Vol. 22 No. 1 (2025): Quarterly Issue 1

Compassion was a theme of the COVID-19 pandemic era scholarship. The traumatic nature of the pandemic experience for many led to a greater humanising discourse around education, alongside the need to be embracing pedagogies of compassion

Compassion was a theme of the COVID-19 pandemic era scholarship. The traumatic nature of the pandemic experience for many led to a greater humanising discourse around education, alongside the need to be embracing pedagogies of compassion. This scoping review investigates how compassionate pedagogy is conceptualised and realised in contemporary higher education contexts. Through a systematic search across electronic databases, 25 relevant articles were identified. Findings suggest that there was no consistent definition of compassionate pedagogy in the included literature. The authors synthesised these studies to propose a working definition which has four key components: a noticing of suffering, distress or disadvantage in the learning environment; a commitment to address or mitigate the suffering, distress, or disadvantage; the promotion of wellbeing and flourishing; and a concern for the whole student as a person beyond the cognitive role of education alone. The review explores the realisation of compassionate pedagogy at various levels, including institutional, program (curriculum), module, and individual lecturer perspectives. Further research should investigate the perspectives of students on how compassionate pedagogy can be realised. Institutional perspectives would also be beneficial to understand how compassionate values, policies, and leadership cascade down to the student and staff experiences of compassionate pedagogy in the classroom.

This article explores the potential of compassion and self-compassion as pedagogical concepts for allied health education in universities. Compassion and self-compassion have long histories in philosophy and religion. They are argued as

This article explores the potential of compassion and self-compassion as pedagogical concepts for allied health education in universities. Compassion and self-compassion have long histories in philosophy and religion. They are argued as essential to transformational learning, and for cultivating the civic-mindedness and moral dispositions necessary for ethical conduct in a complex multicultural and diverse world. Yet, the neoliberal transformation of universities has created environments characterised by competition and individualism, negatively affecting the well-being of students and educators. Under such conditions, a return to compassion and self-compassion as guiding principles is warranted. In this article, we address the question: What can a pedagogy of compassion and self-compassion bring to the teaching and learning context of allied health education in a university setting? We argue that there is strong evidence that compassion and self-compassion improve learning and the student experience, which can support critical thinking, emotional awareness, and advanced interpersonal skills required in allied health professions.

This exploratory qualitative study examines the experiences of Bachelor's students in an extracurricular interdisciplinary module alongside their disciplinary Bachelor’s programme. We conducted semi-structured interviews with 15

This exploratory qualitative study examines the experiences of Bachelor's students in an extracurricular interdisciplinary module alongside their disciplinary Bachelor’s programme. We conducted semi-structured interviews with 15 second-year Bachelor’s students from a large research university to systematically analyse 1) the challenging and motivational factors they experience during their participation in the module, and 2) the learning outcomes they perceive to have attained in the module. The analyses of the interview data reveal that students are motivated by acquiring new theories and skills from other academic disciplines. However, they face difficulties in mastering the new academic jargon. Making connections with prior knowledge is stimulating. Repetition and lack of connection to pre-existing disciplinary knowledge hinder motivation. The perceived attained learning outcomes include gaining insights into other academic disciplines, engaging with different terminology and theories of disciplines, and understanding different disciplinary perspectives. Students report to have improved communication skills and recognised the value of interdisciplinary collaboration. As a practical implication, we suggest three guidelines for interdisciplinary teaching: establishing a common ground, actively contrasting disciplines, and adopting a gradual integration approach. It is recommended that future research includes lecturer experiences and curricular interdisciplinary programmes.

