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Have you ever deeply considered the intersections between research and education, particularly for second-level students? Traditionally, the convergence of these two realms is most often noted when considering the integration of research findings into educational practices or the involvement of, typically a small number, of students in research activities. While these practices have demonstrated efficacy, the fields of scientific research and education are evolving rapidly, necessitating a reevaluation of how we can optimize their convergence. In our discourse, we delve into these evolving trends, uncover the potential for greater integration, and, ultimately, enhance outcomes using the citizen science initiative Kefir4All as an illustrative example.

This article examines the effects of technology in the field of education and management and focuses especially on the effects of technologies used in distance education activities on transformation processes. Based on research conducted, the article explains how technological developments affect education and management processes, according to the findings obtained as a result of the interviews. The technologies used in the digitalization processes of higher education institutions that provide distance education services and the effects of these technologies on the transformation processes were examined. How artificial intelligence, blockchain, metaverse, brain-computer interfaces and similar technologies can be used in education and organizational management processes and how this use affects management processes are discussed. Findings show that technological developments have profound effects on the processes in educational environments and transform management processes. As a result, the research emphasizes the need for further research and application to effectively use technologies such as artificial intelligence, blockchain, and metaverse in education and management processes. It is stated that advances in this field can cause significant transformations in education and management.

Implementation of online education pedagogy and practice has expanded rapidly at colleges and universities in recent years, most notably in response to COVID-19. This innovative teaching/learning modality provides benefits to both faculty and students through dynamic teaching/learning content, immense flexibility, and technological investments to support teaching and learning. Academic dishonesty in higher education is a persistent concern emphasized and extensively explored in traditional face-to-face courses, less so in online learning environments. The present work, drawing on a large sample of students and faculty (n=1,640) at a Midwestern university, employs an esurvey and both qualitative and quantitative responses on cheating behavior in the emergent area of online courses/online education. Results expose significant faculty and student disagreement and uncertainty about cheating behaviors in the online environment. Academic integrity is essential to fair and equitable high-quality higher education. The stakes are high to better understand the transformative shifts in academic dishonesty occurring in the online educational environment.

Psychological distance (PD) can be a barrier to how students perceive climate change impacts and severity. Localizing climate change using place-based approaches is one way instructors can structure their curricula to help combat students' PD, especially from a spatial and social viewpoint. We created a novel classroom intervention that incorporated elements of place-based education and the Teaching for Transformative Experiences in Science model that was designed to lower undergraduate biology students' spatial and social distance of climate change. Our research questions sought to determine whether students' PD changed following our intervention and whether variables beyond our intervention might have contributed to changes we identified. To measure the efficacy of our intervention, we administered a survey that contained several instruments to measure students' recognition and psychological distance of climate change pre- and post-intervention. We found that students' psychological distance to climate change decreased after participating in our classroom intervention. Additionally, course level was the only outside variable we identified as a predictor of students' post-activity scores. Participation in our activity lowered our students' spatial and social psychological distance, which could have impacts beyond the classroom as these students become the next generation of scientists and voters.

This paper examines how public education can ensure equity and diversity by clarifying the "democratic aspects" that can be captured through school-community collaborative activities in Japan and the U.S. As a result of comparison and analysis, it is indicated that in both Japan and the U.S., these activities are conducted in the context of streamlining educational administration. In addition, the participation in school management of diverse people such as local residents, parents, and children is promoted in order to grasp their needs and achieve deliberation on an equal footing. In contrast to Japan, however, these activities in the U.S. put importance on providing health and educational services to disadvantaged families and children. Furthermore, they aim to change not only schools but also communities. Therefore, this paper suggests that "democratic aspects" encompassed by collaborative activities have multiple layers: (1) "compensatory-type" (status-quo satisfaction -oriented democratic aspects), (2) "participatory-type" (deliberation-oriented democratic aspects), and (3) "transformative-type" (status-quo change-oriented democratic aspects). In order to guarantee equity of education that ensures fairness and inclusion to all children, this paper clarifies the importance of having both activities that distribute educational and welfare services on a curve to disadvantaged children and families (compensatory-type) and activities that involve children themselves in the practice, leading to the transformation and creation of the world (participatory and transformative type). The types of activities described above do not necessarily set the transformative-type as the ultimate goal. The three types interact together and pave the way toward a democratic and equitable education that is open to all and respects the voices of minorities.

