Constructivist Lens Research Articles

Nexus Between Military Rule and Private Military and Security Companies in the Sahel and its Impact on Terrorism

The Sahel’s tumultuous political landscape amidst successive coups by military juntas has become a hotbed for terrorists taking advantage of the ungoverned spaces created by the disconnect between states and their people to garner support and expand their influence. These coups are often sustained with the assistance of private military and security companies (PMSCs) like the Africa Corps of Wagner Group in terms of operating beyond legal frameworks exacerbating the already persisting fragility of these states. This not only perpetuates insecurity, but also makes the local population increasingly vulnerable to being recruited by terrorist groups due to the lack of trust towards the state and its security apparatus. States such as Burkina Faso, Mali and Niger have a history of military coups and interventions. As such, by using a constructivist lens for the aforementioned case-studies, the intricate relationship between military regimes and PMSCs’ impact on terrorism can be evaluated via a multidisciplinary approach. Understanding this nexus is crucial for developing a holistic approach that identifies both the symptoms and root causes of instability to address terrorism in the Sahel.

Navigating Transdisciplinary Communication: A Graduate Student's Perspective

This paper presents the perspective of a graduate student newly introduced to Transdisciplinary Communication (TDC) and explores its practical applications. It addresses the core question: How can TDC be recognized, valued, and applied effectively to tackle complex challenges? TDC integrates diverse disciplinary insights, encourages collaboration, and improves research outcomes by fostering an inclusive environment that acknowledges all stakeholders. The paper is framed through a Constructivist lens, focusing on three main aspects of TDC: (i) the co-construction of knowledge through shared language, which enhances the integration of cross-disciplinary expertise; (ii) the role of social interaction, collaborative tools, and goal alignment in promoting effective teamwork; and (iii) TDC as a dynamic, non-linear process that encourages innovation and knowledge synthesis. Together, these elements demonstrate how TDC enriches STEM research by fostering diverse perspectives and addressing complex issues holistically. The discussion begins by highlighting the significance of TDC in contemporary research, followed by insights from the graduate student's evolving understanding of the approach. It then transitions into practical tools and strategies for applying TDC effectively, including structured methodologies and collaborative platforms. A detailed case example of co-design illustrates how engaging stakeholders early leads to impactful, integrated solutions. The paper concludes with reflections on the broader impacts of TDC beyond STEM, emphasizing its role in arts, humanities, and public policy and inviting participants to contribute their own experiences.

Exploring preferences and support needs for disclosing 47, XXY status: A qualitative study of adults with XXY.

There are minimal guidelines regarding the disclosure of XXY, otherwise called Klinefelter syndrome, in healthcare or within the family. The increased use of cell-free DNA (cfDNA) to screen for fetal aneuploidy and sex chromosomes bolsters the importance of providing genetic counselors, other healthcare professionals (HCPs), and parents with XXY-led disclosure information. The aim of this qualitative study was to discern the preferences of adults of XXY in the disclosure of XXY status across the lifespan to best inform the clinical and social aspects of their care. Fifteen semi-structured interviews were conducted with adults with XXY to gain their perspective on healthcare and support needs, the impact their care has had on their perception and acceptance of XXY, as well as their disclosure preferences across age groups. Interviews were coded and analyzed using reflexive thematic analysis through a social constructivist lens, from which four themes were generated: (1) lack of support within the healthcare system affects quality of care; (2) stigma and shame impacts XXY individuals' decisions to disclose information to others; (3) communication of XXY genetic results to children should be thoughtful and age-appropriate; and (4) attention to psychosocial needs is integral to comprehensive care. Novel findings of this study, which include the detrimental impacts of negative disclosure experiences on relationships with HCPs and self-identity, underscore specific clinical and social support needs for individuals with XXY. This study highlights the need for specialized support across one's lifespan, particularly within interdisciplinary clinics staffed by HCPs knowledgeable about the overall health of individuals with XXY. Participants stress the importance of empathetic delivery of XXY status and discussions on sex and gender to mitigate shame and stigma. Advocating for ongoing support services, including referrals to specialists and mental health resources, participants also endorse a personalized approach to childhood disclosure by parents, or in collaboration with HCPs, aiming to preserve trust, empower the child, and consider their maturity level. This study emphasizes the importance of providing tailored support to individuals with XXY, prioritizing informed decision-making, emotional well-being, and holistic care.

