Reflective Engagement Research Articles

#Runningupthathill, revival and popular music fandom on TikTok

ABSTRACT The fourth season of Stranger Things (2022) used Kate Bush’s 1985 single ‘Running up that Hill’ for a key narrative moment, propelling the song back into the charts. This resurgence also inspired new generations of listeners who turned to TikTok to perform covers, analyses or parodies of the song. While TikTok has been discussed as an emerging player in the music industry and as a space of agency and expression, there is still limited understanding of how audiences use the platform to express and negotiate their musical affinities. To investigate this, we conducted a content analysis of TikTok videos tagged with the hashtag #runningupthathill (N = 442). We identified two primary themes which fostered musical meaning on TikTok: (1) platform dynamics and possibilities for creativity, and (2) affective nostalgia. Our findings show that these factors cultivated a two-fold sense of musicking: a renewal of communal, fandom practices alongside a reflective engagement with music cultures and their cyclicity. The analysis reveals a convergence between platformisation and the role of music in identity formation, self-creation and self-maintenance. Ultimately, this research offers empirical insight into how digital spaces reshape and renew music fan practices.

Experiential learning in an intercultural communication class in Japan: doing and reflecting on linguistic landscape group projects

ABSTRACT Linguistic landscape (LL) projects, an experiential learning approach, enhance students’ intercultural communication (IC) skills by exposing them to linguistic and cultural diversity in their communities (Li et al., 2022. Developing beginning language learners’ (meta-) cultural understanding via student-led Linguistic Landscape research. Linguistic Landscape. An International Journal, 8(1), 56–84. doi:10.1075/ll.20022.li). While there is extensive research on the use of LL as a pedagogical tool (e.g. Gorter et al., 2021. The linguistic landscape as a resource for language learning and raising language awareness. Journal of Spanish Language Teaching, 8(2), 161–181. doi:10.1080/23247797.2021.2014029), few studies focus on the practical implementation of these projects in varied classroom contexts, including students’ reflections on these assessments. Thus, this study examines the experiences of two student cohorts (2021: n = 27; 2022: n = 13) who completed an LL group project for an IC class in Japan. Students selected LL spaces, documented them through reports and podcasts, and reflected on their IC experiences. A qualitative analysis revealed their success in identifying relevant LLs (e.g. transport hubs). Furthermore, the analysis also revealed two key findings: students gained new perspectives on familiar sites, uncovering hidden linguistic diversity, and developed greater awareness of cultural changes in their communities. These outcomes underscore their reflective engagement and the advancement of IC skills, particularly in cultural awareness. Overall, this study demonstrates how LL projects offer firsthand IC experiences, allowing students to apply their skills through authentic fieldwork and evaluate their effectiveness in IC classrooms.

Integrating Circular Supply Chains into Experiential Learning: Enhancing Learning Experiences in Higher Education

This work integrates the circular economy (CE) into experiential learning in higher education, focusing on industrial and systems engineering. It addresses the need for suitable learning experiences and pedagogical strategies to enhance CE and sustainability education in active learning research. Accordingly, this study proposes integrating Kolb’s experiential learning cycle with the ADDIE model into an instructional design framework for reflective and active engagement in learning activities within realistic circular supply chain scenarios. The methodology demonstrates this framework through a case study of an undergraduate module for CE problem-solving, focusing on waste reduction within small and medium enterprises in Mexico City. Based on student surveys and achievement metrics, results show positive student feedback and evaluation results, meeting module targets. This work’s main contribution offers a framework for creating novel experiential learning cases and cultivating sustainability-related and disciplinary learning outcomes. It also recognises valuable links for citizenship commitment, problem-solving, community engagement, and CE education. However, this work acknowledges limitations in complex problem-solving difficulties, a resource-demanding nature, restricted transferability, and the limited evaluation of learning effectiveness. Future research will explore this work’s relevance across Kolb’s learning styles and diverse industries, focusing on student interest and motivation, and evaluating its impact on student outcomes in various educational contexts.

Critical reflections of second-career veterinary nurse academics on the design and delivery of a novel online master’s programme

ABSTRACT Critical reflection can help educators resolve some of the ambiguity, conflict, and complexity of their daily practice. It can support professional learning and may help practitioners to develop phronesis, or a wisdom of practice. The experiences of veterinary nurse educators and academics are hereto unexplored. This self-study research applies a nine dimensions of critical reflection model to analyse the experiences of two second-career academics during the development and delivery of a novel online veterinary nursing master’s programme. Critical friend conversations and contemporary records were utilised in the data analysis and interpretation. For the academics, professional and personal tensions were resolved around quality of teaching, student engagement, legitimate knowledge, and hierarchy. Students benefitted from being taught by reflexive individuals who were willing to receive feedback, respond actively to make changes to learning and teaching, and who sought to understand the challenges they faced. The model of inquiry supported engagement in reflection as a means of professional development and knowledge creation and could be utilised by other educators and academics.

