Journal of University Teaching and Learning Practice
type: channel
description: The Journal of University Teaching and Learning Practice (JUTLP) is a peer-reviewed journal publishing papers that add significantly to the body of knowledge describing effective and innovative teaching and learning practice in the higher education environment. The Journal aims to provide a forum for educational practitioners in a wide range of disciplines to communicate their teaching and learning outcomes in a scholarly way. Its purpose is to bridge the gap between journals covering purely academic research and more pragmatic articles and opinions published elsewhere. The Journal of University Teaching and Learning Practice seeks well-designed and executed research and theory that changes how people think, and provides evidence-based theories, methods and findings to improve higher education learning and teaching practices. We invite a plurality of theoretical frameworks from across the disciplines to stimulate conversation around different ways of developing learning and teaching practice. We encourage evidence-based practice research situated in the local context and the broader international literature. Key Journal Statistics 1. 16 days is the average time to first decision for Jan-June 2025. 2. The journal had a 2024 rejection rate of 89%. 3. The average days to first decision was 36 days in 2024. 3. JUTLP is Quartile 1 with a SJR of .909, and ranks #1 in Australian education for 2-year impact, #3 overall. 4. JUTLP has a Scopus CiteScore of 6.2 (Q1, 87th percentile). 5. JUTLP has a 2024 Web of Science ESCI Journal Impact Factor of 4.4 and ranked #43 for Education and Educational Research.
publisher: Open Access Publishing Association
language: en
publication name: Journal of University Teaching and Learning Practice
issn: 1449-9789
items: Editorial: Purpose-Driven Learning in Universities and Its Role for Societal Impact
items: Belonging, Defined: A Delphi Consensus on What Matters in Higher Education
items: Is Generative Artificial Intelligence a Social Other for Parasocial Support in a Loneliness Epidemic?
items: The Essay and Multiple Choice Questionnaires Are Not Dead, But No Longer Enough: Generative AI and Assurance of Learning
items: Between Promise and Practice: Bridging Ethical Artificial Intelligence Literacy Gaps Across Students, Educators, and Policy
items: Authorship Statement for Generative Artificial Intelligence: Assuring Trust and Accountability
items: Unpacking Influences of Socioeconomic status and Self-Regulation on Transition to Higher Education: A Systematic Review
items: Enabling Futures: Equity and Innovation in Higher Education
items: The Four-Component Instructional Design (4C/ID) Model in Higher Education: A Systematic Literature Review
items: Epistemic Parochialism: Single Institution Studies in The Age of Artificial Intelligence Large Language Models
items: Reimagining success and failure: equitable assessment practices in an age of AI
items: Generating a Student-Informed Teaching and Learning Conceptual Framework for GenAI in Business Schools: A Case Study
items: Fostering the process of belonging online through teaching and learning interactions
items: Intercultural learning and motivation in the second language classroom: Intersecting teacher and student perspectives
items: Assessment after Artificial Intelligence: The Research We Should Be Doing
items: Can a Failure‑Focused Workshop Decouple Competence‑Contingent Enjoyment? Evidence from First‑Year University Students
items: Beyond Task Completion: A Theoretical Integration and Framework for Guiding Students’ ChatGPT Use for Learning
items: Mapping the Integration of AI into Business Education: Insights from a Decade of Research
items: Hope and its Applications: A Scoping Review
items: Students' Engagement with Online Quiz-Based Flipped Classroom: The role of Gender
items: A community of practice around article peer review: A collaborative autoethnography
items: Student Perceived Agency in Higher Education
items: The Role of Educators in Cultivating Self-Efficacy Among School-Leaver Enabling Students: Perspectives and Practices
items: Feedback matters: Community placement assessment in a rural medical cohort via video commentary
items: Finding the root cause: Embedding vegetable education into pre-health professional programs using an iterative mixed-methods approach
items: Addressing Barriers to Success in Accounting Education: Exploring the Role of ODeL Institutions in Facilitating Meaningful Access and Achieving Success for Marginalised Groups
items: ‘We’re all in it together’: Student perspectives on compassionate pedagogy in higher education
items: Enhance Learning Environments Using Knowledge Flow: A Living Systems, Neuroscience-based Model
items: Artificial Intelligence in Educational Research and Scholarship: Seven Framings
items: Exploring the relationships between university staff and students: A comparison between two European countries

Editorial: Purpose-Driven Learning in Universities and Its Role for Societal Impact
type: item
description: Universities are increasingly challenged to respond to global sustainability crises, shifting workforce demands, and the expectations of Generation Z learners who seek meaningful, socially conscious education. This editorial positions purpose-driven learning as a transformative approach for higher education—one that aligns institutional missions, curricula, research, and partnerships with societal needs. Drawing on the diverse contributions within this Special Issue, we identify three global patterns shaping the future of purpose-driven universities: the integration of purpose and societal impact into strategic and curricular structures; the rising demand from students for learning that aligns with their values and contributes to real-world change; and the growing emphasis on research systems and institutional capacities, particularly in the majority world, that enable universities to advance the Sustainable Development Goals (SDGs). Purpose-driven learning has been shown to nurture intrinsically motivated, resilient, and impact-oriented learners while encouraging universities to re-examine their identity and contribution to society. We argue that the next phase of development requires longitudinal evidence, cross-disciplinary expansion, and institutional ecosystems that support authenticity, agency, and real-world relevance in learning. This editorial calls for deeper scholarship and sustained commitment to purpose-driven education as a pathway for universities to drive social and environmental progress.
subject: Editorial
  topic: section
subject: Purpose-led learning
  topic: keywords
subject: SDG
  topic: keywords
subject: societal impact
  topic: keywords
subject: university
  topic: keywords
creator: Lok Boon Thian
creator: Chee Leong Lim
creator: Debbie Haski-Laventhal
creator: Anil Khamis
creator: Pradeep Nair
rights: Copyright (c) 2026 Lok Boon Thian, Chee Leong Lim, Debbie Haski-Laventhal, Anil Khamis, Pradeep Nair https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-03-26
publication date: 2026-03-26
doi: 10.53761/za9grf14

Belonging, Defined: A Delphi Consensus on What Matters in Higher Education
type: item
description: Belonging is increasingly positioned as central to student success, retention, equity, and mental health in higher education policy and practice. Yet the construct remains conceptually fragmented, with hundreds of different measures in use and limited agreement about what belonging fundamentally comprises. This lack of clarity constrains evaluation, comparison across studies, and institutional action. We conducted a three-round Delphi study to identify core components of belonging in higher education. Drawing on published definitions identified in a prior systematic review, an international panel of students and sector experts iteratively prioritised and refined descriptors. Twelve descriptors reached consensus, including being accepted, included, connected, valued, respected, safe, cared about, and feeling that one matters. These were organised into five interpretative domains: recognition and inclusion; community connectedness; ease and security; perceived care and support; and relational cohesion. This new consensus-derived framework provides a clearer conceptual foundation to guide measurement development and selection, as well as the design and evaluation of belonging-focused initiatives. In doing so, this framework can help researchers and policymakers identify and evaluate effective approaches to developing student belonging in practice.
subject: Student Experience
  topic: section
subject: belonging
  topic: keywords
subject: Higher Education
  topic: keywords
subject: delphi study
  topic: keywords
subject: Student Experience
  topic: keywords
subject: Conceptual Framework
  topic: keywords
creator: Clara Armstrong-McDowell
creator: Michael Priesltey
creator: Hina Naela
creator: Jiachen Ma
creator: Chengyang Li
creator: Mya Chaaban
creator: Siyu Wu
creator: Siyuan Chen
creator: Nicola Byrom
rights: Copyright (c) 2026 Clara Armstrong-McDowell, Michael Priesltey, Hina Naela, Jiachen Ma, Chengyang Li, Mya Chaaban, Siyu Wu, Siyuan Chen, Nicola Byrom https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-03-23
publication date: 2026-03-23
doi: 10.53761/chatcg36