Z-library, an electronic book (ebook) website, was shut down in November 2022 for cybercriminal activity. This created a milieu to investigate its educational significance in higher educational institutes. Adopting social representation

Z-library, an electronic book (ebook) website, was shut down in November 2022 for cybercriminal activity. This created a milieu to investigate its educational significance in higher educational institutes. Adopting social representation theory, this article explores 134 comments in r/Z-Library a Reddit subforum populated across social media during the takedown. These users’ views are contextualised against opinions from 103 Higher Education (HE) postgraduate students in China, who were engaged in a qualitative study including a survey, focus group and ethnographic observation of a classroom debate. Analysis found an overlap between both groups and suggests that universities need to re-consider digital divides faced by socioeconomically disadvantaged students. Academic poverty, caused by the cost of academic literature and journals, was found to drive students and social media users towards piracy. The article concludes by recommending that universities must consider how to reduce piracy, as institutional libraries move into post-digital futures. These recommendations highlight, then, that if learners must resort to ‘academic cybercrime’ a rethink is needed about how universities enable a culture of lifelong learning.

This study investigates the practical characteristics of Earth science mock lessons utilising generative artificial intelligence (GenAI). To accomplish this, the researcher developed a one-session Earth science mock lesson employing GenAI

This study investigates the practical characteristics of Earth science mock lessons utilising generative artificial intelligence (GenAI). To accomplish this, the researcher developed a one-session Earth science mock lesson employing GenAI, following a five-week preparation phase. Three pre-service teachers from the Earth Science Education Department at University A’s College of Education participated in the study. Data collection included all written materials related to the GenAI-integrated instructional plan (lesson plans, instructional resources, activity sheets, all texts used in interactions with the GenAI, and pre-service teachers' self-assessments following the mock lesson), as well as video footage and audio recordings of the mock lesson, and semi-structured interviews conducted post-lesson. The GenAI-enhanced Earth science lesson plans were analysed using the TIAR evaluation rubric to explore the strengths, considerations, and potential of GenAI-integrated instruction. Furthermore, anticipated learning outcomes were examined using an AI literacy framework. Findings indicate that the Earth science mock lessons demonstrated intentional GenAI utilization regarding learning objectives, instructional models and strategies, and assessment. While the lessons revealed instrumental advantages of GenAI in an instructional context, the need for a critical approach to avoid over-reliance on the technology was emphasized. Anticipated learning outcomes from the mock lessons were found to encompass the affective, behavioural, cognitive, and ethical domains of AI literacy. This study empirically applies GenAI in Earth science education, examining GenAI-related learning outcomes and is anticipated to positively impact pre-service teachers' pedagogical competencies through technology-enhanced instruction.

This study investigates how Positive Psychology (PP) techniques might enhance the well-being of English language teachers working in East Asian higher education settings. Positive psychology programs to support teacher well-being have been

This study investigates how Positive Psychology (PP) techniques might enhance the well-being of English language teachers working in East Asian higher education settings. Positive psychology programs to support teacher well-being have been rolled out across many institutions, but evaluation of their impact is lacking. Online focus groups were conducted with 86 English language teachers (70% female) from institutions in China, Hong Kong, Japan, South Korea, and Thailand. Participants had completed at least one hour of training on mindfulness and gratitude practices, and two core PP interventions designed to improve resilience and emotional well-being. The focus groups were facilitated by a trained qualitative researcher with expertise in Positive Psychology, who encouraged participants to reflect on their experiences with PP techniques and their perceptions of the strategies most beneficial to their personal and professional growth. Thematic analysis of the data revealed several key themes, including the role of PP in fostering resilience, improving stress management, and enhancing professional relationships. Teachers highlighted gratitude and mindfulness practices as effective in maintaining a sense of purpose and creating positive classroom environments. The findings underscore the potential of PP interventions to significantly enhance teacher well-being in higher education settings. These results are discussed in relation to their implications for designing culturally relevant and institutionally tailored PP programs to better support educators.

