Search Results (255)

This short communication examines the intersection of academic freedom concerns and doctoral student experiences at Hispanic-Serving Institutions (HSIs) during a period of increasing legislative restrictions on diversity, equity, and inclusion (DEI) initiatives. Drawing from faculty observations during doctoral residency weeks at one HSI educational leadership program, this piece explores how doctoral students navigate dissertation topic selection in an environment where diversity-related research may be perceived as entering legal or political “gray areas.” The communication contextualizes these observations within the broader landscape of academic freedom challenges facing higher education, particularly at institutions serving predominantly minoritized populations. Recent data reveals that 91% of faculty across the United States believe academic freedom is under threat, with particularly acute challenges facing institutions designated as Hispanic-Serving Institutions. These observations reveal a fundamental disconnect between educational practitioners pursuing doctoral degrees and policymakers, where research-based inclusive practices designed to benefit all students are misperceived as politically controversial. These observations suggest that doctoral students at HSIs face unique pressures as they balance their commitment to addressing educational equity issues with concerns about professional and academic risks in an increasingly restrictive policy environment. Full article

Hostility toward diversity, equity, and inclusion (DEI) programs threaten to widen long-term racial economic gaps in the U.S. As the demographic makeup of the country continues to shift, a failure to address these gaps will have growing negative impacts on overall national prosperity. In this paper, three issues are discussed in order to achieve the broad goal of greater social and economic justice: (1) rebranding DEI and encouraging equity and fairness principles (EFP) for all, (2) using organizational and social science theories to illustrate and explain the ongoing sources of inequity and unfairness within Black and other minority communities, and (3) changing the focus of the argument for social justice away from a moral argument to the economic argument. This paper provides conceptual and theory-based arguments to illustrate how superior organizational performance is achieved through diversity and to make the case for the proposed EFP framework. Practical and theoretical implications are explored to reduce misunderstanding of the goals of DEI and return focus toward the continued and ongoing need to address social and economic inequality. Full article

The rapid advancement of Artificial Intelligence (AI) technologies is driving a profound transformation in higher education, shifting traditional learning toward digital, remote, and AI-mediated environments. This shift—accelerated by the COVID-19 pandemic—has made computer-supported collaborative learning (CSCL) a central pedagogical model for engaging students in virtual, interactive, and peer-based learning. However, while these environments enhance access and flexibility, they also introduce new emotional, social, and intercultural challenges that students must navigate without the benefit of face-to-face interaction. In this evolving context, Social and Emotional Learning (SEL) has become increasingly essential—not only for supporting student well-being but also for fostering the self-efficacy, adaptability, and interpersonal competencies required for success in AI-enhanced academic settings. Despite its importance, the role of SEL in higher education—particularly within CSCL frameworks—remains underexplored. This study investigates how SEL, and specifically cultural empathy, influences students’ learning experiences in multicultural CSCL environments. Grounded in Bandura’s social cognitive theory and Allport’s Contact Theory, this study builds on theoretical insights that position emotional stability, social competence, and cultural empathy as critical SEL dimensions for promoting equity, collaboration, and effective participation in diverse, AI-supported learning settings. A quantitative study was conducted with 258 bachelor’s and master’s students on a multicultural campus. Using the Multicultural Social and Emotional Learning (SEL CASTLE) model, the research examined the relationships among SEL competencies and self-efficacy in CSCL environments. Findings reveal that cultural empathy plays a mediating role between emotional and social competencies and academic self-efficacy, emphasizing its importance in enhancing collaborative learning experiences within AI-driven environments. The results highlight the urgent need to cultivate cultural empathy to support inclusive, effective digital learning across diverse educational settings. This study contributes to the fields of intercultural education and digital pedagogy by presenting the SEL CASTLE model and demonstrating the significance of integrating SEL into AI-supported collaborative learning. Strengthening these competencies is essential for preparing students to thrive in a globally interconnected academic and professional landscape. Full article

This initial exploratory study examined the perceptions of teachers and school leaders in the Republic of Ireland regarding diversity in promotions to school principalship, framed by Equity Theory, Organisational Justice Theory, and Legitimacy Theory. A mixed-methods approach was utilised within this study. Data was collected from 123 participants via an online survey comprising Likert-type statements and open-ended questions. This data was analysed using descriptive statistics and quantitative analysis for the Likert-type statements and thematic analysis was used to examine the qualitative responses, allowing for the identification of recurring patterns and themes to complement the quantitative findings. Findings indicated disparities between perceived and desired prioritisation of diversity, alongside varied perceptions of its impact on school performance and leadership. Disability, social class, and religious diversity were perceived as the least prioritised in promotion practices, while gender and cultural diversity received greater support and were more frequently linked to positive leadership outcomes. Participants reported mixed perceptions across diversity dimensions, with gender, age, and cultural diversity associated with the most positive impacts. Concerns about tokenism and the perceived undermining of merit-based promotion were widespread, reflecting the importance of fairness, transparency, and alignment with stakeholder expectations. The study underscored the need for promotion processes that are both equitable and credible, and for organisational cultures that enable diverse leaders to thrive. These findings provided a foundation for further research and policy development to foster inclusive and representative school leadership in Ireland. Full article