As a major shift in education technologies, Adaptive Learning Systems (ALS) use artificial intelligence and similar technologies, adapting the lessons to the needs of individual students. Emphasizing transformative pedagogy and teaching strategies that transform the learners' cognitive and interactive patterns, this study presents a comprehensive bibliometric analysis of ASL. Contrary to conventional teaching methods, ALS alters dramatically the way students think and interact with their environment. This research has utilized an all-inclusive bibliometric analysis to analyze the evolution, trends, and themes in ALS by using an extensive set of data from the Web of Science (WoS) and Scopus. The primary objective of Bibliometric analysis is to map the development of ALS in teaching and learning while marking the important trends, models, and thematic priorities. The relevance of this research lies in its comprehensive analysis of the Adaptive Learning Systems (ALS) field through bibliometric methods, offering critical insights into the trends, key contributors, and thematic developments over time. The systematic evaluation enables the appraisal of the impact created by major contributors like authors, organizations, journals, etc. The study also examines, using the advanced data collection technique, influential articles, and publications that enormously contributed to shaping ALS. Similarly, it does the rating effectively upon evaluating the mutual relationships among important terms, concepts, and factors through co-references and co-occurrences. It highlights the increasing scholarly output and identifies key contributors and influential works, underscoring the growing recognition of ALS's importance due to technological advancements. The study's findings on global research contributions, thematic analyses, and collaboration networks offer new insights into the field's dynamics, setting a foundation for future research directions. To visually represent bibliometric data, web analytic tools are used, explaining intricate relationships and thematic clusters. Identifying the unexplored areas and discussing the practical implications of ASL development, research, and analysis of combined data taken from WoS and Scopus provides a unique perspective. Consequently, researchers, educators, policymakers, etc., get valuable insights that enable advancing and understanding the area. This bibliometric analysis will undoubtedly guide future research in the area of transformative pedagogy as it is the most sought-after method in understanding the scholarly landscape of ALS.

Higher education plays a key role in cultivating graduate employability, which is essential to meeting multiple individual, community, social and labour market needs. Universities prioritise employability through strategic goals and initiatives designed to foster work-ready graduates equipped with the skills, aptitudes, and knowledge needed to navigate self-determined career pathways. One core approach to delivering on the employability agenda is through workintegrated learning (WIL). Despite institution's efforts to set targets to increase access to WIL for all students, there is little evidence on how these strategies are implemented, reported, and revised, particularly in resource-depleted environments. This paper illuminates how institutional directives can be enacted when transformative learning is centralised through relational, collegial conversations. It builds on Dean et al.'s (2020) paper to unpack how the WIL Curriculum Classification (WILCC) Framework has been executed through employability champions across the institution, who advocate for meaningful, contextually appropriate change that is co-designed with colleagues. These 'significant conversations' are the impetus for transforming students' learning experiences and career readiness. The paper offers four vignettes to showcase how the WILCC Framework has been implemented and disseminated across local, institutional, cross-campus and international contexts through transformative engagement in relational dialogue. It outlines key recommendations for holding significant conversations to influence change and champion the employability movement.

This case examines the pressing need for systemic equity and social justice in educational structures in the society of the United States (US). The case critiques the inadequate responses to racial justice and highlights the challenges faced in enacting meaningful educational reform amidst declining patriotism and cultural schisms. Introducing guerrilla pedagogy as a theoretical framework, the case seeks to contextualize the importance of enfranchising educators and students to act as agents of change. By examining the historical roots of settler colonialism and its impact on education, the scholarly foundation leading to the case emphasizes the importance of acknowledging and addressing historical injustices to prevent their perpetuation. The transformative potential of guerrilla pedagogy is demonstrated in its ability to dismantle oppressive structures and foster a more just and inclusive educational system. Overall, this manuscript aims to provoke a comprehensive understanding of the relationship between guerrilla pedagogy and settler colonialism, offering strategic insights to challenge oppressive power dynamics in education as part of the ongoing development of a culturally responsive instructional supervision framework.

In this article, we examine the potential of collaborative online international learning as a borderland third space for global citizenship education. Border thinking is used as a mode of critical questioning and reflection of ways of relating to the world, of feeling, acting, living and inhabiting the world that emanates from plural knowledges disrupting modernity and repositioning alternative knowledge traditions. After discussing the central concepts of collaborative online international learning and global citizenship education, and unpacking border thinking and third space as a lens, we provide four illustrative autoethnographic vignettes from which we then discuss collaborative online international learning and global citizenship education critically. We conclude that by bringing together students to engage in a collaborative learning task that they would be unable to complete on their own, participants have a personal and collective opportunity to appreciate each other's microsocial realities better. We argue that the potential for becoming in the collective borderlands of collaborative online international learning can deepen students' learning and understanding of global citizenship education as inclusive, decolonising, Indigenising, critical and transformative. However, collaborative online international learning for global citizenship education should not be deployed uncritically as an online pedagogy, assuming inclusivity. Rather, it can be a core component of holistic learning practice, if it is deliberately used as a borderland third space where valuable learning through reflection and openness to discomfort advances a global mindset.