Is Generative Artificial Intelligence a Social Other for Parasocial Support in a Loneliness Epidemic?
type: item
description: Generative artificial intelligence (GenAI) is increasingly being used in higher education not only for academic tasks, but as a form of social support. Students are turning to GenAI for reassurance, planning, emotional regulation, and rehearsal of difficult conversations, often in private and outside institutional view. And universities are rapidly introducing chatbots and social AI into their support services to ‘scale’ student wellbeing. This Commentary argues that GenAI can function as a low-risk social other that supports temporary psychological safety and parasocial bonding, but cannot sustain the mutuality and embodied connections that underpin durable belonging. Drawing on emerging interdisciplinary evidence, it examines how GenAI may alleviate short-term distress while also reshaping help-seeking, peer interaction, and the social infrastructure of learning. It then considers how students, academics, and institutions are adopting GenAI for different reasons and with different risks, resulting in diffused responsibility for wellbeing outcomes. We conclude by calling for higher education research, policy, and practice to address GenAI as part of students’ relational ecosystems, with clear boundaries, transparency, and complementarity with human services. The central claim is that GenAI’s growing role in student wellbeing should be read as a signal of unmet human needs within contemporary higher education, not as a scalable replacement for connection.
subject: Commentary
  topic: section
subject: GenAI
  topic: keywords
subject: artificial intelligence
  topic: keywords
subject: belonging
  topic: keywords
subject: social support
  topic: keywords
subject: loneliness
  topic: keywords
creator: Joseph Crawford
creator: Kelly-Ann Allen
creator: Roy F. Baumeister
creator: Michael Cowling
rights: Copyright (c) 2026 Dr Joseph Crawford, Associate Professor Kelly-Ann Allen, Professor Roy F. Baumeister, Professor Michael Cowling https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-02-26
publication date: 2026-02-26
doi: 10.53761/5f1stz63

The Essay and Multiple Choice Questionnaires Are Not Dead, But No Longer Enough: Generative AI and Assurance of Learning
type: item
description: Since the rapid normalisation of generative artificial intelligence (GenAI) in tertiary education, much scholarly and sector discourse has framed the technology in the binary as either a threat to academic integrity or a tool for enhancement. This Editorial argues that such framings obscure a more consequential issue: generative AI has not caused a crisis of assessment validity, but has exposed the limits of long-standing, artefact-based approaches to assurance of learning (AoL). Drawing on contemporary scholarship on post-plagiarism contexts, assurance of learning, academic integrity, and relational pedagogy, this Editorial examines why traditional reliance on essays and multiple-choice questionnaires is no longer sufficient to support defensible judgements about learning when authorship cannot be reliably observed. It argues for a shift from verification-focused assessment practices towards judgement-based, programmatic, and relational approaches that foreground transparency, process, and longitudinal evidence of learning. In doing so, the Editorial seeks to reorient debate within higher education away from detection and control, and towards the design of assessment systems capable of sustaining credible assurance of learning under conditions of epistemic uncertainty.
subject: Editorial
  topic: section
subject: GenAI
  topic: keywords
subject: artificial intelligence
  topic: keywords
subject: assessment
  topic: keywords
subject: educational technology
  topic: keywords
subject: essay
  topic: keywords
creator: Joseph Crawford
creator: Rachel Fitzgerald
creator: Louise Taylor
rights: Copyright (c) 2026 Dr Joseph Crawford, Associate Professor Rachel Fitzgerald, Professor Louise Taylor https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-02-26
publication date: 2026-02-26
doi: 10.53761/sxwqc628

Between Promise and Practice: Bridging Ethical Artificial Intelligence Literacy Gaps Across Students, Educators, and Policy
type: item
description: Generative artificial intelligence has become part of everyday academic work despite many questions centring around its ethical, pedagogical, and institutional aspects. This paper synthesises the results of two questionnaire studies from the European higher educational context, one administered with students (n = 226) and another with instructors (n = 256). Parallel five-point scales measured AI literacy, motivation, ethics, intention, and support. Independent-samples t-tests revealed significant group differences: students rated their ethical awareness higher than instructors, while instructors reported stronger willingness to experiment with AI tools and reported higher behavioural intention, which might be because students tend to view ethics through their immediate coursework practices, whereas teachers interpret it through the lack of institutional clarity and treat is as a question of integrity. Cluster analysis of instructors identified three user groups that differed in several literacy dimensions, with the scale of ethics providing a clear distinction. Correlation analyses indicated that instructors’ moral awareness and intention grow parallel with institutional and social support, while students’ confidence and readiness correlate mostly with self-efficacy and collaboration rather than with formal instruction.
subject: Special Issue: Generative AI Ethical Landscapes
  topic: section
subject: AI literacy
  topic: keywords
subject: higher education
  topic: keywords
subject: questionnaire study
  topic: keywords
subject: institutional readiness
  topic: keywords
subject: teacher and student perspectives
  topic: keywords
creator: Imre Fekete
rights: Copyright (c) 2026 Imre Fekete https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-02-24
publication date: 2026-02-24
doi: 10.53761/9fr5vw20

Authorship Statement for Generative Artificial Intelligence: Assuring Trust and Accountability
type: item
description: Generative artificial intelligence (GenAI) has accelerated the production of scholarly text, images, and analytic outputs, while simultaneously destabilising long-standing cues used to infer human authorship and scholarly accountability. As a result, manuscripts increasingly arrive with unclear boundaries between human contribution, tool-assisted editing, and tool-generated content, and these distinctions are rarely made explicit. This creates a veracity problem for readers and reviewers, uneven risk for authors, and governance challenges for journals seeking consistent peer review and editorial decision-making. This note articulates an updated and enforceable authorship position for the Journal of University Teaching and Learning Practice (JUTLP), responding to five evolutions since our 2023 stance. These new evolutions since 2023 include: GenAI’s entangled and multimodal integration into scholarly workflows, partial convergence in publishing standards, heightened confidentiality and data governance risks, the post-plagiarism imperative to prioritise transparency over detection, and the increasing complexity of defining what constitutes ‘AI use’. We set out six commitments covering: specific disclosure requirements, prohibition of GenAI generating the manuscript’s substantive scholarly contribution, human centrality and confidentiality in peer review, conditions for transparent use of synthetic media, mandatory reflexivity when GenAI is used in methods or analysis, and the non-transferability of accountability away from named authors. This position aims to preserve trust in the scholarly record by making responsibility legible again.
subject: Editor Note
  topic: section
subject: GenAI
  topic: keywords
subject: artificial intelligence
  topic: keywords
subject: authorship
  topic: keywords
subject: academic integrity
  topic: keywords
creator: Joseph Crawford
creator: Alison Purvis
creator: Averil Grieve
creator: Louise Taylor
rights: Copyright (c) 2026 Dr Joseph Crawford, Dr Alison J. Purvis, Dr Averil Grieve, Professor Louise Taylor https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-02-26
publication date: 2026-02-26
doi: 10.53761/v16abt43

