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: Using Microlearning to Train Research Skills for Junior Social Researchers: Toward a Micro-Researching Framework
items: Enhancing Methodological Integrity with GenAI: A Multi-case Study of Experiential Learning using Sequential Augmented Analysis
items: Teacher Leadership in Higher Education: A Theoretical Review
items: From Compliance to Stewardship: How University Executives Must Meet the Challenge of the ‘New Misogyny’ on Campus
items: Editorial: Epistemic (in)justice in higher education publishing
items: Editorial: Purpose-Driven Learning in Universities and Its Role for Societal Impact
items: “It Felt Like a Real Classroom”: Applying Pedagogical Care in Online Teaching and Learning Design
items: From Experimentation to Integration: Embedding GenAI in Business Higher Education through the Lens of Constructive Alignment
items: Belonging, Defined: A Delphi Consensus on What Matters in Higher Education
items: Teaching with Generative Artificial Intelligence: Enhancing Critical Thinking and Ethical Awareness in Academic Writing
items: Is Generative Artificial Intelligence a Social Other for Parasocial Support in a Loneliness Epidemic?
items: From Classroom Design to Newsroom Practice: Designing GenAI Assessment Intervention
items: The Essay and Multiple Choice Questionnaires Are Not Dead, But No Longer Enough: Generative AI and Assurance of Learning
items: Enhancing Simulation Training through Immersive Reality: MESH360
items: From Policy to Pedagogy: The Role of Academic Development in Supporting Educators’ Ethical Decision-Making About Generative AI
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: Raising Ethical Awareness of GenAI Use Through Student Self-Assessment in the Transition to Higher Education
items: Teaching profiles and their relationship to perceptions of student learning of generic skills in the Hungarian higher education context
items: Agentic Engagement with Educational AI Chatbots Among Pre-service Teachers: A Mixed-Method Study in Qatar
items: Navigating the Higher Education Landscape: What Hope do Enabling Students Have?
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: Autoethnographic Reflections of Constructivist and Student-Centred Teaching in Internationalised Undergraduate Classrooms
items: “Didn’t Have to Melt My Eyeballs”: Student Responses to Learning by Podcast in Journalism Education
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

Using Microlearning to Train Research Skills for Junior Social Researchers: Toward a Micro-Researching Framework
type: item
description: Microlearning has been identified as an effective strategy for teaching and learning in various settings. However, little is known about its application in training and coaching research skills for junior researchers. This study aims to address this gap by investigating the perception and experiences of graduate students in the social sciences in Vietnam. We conducted semi-structured, in-depth interviews with 20 participants who had undergone a research skills training and coaching program using a microlearning approach. Self-Determination Theory and Expectancy-Value Theory were used as analytical lenses. The findings support the effectiveness of microlearning in this new context of training and coaching junior researchers in the social sciences. Learners’ motivation functions as a dynamic, self-reinforcing system in which psychological needs (competence, autonomy, and relatedness) and perceived values (attainment, intrinsic, utility, and cost) co-develop and interact. This process gives rise to key outcomes, including academic achievements and continued use of microlearning, which in turn further reinforce both psychological needs and perceived values. The findings suggest the emergence of a new framework termed micro-researching for guiding both learning and supervision. The findings offer theoretical and practical insights into how microlearning can support motivation and capability development in research training contexts.
subject: Academic Development
  topic: section
subject: microlearning
  topic: keywords
subject: micro researching
  topic: keywords
subject: academic development
  topic: keywords
subject: research skills
  topic: keywords
subject: social sciences
  topic: keywords
creator: Hiep-Hung Pham
creator: Ngoc-Thi Nhu Nguyen
rights: Copyright (c) 2026 Hiep-Hung Pham, Ngoc-Thi Nhu Nguyen https://creativecommons.org/licenses/by-nd/4.0/
date: 2026-05-25
publication date: 2026-05-25
doi: 10.53761/4x1mvs52