Energy transition governance in the ASEAN: current status and future prospects

PurposeA study of Association of Southeast Asian Nations (ASEAN) member states’ (AMS) norm entrepreneurial practices regarding the energy transition to reveal insights into its current and future governance.Design/methodology/approachUnderstanding why the notion of an energy transition has garnered support, and importantly, knowing what this means for the future requires reviewing the forces of norm entrepreneurship at play. By adopting a constructivist lens, this article undertakes a comparative analysis of the “modes of transmission” of the energy transition amongst AMS.FindingsASEAN nations have in many respects been at the vanguard of the energy transition. Yet the governments themselves demonstrate both norm entrepreneurial and antipreneurial characteristics. Notwithstanding this mix, there are extant opportunities for “intraconnection” – in the form of cooperation between AMS and “interconnection” – in the form of cooperation between AMS and other state and non-state actors.Practical implicationsThis article underscores the importance of partnerships in the energy transition: both in enabling AMS to meet their respective nationally determined contributions (NDCs) but also crucially in catalysing action amongst a broader swathe of countries.Originality/valueApplying the lens of norm entrepreneurship to the ASEAN context, including introducing novel conceptions of “conductive” practices that drive the energy transition and “resistive” practices that slow it down.

Igniting the fire and seeing through the smoke: Enabling medical students to see themselves as future clinical academics

Purpose Lack of recruitment to clinical academic careers is of concern, and may be linked to lack of awareness and promotion of this pathway in undergraduate medical education. Our study explored undergraduate experiences which support academic career progression and potential barriers to pursuing Specialised Foundation roles in the United Kingdom. Methods We adopted a constructivist lens and conducted interviews with specialised foundation programme (SFP) doctors and final year students who had applied for SFP positions. We analysed interview transcripts using reflexive thematic analysis. Results We recognised four key stages which stimulated and supported students in pursuing a clinical academic career: (1) Lighting the inner spark; (2) Igniting the fire; (3) Feeding the fire; and (4) Seeing through the smoke. Although students showed a strong inner drive, meaningful undergraduate experiences and positive interactions with academics were crucial for sparking academic interests. Participants were more often inspired by their extra-curricular activities than core undergraduate education. Conclusions Early positive experiences are needed for students to overcome stereotypes and consider clinical academic careers. Medical schools should raise awareness of clinical academic careers early on, ensure all students have opportunities to participate in relevant activities with academic teams, and develop medical educators and researchers who can engage and inspire others.

Uncovering wellbeing: The complex realities of mompreneurs with additional needs children through Lego® Serious Play®

This paper explores the complexities of identifying the wellbeing of mompreneurs (mother-entrepreneurs) who are also caregivers to children with additional needs. A social constructionist perspective, Lego® Serious Play® was employed in individual interviews to uncover their complex wellbeing realities while pursuing entrepreneurship. A hermeneutic constructivist lens was applied to further conceptualize the language behind their experiences. The findings present three dimensions of wellbeing: 1) Internal conflict and self-neglect 2) Empowerment, Independence, Fulfilment 3) Resilient Control: Keeping the Balance. These dimensions provide an idiographic understanding, contributing to the broader knowledge of wellbeing as a component of entrepreneurship alongside caregiving responsibilities.