Unpacking Influences of Socioeconomic status and Self-Regulation on Transition to Higher Education: A Systematic Review
type: item
description: This paper examines the impact of two key variables namely socioeconomic status (SES) and self-regulation on students' transition to higher education. A systematic review was conducted using the SCOPUS and Web of Science (WOS) databases, focusing on empirical studies published between 2013 and 2024. From this search, 71 relevant articles were identified. The analysis revealed that both SES and self-regulation significantly influence students' adjustment to higher education. Four key themes related to SES emerged: financial constraints and access limitations, family support, academic and social integration, and coping strategies. Similarly, four themes were identified for self-regulation: academic performance and success, cognitive regulation and learning strategies, emotion regulation and well-being, and motivation. The interplay between SES and self-regulation was also explored, underscoring the need for further research to promote inclusivity in higher education. Insights gained from this review highlight the importance of addressing individual differences, enabling institutions to better support students during their transition to university life. The review also acknowledges its limitations, calling for continued research in this field.
subject: Student Experience
  topic: section
subject: transition to higher education
  topic: keywords
subject: socioeconomic status
  topic: keywords
subject: self-regulation
  topic: keywords
subject: systematic literature review
  topic: keywords
creator: Nazirah Mahmud
creator: Márta Lesznyák
rights: Copyright (c) 2026 Nazirah Mahmud, Márta Lesznyák https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-02-26
publication date: 2026-02-26
doi: 10.53761/w9vzyr87

Enabling Futures: Equity and Innovation in Higher Education
type: item
description: Widening participation (WP) in higher education (HE) remains a global “wicked problem,” marked by persistent structural inequities despite decades of reform. This editorial introduces the Fostering Inclusion in Higher Education: Global Approaches to Widening Participation special issue, situating Australia’s experience within an international dialogue on equity and innovation. In Australia, WP has evolved over more than 80 years, driven by intersecting imperatives of social justice and national economic development. Enabling programs, fee-free, preparatory pathways, represent a cornerstone of this agenda, providing accessible routes into university for students from low socioeconomic, Indigenous, regional, and other equity backgrounds. Rather than being simply remedial, these programs function as sites of social innovation, fostering confidence, capability, and transformative agency through pedagogies grounded in care and critical engagement. Their success in improving access, retention, and graduate outcomes underscores their role in meeting ambitious national targets, including those outlined in the Australian Universities Accord, and advancing global commitments such as the United Nations Sustainable Development Goals. International comparisons reveal shared challenges, including deficit discourses and entrenched barriers, alongside common strategies that prioritise inclusive pedagogy and holistic support. By amplifying diverse perspectives and evidence-based practices, this special edition contributes to consolidating the knowledge base of Enabling education and its equivalents worldwide. Ultimately, WP is not merely about access but empowerment, transforming HE into an engine of equity and sustainability.
subject: Editorial
  topic: section
subject: widening participation
  topic: keywords
subject: enabling education
  topic: keywords
subject: social innovation
  topic: keywords
subject: equity
  topic: keywords
creator: Trixie James
creator: Stephen Miller
rights: Copyright (c) 2025 Dr Stephen Miller, Dr Trixie James https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-12-19
publication date: 2025-12-19
doi: 10.53761/w5y00h96

The Four-Component Instructional Design (4C/ID) Model in Higher Education: A Systematic Literature Review
type: item
description: Complex skills development in higher education is constrained by fragmented instruction, limited support for whole-task learning and increased cognitive load in online and blended formats. The four-component instructional design (4C/ID) model has been proposed as a task-centred approach designed to address these challenges. This systematic review synthesises empirical applications of 4C/ID in higher education over the past three decades. Following PRISMA 2020, searches of six major databases covered January 1992 to 7 December 2025. Fourteen empirical studies met the inclusion criteria and were appraised using the Mixed Methods Appraisal Tool. Most were quasi-experimental (n = 10), with two mixed-methods and two pre–post studies; the pooled sample comprised 1,109 students. Research clustered in Asia and North America across education and educational technology, health and computing, with a few studies in language and architecture. Across studies, implementations emphasised whole-task sequencing, scaffold fading and coordinated supportive and procedural information, often supported by digital technologies. Evidence indicates consistent gains in performance and transfer outcomes. Well-sequenced guidance reduced extraneous load and supported germane processing, though intrinsic load was higher early in whole-task learning. Common limitations included small samples, non-random allocation and limited follow-up. Overall, 4C/ID shows promise for improving learning outcomes in higher education. Future work should broaden samples and contexts, strengthen designs, standardise outcome measures and report implementation fidelity to advance both research and practice.
subject: Curriculum and Assessment Design
  topic: section
subject: four-component instructional design
  topic: keywords
subject: higher education
  topic: keywords
subject: cognitive load
  topic: keywords
subject: complex learning
  topic: keywords
creator: Guojuan Qi
creator: Lingyun Ji
creator: Yumei Zhang
creator: Jamalsafri Jamalsafri
rights: Copyright (c) 2026 Guojuan Qi, Lingyun Ji, Associate Professor Yumei Zhang, Associate Professor Jamalsafri Bin Saibon https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-02-26
publication date: 2026-02-26
doi: 10.53761/dcf7nr70

Epistemic Parochialism: Single Institution Studies in The Age of Artificial Intelligence Large Language Models
type: item
description: Learning and teaching scholarship is experiencing a growing tension between increasing global interconnectedness and the persistent production of highly decontextualised local studies. This Editorial argues that such epistemic parochialism limits our ability to build cumulative knowledge and risks reinforcing narrow solutions to shared problems. Drawing on contemporary pressures including internationalisation, epistemic monocultures, system-level complexity, and the rapid integration of artificial intelligence large language models, the Editorial outlines why research that treats the institution as the horizon of inquiry is no longer adequate. In an era where large language models learn from, reproduce, and amplify scholarship, narrowly framed or duplicative studies have implications not only for academic discourse but also for the quality of language models. To address this challenge, the Editorial presents five principles to guide authors in producing better situated research: reframing the problem beyond the institution; developing a credible inquiry into what is known; justifying methodological positioning; situating institutional cases within complex systems; and synthesising localised insights to advance global knowledge. By adopting these principles, authors strengthen the relevance, clarity and impact of their work, enhance their prospects for publishing success, and help safeguard the coherence and diversity of the knowledge on which both human scholars and artificial intelligence systems increasingly depend. The Editorial concludes with a call for the sector to recognise epistemic parochialism as a significant contemporary peril and to collectively pursue scholarship that is reflective, situated and globally engaged.
subject: Editorial
  topic: section
subject: epistemology
  topic: keywords
subject: higher education
  topic: keywords
subject: research methods
  topic: keywords
subject: methodology
  topic: keywords
subject: credibility
  topic: keywords
subject: context
  topic: keywords
creator: Joseph Crawford
rights: Copyright (c) 2025 Dr Joseph Crawford https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-12-03
publication date: 2025-12-03
doi: 10.53761/5q6w6843

