Identity Formation Research Articles

‘Intersectional othering’ and the minoritisation of ‘Malay/Muslim’ identities in Singapore’s multicultural education

ABSTRACT Singapore’s multiculturalism has been recognised as a successful model for the preservation of harmony across racial differences in its society. Despite this, outstanding complexities still exist between groups, but are often minimised in public discourse. While there is vast literature on multiculturalism and race relations in Singaporean society, there is also a lack of scholarship assessing how they have been enacted or learnt in schools. This paper questions how Malay/Muslim identities, in particular, have been viewed through Singapore’s multicultural education. Findings from a qualitative case study conducted showed how the curriculum has largely constructed Malay/Muslims as minorities and ‘Others’ in terms of: (i) race; (ii) religion; and (iii) socioeconomic status. The intersection of these identities compounds ‘Malay/Muslim’ minority status, giving rise to ‘intersectional othering’ which then sustains their continued and perceived minoritisation. It concludes by suggesting how multicultural education in Singapore can attend to issues surrounding intersectional identities today. This paper is part of a larger doctoral study looking into racial identity formation within multicultural education in Singapore.

Investigation of the mechanism of ambivalent professional identity formation: A directed content analysis of reflective assignments

Background Ambivalent professional identity (API)—the coexistence of identification and dis-identification with one’s profession—undermines motivation and satisfaction. Research on API among medical interns remains limited. This study applies social cognitive theory (SCT) to explore the formation mechanism of API in Chinese medical interns and proposes strategies to enhance professional identity. Methods Conducted at the First Affiliated Hospital of Zhengzhou University, the study involved 1,054 medical interns from six institutions and five specialties. In October 2023, all interns submitted reflective writings during the early internship phase. Directed content analysis was used to examine 772 valid submissions. Results Six common themes were identified and categorized into three SCT-based stages: conflictive learning experiences, ambivalent reinforcements, and API formation. Through observation and practice, interns encountered contrasting experiences related to patient outcomes, professional behavior, automation, feedback, task performance, and risk. These shaped mixed perceptions of their roles. Reinforcement processes triggered ambivalent emotions—achievement alongside self-doubt—culminating in API marked by increased responsibility and career interest, yet coupled with anxiety and powerlessness. Conclusion SCT effectively explains API formation in medical interns. Ambivalent learning experiences, mediated by contradictory reinforcements, shape identity development, highlighting SCT’s relevance in healthcare education.

Emotional intelligence in medical education: Its role in professional identity formation: AMEE Guide No. 186

Emotional intelligence (EI) is a fundamental pillar for academic and interpersonal success, particularly in demanding educational environments like medical training. Its impact on motivation, stress management, teamwork, and empathy highlights its pivotal role in fostering holistic student development and professional growth. Cultivating EI fosters ethical decision-making, enhances patient trust, and boosts professional satisfaction, thereby contributing to the development of a more compassionate and effective healthcare system. Integrating EI training into medical curricula holds significant potential for strengthening professional identity formation among future healthcare professionals. Such integration can be achieved through targeted strategies, including workshops, role-playing activities, mindfulness exercises, and reflective practices that cultivate self-awareness and empathy. These approaches equip students to effectively manage the emotional complexities of medical practice. By prioritizing the cultivation of EI, medical schools can better prepare students to address the multifaceted challenges of patient care and contribute to improved communication, collaboration, and resilience within healthcare teams. These competencies enable medical professionals to navigate the emotional demands of their profession, reducing burnout and promoting sustained engagement in their roles, as well as ultimately enhancing patient care, professional satisfaction, and the overall effectiveness of medical systems. This AMEE guide explores the impact of incorporating EI training into medical curricula on the professional identity formation of medical students. It focuses on how developing EI skills can enhance professional growth, resilience, and adaptability; thus, it is better to prepare students to handle the emotional and social challenges of the medical profession. The guide also aims to offer practical insights into enhancing medical education and professional development.

