative Study Between Brazilian and Portuguese Women. Sexuality and Culture, 28(5), 2409–2426. https://doi.org/10.1007/s12119-024-10232-0
Traditional sexual scripts (TSS) are associated with gender inequality for exposing women to vulnerabilities. Higher adherence to TSS has also been associated with deficits in sexual agency, contributing for decrease women’s sexual health and problems with sexual satisfaction. The sexual agency is achieved through sex education, and comparing Portugal and Brazil that treat this issue in different ways may contribute to understand the role of sex education policies. This study verified and compared the association between TSSs, sexual agency and sexual satisfaction in Portuguese and Brazilian women and analyzed the predictive power of the variables on female sexual satisfaction. A cross-sectional online survey with 322 women university students, 161 Brazilian and 161 Portuguese, aged between 18 and 29, was made using measures to verify sexual scripts, sexual agency and sexual satisfaction, and data were analyzed using statistical analyses. Results indicate a significant moderate positive association between sexual satisfaction and initiation, and communion in both groups. Initiation, refusal, communion, instrumentality, and permissiveness were predictors of sexual satisfaction in Portuguese, and initiation, communion were predictors of sexual satisfaction in the Brazilian group. Despite higher rates of sex education and practices to prevent STIs and early pregnancy in the Portuguese group, there was no significant difference in adherence to sexual scripts in the groups. Compulsory sex education in Portugal contributes to increasing sexual agency in sexual practices, but programs focused on STI prevention and early pregnancy are not enough to change TSS, promote an integral agency, and sexual satisfaction.
Southerland, S. A., & Settlage, J. (2022). Humanistic science education: Updating our collective consciousness and offering fresh consideration. Science Education, 106(3), 479–481. https://doi.org/10.1002/sce.21715
We introduce a set of three essays devoted to Humanistic Science Education, an approach to science teaching and learning built around the premise that science is a human endeavor, with its own culture, values, knowledge, and practices. This portrayal of science emphasizes the need to contextualize science for students and to assist them in connecting science with other aspects of their lives. We describe how Humanistic Science Education is a promising approach given this particularly difficult juncture in our history and provide some timely examples of recent work that embodies this approach.
Srivastav, S., & Desiraju, S. (2025). Fashion Education and Self Sexualization: A Case Study of NIFT Panchkula Students. Sexuality and Culture, 29(1), 232–247. https://doi.org/10.1007/s12119-024-10280-6
This research paper explores the relationship between self-sexualization and fashion education, focusing on students from the National Institute of Fashion Technology (NIFT), Panchkula. Self-sexualization, the voluntary imposition of sexualization onto oneself, is a complex phenomenon manifesting in various forms, driven by motivations ranging from validation to conformity to societal standards of what is accepted as ‘sexy’. The study delves into an exploration of self-sexualization among fashion students and its impact on their social behaviour and attitudes. Administering surveys, designed by using the Self-Sexualization Behavior Questionnaire for Women or SSBQ-W to the sample, the study examines how fashion education influences self-sexualizing behaviours over time. Furthermore, by qualitative Focus Group Discussions, the researchers seek to identify the factors within fashion institutes, particularly NIFT, including curriculum, culture, and industry influences, that may contribute to self-sexualization. Drawing upon the theoretical frameworks like Cultivation theory and Social Comparison theory, findings contribute to a deeper understanding of the complex interplay between fashion education, self-sexualization and estimate broader societal influences as well. Illuminating the dimensions of self-sexualization among fashion students and its impact on their social behaviour, the study concludes with a comment on the discourse of fashion education.
Stanley, J. A., Picot, C. J., & Hopkins-Flory, J. (2025). Artful Echoes: Amplifying SEL Through Interactive Read-Alouds and Arts Engagement. Early Childhood Education Journal, 53(6), 2245–2254. https://doi.org/10.1007/s10643-024-01738-1
This article outlines a series of mini-lessons designed to integrate interactive read-alouds, arts-engaged activities, and social-emotional learning (SEL) themes to support literacy development and socioemotional well-being in students. Each lesson pairs a carefully selected anchor text with a creative arts activity and online resources, aiming to foster engagement and holistic growth. SEL competencies such as identity exploration, impulse control, managing strong emotions, and responsible decision-making are emphasized. Practical strategies and implementation steps are provided to assist educators in integrating these approaches into their curriculum, promoting equity and accessibility while nurturing a positive classroom culture.
Swindell, N., Thomas, J., Tree, J., Hill, D., Hudson, J., & Stratton, G. (2024). Understanding (in) formal health and wellbeing networks within higher education: a mixed-method social network perspective. Higher Education, 88(3), 1037–1058. https://doi.org/10.1007/s10734-023-01158-x
In response to increasing concerns about the mental health and wellbeing of university students and staff, policy aims have shifted towards a ‘whole-university approach’ to mental health and wellbeing. This policy advocates for a culture wherein mental health and wellbeing are a key priority across all levels (individual, societal, environmental). Thereby, responsibility for mental health and wellbeing is distributed across the institution, requiring contributions from staff irrespective of whether mental health and wellbeing are central to their role. Consequently, boundaries of responsibility and expertise can be unclear, while individual and professional capacity and opportunity influence the consistency of support. Effective governance of the whole-university approach requires an understanding of the complex network of ‘actors’ in the wellbeing system to cohesively deliver strategic objectives. This mixed-methods case study of one Higher Education Institution (HEI) employed social network analysis (SNA) to identify network structures and connections between staff who promote mental health and wellbeing. Qualitative follow-up explored factors associated with network prominence, cohesion between the informal network and formal structures, and overall perceptions of the network. An informal network of 211 actors in the wellbeing system was identified, revealing disparities with formal governance structures. Prominence in the network was attributed to both extrinsic (e.g. workplace culture and leadership) and intrinsic (e.g. social rewards) factors, and was perceived to provide value by increasing cohesive and collaborative working. However, findings also indicate the need to raise awareness of the network and improve capacity for network membership and engagement.
Tabarés, R., & Boni, A. (2023). Maker culture and its potential for STEM education. International Journal of Technology and Design Education, 33(1), 241–260. https://doi.org/10.1007/s10798-021-09725-y
During the last decade, different values, tools and practices promoted by maker culture have been adopted in formal educational settings with the aim of reinvigorating Science, Technology, Engineering and Mathematics (STEM) education. Higher education institutions (HEIs) have also engaged with maker culture to explore its potentialities regarding education, entrepreneurship and innovation. However, these collaborations with various stakeholders are not always smooth and educators need to deal with significant challenges that arise in these engagements, despite the problem-solving learning opportunities that they can offer their students. This paper presents the results of a case study that dealt with these issues through the establishment of an open and collaborative learning ecosystem (OCLE) between different educators, students and external stakeholders. The empirical work was based on thirty-three semi-structured interviews across four countries, eight focus groups and a final participatory workshop. The study argues that maker culture can offer several potentialities for pushing forward an integrative vision of STEM education as well as other disciplines from social sciences and humanities. An emphasis is placed on how tertiary education can benefit greatly from the adoption of OCLEs and how these communities of practices can encourage an education oriented to meeting societal challenges. The paper also warns that these kinds of interventions face significant organisational challenges in HEIs that demand significant institutional recognition and support to overcome this organisational resistance.
Takiuchi, H. (2024). The Translation of Working-Class Speech and Culture in Japanese Translations of Robert Westall’s Novels Set in North–East England. Children’s Literature in Education, 55(2), 263–280. https://doi.org/10.1007/s10583-022-09491-y
Robert Westall (1929–1993) was one of the most successful British children’s writers in the latter half of the twentieth century. However, his novels often provoked controversy in Britain because of his inclusion of working-class language and culture in children’s books. This paper examines how such “controversial” working-class dialogues are translated in Japan, where his novels are particularly popular. This paper explores Japanese translations of Westall’s novels published between 1980 and 2009, with a particular focus on three novels set in north-east England in the 1940s: The Machine-Gunners (1975; Japanese translation, 1980), Fathom Five (1979; Japanese translation, 2009), and The Kingdom by the Sea (1990; Japanese translation, 1994). Examination of these translations, which were produced during different economic periods in Japan, will contribute to understanding the cultural and political roles of translators and of children’s literature, as it reveals the hegemonic process of how working-class culture is reduced and how gender stereotypes, as well as normative middle-class culture, are reinforced through translation.
