Search Results (182)

(1) Background: The development of professional identity in future educators is a dynamic and multifaceted process, shaped by personal experiences, interpersonal relationships, role models, and the values internalized across diverse learning ecologies. This identity formation is closely intertwined with academic achievement, socio-educational integration, peer interactions, and the underlying motivations for choosing a particular educational and professional trajectory. This study explores the connections between students’ educational experiences and their motivation to pursue careers in pedagogy and social education. (2) Methods: Based on 138 autoethnographic narratives written by undergraduate students enrolled in Anthropology of Education courses at two [Spanish] universities. (3) Results: The analysis reveals how reflective engagement with personal educational histories enables students to reconstruct the relational foundations of their learning paths. These reflections inform their academic and career choices, which are understood not as static decisions, but as evolving trajectories shaped by a generational context characterized by uncertainty and change. (4) Conclusions: The findings highlight how students, through their narratives, articulate both their professional aspirations and a vision of the educator as an agent of change—one who emerges in response to, and often in critique of, the educational structures and practices. Full article

As diversity, equity, and inclusion (DEI) efforts in higher education face increasing political resistance, it is critical to understand how equity-centered institutional change is fostered, and who is transformed in the process. This study examines the intended and emergent outcomes of faculty professional development initiatives implemented through the Howard Hughes Medical Institute’s Inclusive Excellence (HHMI IE) program. We analyzed annual institutional reports and anonymous reflections from four public universities in a regional Peer Implementation Cluster (PIC), focusing on how change occurred at individual, community, and institutional levels. Guided by Kezar’s Shared Equity Leadership (SEL) framework, our thematic analysis revealed that while initiatives were designed to improve student outcomes through inclusive pedagogy, the most profound outcome was the development of equity consciousness among faculty. Defined as a growing awareness of systemic inequities and a sustained commitment to address them, equity consciousness emerged as the most frequently coded theme across all levels of change. These findings suggest that equity-centered faculty development can serve as a catalyst for institutional transformation, not only by shifting teaching practices but also by building distributed leadership and deeper organizational engagement with equity. This effort also emphasizes that documenting emergent outcomes is essential for recognizing the holistic impact of sustained institutional change. Full article

Throughout history, communities have struggled to build homes in places actively hostile to their presence, a challenge long faced by African descendants in the American diaspora. In cities across the U.S., including Washington, D.C., efforts have often been made to erase Black cultural identity. D.C., once a hub of Black culture, saw its urban fabric devastated during the 1968 riots following Dr. Martin Luther King Jr.’s assassination. Since then, redevelopment has been slow and, more recently, marked by gentrification, which has further displaced Black communities. Amid this context, Black architects such as Michael Marshall, FAIA, and Sean Pichon, AIA, have emerged as visionary leaders. Their work exemplifies Value-Inclusive Design and aligns with Roberto Verganti’s Design-Driven Innovation by embedding cultural relevance and community needs into development projects. These architects propose an intentional approach that centers Black identity and brings culturally meaningful businesses into urban redevelopment, shifting the paradigm of design practice in D.C. This collective case study (methodology) argues that their work represents a distinct architectural style, Black Modernism, characterized by cultural preservation, community engagement, and spatial justice. This research examines two central questions: Where does Black Modernism begin, and where does it end? How does it fit within and expand beyond the broader American Modernist architectural movement? It explores the consequences of the destruction of Black communities, the lived experiences of Black architects, and how those experiences are reflected in their designs. Additionally, the research suggests that the work of Black architects aligns with heutagogical pedagogy, which views community stakeholders not just as beneficiaries, but as educators and knowledge-holders in architectural preservation. Findings reveal that Black Modernism, therefore, is not only a design style but a method of reclaiming identity, telling untold histories, and building more inclusive cities. Full article