Reimagining our common mission: ‘Tell Scotland’ now

In mainstream churches, with particular reference to the Church of Scotland, this paper argues that the concept of ‘mission’ is in need of rehabilitation. It has been reduced to vague objectives and is being tainted by being linked with a programme of restructuring and church closures. The rehabilitation of the concept of ‘mission’ will be necessary as the Kirk proceeds with its task of re-negotiating the future of its ministries, its buildings, and communities. To this end, the paper re-visits the life and work of the Church of Scotland minister and evangelist Tom Allan (1916–1965), drawing out principles from both his work at parish level and with the ‘Tell Scotland’ national mission campaign. Rather than being about numerical gain or preserving institutional structures, ‘mission’ might be understood and lived out through theologically reflective, lay-empowering, and relational community engagement, creating space for new possibilities shaped by God’s grace.

A research conversation: Stephanie Arsoska and Andrew Morrish

This interview is a research dialogue between Stephanie Arsoska and Andrew Morrish, focusing on their exploration of Stephanie’s solo improvisation practice. Over the course of a year, they conducted ten, ten-minute solo improvisations via Zoom, analysing emerging patterns over time. Stephanie’s practice, which integrates movement and text, is deeply rooted in acting and physical theatre traditions. Rather than engaging in conceptual analysis, they adopted reflective and descriptive methods to gain insights through lived experience. Their goal was to better understand and articulate their creative processes. The conversation highlights the importance of cultivating a pedagogical awareness within artistic practice, fostering openness and mapping these practices to achieve a deeper understanding. Their methodology involved gathering data from multiple perspectives, promoting a reflective engagement with personal experiences and uncovering new insights through the process of improvisation.

Positive impacts of the take-home timeline as a reflective practice tool on teacher development: an exploratory study of novice public school teachers in China

ABSTRACT This study explores the impact of the take-home timeline as a novel reflective practice tool for novice public school teachers in China. Spanning one and a half years, the research tracked 16 novice teachers across three schools, examining how the timeline influenced their personal and professional development. Our findings, distilled from a thematic analysis of in-depth interviews, reveal significant enhancements in reflective practice among these teachers. The take-home timeline proved instrumental in helping teachers catalogue significant events, critically assess their teaching decisions, and plan their professional futures. This process not only deepened their reflective engagement but also bolstered their confidence and commitment to teaching. This study concludes that the take-home timeline is particularly valuable for novice teachers, enhancing their ability to navigate the complexities of teaching and accelerating their professional maturity. Hence, the study recommends broader adoption of take-home timelines in teacher education, emphasising their benefits in fostering a reflective mindset and supporting continuous professional development.

Protocol for a systematic search and critical discourse analysis of research on national HIV pre-exposure prophylaxis programmes among gay, bisexual, and other men who have sex with men.

HIV pre-exposure prophylaxis (PrEP) is a medication that prevents the acquisition of HIV, most commonly taken in the form of a pill. PrEP is an efficacious tool for HIV prevention, including among gay, bisexual, and other men who have sex with men (gbMSM). PrEP is often provided through formal PrEP programmes. Research on these programmes may employ discourses shaped by heteronormativity and homophobia. Given that expert language influences how HIV prevention is understood and delivered, problematic discourses in research likely extend into PrEP implementation. This study will use critical discourse analysis (CDA) to explore research on PrEP programme implementation for gbMSM. Within this literature, we will identify interpretive repertoires used to discuss gbMSM; the subject positions afforded to gbMSM; and the implications of these interpretive repertoires and subject positions for gbMSM engaging with HIV PrEP programmes. Systematic search methods identified relevant articles through timebound searching (2012-2023) in ProQuest ASSIA, EBSCOhost PsycInfo, OVID Medline, OVID Embase, and EBSCOhost CINAHL, with forward and backward citation searching of included studies. Grey literature will be identified through ProQuest and Google Scholar. Screening will be conducted by two independent reviewers, who will conduct random partial double screening for titles and abstracts and for all full text articles. Data will be analysed and synthesised using CDA informed by critical realism (CR). CDA focuses on relationships between language and power, including how language enables inequality. The analytic process will explore the background of included studies, identify themes, and analyse external and internal relations in included studies. Highlighting issues with discourses in PrEP implementation may enhance reflective engagement with assumptions underlying this research, preventing further stigmatisation of gbMSM's sexual and protective practices. As PrEP programmes become more common, diverse and inclusive perspectives in PrEP programme research may inform interventions that enhance their acceptability and implementation.