Reimagining success and failure: equitable assessment practices in an age of AI
type: item
description: With disruption comes the affordance to not only think about things differently, but to truly do things differently. In the context of Generative AI in higher education this holds unique promise on how students are assessed, particularly from the viewpoint of equity. For decades, assessments practices and designs have been flawed; compartmentalised, standardised, and as well documented, disadvantaging to many students. In this conceptual paper, we now explore how the emergence of GenAI may help to challenge entrenched and exclusionary notion of student success in two key dimensions: distribution of knowledge and agentic assessment. We argue that GenAI creates an opportunity to move away from assessment practices that sort and rank students toward approaches that recognise diverse ways of knowing. Thus, rather than viewing GenAI as a threat to academic integrity, we propose it as a catalyst for more equitable assessment that values collaboration and student agency over individual performance and predetermined standards.
subject: Curriculum and Assessment Design
  topic: section
subject: generative AI
  topic: keywords
subject: student equity
  topic: keywords
subject: Assessment
  topic: keywords
subject: higher education
  topic: keywords
creator: Mollie Dollinger
creator: Juuso Nieminen
rights: Copyright (c) 2026 Professor Mollie Dollinger, Dr Juuso Nieminen https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-02-26
publication date: 2026-02-26
doi: 10.53761/20z06b11

Generating a Student-Informed Teaching and Learning Conceptual Framework for GenAI in Business Schools: A Case Study
type: item
description: With the rise of GenAI, business schools must prepare students for a future workforce integrated with this technology. This paper details a case study from a UK business school that introduced GenAI into its curriculum for first-year undergraduates. Through a mixed-methods survey of 149 students, the study gathered feedback on newly implemented AI-focused learning activities. The findings reveal that students are highly engaged and recognise the necessity of developing GenAI skills for their future careers. Key areas of interest include the real-world business applications of AI, ethical considerations, and future technological advancements. A significant concern for students is the desire to use GenAI in their academic work without unintentionally committing academic misconduct. Based on student feedback and existing research, this study presents a new conceptual framework for integrating GenAI education throughout business degree programmes. It offers practical guidance for educators, including a scaffolded approach to learning activities and assessments across all undergraduate levels. This research contributes an innovative model for applied GenAI learning in business education, adding to the growing body of literature on student AI literacy.
subject: Special Issue: GenAI in Learning and Teaching Discoveries
  topic: section
subject: AI
  topic: keywords
subject: Higher Education
  topic: keywords
subject: AI Literacy
  topic: keywords
subject: Framework
  topic: keywords
subject: Employability
  topic: keywords
creator: Michael Drummond
creator: Gemma Dale
rights: Copyright (c) 2026 Dr Michael Drummond, Dr Gemma Dale https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-03-02
publication date: 2026-03-02
doi: 10.53761/6jvtax83

Fostering the process of belonging online through teaching and learning interactions
type: item
description: There is an established relationship between teaching and learning practices and the drive to foster belonging in Australian universities towards improved student success and retention. This qualitative grounded theory study examined the experiences of first year students and teaching staff in ICT (Information Communication Technology) to develop a process of belonging online in higher education. We found belonging is fostered by connecting interactions online through signalling practices. Drawing on this process, this paper outlines the associated principles of fostering belonging in teaching and learning. These principles are: developing signalling skills, catering for signalling preferences, proactive adjusting and matching, providing opportunities through understanding students signalling preferences, and signalling for belonging and retention. Each principle aligns with known elements of belonging in online learning environments, such as interactivity and communication. The principles make a significant contribution to online teaching and learning in ICT by proposing easy to implement online pedagogical practices that foster belonging processes for diverse students, to support their retention and success.
subject: Student Experience
  topic: section
subject: higher education
  topic: keywords
subject: belonging
  topic: keywords
subject: teaching
  topic: keywords
subject: connection
  topic: keywords
subject: first year students
  topic: keywords
creator: Karla Coutts
creator: Elicia Lanham
creator: Sophie McKenzie
creator: Jane Mills
rights: Copyright (c) 2026 Karla Coutts, Dr Elicia Lanham, Dr Sophie Mckenzie, Professor Jane Mills https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-02-26
publication date: 2026-02-26
doi: 10.53761/p6wny396

Intercultural learning and motivation in the second language classroom: Intersecting teacher and student perspectives
type: item
description: The integration of cultural topics into second language (L2) teaching is widely acknowledged as a crucial component of effective pedagogy to enhance learners’ motivation and construction of multicultural and multilingual selves. Scholars have emphasised the embedded presence of culture in language education. However, explicit incorporation of cultural topics in formal L2 contexts often presents challenges, including potential misunderstandings, overgeneralisations, and the risk of perpetuating stereotypes. In this regard, recent research supports the use of nuanced teaching approaches that respect the cultural complexity presented by speech communities. Drawing on the concept of intercultural communicative competence acquired in the formal learning environment, this study (a) investigates how L2 teachers and students conceptualise intercultural teaching and learning and (b) examines the motivational role of cultural practices in language instruction in a range of European languages. Findings demonstrate that cultural topics in the L2 classroom uphold a strong motivational force. This is often dependent on the methods used to introduce cultural topics and their related resources. This study also sheds light on the multiple obstacles faced by teachers and students ranging from lack of adequate time to curriculum and study plan constraints.
subject: Student Experience
  topic: section
subject: Intercultural language teaching, Language learning motivation, Intercultural communication
  topic: keywords
creator: Giuseppe D'Orazzi
creator: John Hajek
rights: Copyright (c) 2026 Giuseppe D'Orazzi, John Hajek https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-02-26
publication date: 2026-02-26
doi: 10.53761/vde93n40

