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English for young learners (EYL) teachers have practiced some creative activities to maintain their pupils' learning with natural exposure to the target language amidst the pandemic. One activity practiced by Indonesian and Korean teachers was an international collaboration to perform a virtual drama of each country's folktale. This phenomenological research aimed at tapping the teachers' perceptions regarding interculturality and world Englishes (WE) in the virtual dramatic play collaboratively conducted and delving into their commitments in honing interculturality and WE. Two Indonesian and Korean teachers were involved in three sessions of in-depth interviews using pre-prepared interview questions. The trustworthiness of the data was achieved by the group discussions allowing the participants to comment on and revise the transcribed data, as well as triangulation by two international collaborators. Thematic analysis was performed to identify emerging themes and to provide novel insights into EYL teachers' encounters with interculturality and WE. The Indonesian and Korean teachers admitted the compatibility between language and culture, the urgency of introducing varieties of English, and the merits of conducting international collaboration to promote interculturality and WE. The teachers are committed to integrate interculturality and WE in their instructions despite some differences in the stipulated curricula.

Migration continues to emerge as a significant issue in the present day, extending beyond its historical context. This phenomenon not only forms a broad spectrum of impact in social, economic, and cultural realms but also holds notable consequences in the realm of education. Migration, on one hand, has the potential to stimulate cultural interaction, enhancing diversity in knowledge and experience. On the other hand, immigrant individuals may encounter early challenges such as educational inequalities or negative attitudes. This intricate relationship between migration and education contributes to cultural development while simultaneously bringing about areas of societal conflict. Understanding the effects of migration on the younger generation falls within the responsibilities of Psychological Counseling and Guidance (PCG) teachers. These educators aim to support students' academic, personal, social, and emotional development, particularly addressing the challenges posed by the education of immigrant students in the context of social diversity. Research on understanding the attitudes among school stakeholders towards immigrant students contributes valuable insights to this field. In this context, the study is an original work focusing on the perspectives of PCG teachers concerning the attitudes of other stakeholders in schools with immigrant students in private schools. Conducted using qualitative research methods and the phenomenology design, the study involved 12 PCG teachers working in private schools in Gaziantep, Kilis, and Mersin, which are among Turkey's cities experiencing significant migration. Data collected through interviews were analyzed using content analysis. The findings revealed that, overall, teachers and students in private schools with immigrant students tended to have a positive attitude, while parents held a negative outlook. A collective evaluation of all data suggests a notably positive perception and attitude toward immigrant students.

Flavell's theory of metacognition was innovative at the time for its promising practicality. However, research findings that report inconsistencies in metacognitive trainings' outcomes and insufficiencies of translating the theory into mainstream classrooms have accumulated since then. In this sense, there may be a need to revisit metacognition theory for its practicality and credentiality. From a phenomenological perspective, this paper first describes the fundamental tenant of theory; thinking, and whether metacognition theory recognizes the nature of thinking. To manage thinking, it should be stimulated first. In other words, a sensitivity towards a stimulus that is metacognitive responsiveness needs to be raised to initiate the attendance of higher order thinking. Thinking and metacognitive responsiveness pertain to personal relevance, attentiveness, interest, previous experiences, tools for thinking, features of tasks, and the nature of social interactions. Therefore, it is important to present the stimulus designed or adapted to initiate individuals' thinking or metacognitive responsiveness. In this paper, Flavell's theory of metacognition was revised to embrace metacognitive responsiveness explicitly, and it is highlighted that practical implications need to focus on materials to initiate metacognitive responsiveness.

This study aimed to investigate the effectiveness of interactive learning module technology (ILMT) in teaching Kazakh as a second language in secondary schools in the Republic of Kazakhstan. This research was carried out at Russian-medium secondary schools during the academic year 2021-2022. There were two groups in the sample: the experimental (n=63) and control (n=61). The experimental group received an education based on the ILMT while the control group received an education based on the curriculum's traditional technique. The study used a mixed research design and was divided into two sections: quantitative and qualitative. A semi-experimental pre- and post-test control group design was adopted in the quantitative section. The qualitative section employed phenomenology. The quantitative data were acquired using the students' knowledge assessment test and analyzed using comparative analysis. An interview questionnaire and observations were used to obtain qualitative data which was then evaluated using content analysis. The experimental group outperformed the control group in terms of mean post-test knowledge assessment test scores. The ILMT in teaching Kazakh as a second language is efficient in improving the quality of mastering Kazakh language by Russian-speaking students. Content analysis showed that the ILMT helps to reduce students' anxiety and increase independence which is necessary for the development of students' communication skills.

Educational technology integration within higher education has significantly changed the teaching and learning environments. However, the theoretical foundations guiding these changes, particularly connectivism theory, suggest that learning occurs through networks facilitated by digital technology and has not been fully developed. Despite its relevance in the digital age, connectivism has faced criticism and skepticism due to a lack of empirical support. This hermeneutic phenomenological study seeks to explore the experiences of educators in higher education to provide empirical evidence for expanding the theoretical foundations of connectivism. Through indepth interviews, focus groups, and the analysis of letter-writing activities, this research investigates how educators perceive and anticipate the evolution of teaching methods in response to technological advancements and the increasing focus on connectivism in higher education. The study employs a hermeneutic phenomenological approach to interpret these experiences, linking them to the fundamental principles of connectivism learning as a networked process, distributed knowledge, and the role of digital technology in knowledge creation. The findings suggest that educational technology facilitates meaningful connections between learners, which fosters a networked learning environment that aligns with connectivism theory. The study also reveals gaps in the theory, particularly in addressing emerging technologies such as artificial intelligence (AI) and personalized learning platforms. Building on these lived experiences, this research proposes an expanded version of connectivism as a significant contribution supported by empirical evidence from higher education contexts. The study provides implications for educators, administrators, and policymakers in leveraging educational technology effectively and offers theoretical advancements for understanding learning in the digital age.