Discussing the Protagonist Role of Students in Game-Based Learning

In the ongoing process of the digital transformation of society, corresponding competencies are required from children more than ever. The concept of computational empowerment (CE) promotes confident and reflective engagement with digital technology, which often falls short in formal education. This work outlines how both entertainment and serious games can be used to support the cause of CE and what opportunities they offer for more empowering learning in school settings. The use of digital games appears to be a promising way to connect with the lifeworld of young people and thus offering a low-threshold and differentiated starting point. In this context, the focus should be placed on a stronger establishment of the protagonist role to empower students to engage with digital technologies in depth. In the Serious Game Changers project, students created their own educational modules on specific Sustainable Development Goals (SDGs) using digital games and creating new artifacts as learning objects through remixing game elements. In this project, students should be empowered to become active participants by designing with the help of commercial and serious games. Thus giving them their own voice in future (formal) educational settings and promoting future skills in order to make them self-confident 'protagonists' of their surroundings.

ChatGPT for chatting and searching: Repurposing search behavior

Generative AI tools, exemplified by ChatGPT, are transforming the way users interact with information by enabling dialogue-based querying instead of traditional keyword searches. While this conversational approach can simplify user interactions, it also presents challenges in structuring effective searches, refining prompts, and verifying AI-generated content. This study addresses these complexities by repurposing traditional search tactics for use in conversational AI environments, specifically to support the Searching as Learning (SaL) paradigm. Forty-five adapted tactics are introduced to aid users in defining information needs, refining queries, and evaluating ChatGPT's responses for relevance, utility, and reliability. Using the Efficient Search Tactic Identification (ESTI) method and constant comparison analysis, these tactics were mapped into a stratified model with seven categories. The framework provides a structured approach for users to leverage conversational agents more effectively, promoting critical thinking and iterative learning. This research underscores the importance of developing robust search strategies tailored to conversational AI environments, facilitating deeper learning and reflective information engagement. Additionally, it highlights the need for ongoing research into the design and evaluation of future chat-and-search systems.

Balancing Act

This paper explores the dualistic nature of experiential learning (EL) definitions in higher education, advocating for a balanced integration of broad and narrow constructs. Through case study and collaborative inquiry, diverse disciplinary perspectives—from engineering to performing arts and urban education—are examined to understand EL's application and impact. The paper highlights the importance of accommodating both overarching frameworks for universal applicability and specific definitions for disciplinary depth. It proposes that broad definitions enhance inclusivity and adaptability, while narrow constructs ensure targeted learning experiences and skill development. The findings suggest that EL is a versatile pedagogical tool. It is adaptable to varied academic landscapes and yet maintains its essence of active, reflective engagement with the world. Finally, the paper argues that both the broad and narrow definitions are necessary to ensure EL remains a transformative educational pedagogy.

Establishing a sense of community: Moral socialization in girls‐only football for inclusion

AbstractThis article explores the establishment of a sense of community within a girls‐only sports‐based intervention targeting social inclusion in a socially disadvantaged area of Sweden. Employing an ethnographic approach involving participant observations and interviews, the study shows how moral socialization, through practices of discipline, teaching and care, fosters a sense of community. Through detailed observations, the study illustrates that community formation is an active, relational construct rather than a pre‐existing entity, shaped significantly by both leaders and participants. Our findings reveal that the girls, through reflective engagement with norms and moral values, co‐create a community that promotes social inclusion.

Leadership Development in Graduate Medical Education: A Pilot Study of Implementation of a Validated Self-assessment Instrument.

