Constructivist Epistemology Research Articles

Community voices in health literacy: a qualitative exploration into perceptions of a health literacy mediator.

Health literacy is a vital asset needed to empower individuals to take control of their health. An individual's health literacy is the ability to find, use and apply health information and services to manage their health. They interact with the health services and members of their community who can offer additional support. Creating the role of a health literacy mediator (HLM) may help to improve health literacy outcomes for all. For this role to be accepted by individuals within a community, the community itself should be involved in the development of the roles and associated responsibilities. The aim of this study was to engage with community members to acquire their perspectives on the potential of this role. Qualitative semi-structured online interviews were used to engage in discussions with local community members. This study implemented a constructivist epistemology with qualitative research design. Data were thematically analysed to identify evolving themes that were important to the HLM role. The analysis identified three main themes that need to be considered when adopting an HLM role: (i) health empowerment of individuals, organizations and communities, (ii) meeting the needs of the community and (iii) addressing the existing barriers in navigating and accessing the healthcare system. Those working in the health promotion space must adopt novel and innovative ways to improve HL on both a local and an international scale. This study concluded that for the role of a HLM to be accepted, it would need to encompass these attributes.

We need to talk about AL: has academic literacies designed the pedagogy out of Learning Development?

Academic literacies (AL) research has made significant contributions to understandings of student writing and literacy across higher education and particularly learning development. However, researchers and practitioners both within and external to the AL movement have struggled to clarify the relationship between AL and pedagogy. English for Academic Purposes researchers have highlighted the lack of a workable AL pedagogy, whilst AL researchers maintain that the model represents a design space or heuristic for thinking about practice in context, rather than a source of pedagogic prescriptions. This theoretical discussion elaborates concerns with the structural coherence of the AL model, its broadly social constructivist underpinnings and evidence base, and the impact of its ideological orientation on the pedagogy we derive from it. Underpinning these critiques is a suspicion that the interpretation of social constructivist epistemology on which AL relies to pinpoint weaknesses in the models of literacy/writing which it subsumes cannot generate a practical pedagogy. We argue that these structural and ideological tensions in the AL model help to explain confusion over its interpretation and implementation. We speculate that this singular focus on social constructivist-derived theory, though well-intentioned, does more to reinforce a particular ideological commitment than to enhance student learning.

Health professionals’ and caregivers’ perspectives on improving paramedics’ provision of palliative care in Australian communities: a qualitative study

ObjectivesParamedics have the potential to make a substantial contribution to community-based palliative care provision. However, they are hindered by a lack of policy and institutional support, as well as targeted...

Hiding in the shadows: a qualitative exploration of women gamers identities and perceptions of the video gaming context

Video gaming has evolved into a complex, digital landscape where gender dynamics are increasingly scrutinised. While women now constitute a significant portion of the gaming population, they face unique challenges in a traditionally male-dominated space. Despite the growing presence of women in gaming, persistent gender inequalities continue to shape their experiences and identities within gaming cultures. This qualitative study explored how women gamers conceptualise their identities and navigate their experiences in the video gaming context, focusing on motivations, well-being, and representation. Utilising a feminist theoretical perspective and social constructionist epistemology, we conducted semi-structured interviews with 12 international women gamers (aged 23–43, M = 28, SD = 5.51). Findings constructed through our reflexive thematic analysis highlighted how women negotiate their identities within often hostile gaming environments, revealing both challenges and sources of resilience. Participants reported using strategies such as concealing their gender and creating private gaming communities to mitigate harassment. However, they also described gaming as a source of empowerment, offering opportunities for identity exploration and stress relief. Our research contributes to understanding gender dynamics in gaming by providing nuanced insights into women’s lived experiences, challenging simplistic narratives about their identities, preferences, and behaviours. Implications for game developers, community managers, and policymakers are discussed, offering guidance for creating more inclusive gaming environments that cater to diverse players and combat gender-based discrimination.

