Vol. 23 No. 1 (2026): Quarterly Issue 1

Student evaluations of teaching (SETs) have been a longstanding form of data intended to provide feedback on teaching from the student perspective. Little work has been done prior to this study to systematically explore how SET data is

Student evaluations of teaching (SETs) have been a longstanding form of data intended to provide feedback on teaching from the student perspective. Little work has been done prior to this study to systematically explore how SET data is applied as part of research on teaching and learning and how/what data is being used in this form of scholarship. Through a scoping review of 223 studies and a survey with individuals engaging in research on teaching and learning (n = 47), this study offers insight into how SET data can and is being used in scholarship on teaching and learning, and common barriers to their use for research purposes. For example, concerns regarding data quality, inherent bias in the tool, access to data, and SET design limitations were identified as challenges to use. Despite such barriers, the results of this work indicate SETs are frequently used in a less formal capacity to improve teaching and learning practice and that the data is largely used in combination with other forms of evidence to provide empirical insight into teaching practices. Pathways for institutions to enhance access to SET data and develop processes for contextualizing it in ways that support faculty in using the information to improve their teaching are discussed.

With greater diversity in student cohorts globally, higher education institutions are seeking innovative curriculum delivery forms which better serve students’ learning needs and improve their learning experiences. Immersive block models

With greater diversity in student cohorts globally, higher education institutions are seeking innovative curriculum delivery forms which better serve students’ learning needs and improve their learning experiences. Immersive block models are one such innovation that can make a sustained, positive difference to student outcomes, yet their impact across disciplines is underexplored. This study examined student achievement (N = 92,461) and satisfaction (N = 26,298) across nine discipline groups at a public Australian university that has moved all coursework units into a 6-week immersive block model. Inferential statistical tests were used to compare results between the traditional semester and immersive block delivery over four years, as well as with results from control groups that stayed in the traditional model. Results demonstrate that the immersive block model was effective for delivering learning across all discipline groups with a statistically significant, positive impact on the academic success of students across seven of the nine discipline groups analysed. Strong improvements in student success were observed in a broad array of subject areas, including Natural and Physical Sciences, Society and Culture, Information Technology, Creative Arts, and Management and Commerce. Satisfaction results statistically improved when compared with the traditional semester model in the discipline areas of Information Technology and Management and Commerce. While such findings are encouraging, further investigation is required into causes of lower satisfaction in other disciplines.

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

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.

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

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.

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

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.

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)

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.

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

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.

Corruption within the leadership and management of Nigerian higher education is a substantial impediment to the sector's capacity to foster social and economic advancement. This study aims to understand the various forms of academic

Corruption within the leadership and management of Nigerian higher education is a substantial impediment to the sector's capacity to foster social and economic advancement. This study aims to understand the various forms of academic corruption among leaders in Nigerian higher education institutions (HEIs) and identify potential remedies for corrupt practices. Employing a systematic literature review methodology across Web of Science, Scopus, ERIC, DOAJ, and Google Scholar, 33 papers were included in the analysis, all of which highlighted the prevalence and rising concern of corruption among Nigerian higher education leaders and management. Findings indicate the most common forms of corruption are bribery, misappropriation of funds, favouritism/nepotism, embezzlement, and selling of admission and appointments. The proposed solutions emphasise strengthening anti-corruption agencies, promoting accountability, implementing ethical re-engineering, and leveraging technology.

This study examines the leadership roles of operational-level leaders in navigating quality imperatives, involving 1,029 academic staff from three public universities in Ethiopia. A cross-sectional quantitative survey design was employed

