In the context of Ukraine’s European integration and ongoing full-scale war, social inclusion has become an important issue for Ukrainian higher education institutions. This study analyses demographic differences in perceptions of the

In the context of Ukraine’s European integration and ongoing full-scale war, social inclusion has become an important issue for Ukrainian higher education institutions. This study analyses demographic differences in perceptions of the implementation of social inclusion. An online survey was conducted from May to July 2025 with 821 respondents: students, academic staff and heads of structural units. The questionnaire included 34 closed questions on inclusive practices, open-ended questions and demographic items. The analysis combined descriptive and inferential statistics with exploratory factor analysis, reliability testing, and thematic analysis. Factor analysis supported the use of the aggregated inclusivity indicator (Pinc) and three subscales, although the formal access subscale had lower reliability. The results showed uneven implementation of inclusive practices: flexible learning formats (88.7%) and diverse opportunities to demonstrate knowledge (82.6%) were among the most developed, while information accessibility (32.2%) and staff training in inclusive education (35.0%) were among the weakest. Gender differences were not statistically significant for the total indicator. Age differences were statistically significant but small and inconsistent across subscales. Role differences were also statistically significant, with heads of structural units assessing inclusion more favourably than students and academic staff. Open-ended responses showed that students and younger respondents more often raised support, safety, information and adapted materials, whereas staff and heads more often referred to funding and resources. The findings indicate the need for clearer student information, better access to adapted materials, inclusive-education training and stronger coordination through inclusion officers.

Generative Artificial Intelligence (GenAI) is increasingly being used within higher education to enhance curriculum design, automate academic tasks, and personalise learning. Despite this, little is known about teaching academics’

Generative Artificial Intelligence (GenAI) is increasingly being used within higher education to enhance curriculum design, automate academic tasks, and personalise learning. Despite this, little is known about teaching academics’ attitudes, intentions and behaviours and in turn, how they use and plan to use GenAI in practice. This qualitative study explored teaching academic staff attitudes, intentions and behaviours regarding their use and future use of GenAI. Data was collected via five open ended questions focusing on current teaching practices. The Theory of Planned Behaviour informed the analytical process. Academic staff were drawn from 20 different disciplines across 24 countries. Six main themes were identified: Efficiency and Automation, Ethics and Authenticity, Quality, Customised Learning, Institutional Policy-Practice and Sociocultural Implications. Overall, there was a dichotomy in responses. Participants noted that while GenAI could streamline teaching and enhance resource quality, it might also increase short-term workload and reduce the role of human judgement, risking unreliable outputs. They also highlighted limited institutional policies, strategies, and training. These attitudes have implications for updating policies, practical strategies, and meaningful training in higher education institutions.

This study examines differences in perceived academic workload between students enrolled in English-Medium Instruction (EMI) and non-EMI programs, contributing to the broader discussion on student experience in higher education. Drawing on

This study examines differences in perceived academic workload between students enrolled in English-Medium Instruction (EMI) and non-EMI programs, contributing to the broader discussion on student experience in higher education. Drawing on a large sample of 11,427 course evaluations from a Business Administration degree at a Spanish university (2016–2019), we compare self-reported workload scores across groups. Results indicate that EMI students report slightly higher workloads, particularly in the first year and in subject areas such as Economics and Quantitative Methods. However, these differences diminish in subsequent years, and effect sizes are generally small or negligible. The findings suggest that while EMI students initially invest more effort, likely due to adapting to instruction in a non-native language, this additional workload is temporary. These results reinforce the viability of EMI programs and highlight the value of targeted first-year support to optimize the student learning experience.

Navigating the landscape of Higher Education can be particularly challenging for Enabling students, with their ability to persevere and maintain feelings of ‘hope’ likely to impact their confidence to complete their Enabling program. This

Navigating the landscape of Higher Education can be particularly challenging for Enabling students, with their ability to persevere and maintain feelings of ‘hope’ likely to impact their confidence to complete their Enabling program. This paper explores the impact of hope on student perseverance and progress within an Enabling program. Using data collected from in-depth interviews with two participants, we investigate how hope shapes students’ motivation, resilience, and ultimately their ability to cope with academic challenges. The findings reveal that hope serves as a critical psychological resource, fostering a sense of agency and goal-directed behaviour that can enable students to flourish in their educational journeys. Through interpreting participants’ experiences using the lens of hope theory (Snyder, 2000) educators in the Enabling space can better appreciate how students navigated obstacles and sustained their commitment to the program. This paper contributes to the understanding of hope as a vital resource in educational contexts, situated within the growing discourse on equity, access, and the emotional dimensions of learning in transitional educational contexts.