“I’m trying to take the lead from my child”: experiences Parenting Young Nonbinary Children

BackgroundWhile research has emphasized the importance of parental support for LGBTQIA + youth wellbeing, there remains limited understanding of parental experiences with nonbinary children, particularly those prepubescent. This study aimed to explore how parents of nonbinary children ages 5–8 learn to support their child’s identity, examining initial reactions, emotional processes, supportive behaviors, societal responses, and associated challenges and rewards.MethodsA qualitative study was conducted using Reflexive Thematic Analysis (RTA) within a framework of ontological relativism and epistemological constructivism. Nine parents of nonbinary children aged 5–8 from the Northeastern United States participated in semi-structured interviews lasting 60–80 min. Questions explored various aspects of parenting nonbinary children, including the child’s gender identity, parental feelings, experiences sharing the child’s identity, and challenges and rewards of raising a gender-diverse child. The research team, comprising individuals who identify as trans, genderqueer, and nonbinary, employed collaborative coding and thematic development.ResultsFour main themes were constructed: (1) Parents hear and support their child’s nonbinary identity, this theme highlights immediate acceptance and efforts parents make to affirm their child’s gender; (2) Parents learn about ways cisnormative society harms their child, here, parents recognize the societal pressures and barriers their children face; (3) Parents take significant and proactive steps to affirm their child, this theme documents the actions parents take to support their child in environments that invalidate their identity; and (4) Gender is just one aspect of who my child is, this theme reflects on parental insights of gender as just one part of their child’s overall personhood.ConclusionsThis study provides insights into the experiences of parents supporting young nonbinary children, emphasizing the importance of affirming expressed identity, the parent-child relationship, and proactive support in navigating cisnormative societal structures. Findings highlight the transformative experience of parenting nonbinary children, with parents often challenging their own preconceptions of gender and coming to more nuanced understandings. These results can inform supportive interventions and policies for nonbinary children and their families, and we hope to contribute to a growing body of research that shifts narratives towards joy, resilience, and community in trans and nonbinary experiences.

Exploring learning characteristics and progression ofGPtrainees based in regional, rural and remote settings:Aqualitative study.

Globally, most doctors train and work in metropolitan areas but a key strategy for developing the rural health workforce is expanding rural training. The aim of this study was to describe the scope and quality of learning along with skill acquisition of GP trainees based in regional, rural, and remote settings. Regional, rural and remote settings in Queensland Australia excluding Brisbane. Thirty-seven general practice trainees who had undertaken their first community placement were recruited from regional, rural and remote learning settings within Queensland. Qualitative descriptive methodology based on constructionist epistemology was employed which allowed for the exploration of current GP trainees' experiences. Trainees were interviewed and data were thematically analysed as to the scope and quality of learning by the setting of training. Learning experiences were then mapped against the Dreyfus and Dreyfus model to explore skill acquisition. In terms of the scope and quality of learning, rural and remote trainees mainly focused on the diverse and unique (sometimes challenging) experiences their setting offered compared with regionally based trainees. Mapping of the trainee comments to the Dreyfus model of skill acquisition demonstrated that regardless of setting, equivalent learning occurred by GP trainees. This exploratory study provides evidence that rural and remote learning may provide a more diverse and challenging experience. It suggests an equivalence of quality of education and skill acquisition across settings rural, regional and remote. This suggests that the training distribution policies may not disadvantage GP trainees and the scope and quality of more remote learning may increase uptake of remote placements.

Prioritized Functions of Family Systems Over Time: A Qualitative Analysis

There remain gaps in the literature with respect to how individuals perceive, identify, and make sense of the functions of their families over time as social systems. Leveraging a qualitative approach rooted in a contextual constructionist epistemology and life course theory, the prioritized functions of family systems were explored via semi-structured, in-depth interviews among 17 adults in various regions of the United States (50% non-Hispanic White; 40% non-Hispanic Black/African American/African descent) who indicated providing care for at least one child from infancy to legal adulthood. Qualitative analyses foregrounded five prioritized functions, namely, secure and maintain connection, procure resources, bolster development, foster safety and well-being, and support self-actualization. Analyses also highlighted several important contextual factors that influence (a) what functions families prioritize in a given period of time and (b) help or hinder families’ ability to fulfill those functions. Study limitations, practical implications, and directions for future research are discussed.