Against the backdrop of historic and contemporary attacks on diversity, equity and inclusion, what could ethical accountability and a call to action look like in Hispanic Serving Institutions? There are only a handful of institutions in the nation to simultaneously hold the Carnegie distinction of “very high research activity” and the designation of Hispanic Serving Institution (HSI). Yet some of these institutions have historically provided little if any resources to support and retain Hispanic-identifying students, and when programs exist, they tend to be performative rather than substantive. We employ intersectionality as critical inquiry and praxis (action/reflection) to name and shed light on the various mechanisms that continue to marginalize Hispanic students. In this case study, we attempt to examine institutional administrative data to shine a light on the underrepresentation of Latine students and faculty within the institution. Instead, however, we describe the practice of institutional and statistical gaslighting we encountered while trying to obtain this data. We then utilize content analysis of archival documents of two university departments and combine these findings with autoethnographic data to highlight both the past and current state of Latine faculty hires. We further examine the lack of student services and the precarious funding situations of Hispanic-centered programs at the heart of Hispanic student success, and the impact of Presidential Executive orders prohibiting the use of federal funds to support these resources. Finally, we include steps that can lead to institutional transformation as an ethical imperative to serve all students. Full article

In the face of escalating sociopolitical hostility toward diversity, equity, and inclusion (DEI) efforts, trans and queer (TQ) center(ed) diversity workers in higher education are navigating increasingly precarious professional landscapes. This study explores the lived experiences of TQ-center(ed) diversity workers through a general qualitative design informed by participatory action research (PAR). Drawing on the concept of “burn through,” critiquing the role of institutions in the exhaustion of practitioners, and the theory of tempered radicalism, describing the fine line diversity workers must navigate to advocate for change within oppressive systems, we examine how these practitioners persist amid institutional neglect, emotional labor, and political antagonism. Findings from interviews with eight participants reveal three central themes: the systemic nature of burn through, the protective power of community, and the multifaceted role of liberation in TQ-center(ed) diversity work. Participants described both the toll and the transformative potential of their roles, highlighting community as a critical site of resistance and renewal. This study contributes to the growing literature on TQ advocacy in higher education and underscores the need for institutional accountability and collective care in sustaining liberatory futures. Full article

This study evaluates the effectiveness of the newly restructured 1st Grade Turkish Language Curriculum within the “Century of Türkiye Education Model” using Stufflebeam’s Context, Input, Process, and Product (CIPP) framework. The aim is to examine the program’s contribution to sustainable and inclusive educational practices and to provide implications for similar developing contexts. In the research, a convergent parallel mixed method design was used simultaneously with 112 primary school teachers working in Adana, one of the largest cities in Türkiye, in the 2024–2025 academic year. Quantitative data were obtained through the CIPP Evaluation Scale, analyzed with descriptive statistics, t-tests, and ANOVA, while qualitative data from semi-structured interviews were subjected to content analysis. Results indicated generally positive teacher perceptions, highlighting contextual relevance, cultural alignment, flexible structure, and engaging content as strengths. However, limitations included insufficient adaptation for disadvantaged students, superficiality in some content, infrastructure inequalities, and assessment inadequacies. Process-related strengths included constructivist activities and instructional guidance, though time constraints and classroom incompatibilities were noted. In terms of outcomes, the program was found to enhance language and social skills. Demographic analyses revealed limited differences, mainly by gender, professional experience, and educational background. This study concludes with multidimensional recommendations addressing teacher training, resource equity, assessment diversity, international best practice adaptation, and future longitudinal research. Full article