Tan, O. S., & Chua, J. J. E. (2024). Reflections on the teacher education model for the twenty-first century (TE21) and V3SK: legacy and lessons. Educational Research for Policy and Practice, 23(3), 371–379. https://doi.org/10.1007/s10671-023-09361-4
This article will reflect on the first author’s deanship journey from 2008 to 2014, which saw the mobilization of the NIE Teacher Education Model for the 21st Century (TE21) and conceptualization of the V3SK framework for teacher education curriculum. Taking a big picture approach, the model and framework were architecturally derived through our building block and improvement systems approach where strong foundations were critical. The period of the late 2000s through the next decade saw an increased interest in education reforms worldwide. Two major trends saw a confluence in interest in Singapore. Firstly, there was increased research pointing to the importance of the teacher factor. Secondly, enhanced interest in the Programme for International Student Assessment (PISA) and international comparisons placed Singapore under global spotlight owing to her remarkable performance. Singapore drew much attention from education ministries around the world, which were visiting Singapore to learn how we invest in education and more importantly what we do to bring ideas to fruition. It became clear that the teacher factor was a significant reason for Singapore’s success. This article will share on how TE21 was a scholarly and pragmatic endeavour resulting from research-informed and motivated teacher educators working with partners and stakeholders in practice whilst taking a globalized perspective. The pinnacle of the TE21 model was the V3SK framework which continues to permeate theory and practice. The framework has gone beyond a professional guidepost to capturing the importance of the teacher symbol. In essence, we were building on roots, culture, values, and wisdom as we tapped on science and evidence.
Tanas, J., Fulmer, G. W., Hansen, W. E., & Ashley Fulmer, C. (2025). Using the Lenses of Organizational Culture and Climate for Research on Science Teacher Professional Learning. Science Education, 109(4), 1114–1128. https://doi.org/10.1002/sce.21954
Teachers are members of school district organizations that have their own organizational culture and climate. We differentiate a school or district as an organizational cultural context from the broader community cultural context or individual sociocultural background; it stands as an intermediate context with effects that may differ from the external cultural influences while having profound influences on teachers’ thoughts, feelings, and actions. In this conceptual paper, we review the theoretical foundations of organizational culture and organizational climate, and the corresponding ideas of assumptions, values, artifacts, and shared perceptions of policies, practices, and routines. We then summarize types of research questions and research methods that are well-suited to the organizational culture and climate framework. We apply these concepts to two example cases from the field of science education. We identify potential research opportunities for organizational culture and climate in science education that can extend and deepen our efforts to understand teachers’ experiences within school organizations. This paper is part of the special issue on Teacher Learning and Practice within Organizational Contexts.
Thu, N. T. T., & Lee, M. W. (2025). L2 Motivational Self System and Its Impact on English Learning Efforts in Vietnamese EFL Context. Asia-Pacific Education Researcher, 34(4), 1375–1384. https://doi.org/10.1007/s40299-024-00951-1
This research aimed to determine the factor that had the most significant contribution to students’ motivation to learn English and the predictors of each element in the L2 Motivational Self System (L2MSS) model in the Vietnamese context. Quantitative results were collected from 231s to year English major students via the survey questionnaire adopted from Taguchi et al. (Z. Dörnyei, E. Ushioda (eds) Motivation, language identity and the L2 self, Multilingual Matters, Bristol, 2009). Multiple regression analyses revealed the significant contributions of the three main elements of Dörnyei’s L2MSS model (Ideal L2 Self, Ought-to L2 Self, and L2 Learning Experience) to students’ Intended Learning Efforts. The Ideal L2 Self plays a decisive role in encouraging and promoting students’ efforts to learn English within the Vietnamese EFL context. The findings also highlight the predictors of L2MSS elements. Specifically, Instrumentality-Promotion, Attitudes to L2 Community and Culture, and Ought-to L2 Self significantly influenced the students’ Ideal L2 Self. Meanwhile, Instrumentality-Prevention, Family Influence, and Ideal L2 Self had a notable impact on the students’ Ought-to L2 Self. Data analyses further revealed the reciprocal influence between students’ Ideal and Ought-to L2 Selves and their L2 Learning Experience. The causal relationship among L2MSS elements underscores that students’ selves are embedded in socio-cultural and educational contexts, shaped by and shaping these external influences. This study confirms the relevance of Dörnyei’s (Z. Dörnyei, E. Ushioda (eds) Motivation, language identity and the L2 self, Multilingual Matters, Bristol, 2009) L2MSS model in understanding students’ motivational selves in the Vietnamese EFL context and offers recommendations for future research.
Thuan, N. T., & Son, P. N. (2025). Enhancing Scientific Competency in Middle School Students Through Inquiry-Based Learning: A Case Study on Water in Life. Journal of Science Education and Technology, 34(6), 1418–1429. https://doi.org/10.1007/s10956-025-10227-y
This study examines the implementation of inquiry-based learning (IBL) in science education to develop scientific competency among middle school students based on the data processing and basic compositionality principles using the example of water from daily life. The researchers have carried out with a well-designed curriculum which attempts to meld the knowledge from various natural sciences (e.g., physics, chemistry, and biology) into a whole new theme “Water in Life.” The IBL approach develops a culture in students for discernment, problem identification and active experimentation that provides them the ability to work with scientific data where applied science becomes a routine of life. This study investigates the effects of this strategy on students’ mastery in scientific discoveries, collaboration, and problem-solving skills. The data were collected through quantitative (student assessments) and qualitative measures (observational notes and feedback from educators). The survey results show that there have been increases in students’ scientific thinking, problem solving and interest towards science-based subjects. This study shows that IBL in middle school science can be a practical and effective method of developing scientific literacy for future generations of science learners.
Tilak, S., Gumpert, M., & Myers, T. A. (2025). Effects of technology-mediated professional development on special education teacher collective efficacy. Education and Information Technologies, 30(12), 16487–16513. https://doi.org/10.1007/s10639-025-13432-9
This mixed methods study investigates whether technology mediated collaborative practices during a professional development (PD) session led to growth in the collective efficacy of 21 special education teachers at an independent 1–12 school in Southeastern Virginia. This school specializes in individualized instruction for students with learning differences not limited to Autism Spectrum Disorder, Attention Deficit Hyperactivity Disorder, Specific Learning Disability, and their comorbidities. Teacher collective efficacy, which subsumes cohesive perceptions of classroom learning and behavior management, has been shown as strongly related to student achievement and healthy school culture. Mastery experiences with specific tasks related to teaching and learning can spur collective efficacy. Cutting-edge technologies (Vibe and Newline collaborative all-in-one hardware and software interfaces) were used to engage teachers in an interdisciplinary vision boarding activity to outline academic, social, and technological goals within and across subject areas. Teachers also engaged in a behavior management reflection exercise. Pre- and post-survey analysis was conducted using a paired samples t-test, showing overall growth in collective efficacy after the brief PD session. Regression analyses revealed that technology savvy teachers grew most in collective efficacy. Network analysis of vision board output and a descriptive analysis of the behavior management surveys showed that teachers became united in interdisciplinary goals for learning, and in strategies for behavior management through conversational practices.
Tippett, N., Sullivan, A., Manolev, J., Johnson, B., & Down, B. (2025). How policies of school exclusion frame practice: a comparative analysis of Australian state education policies. Australian Educational Researcher, 52(5), 3505–3523. https://doi.org/10.1007/s13384-025-00863-z
This article reports on a comparative policy analysis which examined education policy guiding the use of exclusionary discipline practices across four Australian states (Western Australia, South Australia, Victoria, and Queensland). Exclusionary practices, such as suspensions and exclusions, are commonly used to respond to problematic student behaviour, yet their effectiveness as a behaviour management strategy remains unsupported by research. Through a comparative analysis of current policy in four Australian states, we find commonalities and differences in both the purpose and practice of exclusions, with their use warranted for disruptive and disobedient behaviours, as well as those considered abusive or violent. With little consideration given to the conditions that contribute towards student behaviour, the policies frame individual students as the problem, largely ignoring the powerful influence on student behaviour of complex home lives, poverty, culture, poor pedagogy, irrelevant curricula and repressive discipline regimes in compromising student–teacher relationships. In prioritising the needs of the school over the individual, exclusionary policies perpetuate the disengagement and isolation of children and young people who struggle to adapt to the rules and regulations within the school environment, exacerbating the disadvantage already experienced by vulnerable groups of students.
