Search Results (242)

Pre-service research training is widely recognized as a crucial component of teacher education, preparing teachers who are critical, reflective, and inquiry-driven. Aligning with this global trend, Kazakhstan has also adopted a research turn in teacher education to enhance the quality of schooling. This research examined the gap between policy intervention and institutional practices by exploring the barriers and challenges Kazakhstani universities encounter in implementing research-based teacher education. The study employed a qualitative multiple-case study research design. 45 academic staff and administration working at four teacher training universities were interviewed. Drawing on social practice theory, our study revealed that meaningful and sustainable implementation of research-based teacher education in Kazakhstan is hindered by a range of factors categorized into three intersubjective spaces: semantic, material, and social. We argue that the true transformation of teacher education into a more research-based field is impossible without concurrent remodeling of the arrangements that shape it. Full article

School textbooks are central to the teaching, studying, and learning processes because they mediate the interaction between the prescribed curriculum and the educational experience in the classroom. Evaluating their didactic structure critically allows us to determine the degree to which they align with current curriculum guidelines and promote meaningful learning. This study aimed to analyze the extent to which Ecuadorian natural science textbooks reflect constructivist learning principles and promote the development of key competencies established in the National Priority Curriculum. This curriculum guides the achievement of essential results and strengthens fundamental competencies for students’ comprehensive development. Content analysis was adopted as the methodological approach given its relevance in examining the didactic and curricular dimensions of educational materials. The analysis covered twelve eighth-grade General Basic Education textbooks and their supplementary materials. The analysis was based on two instruments: specialized summary analysis sheets (RAE) and a purpose-built checklist. The ATLAS.ti 25 and IRaMuTeQ programs supported the systematization and visualization of the data. The results showed limited integration of constructivist strategies, such as teaching for comprehension, inquiry-based learning, and problem solving, in most of the analyzed texts. These findings underscore the need to expand and strengthen the incorporation of contextualized, critical, and meaningful learning experiences to improve the didactic design of school textbooks. Such improvements would promote coherent articulation between objectives, content, methods, resources, and assessment in line with constructivist principles of the Ecuadorian curriculum. Furthermore, given these approaches’ affinity with curricular frameworks in other regional countries, the results could offer relevant guidance and starting points for reflection on developing and using textbooks in Latin American contexts with comparable educational characteristics. Full article

The rapid integration of Generative Artificial Intelligence in higher education challenges social work as student adoption outpaces pedagogical guidance. This paper argues that the unguided use of AI fosters cognitive debt: a cumulative deficit in critical thinking, ethical reasoning, and professional judgment that arises from offloading cognitive tasks. To counter this risk, a pedagogical model is proposed, synthesizing experiential learning, andragogy, and critical pedagogies. The framework reframes AI from a passive information tool into an active object of critical inquiry. Through structured assignments across micro, mezzo, and macro practice, the model guides students through cycles of concrete experience with AI, reflective observation of its biases, abstract conceptualization of ethical principles, and active experimentation with responsible professional use. Aligned with professional ethical standards, the model aims to prepare future social workers to scrutinize and shape AI as a tool for social justice. The paper concludes with implications for faculty development, institutional policy, accreditation, and a forward-looking research agenda. 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

Background: Midwifery leadership is central to delivering safe, high-quality maternity care. Yet despite sustained investment in leadership development and governance frameworks, UK national reviews consistently identify leadership as a weakness. Understanding why this persists is vital to achieving meaningful improvement. Objective: This paper offers a reflective commentary on the challenges of midwifery leadership in the UK, drawing on national evidence, leadership theory, and professional experience. Methods: A reflective commentary approach was adopted, informed by over 30 years of practice across clinical, academic, and national improvement roles. The discussion integrates insights from national maternity inquiries, academic literature, international comparisons, and leadership theories including compassionate, courageous, and adaptive leadership. Findings: Structural and cultural barriers—including workforce shortages, rising clinical complexity, tensions between midwifery- and medically led models of care, and punitive governance systems—limit the effectiveness of midwifery leadership. These conditions erode psychological safety, fuel attrition, and constrain succession planning. Reflection on professional experience highlights the impact of these dynamics on leaders’ ability to act with confidence and influence. Evidence also points to the value of relational, values-based behaviours—compassion, courage, adaptability, and systems thinking—in enhancing resilience and outcomes. International examples show that supportive policy environments and greater autonomy enable midwifery leadership to thrive. Conclusions: Midwifery leadership requires both individual capability and structural support. Practical priorities include dismantling punitive cultures, embedding Safety-II approaches, investing in leadership development, and enabling professional autonomy. Without such systemic reform, the ambitions of the NHS Long Term Plan will remain at risk, regardless of individual leaders’ skills. Full article