Group work is a commonly used and highly regarded learning tool in tertiary education. While previous research has examined collaboration within higher education contexts, no study has investigated student preferences and experiences

Group work is a commonly used and highly regarded learning tool in tertiary education. While previous research has examined collaboration within higher education contexts, no study has investigated student preferences and experiences across different years of study. This is essential for a better understanding of how to effectively integrate collaborative learning into the undergraduate curriculum. The present study surveyed first year, second year and senior (3rd and 4th year) undergraduate students (n = 100 per group) to gather insights regarding their experiences with collaborative learning as a function of year of study and in both in-person and online contexts. Overall, preferences regarding group composition (e.g., group size) and experiences regarding group work (e.g., efficiency, motivation, satisfaction, stress) were consistent across the year of study. However, notable shifts in experiences were observed, particularly from first to second year, with respect to instructor-related variables (i.e., group formation strategies, leadership opportunities) and student-related variables (i.e., perceived difficulty producing assignments, level of collaboration in groups, learning experiences and enjoyment). Some differences were also observed between in-person and online contexts. Implications for future studies and instructional design are discussed.

The study assessed undergraduates’ procrastination and self-determined academic motivation during the Covid-19 pandemic compared with pre-pandemic times. Participants were 1,486 students attending public universities from

The study assessed undergraduates’ procrastination and self-determined academic motivation during the Covid-19 pandemic compared with pre-pandemic times. Participants were 1,486 students attending public universities from Buenos-Aires-City-and-environs in Argentina (Mage = 26.74, SD = 7.88; 85% female, 15% male). A subtotal of 905 (61%) students participated pre-pandemic (January 2020) during face-to-face learning, and 581 (39%) participated during the pandemic (July 2021) during online learning. At both times, participants provided sociodemographic information and completed the Tuckman Procrastination Scale and the Academic Motivation Scale. Hierarchical multiple regression analyses were conducted to assess the relations between procrastination and academic motivation in students before compared to during the pandemic. A small but significant increase in procrastination was observed when comparing the pre- and during- pandemic groups: the risk of being classified as a procrastinator during the pandemic was estimated to be 22% higher (CI95 = 9%, 35%) compared with pre-pandemic times. Academic motivation was observed to remain stable, indicating evidence of minimal pre-during pandemic differences. Results suggest that, during the pandemic, procrastination in students rose, but academic motivation remained stable. These findings provide novel insights into psychological variables that affect student learning. In this vein, educators should be aware that students could procrastinate more within online learning contexts during a pandemic; thus, further research is needed to understand how to support students in this context.

The COVID-19 pandemic transformed the landscape of higher education, compelling institutions worldwide to swiftly adopt remote learning modalities. This study delves into the lived experiences of undergraduate students amidst the

The COVID-19 pandemic transformed the landscape of higher education, compelling institutions worldwide to swiftly adopt remote learning modalities. This study delves into the lived experiences of undergraduate students amidst the unprecedented shift brought on by the pandemic. The aim was to explore undergraduate students’ experiences of remote learning during the COVID-19 pandemic. Data were collected in two focus groups with nine undergraduate students from a London university recruited as part of a larger, mixed methods study exploring the effects of COVID-19 on undergraduate academic stress, motivation and coping over time. Students described the effect of lockdown and the shift to online learning on academic stress, motivation and student experience. Findings showed that both individual and contextual factors influenced students’ perceived adaptation to online teaching and learning stemming from the closure of higher education institutions. Institutions will want to take note of the importance of (in-person) interaction on campus between students and staff, alongside the role of potentially positive aspects of online teaching when used in addition to face-to-face teaching. These insights may be of particular interest in the context of the wider ongoing transformation of higher education provision.