Biophilic design has emerged as a multidimensional response to growing concerns about health, well-being, and ecological balance in the built environment. Despite its rising prominence, research on the topic remains fragmented across building typologies, user groups, and geographic contexts. This study presents a comprehensive review of the biophilic design literature, employing a hybrid methodology combining structured content analysis and bibliometric mapping. All peer-reviewed studies indexed in the Web of Science and Scopus were manually screened for architectural relevance and systematically coded. A total of 435 studies were analysed to identify key trends, thematic patterns, and research gaps in the biophilic design discipline. This review categorises the literature by methodological strategies, building typologies, spatial scales, population groups, and specific biophilic design parameters. It also examines geographic and cultural dimensions, including climate responsiveness, heritage buildings, policy frameworks, theory development, pedagogy, and COVID-19-related research. The findings show a strong emphasis on institutional contexts, particularly workplaces, schools, and healthcare, and a reliance on perception-based methods such as surveys and experiments. In contrast, advanced tools like artificial intelligence, simulation, and VR are notably underused. Few studies engage with neuroarchitecture or neuroscience-informed approaches, despite growing recognition of how spatial design can influence cognitive and emotional responses. Experimental and biometric methods remain scarce among the few relevant contributions, revealing a missed opportunity to connect biophilic strategies with empirical evidence. Regarding biophilic parameters, greenery, daylight, and sensory experience are the most studied parameters, while psychological parameters remain underexplored. Cultural and climate-specific considerations appear in relatively few studies, and many fail to define a user group or building typology. This review highlights the need for more inclusive, context-responsive, and methodologically diverse research. By bridging macro-scale bibliometric patterns with fine-grained thematic insights, this study provides a replicable review model and valuable reference for advancing biophilic design as an evidence-based, adaptable, and human-centred approach to sustainable architecture. Full article

This conceptual paper explores how artificial intelligence—particularly machine learning-based algorithmic systems—is reshaping cultural transmission and symbolic power in the digital age. It argues that algorithms operate as cultural agents, acquiring a form of operative agency that enables them to intervene in the production, circulation, and legitimation of meaning. Drawing on critical pedagogy, sociotechnical theory, and epistemological perspectives, the paper introduces an original framework: Critical Algorithmic Mediation (CAM). CAM conceptualizes algorithmic agency through three interrelated dimensions—structural, operational, and symbolic—providing a lens to analyze how algorithmic systems structure knowledge hierarchies and cultural experience. The article examines the historical role of media in cultural transmission, the epistemic effects of algorithmic infrastructures, and the emergence of algorithmic hegemony as a regime of symbolic power. In response, it advocates for a model of critical digital literacy that promotes algorithmic awareness, epistemic justice, and democratic engagement. By reframing education as a space for symbolic resistance and cultural reappropriation, this work contributes to rethinking digital literacy in societies increasingly governed by algorithmic infrastructures. Full article

Dance encompasses physical, emotional, and social elements, creating a dynamic platform for the exploration of well-being. As a therapeutic approach, dance movement further applies these dimensions to enhance emotional resilience, foster mindfulness, and improve overall mental health. This study examined the relationship between self-compassion and life satisfaction among 912 recreational dancers (80% female and 20% male) in Greece. Participants completed the Self-Compassion Scale and Satisfaction with Life Scale. Confirmatory Factor Analysis validated the five-factor self-compassion model, and regression analysis identified predictors of life satisfaction. Self-kindness emerged as a strong positive predictor (β = 0.258, p < 0.001), while isolation (β = −0.307, p < 0.001) and self-judgment (β = −0.083, p = 0.029) negatively predicted life satisfaction. Common humanity (β = 0.064, p = 0.066) and mindfulness (β = 0.004, p = 0.907) showed no significant predictive effect. The model explained 21.7% of the variance in life satisfaction (R² = 0.217). Small but statistically significant differences in self-compassion dimensions were observed across dance styles. Partner-oriented dancers such as those practicing tango reported slightly higher self-kindness and mindfulness, while ballet dancers showed a small increase in self-judgment and isolation. Life satisfaction remained consistent across styles, highlighting dance’s overall contribution to well-being. These findings suggest that integrating self-compassion training into dance education and psychotherapy, particularly within a Therapeutic-Based Art Pedagogy framework, may contribute to emotional resilience, foster social connection, and promote mental health, positioning dance as a potentially transformative tool for holistic development. Full article

Artificial intelligence (AI) has found applications across diverse sectors in recent years, significantly enhancing operational efficiencies and user experiences. Educational data mining (EDM) has emerged as a pivotal AI application to transform educational environments by optimizing learning processes and identifying at-risk students. This study leverages EDM within a Moroccan university (Hassan First, University Settat, Morocco) context to augment educational quality and improve learning. We introduce a novel “Hybrid approach” that synthesizes students’ historical academic records and their in-class behavioral data, provided by instructors, to predict student performance in initial coding courses. Utilizing a range of machine learning (ML) algorithms, our research applies multi-classification, data augmentation, and binary classification techniques to evaluate student outcomes effectively. The key performance metrics, accuracy, precision, recall, and F1-score, are calculated to assess the efficacy of classification. Our results highlight the long short-term memory (LSTM) algorithm’s robustness achieving the highest accuracy of 94% and an F1-score of 0.87 along with a support vector machine (SVM), indicating high efficacy in predicting student success at the onset of learning coding. Furthermore, the study proposes a comprehensive framework that can be integrated into learning management systems (LMSs) to accommodate generational shifts in student populations, evolving university pedagogies, and varied teaching methodologies. This framework aims to support educational institutions in adapting to changing educational dynamics while ensuring high-quality, tailored learning experiences for students. Full article