In this study, it was aimed to evaluate the views of pre-service science teachers on project studies with SWOT analysis. Phenomenological design from qualitative research method was used in the study. The study group consisted of 42 students who are continuing their education in science teaching program in a state university in Central Anatolia Region. Documents were used as data collection tool. Inductive content analysis was used to analyse the data. Freshman stated being able to do research and working in a planned way; senior stated being able to do research and problem solving as their strengths at a higher rate. Freshman expressed more opinions on lack of self-confidence and low creativity skills as weaknesses, while senior expressed more opinions on inability to prepare original projects and inability to use technology. In terms of opportunities, freshman expressed financial support and rewarding quite a lot, while senior expressed more opinions in the codes of receiving support from the environment and institutions, teacher support, and project fairs. Freshman and senior stated that there were similar threats to their project work. Suggestions were made within the framework of the findings obtained in the research.

A significant number of students with learning disabilities encounter challenges in acquiring knowledge, particularly in mathematics. Nonetheless, having a disability or being disadvantaged is not a preference or decision made by these students - or more generally, by these individuals; rather, this label is assigned to them by the prevailing ideal society that creates normative classifications for identities. Students with disabilities can attend regular education institutions alongside their nondisabled peers through an inclusive education system. However, providing identical opportunities does not necessarily ensure that these students will achieve the same outcomes as their non-disabled counterparts in the educational process. Moreover, motivational orientation is a crucial factor in the success of students participating in inclusive education. Teachers' instructional methods, students' intrinsic motivation, and interactions with family or the environment can contribute to a lack of motivation among students in inclusive education settings. Therefore, the aim of this study is to examine the motivational orientations within mathematics courses of middle school students participating in inclusive education. The study follows a phenomenological research design, which is a qualitative approach. The research involves two twin seventh-grade students, their father, and their current mathematics teacher. Data is collected using a semi-structured interview protocol based on the Motivated Strategies for Learning Questionnaire (MSLQ). The findings indicate that the students, teacher, and father all agreed on the orientations of intrinsic goals, self-efficacy, and test anxiety. According to the results, students in inclusive education do not have intrinsic goals related to the mathematics course; instead, their extrinsic goals are focused on grades and selfrealization. Additionally, students in inclusive education do not experience test anxiety, although they sometimes feel tired before exams. In conclusion, students in inclusive education do not exhibit lower levels of motivation, and each student in inclusive education is unique. Treating them as identical and attempting to find a generalized solution may not yield effective results.

This study illuminates the rich and unique experiences of alumni who successfully completed a Doctor of Education (Ed.D.). During two open-ended interview sessions, eight participants revealed the barriers they encountered and successfully navigated to complete their doctoral programs. Some findings align with previously known barriers from extant literature, such as competing demands and academic integration. Participants' stories also reveal that negative experiences from their habitus and self-sabotaging thoughts created additional factors to their completion. This study describes how these alumni overcame the barriers by using their social capital, relationships with their faculty and chairs, and self-awareness to persist. This study is important because scholarly research has traditionally focused on undergraduate (rather than graduate) persistence, yet, only half of all doctoral students in the United States complete their programs. We discuss implications for graduate student retention research and practice based on eight successful doctoral students.

This research explores the collaboration between Indonesian English as a Foreign Language (EFL) educators and Artificial Intelligence (AI) in content development. Employing a qualitative approach, semi-structured interviews were conducted to delve into the perspectives, experiences, and interactions of educators in the realm of AI-enhanced content creation. The study adopts a phenomenological approach, seeking to uncover the underlying essence of the evolving educator-AI relationship in content development. The findings reveal a spectrum of AI integration among educators, from heavy reliance to a balanced approach. Educators demonstrate adaptability and resourcefulness, combining school textbooks with AI-powered tools, such as ChatGPT, magicschool.ai, and you.com, creating dynamic and engaging instructional strategies. Their approaches to lesson planning, content development, presentation, teaching methods, and assessment display a diverse range of AI incorporation, emphasizing flexibility and student-centred learning. Educators are blending textbook analysis, AI tools, and multimedia resources to enhance learning environments. Interactive and student-centred teaching methods, such as pair work, role-play scenarios, and dialogue practice, foster language acquisition, communication skills, and student confidence. In assessment and evaluation, the integration of AI tools, such as ChatGPT, Twee, and Questionwell is emerging, enriching evaluation methods and promising improved student learning experiences. This research sheds light on the dynamic nature of AI-augmented content development in Indonesian EFL education, highlighting educators' adaptability and resourcefulness in embracing technology to enhance pedagogical practices and foster enriched language acquisition experiences for their students.

The massive shift to online learning due to the COVID-19 outbreak has opened wider possibilities of telecollaboration among English learners through global online communities. Responding to the limited empirical evidence on what drives these learners to learn beyond their geographical boundaries, this phenomenological case study intends to delve into the English learners' motivational self-system in a global-speaking online community (GSOC). Recruiting six learners from different countries, the empirical data were gathered from participant observation, questionnaires, and interviews. Concepts of the L2 motivational self-system and international posture were employed to inspire the thematic analysis. The findings elucidate that the participants tended to disclose their stronger L2 ideal selves compared to their L2 ought-to selves. Further, they experienced multifaceted discrepancies in their English learning trajectories and saw GSOC as one of their motivating endeavors to decrease these discrepancies. They reflected that the outbreak had provided them with a broader opportunity to virtually learn from others mediated by technology. The international posture and instrumental motivation appeared to be a motivational construct in their L2 ideal projected selves. In contrast, the integrative construct was likely unable to exert its explanatory power in this context. To this end, some implications are also discussed accordingly.