The Misguided Clash: A Muslim Rebuttal to Huntington’s Civilizational Divide

The Samuel Huntington’s Clash of Civilizations theory represents one side of the coin only, there is a dire necessity to look at this debate of the civilizational clash from the Muslim’s point of view. To analytically explore, how the Clash of Civilizations theory is being perceived and responded by the Muslim societies, particularly through the Constructivist lens of International Relations. The Clash of Civilizations has been a prominent debate in the post-Cold War world in the context of understanding the international relations, yet there always has been a need to identify and fill a critical research gap in grasping the perspective of the Muslim world towards this theory. This gap overlooks the significance of efforts towards cooperation and peace between the Muslim world and the West, further intensifying the misconceptions and aggravating the tensions, leaving room for stereotypes, islamophobia, and inter-civilizational divide. In addition to this, the Huntington’s theory also oversimplifies the notion of diversity existing within the civilization by tagging it as a monolithic entity described solely on religious grounds, in turn, paving way for the ‘us vs them’ divide between the Western and the Muslim world. The qualitative methods approach is employed to collect insightful data on the topic of the misguided clash: A Muslim rebuttal to Huntington’s civilizational divide. This paper is an attempt to explore the Clash of Civilizations theory from the Muslim perspective.

Exploration of Student Experiences and Perceptions of Self and Peer: Implications for Tailoring Supports.

Doctor of Physical Therapy (DPT) students have reported learning new behaviors, enhanced self-awareness, and personal and professional growth during their first year of DPT school. The purpose of this study was to explore in greater depth, through semistructured interviews, the student perceptions of self-identity and social identity. Seventeen early second-year DPT students from 3 universities. This investigation is an extension of a larger multisite study. Qualitative interviews were employed to enable the use of a constructivist lens to explore the importance of personal context in participants' experiences during the first year of DPT school. Students across programs shared similar characteristics and experiences. Three themes emerged: DPT students share common perceptions of themselves and classmates; sociocultural experiences shaped their actions and perceptions of self; and students recognized the need to change to be successful. The voices of the older second-career students and racially minoritized students were uniquely different from other participants. Doctor of Physical Therapy student experiences are similar across programs except for older students and racially minoritized students. Early professional identity formation was noted as well. A richer understanding of the personal characteristics, influential sociocultural factors, and student perceptions of self and classmates could enable educators to customize supports and educational strategies to help students understand the role their past and present experiences play in shaping their professional identities.

Social forces shaping evidence production: A study of the swiss cannabis pilot trials

AimThe evidence-based policy paradigm has been criticized for poorly representing drug and other health policy processes, with evidence showing various social forces influencing knowledge translation. However, less research has examined the social forces influencing knowledge production. Applying a social constructivist lens, this study investigates how politics, power, economics, philosophy, and discourse influence the evidence generating processes related to drug policy. MethodsUsing Swiss cannabis pilot trials as a case study, thematic content analysis was conducted on qualitative interview data from 18 stakeholders, including scientists, policy makers, pharmacists, physicians, cannabis producers, and current and former employees of the Swiss Federal Office of Public Health. ResultsThe study reveals how social forces collectively shape scientific evidence generating processes, with political imperatives and stakeholder interests often taking precedence over purely scientific considerations. Contrary to the presumed opposition between positivist and interpretivist stances, informants demonstrated a commitment to both, dedicating themselves to positivist research agendas while highlighting the influence of harm reduction discourse on the pilot trials. ConclusionsThe Swiss cannabis pilot trials illustrate how social forces can shape the production of policy-relevant evidence, transforming evidence-based policy into policy-based evidence. Asymmetries in actor resources and power, along with the adjustment of evidence production to align with contextual realities, play significant roles in this process. Recognizing the complex social dimensions of evidence generating processes is crucial for a more reflexive and power-sensitive understanding of drug policymaking.

Clinical Clerkship With or Without Scheduled Patient Consultations: Does It Make a Difference to Medical Students’ Experiences of Learning?