Th eology as the science of existence and philosophy as the science of being in the fundamental ontology of M. Heidegger

The article deals with the project of understanding transcendental reality, undertaken within the framework of phenomenology. It is shown that phenomenological reduction, which leaves beyond the limits of evidence all types of objects of consciousness and all types of existence, if they do not reveal their meaning within the framework of the phenomenal givenness of themselves to experience, fundamentally does not allow us to talk about the transcendent. This circumstance reveals the limitations of phenomenology and the need to supplement it with various ontological and epistemological constructions, such as positive sciences, theology, theory of objects, ontology of ideal objects, etc. The article demonstrates a project for such an addition: the fundamental ontology of Martin Heidegger. Martin Heidegger shows that phenomenology in the format of fundamental ontology Dasein has an advantage over theology, since it is the science of being, and theology is just the science of existence, namely one of its types — historical revelation. It turns out that this project separates phenomenology and theology as the basis for any positive research, including theological, and thus does not allow us to talk about a phenomenological study of the transcendent. Thus, it is shown that phenomenological philosophy and theology are fundamentally incompatible.

Mindfulness as an Intervention for Self-Regulation and School Reintegration in a Trauma-Informed Primary School Post COVID-19 Lockdown

ObjectivesThe unprecedented global pandemic and enforced isolation have increased emotional, cognitive, and social dysregulation in children, exacerbated by an educational environment dominated by a recovery agenda focusing on academic outcomes and regular testing, which continues. The use of a creative, agentic mindfulness activity was employed to support school reintegration, self-regulation, positive relationships, and a reduction in exclusions.MethodA case study of a Year 4 group of children over a 6-month period in a trauma-informed primary school explored a mindfulness and guided visualisation intervention in the form of a book entitled “My Magical Garden”. Semi-structured interviews with the Head of Pastoral and Wellbeing and the classroom teacher, along with a participative Zoom session with the children, and their poems and stories, were conducted and analysed using reflexive thematic analysis via a constructivist epistemology and experiential orientation to data interpretation.ResultsThe intervention led to reductions in children’s stress and anxiety levels and decreases in emotional and cognitive dysregulation. The intervention also resulted in an increase in positive relationships and school reintegration, and increased attention on cognitive tasks. The class also experienced zero exclusions over this period.ConclusionsMindfulness meditation and guided visualisation techniques that are creative, and intrinsically motivated, support cognitive and emotional regulation and support social and school success. In view of the ongoing impact of the pandemic and lack of support for social and emotional wellbeing, particularly for children facing adversity, mindfulness meditation programmes in schools should be available to all children.PreregistrationThis study is not preregistered.

Considerations for developing complex post-stroke upper limb behavioural interventions: An international qualitative study

Objective To simultaneously explore the perspectives and opinions of different invested participant groups on the important considerations for development of upper limb behavioural interventions that drive optimal post-stroke upper limb motor recovery. Design A qualitative descriptive study in a constructivist epistemology. Participants Purposively selected participant groups (preclinical research n = 9, clinical research n = 9, clinical experience n = 9 and lived experience n = 10). Setting Research participants were selected from top internationally published authors. Experiential participants were recruited internationally, through networks. Results Four themes were identified with embedded subthemes. Theme 1: ‘Clinical relevance should be the core of a “good” research question’ with two subthemes: ‘Breaking down silos: forging interdisciplinary research teams’, and ‘Beyond the pipeline: bench to bedside and back’; theme 2: ‘Balance restitution and compensation to maximise outcomes’ with three subthemes: ‘Good outcome: going beyond an outcome measure’, ‘Recovery is a puzzle: measure all the pieces’, and ‘Optimising capacity: knowing when and how’; theme 3: ‘Stroke demands personalised solutions’ with two subthemes: ‘Condition-specific considerations’, and ‘Person-specific considerations’; theme 4: ‘Upper limb recovery requires complex interventions’ with four subthemes: ‘Fuelling engagement’, ‘Content is crucial’, ‘Multidimensional dose’, and ‘Therapist sway’. Conclusions This study suggests that post-stroke upper limb motor interventions are the interactions of multiple intervention elements (e.g. dose and content) shaped by different contextual considerations (e.g. stroke and personal factors). Development of such interventions may need to consider both content and context of the intervention to drive optimal recovery.