Tovar-Gálvez, J. C. (2023). Bringing cultural inclusion to the classroom through intercultural teaching practices for science education (ITPSE) and guiding tools. Science Education, 107(5), 1101–1125. https://doi.org/10.1002/sce.21798
Intercultural teaching practices for science education (ITPSE) are suitable to support science teachers in bringing cultural inclusion into their classrooms. The epistemological bridge is the base of the ITPSE design since this approach describes culturally inclusive teaching of science. There is an ITPSE of planning and one of enactment. With those ITPSE, teachers engage students in explaining a phenomenon from science’s epistemology and nonhegemonic cultures’ epistemologies. Design-based research is the methodology to produce the ITPSE through three design–test–design cycles. This paper reports on the third cycle to identify evidence to redesign the ITPSE. As a result, the teacher enacted through the ITPSE a version of the epistemological bridge very close to the framework. In addition, her reflection and feedback pointed to the guiding tools refinement.
Tratnik, A., Gak, D., Baggia, A., Jerebic, J., Rajkovič, U., Grbić, T., Duraković, N., Medić, S., & Žnidaršič, A. (2024). Factors influencing student-professor email communication in higher education. Education and Information Technologies, 29(3), 3497–3523. https://doi.org/10.1007/s10639-023-11944-w
Nowadays, email communication is considered the most common and widespread computer-based tool that students use to communicate with their professors. This paper provides a framework for evaluating email communication between students and professors and examines the factors that may influence students’ email style and professionalism. The research was conducted among Serbian and Slovenian students who contacted their professors by email. In order to evaluate the style of student email communication, the degree of formality, and the layout, we developed an evaluation form. Students were asked to complete an online questionnaire that assessed their attitudes toward culture, attitudes toward their professor and studies, digital literacy, use of social media, and self-perceptions of their communication skills. Responses were analysed and structural equation modeling was used to test seven hypotheses predicting the effects of factors that influence writing style in emails. As expected, the results show several differences in these factors in the two countries. First, in both countries, students’ perceptions of their own communication skills influence their email communication style. Second, grade point average has a significant effect on email communication in Serbia but not in Slovenia, while attitude toward the professor is a significant predictor of email communication in Slovenia but not in Serbia. Moreover, in both countries, attitude toward professor is influenced by attitude toward study. Third, digital literacy has a significant effect on students’ perceived communication skills in both countries, while culture affects communication skills only in Slovenia and social media use only in Serbia.
Tucker, G., & Parsons, S. (2025). Resettlement and the Special Educational Needs and Disability Code of Practice: The influence and challenges of statutory guidance from professional perspectives for young people released from prison. British Educational Research Journal, 51(5), 2210–2228. https://doi.org/10.1002/berj.4173
This paper considers the views and experiences of local authority professionals in the policy context of the Special Educational Needs and Disability (SEND) Code of Practice (CoP) in the youth justice system in England, focusing on the resettlement transition. Resettlement is the period after a young person has been released from prison, during which time they receive support to facilitate rehabilitation from offending—including transitions back into education. It is a complex period of transition, presenting both challenges and opportunities. The youth justice population, and the resettlement cohort in particular, exhibit a wide array of needs and SEND are endemic. Despite this, the relationship between education, resettlement and SEND is largely unexplored. This paper reports on qualitative research, involving semi-structured interviews with professionals (n = 30) from youth justice agencies and education providers, across three English local authorities. The main findings are that the SEND CoP is broadly ineffective at supporting the resettlement population due to issues of funding, resource availability and difficult inter-agency relationships, but also has empowering potential which could be further leveraged and explored. These findings highlight that the CoP exists in a complex arena of practice and policy, involving the intersection of local and national factors. Theoretically informed implications of the CoP and its implementation are also discussed, including the roles of stigma and organisational culture in shaping the implementation of the CoP in the local authorities studied.
Turner, C. (2024). Exploring Aesthoecology: Affective Anticipation, Liminality and Emergence as Features of Alternative Educational Futures. Palgrave Studies in Creativity and Culture, Part F3864, 51–70. https://doi.org/10.1007/978-3-031-52973-3_3
Aesthoecology is an onto-epistemology that interrogates the relationship between the aesthetic, ecological and ethical dimensions of education. This involves the exploration of notions such as liminality, emergence, and affective anticipation, all of which are features of dynamic systems. These elements of theory are discussed to support the concept of aesthoecology as a framework of ideas, and a creative vocabulary, which critically questions some of the established ways of being, doing and becoming in current educational practice. Theorising and philosophising provide the freedom to think differently, the space to be creative and the courage to provoke radical thinking and action. The theory of aesthoecology is exemplified by reference to the development of a gallery of the arts at an expanding, community oriented, outward-facing UK community college in which the new and unexpected was a significant element of the richness of provision. This chapter proposes that the theory of aesthoecology is particularly relevant at a time of significant change because it illustrates the importance of ethically creative education in which issues of emergence might be seen as particularly valuable. Education is enriched by inviting and embracing the unexpected and by exploring the ways in which the new arises spontaneously from our actions.
Tymms, P., & Bolden, D. (2023). Innovation and Change Within Education. Palgrave Studies in Creativity and Culture, Part F3860, 51–68. https://doi.org/10.1007/978-3-031-28206-5_3
“The only constant in life is change” (Heraclitus) and so it is with education. Children change due to maturation, culture, home and teaching. In addition, the education systems within which children find themselves also change; the systems evolve and they alter more rapidly the lower they are in the nested hierarchical structure of education. We show that the greatest effective innovation in education happens within classrooms between teachers and pupils and, as we aggregate up to the school level, the district level and the country level the innovations have barely detectable impacts on pupils’ progress. In other words, there is very little evidence that national policies have impacted on attainment levels at the country level. Further, randomised controlled trials lose their effectiveness as they are scaled up. Nevertheless, we, as researchers, have made major advances, but those have been methodological rather than substantive. We have further failed to theorise the educational system well enough to predict the impact of interventions. As a result, we live in a kind of education smog where monitoring data and advice from colleagues in similar situations are the safest option. We finally set out what is needed now from policy-makers and researchers to enhance education.
Urmeneta, A., & Romero, M. (2024). Creative Application of Artificial Intelligence in Education. Palgrave Studies in Creativity and Culture, Part F3866, 3–16. https://doi.org/10.1007/978-3-031-55272-4_1
The chapter commences by presenting the emergence of artificial intelligence (AI) in the field of education. It aims to provide an overview of the AI environment in education, highlighting the importance of a nuanced comprehension of its effects, ethical implications, and potential to stimulate innovative teaching methods. The chapter explores the historical background of technological interventions in education and takes a critical approach to examining the potential benefits and drawbacks of AI. It also considers the sociocultural and creative aspects of using AI in education. AI has typically focused on imitating human intelligence. Within the realm of human abilities, we recognise various degrees of creative involvement in AI in education, which demonstrates its capacity to revolutionise learning experiences. At the most advanced stages of creative involvement, we explore the possibilities for collaboration between human intelligence and AI, suggesting a viewpoint of human–AI co-creativity. The chapter also outlines the book’s structure, which consists of three main sections: the creative engagement approach, real examples in K-12 education, and advances and prospects in higher education. The different chapters envision not only the acculturation and education of AI, but also the potential of human–AI collaboration to support learners in expressing their unique talents and developing expansive, AI-supported learning initiatives.
Valquaresma, A., de Paula, L. D., & Rodney, T. K. (2024). Enriching Creative Education Through Diverse Perspectives. Palgrave Studies in Creativity and Culture, Part F3957, 1–13. https://doi.org/10.1007/978-3-031-73393-2_1
This chapter explores the intersection of creativity, learning, and education in the context of an increasingly complex and interconnected world where the myriad challenges faced by contemporary societies—such as social justice movements, climate crises, and rapid technological advancements—require a rethinking of educational practices to better support diverse perspectives and foster sustainable futures. Central to this discussion is the marginalization of non-Western epistemologies in education, which has historically limited the inclusion of diverse knowledge systems. Creativity, a critical skill for navigating the complexities of the modern workforce and educational environments, has also suffered from the biases of a Western, individualistic paradigm. Advocating, instead, for a sociocultural approach that considers the diverse lived experiences and practices of various communities we call for embracing multiple perspectives to enrich creative education, fostering a critical examination of whose voices are prioritized in learning environments. This chapter sets the stage for the broader volume by questioning the current status quo in education and creativity, challenging readers to consider how alternative perspectives can lead to more inclusive and effective educational practices. Therefore, it presents an overview of the chapters included in this work, and it calls for a paradigm shift in how creativity is conceptualized and integrated into learning environments, urging educators and stakeholders to move beyond standardized approaches and embrace the richness of global perspectives. By doing so, it aims to contribute to the ongoing discourse on creativity and learning, providing a foundation for the transformative potential of education in shaping equitable and sustainable futures.