Assessment after Artificial Intelligence: The Research We Should Be Doing
type: item
description: The emergence of widely available artificial intelligence (AI) tools has made assessment in higher education increasingly uncertain. Familiar (if problematic) assumptions about what assessment does or should measure, who or what is being assessed, and how judgments are made are all being reexamined. Educators and researchers are experimenting with new assessment designs, but the emerging research landscape is fragmented and difficult to navigate. There is little shared sense of what kinds of studies are most needed or how their findings might connect. To address this, a group of leading assessment scholars met in Melbourne, Australia in September of 2025 to develop a collective research agenda to help guide and connect future inquiry. This paper presents the outcomes of that collaboration, a set of guiding principles and framing questions – why, who, what, how, and where we assess – that together offer a structure for guiding and supporting the research we should be doing on assessment after AI.
subject: Commentary
  topic: section
subject: Assessment
  topic: keywords
subject: AI-integrated assessment
  topic: keywords
subject: artificial intelligence
  topic: keywords
subject: programmatic assessment
  topic: keywords
subject: assessment integrity
  topic: keywords
creator: Thomas Corbin
creator: Margaret Bearman
creator: David Boud
creator: Nicole Crawford
creator: Phillip Dawson
creator: Tim Fawns
creator: Michael Henderson
creator: Jason Lodge
creator: Jiahui (Jess) Luo
creator: Kelly Matthews
creator: Kelli Nicola-Richmond
creator: Juuso Nieminen
creator: Nicole Pepperell
creator: Zachari Swiecki
creator: Joanna Tai
creator: Jack Walton
rights: Copyright (c) 2025 Dr Thomas Corbin, Professor Margaret Bearman, Professor David Boud, Dr Nicole Crawford, Professor Phillip Dawson, Associate Professor Tim Fawn, Professor Michael Henderson, Professor Jason Lodge, Assistant Professor Jiahui (Jess) Luo, Professor Kelly Matthews, Associate Professor Kelli Nicola-Richmond, Dr Juuso Henrik Nieminen, Associate Professor Nicole Pepperell, Dr Zachari Swiecki, Associate Professor Joanna Tai, Dr Jack Walton https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-12-03
publication date: 2025-12-03
doi: 10.53761/w3x5y804

Can a Failure‑Focused Workshop Decouple Competence‑Contingent Enjoyment? Evidence from First‑Year University Students
type: item
description: Competence-contingent enjoyment refers to enjoyment that is dependent upon one’s perceived competence in an activity. Whilst common, this pattern can have negative implications for achievement, engagement, and well-being. This study examined whether competence-contingent enjoyment existed in first-year university students, and whether a failure-focused workshop could reduce it. In total, 391 students participated, with 117 in the experimental group and 274 in the control group. The experimental group attended a one-hour lecture emphasising the benefits of failure, then completed a circuits session consisting of six fun, but challenging, activities (e.g., unicycling and juggling). The activities were selected to provoke failure and encourage students to decouple competence from enjoyment. The control group completed the same circuits session without any failure-based framing and received the lecture at a later date. After the circuits session, students rated their perceived competence and enjoyment for each activity. Overall, Pearson’s correlations revealed strong, positive relationships between perceived competence and enjoyment in all six activities. However, the strength of this relationship did not differ between the experimental and control groups. This study is the first to establish competence-contingent enjoyment in a cohort of first-year university students, however, the decoupling intervention proved ineffective. Future research should explore design variations to support students’ enjoyment regardless of competence.
subject: Educational Psychology
  topic: section
subject: Failure
  topic: keywords
subject: Circuits Session
  topic: keywords
subject: Experiential Learning
  topic: keywords
subject: University Transition
  topic: keywords
subject: Resilience
  topic: keywords
creator: Luke Wilkins
creator: Kate Perry
creator: Marlena Calo
creator: Minh Huynh
rights: Copyright (c) 2026 Luke Wilkins, Kate Perry, Marlena Calo, Minh Huynh https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-02-26
publication date: 2026-02-26
doi: 10.53761/1hhpn859

Beyond Task Completion: A Theoretical Integration and Framework for Guiding Students’ ChatGPT Use for Learning
type: item
description: ChatGPT’s intuitive interface and instant feedback can either support learning or enable superficial task completion, depending on how it is integrated into academic work. While generative AI has rapidly entered higher education, much existing guidance focuses on policy and academic integrity rather than explaining how AI use interacts with established mechanisms of learning. This conceptual paper contributes to this discussion by developing an explanatory framework for students’ ChatGPT use grounded in foundational learning theories. Drawing on cognitive load theory and goal orientation theory and incorporating self-efficacy and task relevance as mediating constructs, the study undertakes a theory-driven synthesis of four perspectives relevant to how students engage with complex academic tasks. The framework brings these perspectives together to clarify how cognitive demands, motivational orientations, perceived competence, and perceived task value may shape students’ decisions about when and how to rely on generative AI tools during academic work. The resulting framework illustrates how these mechanisms may influence whether generative AI is used as a scaffold supporting thinking and knowledge construction or as a shortcut that bypasses essential cognitive processes. The article concludes by illustrating how the framework may inform instructional design that aligns AI use with meaningful engagement in disciplinary tasks in higher education.
subject: Special Issue: GenAI in Learning and Teaching Discoveries
  topic: section
subject: ChatGPT in Higher Education
  topic: keywords
subject: AI-supported learning
  topic: keywords
subject: framework for guiding AI use
  topic: keywords
creator: Elise Øby
rights: Copyright (c) 2026 Elise Øby https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-03-15
publication date: 2026-03-15
doi: 10.53761/5apqd333

Mapping the Integration of AI into Business Education: Insights from a Decade of Research
type: item
description: This study aims to systematically map the evolving landscape of artificial intelligence (AI) integration into business education, highlighting dominant research themes, emerging gaps, and future research directions. Adopting a bibliometric analysis framework, the study analyzed 213 peer-reviewed journal articles published between 2015 and 2024, extracted from the Dimensions database. Bibliographic coupling and co-word analysis, facilitated through VOSviewer, were employed to uncover intellectual structures, thematic clusters, and conceptual linkages within the field. The results identified four major research clusters: AI-driven business education transformation, innovative digital pedagogies, AI-enhanced personalization of learning, and business education aligned with the digital economy. Co-word analysis further revealed three conceptual trends: technological transformation, integration of generative AI tools, and advancements in educational quality. Persistent gaps emerged concerning curriculum coherence, educator readiness, and assessment validity. This study offers actionable guidance for educators, curriculum developers, and policymakers to design AI-integrated, ethically grounded, and adaptable business education models that meet the demands of an AI-driven global economy. This study provides a comprehensive, empirical foundation for future research agendas and strategic educational reforms
subject: Special Issue: GenAI in Learning and Teaching Discoveries
  topic: section
subject: artificial intelligence
  topic: keywords
subject: business education
  topic: keywords
subject: bibliometric analysis
  topic: keywords
subject: curriculum innovation
  topic: keywords
subject: quality education
  topic: keywords
creator: Laurence Espino
creator: Camille Espino
rights: Copyright (c) 2026 Dr Laurence C. Espino, Dr Camille L. Espino https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-03-02
publication date: 2026-03-02
doi: 10.53761/5yhdnk13