The persistence of a binary biomedical framework in healthcare has become increasingly inadequate to address the realities of human diversity. Recent literature highlights how this dichotomous model reinforces inequities for transgender and intersex populations, sustaining barriers to access, stigmatisation, and poorer health outcomes. In this Perspective, I critically reflect on the limitations of the binary paradigm and draw on developments in science, clinical practice, education, and policy to propose a future-oriented approach to health equity. Emerging evidence underscores the complexity of sexual development as a spectrum and the urgent need to move from pathological frameworks toward affirming care based on rights. Key advances include the adoption of affirmative care models, reforms in medical curriculum, and the rise of inclusive research methodologies that capture gender diversity beyond binaries. However, structural barriers—such as rigid clinical protocols, outdated educational content, and insufficient policy alignment—continue to hinder meaningful change. This article advocates for systemic transformation in healthcare education, practice, and research. I outline strategic priorities for the field are the implementation of gender diversity in medical training, the implementation of rights-based clinical guidelines, and the design of inclusive methodologies that remove structural discrimination. These actions are essential to build a more precise, ethical and universally inclusive health system. Ultimately, ensuring sustainable and equitable outcomes requires bridging scientific innovation with human rights principles and focussing on the lived experiences of transgender and intersex individuals. Full article

This paper introduces DKR-YOLO, an advanced deep learning framework designed to empower the digital preservation and sustainable management of ancient mural heritage. Building upon YOLOv8, DKR-YOLO integrates innovative components—including the DySnake Conv layer for refined feature extraction and an Adaptive Convolutional Kernel Warehouse to optimize representation—addressing challenges posed by intricate details, diverse artistic styles, and mural degradation. The network’s architecture further incorporates a Residual Feature Augmentation (RFA)-enhanced FPN (RE-FPN), prioritizing the most critical visual features and enhancing interpretability. Extensive experiments on mural datasets demonstrate that DKR-YOLO achieves a 43.6% reduction in FLOPs, a 3.7% increase in accuracy, and a 5.1% improvement in mAP compared to baseline models. This performance, combined with an emphasis on robustness and interpretability, supports more inclusive and accessible applications of AI for cultural institutions, thereby fostering broader participation and equity in digital heritage preservation. Full article

This essay theorizes implications of mounting political efforts to dismantle the Department of Education (DoE) as part of the anti–Diversity, Equity, and Inclusion (DEI) movement, with particular attention to consequences for principal preparation programs. While overlooked, federal policies have played a critical albeit complex role in shaping the principal preparation landscape. This essay challenges prevailing narratives that characterize federal impact on preparation programs as minimal, offering a more nuanced account of how federal policies support the development of high-quality and equity-oriented school leaders. This essay identifies three primary areas of federal influence: prioritizing high-needs schools, encouraging the adoption of innovative and evidence-based practices, and facilitating national understanding of the principal preparation landscape. These dimensions are used to theorize consequences of defunding or dismantling the DoE for educational leadership preparation. In addition to implications for policymakers and lobbyists ahead of the impending congressional vote about the DoE’s future, implications are offered for future research and federal policies to improve and expand the scope of influence over preparation programs. Full article

This paper examines the current implementation of Artificial Intelligence (AI) in higher education and its implications for inclusivity, particularly for minority groups. Using a rapid review methodology, it synthesises academic literature, policy reports, and case studies to explore how AI is reshaping educational environments. The analysis reveals that although AI technologies—such as adaptive learning systems, intelligent tutoring, and predictive analytics—are increasingly adopted, their primary aim remains institutional efficiency rather than fostering equity. Initiatives explicitly designed to support underrepresented students are rare, exposing a gap between technological innovation and inclusive practice. The study identifies key barriers, including socioeconomic inequality, cultural and linguistic bias, and limited institutional capacity, which are often compounded by AI systems trained on non-representative data. While isolated case studies demonstrate that (e.g., culturally) responsive AI can enhance educational access for marginalised learners, these remain exceptions rather than norms. The findings suggest that without deliberate efforts to embed inclusivity in AI design and deployment, existing inequalities may be perpetuated or worsened. The paper concludes that realising AI’s inclusive potential requires ethical frameworks, diverse development teams, and equitable access strategies. It calls for future empirical research focused on practical interventions that reduce disparities, contributing to a more just and inclusive higher education landscape. Full article

This study explores how school leaders in Norway conceptualize and navigate the challenges of organizing inclusive mathematics education in increasingly superdiverse school environments. Drawing on semi-structured interviews with 14 school leaders and informed by positioning theory, monolingual habitus, and superdiversity, the research examines how school leaders’ everyday school leadership discourse frames linguistic and cultural diversity. Findings reveal two dominant storylines: one positioning linguistic diversity as a source of educational difficulty, and another privileging monolingual solutions to multilingual dilemmas. School leaders often face systemic constraints and resource limitations, yet demonstrate awareness of the nuanced needs of multilingual learners. However, their responses frequently default to deficit framings and reinforce the dominant monolingual norm. The study calls for a paradigmatic shift in leadership practice and policy—from reactive, language-as-deficit models to proactive, asset-based frameworks rooted in superdiversity. Emphasizing participatory approaches and the development of a multilingual habitus, the paper argues that school leaders must be empowered to foster equity-oriented pedagogies and inclusive school cultures that respond more effectively to the complexities of contemporary migration and linguistic pluralism. Full article