Velcu-Laitinen, O. (2024). Teaching about and for Creativity in Higher Education: Coaching as a Methodology to Cultivate Creative Thinking Habits for Doctoral Researchers. Palgrave Studies in Creativity and Culture, Part F3957, 127–164. https://doi.org/10.1007/978-3-031-73393-2_6
Can students’ creative thinking be developed in a course and beyond? Educational institutions, from early childhood education to continuing education and professional development, find it important to teach students for creativity. Yet, there are multiple approaches and views on defining and developing it in a course. In this chapter, I discuss how to design a creativity course for doctoral researchers in varied science domains by reflecting on the teacher’s role, the type of creativity selected to be taught, and the pedagogical tools. How do teachers’ knowledge of creativity theories influence what is taught about creativity? How might students be supported in getting in touch with the creativity that they will develop later in their professional lives? In the end, I discuss coaching as a pedagogical methodology. To address these questions, I showcase the creativity course I taught as part of a doctoral research programme in health sciences and humanities at the University of Helsinki. The goal of the course was to guide participants in forming creative thinking habits for problem finding. The chapter highlights the relevance of courses that emphasize creative metacognition. Students get the chance to reflect on their creative thinking strengths. They are thus more likely to adopt new creativity habits and generate meaningful interpretations and engaging perspectives on the subjects of interest. I hope that more discussions will follow on why and what creativity courses would be useful to add to the curricula provided by universities.
Viberg, O., Cukurova, M., Feldman-Maggor, Y., Alexandron, G., Shirai, S., Kanemune, S., Wasson, B., Tømte, C., Spikol, D., Milrad, M., Coelho, R., & Kizilcec, R. F. (2025). What Explains Teachers’ Trust in AI in Education Across Six Countries? International Journal of Artificial Intelligence in Education, 35(3), 1288–1316. https://doi.org/10.1007/s40593-024-00433-x
With growing expectations to use AI-based educational technology (AI-EdTech) to improve students’ learning outcomes and enrich teaching practice, teachers play a central role in the adoption of AI-EdTech in classrooms. Teachers’ willingness to accept vulnerability by integrating technology into their everyday teaching practice, that is, their trust in AI-EdTech, will depend on how much they expect it to benefit them versus how many concerns it raises for them. In this study, we surveyed 508 K-12 teachers across six countries on four continents to understand which teacher characteristics shape teachers’ trust in AI-EdTech, and its proposed antecedents, perceived benefits and concerns about AI-EdTech. We examined a comprehensive set of characteristics including demographic and professional characteristics (age, gender, subject, years of experience, etc.), cultural values (Hofstede’s cultural dimensions), geographic locations (Brazil, Israel, Japan, Norway, Sweden, USA), and psychological factors (self-efficacy and understanding). Using multiple regression analysis, we found that teachers with higher AI-EdTech self-efficacy and AI understanding perceive more benefits, fewer concerns, and report more trust in AI-EdTech. We also found geographic and cultural differences in teachers’ trust in AI-EdTech, but no demographic differences emerged based on their age, gender, or level of education. The findings provide a comprehensive, international account of factors associated with teachers’ trust in AI-EdTech. Efforts to raise teachers’ understanding of, and trust in AI-EdTech, while considering their cultural values are encouraged to support its adoption in K-12 education.
Wang, C., Wang, S., & Gao, Y. (2023). Wenhua dacai (great cultural talent): paradoxical discourses and practices in the revival of Confucian classical education in contemporary China. Asia Pacific Education Review, 24(4), 695–704. https://doi.org/10.1007/s12564-023-09891-9
Cultivating wenhua dacai (great cultural talent) is a central goal of the ongoing dujing (classics reading) education movement, which is an integral part of the broad Confucian revival in contemporary China. Focusing on the concept of wenhua dacai, this article explores three interrelated issues. First, as a term used in the context of dujing education, wenhua dacai refers to an idealized Confucian subject shaped by an interweaving of nationalism and cosmopolitanism. Moreover, it is expected not only to revive Confucian/Chinese culture but also to contribute to human cultural exchange. Second, the tendency of students to embrace individualistic virtues in their experience of classics reading poses a challenge to the lofty and sacred ideal of wenhua dacai, which reinforces the need for rigid discipline in learners. Finally, contextualizing the idea of wenhua dacai into the general transformation of education in China can contribute to a more thorough understanding of it. This article concludes that the cultivation of wenhua dacai dreamed of by Confucian dujing education activists is constituted by paradoxical discourses and practices embedded in the ideological complexities of Chinese education.
Wang, J., Zhang, W., Zhao, M., Lai, X. F., Chang, L., & Wang, Z. (2024). Efficiency of higher education financial resource allocation from the perspective of ‘double first-class’ construction: A three-stage global super slacks-based measure analysis. Education and Information Technologies, 29(10), 12047–12075. https://doi.org/10.1007/s10639-023-12323-1
The allocation of financial resources in higher education has always been a hot topic of concern in academia and society. The measurement and evaluation of the allocation efficiency of higher education financial resources from the perspective of ‘Double first-class’ construction is the most important initiative to improve the quality of higher education development and promote the construction of a community with a shared future for mankind. The author constructs a resource allocation efficiency evaluation index system, including two input factors: basic expenditure and project expenditure, and four primary indicators: personnel cultivation, scientific research, international repercussions and social contribution, in addition, ten secondary culture results, results Awarded, education of students abroad, achievement transformation.etc., are considered as output factors. The three-stage Global Super Slacks-Based Measure (SBM) model is applied to accurately measure and scientifically evaluate the allocation efficiency of financial resources in China’s higher education. Results show that:first, the true efficiency level can be revealed by eliminating the influence of external environmental factors and random noise. Only 2.82% of universities are located on the effective frontier, indicating that there is significant room for improvement in universities’ financial resource allocation capacity and fund utilization efficiency. Second, influenced by factors such as external dependence, R&D intensity, industrial structure and fiscal decentralization, the financial resources allocation efficiency is significantly overestimated, many universities rely heavily on external policy environments for financial resource allocation, and the support from the external environment for efficiency improvement in a few universities still needs to be strengthened. The third, promoting the classification evaluation of universities can meet the needs of ‘Double first-class’ construction and guarantee the development of university characteristics and diversification. The research shows that first-class universities, comprehensive universities, eastern universities have relatively mature management capabilities, and first-class universities, comprehensive universities and central universities are the most suitable for operation scale; while first-class disciplines, liberal arts universities and western universities have the most significant improvement in the efficiency. Additionall…
Wang, K., Van Hemmen, S. F., & Criado, J. R. (2023). “Play” or “Labour”, the perception of university teachers towards MOOCs: Moderating role of culture. Education and Information Technologies, 28(7), 7737–7762. https://doi.org/10.1007/s10639-022-11502-w
This study aims to understand the perception of university teachers on MOOCs and explore the critical drives that impact teachers to work with MOOCs based on an incorporated model of theory of planned behaviour (TPB) and Playbour (PL). Besides, this study also adopts Hofstede’s Cultural Dimensions Theory to include the culture as a moderator to explore how university teachers with different cultural backgrounds perceive MOOCs. The results show that Attitude (ATT), Subjective norms (SN) and Perceived behavioural control (PBC) are crucial determinants that impact teachers’ behavioural intention (BI) towards MOOCs. Besides, PL is found as a strong mediator to explain the great importance of ATT of university teachers to adopt MOOCs. Regarding the moderating effect, the significant difference in Spain and China are detected to explain teachers’ BI towards MOOCs. Additionally, the validity and model fit of the incorporated model are proved, which further enriches the field of TPB to explain teachers’ behaviour towards MOOCs.