In Southeast Asia, English language education has been influenced by the import and integration of various curricula and frameworks originating from the west. In response to this, English language teachers at various educational levels

In Southeast Asia, English language education has been influenced by the import and integration of various curricula and frameworks originating from the west. In response to this, English language teachers at various educational levels have demonstrated how they have had to adapt these imported materials. To critical scholars, this may be viewed as a process of decolonisation. Against this backdrop, this study aimed to examine how university English language teachers responded to the integration of Common European Framework of Reference for Languages (CEFR) through an extent of resistance. To this end, three English language teachers from a Malaysian university and three others from a Thai university were interviewed. Specifically, they reflected on how they reconfigured the framework to be more contextually and locally meaningful. Through the examination of the participants’ reflections, it was found that their resistance was shaped by both their individual perspectives and practices, as well as the context. The former was marked by enacting agency and a reluctance to accept external forces, while the latter was illustrated through structural mismatch and a cultural misalignment. Findings of this study ultimately contribute to our understanding of how western educational frameworks and English language education were decolonised. This study also illustrates how the classroom is a pivotal space for the displacement of dominant forces in education.

Debates around culturally responsive and inclusive educational practices have intensified across the globe. In Aotearoa New Zealand, the need to understand how to integrate Māori principles into learning design has never been so critical

Debates around culturally responsive and inclusive educational practices have intensified across the globe. In Aotearoa New Zealand, the need to understand how to integrate Māori principles into learning design has never been so critical. Grounded in critical theory and using an autoethnographic methodology, this article offers a critical reflection on the lived experiences of three migrant educators working in tertiary education in Aotearoa. The article explores how these educators navigate the complexities of embedding Māori principles in their educational practices, and their efforts to act as allies to indigenous knowledge. The article highlights practical ways for enacting the Māori concepts such as manaakitanga (care and support), whanaungatanga (relationships), and ako (reciprocal learning) through learning design, and how Māori principles can enhance learning environments by fostering social connectedness and holistic well-being. The perspectives of these educators on the integration of Māori principles are discussed through perceived opportunities and challenges at the micro (course and individual) and macro (institutional) levels. Overall, the article offers insights for curriculum indigenisation, with practical strategies for developing culturally responsive learning design practices and for ways of supporting non-indigenous educators to respectfully work with Māori principles. The article contributes to global efforts to decolonise curricula, highlighting the transformative potential of indigenous knowledge systems in higher education.

This paper examines the marginalisation of non-Western epistemologies in Australian higher education, drawing on Indian philosophical traditions through the lived experience and Sanskrit-textual knowledge of an Indian-Australian academic

This paper examines the marginalisation of non-Western epistemologies in Australian higher education, drawing on Indian philosophical traditions through the lived experience and Sanskrit-textual knowledge of an Indian-Australian academic, and engaging in complementary ways with Persian philosophical and poetic thought through the cultural inheritance of a Persian-Australian academic. The study employs collaborative autoethnography (Chang et al., 2013) across ten structured fortnightly dialogic sessions in late 2024 and early 2025. We identify several epistemological resources that offer substantive alternatives to the individualist, instrumentalist orientations dominant in Australian universities: holistic knowledge integration, ethical-relational frameworks, communal learning, and the rigorous distinction between conception (taṣawwur) and assent (taṣdīq) in the Persian-Islamic tradition of al-Fārābī and Ibn Sīnā. Drawing on epistemological pluralism (Harding, 2015; Mignolo & Walsh, 2018; Smith, 2021), Gramscian hegemony theory (Mayo, 2015), and contemporary cross-cultural epistemology (Beaney & Lai, 2025), we propose five design principles for curriculum transformation grounded in critical epistemological pluralism rather than assimilative integration.