There are few conceptual frameworks or models related to educators’ competencies at the intersection of social justice; youth development; and physical education, activity, or sport content and pedagogy. The purpose of this multiple case study was to examine how the racialized and pedagogical experiences of individuals teaching physical education contribute to understanding the integration of social justice principles in youth development contexts through sport and physical activity. This study involved the within-case and cross-case analyses of two main cases: preservice teachers and graduate teaching assistants teaching physical education in a youth development context. The preservice teacher and the graduate teaching assistant within-case analysis each resulted in two complementary themes (four total). The cross-case analysis resulted in three total themes. Together, these seven themes are conceptualized into three categories: (1) assumptions prior to teaching, (2) emergent just teaching, and (3) considering race. While training all future professionals for equitable and justice-oriented teaching is key, we cannot ignore the glaring reality that many individuals with more culturally diverse backgrounds are predisposed to embodying such orientations. Findings reinforce the importance of preparing (and recruiting) educators who not only have pedagogical skills but who can also teach for justice. Full article

Transformative digitally integrated pedagogy can enrich learning experiences, diversify the curriculum and broaden access to industry-relevant advanced clinical education for remote learners in medical education. Clinical skills are characterised as the portfolio of practical and interpersonal skills required by practicing clinicians. The purpose of this project was to design a new wholly online post-professional university subject for clinicians in different healthcare disciplines to advance these skills, which would traditionally be taught and assessed in-person. Our methodology included critically reviewing existing evidence of relevant medical skills which need to be included in the curriculum and approaches to their assessment. We designed a subject which dovetailed learning experiences with continuing clinical practice, and developed a new framework for remote video assessment of practical skills. Our pedagogical approaches included a backwards design coupled with a Four-Component Instructional Design Model (4C-ID) approach, which increased access and contextualised learning opportunities for diverse and practicing clinicians. Our narrative synthesis critically shares our experience and insights of embracing digital-technology opportunities while problem-solving to move past barriers. Our impact evaluation and experiential insights offer a platform to reimagine emerging possibilities for future digitally integrated education in medical education and other clinical-skills professions. Full article

Background: This project focuses on the relevance of using a health literacy approach to educating children about obesity prevention. The Habits of Health and Habits of Mind© model was used to write Electronic Texts for Health Literacy© to encourage actions that support obesity prevention. Guided by the Integrative Theory of Behavioral Prediction, the design template for a new genre of digital texts called Electronic Texts for Health Literacy© emerges for exploring children’s frame of mind, health literacy skills, and behavioral intentions toward obesity prevention. Methods: Online materials from selected websites were strategically reviewed for improving obesity prevention and child health literacy. The digital resources were juxtaposed with the Electronic Texts for Health Literacy©, with the latter written by and for children. Discussion: Health educators who use a constructivist pedagogy can help students to write health literacy narratives about obesity prevention, then read and talk about their multimodal compositions to further the practice and development of their health literacy skills. Children with obesogenic body frames can also gain from cowriting visual–textual–gestural health narratives with their peers or health professionals. Co-constructed narratives can help children make deeper connections about their identity, frame of mind, and social agency. Summary: Although this untested resource is available as a new genre of digital text, health educators could nudge children toward developing a stronger frame of mind and behavioral intentions toward obesity prevention when they write health literacy narratives that focus on decision making, goal setting, and communication in the context of eating nutritious foods and participating in physical activities. Full article

Overcoming its self-referential preoccupations, theology today is urged to exit into the public square characterized by multiple types of diversity. One of the crucial public domains in which religions have played a significant role is education. In the contemporary multireligious Indian context, the question that arises is whether we can consider Salesian pedagogy as public religious pedagogy, that is, if educators affiliated to neighbour religions can share the Salesian/religious pedagogy in Salesian educational institutions. It is our contention that the prism of public theology can shed some light on such a possibility. With this intent, we first elucidate the configuration of public theology amidst religious pluralism focusing successively on public practical theology of education, public religious education, and public religious pedagogy. This is then followed by a synthesis of Salesian pedagogy and the research design of a qualitative study on its lived experience among Hindu and Muslim educators, namely, professors in Salesian colleges, teachers in Salesian schools, and social collaborators in Salesian study centres of Tamil Nadu, India. Lastly, based on the emerging findings we highlight the relevance and advancement of Salesian pedagogy as public religious pedagogy. Full article