Watermeyer, R., Bolden, R., Knight, C., & Crick, T. (2025). Academic anomie: implications of the ‘great resignation’ for leadership in post-COVID higher education. Higher Education, 89(5), 1215–1233. https://doi.org/10.1007/s10734-024-01268-0
The experience of the COVID-19 pandemic has ignited a near universal rethink of what is tolerable or desirable in work settings. In higher education—where discontent has been exacerbated by the pandemic—the potential for a ‘great resignation’ is a very real threat. The long-term impact of a crisis management approach in universities has led to a state of ‘pandemia’, according to Watermeyer et al., (British Journal of Sociology of Education 42:651-666, 2021b), whereby academics feel alienated and subjected to a ‘toxic’ work environment that lacks shared purpose and values. This article draws on Durkheim’s notion of ‘anomie’ to explore what leads academics to leave the sector and to consider how the outward migration of staff could be addressed through changes to leadership and management practice. Evidence is taken from an online survey distributed in the United Kingdom (UK), which collected demographic information of n = 167 academics and open-text responses to a question which asked respondents to provide their reasons for quitting higher education. Four key themes emerge which elucidate a trajectory of academic anomie: (i) declining quality of academic management, (ii) the pandemic as a disruptive awakening, (iii) the erosion of values and meaning and (iv) a sense of being ‘trapped’ within academia. Potential resolutions are suggested in respect of what respondents identify as the root cause of staff attrition—toxic management culture. Collective and inclusive governance and commitment from academics at all career stages to the leadership of groups, departments, institutions and the wider higher education sector are advocated as antidotes to academic anomie.
Wee, S. J., Lo, Y., Zheng, X., & Zambrano, L. (2024). Unpacking Taiwanese/Taiwanese American Culture in Children’s Picturebooks in the U.S. Children’s Literature in Education, 55(4), 669–686. https://doi.org/10.1007/s10583-023-09559-3
This study examines how Taiwanese/Taiwanese American (T/TA) culture is portrayed in children’s picturebooks that are available in the U.S and published between 2003 and 2022. We employed a critical content analysis with the AsianCrit perspective to analyze a total of 19 sampled books on T/TA culture. The findings revealed (1) a majority of the sampled books explicitly included a concrete component of Taiwanese culture through foods, holidays, and places; (2) cultural insider authors and illustrators tended to portray cultural artifacts or daily living in a realistic way; and (3) Taiwanese immigrant/Taiwanese American protagonists displayed various acculturation processes and challenges that they faced in the U.S., with an emerging Taiwanese identity that is distinct from Chinese identity. The study provides several implications for classroom teachers, authors/illustrators of picturebooks, and researchers.
Weisi, H., & Ahmadi, R. (2024). Conceptualizing student voice in teacher-student curriculum partnerships within Iran’s higher education. Higher Education, 87(3), 795–812. https://doi.org/10.1007/s10734-023-01036-6
Student voice has gained momentum in improving educational landscapes recently. With the aim of creating opportunities for empowering educational systems, student voice rests upon the premise that curricula are co-created, mediated dialogically, and co-designed by teachers and students. Yet, student voice expression might be restricted by power relations embedded within institutions. In fact, the current study aims to investigate how student–teacher curriculum partnerships can be interpreted in Iran’s TEFL (Teaching English as a Foreign Language) higher education institutions through student voice. By means of semi-structured interviews and open-ended questionnaires, 41 M.A. TEFL students at Iranian state universities were requested to participate. The results—employing abductive analysis—indicated that teachers treat student voice in higher education teaching practices as tokenistic. The study delineates student voice in terms of student feedback and criticism, student decision-making, and student autonomy in co-creating teaching approaches and also highlights that teachers should provide spaces for students to construct dialogic approaches in education within a particular culture.
White-Hancock, L. (2023). Insights from bauhaus innovation for education and workplaces in a post-pandemic world. International Journal of Technology and Design Education, 33(1), 261–279. https://doi.org/10.1007/s10798-022-09729-2
This paper examines Bauhaus School (1919–1933) innovation and relevance today. The School is a landmark in the history of design as a discipline and the development of design education. The School was also a workplace, commercialising Bauhaus-designed products. While drawing global interest in its innovations, the School faced resistance in Germany because it challenged conventions. This problem raises the questions: How did the School-workplace generate innovations amid the calamity of post-war Germany, and what is the significance of the Bauhaus for post-pandemic education and workplaces one hundred years on? The concept of ‘transgression’ is used to understand innovation at the Bauhaus School-workplace. Haraway discusses transgressive practices that disrupt established knowledges, moving ways of thinking and doing in new directions. Analysis of workplace learning research reveals that three interfacing dimensions make up innovation: (1) workplace environments, (2) the culture-order that facilitates innovation, and (3) learning in practice in authentic settings. This qualitative case study reports on how Bauhaus innovation emerged at the intersection of these key dimensions. There are surprising commonalities between the Bauhaus approach to innovation in challenging times and contemporary thinking about supporting innovation which are relevant to education, particularly STEAM (Science, Technology, Engineering, Arts and Mathematics) education, and workplaces in a world affected by the COVID 19 pandemic. Thus, encouraging people who challenge boundaries, rules or ‘the way things are’ can support innovation. This paper addresses a gap in workplace learning research on interrelated dimensions of innovation which the Bauhaus recognized. The study also offers an innovative approach to the examination of innovation across time and space whereas most contemporary studies of innovation focus on the present. Further, conceptualizing innovation as transgression offers a new way of thinking about innovation in design and in the workplace.
Winstone, N. E. (2022). Characterising feedback cultures in higher education: an analysis of strategy documents from 134 UK universities. Higher Education, 84(5), 1107–1125. https://doi.org/10.1007/s10734-022-00818-8
Feedback can be framed as a one-way transmission of information driven by educators, or as a two-way process, in which students’ agentic participation is critical to its success. Despite calls for a shift away from the former framing towards the latter, transmission-focused models of feedback continue to dominate practice internationally. Approaches to feedback in any given setting are likely influenced by the dominant feedback culture. The present study aimed to characterise ‘feedback cultures’ within higher education by systematically examining how feedback is framed in 134 UK universities’ (a) educational strategies and (b) Teaching Excellence Framework (TEF) Provider statements. These documents serve to encapsulate each institution’s views of excellence and best-practice; nevertheless, analysis of the documents revealed a stronger focus on the transmission of feedback comments than on supporting students’ learning through feedback processes. Linguistically, students were positioned passively within the documents, as being on the receiving end of teachers’ actions, rather than actively driving their own learning through feedback. These findings inform a framework for conceptualising feedback cultures in higher education, which positions approaches to feedback design, feedback processes and the evaluation and development of feedback on a continuum from transmission-focused to learning-focused. It is argued that strategy documents shape practice in subtle ways; in order to shift towards learning-focused feedback cultures, consideration must be given to how students’ roles and responsibilities are positioned in both policy and practice.
Wise, K., MacDonald, A., Badham, M., Brown, N., & Rankin, S. (2022). Interdisciplinarity for social justice enterprise: intersecting education, industry and community arts perspectives. Australian Educational Researcher, 49(3), 595–615. https://doi.org/10.1007/s13384-022-00516-5
The role of interdisciplinarity in achieving authentic and transformative learning outcomes is both contested and complex. At the same time, traditional disciplinary ways of being, doing and knowing have been further tested by the impact of COVID-19 on students, schools and communities. In Tasmania, already experiencing amongst the lowest levels of educational attainment in Australia, the educational implications of COVID-19 have been polarising. Preliminary reports have employed interdisciplinary perspectives to understand how the situation is unfolding. Extremes of privilege and poverty have intensified, with accentuated disadvantage experienced by already vulnerable groups, whilst ingenuity, adaptability and innovation have flourished elsewhere. The spectrum and range of this polarisation yield compelling evidence for the inadequate address of complex societal problems through singular disciplines or institutions. This article explores storied data generated from the intersections of interdisciplinary strategy enacted across three settings: education, creative industries and community-based arts practice. The data derive from two Tasmanian case studies where interdisciplinary collaboration between the education sector, creative industries and community is well established. In subsequent discussion, the multidisciplinary authorship team make and offer meaning from participatory lived experiences of pursuing social justice outcomes prior to and during the COVID-19 pandemic. From this, we posit how lived experiences of interdisciplinarity impact social justice enterprise in times of increasingly complex socio-economic challenge. In addressing these concerns, we elucidate the role interdisciplinarity plays in both enabling and inhibiting social justice imperatives shared across education, creative industry and community-based arts practice immediately prior to and during a global pandemic. In so doing, we elicit the ways interdisciplinary practices, partnerships and priorities recalibrate in response to global challenges.