This study analyses the criteria teachers from different non-mathematical subjects use to assess an interdisciplinary learning situation that includes mathematical content. Their relationship with the didactic suitability criteria of the onto-semiotic approach is explored. An interdisciplinary learning situation was designed and implemented to promote the use of inquiry and mathematical modelling within a realistic historical-archaeological context, integrating content from the subjects of social sciences, natural sciences, and technology. After its implementation, a reflection session was held with the participating teachers of subjects other than mathematics to observe what criteria guided their assessment of the implementation. The results show that most of the criteria used by the teachers can be reinterpreted as several components of the didactic suitability criteria. Elements characteristic of interdisciplinary learning situations that are not currently included in those criteria were also identified. These findings open up the possibility of enriching and adapting the didactic suitability framework so as to fully address the challenges and potential of interdisciplinary proposals that include mathematics from an integrated perspective. Full article

This article examines the xenophobic orientation of social media reactions, as captured in mainstream South African media, around the Miss South Africa 2024 case of Chidimma Adetshina. It will perform a decolonial interrogation of the South African digital public’s reaction to Adetshina’s participation in and eligibility for the pageant. It will also unpack how xenophobia—defined as the fear or hatred of foreigners—is evident in the backlash that encapsulated Adetshina’s story. The xenophobic utterances that circulated on social media platforms such as X and across different digital media outlets suggest an intriguing intra-black component that is intertwined with the three dimensions of coloniality: power, knowledge and being. The concept of coloniality is understood as the lingering impact of inequalities and power dynamics resulting from the colonial encounter long after the end of administrative and historical colonialism and serves as this article’s theoretical framework. It draws on the work of several decolonial scholars to identify and explore how coloniality presents itself in the Adetshina case. The research objectives are to examine how xenophobic sentiments reflect the coloniality of power, knowledge and, specifically, the coloniality of being. The methodology includes an open, flexible combination of content and textual analysis of online media articles from major news outlets operating within the South African mediasphere. This inquiry found that there is a link between the tension-filled xenophobic reactions to Adetshina’s Miss SA 2024 case and the legacy of exploitation and oppression inherited from South Africa’s still-difficult-to-navigate colonial and apartheid eras. This investigation also found complicated hierarchies between different types of humanity—indicative of the most pervasive dimension, in this case, the coloniality of being. Full article

The findings of non-invasive, multi-analytical research on two wall paintings located in the Santuario della Beata Vergine dei Miracoli in Saronno (Varese, Italy)—The Marriage of the Virgin and The Adoration of the Christ Child—are presented in this paper. The authorship of the latter is up for controversy, while the former is unquestionably attributed to Bernardino Luini. The objective was to assess the compatibility of their color palettes through material comparison. A complementary suite of non-invasive techniques, including X-ray fluorescence (XRF), external reflection FTIR, Raman, visible reflectance spectroscopy and hyperspectral imaging, were employed to characterize pigments and surface materials without sampling. Results confirm the use of historically consistent pigments such as calcium carbonate, ochres, Naples yellow, smalt, azurite and lapis lazuli. Differences in the application of blue pigments—lapis lazuli in The Marriage of the Virgin and azurite in The Adoration of the Christ Child—may reflect workshop variation rather than separate authorship. Spectral imaging revealed pigment mixing and layering strategies, especially in skin tones and shadow modeling. This study underscores the significance of diagnostics as an interpretive instrument, capable of contextualizing Luini’s paintings within the context of Renaissance creative practice, providing a framework relevant to analogous inquiries. Full article