The COVID-19 pandemic has profoundly affected the education process. A sudden shift to online learning changed the mechanism of the education system. As key stakeholders, parents have to undertake the responsibility of this process at home. This study aims to reveal the roles of parents in online learning during the pandemic. It was conducted with a phenomenological research design. The study group consists of 28 parents having children aged 7 to 13 years old. Data collected employing interviews and open-ended questionnaires were analyzed by the thematic analysis method. According to the findings, parents organize their daily lives at home according to online learning of their children. They explain the online learning process in the context of family circumstances, the challenges they experienced, the educational environment, household chores, job responsibilities, and relationships. It is challenging for parents to undertake the roles of reinforcer, supervisor, motivator, and controller in online learning at home. To overcome the challenges they take family or caregiver support, make partnerships, and use external sources like tutoring, web applications, etc. All these findings suggest that with the emergent shift to remote teaching, parents get much more involved in the education process by undertaking the responsibilities of the teachers.

Gender studies in Western institutions of higher education tend to focus on the deficiencies of female students in adjusting to new cultures compared to their male counterparts (Contreras-Aguirre & Gonzalez, 2017; Manese et al., 1988; Mallinckrodt & Leong, 1992). Few researchers have delved into female Chinese international students' ways of self-fashioning and the opportunities it brings them. Using a phenomenological theoretical framework combined with a critical lens to conduct detailed interviews, this study shifted the lens of focusing on female students' deficiencies, instead exploring how a group of Chinese female international students self-fashioned as they navigated the U.S. higher education environment. Three major themes emerged in our female Chinese international students' stories: their "self-fashioning" helps them (1) sophistically navigate the U.S. system better, (2) tactically fit into the new U.S. society, and (3) adaptively create more genuine personal identities. Implications were discussed at the end of this study.

In the last three decades, there has been a rush towards internationalizing higher education. The international double/joint degree programs are one of the drivers of internationalisation activities. Many African universities have evolved to offer their students these opportunities for academic mobility. This study is a phenomenological understanding of the experiences of African students in Canada on exchange partnerships for international double/joint degree programs (IDDP), using Bourdieu's toolbox. The result shows a gap between the ideal expectations and the instrumental aspects of the programs. Students seem satisfied, despite the challenges faced by participating in these programs.

This research aimed to investigate science learning in Tanfidz Boarding School. The focus of this research are: (1) Factors affecting students of a religious boarding school toward science learning, (2) Islamic boarding school students' perception and attitude toward science learning (value of science learning to religious boarding school students), (3) students' perception toward pleasant science learning. This was qualitative research. Method used in this research was phenomenology. Data collecting technique was an interview. Data analysis techniques applied were: collecting data, presenting data, and drawing conclusions. The results of this study were the school's vision and mission, parents, science teachers and religion teachers caused students to like or dislike science. Students assessed science as important because it was a provision to continue higher education, it was useful for carrying out daily activities, and it had historical considerations to restore the glory of Islam through science. Pleasant learning, creative packaging, being able to motivate, to connect science and religion, investigative activities, being humorous, being able to connect science with everyday life and to explain well were students' perceptions of a good teacher. The reasons students selected Tahfidz boarding school were the attitudes of science teachers, religion teachers, its school vision and mission, and attitudes of parents. Pleasant learning by a professional teacher was conducted by presenting creative learning, and having good emotional control. The implication of the results of this research is that the management of science learning in religious-based Islamic boarding schools needs to pay attention to the desires and needs of students in learning.

For every educator to continue serving quality education to every Filipino learner amidst pandemic, the Department of Education transitioned to Modular Distance Learning (MDL) through printed modules. However, as frontline of this major shift, new changes were experienced by triad' (teachers, parents, and learners). Using phenomenological approach, this study aimed to uncover those experiences and how they cope with problems met. Participants comprised of 24 randomly selected teachers, parents, and learners each from four (4) districts of Maasin City via multi-stage cluster sampling. Semi-structured interviews both online and offline methods with validated instrument were employed to collect data alongside ethical considerations. Results of thematic analysis derived six themes from the lens of teachers namely work stress, readiness or adjustment, observed parental issues, time-management, delayed materials and communication problem. Likewise, parents' experiences extracted five themes namely disruption of work, difficulty in understanding the module, managing children's discipline, learning environment, and managing time. On learners' side, five major themes were generated such as difficulty to understand content, loaded modules and bulky tasks, limited interactions, poor basic Skills in literacy & numeracy, distractions that affect focus, and connectivity problems. Implications reflected major challenges that call for adaptive skills, innovative interventions and policies to ensure both welfare and safety in the process. Despite difficulties, the triad initiated coping strategies. Likewise, factors affecting the quality and efficiency of MDL were drawn such as quality of material, process, learner's foundation, facilitators' welfare and capacity, communication, and home situations. This study concludes that the struggles and triumphs experienced resulting from the new transition in education brought the triad new work atmosphere and influenced the level of learning among learners. This provides valuable insights for potential interventions and policy recommendation for future post-pandemic resiliency and recovery roadmap for every school in the DepEd.