Witt, S., & Clarke, H. (2024). (Ma)kin(g) Sympoietic More-than-Human Educational Futures. Palgrave Studies in Creativity and Culture, Part F3864, 123–153. https://doi.org/10.1007/978-3-031-52973-3_6
This chapter shares stories of creative ruptions, to think and do place-based education differently. We think-with Haraway’s (2016, Staying with the trouble: Making kin in the Chthulucene. Duke University Press) idea of sympoiesis as collective making, to situate learners as kin in a mesh of relations with more-than-human worlds. Making-with draws on wisdoms of the past and experiences of the present, to shape educational possibilities for the future. To explore sympoietic thinking within educational assemblages we share two lively elemental encounters of collaborative research creations that involve lake, garden, children, teachers, student teachers and researchers. In these examples we ground the idea of making-with in practical, everyday and lifelong ways within which educators can nurture kinship. Collective making is not straightforward. Sympoietic practices foster creative, inclusive, non-colonising pedagogies, which can be challenging to put into practice, yet position creativity as a powerful and provocative agent of positive change.
Wren, H. (2024). Journeying with Affective Embodied Empathy for an Ethical Understanding of Environmental Education. Palgrave Studies in Creativity and Culture, Part F3864, 95–121. https://doi.org/10.1007/978-3-031-52973-3_5
The climate emergency necessitates addressing the ethical implications of the Anthropocene, emphasising the complex interplay between humans and the more-than-human. Traditionally, environmental education has focused on human perspectives, limiting a comprehensive understanding of these issues. Recent research advocates for a broader perspective, integrating human and more-than-human empathy to better grasp the Anthropocene’s challenges. This study redefines empathy as an affective, embodied phenomenon transcending human-centric views, focusing on the relational connections within shared environments. It proposes a new materialist framework, highlighting how empathy emerges through intra-actions, where affective forces shape relational dynamics and foster kinship and mutual care from sensory experiences. Methodologically, diffractive musing is used to explore affective, embodied empathy in a Norwegian Folke School. This lens facilitates attentiveness to the intra-actions between humans and the more-than-human, and as a reader, you are invited to join me on my journey to understand how subjectivity, agency, power relations, and understandings of time, space, and matter evolve. By taking part, I argue that you will appreciate the need to slow down, heighten sensory awareness, and focus on absences and placemaking to nurture affective, embodied empathy. By framing empathy as affective and embodied, the study contributes to posthuman/new materialist environmental education knowledge. It offers a new theorisation of empathy, positioning it as a transformative force capable of cultivating compassion and ethical responsibility towards the more-than-human world, ultimately driving positive social and environmental change.
Wu, W. H., Kao, H. Y., Yan, W. C., Wu, Y. J., & Wei, C. W. (2024). The Impact of Integrating Tribal Culture and Science Education Through Information and Communication Technology. Science and Education, 33(2), 347–364. https://doi.org/10.1007/s11191-022-00391-7
Past studies have provided important insights into the relationship between science education and information and communication technologies (ICTs). However, few studies have sought to promote learning by integrating science education with indigenous culture via ICTs. Indigenous culture is a treasure of human civilization, but there is a crisis of rapid disappearance. Integrating indigenous culture into students’ science education may help them understand the scientific implications of their culture, and preserve and participate in their cultural activities. This study explores the relationships between science education and indigenous culture through the use of ICTs in the context of Taiwan’s Rukai tribe. A research process was proposed with three steps: planning, execution, and evaluation. There were 15 indigenous pre-service teachers from six tribes participating in the study. The results show that ICTs help them understand the scientific principles of their own culture, and develop practical materials and lesson plans that can be used for future teaching. It also makes them aware of the meaning and importance of their own culture.
Xia, J., Wang, M., & Zhang, S. (2023). School culture and teacher job satisfaction in early childhood education in China: the mediating role of teaching autonomy. Asia Pacific Education Review, 24(1), 101–111. https://doi.org/10.1007/s12564-021-09734-5
Job satisfaction among teachers is important for their motivation to effect changes. However, in China, job satisfaction in early childhood education is a pressing issue, which leads to high attrition rates among preschool teachers. Thus, this study examined the role of school culture regarding job satisfaction and teaching autonomy among teachers as a potential mediator of this relationship in the preschool settings in China. Using survey data from 597 participants and by conducting structural equation modeling, this study found that school culture exerted a direct and significant impact on job satisfaction among teachers, whereas curriculum autonomy mediated the relationships in this regard. The results indicate the need for additional in-depth studies of the job satisfaction of preschool teachers in China, which exhibits a hierarchical structure.
Xiao, Y., Cai, Y., Ge, Q., & Yang, Y. (2023). The Potential of Using Formative Assessment to Enhance Academic Achievement in the Confucian-Heritage Culture: A Comparison between Hong Kong and Shanghai. Asia-Pacific Education Researcher, 32(6), 867–876. https://doi.org/10.1007/s40299-022-00702-0
Formative assessment has been considered an essential concept for motivating and improving learning. However, implementing formative assessment has been confronted with challenges in Confucian-heritage culture (CHC) contexts such as Hong Kong and Shanghai, where the atmosphere of high-stakes tests dominates at policy and classroom levels. Whether formative assessment can lead to learning achievement in examination-oriented contexts remains an open issue. To unleash the potential benefits of formative assessment, CHC cities such as Hong Kong have been making great efforts to create conditions that can bring about the positive effect of formative assessment on learning achievement. To test this potential benefit of formative assessment in CHC contexts, the current study compared the impact of formative assessment on reading achievement in Hong Kong and Shanghai by including the mediation of motivation between formative assessment and achievement. Results of multi-group path analysis with the Programme for International Student Assessment (PISA) 2009 data showed: (a) a positive direct effect of formative assessment on achievement in Hong Kong and a negative direct effect in Shanghai, (b) a positive indirect effect through motivation both in Hong Kong and Shanghai, and (c) a total positive effect in both Hong Kong and Shanghai, but this total effect was more substantial in Hong Kong whereas trivial in Shanghai. The positive impact of formative assessment, particularly the relatively more significant total effect on the Hong Kong side, supports the potential of using formative assessment to enhance student learning in CHCs through local policy reform on assessment and teacher training on assessment literacy.
Xing, Z., & Qi, Y. (2023). Development of creativity in physical education teachers using interactive technologies: involvement and collaboration. Education and Information Technologies, 28(5), 5763–5777. https://doi.org/10.1007/s10639-022-11422-9
The popularisation of an active lifestyle and sports is a hot topic today. The countries activate the interest of the population in physical culture introducing creative training activities in sports. The research highlights that it is important to develop creative thinking in physical education teachers. Thus, the main research goal is to analyse the influence of interactive technologies used to develop creativity among physical education teachers. The researchers use tablet computers with a video communication function for the experiment. All training sessions were conducted on the Zoom conferencing platform. The training took 6 months. The proposed training included power training, yoga, dance and gymnastics. At every third lesson, three respondents developed and presented their training programme for the rest of the group. Torrens creative thinking test was used to assess the results. The comparison of the training dynamics in men and women (P-value = 0.019 and 0.003, respectively (p ≤ 0.05)) proves the effectiveness of the proposed training techniques. It means that this technique is effective for sports activities and can be introduced in educational institutions. The scholars recommend using it in schools, universities and other educational institutions.
Xu, Y., Yu, H., Wan, X., & Zhang, L. (2024). Strategies for sustainable development in university education: Breaking barriers and cultivating awareness. Education and Information Technologies, 29(17), 22567–22608. https://doi.org/10.1007/s10639-024-12727-7
The new era entrusts higher education with the mission of building a strong country, requiring continuous improvement in education quality. This study applies sustainable development (SD) strategies to university education management, addressing existing challenges and analyzing SD methodologies. The methodologies are used to analyze and derive the overall feasibility of SD by using the feedback loop calculation method to strengthen the practical advancement of SD. Utilizing the feedback loop calculation method, the feasibility of SD implementation is assessed, highlighting its significance in institutional reform. The research emphasizes integrating sustainability into teaching and management practices, encouraging a culture of sustainability in higher education. The main result indicates a 30% increase in students’ SD awareness, emphasizing the effectiveness of sustainable education approaches in university management. Additionally, this research introduces the concept of a longitudinal study to further explore the enduring impact of sustainable education initiatives over time. This study’s novelty lies in its exploration of how the university’s educational management industry can receive theoretical support, signifying its deep importance in the sustainable reform of the institution. By proposing a comprehensive approach, the study aims to enhance students’ SD awareness and study habits, meeting societal needs and laying a foundation for sustainable education.