Abstract Background Becoming a medical expert involves leadership and professionalism, which are critical skills to learn in medical education. However, a gap exists in understanding how didactic variations in the organisation of clinical clerkships impact medical students’ opportunities to develop these skills. This study explored how clinical clerkships with or without scheduled patient consultations affect medical students’ experiences of learning leadership and professional behaviour. Materials and Methods We conducted a qualitative, quasi-experimental study. Data were gathered through 11 end-of-clerkship focus group interviews with 87 fifth-year medical students who participated in one of two 8-week clerkships at a surgical department: a clerkship with a mentor physician or a clerkship with scheduled patient consultations in combination with a mentor physician. Using a constructivist lens, we analysed the focus group interview transcripts and applied grounded theory principles to the iterative coding process. Results The analyses resulted in a descriptive framework displaying nine themes. Each theme was described as a spectrum of meanings that offers a nuanced understanding of how didactic variations in the organisation of clerkship impact how students ascribed meaning to the learning experiences in undergraduate medical education, focusing on learning leadership and professional behaviour. Discussion This study investigates differences in student learning experiences when participating in a clerkship with or without scheduled patient consultation and, therefore, adds new insight into the need for a balanced, thoughtful, and didactic approach to medical education that considers both clinical exposure and co-regulated learning.

Artificial Intelligence in Higher Education: Enhancing Learning Systems and Transforming Educational Paradigms

This study ventures into the expanding role of artificial intelligence (AI) in higher education and its potential to revolutionize the learning experience. Through a qualitative approach, we investigate how advanced AI-driven educational tools can enhance learning systems through tailored learning experiences, AI-powered adaptive tutoring platforms, immersive digital learning environments, and AI-assisted assessment and feedback systems. From a theoretical perspective, we utilize the constructivist theory of learning as a study framework to explain the role of technology in AI-facilitated personalized and collaborative knowledge construction. This study was executed in three stages. First, we present a brief overview of AI and its recent impact on the education system, including its ethical considerations and implementation hurdles. In the second stage, we propose the potential implications for learning contexts through the constructivist lens, the process of AI-supported cognitive development, and the use of AI tools for optimizing educational processes through AI and transformation in educational paradigms and study work. The findings suggest that institutions can unlock new opportunities for efficiency, accessibility, and personalized learning by adopting AI technology, but they also highlight the need to address ethical considerations and implementation hurdles. This study also contributes to future studies by examining the impact of AI on student outcomes, teacher roles, and institutional practices in education, as well as exploring ethical and equity concerns in AI-driven educational settings.

Number Talks as Access to Teaching Practices: Pre-Service teachers’ Attention to Mathematical Teaching Practices While Reflecting on Number Talks Enacted in a Field Placement

ABSTRACT Number Talks are increasingly used in classrooms to support student’s number sense. While Matney et al. (2020) documented little empirical evidence about the effectiveness of Number Talks in improving student outcomes, we considered the potential benefits of Number Talks for teachers and their practices. We ask to which of NCTM’s Mathematical Teaching Practices do pre-service teachers attend while reflecting on Number Talks implemented in a field placement and what was the nature of their attention? Using a constructivist lens, we analyzed the reflections of ten pre-service elementary teachers on three Number Talks in a field placement. As they implemented Number Talks, the participants in this study constructed their own understanding of both the process and purpose of a Number Talk. By doing so, we found that not only was it possible for pre-service teachers to attend to each of the Mathematical Teaching Practices, but three practices were regularly attended to by participants: posing purposeful questions, facilitating mathematical discourse, and supporting productive struggle. Thus, Number Talks may serve pre-service teachers as important vehicles for developing these practices.

Learner experiences of identity and global interdependence following engagement with an interprofessional education course

ABSTRACT University core curricula and accreditation standards for healthcare profession programs can be challenging to align. Additionally, interprofessional education (IPE) requirements for healthcare professions curricula have been designed to prepare learners for future practice. This paper describes alignment of an introductory IPE course with embedded Interprofessional Education Collaborative core competencies to specific university Core Curriculum attributes. A cross-sectional, mixed methods design was used to examine 117 learners’ reflections on the IPE course content and learning outcomes. Learners from seven pre-licensure health professions programs provided responses on aspects of their IPE learning experience through reflections, surveys, written examinations, and optional focus groups. Open-ended responses were interpreted thematically from a constructivist lens. Results revealed positive perceptions of the course with feedback for areas of consideration for future course activities. Learners reported more engagement with the Core Curriculum attribute of Identities in Context than that of Global Interdependence. Additionally, responses indicated a perception of task work versus teamwork within the interprofessional team activities. Outcomes provided data that enabled continuous quality improvement of the course. Educators seeking to align IPE courses with institutional core curricula and accreditation standards may use this work to inform structure, assessment, and delineation of teamwork as compared to task work.