The purpose of this article is to conduct a mathematical and phenomenological comparison of three concepts: (1) the finite limit of a function at a point, (2) the finite limit of a sequence, and (3) the infinite limit of a sequence. Additionally, we aim to analyse the presence of these concepts in Spanish textbooks. The methodology employed is exploratory and descriptive. Our mathematical comparison revealed differences in several areas, including the dependence between variables, the involved infinite processes, the types of infinity, the dimensioning for each variable, and the intuition of continuity in the interval. Our phenomenological comparison found a correspondence between phenomena using a formal approach, but differences in phenomena when using an intuitive approach. Finally, our analysis of textbooks revealed that all three limits are most commonly presented in the verbal representation system and definition format.

Corpus analysis offers a more accurate understanding of a language than intuition but is not widely used in foreign language instruction. This study uses a hermeneutic-phenomenology approach and content analysis to examine the impact of a corpus literacy course on the perceptions and performance indicators of 29 English language teachers. The results suggest that corpus literacy instruction is crucial for language teachers to incorporate corpus into their classroom practices effectively. Even a brief, intensive corpus literacy course can positively alter teachers' perceptions and abilities, increase their awareness of corpus usage in language teaching, and equip them with the skills needed, highlighting the importance of incorporating corpus literacy into the design of English language teacher education programs.

There is a consensus in language learning and teaching that the concept of authenticity in the classroom is beneficial to the learning process. This phenomenology case study explored 31 EFL high school students' perceptions about the authenticity of using English as the language of instruction during synchronic lessons with U.S. teachers. Data was collected from two synchronous interactive lessons and students' open-ended reflections. A thematic content analysis was adopted to examine themes on perception, motivation, and participation. The findings revealed students' insights into their learning experiences through synchronous interactions with teachers, highlighting how authentic learning gave them opportunities to practice communication strategies and learn vocabulary incidentally. This study provides pedagogical implications for integrating authenticity in foreign language classrooms.

Teachers play a crucial role in disseminating knowledge in educational settings, typically adhering to a credulist-testimonial approach outlined in pedagogical literature. Consequently, students often acquire knowledge through this method, potentially leading to discrepancies between their conceptual understanding and the intended educational objectives. This study investigates the phenomenon of learning obstacles encountered by junior high school students, with a particular emphasis on mathematics education. It is part of a series of Didactical Design Research (DDR) projects aimed at developing effective instructional materials. Employing an interpretive paradigm within the DDR framework, the study adopts a qualitative approach utilizing hermeneutic phenomenology design. Various research tools such as diagnostic assessments, interview guidelines, observation sheets, and audio recordings are employed. Data analysis is conducted using the Constant Comparative Method (CCM). The findings highlight ontogenic, didactic, and epistemological obstacles students face, stemming from factors such as a lack of interest in mathematics, ineffective material presentation, and misconceptions regarding set concepts. These results underscore the importance of educators employing effective teaching strategies to help students overcome these obstacles and succeed in their mathematics lessons.

It is evident that more qualitative research on Advanced Placement [AP] classrooms for students from marginalized backgrounds is needed to uncover how AP practices and pedagogies might better serve students who had been historically excluded from the AP Program. I asked my former calculus students (32 total - 22 participated) from my last three years of teaching to complete a survey that was developed with open and closed-ended questions to explore the student experience in their AP Calculus AB course. I aimed to investigate the specific practices and encouragements that are most impactful in helping students meet the demands of the AP Calculus curriculum. Using this AP program as a phenomenological study, my intention was to gain insights that could support educators in helping students meet the demands of a challenging course. I used a six-phase thematic data analysis to make sense of and create a report on the corpus of data collected. After conducting the thematic analysis of the coded excerpts, seven themes and a variety of subthemes emerged: Participants felt supported to meet the demands of the course; they reported that the extended class time provided the necessary duration to master the course concepts; they expressed value in the variety of In-Class Tasks; they found the Out-of-Class-Time Tasks challenging but helpful to their learning; they conveyed great benefit from the overall organization of the course; they expressed gains in transferable skills; and they described a variety of struggles or barriers to success in the course. The findings are presented in conjunction with representative excerpts that were extracted verbatim from the survey and indicate that an AP course should provide targeted support to be successful on the AP Exam, but it should also provide opportunities to develop deep understanding of concepts and procedures through a variety of modalities to positively impact students' future success in college. The results are discussed in connection to relevant mathematics education literature and to implications and future directions of related research.

This phenomenological study seeks to explore the experiences of Vietnamese English-major graduates as they transition into out-of-expertise job roles in a globalized work environment. Drawing from a qualitative dataset gathered from 67 participants through semi-structured interviews, the research aimed to understand the perceived benefits, challenges, and emotional trajectories associated with such transitions. Key findings indicate that the majority of participants perceived their English proficiency as a significant advantage in diverse job markets. However, they also highlighted cultural challenges when adapting to global work settings, emphasizing the need to understand nuanced cultural norms beyond language proficiency. A recurrent theme was the perceived gap between the rich theoretical knowledge acquired during their academic tenure and its practical applicability in real-world job scenarios. Interestingly, participants also illuminated the unexpected interdisciplinary benefits of their English-major background, suggesting that their studies equipped them with valuable critical thinking and analytical skills. Issues of professional identity emerged strongly, with many participants expressing challenges in aligning their academic label with diverse job roles. Furthermore, the study highlights the profound emotional journey, from initial doubts to building resilience, as a significant aspect of these professional transitions.