The Experience of Pelvic Floor Muscle Training in People with Urinary Incontinence: A Qualitative Study

Pelvic Floor Muscle Training (PFMT) is the first primary solution to improve urinary incontinence (UI) symptoms, but many challenges stems from certain PFMT-related practices. Exploring PFMT experience will help to increase treatment satisfaction, enjoyment, and empowerment. Hence, the aim of this study was to investigate the experience of pelvic floor muscle training (PFMT) in Italian people with UI. A qualitative semi-structured interview study was conducted. The interviews’ transcriptions were analysed using a constructionist epistemology lens and adopting the “Reflexive Thematic Analysis”. Sixteen Italian participants (Women N = 10, Men = 6) with UI who experienced PFMT were interviewed. Four themes were generated: (1) ‘Learn to Control the Unconscious Consciously’ as participants learned to control continence through active exercises; (2) ‘Starting PFMT, Changing Mind’ as they realised they can have an active role in managing their condition; (3) ‘Into the unknown intimacy’, as they bridged the gap in their (mis)understanding of the pelvic floor area, overcoming the discomfort linked to intimacy; (4) The Importance of Not Being Alone in this Process’, as the participants emphasised the paramount role of the physiotherapists in the healing process. To conclude, in people with UI, PFMT enhanced pelvic floor knowledge and understanding, fostering awareness, positive mindset, and symptom relief. The physiotherapist's pivotal role as an educator and empathetic guide in exercise programs, along with a preference for active exercises. Overall, our results proved that PFMT has positive consequences in people’s beliefs and mindset about and in the management of UI.

“Understand What the Feelings of the Student Must Be:” Newcomer Youths’ High School Integration Experiences

The present study was grounded in a social constructionist epistemology with an integrative social justice lens. It highlights the perspectives of one group – that of newcomer youth – from a collective case study exploring the phenomenon of school integration across multiple collaborators in one designated high school. As school integration is a central component in the lives and experiences of newcomer youth, this study aimed to provide insights and lessons learned directly from this group as they were integrating into a high school in Western Canada. In line with the epistemology and research design, the research prioritized participant voices with the goal of affecting change within the designated high school. The central research question guiding this study was: How do participants perceive and describe their experiences of integrating into high school? To address this question, semi-structured, qualitative interviews were conducted with 13 newcomer high school students between the ages of 15 and 19. Upon conducting a thematic analysis on the interview transcripts, five salient themes were developed, including (a) the stress of acculturation, (b) language transition, (c) making connections, (d) navigating academics, and (e) renegotiating life. In this manuscript, the inter-relationship between these themes is discussed in a manner that captures the complex, multifaceted process of school integration. Relatedly, implications are presented.

The Epistemology of Ta’dib in Islamic Civilizational Discourse: Reviving and Reconstructing Contemporary Muslim Scholars' Views

Since the end of the twentieth century, a new epistemic discourse on education has emerged. This discourse appears in tandem with the enthusiasm of the pioneers of the new age of science movement in offering brilliant ideas as an alternative to modern scientific epistemology. This study aims to provide a new epistemological construction of education synthesized from contemporary Muslim scholars' ideas and works. This study adopts the narrative literature review method. We use this method to locate the literature on contemporary epistemology and the current educational crisis. This study has not only succeeded in making abstractions from the ideas of Muslim scholars but also in synthesizing three patterns of scholarly entity ideas: figures of new epistemological movements, with their characteristics of eclecticism, religious syncretism, monism, pantheism, exaltation of humanity, transformative, ecologically oriented, and holistic; and ideas from critical pedagogical figures; and most importantly, the standpoints of contemporary Muslim scholars. The construction of a new epistemology of education moves from monotheism as the foundation of education, restructuring the educational curriculum based on the structure of Islamic knowledge, and a vision of education that equally respects and liberates human beings.

Integrating Quality and Sustainability: Exploring the Dynamics of Internal Quality Assurance Systems and Sustainable Development Goals in Vietnamese Higher Education