The ‘service user’ label through critical constructivist lenses

Mindful of the risk of seeming to cover ‘old ground’, this article strives to open new ground, or make old ground fresh again, by regarding the ‘service user’ label through critical constructivist lenses. Specifically, this article seeks to demonstrate how the agentive, self-determining qualities attached to ‘service users’, as opposed to ‘clients’ or ‘customers’, are complicated by more pejorative connotations ascribed to the term in everyday, social work and neoliberal discourses while highlighting how words matter. Not only do tensions between and within discourses register and generate tensions in practice, but, especially, language also constitutes social reality and the people and things making it up. Although frightening, yet inescapably ‘normal’, instances of structural violence and harsh austerity measures must be regarded in the context of discourse, albeit while not being determined by it, questioning common-sense discourses and the practices they index may produce possibilities for creating alternate languages and practices.

“It’s exactly how I pictured it!”: the construction and impact of the tourist gaze in study abroad

ABSTRACT Study abroad is laden with socially constructed expectations informed by discourses of place, people, and culture presented through social media, pop culture, word-of-mouth, and marketing. These discourses can shape how students approach and interpret their host countries and study abroad experiences. To better inform language and culture curriculum in study abroad programming, this qualitative case study explored how 13 U.S. students in an introductory Italian language and culture summer course perceived their host country and culture before, during, and after a short-term study abroad programme in Italy. Framed by Urry’s notion of the tourist gaze through a social constructionist lens, the study examined multiple data sources including interviews, participant observation, questionnaires, social media, and course artifacts. Findings identified that students curated their own Italian reality by filtering their experiences through existing frames of reference. They conceptualised Italy through a romanticised lens fuelled not only by stereotypes and singular narratives, but also by sheltered exposure to the broader country. Further, students perpetuated the tourist gaze by reproducing the same discourses that they themselves referenced. The implications support curricular intervention strategies to challenge existing frames of reference and to expose students to broader representations of the host country and culture.

Reflexive monitoring for sustainable transformations: A game-based workshop methodology for participatory learning

In this study, we combined reflexive monitoring—a critical assessment, evaluation, and practice-adjustment process—with participatory learning through educational games to advance transformative sustainable tourism methodologies. The methodology was tested in a workshop with tourism practitioners in Norway. Using a constructivist lens, we analysed the narratives participants shared via game artefacts, observations, and debriefings. The tourism practitioners demonstrated some signs of enhanced reflexivity, trust, innovation, inclusivity, and equity, which contributed to their collective agency for sustainability. Integrating reflexive monitoring can empower practitioners to critically assess their practices, envision alternatives, navigate sustainability complexities, and drive transformative actions. Although further testing is required, the methodology holds promise for promoting sustainable tourism practices and enhancing practitioners' skills.

Was R2P Doomed to Fail?

This paper explores the origins of the Responsibility to Protect (R2P) principle within the contemporary history of armed humanitarian intervention. By reviewing legal and political scholarship surrounding the concept of R2P and its application, this paper uses a constructivist lens to argue that R2P failed to be adopted as a principle of customary international law due to its normative and legal ambiguity. This paper concludes with a critical examination of R2P's first, and likely final, invocation during the Libyan crisis of 2011.