This study examines the leadership roles of operational-level leaders in navigating quality imperatives, involving 1,029 academic staff from three public universities in Ethiopia. A cross-sectional quantitative survey design was employed, and data were analysed using partial least squares structural equation modelling (PLS-SEM) with SmartPLS-4. Although current quality assurance practices remain misaligned with these imperatives, the study confirms that leaders play a crucial role in navigating them. Findings also demonstrate the importance of leadership in integrating quality imperatives to underpin quality improvement across higher education institutions. The study highlights the need to challenge top-down quality assurance models and foster distributed, participatory leadership cultures. It introduces a quality imperative inventory capturing four leadership dimensions that offer both a conceptual framework and a practical tool for linking leadership practices with context-specific and international demands. The study presents a leadership model that embeds quality imperatives into leadership practices, enabling institutions to shift from compliance-driven quality assurance systems to sustainable, inclusive, and trust-based quality cultures, positioning quality as an institutional value rather than an externally imposed requirement. This model provides theoretical insight and practical guidance for sustainable quality improvement in national and global higher education landscapes. Recommendations include empowering leaders, integrating the four imperatives into existing quality assurance systems, reviewing leadership policies, and advancing research through cross-national, longitudinal, and stakeholder-inclusive approaches.

This study explored the perceptions of a purposive sample of experienced educators teaching sustainable development at an Australian university, on the building of socio-emotional competencies in their students. Educators responded to a

This study explored the perceptions of a purposive sample of experienced educators teaching sustainable development at an Australian university, on the building of socio-emotional competencies in their students. Educators responded to a series of in-depth interview questions concerning their observations of their students’ reactions to the volatile, uncertain, complex, and ambiguous (VUCA) nature of sustainable development, how they manage these reactions, and the benefits and barriers to teaching socio-emotional competencies to prepare students for sustainability challenges. An interpretive phenomenological analysis was used to provide a concise exploration of educators’ lived 'classroom' experiences, and to add methodological diversity to the field. This analysis revealed observed inequities in learning and coping amongst students in response to VUCA, and the need for educators to manage these responses, often spontaneously, by drawing predominantly on personal experiences from their diverse disciplinary backgrounds. Importantly, educators report a lack of confidence in adequately preparing students for VUCA. The research lays a foundation for future inquiry into the actual experiences of students learning sustainable development, and highlights the need for the professional development of in-service educators, to equip them with tools to effectively integrate sustainability pedagogies into their teaching practice.

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

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.

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

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.

While universities worldwide transitioned online for necessity, many now continue blended or online programs due to growing interest. Higher education is also exploring innovative intensive learning and teaching models. One example is the

While universities worldwide transitioned online for necessity, many now continue blended or online programs due to growing interest. Higher education is also exploring innovative intensive learning and teaching models. One example is the Southern Cross Model (SCM), promoting focused learning using immersive teaching, active learning, and guided learning to encourage autonomy and promote community. An anonymous online survey explored international and domestic health students’ experience of the SCM, identifying current satisfaction with and self-confidence in learning and subjective perception of the SCM. A total 105 students completed the survey, 69.5% domestic (n=73) and 30.5% international (n=32). Domestic students reported significantly greater learning satisfaction (Mdn = 25.00) than international students (Mdn = 20.50; U = 701.50, z = -3.46, p <.001), as well as higher self-confidence than international students (Domestic Mdn = 36.00; International Mdn = 32.00; U = 862.00, z = -2.15, p = .032). All students acknowledged the intensity and challenge of the SCM, but international students found it more overwhelming and isolating. In contrast, domestic students reported enhanced motivation and engagement. These findings emphasise student experiences in intensive teaching pedagogies are evaluated, providing a foundation for tailored support programs supporting all students to thrive in new educational approaches.

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

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.

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

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.

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

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.

This article explores the pedagogical framework of Charles Darwin University’s First Nations pre-law program, as developed by its coordinators. It will explore the historical background of the program and the reasons why programs such as

This article explores the pedagogical framework of Charles Darwin University’s First Nations pre-law program, as developed by its coordinators. It will explore the historical background of the program and the reasons why programs such as this are important to the aim of increasing participation of minority groups at Universities. The pre-law program is a small but vitally important initiative that leads to a direct increase in the number of Aboriginal and Torres Strait Islander Peoples taking up the study of law. The authors show that through mutual respect and culturally responsive mentoring, the teaching team cultivates a culturally safe learning environment within the colonial structure of the university. The paper reflects on the challenges and successes of delivering this unique enabling program, highlighting strategies that promote inclusion and enhance First Nations participation in legal education.

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

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.

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

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.