This study explored the integration of internal quality assurance (IQA) systems with sustainable development goals within the Vietnamese academic context, aiming to elucidate the perceptions, experiences, and challenges faced by lecturers. Employing a qualitative methodology, in-depth interviews were conducted with 10 university lecturers, and the data was interpreted through Constructivist Epistemology (CE) and Interpretive Phenomenological Analysis (IPA). Findings underscored the profound influence of collaborative dialogues, leadership dynamics, experiential learning opportunities, and cultural nuances on the melding of IQA processes with sustainability initiatives. Participants highlighted the tension between the prescriptive nature of IQA and the adaptive essence of sustainable development, emphasizing the need for a balanced approach. Furthermore, the role of leadership in shaping institutional narratives emerged as a pivotal factor, with a clear vision and commitment facilitating seamless integration. Cultural factors, unique to the Vietnamese context, either propelled or hindered this fusion, revealing the deep interplay between cultural values and academic practices. The study concluded that while challenges persist, the merging of IQA with sustainable development objectives offers promising avenues for fostering holistic education, grounded in both quality and sustainability. The findings have implications for academic institutions, policymakers, and educators striving to align quality assurance mechanisms with evolving global sustainability objectives.

Medical residents’ perceptions of group biases in medical decision making: a qualitative study

BackgroundSystematic biases in group decision making (i.e., group biases) may result in suboptimal decisions and potentially harm patients. It is not well known how impaired group decision making in patient care may affect medical training. This study aimed to explore medical residents’ experiences and perspectives regarding impaired group decision making and the role of group biases in medical decision making.MethodsThis study used a qualitative approach with thematic analysis underpinned by a social constructionist epistemology. Semi-structured interviews of medical residents were conducted at a single internal medicine residency program. Residents were initially asked about their experiences with suboptimal medical decision making as a group or team. Then, questions were targeted to several group biases (groupthink, social loafing, escalation of commitment). Interviews were transcribed and transferred to a qualitative data analysis software. Thematic analysis was conducted to generate major themes within the dataset.ResultsSixteen interviews with residents revealed five major themes: (1) hierarchical influence on group decision making; (2) group decision making under pressure; (3) post-call challenges in decision making; (4) interactions between teamwork and decision making; and (5) personal and cultural influences in group decision making. Subthemes were also identified for each major theme. Most residents were able to recognize groupthink in their past experiences working with medical teams. Residents perceived social loafing or escalation of commitment as less relevant for medical team decision making.ConclusionsOur findings provide unique insights into the complexities of group decision making processes in teaching hospitals. Team hierarchy significantly influenced residents’ experiences with group decision making—most group decisions were attributed to consultants or senior team members, while lower ranking team members contributed less and perceived fewer opportunities to engage in group decisions. Other factors such as time constraints on decision making, perceived pressures from other staff members, and challenges associated with post-call days were identified as important barriers to optimal group decision making in patient care. Future studies may build upon these findings to enhance our understanding of medical team decision making and develop strategies to improve group decisions, ultimately leading to higher quality patient care and training.

Consumer decision-making processes in digital environments—A psychological perspective

This conceptual paper examines the influence of psychological principles on consumer decision-making within digital shopping environments, integrating psychological theories with empirical observations to understand how cognitive, emotional, and social factors shape consumer behaviors online. By reviewing existing literature and applying a constructivist epistemology and relativist ontology, the study develops a conceptual framework highlighting the impact of digital interface design, information availability, and personalized marketing on consumer choices. The paper analyzes various examples and identifies vital psychological triggers and decision-making barriers, offering strategic insights for enhancing digital marketing practices. This research contributes to academic and practical understandings of digital consumer behavior, proposing that a more profound integration of psychological insights can lead to more effective and ethically grounded marketing strategies in the digital era.

Understanding physics teachers’ professional identity: an activity theory perspective

ABSTRACT Educational researchers have been interested in studying teachers’ professional identity to understand this dynamic and multifaceted construct within personal and professional processes through different experiences. In this study, we designed a qualitative case study with Cultural–Historical Activity Theory (CHAT) to examine physics teachers’ professional identity in Turkey. The study aimed to explore the elements of activity systems: teachers’ experiences, community relations, tools, resources, rules, division of labour, and teaching practices. Data sources were interviews, classroom observations and documents, which were analysed by constant comparative method. The results showed that teachers recognised the significance of student-centered instruction, but they often had limitations in terms of resources and exam-based education that led them to adopt traditional instruction. The findings emphasised the need for systemic reforms to balance instructional objectives with teaching realities, supply resources, and make the connection between teacher preparation and classroom enactment. The research results support constructivist epistemology and suggest that the physics education community needs to improve the quality of physics education in Turkey and globally.