Hope and its Applications: A Scoping Review
type: item
description: Despite a growing recognition and empirical base on hope and its value in educational contexts, there has been limited research into hope and hope-related strategies for transforming higher education (HE) teaching and learning practices. We report on a scoping review to uncover current perspectives of hope as contemplated and applied in contemporary HE teaching-learning contexts. Our study draws from six databases (A+ Education, ERIC, Education Source, Education Research Complete, PsychINFO, and Scopus) and thematically analysed 16 studies across the last decade to understand their context, theoretical framing, and practice-based orientations. Our findings highlight the range, use, and value of research into hope expressed as a multidimensional construct and variously understood through individual, sociocultural, and critical perspectives. While many studies adopt an individual view of hope as a measurable trait linked to student wellbeing and academic success, others emphasise relational, collective and community-based approaches, or frame hope as a transformative, collective force for social and political change. Each perspective engendered associated hope-based practices ranging from goal-setting, mindfulness training, dialogic and caring relationships with educators and students to cultivating possible education futures and justice-oriented teaching. We argue that this diversity reflects both the richness and the generative tensions that are thinly understood within current hope scholarship. Our findings contribute to the interdisciplinary, institutional planning and development of hope-based curricula and approaches and have implications for HE practice and the scholarship of hope.
subject: Academic Development
  topic: section
subject: hope
  topic: keywords
subject: hope-based practices
  topic: keywords
subject: higher education
  topic: keywords
creator: Elaine Khoo
creator: Alice Beban
creator: Clare Mouat
creator: Kymberley Kennedy
rights: Copyright (c) 2025 Dr Elaine Khoo, Dr Alice Beban, Dr Clare M. Mouat, Kymberley Kennedy https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-02-26
publication date: 2026-02-26
doi: 10.53761/8zfa6336

Students' Engagement with Online Quiz-Based Flipped Classroom: The role of Gender
type: item
description: The flipped classroom (FC) model is a modern instructional strategy utilized in schools, colleges, and universities, where pre-class resources are provided for students to access, followed by a more active approach to learning in the class session. Literature has indicated that students often fail to engage with the pre-class resources due to insufficient engagement and support techniques, or they do so only shortly before class, adversely affecting in-class learning activities. To address these challenges, we integrated online quizzes into pre-class recorded videos and incorporated cooperative learning theory into in-class sessions to encourage students to watch videos and enhance their learning engagement. A true experimental study involving 151 students was conducted, with participants randomly assigned to either an experimental group or a control group. The experimental group (n = 78) utilized the online quiz-based flipped classroom (OQFC) model, while the control group (n = 73) followed the conventional flipped classroom (CFC) model. The 8-week experiment conducted in an ICT class revealed that the OQFC model significantly increased students' behavioural, agentic, and emotional engagement compared to the CFC model. However, there was no significant difference in students' cognitive engagement between the OQFC and CFC models. The results also showed no significant effect of gender on students' engagement. The integration of a quiz-based strategy and cooperative learning theory into the FC model has demonstrated the potential to enhance the effectiveness of the CFC model. Therefore, it is recommended that educators consider adopting the OQFC model to improve students’ engagement and learning experiences.
subject: Curriculum and Assessment Design
  topic: section
subject: Flipped classroom
  topic: keywords
subject: quiz
  topic: keywords
subject: engagement
  topic: keywords
subject: gender
  topic: keywords
subject: student
  topic: keywords
creator: Kamaludeen Samaila
creator: Hosam Al-Samarraie
creator: Bronwen J Swinnerton
rights: Copyright (c) 2026 Kamaludeen Samaila, Hosam Al-Samarraie, Bronwen J Swinnerton https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-02-26
publication date: 2026-02-26
doi: 10.53761/f4f2f811

A community of practice around article peer review: A collaborative autoethnography
type: item
description: Learning from peer reviewer practice is one example of person-centred inquiry relevant to the broad practice of journal publishing. This curriculum inquiry adopts a practice-led inquiry (Gray, 1996) alongside a collaborative autoethnographic approach (CAE) utilising the conversations between two peer reviewers both involved in a journal driven peer review professional learning community of practice. We were interested in exploring our learnings from a peer-review professional learning program and as such our CAE methodology framed our four final research questions which were concerned with the successes and challenges of the professional learning program; the successes and challenges of a community of practice (CoP) as a vehicle for the program; the effectiveness of the program’s curriculum and the way the discussion on curriculum impacted our broader learnings. The conversations reveal insights about peer review professional learning as well as broader insights regarding the value of community of practice (CoP) as a vehicle for professional learning. Development of relational trust between professionals is a key factor in facilitating academic professional learning and this has implications for the wider ways of working with fellow academics.
subject: Academic Development
  topic: section
subject: peer review
  topic: keywords
subject: professional learning and development
  topic: keywords
subject: building trust for professional development
  topic: keywords
subject: community of practice
  topic: keywords
subject: collaborative autoethnography
  topic: keywords
creator: Lauren Stephenson
creator: Geof Hill
rights: Copyright (c) 2025 Professor Lauren Stephenson, Dr Geof Hill https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-12-03
publication date: 2025-12-03
doi: 10.53761/fndkwa51

Student Perceived Agency in Higher Education
type: item
description: Student agency is an essential component in active learning and in coping with uncertainty, contributing to success in studies and well-being. However, agency has rarely been studied multidimensionally or using repeated measures. Purpose of this study was to examine higher education (HE) students’ perceptions of their agency and associations between agency and background characteristics. In addition, the study explored the temporal stability and changes of agency during one course. Total of 309 HE undergraduate students answered a quantitative agency questionnaire, from which 16 participated in the repeated measures (t = 3) during one course, and three of them were interviewed. Utilizing the Agency of University Student (AUS) Scale, the average level of relational resources for agency were perceived high, whereas participatory resources varied. However, differences in agency especially by gender and field of study were revealed by the analysis of variance. Additionally, significant individual temporal changes in agency were found during one course. In the interviews, students linked the stability and changes in their agency to perceived support and sense of capability, but the interpretations were highly individual and situational. Understanding this variability in student agency can inform educational practices and contribute to implications supporting learning and well-being.
subject: Student Experience
  topic: section
subject: student agency
  topic: keywords
subject: higher education
  topic: keywords
subject: Agency of University Students (AUS) Scale
  topic: keywords
subject: repeated measures
  topic: keywords
creator: Elina Vaara
creator: Päivikki Jääskelä
creator: Asko Tolvanen
creator: Maarit Arvaja
creator: Anne Eskola
creator: Kati Vasalampi
rights: Copyright (c) 2026 Elina Vaara, Päivikki Jääskelä, Asko Tolvanen, Maarit Arvaja, Anne Eskola, Kati Vasalampi https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-02-26
publication date: 2026-02-26
doi: 10.53761/hknzmy71