Graduate medical education programs need leadership assessments and curricula to engage residents and advance their leadership skills. The Foundational Healthcare Leadership Self-assessment (FHLS) is a validated 21-item self-assessment of leadership skills residents need to be effective team leaders in health care settings. It generates a composite score along five foundational leadership domains: accountability, collaboration, communication, team management, and self-management. Our objective was to determine whether a leadership curriculum, using the FHLS as an educational tool to support self-assessment, self-directed learning, and reflective practice, promotes self-awareness and engagement in leadership development. We conducted a qualitative pilot study in the University of Utah Family Medicine Residency Program, integrating the FHLS into our residency's longitudinal leadership curriculum using coaching, self-directed learning, and reflective practice. Family medicine residents completed the FHLS prior to their leadership rotation. Faculty met with each resident during their rotation using a coaching paradigm based on data from the FHLS to inform leadership self-awareness. Residents identified a leadership domain for self-improvement, selected resources for self-study, and submitted a written reflection. We conducted qualitative content analysis on the reflections for evidence of self-awareness and engagement in leadership development. Residents completed 27 leadership rotations between May 2019 and April 2020, generating 21 reflections. Qualitative content analysis of resident reflections grouped by FHLS leadership domains identified evidence of impact on the residents' leadership development. This qualitative pilot study supports the usefulness of the FHLS within a residency leadership curriculum to promote self-awareness and engagement in leadership development.

How does guided group reflection work to support professional identity formation in postgraduate medical education: A scoping review

Purpose In postgraduate medical education, guided group reflection is often applied to support professional identity formation. However, little is known about how guided group reflection is shaped and how it works. Our scoping review synthesizes existing evidence about various approaches for guided group reflection, their aims, components and potential working mechanisms. Methods We conducted a scoping review using JBI (Joanna Briggs Institute) guidelines for conducting scoping reviews. We searched PubMed, PsycINFO, EMBASE and ERIC databases for all research articles published in English or Dutch in an iterative team approach. The articles were extracted and summarized quantitatively and qualitatively. Results We included 71 papers (45 primary research papers and 26 non-empirical papers including program descriptions, theoretical concepts and personal experiences). We identified a diversity of approaches for guided group reflection (e.g. Balint groups, supervised collaborative reflection and exchange of experiences), applied in a variety of didactic formats and aims. We distilled potential working mechanisms relating to engagement in reflection, group learning and the supervisor’s role. Conclusions There are significant knowledge gaps about the aims and underlying mechanisms of guided group reflection. Future systematic research on these topics is needed to understand the effectiveness of educational methods, that can help facilitate learning conditions to best shape professional identity formation (PIF) in educational curricula.

The Relationship between Teacher Reflective Practice and Students Engagement in the Public Elementary School

This study aimed to investigate the relationship between Teacher Reflective Practice and Student Engagement in Public Elementary Schools. Utilizing a descriptive-correlation approach, the study evaluated the extent of Teacher Reflective Practice across indicators such as Self-Awareness, Critical Analysis of Teaching Experiences, Openness to Feedback, Adaptability and Experimentation, and Collaborative Reflection. Similarly, the extent of Student Engagement was assessed in terms of Behavioral, Emotional, and Cognitive Engagement. Through the application of Pearson Product Moment Correlation, a significant Very High Relationship (R: 0.802, p<0.05) was found between Teachers' Reflective Practice and Students' Engagement, implying that 64.3 percent of the changes in Students' Engagement could be attributed to Teachers' Reflective Engagement. Moreover, specific indicators of Teachers' Reflective Practice were identified to significantly influence Students' Engagement. The highest level of engagement was found in Adaptability and Experimentation for Teachers' Reflective Practice and Behavioral Engagement for Students' Engagement, with areas for enhancement in other dimensions. The results underscore the vital role that reflective teaching plays in enhancing student engagement and provide key insights for educators, school administrators, policymakers, and future researchers.

‘As long as you’re not an asshole’: insider-outsider dynamics in queer research

ABSTRACT This research note is a contribution to the growing body of literature discussing the methodological, ethical and personal questions of researching queer issues in Central Asia. Through reflective engagement with my own fieldwork experiences and participant interactions, I critically discuss how I have often found myself both a ‘queer insider’ and a ‘national outsider’ at different times and in different eyes. These simultaneous positions intersect to inform and influence my research on queer migration in Kazakhstan. While, so far, my queer insider position has often helped build relationships and trust, for some participants my national outsider position proved more complex: on occasion marking me out as a potential problem, and on occasion as a likely non-judgemental or open listener. By examining these shifting dynamics I hope to contribute to deeper understandings of the ethical considerations of cross-cultural queer research in Kazakhstan, Central Asia and beyond.