The Indigenous education movements in Hawaiʻi and Aotearoa New Zealand (Aotearoa) have demonstrated decades of advancement and success, yet we are still confronted with a predominantly Western-centric teaching and learning context that

The Indigenous education movements in Hawaiʻi and Aotearoa New Zealand (Aotearoa) have demonstrated decades of advancement and success, yet we are still confronted with a predominantly Western-centric teaching and learning context that resists recognising Indigenous education as an essential foundation for all educators (Hutchings & Lee-Morgan, 2016; Wilson-Hokowhitu & Goodyear-Ka‘ōpua, 2019). This article draws from a larger PhD research study, Decolonizing the colonizer: Indigenous education as the foundation of teacher education in Hawaiʻi and Aotearoa, offering specific guidance to transform mainstream teacher education. The research grounds in Hawaiʻi and Aotearoa as their Indigenous peoples have shared colonial experiences and their Indigenous resurgence movements have evolved together and strengthened one another (Asensio, 2019; Walker, 2004; Wilson & Kamanā, 2001). They hold a strong connection stemming not only from their geographic proximity but also shared histories reflected in their cosmogony, ancestors, language, and cultural practices. These connections ignited an Indigenous education movement that has grown and evolved over the past 50 years, leading to the revitalisation of Hawaiian and Māori languages and cultural practices, and the creation of a robust Indigenous education pipeline. The study applies oral storytelling and semi-structured interview methods to gather moʻolelo/pūrākau (stories, narratives, history), ʻike/mātauranga (knowledge, wisdom), and manaʻo/whakaaro (thoughts, opinions, ideas) from 20 Hawaiian and Māori Indigenous education leaders who have dedicated their personal and professional lives to their respective Cultural Renaissances. The leaders offered guidance for mainstream teacher education on how to ground in Indigenous knowledge systems and practices. Through the study, the metaphor of a three-whiri wahakura (flax bassinet with three foundational braids) emerged, depicting that for transformative and restorative shifts in teacher education to occur, there must be change at the system, programmatic, and individual level. This article will focus on the programmatic level by proposing a framework for decolonising and indigenising teacher education based on eight themes detailing how Indigenous Pacific epistemologies, pedagogies, and philosophies can be employed in university teaching and learning practices.

Peer assisted learning (PAL) is integral to student learning in higher education and provides opportunities for learning that extend beyond academic support. This study explores how students perceive the peer support received from tutors

Peer assisted learning (PAL) is integral to student learning in higher education and provides opportunities for learning that extend beyond academic support. This study explores how students perceive the peer support received from tutors, mentors, retention officers and teaching assistants. Principles of Ubuntu pedagogy, namely support from a position of love and care, building positive relationships, working collectively and nurturing students’ minds underpin this study. Qualitative surveys with closed and open-ended questions were administered for data generation to garner perceptions of academic and social interventions. It allowed participants to articulate their experiences and viewpoints in their own words, providing rich insights and perspectives. Findings revealed that those who provided peer support are epistemic agents facilitating pedagogical encounters, and in this dialogical process both epistemic agents and students develop reciprocally. This study foregrounds a novel approach to peer support where the principles of Ubuntu are central to opening vistas for student learning, empowerment and success. The study contributes to strategies on the role of indigenous knowledge systems in transforming peer-to-peer engagement and recommends that tacit Ubuntu values be made overt in PAL training programmes.

This paper explores the transformative experiences of participants in the redesigned Graduate Certificate in University Learning and Teaching (GCULT). The program was redesigned by a small team of educators with a key focus on Indigenising

This paper explores the transformative experiences of participants in the redesigned Graduate Certificate in University Learning and Teaching (GCULT). The program was redesigned by a small team of educators with a key focus on Indigenising the GCULT curriculum and serving as a model for program participants to do the same. Graduate Certificates have previously been found to be transformative for educators in Higher Education (Patfield et al. 2022). We utilised this platform to encourage transformation of participants to engage in these decolonial practices. The redesign process itself drew upon Indigenous ways of being, doing and knowing, through yarning, challenging western norms within the higher education system, and continual critical self-reflection. Western norms were disrupted through providing alternative forms of engagement in learning and assessment. In addition, Indigenous knowledges and perspectives were intentionally integrated throughout the curriculum to serve as a model for educators across the university. We (two educators involved in the redesign) engaged in decolonial reflexivity throughout the redesign process and in writing this paper. Applying action research, we examined participants’ reflections and feedback on the program to identify key themes related to Indigenous knowledges. The findings indicate that participants were engaging in a process of decolonising themselves and recognising ways to Indigenise the curriculum.