This study aimed to interpret and describe students' mathematical thinking processes of non-routine mathematical problems that were solved based on didactic situation theory. This study uses a qualitative method, a phenomenological hermeneutics study for grade 8 students at a junior high school in Banda Aceh in the 2021-2022 academic year. Research data obtained through data were collected using instruments, namely written tests based on the didactic mathematical situation theory framework, structured observation, documentation, and clinical interviews carried out after the action. The results of the study show that the students' mathematical thinking processes in the critical reflection category can reach the convincing stage with algebraic arguments in validation situations. Subjects in the explicit reflection category can reach the convincing stage by providing arithmetic arguments in validation situations. Meanwhile, the category of students who cannot solve problems and can only specialize by giving examples of what is being asked. Students in this category have difficulty identifying relevant patterns and formulating the mathematical models needed to solve the problems. To support students in developing the level of mathematical thinking, the teacher can present contextual problems that are in accordance with the level of student thinking, can predict possible responses or ways of thinking of students to the problems given and present problems according to the structure of the concept sequence and the functional order of students' thinking. To support students in algebraic thinking category, teachers can start learning by presenting contextual problems that are easily recognized by students, then expand that context in symbolic form.

Due to the mounting pressure to publish international publications, faculty members around the globe must take the initiative to upgrade their writing capacity through various methods, including participation in workshops and training, obtaining professional support, and joining learning communities. This paper focuses on our experience, three female teacher educators, of becoming scholarly writers for international readership through PROSINAR, an Indonesia-based professional learning community (PLC). We present the PLC scheme for establishing a platform for faculty members to (re)construct and develop their professional identities. Based on findings from a phenomenological case study framed by Freire's (1993) notion of dialogic encounters, we evaluate our professional identities as English teacher-educators while simultaneously constructing our identities as scholarly writers within our discourse community. We believe that in addition to being a platform for continuing professional development in the context of education, PLC has established itself as an emergent learning platform to improve faculties' research competence and develop their scholarly writing capacity.

One reason for the widespread use of the energy concept across the sciences is that energy analysis can be used to interpret the behavior of systems even if one does not know the particular mechanisms that underlie the observed behavior. By providing an approach to interpreting unfamiliar phenomena, energy provides a lens on phenomena that can set the stage for deeper learning about how and why phenomena occur. However, not all energy ideas are equally productive in setting the stage for new learning. In particular, researchers have debated the value of teaching students to interpret phenomena in terms of energy forms and transformations. In this study, we investigated how two different approaches to middle school energy instruction--one emphasizing energy transformations between forms and one emphasizing energy transfers between systems--prepared students to use their existing energy knowledge to engage in new learning about a novel energy-related phenomenon. To do this, we designed a new assessment instrument to elicit student initial ideas about the phenomenon and to compare how effectively students from each approach learned from authentic learning resources. Our results indicate that students who learned to interpret phenomenon in terms of energy transfers between systems learned more effectively from available learning resources than did students who learned to interpret phenomena in terms of energy forms and transformations. This study informs the design of introductory energy instruction and approaches for assessing how students existing knowledge guides new learning about phenomena.

In Pakistan, adult literacy programs are offered to enable learners to function effectively to attain individual, family, and social sustainability, but these programs are continuously reporting low participation. This study aimed to explore the reasons behind low participation, employing a descriptive phenomenological design to examine the challenges experienced by adult learners, literacy teachers, and administrators. Forty-five participants (30 learners, 10 teachers, and 5 administrators) were selected by using a purposive sampling technique. Data were gathered through focus group discussions and semi-structured interviews, and a thematic analysis was conducted. Numerous challenges were found, including less attractive, non-relevant literacy content, inappropriate presentation methods, lack of proper mechanisms for teachers' training, and learners' evaluation. Based on the evidence, practical implications were proposed, with a particular emphasis on adult learners and literacy teachers.

Design thinking and virtual reality continue to infiltrate the K-12 landscape, with incredible promise for fostering deeper engagement with content. Design thinking in particular embodies maker education's beliefs in learning through building, but with the added caveat of solving real-world problems with the consideration of others' perspectives. For leveraging the benefits of design thinking, understanding the perspective of the other person can be crucial. In this phenomenological study, thirteen high school students participated in a Design Thinking class which used two different media--one immersive virtual reality video, and one non-immersive traditional documentary--as a means to kickstart the design thinking process. Results showed that the traditional documentary allowed students to brainstorm problems to solve, while a more immersive media evoked stronger feelings in students and prompted more action; both media appear to help gain perspective. This research provides implications on how media immersion influences problem solving with design thinking.

The purpose of this qualitative, phenomenological study was to investigate the experiences and perspectives of parents of highly and profoundly gifted children in developmental and cultural contexts. A purposive sample was selected from parents who are members of networks and organizations serving highly and profoundly gifted students. We conducted semi-structured interviews with 11 parents. Data were analyzed using the six-step approach of thematic analysis and revealed eight overarching themes including (a) self-efficacy within sociocultural contexts; (b) feelings of confidence; (c) role in fulfilling children's needs; (d) decisions and actions related to children's giftedness; (e) development of the parent/child dyads; (f) sense of belonging within the larger community; (g) impact of COVID-19 pandemic on their child's gifted education; and (h) resources needed to facilitate children's social-emotional and academic needs. Implications inform educators, counselors, and communities of the lived experiences of parents and their need for a sense of support and belonging.

Background: For older Latinos, some benefits of leisure-time physical activity (LTPA) include enhanced cognitive functioning, decreased loneliness, and reduced premature mortality. Despite LTPA benefits, adults [greater than or equal to]50 years are one of the most inactive age groups in the United States. Methods: This qualitative study aimed to add to the limited evidence of LTPA in older Latino adults by exploring the barriers and facilitators for fitness class uptake and park use. Guided by a Social-Ecological Model of Health and Social Determinants of Health theoretical and a phenomenological research design, qualitative research data were collected via 27 personal interviews with Latino adults using a semistructured interview guide. Participants were recruited using purposive sampling strategies in collaboration with community partners. Bicultural data collectors conducted the semistructured interviews over Zoom. Thematic analysis was performed using Dedoose, following an inductive and deductive approach. Results: The main barriers to fitness class attendance and park use were family and/or work commitments, perceived safety, and perceived discrimination. Conversely, the critical facilitators for participation were socialization into a group, social connectedness with group members, fitness instructor characteristics, and exercise history. Conclusions: Findings from this study hold important implications for the design of fitness programming and park-based recreation, including the need to increase the cultural diversity of recreation staff and culturally relevant programming. Future research is needed on time poverty related to family/work commitments and whether discriminatory practices at fitness centers, like ageism and race/ethnicity, influence physical activity behavior.