Enhancing Methodological Integrity with GenAI: A Multi-case Study of Experiential Learning using Sequential Augmented Analysis
type: item
description: 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.
subject: Special Issue: Generative AI Ethical Landscapes
  topic: section
subject: Qualitative data analysis
  topic: keywords
subject: pre-service teacher education
  topic: keywords
subject: ChatGPT
  topic: keywords
subject: undergraduate research training
  topic: keywords
creator: Manuel Etesse
creator: Alexandra Shimabukuro
creator: Piero Beretta
creator: Jorge Li
rights: Copyright (c) 2026 Manuel Etesse, Alexandra Shimabukuro, Piero Beretta, Jorge Li https://creativecommons.org/licenses/by-nd/4.0/
date: 2026-06-09
publication date: 2026-06-09
doi: 10.53761/tmq0ks13

Teacher Leadership in Higher Education: A Theoretical Review
type: item
description: Higher education is an essential context for studying teacher leadership. It is a dynamic field that creates a challenging continuously renewed work environment for teachers with multiple changing roles and targets, including cross-boundary teaching, development work, and leadership assignments. The objective of this theoretical review is to investigate the specific features of teacher leadership discussed in the higher education literature and, in doing so, generate a theoretical model. With reference to previous literature reviews focusing on teacher leadership in other contexts, this study presents a theoretical review of 77 peer-reviewed articles on the topic of teacher leadership solely in the higher education context. A key outcome of the review is the presentation of a new model of teacher leadership that incorporates possible manifestations of teacher leaders’ influence and reflects peculiarities of teacher leadership in the higher education context, such as discipline advocacy and quality stewardship as principles of leadership, and identity management as a contingency dimension in facilitating leadership practice. In guiding the future orientation of teacher leadership research in higher education, the study introduces the concept of polarity to discuss controversies within teacher leadership in higher education.
subject: Educational Leadership and Management
  topic: section
subject: teacher leaders
  topic: keywords
subject: teacher leadership
  topic: keywords
subject: higher education
  topic: keywords
subject: theoretical review
  topic: keywords
subject: theoretical model
  topic: keywords
creator: Ksenia Visser
creator: Vesa Korhonen
creator: Johanna Annala
rights: Copyright (c) 2026 Ksenia Visser, Johanna Annala, Vesa Korhonen https://creativecommons.org/licenses/by-nd/4.0/
date: 2026-05-25
publication date: 2026-05-25
doi: 10.53761/pbgdxd41

From Compliance to Stewardship: How University Executives Must Meet the Challenge of the ‘New Misogyny’ on Campus
type: item
description: Universities internationally are entering a new phase in their response to gender-based violence, shaped by shifting regulatory expectations and the growing influence of digitally-mediated misogyny among students. This commentary suggests the rise of the ‘manosphere’ (loosely connected online networks promoting misogynistic ideas) has reconfigured the conditions under which gendered harm emerges on campus, creating a mismatch between institutional responsibilities and existing responses. Drawing on Australian policy developments and school-based research, we argue that current approaches—which are largely compliance-oriented—are insufficient to address the diffuse and relational dynamics of this ‘new misogyny.’ We contend that universities must move beyond compliance toward enhanced stewardship capacity, requiring executive-level leadership to develop expertise in gender, masculinity, and digital culture, and to embed this across institutional strategy and practice.
subject: Commentary
  topic: section
subject: executive leadership
  topic: keywords
subject: digtial culture
  topic: keywords
subject: misogyny
  topic: keywords
subject: higher education
  topic: keywords
creator: Steven Roberts
creator: Jayde De Bondt
creator: Carmen Acosta
creator: Stephanie Wescott
creator: Naomi Pfitzner
creator: Alexandra Phelan
creator: Sarah McCook
rights: Copyright (c) 2026 Steven Roberts, Jayde De Bondt, Carmen Acosta, Stephanie Wescott, Naomi Pfitzner, Alexandra Phelan, Sarah McCook https://creativecommons.org/licenses/by-nd/4.0/
date: 2026-05-25
publication date: 2026-05-25
doi: 10.53761/1y6aaq52