This article explores the challenges and opportunities of teaching in internationalized undergraduate classrooms at a South Korean university. Drawing on autoethnography, reflexive pedagogy, and constructivist learning, it examines how

This article explores the challenges and opportunities of teaching in internationalized undergraduate classrooms at a South Korean university. Drawing on autoethnography, reflexive pedagogy, and constructivist learning, it examines how student-led and reflexive approaches can lead to more inclusive learning environments. Through classroom examples, including discussions on media framing, privilege, and cultural assumptions, the paper illustrates how constructivist and student-centred pedagogies disrupt traditional learning hierarchies. It argues that reflexivity is essential in global education, enabling both students and educators to critically engage with power structures in the classroom. Ultimately, this study calls for a pedagogical shift that places students’ lived experiences at the centre of the learning process, challenging educators to move toward co-constructed and socially engaged education.

The rapid expansion of Generative Artificial Intelligence (GenAI) in higher education presents a critical pedagogical challenge for research training: how to integrate these tools without undermining methodological integrity. In

The rapid expansion of Generative Artificial Intelligence (GenAI) in higher education presents a critical pedagogical challenge for research training: how to integrate these tools without undermining methodological integrity. In qualitative research, unstructured GenAI use may encourage overreliance, superficiality, and unreflexive judgment among novice researchers. Despite growing debate, limited empirical evidence shows how GenAI can be deliberately designed to strengthen rigor in undergraduate qualitative data analysis. This study proposes and analyze the Sequencial Augmented Analysis a structured instructional model that embeds the use of chatbots within Human-Centered AI in Education and Experiential Learning frameworks. Using an exploratory multiple-case design with final-year pre-service teachers, we examined how GenAI-enhanced investigator triangulation and guided reflexivity support methodological integrity. Findings indicate that introducing chatbots after manual analysis stimulated collective reconsideration of decisions, systematic returns to original data, and clearer justification of methodological choices. It also surfaced personal biases, methodological assumptions, and ethical concerns regarding authorship and disclosure. Rather than replacing human judgment, GenAI functioned as a catalyst for dialogue and critique. The study offers a replicable pedagogical design for integrating GenAI into qualitative research courses while reinforcing academic integrity.

Educators and institutions are grappling with how to navigate the integration of generative artificial intelligence (GenAI) while preserving academic integrity and human-centred education. The rapid emergence of GenAI has created a

Educators and institutions are grappling with how to navigate the integration of generative artificial intelligence (GenAI) while preserving academic integrity and human-centred education. The rapid emergence of GenAI has created a persistent disconnect between institutional policy and practice, leaving students and staff to manage ambiguity in which anxiety often displaces agency. This paper reports on a Design-Based Research (DBR) study that explored how a theoretically informed, co-designed pedagogical strategy can support the development of ethical AI literacy, defined as students’ knowledge, reasoning, and regulatory capacities to use GenAI ethically. Drawing on a Student–Staff Partnership (SSP) methodology grounded in regulatory learning theory and emotion regulation, we iteratively developed and formatively evaluated a multimodal educational module within the Faculty of Science of a research-intensive Australian university. Independent quality review provided formative evidence that the co-design process produced resources perceived as authentic, accessible, and empathetically framed. Pilot implementation, however, revealed a critical challenge: an opt-in delivery model had limited reach among the intended audience. From this work we advance four emergent, testable design principles for ethical pedagogy: partner for authenticity, scaffold ethical self-regulation, attend to holistic competence, and employ empathy as pedagogy. The findings suggest a need for educators to embed AI literacy directly into curriculum, moving beyond centralised, opt-in supports.