This study aims to determine the needs, expectations, problems and experiences of international students in the process of distance education. To this end, phenomenology design was used, and university students representing different departments and countries were selected through a purposive sampling method. A total of 11 international students participated in the study. An interview form was used for data collection. According to the findings, it was found that the participants did not experience any problems during the registration and admission process and could get enough support from the institution during the orientation and services process. The most common problem in the academic process is the language used by the lecturer. Also, the students mostly preferred the department they studied in line with their choices. Thanks to the repetition of the courses in distance education, they could overcome the language and communication barriers they experienced during the face-to-face education process. It was also determined that the students' social relations with their peers and lecturers were positive, and they did not experience any adaptation problems. Finally, participants' statements on financial challenges focused on the difficulties in both finding scholarships and supporting themselves.

Background: At the onset of the COVID-19 pandemic, schools closed across the United States. Given the impact of virtual learning and lost access to school resources, schools eventually reopened with COVID-19 mitigation protocols in place. This qualitative study sought to understand parental perceptions of school-based COVID-19 mitigation strategies. Methods: Using a phenomenology approach, nine focus groups were completed with 40 parents of children in grades K-8 representing eight Maryland counties. Based on acceptance of masking policies (as indicated on a survey), parents were sorted into 2 groups--lower and higher masking acceptance. A thematic analysis was conducted for each group and themes were compared between the 2 groups. Results: The main themes were related to parents' general sentiments regarding COVID-19, compliance, pandemic-related changes over time, changes in personal opinions, and in-person learning. Both groups described challenges related to inconsistent COVID-19 mitigation policies and practices, the challenges of rapid and frequent changes in guidelines during the pandemic, and the benefits of in-person learning. Conclusions: Parents of elementary and middle school children, regardless of general acceptance of masking policies, shared concerns about implementation and guidance regarding school-based mitigation strategies.

This paper uses narrative inquiry, ethnographic observations, and philosophical consideration of phenomenology to explore the role of mindfulness training, specifically a yoga-based practice, in supporting resiliency, academic achievement, and holistic well-being. Holistic well-being has become a critical and significant area of focus in education as increasing stress, anxiety and depression are resulting in both mental and physical illness, causing a significant decrease in overall resiliency observed both in students and teachers. This problem has been compounded by COVID-19, increasing use of technology and social isolation (Kush, Badillo-Giocoechea, Musci, & Stuart, 2022). It is critical to seek ontological ways of being and epistemological opportunities that consider relationality and holism to deepen our understanding of the complexity of our human experience, individually and collectively. The purpose of this paper is to offer proactive considerations to achieve well-being in our increasingly complex and overwhelming educational environments by considering the lived experience of the author as a yoga practitioner, academic researcher, and classroom educator. It begins by exploring the concept of interconnectivity and reflection on lived experience, and then it establishes a working definition for both resiliency and yoga. It then connects the key concepts of yoga practice to educational neuroscience, curriculum, teaching, and learning. Finally, it explores practical applications to teaching and learning and future research to be considered regarding resiliency, yoga, and holistic well-being.

The Culling System in every higher education institution ensures that only students who meet specific academic or performance standards remain in the program, which helps uphold the program's standards and effectiveness. Thus, this study aims to delve into the lived experiences of the students who were culled out from the board programs offered by the Kapalong College of Agriculture, Sciences and Technology in which qualitative research utilizing a phenomenological approach was utilized. The participants were the 14 students who were culled out from the board programs being offered by Kapalong College of Agriculture, Sciences and Technology who were purposively selected. Further, there were five (5) participants for the in-depth interview and another five (5) for the focus group discussion. The data gathered were analyzed through the use of coding and thematic analysis. The study is deemed beneficial since it can provide valuable insights into the effectiveness of culling practices in board programs wherein higher authorities can use this information to evaluate existing policies and programs related to student retention and support. It may lead to identifying potential flaws or areas for improvement in the current system.

Visual system is crucial to autobiographical memory. Research tended to show that blind adults may compensate for the loss of visual information in retrieval of their autobiographical memories. Much less is known about how blind children's autobiographical memory develops in the absence of visual information. Using cue-word methodology, 36 sighted and 33 blind early teenagers were asked to recall memories and subsequently rated phenomenological qualities of their memories. Retrieval latency, the number of prompts provided, episodic and non-episodic details reported for each memory were coded. In terms of memory accessibility, the blind group recalled comparable number of memories with comparable latency to retrieve memories, but they needed more prompting. Blind participants recalled similar number of episodic details; however, they reported more extraneous details, decreasing specificity. Blind early teenagers reported higher auditory imagery, a propensity to remember events from the first-person perspective, and a tendency to remember events as coherent stories.