A small university in rural Texas explored developing a criminal justice bachelor's degree curriculum through the lens of perspective transformation focusing on humanity courses, resulting in a paradigm shift away from a traditional criminal justice baccalaureate degree curriculum. This article addresses the university's journey in developing the new degree program and its value to students and future employers by incorporating humanities courses into the curriculum.

Artificial Intelligence (AI) has become a transformative force in education, significantly influencing students. This research explores AI's impact on learning experiences, academic performance, career guidance, motivation, self-reliance, social interaction, and AI dependency. Utilizing a descriptive-comparative design, 194 student respondents were chosen through stratified sampling. The results show that students generally perceive AI positively. Students agree that AI enhances personalized learning, engagement, and critical thinking, although practical hands-on learning experiences received less favorable feedback. Academically, students concur that AI helps them identify weaknesses, improve assignments, and track progress, despite some reservations about its efficacy in exam preparation. For career guidance, students agree that AI effectively matches skills with career options, recommends internships, and provides resources, though it is less effective for long-term planning. Students also believe AI boosts motivation through gamified learning and progress tracking and fosters self-reliance via self-directed learning and critical thinking support. Socially, students agree that AI facilitates collaboration, peer learning, and networking. Additionally, students demonstrate a reliance on AI for their learning processes. Notably, female students report a more significant impact on social interactions than male students. The type of device used (laptop vs. cellphone) significantly affects the learning experience, with laptop users reporting a more substantial impact. Differences in AI's impact are noted among various courses, particularly benefiting education students more than those in hospitality management and agriculture. However, age and family income do not significantly influence AI's overall impact.

The evolution of mathematics coincided with advancements in its teaching. The 19th and 20th centuries marked a pedagogical revolution in mathematics education. This paper argues that Bruner's (1966) model, Gagné's (1985) taxonomy, innovative teaching methods emphasizing research and problem-solving, and the inclusion of data analysis topics have shaped modern mathematics education. Additionally, the paper explores transformative trends, emphasizing mathematics literacy and the integration of virtual reality (VR) and artificial intelligence (AI) in education. This evolution emphasizes practical, contextually relevant approaches. VR enhances engagement and comprehension of abstract concepts, while AI offers personalized learning experiences, fostering deeper understanding and skill development.

This study considers the experience of education abroad alumni through a social justice lens. We leverage literature that places systemic change at the fore, underscoring the importance of addressing deeply ingrained attitudes, behaviors, and perceptions that perpetuate systemic inequalities or hinder progress. Practitioners and scholars have called into question the problematic, essentialist roots of study abroad while advocating for increased accessibility to education abroad. Building upon this priority, this article is oriented with a critical consciousness framework. The findings show the profound transformative impact of the study abroad experience on the personal lives of alumni, the level of career integration in their professional development, and the direct correlation between program design as it relates to social justice orientations. This project addresses a gap in the scholarship by focusing on longitudinal, qualitative data for action and the influence of alumni in increasing access to education abroad for the next generation.

This article advocates for a transformative shift in physical education (PE) from Eurocentric paradigms towards a holistic approach. Drawing on Canadian perspectives prioritizing academic physical, mental, and social development, it underscores the necessity of embracing holistic PE to foster inclusivity, cultural relevance, and lifelong wellness. Through a comprehensive review of literature and research, the article explores the integration of holistic methods for PE by promoting student-centred practices and diverse activities, cultivating physical literacy while embracing self-esteem, resilience, and ecological awareness. This pedagogical approach aims to create a more inclusive and impactful learning environment, nurturing lifelong wellbeing for all students.

Purpose: This study aims to search for fitting lenses to view and interpret teacher learning in a Japanese secondary school teacher staffroom and capture the reconstituting of researcher subjectivities in this process. Design/Approach/Methods: A narrative approach chronically documents the findings and use of the lenses in analyzing the staffroom daily interactions and traces the journey of transformation in our researcher subjectivities. Findings: The telling of a Japanese staffroom (shokuinshitsu) as a thrice-told tale under the three lenses--cultural-historic activity theory, contextualism, and intimacy orientation--each uncovers a unique interpretation of the learning going on in the daily life of the Japanese staffroom. While complementary, Western-lenses are found to be unable to explain the nature of the everyday practices in the staffroom formed under the worldviews and ethics of East Asia. Our critical examination of the major academic encounters involved in the past two decades illuminates the complex dynamism behind our research perspectives, awakens us to the dominance of Western-centralism in our researcher subjectivities, transforms our worldviews, and returns us to our cultural roots to build alternative frames of reference as East Asia as Method. Originality/Value: This study not only uniquely demonstrates what decentered, alternative, and diversified frames of reference would look like in studying East Asian practices but also what it would take for scholars to move toward East Asia as Method. Additionally, going beyond the three lenses, it contributes to our understanding of how space (staffroom as an entity) mediates forming of the character of those who are dwellers of the shokuinshitsu.