Editorial: Epistemic (in)justice in higher education publishing
type: item
description: In a post-colonial age of persistent and sometimes pernicious change in higher education contexts and with increasing pressure for academics to demonstrate impact beyond their immediate spheres of teaching, critical perspectives on the dissemination of research is paramount. As individuals who are impacted by institutional structure and can impact on institutional structure, all practitioners and researchers are required to critically appraise their positionality and agency in higher education teaching and learning research. This includes reflecting on epistemic (in)justice, i.e. how their research activities feed into current power structures that determine whose knowledge counts and whose voices, ideas and perspectives are marginalised. Concurrently, all stakeholders involved in the publication process need to reflect on how the knowledge, or indeed, knowledges, that we prioritise either continue to colonise or decolonise the research field. Rather than only focusing on what we have added to the field, at all stages of the publication process, we need to question how this has possibly come at the expense of other equally valid but marginalised ways of doing and being.
subject: Editorial
  topic: section
subject: epistemic (in)justice
  topic: keywords
subject: decolonisation
  topic: keywords
subject: participatory research
  topic: keywords
subject: reflexivity
  topic: keywords
subject: Western-centrism
  topic: keywords
creator: Averil Grieve
creator: Alain de Sales
creator: Michael Adarkwah
creator: Nataliya Rumyantseva
rights: Copyright (c) 2026 Dr Averil Grieve , Dr Alain de Sales, Dr Michael Agyemang Adarkwah, Dr Nataliya Rumyantseva https://creativecommons.org/licenses/by-nd/4.0/
date: 2026-05-25
publication date: 2026-05-25
doi: 10.53761/eap0cs60

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-nd/4.0/
date: 2026-03-26
publication date: 2026-03-26
doi: 10.53761/za9grf14

“It Felt Like a Real Classroom”: Applying Pedagogical Care in Online Teaching and Learning Design
type: item
description: Online learning widens access to higher education for underrepresented students. A safe learning space that fosters relational dialogue is crucial for recognising the “complexities and wisdoms” that diverse learners bring to their studies as “whole people” (Motta & Bennett, 2018). However, flexible delivery can be challenging for engaging online learners in class dialogue, especially students who lack confidence to engage with peers and teachers (Lawrence et al., 2024). In response, action research was undertaken with “equity-like” students enrolled in all-online human service degrees to understand more about the barriers and enablers for joining class discussions. An applied framing of pedagogical care was then used to co-design and evaluate a dialogic learning activity dubbed the “care-full Zoom” with multiple ways to join the conversation in synchronous and asynchronous modes. Mapping care-full teacher qualities to student learning outcomes revealed practical ways that pedagogical care can be exercised in online learning design. Results show considerably improved student engagement with content, peers, and teachers following implementation of the care-full Zoom. Crucially, students reported greater confidence in their capabilities as students and as emerging lived experience practitioners. The findings are significant for supporting the growing numbers of underrepresented students accessing higher education through online study options.
subject: Educational Technology
  topic: section
subject: Pedagogical care, online learning design, relational dialogue, equity, human service education online
  topic: keywords
creator: Paula Rowe
rights: Copyright (c) 2026 Dr Paula Rowe https://creativecommons.org/licenses/by-nd/4.0/
date: 2026-05-25
publication date: 2026-05-25
doi: 10.53761/1404va60

From Experimentation to Integration: Embedding GenAI in Business Higher Education through the Lens of Constructive Alignment
type: item
description: As Generative Artificial Intelligence (GenAI) tools such as ChatGPT rapidly enter higher education, business educators face increasing pressure to integrate these technologies meaningfully into curricula. While emerging literature discusses AI integration in higher education broadly, limited empirical research has examined its practical application and pedagogical impact within business school contexts. This study addresses this gap by analysing 17 cases of GenAI adoption at one of Russel Group universities in UK during its first year of implementation. Adopting a qualitative case study approach, the research examines current practices of AI integration into the business curriculum, along with associated benefits, challenges, and influencing factors across cases. The findings reveal a clear trade-off between depth of integration and educational impact: curriculum-integrated modules reported enhanced student engagement, performance, and employability, while fragmented approaches were more susceptible to issues such as ethical concerns, overreliance, and inequality. The study extends Biggs’ theory of constructive alignment by demonstrating how GenAI can be embedded into existing pedagogical strategies without requiring full curriculum redesign. It offers both theoretical insights and practical guidance for aligning GenAI with strategic learning outcomes, supporting more coherent and sustainable adoption in business higher education.
subject: Educational Technology
  topic: section
subject: Generative Artificial Intelligence (GenAI)
  topic: keywords
subject: curriculum design
  topic: keywords
subject: constructive alignment
  topic: keywords
subject: business higher education
  topic: keywords
creator: Xue Zhou
creator: Qianqian Chai
creator: Bhuvana Chilukuri
creator: Jasmine Jing Yian Quach
rights: Copyright (c) 2026 Xue Zhou, Qianqian Chai, Bhuvana Chilukuri, Jasmine Jing Yian Quach https://creativecommons.org/licenses/by-nd/4.0/
date: 2026-05-25
publication date: 2026-05-25
doi: 10.53761/pc04tp05

