Vol. 23 No. 2 (2026): Quarterly Issue 2

This study examines how team-teaching climate relates to students’ perceptions of their role conflict and role clarity, and how these perceptions influence perceived competency and satisfaction in higher education. Data were collected from

This study examines how team-teaching climate relates to students’ perceptions of their role conflict and role clarity, and how these perceptions influence perceived competency and satisfaction in higher education. Data were collected from 184 undergraduates enrolled in a team-taught course at a large public American university. Participants completed an online survey measuring perceptions of team-teaching climate, role conflict and role clarity, and learning outcomes related to satisfaction and competency. A mixed-methods design was employed, combining quantitative survey analysis with qualitative student feedback from open-ended course evaluations. Results indicate that a positive team-teaching climate is significantly associated with lower levels of role conflict and higher levels of role clarity. Further, role conflict is negatively related to perceived competency and satisfaction, whereas role clarity shows a positive relationship with learning outcomes. Qualitative findings provide contextual insight into how students experience instructional coordination, clarity, and confusion in team-taught courses, reinforcing and elaborating upon the quantitative results. Together, these findings underscore the importance of faculty development initiatives that support effective communication, coordination, and consistent instructional messaging in team teaching. By clarifying how team-teaching climate shapes students’ role perceptions and learning outcomes, this study contributes to both theory and practice in collaborative teaching in higher education.

As generative artificial intelligence (GenAI) is increasingly adopted in professional settings, universities face growing pressure to prepare students for a GenAI-integrated future. This study explores undergraduate business students’

As generative artificial intelligence (GenAI) is increasingly adopted in professional settings, universities face growing pressure to prepare students for a GenAI-integrated future. This study explores undergraduate business students’ perceptions of GenAI and its role in academic learning and career readiness, drawing on qualitative responses from 166 students enrolled in a capstone unit. Thematic analysis revealed strong support for integrating GenAI knowledge and application into higher education curricula, with students identifying three priority areas for development: (1) understanding and optimising GenAI functionality; (2) exploring GenAI applications across contexts; (3) navigating ethical and legal dimensions of GenAI. These findings highlight the value of student involvement in co-designing future-ready curricula and contribute to broader conversations on digital capability and employability.

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

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.

In higher education institutions, students and staff with increasingly diverse walks of life learn and work together. In response, universities frame diversity as a strategic asset, positioning difference as a strength in the light of

In higher education institutions, students and staff with increasingly diverse walks of life learn and work together. In response, universities frame diversity as a strategic asset, positioning difference as a strength in the light of different, conflicting, priorities. This study systematically explores why and how lecturers in a superdiverse context aim to unlock these alleged strengths in the context of specific courses. Taking a longitudinal approach, the study sheds light on lecturers’ rationales for harnessing diversity across classrooms and how these rationales inform instructional design choices. Building on this exploration, we offer a model for holistic, agile instructional design that supports lecturers in exploring and making intentional design choices to harness diversity across the classroom in dialogue with their team and students. Our findings underline the need to bridge and synthesize multiple rationales to design purposeful learning experiences that resonate with all stakeholders involved.

Student–staff co‑creation, particularly involving the development of e-learning materials and digital environments, is increasingly recognised as a driver of student engagement, curriculum relevance, and professional development in higher

Student–staff co‑creation, particularly involving the development of e-learning materials and digital environments, is increasingly recognised as a driver of student engagement, curriculum relevance, and professional development in higher education. Parallel to this trend, the Digital Competence of Educators (DigCompEdu) framework has become the reference point for describing and assessing teachers’ technology‑related capabilities. Building on earlier work, this systematic review synthesises 29 peer-reviewed publications published between January 2018 and March 2025 that intersect technology-enhanced student co-creation and educator digital competence. Employing a methodological three‑phase coding protocol adapted from Rienties et al. (2023) and a double‑coder reliability of κ = 0.87, we map how co‑creation initiatives relate to DigCompEdu areas, identify three recurrent engagement archetypes (DigCompEdu‑Light, Project/Hands‑On, and Full DigCompEdu), and expose persistent measurement gaps. Results indicate that technology‑supported co‑creation is most effective when educators operate at least at the DigCompEdu Integrator level and when co-creation designs deliberately cultivate community, collaboration, and cohesion. The discussion highlights methodological deficits and regional imbalances, while practical recommendations emphasise validated measurement and inclusive capacity building.

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

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.

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

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.

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

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.

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

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.

Although some research has explored the use of non-immersive technologies in legal education, there is a noticeable gap in the literature concerning the design and implementation of immersive virtual reality environments within the context

Although some research has explored the use of non-immersive technologies in legal education, there is a noticeable gap in the literature concerning the design and implementation of immersive virtual reality environments within the context of law clinics. This study explores the design features and relationships between key elements of immersive virtual reality (VR) environments tailored for legal clinics, aiming to bridge the gap between practice-based learning and theory-based methods in legal education. A Delphi study involving 20 expert panelists from diverse backgrounds, including VR design, instructional design, information technology law, and criminal law, was conducted. The study identified crucial design features that VR scenarios should incorporate, including realism, informative content, adaptive difficulty levels, and multiple outcome paths based on user responses. Additionally, the research highlighted the significance of VR environments offering high levels of realism, interactivity, diversity, ergonomic and universal design considerations, and cost-effectiveness and ease of use. The findings from this study not only align with existing research on VR design but also contribute fresh insights into the interplay between these design features. This research offers valuable theoretical and practical implications by shedding light on how VR environments can enhance both practice-oriented and theory-based legal education. Furthermore, it suggests a potential role map for guiding future studies in this domain. Given the ongoing evolution of legal clinics and educational technology, further research is warranted to explore the application of these VR design features in diverse learning contexts and to assess their effectiveness in fostering specific legal skills.