Existing research evidence pertaining to the occupational therapy (OT) role with adventure-based outdoor activities for military veterans and the authors' positive experience serving members of a non-profit veteran-run organization that promotes rehabilitation archeology suggest that outdoor rehabilitation for this client population is a promising avenue for the profession. Moreover, students' exposure to outdoor experiences designed for military veterans as well as other populations presenting with physical and mental health conditions has the potential to significantly augment OT curriculum by impacting both the learning trajectory and personal transformation of the students. This paper describes a unique service-learning experience involving graduate OT students who engaged with and provided services to veterans participating in archeological fieldwork, as well as the impact of this experience on the students.

Through the lens of transformative learning theory, this qualitative study examines how pre-service teachers (PSTs) in a teacher education program in rural Appalachia shared their perspectives on their preparation to work with diverse students. It examines how their lived experiences and their teacher education program impacted their approach to understanding and addressing diverse needs of their students. Results illustrate the unique way the pre-service teachers [re]imagined their program to better equip future PSTs for diverse classrooms. We argue for programmatic approaches to developing a teaching corps prepared for diversity in the classroom and challenging the shortsighted notion that students in rural Appalachia are unwilling to face the realities of diverse classrooms.

This transformative autoethnography focuses on the authors' learning about diversity, equity, and inclusion (DEI) as a result of their participation in university diversity-related book clubs and subsequent extensive dialogue with one another. The paper features three implementation vignettes where the authors engage in critical self-reflection and self-critique as they (re)consider ways to improve their educational practice as it pertains to DEI. The paper ends with implications for educators to consider as they engage in critical self-reflection/self-critique around DEI in their work.

By using the feminist imaginary as a pedagogical tool for resistance and change, an experience of activism within the university context in Naples, Italy is explored. The article focuses on the potential transformative power of art as catalysis for deeper level emotional and spiritual learning transformation. The aim is trying to inspire critical conversations to rethink spaces and practices that allow community care, and conditions that include authenticity, resonance, reflection, and freedom. Engaging in the arts, aesthetics, and creative practices can contribute to a sense of hope, agency, and possibility with the potential to provide avenues for creative expression and innovation. Sharing narratives of possibility and engagement with the arts can promote community connections. This article highlights the way artistic practices contributed to the creation of a dynamic and inclusive creative landscape that challenges established norms while encouraging creative and critical thinking.

Although feminist pedagogy has been widely used as a teaching approach in classrooms in higher education to enhance diversity, issues of race and gender are often areas of contestations for non-White faculty. The purpose of this study was to explore how non-White professors, a Black woman tenured full professor and a gay Asian male pre-tenured professor, co-created a feminist classroom and how they negotiated power in that classroom environment. The research questions that guided this study were: 1) what does a feminist classroom look like in higher education; 2) how does the intersection of race and gender influence feminist pedagogy; and 3) what strategies do adult educators and practitioners use to deal with disoriented dilemmas? This research progressed into a longitudinal study, focusing on how the faculty members' praxes grew from critical classroom incidents that the professors believed directly related the negative reactions from students to their positionalities as a Black woman and an Asian man. Three themes emerged from the data: a) Confrontation, b) Resistance, and c) Hostility. Each of these themes are defined and presented through direct quotes from our teaching logs and students' reflections. Discussion and implications for practice are also provided regarding how race and gender matter in feminist classrooms. The concluding section describes how the two faculty members implemented reflective practices in higher education to create feminist classrooms.

Background: A safe and inclusive indoor learning environment reflects different ways of knowing, actuality and thinking. In the Early Childhood Care and Education (ECCE) context, indoor learning areas influence the exploration of teaching and learning activities. Aim: This article explored rural ECCE teachers' experiences of creating indoor learning areas as required by the National Curriculum Framework (NCF) for children from birth to 4 years. Setting: Six purposively selected teachers from the three rural ECCE centres in KwaZulu-Natal province that transitioned to using the NCF participated in the study. Methods: A qualitative case study located within the interpretive paradigm was employed. Data that were inductively analysed were collected through semi-structured interviews with two teachers in each of the three centres. Transformative learning theory underpinned the study. Results: The study found that six teachers who desired to learn from each other engaged in a collaborative learning venture within their centres and complied with the NCF to create indoor learning areas in the interest of young children. Conclusion: The study argues that teachers shifted their insights from the challenges to achieving the objectives of the NCF. Thus, it questioned the assumption that rural teachers lack the knowledge to design learning areas. Contribution: Rural ECCE teachers are committed to learning for the development of young children.