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-nd/4.0/
date: 2026-05-25
publication date: 2026-05-25
doi: 10.53761/chatcg36

Teaching with Generative Artificial Intelligence: Enhancing Critical Thinking and Ethical Awareness in Academic Writing
type: item
description: This article explores the integration of artificial intelligence (AI) in an English course for Academic and Professional Communication, situated within the broader context of digital transformation in higher education and the evolving demands of academic integrity. Rather than restricting AI use, the study adopts a critical digital pedagogy approach to foster students' awareness of ethical and effective engagement with AI tools. The activities were designed to encourage reflective practices, promote critical analysis of AI-generated content, and establish clear guidelines for responsible use. These activities include setting explicit expectations for AI-assisted work, integrating reflective assessments to evaluate AI outputs, and designing tasks that strengthen students’ critical thinking and academic integrity. Additionally, the approach aims to improve students’ retention of the course content by encouraging them to use AI not as a shortcut, but as a means to actively reflect, process, and engage with the material explained in class. By interacting with AI to rephrase, question, edit, or elaborate on key concepts, students become more conscious of the content, reinforcing understanding and promoting deeper learning. The results suggest that the students developed a more nuanced understanding of the capabilities and limitations, enabling them to engage with it as a support tool rather than a substitute for the original work. The study concludes that structured integration of AI can enhance students' digital literacy, content retention, and critical thinking skills in the academic context.
subject: Special Issue: Generative AI Ethical Landscapes
  topic: section
subject: artificial intelligence
  topic: keywords
subject: language teaching
  topic: keywords
subject: writing
  topic: keywords
subject: critical thinking
  topic: keywords
creator: Hanane Benali Taouis
creator: Almudena Díaz García
rights: Copyright (c) 2026 Hanane Benali Taouis , Almudena Díaz García https://creativecommons.org/licenses/by-nd/4.0/
date: 2026-05-03
publication date: 2026-05-03
doi: 10.53761/28y4hw95

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-nd/4.0/
date: 2026-02-26
publication date: 2026-02-26
doi: 10.53761/5f1stz63

From Classroom Design to Newsroom Practice: Designing GenAI Assessment Intervention
type: item
description: Generative artificial intelligence (GenAI) presents journalism educators with a paradox. It promises efficiencies and new creative possibilities for students, yet threatens academic integrity, authorship, and the core values of the profession. This paper presents a practice-based curriculum intervention based on an ethical framework that embeds GenAI into undergraduate journalism assessment. The framework integrates Colin Beard’s Experiential Learning Design with Bloom’s revised taxonomy to scaffold students’ movement from human-only reporting tasks to AI-integrated work and critical reflection. Qualitative data from a second-year journalism unit at an Australian global campus in Sarawak, Malaysia, reveal that students already use GenAI strategically but hold deep concerns about accuracy, originality and disclosure. These findings inform the design of authentic, scaffolded activities that aim to convert students’ intuitive concerns into explicit competencies in ethical decision-making, prompt engineering and verification. The paper contributes a model that links Australian and institutional quality expectations to the realities of GenAI in journalism education in Malaysia campus.
subject: Special Issue: Generative AI Ethical Landscapes
  topic: section
subject: Gen-AI
  topic: keywords
subject: Journalism
  topic: keywords
subject: Ethics
  topic: keywords
subject: Assessment
  topic: keywords
creator: Ik Ying Ngu
creator: Denby Weller
rights: Copyright (c) 2026 Ik Ying Ngu, Denby Weller https://creativecommons.org/licenses/by-nd/4.0/
date: 2026-05-04
publication date: 2026-05-04
doi: 10.53761/4281ht04