Unveiling the intricate dynamics of user engagement in social media: the triad co-evolution through affordances and emotional attachment

ABSTRACT This study empirically examines the complex dynamics between social media entities, brands, and users, advancing user engagement and emotional attachment. It introduces a novel affordance perspective to dissect the symbiotic relationships that shape marketing and communication management. Analysing data from 424 U.S. social media users, this research explores the interplay between platform-user and brand-user affordances and their impact on reflective engagement and emotional attachment in digital environments. Findings affirm a substantial impact of affordances on emotional attachment to platforms, while also redefining the role of social influence, which contrasts with its conventional moderating role in user engagement literature. By moving beyond a functionalist affordance view to a relational one, this paper brings to the fore the triad of platform-user, brand-user, and user-reflection affordances, providing strategic insights for marketers and setting the stage for future research on user interaction dynamics.

The mental health benefits and costs of critical consciousness: A longitudinal investigation of the co-occurring positive and negative effects of critical consciousness among sexual minorities

Critical consciousness is a powerful tool for individuals from marginalized groups to transcend their oppressive conditions through engagement in critical reflection, motivation, and action. Nonetheless, the mental health benefits and costs of critical consciousness have received limited research attention. The present study utilized a longitudinal research design to explore the positive and negative relationships between critical consciousness and mental health among sexual minority individuals in different developmental stages. A total of 636 sexual minority individuals were involved in the baseline study and were asked to complete a follow-up questionnaire after one year. The results demonstrated a co-occurrence of positive and negative effects of critical consciousness on mental health among sexual minority individuals across time. On the one hand, critical consciousness was associated with better mental health outcomes through the mediation of internalized oppression and community connectedness. Specifically, critical consciousness was associated with reduced internalized oppression, which in turn was linked to lower levels of emotional distress. Critical consciousness was also associated with heightened levels of community connectedness, which in turn was associated with improved well-being. On the other hand, the results revealed a positive direct effect of critical consciousness on emotional distress, after controlling for internalized oppression and community connectedness. Notably, developmental stage moderated the relationship between critical consciousness and well-being. A negative association between critical consciousness and well-being was observed among sexual minority youth, whereas no such association was found among sexual minority adults. While the study highlights that critical consciousness can be a pedagogical and therapeutic tool for the liberation and empowerment of sexual minority individuals, it is equally important to acknowledge the potential risks associated with critical consciousness. Striking a balance between critical consciousness and self-care is crucial for sustaining meaningful engagement in the pursuit of social change.

Understanding the Interplay between Wellness Motivation, Engagement, Satisfaction, and Destination Loyalty.

Increased awareness of negative psychological symptoms and the negative impact of the pandemic has led to a rising demand for wellness-related travel experiences. There is a need for research on tourists' experiential and reflective engagement in order to maximize positive outcomes such as overall satisfaction, positive WOM, and recommendations. These positive outcomes are crucial for attracting tourists and strengthening destinations' brands. As there are few empirical studies, research on the effects of engagement on satisfaction and behavioral intentions is necessary. This study aimed to examine the relationships between wellness motivation, engagement, satisfaction, and destination loyalty among wellness tourists. It also aimed to examine the mediating effects of two engagement factors, experiential and reflective engagement, between wellness motivation and positive outcomes. A total of 319 respondents were used for the analysis, and structural equation modeling (SEM) was conducted. The results found that wellness motivation is composed of six wellness motivation components, namely physical motivation, transcendence, relaxation, social motivation, self-esteem, and escape, each representing first-order factors. Wellness motivation is positively associated with reflective and experiential engagement. Engagement positively affects satisfaction and destination loyalty. This study provides several implications, theoretically and practically.

A Model of Transformative Religious Education: Teaching and Learning Islam in Pondok Modern Darussalam Gontor, Indonesia

This research aims to examine character education in pesantrens (Islamic boarding schools also known as pondok pesantren) as a model of religious education in transforming the attitudes of students in line with the values and culture of a diverse society. This study is based on documents related to the curriculum and student guidance system, which were confirmed through interviews with leaders and teachers, as well as observations at Pondok Modern Darussalam Gontor, Indonesia. The research findings indicate that Pondok Modern Darussalam Gontor, Indonesia, has implemented a transformative education system. Students have undergone a transformation from traditional, fanatic, and closed values to modern, rational, disciplined, inclusive, independent, and responsible ones. The transformation in students' personalities occurs not only through classroom learning but also through reflective engagement in pesantren management, discussions, and public speaking exercises. The findings of this study imply that the religious education system in pesantrens should prioritize not only the cognitive aspects of doctrinal religious knowledge, but also involve students in society, fostering open, tolerant, and rational characters.