When I can be my whole authentic self, I feel safe and know that I belong: a photovoice study exploring what culturally safe pregnancy care is to Karen women of refugee background in Victoria, Australia

ABSTRACT Objectives Inequitable pregnancy care experiences and outcomes disproportionately affect refugee background women in Australia. Culturally safe care is essential for achieving health equity, however, cultural safety can only be determined by the person receiving care. To our knowledge, women of refugee background in Australia are yet to be asked what culturally safe pregnancy care is to them. Specifically, this study aimed to explore what culturally safe pregnancy care is to Karen women (from Burma) of refugee background. Design A photovoice study founded on community-based participatory research principles was undertaken with a Karen community of refugee background living in Victoria, Australia. A community advisory group was established, guiding study design and conduct. Five S’gaw Karen-speaking women with experience of pregnancy care in Australia were invited to take photos within their community. Participants shared their photos and stories with each other in four online discussion groups. Results Reflexive thematic analysis guided by a critical constructionist lens developed three themes: Building foundations for belonging; cultivating reciprocal curiosity; and storytelling as an expression of self and shared power. These themes sit within the overarching theme When I can be my whole authentic self, I feel safe and know that I belong. Conclusion When Karen women can embrace their cultural and spiritual identity without fear of discrimination, including racism, culturally safe pregnancy care is possible. This study contributes to the design and delivery of maternity services by providing insights that can enhance equitable and culturally safe pregnancy care for Karen women of refugee background.

Australia as an ecocidal middle power

ABSTRACT Convergent environmental crises have triggered scholarly attention towards the question of how great powers understand and engage with the environment, given their role as systemic actors within the international order. Environmental great powers – those that can employ both positive and negative powers to advance or block environmental cooperation – are typically limited to those who have the capability to influence environmental issues, and the responsibility to do so legitimately. Using a constructivist lens, this paper extends this analysis to the role of middle powers, who can influence environmental issues through their support for international cooperation, backed by their actions. We focus on Australia, an oft-cited middle power known for supporting the international rules-based order. By examining Australia's record on two current, interlinked environmental crises, climate change and biodiversity, we show that although it provides legal support for environmental cooperation, it also engages in, and conceals, significant political obstruction to meeting its obligations. Given the need for all states to address the surpassing of safe limits of planetary boundaries, and for its contribution to the destruction of systems upon which humanity depends, we argue that Australia might be deemed an ecocidal middle power.

Dignity enhanced through faith & family support in palliative care: a qualitative study

BackgroundDignity is integral to palliative care. Illness can diminish it, causing hopelessness and the wish to hasten death. Yet, dignity is a complex multidimensional phenomenon, influenced by values and context. Understanding its varying interpretations can inform practice and policy. The aim of the study is to explore the understanding of dignity in adult patients with palliative care needs from a Lebanese perspective and how it is preserved during illness and while receiving health services.DesignQualitative interview study underpinned with a social constructionist lens. Fourteen patients recruited from home-based hospice and outpatient clinics in Lebanon. Data analysed using reflexive thematic analysis.ResultsFour themes were developed across all the interviews: (a) Dignity anchored through faith in God and religious practices; (b) Family support in maintaining physical, psychological wellbeing, and social connectedness; (c) Physical fitness, mental acuity, and healthy appearance through which patients may escape the stigma of disease, (d) accessible, equitable, and compassionate healthcare.DiscussionDignity is elusive and difficult to define but faith and religious beliefs play a significant contribution in this study. For the participants, illness is seen as a natural part of life that does not necessarily diminish dignity, but it is the illness related changes that potentially affect dignity. Findings show the importance of family and children in preserving dignity during illness and how their active presence provide a sense of pride and identity. Participants aspired to restore physical, social, and mental well-being to reclaim their dignity and normalize their lives. Challenges related to physical appearance, memory loss, vitality, and social stigma associated with illness diminished dignity. Accessible, equitable and compassionate healthcare services are also crucial in preserving dignity. Participants valued clear communication, respect, and empathy from healthcare providers and identified affordability of care essential for maintaining dignity.ConclusionFaith in God, and strong family ties are dominant elements to maintaining dignity in the Lebanese context. Relational connectedness with family, children or God is also a need in maintaining dignity in other communal countries with variations in emphasis. The study indicates that religious and cultural context shapes the needs and perceptions of dignity during illness. These findings are likely to be transferable to many Middle Eastern countries but also countries with strong religious and family ties globally.