Xu, Y., Zhang, Z. L., & Lai, C. (2025). Culture-DPACK: A TPACK scale for evaluating Chinese language teachers’ perceptions of integrated literacies. Education and Information Technologies, 30(13), 19329–19361. https://doi.org/10.1007/s10639-025-13538-0
This study introduces the development and validation of the Culture-DPACK scale, a refined assessment tool designed to evaluate Chinese language (CL) teachers’ perceptions of their competencies in integrating digital and cultural literacies into their teaching practices. Acknowledging the increasing integration of digital technologies in education, the Culture-DPACK scale addresses the need for a comprehensive framework that captures the interplay of digital, pedagogical, and cultural literacies in language education. Using a mixed-method exploratory sequential design, we collected qualitative data from thematic seminars (n = 91) to inform the initial scale development. Subsequently, a quantitative survey was conducted with 556 CL teachers to validate the scale. The analysis identified five key dimensions: Intrinsic Knowledge Literacy (IKL), Traditional Pedagogical Literacy (TPL), Digital Literacy (DL), Digital Humanities Pedagogical Literacy (DHPL), and General Cultural Literacy (GCL). Reliability and validity analyses supported the robustness of the scale, with Confirmatory Factor Analysis (CFA) confirming strong model fit. The Culture-DPACK scale provides educators and researchers with a reliable and valid instrument to assess teachers’ competencies in integrating disciplinary knowledge, traditional and digital humanities pedagogy, digital skills, and cultural literacy into their instructional practices. Its application provides insights for designing targeted professional development programs and informs instructional strategies, addressing the evolving demands of contemporary education. By examining the interactions among multiple integrated literacies, this study advances educational technology research and supports sustainable teaching practices in digitally and culturally enriched learning environments.
Yamamoto, R. (2025). The enigma of collegiality: collegiality frames and institutional logics in US higher education. Higher Education, 89(6), 1569–1586. https://doi.org/10.1007/s10734-024-01290-2
The principle of collegiality is one of the philosophical backbones of academic tradition. However, in the USA, institutional policies that aim to enforce collegiality have met strong opposition. This paper examines the framings of collegiality in American higher education and underlying institutional logics through qualitative content analysis of the Chronicle of Higher Education articles published between 2013 and 2022. The analysis identified six collegiality frames: Communal Ties, Collective Responsibilities, Likability/Interpersonal Skills, Cultural Fit, Willingness to Serve, and Coerced Conformity. Most typically, collegiality is portrayed as a characteristic of the faculty community marked by collaborative interactions. The framing of collegiality as communal ties is often accompanied by a “narrative of loss” (Kligyte & Barrie, 2014). Career advice articles targeting academic job seekers and faculty review candidates frame collegiality as a desirable individual quality and an implicit yet crucial criterion in peer evaluation. In contrast, articles discussing institutional policies and employment disputes offer a more critical framing, presenting a view of collegiality as an euphemism for coerced conformity and an instrument for managerial control. This paper contends that the divergent collegiality framings reflect the interplay of competing institutional logics and logic casting within the higher education landscape.
Yang, L., & Chen, L. (2025). A lexical comparison of the public good of higher education: concepts, contextual underpinnings and implications, focusing on Japanese, Chinese and English. Higher Education, 89(1), 53–81. https://doi.org/10.1007/s10734-024-01344-5
While it is generally agreed that higher education is a public good and produces public goods, it remains unclear what this means. An important reason for the unclarity is the conceptual ambiguity and cultural nuances of the concept of the public good in higher education. Coupled with the Western dominance of discourse in higher education and language challenges in translation, the ambiguity and nuances further result in challenges for studies that explore and compare the public good of higher education across contexts. This paper employs a lexical comparison approach to address these challenges, all of which have been encountered by the comparative research project that leads to this Special Issue. Taking Japanese, Chinese and English as examples, it identifies key terms in the three languages, reveals contextual underpinnings of the key terms and the cultural distance between the terms, and discusses the implications of the lexical comparison. The paper argues that this lexical comparison has been effective in this particular analysis and the comparative research project, and has the potential to contribute to comparisons of other higher education topics involving multiple languages.
Yesil, R., Erdiller Yatmaz, Z., & Metindogan, A. (2025). Exploring Children’s Play Culture and Game Construction: Role of Sociodramatic Play in Supporting Agency. Early Childhood Education Journal, 53(3), 703–716. https://doi.org/10.1007/s10643-023-01621-5
The purpose of the study was to explore the sociodramatic play taking place in an early childhood classroom, with a specific focus on the characteristics of play, the game construction process that takes place during play, children’s agency in their play culture, and finally, the role of teachers as adults and as participants serving as guides and facilitators in the play. The study utilized an ethnographic case study approach to uncover play culture within the Little Daisies classroom. The data for the study came from lengthy observations throughout one school year in the classroom of 5-year-old children and semi-structured interviews with children regarding their sociodramatic play. Findings suggest that children constructing “games with rules” is a significant component of the classroom play culture, and non-distracted sociodramatic play provides children with many opportunities to practice their agency and function as social actors in their close environment. The concept of agency, teachers’ beliefs, and executive function skills were used to contextualize sociodramatic play for further discussion.
Yiu, S., Yeung, M., Cheung, W. J., & Frank, J. R. (2023). Stress and conflict from tacit culture forges professional identity in newly graduated independent physicians. Advances in Health Sciences Education, 28(3), 847–870. https://doi.org/10.1007/s10459-022-10173-z
To transition successfully into independent practice, newly graduated independent physicians (new “attendings”) undergo a process of professional identity formation (PIF) as a clinician within a new community of practice (CoP). PIF is crafted by socialization within a CoP including transfer of tacit knowledge. While certain tacit knowledge is critical for professional identity, we understand little how it shapes PIF. We set out to describe the tacit knowledge acquired by new attendings within a CoP and how it contributes to PIF. Informed by constructivist grounded theory, we interviewed 23 new attendings about the tacit knowledge they acquired in early practice. Data collection and analysis occurred iteratively. We identified themes using constant comparative analysis and generated a theory that underwent member checking and feedback. Implicit standards from group culture imparted high expectations on new attendings and led to internal stress. New attendings also encountered a tacit code of conduct as behavioral elements of group culture. These elements created external conflict between new attendings and group members such as departmental colleagues, consulting physicians, and other health professionals. Depending on the support they received, new attendings responded to the stress and conflict in three ways: they doubted, adjusted, or avoided. These strategies molded their professional identity, and moved them towards or away from the CoP as they navigated their transition and PIF. We describe a novel theory of how tacit group culture shaped new attending physicians’ professional identity in a new community of practice. Internal stress and external conflict occurred due to high expectations and tacit culture elements. New attendings’ doubt, adjust, or avoid responses, shaped by support they received, in turn crafted their professional identity. Education leaders should prepare graduating trainees to navigate aspects of transition to independent practice successfully.
Zanting, A., Frambach, J. M., Meershoek, A., & Krumeich, A. (2025). Exploring the implicit meanings of ‘cultural diversity’: a critical conceptual analysis of commonly used approaches in medical education. Advances in Health Sciences Education, 30(3), 859–877. https://doi.org/10.1007/s10459-024-10371-x
Existing approaches to cultural diversity in medical education may be implicitly based on different conceptualisations of culture. Research has demonstrated that such interpretations matter to practices and people concerned. We therefore sought to identify the different conceptualisations espoused by these approaches and investigated their implications for education. We critically reviewed 52 articles from eight top medical education journals and subjected these to a conceptual analysis. Via open coding, we looked for references to approaches, their objectives, implicit notions of culture, and to implementation practices. We iteratively developed themes from the collected findings. We identified several approaches to cultural diversity teaching that used four different ways to conceptualise cultural diversity: culture as ‘fixed patient characteristic’, as ‘multiple fixed characteristics’, as ‘dynamic outcome impacting social interactions’, and as ‘power dynamics’. We discussed the assumptions underlying these different notions, and reflected upon limitations and implications for educational practice. The notion of ‘cultural diversity’ challenges learners’ communication skills, touches upon inherent inequalities and impacts how the field constructs knowledge. This study adds insights into how inherent inequalities in biomedical knowledge construction are rooted in methodological, ontological, and epistemological principles. Although these insights carry laborious implications for educational implementation, educators can learn from first initiatives, such as: standardly include information on patients’ multiple identities and lived experiences in case descriptions, stimulate more reflection on teachers’ and students’ own values and hierarchical position, acknowledge Western epistemological hegemony, explicitly include literature from diverse sources, and monitor diversity-integrated topics in the curriculum.