Giving feedback to student writing is one of the writing teacher's most important tasks in the classroom. Writing teachers can use many forms of feedback, such as written feedback, teacher-student conferencing, peer feedback, or self-assessment. Additionally, the influx of technologies into writing classrooms allows teachers to use screencast video feedback when responding to student writing. In this article, two second-language writing teachers questioned their feedback practices when responding to students' texts. They implemented feedback innovation by using screencast video feedback in their classrooms to explore how their attempts to use video feedback affected their individual practices. The implementation of video feedback opened their eyes as writing teachers because of its multimodality. The innovative use of aural, visual, textual, and gestural modes enabled them to view feedback as a tool for improving and learning writing rather than solely correcting students' errors. This article provides ideas and suggestions for writing teachers interested in improving feedback practices with screencast video feedback.

This paper explores the experiences of six teacher learners and one teacher educator in a graduate course on aesthetic education at a Midwestern university in the U.S. Using collective autoethnography and arts-practice research, the researcher/participants examine how aesthetic experiences were activated in the learning environment and how this activation supported the development of transformational rethinking that led to the changing of formed habits of teaching. Findings reveal how aesthetic teacher education can be therapeutic, aid in building connections between the teacher and students (and among students), inspire wonder and discovery, facilitate the valuing and including of cultural and linguistic backgrounds of students, compel new perspectives, and promote attunement to process.

Drawing upon autoethnographic experience as a music educator, I make the assertion that transformative learning is particularly amplified in locations where a person encounters the unfamiliar, for those are often the precise places where an individual's habitus no longer holds efficacy. To build this argument, I propose that when inner consciousness intersects with place-shaping processes, transformative learning takes place in a connected, compassionate, and creative manner. I infuse this framework with Pierre Bourdieu's work on habitus, in which he suggests that inner consciousness shapes, and is shaped by, a person's social encounters. Thus, in this lived aesthetic inquiry, I propose that transformative learning has substantial intersectionality with socially constructed understandings of place.

This piece offers a conceptual framework for collective care as pedagogy in higher education, and a proposition of how to theorize its orientations within anticolonial and feminist work on affect in education. First, I spotlight work that helps to define collective care. Next, I call on the concept of affective individualism as a way to describe what is: the taken-for-granted affective governmentality (Zembylas, 2021) that shapes how we often come together in our classrooms. Finally, I ground collective care as pedagogy as the building of affective solidarity, an affective conceptual framework for what could be, grounded in the feminist work of Clare Hemmings (2012).

This article explores the multifaceted dimensions of Black Trans Education Spaces (BTES) within higher education, highlighting the unique experiences, challenges, and transformative potential of these spaces for Black transgender students. This article acknowledges that Black education spaces may perpetuate trans-antagonism due to a lack of awareness, understanding, or intentional inclusivity. Drawing from narratives of 20 Black transgender students both currently and formerly enrolled in U.S. colleges and universities, this research investigates the existence of BTES both within and outside traditional educational structures. Findings indicate five dimensions of BTES: community determination, community actualization, community efficacy, community sustainability, and community reliance. These dimensions encompass the empowerment, identity affirmation, and collective support that Black transgender students derive from BTES. The narratives reveal the capacity of BTES in meeting the basic needs of Black transgender students, providing and sustaining spaces for retreat and empowerment, and nurturing communities of care. The implications of these findings emphasize the importance of recognizing and honoring BTES, fostering greater solidarity, and addressing intersecting oppressions. While BTES play a crucial role in supporting these students, broader inclusivity and understanding are needed in all educational spaces to ensure that all Black transgender individuals can thrive within higher education.

Purpose: The paper shows the interpretive impact of different constructions of the point of view available to the reader/viewer in book and animated movie versions of a children's picture book, a novel for pre-adolescents/early teenagers, and a graphic novel for adolescents and adults. Design/Approach/Methods: Excerpts from book and animated movie versions of the same story are compared using multimodal analysis of interpersonal meaning to show how the reader/viewer is positioned in relation to the characters in each version, complemented by analyses of ideational meaning to show the effect of point of view on interpretive possibilities. Findings: Focusing mainly on multimodal construction of point of view, the analyses show how interpretive possibilities of ostensibly the same story are significantly reconfigured in animated adaptations compared with book versions even when the verbal narrative remains substantially unchanged. Originality/Value: The study shows that it is crucial to students' critical appreciation of, and their creative contribution to, their evolving digital literary culture that in this new era of educational technology, attention in literacy and literary education focuses on developing understandings of digital multimodal narrative art, and that animated movie adaptations are not presented pedagogically as isomorphic with, or simply adjunct to, corresponding book versions.