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-nd/4.0/
date: 2026-02-26
publication date: 2026-02-26
doi: 10.53761/sxwqc628

Enhancing Simulation Training through Immersive Reality: MESH360
type: item
description: This paper critically evaluates the third prototype design iteration of an immersive reality (XR) enhanced simulation project in healthcare higher education. Drawing from design principles developed since the project’s inception in 2016, the research addresses a gap in current literature: whilst XR has demonstrated positive impacts on clinical skill development, examples of longitudinal studies and engagement with learning theory to inform the design of these environments remain limited. The MESH360 project applies design-based research (DBR) to explore the impact of XR-enhanced simulation for training novice and professional paramedics, triangulating participant feedback, observation, and biometric data. The resulting XR design principles provide a framework for transferable learning designs in high-risk, practice-based environments.
subject: Special Issue: Design-Based Research
  topic: section
subject: XR
  topic: keywords
subject: biometrics
  topic: keywords
subject: Design-based research
  topic: keywords
subject: healthcare education
  topic: keywords
subject: clinical simulation
  topic: keywords
creator: Stephen Aiello
creator: Thomas Cochrane
creator: Claudio Aguayo
rights: Copyright (c) 2026 Stephen Aiello, Associate Professor Thomas Cochrane, Associate Professor Claudio Aguayo https://creativecommons.org/licenses/by-nd/4.0/
date: 2026-06-09
publication date: 2026-06-09
doi: 10.53761/ma83x498

From Policy to Pedagogy: The Role of Academic Development in Supporting Educators’ Ethical Decision-Making About Generative AI
type: item
description: As generative AI (GenAI) tools increasingly influence higher education, instructors face urgent decisions about how to address these technologies in their teaching, often without institutional policies or clear guidance. This study examines how academic development can support educators in making ethical, pedagogically sound decisions about GenAI integration. Grounded in a practitioner inquiry framework, we analyse data from a workshop, Communicating about Ethical AI Use with Learners. Participants engaged in structured reflection, peer discussion, and syllabus policy drafting activities designed to surface values, clarify learning goals, and build confidence in communicating course-level GenAI expectations. Findings from participant-surveys (pre- and posttests) and workshop artifacts reveal that faculty overwhelmingly emphasize academic integrity in discussions of course AI policies, but also express concerns about equity, access, and student learning. Participants reported increased confidence in their ability to create and communicate GenAI policies after engaging in the workshop. We argue that academic development functions as ethical infrastructure, offering not only policy templates but also reflective space to support human-centred and context-sensitive decision-making. This article contributes a practice-informed model of GenAI ethics that can guide faculty developers and instructors in designing responsive learning environments. It offers insights for those seeking to foster ethical awareness, transparency, and pedagogical intentionality in a rapidly evolving technological landscape.
subject: Special Issue: Generative AI Ethical Landscapes
  topic: section
subject: academic development
  topic: keywords
subject: faculty development
  topic: keywords
subject: instructor decision-making
  topic: keywords
subject: Generative AI (GenAI)
  topic: keywords
creator: Breana Bayraktar
creator: Dayna Henry
creator: Jessica Taggart
creator: Timothy Ball
rights: Copyright (c) 2026 Breana Bayraktar, Dayna Henry, Jessica Taggart, Timothy Ball https://creativecommons.org/licenses/by-nd/4.0/
date: 2026-05-03
publication date: 2026-05-03
doi: 10.53761/f9hqrs77

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-nd/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-nd/4.0/
date: 2026-02-26
publication date: 2026-02-26
doi: 10.53761/v16abt43