Exploring boxers' experiences of fear using Reflexive Thematic Analysis: Fear can be a longtime companion, guide and motivator

Injury, and the pain associated with it, are recurrent elements in boxing, differentiating it from other sports in that they expose the athlete to an unavoidable existential threat (Sarkar & Fletcher, 2014, J Sports Sci, 32). Limited literature exists on the experiences of fear within the context of sport and on how it differs from anxiety (Hanin, 2000, Emotions in Sport, Champaign, Il: Human Kinetics; Nicholls & Polman, 2007, J Sports Sci, 25, 11-31). This study used a reflexive thematic analysis (Braun & Clarke, 2006, Qual Res Psych, 3; Braun et al., 2016, in B. Smith & A. Sparks (Ed.) Routledge Handbook of Qualitative Research in Sport and Exercise (195-203). London, New York: Routledge) to investigate how the two concepts are different from one another and how they are made sense of among professional boxers. The living individual experiences of boxers facing these stressors qualified them to be suitable subjects to learn from on the topic through a generic qualitative interpretative approach (Smith & Sparks, 2016) underpinned by relativist ontology and constructivist epistemology (Sandberg, 2005, Org Res Meth, 8, 41-68). The analysis of sixteen podcasts (available online; Alberton, 2022, Martial Attitude Voice: Spotify), with professional boxers (male/female) of different weight divisions, produced four overarching themes: 1. Fear and anxiety go hand in hand; Although nuanced as different, they can be perceived as one, apprehensive anticipation of future protective reactions to an immediate direct threat. It is argued that this anxiety/fear fusion to be a novel kind of appraisal; 2. Fear keeps us alive; Fear was re-framed as intrinsic/extrinsic greater motivator, as the boxers described how it guided and enabled them to prepare for matches with discipline. Moreover, fear was depicted as a useful tool weaponized by the boxers, providing important feedback. 3. The fear of losing everything is right there in boxers’ faces; Fear of injury is theorized to be a pivotal stressor feeding fears of possible future disabilities or death, that is the ultimate failure in life as much as in the ring; 4. Coping with fear is to be comfortable in uncomfortable situations. Self-efficacy mediated structured resilience whilst discipline was the rationalized tool to withstand the emotional task of the physical fight. Fear as an inherent component of professional boxing is highlighted as important for policymaking, whilst alternative approaches could address present limitations. Theoretical/practical implications for future interventions bespoke to boxing is considered.

Struktur Epistemologi Tafsir Sufi Perspektif Pieter Coppens

This paper explores Pieter Coppens' construction of Sufi interpretation epistemology that dismantles the old knowledge of Sufi interpretation. The general conception of Sufi interpretation lies in the subjectivity of the interpreter. The mystical experience of divinity expressed in the interpretation is said to make the resulting interpretation invalid. However, this opinion is not accompanied by a deepening of Sufism elements in the Qur'an as something interpreted. Less comprehensive studies compartmentalize and tend to authorize the legality of an interpretation. This paper will be elaborated through three questions, namely how the elements of Sufism in the Qur'an according to Coppens, the epistemological structure, and its implications for interpretation. This research is literature research with qualitative method. The results of this study indicate that Sufi interpretation is like any other interpretation, due to its dogmatic and conservative nature. Because of his opinion, he presents the Sufi mufasir's opinion that never comes out of his theological beliefs, and always uses the opinions of previous interpreters to strengthen his interpretation. According to Coppens, a tafsir is considered a 'Sufi' tafsir if it refers to terms such as 'figurative' (ishāra), 'revealing' (kasyf), and 'inward' (bāṭin) to describe its method of interpretation. In addition, Sufi tafsir is also based on visionary experiences that are experimental and mystical in nature.

Ancestral Pedagogy. Epistemological foundatios

This article reports the epistemological construction of ancestral pedagogy of calpulli Zetzahui Huitzilopochtli Texauhki Xipetotec, at the university community to Mexican Institute of Holistic Education (IMEI) sites of Pirámide, Texcoco, Coacalco-Tultitlán and Clínica Psicológica ROCE-A at Tepetlaoxtoc, highlighting their characteristics and their pedagogicals and identity foundations. The researching approach was cualitative, through participant observation and semi-structured interviews to an aleatory sample. It was found a hybridization to ancestral pedagogy with traditional teaching method.