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

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.

Generative artificial intelligence’s (GenAI) emergence has compelled higher education leadership to design robust policies that foster safe and responsible integration and promote academic integrity. However, there is a lack of knowledge

Generative artificial intelligence’s (GenAI) emergence has compelled higher education leadership to design robust policies that foster safe and responsible integration and promote academic integrity. However, there is a lack of knowledge and evaluation of how higher education institutions comprehensively regulate GenAI usage. This study employed a qualitative policy analysis technique to examine the GenAI policies of thirty (30) highly ranked universities according to the Quacquarelli Symonds (QS) ranking across the top ten countries for AI preparedness. UNESCO's eight-component GenAI framework served as a lens for evaluating the robustness of the policies. The study’s findings reveal significant disparities in policy implementation. Specifically, although core ethical and governance principles are widely embraced, key issues like inclusion, equity, and sustainability, such as internet access, gender parity in AI, and environmental impact, are often overlooked. Nordic countries and New Zealand cover UNESCO’s elements more fully than some higher-ranked AI Preparedness Index (AIPI) countries, indicating that AIPI ranking does not guarantee strong GenAI policies. Notably, no public policies were found for German universities and Tallinn University of Technology. The study underscores the necessity for higher education leaders to develop more inclusive and future-oriented policies that integrate social equity, interdisciplinary experimentation, and sustainability considerations. Future studies can replicate this research by focusing on the long-term impact of the policies on university operations such as assessment, teaching, learning, research, academic performance.

This study investigates the teaching approaches used by faculty members at a Latin American university to identify distinct pedagogical profiles influenced by demographic, disciplinary, and institutional factors. Data were collected from

This study investigates the teaching approaches used by faculty members at a Latin American university to identify distinct pedagogical profiles influenced by demographic, disciplinary, and institutional factors. Data were collected from 385 university lecturers using the Approaches to Teaching Inventory (S-ATI-20) within a quantitative, cross-sectional design. The analysis revealed three faculty profiles that differ in how they balance content delivery with student engagement, the extent of their pedagogical preparation, and their use of reflective teaching practices. These results suggest that teaching approaches are shaped not only by academic background and professional experience, but also by the degree of institutional support available to lecturers. While grounded in a Latin American setting, the study offers insights that may guide faculty development and teaching policy in a wide range of higher education institutions facing similar challenges.

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

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.

Universities are urged to empower students to discover their life purpose during tertiary education, given the positive impact this can have for guiding a more meaningful life and emotional well-being. However, studies in the Asian context

Universities are urged to empower students to discover their life purpose during tertiary education, given the positive impact this can have for guiding a more meaningful life and emotional well-being. However, studies in the Asian context are limited. This article examined the extent to which first-semester students at a private university in Malaysia can craft their life purpose statements, guided by the ikigai framework and supported by Self-determination Theory. Purpose statements from 4,576 first-semester students across two intakes and 22 disciplines were analysed. The analysis revealed that 79% of students could craft their purpose satisfactorily with varying levels (76-97%) of ability across broad disciplines. Moreover, 69% of students’ purposes and academic disciplines were aligned, with a range between 64-81% across disciplines. This article suggested that the ikigai framework, supported by Self-determination Theory, could guide the purpose-crafting intervention. Hence, universities could support students to explore their life purpose within the undergraduate curriculum.

The declining enrollment and retention of the students, including women and under-representative minorities (URM) in information systems and technology courses, have been increasingly challenging. This study assesses the efficacy of the

The declining enrollment and retention of the students, including women and under-representative minorities (URM) in information systems and technology courses, have been increasingly challenging. This study assesses the efficacy of the project-based learning (PBL) instructional approach in the Information Systems (IS) major in increasing the retention of IS students. This longitudinal study uses a quantitative research methodology to evaluate the impact of PBL on control and experimental courses. The results find that PBL is an effective pedagogical approach and positively impacts a student’s satisfaction with the course, their career goals, test performance, perceived confidence, and overall recommendation of the course to other students. Results also imply that utilizing the PBL approach is effective in ensuring the same level of learning across different gender and first-generation students (first in the family to go to college). This study contributes to the scholarship on curriculum and assessment design by evaluating how a project-based learning (PBL) model can structure authentic, experiential assignments aligned with course learning objectives. Additionally, the study highlights how PBL can improve the student experience, particularly for underrepresented minority and first-generation students, through increased satisfaction and engagement.

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

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.

Students are coming to university from non-traditional backgrounds and have substantial caring and work commitments. Our university recently introduced an extension policy that enables students to access a no-questions-asked, automatic

Students are coming to university from non-traditional backgrounds and have substantial caring and work commitments. Our university recently introduced an extension policy that enables students to access a no-questions-asked, automatic 7-day extension on a single assessment item for each subject they enrol in. There is no requirement for students to provide a reason or supporting documents, or for academic approval. The aim of this study was to explore the value and impact of the extension policy from the perspectives of students and academic staff. In 2024, 19,469 students accessed at least one automatic 7-day extension. The most common enrolment type was undergraduate students studying part-time (41% of all students enrolled). This group had a significant increase in success rate across 2024 if they accessed the extension (6%, P<0.0001). Students (n=501) and academic staff (n=96) completed a survey. Students highlighted the advantages in reducing stress and helping to manage work-study-life balance. Students also appreciated that they did not need to disclose any personal circumstances. The main reasons that students provided for accessing the extension was to manage work demands and to manage stress, neither of which were reasons permissible using the formal extension policy. One student summarised the policy as ‘an intelligent response to the “modern student”’. Feedback from academic staff was polarising, with many highlighting the challenges of the extension policy, particularly on academic workload and negative impacts on student accountability. The academic staff who were in favour of the extension policy appreciated the need for enhanced flexibility.