Numerous studies of leadership preparation programs cite coaching as a critical and underutilized support that can accelerate leadership development and contribute to leader retention. While many leadership coaching models focus on reflection and problem solving, this study investigates coaching centered on leaders’ identities as necessary components to address complex equity issues. Additionally, we explore how leader preparation programs train and support coaches themselves to reflect on their identities. Employing a metasynthesis of three larger studies of leader preparation, this study reports on themes present across multiple data sources including: interviews with leadership candidates, coaches and instructors; observational field notes; and document analysis. Findings reveal how coaches and coachees interrogated their identities to do equity and justice-oriented work. Specifically, coaching models across leader preparation programs required both coaches and coachees to bring their whole selves to the work, make themselves vulnerable, utilize tools of inquiry and apply those tools to specific leadership competencies. Further, the impact of leadership coaching is both personal and professional, while also having systemic implications for schools. Implications for state policy include dedicating funds to prioritize coaching for equity in leadership preparation. For practice, this means embedding coursework that centers identity, race, and Anti-Blackness, and redesigning coaching to intentionally address both historical and present-day realities. Programs can leverage existing resources to train equity-focused coaches while intentionally investing time and training to support sustained, transformative leadership development, ensuring that both aspiring and practicing leaders benefit from meaningful leadership coaching. Full article

This study interrogates the interplay between architectural practice and ethnographic inquiry to elucidate human spatial experience across time and culture. Employing a mixed-methods design that integrates computational bibliometric analysis with thematic coding of international academic literature, the research identifies six thematic domains—memory, pedagogy, urban injustice, institutional care, domesticity, and vernacular epistemes. These domains reveal how ethnographic methods, though increasingly incorporated in architectural discourse, are frequently relegated to an instrumental role focused on design optimisation rather than the critical examination of cultural practices and power structures. The findings underscore that architecture functions as both a technical and cultural medium, simultaneously shaping and reflecting human behaviour and social relations. By foregrounding ethnography as a tool for capturing situated, embodied knowledge, the study advocates for a reconceptualisation of architectural practice that embraces reflexivity, inclusiveness, and contextual sensitivity. In doing so, it contributes to interdisciplinary debates central to anthropology, challenging established epistemological hierarchies and highlighting the potential for transformative, culturally informed spatial design. Full article

This research article explores the integration of Buddhist and philosophical principles into educational methodologies to enhance learning skills. The objectives were to develop a creative educational model, identify key factors influencing learning skills, and assess the approach’s effectiveness. The study targeted students from higher education institutions as the population. A purposive sampling technique was employed, selecting participants who demonstrated an interest in or familiarity with Buddhist teachings and philosophical inquiry. The research employed a mixed-methods approach, combining qualitative and quantitative data collection techniques. Tools included questionnaires/surveys, semi-structured interview questions, and observations, supplemented by focus group discussions and thematic analyses and a suitability and feasibility evaluation form. The analyses were performed using Principal Component Analysis (PCA), content analysis, theme analysis, and data saturation. Statistics were in the form of percentages, means, SDs, t-values, and exploratory factor analyses (EFA). The results indicated that integrating Buddhist practices, such as mindfulness and reflective thinking, with philosophical methods, such as critical inquiry and dialogue, significantly improved students’ cognitive, emotional, and ethical development. Key findings highlighted the importance of fostering an environment encouraging open-mindedness, self-reflection, and ethical reasoning. The study’s significance lies in its contribution to educational innovation, providing a framework for integrating spiritual and philosophical dimensions into contemporary education. This approach enhances traditional academic skills and promotes holistic development, preparing students for personal and societal challenges. Full article

This study examines how psycholinguistic features of online reviews relate to guest satisfaction in Bali’s spa hotel market. Using LIWC-22 category rates from Google Maps reviews, a corpus of 15,560 quality-filtered reviews from ten leading spa hotels was analyzed. Exploratory factor analysis yielded four interpretable dimensions—Social, Health and Wellness, Emotional Tone, and Lifestyle. In regressions predicting review star ratings (satisfaction), Social (β = 0.028) and Health and Wellness (β = 0.023) showed small but statistically detectable positive associations, whereas Emotional Tone (β = 0.006, t = 0.727) and Lifestyle (β = 0.004, t = 0.476) were not significant. The model’s explained variance is negligible (R² = 0.001; F = 5.283, p < 0.05), reflecting the many influences on ratings beyond review language; findings are interpreted as directional associations rather than predictive effects. Practically, the results point to prioritizing interpersonal service cues and wellness/treatment assurances, with tone monitoring being used for service-recovery signals. The design favors interpretability (validated, word-based categories; full-history snapshot) over black-box complexity, and transferability is Bali-specific and conditional on comparable market features. Future work should add contextual covariates (e.g., price and location), apply explicit temporal segmentation, extend to multilingual corpora, and triangulate text analytics with brief questionnaires and qualitative inquiry to strengthen validity and explanatory power. Full article