Academic advising is a proven high-impact practice, shown to have the potential to help increase students' prospects of academic success, increase their sense of belonging and integration at their institution of higher learning, and provide unique insights into the lived realities and experiences of higher education students. For this reason, advising can be seen as a transformative activity within the student support space in South African higher education institutions. As a practice and profession, advising has existed in the Global North (GN) for decades. However, in South Africa -- a developing country in the Global South (GS) -- academic advising remains a nascent field. Consequently, the overarching ideas that inform academic advising in the South African context (both theoretically and practically), tend to be drawn predominantly from the GN and more developed countries. The unchallenged acceptance and tacit dominance of theoretical perspectives and practices from these countries can be considered problematic. This is largely due to differences in the socioeconomic, cultural, and historical contexts of students attending university in GS countries like South Africa. This paper works towards developing a conceptual framework, informed by social realism, for analysing academic advising in GS contexts. It is the anticipated value of a GS framework for analysing the emergence of academic advising in South African and similar contexts that is the core contribution of the paper.

This article provides an analysis of how equitable, inclusive, and meaningful partnerships between the Global South and Global North, which have been characterized by challenges (Kumar 2019), can be established and enhanced by minimizing the power dynamics that undermine their intended goals. This article argues for a relook and disruption of the current models of partnerships and collaborations that have over the years not worked well for partners in the Global South by proposing a consideration and adoption of more responsive and mutually beneficial options through the ACE (Aware, Connect, Empower) principles. The ACE principles provide for new ways of action, including alternative strategies for equitable collaborations across cultures and regions. This includes the adoption of the African Ubuntu philosophy advocating for the creation of awareness amongst partners in collaboration with the need for transformations and empowerment to enable students to gain both intentional intercultural and international experiences. [Note: The publication year (2023) shown on the PDF is incorrect. The correct year of publication is 2024.]

The purpose of the study was to examine education doctoral student perspectives on their experience of enrolling in a fully online EdD program during a global pandemic and achieving career advancement during their enrollment through the lens of transformative learning theory. A qualitative study of 12 participants was conducted to examine in what ways the pandemic influenced their decision to enroll in an online doctorate program, in ways their thinking progressed throughout the program, and the factors affecting their decision to take on a career advancement while enrolled in the program. The findings indicate that there were elements of transformative learning that occurred for many of the participants. Faculty teaching in doctorate programs are encouraged to explore how they might foster transformative learning experiences for their students.

In a university course on the Zuni Pueblo in New Mexico, students engaged in a scaffolded inquiry project to consider connections between individual major areas of study or intended career paths and the Zuni Pueblo. Students completed project tasks prior to, during, and after the trip, and analyzed information gathered to answer their inquiry questions. Topics of interest were shared with the Zuni Tribal Council and a Zuni community partner for discussion and input. After completion, projects were shared with the class, the Tribal Council, a Zuni community partner, and the university community. This article will (1) explain the organization, pedagogy, and processes of implementation of such a scholarly project in an undergraduate service-learning, study-away, spring break course and trip and (2) share project outcomes, including student discoveries, in brief, to contribute to the sparse extant literature on the Zuni Pueblo, especially in contemporary Zuni and especially as relates to a variety of fields.

This current study measured the impact of a one-time semester-long course-based civic engagement activity on student learning and participant impact, particularly participants' willingness to engage in community dialogue and promote awareness of social justice issues within their communities. The service-learning project involved on-campus and online students from three criminal justice courses and a hybrid format event titled "Finding Common Ground: Social Justice Issues Surrounding Mental Health & Mental Illness & Disorders" at a Midwestern teaching institution. The two-hour event included roundtable discussions to promote open dialogue about mental health and mental health illness and disorders. Learning and self-impact were measured via self-constructed questions and the Civic Engagement Short Scale Plus (CES[superscript 2+]). Results indicated increased endorsement for community engagement and positive qualitative feedback on self-empowerment. The findings provide insights into the potential benefits of service-learning activities, such as mental health community roundtables, for fostering community dialogue, personal growth, and social justice activism. The insights gained from the current study can inform future planning and enhancement of civic engagement initiatives while also contributing to developing community-based education and outreach strategies.

This practice report describes a 12-week stand-alone course designed to address the challenges university students face in foreign language classes. Adopting principles of transformative language learning, course content, activities and resources were designed and implemented to dispel myths and preconceptions regarding language instruction, promote self-directed, independent learning, and raise awareness of the cognitive and socio-emotional processes involved in language learning. Students' feedback indicate that the course had a significant impact on their perceptions of adult language learning, their capacity to reflect on their use of strategies, and the importance of developing a plan to continue applying these new understandings in their academic pursuits. The course fostered a shift in students' perspective, from viewing themselves as passive recipients of 'language injections', to becoming self-directed, motivated, and independent learners.