The Role of Educators in Cultivating Self-Efficacy Among School-Leaver Enabling Students: Perspectives and Practices
type: item
description: <span class="NormalTextRun SCXW178800532 BCX8" data-ccp-parastyle="Front Page Text" data-ccp-parastyle-defn="{"ObjectId":"208d6ddf-79f0-4979-9a27-b3616341de97|129","ClassId":1073872969,"Properties":[469777841,"Arial",469777842,"Arial",469777844,"Arial",469769226,"Arial",335559740,"276",201341983,"0",335559739,"120",335551550,"6",335551620,"6",201342446,"1",201342447,"5",201342448,"1",201342449,"1",469777843,"Calibri",201341986,"1",268442635,"20",469775450,"Front Page Text",201340122,"2",134234082,"true",134233614,"true",469778129,"FrontPageText",335572020,"1",469777929,"Front Page Text Char",469778324,"Normal"]}" data-ccp-parastyle-linked-defn="{"ObjectId":"208d6ddf-79f0-4979-9a27-b3616341de97|130","ClassId":1073872969,"Properties":[201342446,"1",201342447,"5",201342448,"1",201342449,"1",469777841,"Arial",469777842,"Arial",469777843,"Calibri",469777844,"Arial",201341986,"1",469769226,"Arial",268442635,"20",469775450,"Front Page Text Char",201340122,"1",134233614,"true",469778129,"FrontPageTextChar",335572020,"1",134231262,"true",469777929,"Front Page Text",469778324,"Default Paragraph Font"]}">In Australia, government-funded Enabling programs provide equitable pathways to higher education for students from diverse backgrounds, including increasing numbers of recent school-leavers. This collaborative autoethnographic study explores six Enabling educators’ lived experiences across five universities to understand how they perceive and cultivate self-efficacy among school-leaver students. Thematic analysis revealed three overarching areas: educators’ perceptions of students’ readiness for higher education, strategies used to develop self-efficacy, and barriers that constrain this work. Findings highlight the complexity of fostering self-efficacy in younger cohorts, who often display both overconfidence and low academic self-belief. Educators identified the importance of pedagogies of care, growth mindset, scaffolded mastery experiences, and supportive learning communiti…
subject: Special Issues
  topic: section
subject: self-efficacy
  topic: keywords
subject: enabling education
  topic: keywords
subject: school-leaver
  topic: keywords
subject: equity
  topic: keywords
subject: prepare
  topic: keywords
creator: Ana Larsen
creator: Trixie James
creator: Amy Robinson
creator: Angela Jones
creator: Matilda Coleman
creator: George Lambrinidis
creator: Rachel Daniel
rights: Copyright (c) 2025 Ana Larsen, Dr Trixie James, Amy Robinson, Dr Angela Jones, Matilda Coleman, George Lambrinidis, Dr Rachel Daniel https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-12-19
publication date: 2025-12-19
doi: 10.53761/ms969649

Feedback matters: Community placement assessment in a rural medical cohort via video commentary
type: item
description: Educators must provide tertiary students with authentic assessment feedback to support learning goals and workplace preparedness. Today’s digitally connected students consume information in bite-sized formats via podcasts and social media so educators should engage through similar channels. However, despite video teaching being common in medical education, video feedback for assessment is not. At an Australian regional university, preclinical students work interprofessionally with rural community organisations and clients to understand social, cultural, and economic health impacts. This paper describes the introduction of video feedback for approximately 400 first-year graduate-entry rural medical students for a summative assessment of a creative project reflecting on their Community-Based Placement (CBP). The study explored how video feedback enhances students’ knowledge of health, community, and self. We examined educators’ reflexivity in adopting innovative pedagogical practices. We investigated how staff and student experiences of creating and receiving video feedback, its novelty and usefulness of within transformative learning, using a mixed-method approach. In the context of contemporary medical education and practice, and an increasingly technology-based world, video commentary provides authentic assessment feedback that is impactful for students and enhances the practice and professional development of educators. These findings may apply beyond medical education to other healthcare disciplines, and sectors.
subject: Curriculum and Assessment Design
  topic: section
subject: rural medical education
  topic: keywords
subject: Community Based Placement (CBP)
  topic: keywords
subject: creative assessment
  topic: keywords
subject: video feedback
  topic: keywords
creator: Margaret Simmons
creator: Julie Willems
creator: Marianne Tare
rights: Copyright (c) 2026 Margaret Simmons, Julie Willems, Marianne Tare https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-02-26
publication date: 2026-02-26
doi: 10.53761/xaenxr22

Finding the root cause: Embedding vegetable education into pre-health professional programs using an iterative mixed-methods approach
type: item
description: Reduced consumption of fruits and vegetables is linked to an increased risk of noncommunicable diseases and chronic health issues. With health professionals at the frontline of patient care, there has been an identified need to enhance vegetable education throughout training programs. In undertaking this curriculum change, Design-Based Research (DBR) presents a modern framework highly suitable for health professional programs due to its focus on co-development with a variety of stakeholders. This study aimed to utilise a DBR approach to develop insights and recommendations into what would constitute an effective and evidence-based vegetable curriculum that can be embedded within a pre-health professional course. This study underwent a five-phase iterative process of DBR with a mixed-methods research approach used to collect both quantitative and qualitative data to explore stakeholders’ perceptions. The results provide three evidence-based recommendations for educators and curriculum developers to assist in the creation and embedding of vegetable education into a pre-health professional curriculum. Firstly, this study highlights that any resource or curriculum change should be simple, focussing on reiterating the regional government’s recommended intake of vegetables and fruits. Moreover, any resource should involve hands-on activities such as laboratories or workshops and be embedded directly into the curriculum rather than self-study options. With the five phases, DBR provides an ideal framework for educational research due to its iterative design and the engagement of stakeholders.
subject: Curriculum and Assessment Design
  topic: section
subject: Nutrition
  topic: keywords
subject: Education
  topic: keywords
subject: Medical Education
  topic: keywords
subject: curriculum integration
  topic: keywords
subject: Sustainable Development Goals
  topic: keywords
creator: Felicity Smith
creator: Charlotte Phelps
creator: Christian Moro
rights: Copyright (c) 2025 Felicity Smith, Dr Charlotte Phelps, Dr Christian Moro https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-12-03
publication date: 2025-12-03
doi: 10.53761/6apsez20

Addressing Barriers to Success in Accounting Education: Exploring the Role of ODeL Institutions in Facilitating Meaningful Access and Achieving Success for Marginalised Groups
type: item
description: The evolution of Open Distance e-Learning (ODeL) institutions has significantly broadened access to higher education for historically marginalised (equity) groups. However, despite these advancements, persistent challenges undermine student success, particularly in accounting education, where rigorous academic demands intersect with socioeconomic and technological barriers. This study explores how ODeL institutions, focusing on the University of South Africa (UNISA), can enhance meaningful access and improve success rates for students from disadvantaged backgrounds. Guided by Moore’s Transactional Distance Theory, the study employs a qualitative approach, incorporating interviews with students and educators to examine the barriers to academic achievement. Key findings highlight administrative inefficiencies, communication breakdowns, technological limitations, and programme rigidity as significant impediments. The paper concludes by offering targeted recommendations for institutional reforms, including enhanced technological infrastructure, improved administrative support, and structured academic interventions to foster student autonomy and engagement. Addressing these issues is crucial for ensuring that ODeL institutions fulfil their social justice mandate and contribute to the transformation of the accounting profession.
subject: Special Issues
  topic: section
subject: e-Learning
  topic: keywords
subject: transactional distance
  topic: keywords
subject: student success
  topic: keywords
subject: equity
  topic: keywords
subject: learning strategies
  topic: keywords
creator: Sedzani Musundwa
creator: Nkosinathi Masela
creator: Chisinga Chikutuma
creator: Prince Chukwuneme Enwereji
creator: Moses Hlongoane
creator: Makgopa Tshehla
rights: Copyright (c) 2025 Sedzani Musundwa, Nkosinathi Masela, Chisinga Chikutuma, Prince Chukwuneme Enwereji, Moses Hlongoane, Makgopa Tshehla https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-12-19
publication date: 2025-12-19
doi: 10.53761/k6e75313