Australian agriculture managers deal with climates that are characterised by high variability and unpredictability. A simple framework for decision-making is used to structure weather-related inquiries using recent and long-term climate data to better inform decisions based on current conditions and future expectations. This paper describes the rationale, design philosophy, and development journey of Australian CliMate (CliMate), a contemporary climate analysis tool built to consolidate and modernise the functionality of earlier computer-based decision support tools (DSTs). CliMate aimed to be simple, transparent, and user-driven, supporting tactical and strategic agricultural decisions. Ten core analyses were included from previous DSTs. With over 20,000 registered users and widespread adoption among farmers, consultants, and other professionals over a decade, CliMate demonstrates the enduring demand for accessible, mobile climate analysis tools. We reflect on lessons learned in the development process, advocating for minimalism, iteration with users, and integration of transparent data sources. This experience underscores the necessity for long-term support and evaluation to sustain the value of agricultural DSTs. Full article

Generative AI is weaving into the fabric of many human aspects through its transformative power to mimic human-generated content. It is not a mere technology; it functions as a generative virtual assistant, raising concerns about its impact on cognition and critical thinking. This mixed-methods study investigates how GenAI ChatGPT affects critical thinking across cognitive presence (CP) phases. Forty students from a four-year university in the southwestern United States completed a survey; six provided their ChatGPT scripts, and two engaged in semi-structured interviews. Students’ self-reported survey responses suggested that GenAI ChatGPT improved triggering events (M = 3.60), exploration (M = 3.70), and integration (M = 3.60); however, responses remained neutral during the resolution stage. Two modes of interaction were revealed in the analysis of students’ ChatGPT scripts: passive, AI-directed use and collaborative, AI-supported interaction. A resolution gap was identified; nonetheless, the interview results revealed that when GenAI ChatGPT was utilized with guidance, all four stages of cognitive presence were completed, leading to enhanced critical thinking and a reconceptualization of ChatGPT as a more knowledgeable other. This research suggests that the effective use of GenAI in education depends on the quality of human–AI interaction. Future directions must orient toward an integration of GenAI in education that positions human and machine intelligence not as a substitution but as co-participation, opening new epistemic horizons while reconfiguring assessment practices to ensure that human oversight, critical inquiry, and reflective thinking remain at the center of learning. Full article

This study examines al-Mufaḍḍaliyyāt anthology as a foundational corpus wherein pre-Islamic and early Islamic Arabic poetry emerged not only as a cultural artifact but as a generative locus for theological reflection. Through a close reading of selected poems and nuanced engagement with the figurative language specifically metaphor, personification, and symbolic narrative, the research situates poetry as a mode of epistemic inquiry that articulates religious meaning alongside Qurʾānic revelation. Drawing on ʿAbd al-Qāhir al-Jurjānī’s theory of semantic structure and metaphor, in dialogue with Paul Ricoeur’s conception of metaphor as imaginative cognition, the study proposes that poetic discourse operates as a site of “imaginative theology”, i.e., a space wherein the abstract is rendered sensorially legible and metaphysical concepts are dramatized in affective and embodied terms. The analysis reveals how key Qurʾānic themes including divine will, mortality, ethical restraint are anticipated, echoed, and reconfigured through poetic imagery. Thus, al-Mufaḍḍaliyyāt is not merely a literary corpus vis-à-vis Islamic scripture but also functions as an active interlocutor in the formation of early Islamic moral and theological imagination. This interdisciplinary inquiry contributes to broader discussions on the interpenetration of poetics and theology as well as on the cognitive capacities of literature to shape religious consciousness. Full article