Online learning has become more common since the COVID-19 pandemic, but limited research has examined factors affecting students' ability to transfer learning from online to the real world. This mixed-methods study explored the

Online learning has become more common since the COVID-19 pandemic, but limited research has examined factors affecting students' ability to transfer learning from online to the real world. This mixed-methods study explored the relationships between higher-order thinking skills, namely cognitive presence and self-regulation, and their roles in learning transfer in an online postgraduate medical sonography course in an Australian University. Performance data was evaluated for 53/54 students who allowed their online learning platform data, grades, and written contributions to learning tasks to be collected. Students also completed questionnaire measures of cognitive presence and online self-regulation, and seven students were interviewed about learning transfer. Cognitive presence and online self-regulation strategies were positively correlated. Interviews revealed that internal factors, such as cognitive presence and self-regulation, and external factors, such as supervisor support and workload, affected online learning transfer. Student performance indicated a high percentage of the Resolution phase of cognitive presence, which means near transfer. Our results suggest that cognitive presence and self-regulation can enhance students’ ability to transfer learning within and beyond the course. Despite the complexities in online pedagogy, educators should create online content to foster cognitive presence and self-regulation to enhance students’ ability to transfer learning to the real world.

The need to prioritise student engagement through inclusive, student-centred education is increasingly recognised in higher education institutions across the UK. This study investigates how incorporating the student voice can transform a

The need to prioritise student engagement through inclusive, student-centred education is increasingly recognised in higher education institutions across the UK. This study investigates how incorporating the student voice can transform a challenging core module within a Business Management degree. Students need to be viewed as customers and be listened to, as they invest significant time and resources into their education. Consequently, the student voice has become crucial as universities strive to achieve high NSS scores, improve rankings, and reduce attrition rates, which impact revenue. By making proactive changes with students at the heart of decision-making, this study employs a three-stage mixed-methods approach involving secondary data, pre-intervention interviews, and post-intervention focus groups to explore how student feedback informed pedagogical changes in an Accounting and Finance module. The findings highlight the value of co-creation with students, demonstrating that such engagement can enhance academic performance and lead to higher pass rates.

The arrival of COVID-19 in 2020 marked a radical change to the university learning environment. With lockdowns and restrictions of various kinds, teaching and learning within the university had to shift to online and alternative modes of

The arrival of COVID-19 in 2020 marked a radical change to the university learning environment. With lockdowns and restrictions of various kinds, teaching and learning within the university had to shift to online and alternative modes of delivery within a short space of time. While life has gradually returned to ‘normal’ and students are increasingly physically present on campus, patterns of attendance and engagement seem to have altered. Although, anecdotally, many students have reported a renewed appreciation of face-to-face teaching – particularly in relation to learning a foreign language – there appears to be an overall drop in on-campus attendance since COVID. This study investigated students’ reasons for attending or not attending face-to-face language classes. The aim was to inform changes to the teaching and delivery of our courses that could increase student attendance, engagement and overall retention. Through an online survey focusing on different factors that influence student attendance – using a combination of multiple choice, ranking, and open-ended questions – the study identified key reasons for students’ decisions around class attendance.

Attention to students and their education experiences has become increasingly important in the 21st century. Student experience - particularly active and agentic practices captures in terms like 'student voice' and 'partnership' - was an

Attention to students and their education experiences has become increasingly important in the 21st century. Student experience - particularly active and agentic practices captures in terms like 'student voice' and 'partnership' - was an obvious choice in response to Journal of University Teaching and Learning Practice (JUTLP) editors' commissioned series of literature reviews analysing 20 years of the journal's publications. A hybrid method for the systematic review was guided by the question: What has been published about student voice and partnership in JUTLP, and how has this scholarship evolved over the journal's 20-year history? A student voice and partnership framework adapted from Fielding (2004, 2012) was developed to provide theoretical guidance for the review. In total, 92 publications were identified and described quantitatively (year, country, research design, etc) and qualitatively using reflexive thematic analysis. Overall, the findings show increased publications over time that document active student involvement in developing, shaping ,designing, evaluating or researching alongside staff. The upward trend of partnership is a marked change from early JUTLP publications that studied students as objects of research and sources of data with passive roles in education practices and student life activities. The trend is toward students as active, agentic participants, partners and leaders in shaping and influencing their education experiences. Moving into the next 20 years, the JUTLP community is urged to engage with students as co-authors, co-researchers, and co-designers to report on educational praxis with staff and to open up new avenues for student contributions to knowledge and the mission of JUTLP.