This article explores how music and lyrics serve as modes of storytelling in the language classroom, integrating a multimodal approach and the World-Readiness Standards for Learning Languages. In the 'Sing My Story' project, language students creatively write their own lyrics, which are subsequently performed by either student musicians or target language-speaking musicians within the school community. This initiative encourages students at the Intermediate or Advanced proficiency levels to collaboratively produce a music album, creating narrative lyrics for existing songs. Through this project, students are provided with opportunities for meaningful language application, fostering creative and transformative language learning experiences.

Purpose: This research explores the pivotal role of educational research in supporting democratic civic education amid armed conflict. The study uses the recent experiences in Israel to examine how research can maintain democratic values and foster reconciliation during tumultuous times, aiming to illuminate the transformative capabilities of academic inquiry in crisis contexts. Approach: The research adopts a semi-empirical, exploratory design that evolved from ongoing events. Personal testimonies from a diverse group of seven students were analyzed for overarching theoretical themes. Findings: The analysis reveals that educational research during conflict may act as a critical, transformative tool, highlighting substantial challenges in maintaining civic engagement and democratic education. It underscores the dual role of research in understanding and actively addressing the complexities of armed conflict. Practical implications: The findings stress the need for educational public scholarship and international collaboration to support democratic education, highlighting the crucial role of researchers in shaping educational practices during crises.

This conceptual paper explores the characteristics of education for sustainable development (ESD) within urban secondary schools. Despite the discourse about the importance of sustainability, there has been a lack of research on this topic. The authors employed theory synthesis, which resulted in a concept for Education for Sustainable Development in Urban Contexts (ESDUC). This presents a comprehensive view on the interconnected characteristics that facilitate the successful implementation of ESD in urban secondary schools, (1) developing sustainability competences among both students and teachers, encompassing intercultural competences for teachers and self-regulating skills for students, (2) utilizing teaching methods that are both transformative and culturally responsive, (3) engaging the wider community in the educational process, and (4) shifting the school culture toward embracing diversity and adopting a whole-school approach. This study is valuable for researchers and urban secondary schools seeking to effectively integrate ESD into their educational framework.

While research exists on what constitutes meaningful learning, our study reveals the term meaningful is an ill-defined concept that is interpreted in multiple ways, often from a teacher-centric perspective. Less is known about what constitutes meaningfulness in the context of higher education, particularly in business education. This qualitative study seeks to identify postgraduate student perspectives on what is meaningful in higher education to inform the design of authentic and transformative learning experiences. Focus groups were conducted to gain insights into students' most meaningful learning experiences across four postgraduate business subjects. We conducted a thematic analysis of the student data by inductively coding the transcripts and comments. Students derived the most value from learning experiences that incorporated real-world connections, social encounters, or productive challenges. We also found that students' discussions of meaningfulness were relatively superficial, suggesting that postgraduate students may not be primed to consider meaningfulness in relation to their learning. We thus problematise the term meaningful and conclude by proposing 'learning highs' as a new tentative conceptual frame for future research identifying learning situations in which meaningful experiences occur.

Transformation reflects the government's engagement and policies in restructuring higher education to cultivate the country's communal economy. Higher education is challenged in providing tertiary education to students from diverse environments, and staff transformation is needed. This cross-sectional study establishes the staff's perception of transformation in the School of Healthcare Sciences of a selected South African university. Staff were purposively sampled and were surveyed using an electronic questionnaire. The survey included aspects of equity, transformation, management, recognition, the social environment, the physical environment and general satisfaction. Demographic variables, including the perspective on transformation in the institution, the student body and transformation management, were descriptively analysed. Most staff members perceived the university as committed to transformation despite racial tensions and past injustices. Over two-thirds of the staff support the university's goal of increasing a diverse student body. Additionally, the management is comfortable with diversity and demonstrates equity for all. The implementation of transformation was actively considered and aligned with policies.

This counterstory began with "CRiTical Race Information Theory as Innovative Pedagogy, Act One: Harder Than You Think, It's a Beautiful Thing." In the first act, the authors introduced Critical Race information Theory (CRiT) as a rapidly developing iteration of Critical Race Theory (CRT) applied within information settings. The first act also introduced the CRiT frameworks and tenets as well as the CRiT's three-dimensional infrastructure: CRiT as pedagogy, CRiT as praxis, and CRiT as theory (including the process and nuances of theory building). In this article, the authors transition from the first act's "What is CRiT?" discussion to the second act's discussion of how to "Make it CRiT." Whereas act one covered an approximately 15-year period, this second act moves at a more rapid pace, primarily because it covers a shorter period of time (2021-2023). In act two, the CRiT as pedagogy setting changes from the context of the pilot course launched within the Department of Information Studies at the University of California, Los Angeles to CRiT as pedagogy providing two offerings to Dominican University's School of Information Studies foundational course electives in its ALA-accredited curriculum. Before concluding, the second act offers inspiration and encouragement both to those who offer their critical race work as expressions of transformative, difference-making contributions and to those who aspire to develop and then offer their critical race creations.