Investigating the status and influencing factors of professional identity formation among Chinese medical interns: a mixed methods study

BackgroundProfessional Identity Formation (PIF) involves a movement through a series of conceptually distinct developmental stages. Kegan’s theory of PIF is divided into 6 phases (stages 0–5). It is believed that students undergo stages 2–4 (imperial, interpersonal, institutional) during medical education. Currently, the PIF of medical interns is being extensively studied. However, few studies on Chinese interns. Social-ecological theory (STC) suggests that an individual’s behavior and development are shaped by his or her multilevel interactions with the environment, so it’s necessary to explore the mechanisms of interns’ PIF within Chinese socio-cultural settings.AimThis study assesses the PIF status of Chinese medical interns and investigates interactions between multidimensional influencing factors underlining the process of PIF.MethodsThis is a convergent mixed methods case study and consists of two parallel parts. The quantitative research involved a cross-sectional survey using online questionnaires on PIF, job burnout, and resilience. Four stage-specific scales (SASs) and a development scale (DS) were used to quantify the complexity and divergent processes of PIF. In the qualitative research, authors arranged semi-structured face-to-face interviews with medical interns. Data collection and analysis were conducted simultaneously. The model of Reciprocal Determinism is used as theoretical framework until data saturation was achieved.ResultsA total of 1054 responses were considered valid. Interns’ score of stage 4-specific attribute scale (SAS-4) scoring significantly higher than other SASs. Gender, higher family income, receiving scholarships, having continuous mentor guidance, and having clear career plans were identified factors that influences different stages of intern’s PIF. Seven themes that influence PIF were identified from the qualitative research. The interplays between personal, behavioral, and environmental factors are bidirectional and complex. The Balancing of these complex relationships is identified as a crucial factor in PIF.ConclusionThis study illustrates that Chinese medical interns were at stage 4 according to Kegan’s model. Additionally, the reciprocal interactions between personal, behavioral, and environmental aspects can serve as potential mechanisms for PIF.

Band of blood brothers: Exploring visibility management and networking among Twitter users identifying as Filipino men living with HIV

The Philippines continues to grapple with a rising number of HIV cases, particularly among Filipino men who have sex with men. Notably, Filipino men living with HIV (FMLWH) are visible on Twitter (now X), despite Facebook’s dominance in the Philippines. The Twitterverse of FMLWH may be imagined as networked publics, with these users negotiating visibility management in the face of HIV-related stigmas and navigating context collapse in a high-visibility space. In this study, we explore the visibility management practices of Twitter users identifying as FMLWH and subsequently map their network structure. Our mixed-methods approach combined analysis of online trace data from 1447 public Twitter accounts with in-depth interviews conducted with 24 Twitter users. Findings revealed that FMLWH employed a range of visibility management practices on Twitter, including the use of succinct identifiers to disclose HIV status, the maintenance of pseudonymous identities, and a strategic shift from partial to greater visibility when engaging with other FMLWH in private communication spaces. Participants expressed a strong inclination to connect with fellow ‘blood brothers’ and were frequently directed to these users through algorithmic recommendations rather than word-of-mouth. An expansive network comprising 302,934 ‘follow’ ties connected all but two of the 1447 users. Network analysis also showed high reciprocity and short distances between actors. Despite these metrics, a relatively low degree of interconnectedness was found, suggesting that users formed their own smaller pockets of conversation. Overall, FMLWH exhibited a deliberate effort to manage their visibility on Twitter and demonstrated a level of connectivity and engagement that might not naturally occur in real-world settings. Furthermore, the affordances of Twitter facilitated the open disclosure of HIV status, traditionally considered a private and sensitive matter. These findings warrant further investigation into the formation of networked HIV social identities and the emergence of pseudonymous networked counter publics among FMLWH.

Navigating Boundaries: How Pharmacists Develop Their Clinical Identity in a Complex Multidisciplinary Healthcare Setting

Introduction: Clinical pharmacists are crucial for optimizing medication therapy and improving patient outcomes, yet their potential is underutilized in many low- to middle-income countries. Shifting from traditional dispensing to clinical roles requires professional development and identity transformation. In South Africa’s public healthcare system, this shift faces additional challenges, such as a lack of formal positions, limited resources, and role ambiguity. Understanding how clinical pharmacists navigate this transition and develop their clinical identity is essential for their integration into healthcare teams and for improving patient care. Methods: Using a constructivist approach, this qualitative study employed semi-structured interviews with clinical pharmacists (n = 12) across South Africa’s public healthcare sector. We analyzed data through the lens of boundary crossing. Through thematic analysis we explored how pharmacists navigate the complexities of transitioning from dispensing to broader clinical roles, and how these experiences shape their professional identity. Results: Clinical pharmacists navigated both intrapersonal and interpersonal boundaries in their evolving roles. Three key themes were identified: (a) Bridging the gap within: Pharmacists navigate intrapersonal boundaries for clinical identity formation, (b) Bridging the gap between: Pharmacists navigate interprofessional boundaries for collaboration and identity formation, and (c) Building bridges: Pharmacists employ strategies to promote collaboration and recognition. Discussion: This study uncovered the complex interplay between intrapersonal boundaries – such as role ambiguity, self-doubt, reconciling traditional dispensing roles with expanded clinical responsibilities, and the need for mentorship – and interpersonal boundaries, including hierarchical structures, unclear role expectations, limited recognition, and challenges in interprofessional collaboration, in shaping clinical pharmacists’ identities. Fostering boundary crossing competence and interprofessional collaboration can help overcome systemic barriers, enabling pharmacists to navigate their roles, advocate for their expertise, and gain recognition within healthcare teams, ultimately enhancing their integration and improving patient care in resource-constrained settings like South Africa.