Background: Early Hearing Detection and Intervention (EHDI) programmes must partner effectively with families navigating complex circumstances. Adolescent parents (APs) in Teen Parent Units (TPUs) represent a dynamic group demonstrating resilience as they balance childcare, education, and their own developmental journeys. This study explores their understanding of infant hearing, sources of knowledge, and the development of an effective teaching tool. Methods: A qualitative study was conducted with AP learners at a TPU in Aotearoa, New Zealand. Following a period of relationship-building, three focus groups were held. Data were analysed using content analysis and reflexive thematic analysis. Results: AP learners demonstrated a strong awareness of multisensory interactions. Major sources of knowledge included their relational interactions with people they trusted (midwives and family members), rather than social media. Four key themes emerged in the teaching tool’s development: (1) the effectiveness of multimodal teaching tools, (2) the benefits of peer-supported group learning, (3) the impact of high strain, and (4) the importance of Te Ao Māori (a Māori worldview). Conclusions: This study highlights the importance of culturally grounded health interventions for families navigating complex life circumstances. Group-based learning fostered peer support, hands-on multimodal teaching was effective, and culturally relevant materials and pedagogies enhanced engagement. EHDI programs may more effectively support infants from families navigating complex circumstances by collaborating with trusted support people, integrating with wraparound care networks, utilising safe and familiar settings, and delivering interventions in an engaging and culturally appropriate manner. Full article

Digital teaching competence (DTC) emerges as a fundamental strategic element in today’s higher education, where the DigCompEdu framework is consolidated as a key tool for assessing the digital skills of teachers. The study sample is composed of 3309 students from educational programs in Andalusian universities, and this study uses the PLS-SEM methodology to examine the interrelationships among six critical dimensions: professional engagement, digital resources, digital pedagogy, assessment and feedback, student empowerment, and digital competence development. The research proposes five main hypotheses that explore how digital resources drive pedagogy and assessment and how professional engagement directly influences student empowerment and the development of their own digital competencies. The results reveal the complexity inherent in developing digital competencies in the university setting, underscoring the need to implement ongoing training programs that address not only essential technical skills but also innovative pedagogical strategies adapted to digital environments. These programs should train teachers to effectively use digital resources, design interactive learning activities, and encourage active student participation. In addition, the importance of promoting teachers’ professional engagement is highlighted, as this factor significantly influences students’ empowerment and their ability to develop strong digital competencies, thus preparing them for the technological challenges of the 21st century and equipping them with the skills and competencies needed to thrive in an increasingly digitized world. Full article

Artificial intelligence (AI) is applied at a pace that challenges the verification of its suitability to the domains of application. This situation arises from the proliferation of AI development being conducted from a data science point of view rather than a software engineering approach. The situation leads to the question of whether software development course curricula are addressing the necessary educational needs for graduates to respond to the challenges of applying AI development in emerging domains. The challenge has two parts: the first is the use of AI in developing software systems, and the second is the development of AI systems. By looking at the first part of this challenge, we propose a pedagogy for introducing AI tools in software engineering education and structuring a methodology for AI application development to establish software engineering principles. This article is exploratory. We reviewed the existing literature to identify the commonalities of approaches to select a required set of topics, course outcomes, and structure for a curriculum on AI in software development. Full article

Generative Artificial Intelligence (AI) has emerged as a transformative tool in art education, offering innovative avenues for creativity and learning. However, concerns persist among educators regarding the potential misuse of text-to-image generators as unethical shortcuts. This study explores how bachelor’s-level art students perceive and use generative AI in artistic composition. Ten art students participated in a lecture on composition principles and completed a practical composition task using both traditional methods and generative AI tools. Their interactions were observed, followed by the administration of a questionnaire capturing their reflections. Qualitative analysis of the data revealed that students recognize the potential of generative AI for ideation and conceptual development but find its limitations frustrating for executing nuanced artistic tasks. This study highlights the current utility of generative AI as an inspirational and conceptual mentor rather than a precise artistic tool, highlighting the need for structured training and a balanced integration of generative AI with traditional design methods. Future research should focus on larger participant samples, assess the evolving capabilities of generative AI tools, and explore their potential to teach fundamental art concepts effectively while addressing concerns about academic integrity. Enhancing the functionality of these tools could bridge gaps between creativity and pedagogy in art education. Full article