Raising Ethical Awareness of GenAI Use Through Student Self-Assessment in the Transition to Higher Education
type: item
description: Raising students’ ethical awareness of generative artificial intelligence (GenAI) is critical as higher education responds to rapid technological change. This study investigates how guided reflection embedded within self‑assessment can support students to engage responsibly and confidently with GenAI in learning and assessment, while maintaining academic integrity. The self‑assessment, designed to foster readiness and learner agency, prompted students to reflect on their use of GenAI for critical thinking, writing, and understanding disciplinary concepts, positioning them as reflective practitioners capable of navigating ethical dimensions of AI use. Data were collected through pre‑ and post‑semester surveys administered to commencing university students. Likert‑scale items measured confidence in academic and digital literacies, while an open‑text response invited reflection on the ethical implications of GenAI. Qualitative data were thematically analysed to examine ethical engagement and emerging learner agency. Findings indicate that students recognised both the benefits and limitations of GenAI, demonstrating ethical awareness and critical evaluation of its role in academic work. Reflections revealed tensions between efficiency and academic integrity, as well as uncertainty about institutional expectations. Students also reported an increased sense of personal responsibility, describing the reflective process as confidence‑building during their transition to university study. The evolving role of educators involves supporting students to engage critically and responsibly with emerging technologies. Embedding GenAI‑focused reflection within self‑assessment reframes ethical inquiry as a pedagogical strategy. This study contributes to scholarship on ethical GenAI use and offers a scalable, student‑centred approach that can be adapted across disciplines and year levels.
subject: Special Issue: Generative AI Ethical Landscapes
  topic: section
subject: ethical use of GenAI
  topic: keywords
subject: reflection
  topic: keywords
subject: academic integrity
  topic: keywords
subject: learner agency
  topic: keywords
subject: higher education
  topic: keywords
creator: Michelle Pedlow
creator: Justine Maldon
rights: Copyright (c) 2026 Michelle Pedlow, Justine Maldon https://creativecommons.org/licenses/by-nd/4.0/
date: 2026-05-03
publication date: 2026-05-03
doi: 10.53761/39ey1895

Teaching profiles and their relationship to perceptions of student learning of generic skills in the Hungarian higher education context
type: item
description: Teachers’ approaches to teaching, which are understood as the interplay between their intentions in a given teaching situation and the strategies they employ, have been widely examined in higher education research. However, this concept has not been sufficiently studied in relation to teaching generic skills, despite universities increasingly recognising their importance. Addressing this gap in the present study, we examined higher education teachers’ approaches to teaching and their perceptions of student learning of generic skills. Conducted in the Hungarian higher education context, where research on teaching generic skills remains scarce, the study provides novel insights. A total of 221 university teachers filled in the online questionnaire. The data were analysed using Pearson’s correlations, cluster analysis, the Chi-square test, and a one-way ANOVA. Three distinct teaching profiles emerged: interactive-organised, transmissive, and mixed. These profiles were associated with different perceptions of how students develop generic skills such as critical thinking, collaboration, multidisciplinary skills, and self-regulation. Disciplinary background also played a role in shaping profile distribution. Overall, the findings provide context-sensitive insights into how teaching approaches influence perceptions of generic-skill learning and extend the validity of the instrument in a cross-national context.
subject: Academic Development
  topic: section
subject: Approaches to teaching
  topic: keywords
subject: Higher education
  topic: keywords
subject: Generic skills
  topic: keywords
subject: Hungarian Universities
  topic: keywords
creator: Natia Bendeliani
creator: Tarja Tuononen
rights: Copyright (c) 2026 Natia Bendeliani, Tarja Tuononen https://creativecommons.org/licenses/by-nd/4.0/
date: 2026-05-25
publication date: 2026-05-25
doi: 10.53761/zdtf8p33

