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

DOI: https://doi.org/10.53761/e5ssm516

Published: 2026-02-26

Editorial

The Essay and Multiple Choice Questionnaires Are Not Dead, But No Longer Enough: Generative AI and Assurance of Learning

Dr Joseph Crawford, Associate Professor Rachel Fitzgerald, Professor Louise Taylor
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Commentary

Is Generative Artificial Intelligence a Social Other for Parasocial Support in a Loneliness Epidemic?

Dr Joseph Crawford, Associate Professor Kelly-Ann Allen, Professor Roy F. Baumeister, Professor Michael Cowling
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Authorship Statement for Generative Artificial Intelligence: Assuring Trust and Accountability

Dr Joseph Crawford, Dr Alison J. Purvis, Dr Averil Grieve, Professor Louise Taylor
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Curriculum and Assessment Design

What and How: Investigating the Use of Student Evaluations in Scholarship of Teaching and Learning Research

Robyn Moore, Dr Jill M. McSweeney, Dr Elizabeth A. L. Gillis
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The Impact of an Immersive Block Curriculum on Student Achievement and Feedback across Disciplines

Professor Thomas Roche, Dr Elizabeth Goode, Professor Erica Wilson
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Students' Engagement with Online Quiz-Based Flipped Classroom: The role of Gender

Kamaludeen Samaila, Hosam Al-Samarraie, Bronwen J Swinnerton
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Feedback matters: Community placement assessment in a rural medical cohort via video commentary

Margaret Simmons, Julie Willems, Marianne Tare
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Reimagining success and failure: equitable assessment practices in an age of AI

Professor Mollie Dollinger, Dr Juuso Nieminen
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The Four-Component Instructional Design (4C/ID) Model in Higher Education: A Systematic Literature Review

Guojuan Qi, Lingyun Ji, Associate Professor Yumei Zhang, Associate Professor Jamalsafri Bin Saibon
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Academic Development

Hope and its Applications: A Scoping Review

Dr Elaine Khoo, Dr Alice Beban, Dr Clare M. Mouat, Kymberley Kennedy
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Educational Leadership and Management

A systematic literature review of academic corruption (2005-2025) in the Nigerian higher education context

Miracle Uzochukwu Okafor, Dr. Amina A. Juma
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Gauging the leadership roles of higher education leaders in advancing quality imperatives via structural equation modelling

Eshetu Mandefro, Professor Tesfaye Semela, Ashebir Bezabhi
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Educational Psychology

Teaching in a volatile, uncertain, complex and ambiguous world

Filia Garivaldis, Gitanjali Bedi, Stathi Paxinos, Kelly-Ann Allen, Annette Bos
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Can a Failure‑Focused Workshop Decouple Competence‑Contingent Enjoyment? Evidence from First‑Year University Students

Luke Wilkins, Kate Perry, Marlena Calo, Minh Huynh
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Student Experience

Intercultural learning and motivation in the second language classroom: Intersecting teacher and student perspectives

Giuseppe D'Orazzi, John Hajek
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Health Students' Experiences in an Innovative University Teaching Model: The Good, the Bad, the Challenging

Jena Buchan, Michelle Bissett, Indianna Laing, Ya-Ling Huang, Jacky Zhang, Elizabeth Emmanuel, Fiona Naumann
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Student Perceived Agency in Higher Education

Elina Vaara, Päivikki Jääskelä, Asko Tolvanen, Maarit Arvaja, Anne Eskola, Kati Vasalampi
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‘We’re all in it together’: Student perspectives on compassionate pedagogy in higher education

Amy Tomlinson, Clare Killingback
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Unpacking Influences of Socioeconomic status and Self-Regulation on Transition to Higher Education: A Systematic Review

Nazirah Mahmud, Márta Lesznyák
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Crossing a Bridge at Ground Zero: Teaching a First Nations Pre-Law Enabling Program

Susan Bird, James Parfitt Fejo
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Fostering the process of belonging online through teaching and learning interactions

Karla Coutts, Dr Elicia Lanham, Dr Sophie Mckenzie, Professor Jane Mills
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