‘We’re all in it together’: Student perspectives on compassionate pedagogy in higher education
type: item
description: The value of compassion in promoting student wellbeing is being increasingly recognised by higher education institutions. Integrating compassion within pedagogic practice to develop a compassionate learning environment is important for wider student benefit. This qualitative study explores healthcare student perspectives and experiences regarding compassionate pedagogy. Four activity-oriented focus groups were conducted with undergraduate students. Thematic analysis identified five themes: connection, recognising the student as a whole person, cultivating compassion together, physical environment, and processes and systems. Findings suggest that students view compassion as extending far beyond classroom activities. They see it as a reciprocal process involving all individuals within an institution, requiring a change in institutional culture that prioritises students and staff as whole people. The insights provided by the students in this study are important in shaping a more compassionate higher education environment that minimises distress and maximises flourishing. Recommendations to enhance compassionate pedagogy are provided.
subject: Student Experience
  topic: section
subject: compassion
  topic: keywords
subject: wellbeing
  topic: keywords
subject: pedagogy
  topic: keywords
subject: university
  topic: keywords
subject: higher education
  topic: keywords
creator: Amy Tomlinson
creator: Clare Killingback
rights: Copyright (c) 2026 Amy Tomlinson, Clare Killingback https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-02-26
publication date: 2026-02-26
doi: 10.53761/4kgdz121

Enhance Learning Environments Using Knowledge Flow: A Living Systems, Neuroscience-based Model
type: item
description: This study introduces the Knowledge Flow framework, a living systems, neuroscience-based learning model designed to enhance inclusion, engagement, and academic performance for diverse students in large university courses. Moving beyond linear learning models, this approach reconceptualizes learning as energy flow within interconnected systems, specifically addressing barriers faced by first-generation students and those from disadvantaged backgrounds. The framework comprises seven Knowledge Catalysts that create structural foundations and four Knowledge Currents that describe the resultant dynamic energy flow within a living systems classroom model, informed by neuroscientific concepts about how the brain grows and learns. Foundational catalysts Meet Me (scaffolding) and See Me (belonging) are discussed as essential for inclusive learning environments, and the torus is introduced as a new model to visualize the learning process. Knowledge Flow implementation in a large introductory neuroscience course demonstrated significant improvements in student performance compared to traditional lecture formats. Undergraduate teaching assistants served as valuable bridges between instructors and students, enhancing classroom community while developing their own pedagogical skills. This approach offers a practical framework for transforming large introductory courses from potential barriers to gateways for success among underrepresented student populations, directly addressing the "wicked problem" of educational inequality and supporting wider participation in higher education in a novel way. This learning approach is theoretically framed as a potential pathway to greater well-being in students within education.
subject: Special Issues
  topic: section
subject: inclusive teaching
  topic: keywords
subject: Active Learning
  topic: keywords
subject: knowledge flow
  topic: keywords
subject: knowledge catalysts
  topic: keywords
subject: living systems
  topic: keywords
subject: neuroscience-based pedagogy
  topic: keywords
creator: Erin Clabough
rights: Copyright (c) 2025 Erin Clabough https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-12-19
publication date: 2025-12-19
doi: 10.53761/s76ajr33

Artificial Intelligence in Educational Research and Scholarship: Seven Framings
type: item
description: In a recent interview (Bender et al., 2025), Professor Emily M. Bender discussed the limitations of technical solutions in addressing harmful Artificial Intelligence (AI) bias. She described a particular point we may reach at which technical solutions stop working, and when we should then widen the lens to ask about the problem framing itself. This is a crucial step in any inquiry that is of concern to both novice and experienced researchers alike: moving from problem-solving to problematisation. This commentary aims to provide educational researchers with a glimpse into the wide array of research problems and problematisation of AI in Education (AIED). It discusses seven framings of AIED: methodological pluralism; metaphors; ethnographic studies; imagining futures through fiction; humanistic groundings of AI design and development; third space professionals in research; and open education. We describe why these particular frames are relevant and how we wrote this commentary. We go on to suggest that to sustain the desirable but sometimes elusive nexus between research and teaching, we need to see both as rich, diverse, and distributed activities consisting of many actors. We seek to probe: What is AI? Who gets to say so and why? What critical, creative and pluralistic approaches can we take to research into its effects on the outcomes and experiences of students in higher education?
subject: Commentary
  topic: section
subject: AIED
  topic: keywords
subject: AI in Education
  topic: keywords
subject: research methodology
  topic: keywords
subject: educational technology research
  topic: keywords
subject: pedagogical theory
  topic: keywords
subject: metaphors
  topic: keywords
subject: ethnography
  topic: keywords
subject: open education
  topic: keywords
subject: humanistic theory
  topic: keywords
subject: fiction
  topic: keywords
creator: Eamon Costello
creator: Giselle Ferreira
creator: Stefan Hrastinski
creator: Jason K. McDonald
creator: Ahmed Tlili
creator: George Veletsianos
creator: Victoria I. Marín
creator: Henk Huijser
creator: Sharon Altena
rights: Copyright (c) 2025 Eamon Costello, Giselle Ferreira, Stefan Hrastinski, Jason K. McDonald, Ahmed Tlili, George Veletsianos, Victoria I. Marín, Henk Huijser, Sharon Altena https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-09-08
publication date: 2025-09-08
doi: 10.53761/xs5e3834

Exploring the relationships between university staff and students: A comparison between two European countries
type: item
description: The quality of student-university relationships can significantly influence student engagement and experience, yet cross-cultural differences remain underexplored. This study examined Dutch (n = 407, Mage = 22.2) and French students (n = 394, Mage = 22.9), focusing on their relationship quality perceptions with staff and its impact on engagement. A quantitative correlational research design was adopted, using the Relationship Quality Scale, the Utrecht Work Engagement Scale for Students, and the Relationship Quality-Based Student Loyalty Scale. The results showed that students' trust in their university and professors, alongside academic motivation, strongly predicted overall satisfaction with the institution and its programs. Motivation mediated this relationship, explaining 18% of the variance in satisfaction. French students reported higher motivation and more positive perceptions of their university than Dutch students. The study underscores the importance of trust and support in fostering student satisfaction while highlighting cultural differences in engagement and institutional perception.
subject: Academic Development
  topic: section
subject: Relationship Quality
  topic: keywords
subject: Student Engagement
  topic: keywords
subject: Higher Education
  topic: keywords
creator: Anne Plantade-Gipch
creator: Hélène Maire
creator: Ingrid Snijders
rights: Copyright (c) 2025 Anne Plantade-Gipch, Hélène Maire, Ingrid Snijders https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-09-08
publication date: 2025-09-08
doi: 10.53761/bh55q214