The (STEM)[superscript 2] Network (Sustainable, Transformative Engagement across a Multi-Institution/Multidisciplinary STEM Network) is a National Science Foundation Research Coordination Network-Undergraduate Biology Education funded project intended to bridge disciplinary and institutional silos that function as barriers to systemic change in science, technology, engineering, and mathematics (STEM) in higher education. We utilized three foundational frameworks to develop an adaptable model that we posit is applicable across contexts. The model includes a core infrastructure that, combined with intentional self-reflection, results in an adaptable design that can be tailored to individual institutions, contexts, and goals. Herein, we describe the inception of the network, the foundational theoretical frameworks that guide network development and growth, and detail network structure and operations with the intention of supporting others in creating their own networks. We share the nuts and bolts of how we developed the (STEM)[superscript 2] Network, and include a supplemental network development planning guide to support others in utilizing the (STEM)[superscript 2] Network model to reach their own objectives.

Despite growing global attention to the 2015 UN Sustainable Development Goals, we have made limited progress towards achieving them. This article describes an emerging Transformative Learning Journey for Sustainability Leadership being developed for professionals at the University of St. Gallen in Switzerland. The purpose is to help participants achieve the individual transformations needed to enact sustainability-focused interventions in their communities and organizations. From a socio-material lens, we describe four phases of the emerging Learning Journey and identify how they are transformative. The Learning Journey includes spending time in nature, growing an understanding of climate justice, collaborating, and planning action. We draw on reflective data from participants, linking them to Hoggan's (2016a) transformative learning outcomes and other relevant studies, the goal being to contribute to the world's collective knowledge of "how" to facilitate development of the transformative skills identified by the United Nations, the European Commission, and the Inner Developmental Goals.

We present an argument for a higher priority for art in the educational system and "make a case" for the arts--to provide a rationale for its priority in adult education. This is the plan: to provide this rationale; to present practical guidelines for the processes of engaging in art that may be transformative and critical for individuals and for society; and to illustrate the powerful potential of art as a way of teaching for democratic citizenship. We move toward a Pedagogy of Social Imagination in Art and Adult Education by recounting a real-life empirical study of creating opportunities for transformative learning through engagements with art. John Dewey and Maxine Greene assist in outlining a rationale for exploring arts in adult education.

This paper presents a reliable tool for measuring transformative learning in undergraduate social work education, the Social Work Transformation Survey (SWTS). The SWTS was developed from a qualitative theoretical model and translated into quantitative scales. The study collected data from 248 undergraduate students from eight countries who participated in a transnational project using creative journaling to facilitate transformative learning. Structural equation modelling was used to validate the internal structure of the SWTS. We then confirmed the measures' reliability, and subsequently the effectiveness of creative journaling practices as a pedagogy for facilitating transformative learning in social work students. This paper highlights the potential of combining qualitative and quantitative research approaches to develop educational evaluation tools for higher education settings and presents one specific measure for transformative learning.

This research explored teachers' readiness for teaching in times of uncertainty and in global crisis situations through the perspective of teacher agency. Understanding the mechanisms by which teachers exercise their transformative agency was the main research aim. Teacher agency is conceptualized as a phenomenon that emerges ecologically from the interactions of individuals' capacities with the contexts and conditions in which they act. Thus, teachers are key figures upon which the possibility for transformation rests. The current research yielded three major mechanisms: (1) personal beliefs, emotions, values and attributes; (2) technical infrastructure, digital skills and teaching resources; (3) organizational infrastructure. This study highlights the importance of understanding the significance of teachers' transformative agency in times of crisis, as it applies to crisis situations in which means of transcending contradictory and conflicting impasses to transformative growth are sought.

Transformative learning in teacher education qualitatively changes future teachers' meaning systems of learning, teaching, and education. In this study, I explored transformative learning in Finnish class teacher education. Data were collected by observing student teachers over two academic years. Data also contains writings that student teachers produced during that period. A phenomenological analysis focused on the general characteristics of the transformative way of becoming a teacher and identified a process consisting of four phases: starting point, crack, ambivalence, and transformation. A hermeneutic analysis was used to interpret how the process occurred in practice. The results suggest a long and ambivalent process, which challenges educational policy discourses that emphasize efficiency and speed.