Zhang, H. M. (2024). Multimedia technologies for presenting poetry in online educational blogs: interpreting the poems of Chinese poets in contemporary music of China. Education and Information Technologies, 29(10), 12001–12021. https://doi.org/10.1007/s10639-023-12340-0
Using multimedia elements to present poetry can help make it more accessible and understandable to a broader audience. In the context of China, where poetry is important in culture and art, interpreting the poems of Chinese poets in contemporary music can help popularize their work among young audiences. The study aimed to explore the possibilities of using various multimedia tools to promote poetry in online educational blogs and to study the effectiveness of various multimedia tools in attracting audience attention to poetry. The survey results reveal the popularity of contemporary songs in China among the youth, who draw inspiration from poetry. “Green Light” (绿光) received the highest percentage of votes, at 38%. This song centres on the theme of love and expresses the desire to be reunited with a loved one. “Raindrops on Banana Leaves” (雨打芭蕉) garnered 26% of the votes and conveys the beauty of nature after rain, emphasizing the appreciation of the world’s beauty. “Nebula” (天空) was mentioned by 9% of the students, and this song includes lines from the poem “Love in the Sky” by Jiang Zhiqun. It explores themes of love and self-reflection, reflecting the desire to be with a loved one. “Crazy Heartbeats” (疯狂的心跳) received 18% of the votes, and the song uses phrases from the poem “Strong Feelings” by Junjian Lu. It portrays intense emotions, highlighting love and passion. “I Am by Your Side” (我在你左右), a song containing lines from the eponymous poem by Zhongsan Lu, was chosen by 9% of the students. It revolves around the theme of love and the longing to be with someone special. These findings illustrate how contemporary music in China often intertwines with classical poetry, bridging the gap between traditional literary heritage and modern forms of cultural self-expression. The results of the statistical analysis indicate a statistically significant difference between the control and experimental groups regarding the impact of multimedia technologies on learning outcomes. The experiment has shown that these technologies contribute to better comprehension of the material and the attainment of higher scores compared to students who employed traditional teaching methods. Based on the study, conclusions can be drawn about the prospects of other processes related to this topic, namely the importance of using multimedia technologies to present poetry in online educational blogs, especially for interpreting poems by Chinese poets in modern Chinese music, such tech…
Zhang, Y., Adams, D., & Lee, K. C. S. (2024). Assessing academic staff’s ICT integration in higher education: instrument development and validation. Journal of Computers in Education, 11(1), 75–94. https://doi.org/10.1007/s40692-022-00248-6
The increasing utilization of educational technologies advances the information communication technology (ICT) integration process in higher education. The demand and standard of ICT integration are changing with the development of digital contexts, and while much attention has been placed on building an ICT-enabled teaching and learning environment, little has been given the effectiveness of technology transformation within an institution from a holistic perspective. It is thus difficult to assess a university’s ICT integration level and the outcomes of ICT integration. Therefore, the purpose of this article is to describe an ICT integration standard that can function as a reliable measurement or guide in the higher education context. The development consisted of three steps: first, through literature review, ICT integration into institutional policy, culture, infrastructure, training, teaching, and learning were established as six constructs of the model, and questionnaire items in this framework were adapted from existing instruments; second, a cross-sectional survey of the model was validated through a pilot study; and last, the final questionnaire survey was completed by 318 teachers in a case university, and the measurement items and structure were tested through exploratory factor analysis indicates and confirmatory factor analysis indicates. A six-dimensional, 28-item assessment instrument was empirically validated to examine the general condition and outcomes of institutional ICT integration, thereby contributing to an in-depth understanding of the necessary components and paths to achieve ICT integration for educators.
Zheng, L., Liu, T., Islam, A. Y. M. A., & Gu, X. (2023). Interpreting institute culture dynamics of technology adoption: a downscaling dynamic model. Educational Technology Research and Development, 71(3), 919–947. https://doi.org/10.1007/s11423-023-10219-y
This study proposed a dynamic model of organizational technology adoption within a school institute culture. We described an implementation of a nonhomogeneous hidden Markov model based on a downscaling scheme that can project the cultural factors of the institute onto a teacher’s implementation behavior. To reveal the dynamics of cultural evolution, we modeled the interactions within the institute’s organization by incorporating extra dependencies and downscaling variables into the underlying process of cultural change. We applied an analysis scheme to the nine-semester e-textbook usage of a primary school and gain insight into teachers’ technology adoption from a cultural perspective. We identified three states that represented the collective adoption contexts to examine how exogenous variables influence both the organization-scale context dynamics and the individual-scale implementation changes. The results showed that the effect of exogenous variables, especially external factors, varied between contexts and scales. The school’s norm was shown to affect organizational adoption culture. Teachers were sensitive to the adopted context, as they are inclined to adjust their usage to meet preexisting norms. Interventions such as seminars initiated by the teachers’ community were observed to cause a more long-term effect on the movement of the culture to an active context. Moreover, our research provided evidence that an organization can achieve more efficacy from teachers’ involvement in a high degree of cooperation in in-class experiences.
Zheng, Y., & Postiglione, G. A. (2025). Untangling the dominant culture in China’s elite universities. Higher Education, 90(2), 407–427. https://doi.org/10.1007/s10734-024-01329-4
Western literature has shown that elite universities are not culturally inclusive, presuming that these institutions predominantly reflect the culture of the affluent middle class. While cultural inclusion of socioeconomically disadvantaged students is a globally relevant issue, the overarching presumption does not necessarily apply to non-Western societies. This article reconsiders this assumption in the Chinese context, addressing the lack of systematic research untangling the dominant culture in elite Chinese universities. A two-phase, mixed-methods case study was conducted at two top-ranked universities in eastern and western China. In the first phase, a content analysis of the stories of the universities’ award-winning seniors was combined with a thematic analysis of the in-depth interviews with 49 graduating seniors to untangle the formal and informal dominant culture in China’s elite universities. The findings led to a three-fold model of dominant culture characterized by an emphasis on individual academic performance, loyalty to Communist Party ideology, and the significant influence of students from advantaged family backgrounds. In the second phase, three hypotheses about the impacts of this dominant culture on students’ socio-cultural integration were tested, largely supporting the three-fold model and highlighting the roles of academic and political performance in facilitating cultural inclusion. This study sheds new light on cultural capital studies in non-Western contexts and emphasizes that cultural (dis)advantages should be cautiously examined considering the historical and ideological context shaping higher education.
Zhong, Y., Guo, K., & Chu, S. K. W. (2024). Affordances and constraints of integrating esports into higher education from the perspectives of students and teachers: An ecological systems approach. Education and Information Technologies, 29(13), 16777–16811. https://doi.org/10.1007/s10639-024-12482-9
This study aimed to investigate the perceived affordances of incorporating esports into higher education using an ecological systems approach that examined the multiple factors shaping behaviours at the individual, interpersonal, and organisational levels. A total of 40 participants, comprising 32 students and 8 teachers, were invited to take part in semi-structured interviews. The data gathered from the interviews underwent qualitative analysis through the employment of thematic analysis methods. The results suggested that esports were perceived as having the potential to promote students’ skills development and foster an interactive learning culture. The study also identified constraints on esports integration at various levels, including student differences (i.e. in gaming interest, skills, attention, and physical capacity) and teachers’ insufficient knowledge (i.e. of esports and related pedagogy and content) at the individual level; concerns about the negative impacts of esports at the interpersonal level; and a lack of effective execution of university leadership at the organisational level. The results of this study offer valuable insights for education leaders into how to effectively exercise leadership in the context of esports. Specifically, the findings underscore the importance of developing professional development programmes for teachers to enhance their knowledge of the use of esports and related pedagogy and teaching content to improve the implementation of esports-based instruction.
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