Generative artificial intelligence (GenAI) is reshaping science, technology, engineering, and mathematics (STEM) education by offering new strategies to address persistent challenges in equity, access, and instructional capacity—particularly within Hispanic-Serving Institutions (HSIs). This review documents a faculty-led, interdisciplinary initiative at the University of La Verne (ULV), an HSI in Southern California, to explore GenAI’s integration across biology, chemistry, mathematics, and physics. Adopting an exploratory qualitative design, this study synthesizes faculty-authored vignettes with peer-reviewed literature to examine how GenAI is being piloted as a scaffold for inclusive pedagogy. Across disciplines, faculty-reported benefits such as simplifying complex content, enhancing multilingual comprehension, and expanding access to early-stage research and technical writing. At the same time, limitations—including factual inaccuracies, algorithmic bias, and student over-reliance—underscore the importance of embedding critical AI literacy and ethical reflection into instruction. The findings highlight equity-driven strategies that position GenAI as a complement, not a substitute, for disciplinary expertise and culturally responsive pedagogy. By documenting diverse, practice-based applications, this review provides a flexible framework for integrating GenAI ethically and inclusively into undergraduate STEM instruction. The insights extend beyond HSIs, offering actionable pathways for other minority-serving and resource-constrained institutions. Full article

Virtual Reality (VR) has emerged as a transformative tool in higher education, enabling immersive and interactive learning environments that support the assimilation of complex concepts, hands-on training, and innovative pedagogical practices. This systematic literature review analyzes studies published between 2020 and 2025 that examined the integration of VR in higher education and its connection with the United Nations Sustainable Development Goals (SDGs). Following the PRISMA guidelines, twelve studies were selected from the Web of Science and Scopus databases and assessed using predefined quality criteria. The findings highlight the predominance of mixed-methods approaches, with applications spanning diverse disciplines such as engineering, medical sciences, architecture, teacher training, and sustainability. The results emphasize VR’s potential to enhance student motivation, engagement, and digital competencies, while also contributing to Quality Education (SDG 4), along with other SDGs such as Good Health and Well-Being (SDG 3), Affordable and Clean Energy (SDG 7), Decent Work and Economic Growth (SDG 8), Reducing Inequalities (SDG 10), Sustainable Cities and Communities (SDG 11), and Climate Action (SDG 13). However, persistent challenges include high implementation costs, limited accessibility and teacher training, lack of standardization, and small short-term study designs. This review underscores the need for broader, longitudinal, and interdisciplinary research that integrates underrepresented SDGs and addresses inclusivity, equity, and long-term effectiveness, consolidating VR as a catalyst for innovation and sustainable development in higher education. Full article

Research Problem: Despite growing recognition that digital transformation strategies affect economic coordination, no study has empirically tested whether different national digital development models create systematically different transaction cost environments, particularly in emerging economies pursuing Sustainable Development Goals (SDGs). Research Gap and Novelty: This study addresses a critical gap by providing the first comprehensive empirical validation of how equity-focused versus scale-intensive digital development strategies influence coordination efficiency outcomes. Unlike previous studies that focus on aggregate digital infrastructure investment or single-country analyses, we develop a novel multi-dimensional Digital Coordination Efficiency Index and systematic development model classification framework to test transaction cost economics (TCE) predictions across diverse emerging economy contexts. Methodology: Using panel data from 16 strategically selected emerging economies (2017–2022) representing distinct development pathways, we apply advanced econometric techniques including comprehensive diagnostic testing, jackknife analysis, and bootstrap procedures to ensure robust causal inference. Key Findings: Development model choice explains 63.4% of variation in digital coordination efficiency compared to only 8.9% explained by GDP per capita—a 7.1-fold improvement in explanatory power—though this finding is based on a limited sample of 16 countries. Countries pursuing equity-focused strategies achieve 15.42 points higher coordination efficiency (p < 0.05) and demonstrate 49.4% superior mobile infrastructure penetration in our sample. The Vietnam–India comparison illustrates how an equity-focused model can systematically outperform a scale-intensive approach, with Vietnam achieving 68.4% higher GDP per capita, though we acknowledge this represents one specific case rather than a universal pattern. Practical Implications: Emerging economies can achieve superior economic outcomes by prioritizing digital inclusion over concentrated innovation, with equity-focused approaches providing measurable coordination advantages that translate into higher GDP growth and better SDG attainment. Multinational corporations should consider coordination capabilities when making location decisions, as equity-focused countries offer superior environments for distributed operations. Full article