Early childhood teaching is complex, caring, relational work. In enacting an ethic of care, early childhood teachers often focus on extending care to others, and overlook including themselves in a circle of care. This can negatively impact on teacher well-being and ultimately lead to teacher burnout. This paper draws on a project that explored twelve teachers' experiences of the practice of mindful self-compassion using a methodology of mindful inquiry, a qualitative approach that includes elements of mindfulness, care, and hermeneutic phenomenology. Findings of the study identified that the practice of mindful self-compassion supported teachers to enact an ethic of care, which includes extending care, receiving care, and engaging in self-care. Being mindfully self-compassionate supported the teachers to engage in intentional caring practices that fostered relationships and supported the well-being of children and their colleagues, and empowered the teachers to advocate for themselves, their colleagues, and children. The paper argues that mindful self-compassion practice supports and sustains early childhood teachers in their caring role. When carers are included in a circle of care, then the reciprocal and inclusive nature of an ethic of care can be more fully realised. Implications are discussed for initial teacher education, teaching practice, early childhood leaders and policy makers.

Civic leadership programming can be found across the United States and allows individuals the opportunity to gain skills focused on engaging their local community, creating space for change and impact to occur, and developing civic agency, a practice of working together across differences. This work describes civic leadership understanding, an examination of Generation Z characteristics, and provides a description of the Civic Leadership Academy at one university. The results of a 3-year longitudinal series of phenomenological focus groups identify student-derived themes that set a definition of civic leadership: catalyst of social awareness and change, bridging people and passions, and developing a culture of service. In addition, they identify barriers to service and provide strategies to challenge these barriers through curricular and co-curricular programs.

This article reports research into the everydayness of instructional design (meaning designers' daily routines, run-of-the-mill interactions with colleagues, and other, prosaic forms of social contact), and how everydayness relates to their pursuit of quality in online course design. These issues were investigated through an ethnographic case study, centered on a team of instructional designers at a university in the United States, and using the dimensions of everydayness articulated by Troubé (2021) as an interpretive framework. Designers were observed spending significant amounts of time engaged in repetitive practices of course refinement, meaning mundane, workaday tasks like revising, updating, fine-tuning, or fixing the courses to which they were assigned. Refining practices were interrelated with, but also experienced as distinct from, the specialized processes of instructional design or innovation that the designers also applied, largely because of their adjustable nature and the background of neutrality they provided (or the way they faded out of designers' explicit awareness and attention). Refinement also contributed towards the normative structures of meaning designers shared around their work (both positive and negative). Refining played a meaningful role in designers' pursuit of course quality, both to help them achieve quality, as well as to understand what the ideal of quality meant in specific instances. The article concludes by exploring what implications these findings have for the study and practice of pursuing quality in the context of online course development.

This study examines the commitments of an alternative teacher education program in linking theory and practice, one of the most prominent problems of the field. This qualitative phenomenological study drew from semi-structured interviews with seven faculty members and associate instructors, electronic surveys with seven program students, participant observation and field notes in seminar sessions, one program faculty meeting, and one community meeting, and curriculum materials. The findings suggest that the design of the program and the roles and (inter)actions of the stakeholders within the program created a dialectical interplay. Linked with this interplay, Teachers' Society provided a setting for collaborative learning during which theory is extracted from experience.

Academic ethics and plagiarism research are typically handled separately, with these concepts examined from either the perspective of academics or students. In order to better understand these two interconnected phenomena, this study examined them through the eyes of both academics and postgraduate students, who are often referred to as the academy's unbreakable pair. The study's findings, obtained through interviews of participants' metaphorical perceptions of these phenomena, show that the themes shared by both academics and postgraduate students with regard to the concept of "Academic ethics" were "Principled", "Guiding", "Laborious", "Solid foundation", "Distinguishing between right and wrong", and "Precious", and the common themes created from metaphors generated by both groups for the concept of "Plagiarism" were "Pelf", "A dead-end", "Disclosure", and "Cribbing". Findings also demonstrate that postgraduates have a theoretical background in academic ethics but have a limited understanding of plagiarism. Academics demonstrate a more comprehensive understanding of academic ethics as well as plagiarism than students.

The purpose of this qualitative, phenomenological study was to explore adult immigrant learners' perspectives and motivations for participating in an ESL program through the lens of McClusky's Theory of Margin. Nine adult immigrant ESL students were interviewed about their learning experiences. Creswell's (1994) systematic process informed the data analysis of the study. The findings of the study include adult immigrant learners' perspectives of the ESL program, the challenges (loads) they face in their daily lives in terms of learning and speaking English, the support system (power) that help them navigate through those difficulties, and their suggestions to improve the learning experiences at the ESL program. Implications of this research for policy, adult educators, curriculum, and program developers are explored.

This article examines the use of the repertory grid technique as a method to investigate learner perceptions in language education research. An important issue raised in this article concerns how far a researcher's agenda may be unintentionally imposed onto a research study which is investigating learners' perceptions, and how far the ensuing data may provide an accurate representation of the learners' viewpoints. A discussion of conventional research methods in perception research indicates the limitations of many structured research instruments such as questionnaires, surveys and interviews with regard to gaining reliable insights into learners' views. The article considers the potential of using the repertory grid technique in perception research in terms of minimizing researcher influence and obtaining data that reflects learners' perceptions. Taking a research study on the perceptions of secondary school learners of the language classroom as an example, the article demonstrates how building repertory grids can reveal insights into the learners' thought processes and give the researchers access into the different ways learners view the classroom. The article also considers some issues in terms of data analysis and the interpreting of language data. It concludes that the repertory grid technique is a useful approach in perception research which can provide valuable data that is revealing of participants' actual views.

The purpose of this study was to explore the opinions of administrators about the effect of administrator replacement circulation in non-formal education institutions providing adult education on organizational culture. In this qualitative study, ten randomly selected administrators were interviewed using the convenience sampling method. The data were analyzed via the content analysis technique. As a result of the research, most managers think that the institutions providing adult education should be subjected to a different management appointment system than other institutions. While some managers find the organizational change circulation necessary and important for organizational culture, and the preservation and development of the existing culture, some managers stated that changes negatively affect the organizational culture structure. Although there are some differences in opinions among the managers, all managers agree on the importance and provision of the organizational culture in terms of a healthy system functioning in such institutions.