Agentic Engagement with Educational AI Chatbots Among Pre-service Teachers: A Mixed-Method Study in Qatar
type: item
description: Agentic engagement captures students’ intentional efforts to shape their learning environment and co-create their educational experiences. However, there is limited understanding of why engagement with educational artificial intelligence (AI) chatbots varies among students, particularly among pre-service teachers, and agentic engagement is often overlooked in AI-mediated instruction. This mixed-method study explored engagement with an AI chatbot among 33 pre-service teachers enrolled in a classroom management course at one university in Qatar. Guided by self-determination theory and agentic engagement, we analysed 2,189 chatbot messages and end-of-course interviews, and classified participants into high, medium, and low engagement groups. The findings showed that high-engagement students used the AI chatbot autonomously for clarification and assignments, although they expressed minimal ethical concerns. Medium-engagement students balanced selective use with collaboration and raised concerns about plagiarism. Low-engagement students engaged only sporadically, placed greater value on instructor guidance, and expressed mixed ethical views. Overall, the results highlighted the potential of AI chatbots to support autonomy and competence, while also revealing gaps in relatedness and risks of overreliance. This study contributes to engagement theory by showing that frequency of use can mask different forms of agentic engagement, including selective use and agentic refrain. It also underscores the need for thoughtful integration, supported by instructor guidance, to promote balanced, ethical and reflective engagement.
subject: Educational Technology
  topic: section
subject: Engagement
  topic: keywords
subject: educational chatbots
  topic: keywords
subject: artificial intelligence
  topic: keywords
creator: Youmen Chaaban
creator: Soon-Gyo Jung
creator: Bernard J Jansen
rights: Copyright (c) 2026 Youmen Chaaban, Soon-Gyo Jung, Bernard J Jansen https://creativecommons.org/licenses/by-nd/4.0/
date: 2026-05-25
publication date: 2026-05-25
doi: 10.53761/r4ttan25

Navigating the Higher Education Landscape: What Hope do Enabling Students Have?
type: item
description: 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.
subject: Student Experience
  topic: section
subject: Enabling education
  topic: keywords
subject: Enabling students
  topic: keywords
subject: hope
  topic: keywords
subject: equity students
  topic: keywords
subject: access
  topic: keywords
subject: equity
  topic: keywords
creator: Trixie James
creator: Tracey Muir
creator: Nicoli Barnes
rights: Copyright (c) 2026 Professor Tracey Muir, Dr Trixie James, Nicoli Barnes https://creativecommons.org/licenses/by-nd/4.0/
date: 2026-05-25
publication date: 2026-05-25
doi: 10.53761/c61k5244

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-nd/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-nd/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-nd/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-nd/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-nd/4.0/
date: 2026-02-26
publication date: 2026-02-26
doi: 10.53761/20z06b11

Autoethnographic Reflections of Constructivist and Student-Centred Teaching in Internationalised Undergraduate Classrooms
type: item
description: 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.
subject: Special Issue: Decolonising Education
  topic: section
subject: Reflexive Pedagogy
  topic: keywords
subject: Student-Centered Learning
  topic: keywords
subject: Intercultural Dialogue
  topic: keywords
creator: Bryce Anderson
rights: Copyright (c) 2026 Bryce Anderson https://creativecommons.org/licenses/by-nd/4.0
date: 2026-06-19
publication date: 2026-06-19
doi: 10.53761/pm6kcm75

“Didn’t Have to Melt My Eyeballs”: Student Responses to Learning by Podcast in Journalism Education
type: item
description: This article uses a case study to explore how undergraduate students in a journalism class engaged with an educator-produced podcast as a pedagogical tool for asynchronous learning replacing out-of-class readings, and the podcast’s effectiveness in improving student learning outcomes. It highlights how both podcast production elements and curriculum design were considered to help refresh a journalism subject and engage students more deeply in their learning. A student survey revealed a strong preference for learning via podcast than other media, and that the podcast was both enjoyable and useful for their learning. End of semester results also provided strong evidence for the podcast’s effectiveness in enabling positive learning outcomes. The study delivers new insights into what key factors make podcasting an effective pedagogical tool in university education and illustrates the benefits of educators tailoring teaching resources to students’ media consumption habits.
subject: Educational Technology
  topic: section
subject: podcasting
  topic: keywords
subject: pedagogy
  topic: keywords
subject: technology
  topic: keywords
subject: journalism
  topic: keywords
subject: media
  topic: keywords
subject: education
  topic: keywords
creator: Dylan Bird
creator: Louisa Lim
creator: Wajeehah Aayeshah
creator: Niles Zhao
rights: Copyright (c) 2026 Dylan Bird, Louisa Lim, Wajeehah Aayeshah, Niles Zhao https://creativecommons.org/licenses/by-nd/4.0/
date: 2026-05-25
publication date: 2026-05-25
doi: 10.53761/y4gabf95

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-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-nd/4.0/
date: 2026-02-26
publication date: 2026-02-26
doi: 10.53761/p6wny396