In this paper, we report findings from a larger study that investigated design failure, as a phenomenon, in instructional design (ID) practice from the perspective of ID practitioners. Following an interpretive phenomenological study design, we interviewed 17 ID practitioners working in diverse settings, seeking their stories of design failure. Throughout the interviews and the analysis of the practitioners' stories of design failures, we found that ID practitioners define design failure in different ways that are mostly not captured in design literature, that is: design failure as "failure during use of design," design failure as "failure during process of design," design failure as "an opportunity for reflection on design actions," design failure as "an outcome or an event that needs to be avoided/prevented during the process of design," and design failure as "an outcome or an event that could not be avoided/prevented during the process of design." These findings and our discussions of them emphasize the generative role design failure plays in ID practice, the richness and the complexity of this phenomenon, and point to implications for IDT scholarship and ID education. In an upcoming paper, we report what ID practitioners attribute design failure to and what is the essence of design failure in ID practice.

This article presents the Holistic Empowering Methodological Approach (HEMA), which is philosophically informed by the concept of diversity by design; epistemologically and methodologically guided by hermeneutic phenomenology; and supported by the method of qualitative survey combined with the Single Question Aimed at Inducing Narrative (SQUIN) technique. This is a methodological conceptual article whereby the development and application of the HEMA is illustrated through the study that examined the learning and professional development experiences of disabled and neurodiverse PhD students in library and information science (LIS) programs amid the lingering COVID-19 pandemic and explored their academic lifeworlds. The article critically assesses the merits and shortcomings of the HEMA and provides other researchers with a roadmap for replicating the HEMA in every phase of research: from brainstorming to the selection of methods, to data collection, analysis, interpretation, and reporting. In so doing, the article also strives to reaffirm the vitality of rigorous qualitative methodology in studying underresearched, minoritized, and marginalized communities. From the scholarly worldview to specific methodological choices, this framework advocates for the type of research that puts participants in the "driver's seat," giving them agency and providing the opportunity for self-definition and self-determination. The nuanced presentation of a holistic methodological approach, with particular attention paid to the issues of methodological rigor and quality control, will be of benefit to both beginner and seasoned researchers and can serve as an educational aid in research methods courses and dissertation supervision.

The university curriculum has been urged to incorporate 21st-century digital competence and skills, particularly information literacy, in accordance with recommendations made by numerous organizations, including the Scientific and Cultural Organization (UNESCO) and the International Society for Technology in Education (ISTE). Instructors are then considered true facilitators in this sense. Therefore, recent studies investigated the factors that shape teachers' competence in developing learners' information literacy by exploring contextual factors such as the availability of information and communication technologies (ICTs) and internal factors such as their attitudes. This study aims to shift the focus from exploring contextual factors or teachers' attitudes to exploring instructors' individual ICT-related factors. Through a bi-phenomenon analysis, this study leveraged teachers' professional knowledge and ICT-related teaching skills in shaping their competence to develop learners' information literacy. To do so, 346 university English as a Foreign Language (EFL) lecturers in Iran voluntarily participated and answered the study instruments. The result of the partial least square modeling approach (PLS-SEM) revealed that lectures' skills in designing the procedure to develop university language learners' information literacy and integrating psychological factors, such as self-regulation and attitude, as well as the skills to implement the procedure and handle unforeseen challenges effectively cultivate information literacy. The professional knowledge areas of planning, exertion, and ethics were also recognized as preconditioning factors in this manner. In addition to introducing a new conceptual framework to the literature, the findings of this study also make recommendations on how lecturers can upgrade their action-oriented skills and professional knowledge to increase learners' information literacy. Executive managers should also update their recruitment criteria and evaluate lecturers' skills and knowledge during recruitment.

The lived experiences of Filipino teachers in the US Virgin Islands are investigated in this phenomenological study. The study also looked at the difficulties they encountered and how Filipino teachers overcome them to continue to give their students a high-quality education. A qualitative phenomenological research approach with theory generating was employed for this investigation. According to the themes that emerged, the Filipino teachers' lived experiences revolved around the difficulties they faced while teaching outside the country; teachers struggled to manage students' behavior while being away from their families. Teachers developed coping mechanisms in order to adapt to the new eco-ecological set-up and maintain a sound mindset in order to enjoy teaching on the island. It was also revealed that teachers were subjected to close administrative supervision, that they had a minimal workload and were well compensated. Despite this, Filipino teachers in the US Virgin Islands adapted to the major crisis and even used it to grow and develop as educators. In terms of findings, the New-Ecological Acclimatization theory was developed.

This study aims at revealing how basic education teachers, as the foundation of the educational system participating in the Private Creative Drama Instructor/Leadership Program, comprehend the creative drama method and their experiences with this process. The study was designed using the phenomenology qualitative research pattern. The participants consisted of nine teachers (six female and 3 male teachers), working in different branches who completed the first two stages (96 hours of training). Data were collected through unstructured interviews and participant diaries. The data were analyzed using inductive content analysis. Criterion sampling was preferred in the formation of the study group to include situations that meet the determined criteria in the study. The first criterion was that the teachers had taken the first two stages of the drama course as they understood the nature of drama. Participants emphasized the strengths of using creative drama as a method at the end of the course. The findings revealed that drama education and applications contribute to skills such as language, decision-making, and expression skills and have a positive effect on personal development. In addition, getting to know each other in the group is significant in creating a convenient and appropriate setting in drama practice.