Slanguage Practice: Examining its Implications in English Language Teaching

Language constantly evolves, and slang plays a crucial role in shaping students' communication patterns. This study examines the impact of slanguage on junior high school students in a private secondary school in Tacurong City, focusing on its influence on social interactions, identity formation, and academic communication. Using a qualitative multiple case study design, the research explores how students integrate slanguage into their daily discourse inside and outside the classroom. Data were collected through semi-structured interviews with selected Grades 7 to 9 students and key informants such as canteen staff and hallway observers, ensuring a diverse perspective on slanguage practices. The findings revealed that dominant slang terms, often influenced by social media, shape peer interactions and contribute to students' sense of belonging. Furthermore, the study highlights the students' ability to code-switch between slang and formal language in academic settings, demonstrating their linguistic adaptability. While slanguage fosters social bonding, it can also present challenges in maintaining focus during formal educational activities. Additionally, the research identifies distinctions between spoken and written communication, emphasizing that students consciously limit slang usage in academic writing while freely incorporating it into everyday conversations. These insights contribute to a deeper understanding of contemporary language practices among Filipino youth, offering implications for educators and policymakers. The study suggests that integrating elements of slanguage into English Language Teaching (ELT) may enhance student engagement while maintaining academic rigor. Future research may explore the long-term effects of slanguage on literacy skills, formal writing, and social identity development.

Professional identity formation in sports teachers: a multifactorial analysis

Introduction: The modern sports education system is undergoing a significant transformation due to global changes in sports and new requirements for the training of young athletes. Objective: This study aims to identify key factors influencing the professional identity of teachers working with young athletes, including their personal sports experience, continuous professional development (internships, courses, competitions), institutional specifics, and student achievement levels. Methodology: A mixed-method cross-sectional study, with a quantitative emphasis, was conducted using an adapted Coach Identity Development Scale. The scale assessed six components: social and personal development, social recognition, life coaching, training, success, and motivation. A supplementary questionnaire collected demographic and professional data. Results: The results show the significant influence of the factors on forming teachers' professional identities and create the basis for a comprehensive analysis of their interaction. Discussion: Practical implications include recommendations for differentiated teacher training programs emphasizing life coaching competencies, institutional support structures, and evidence-based professional development frameworks aligned with international coaching standards. Conclusions: Professional identity formation is driven by experiential, institutional, and developmental factors, necessitating differentiated training, systemic reforms and longitudinal research.

The impact of the online disinhibition effect on the formation of an individual's virtual identity

The evolution of society is directly influenced by technological advancements, particularly in information and communication technologies. Their proliferation facilitates the transformation of social reality, the emergence of new forms of communication, and the evolution of social practices. Modern digital tools such as mobile devices, computers, and the internet shape novel modes of interaction that affect communicative processes. Globalization accelerates the development of social and communicative practices, transcending geographical and demographic boundaries while shaping individuals' daily lives, worldviews, and self-identities. This article explores the impact of the online disinhibition effect on the formation of virtual identity within the contemporary digital environment. This process entails individuals gradually distancing themselves from traditional social interactions in the real world and transitioning to virtual spaces, where they construct new roles and modes of engagement. The rise of social media, online gaming, forums, and various digital platforms has facilitated the creation and maintenance of these novel identities. Identity, as a complex psychological construct, develops through an individual's interaction with the social environment, encompassing both real and virtual domains. Psychological defense mechanisms play a significant role in this process, helping individuals manage internal conflicts, maintain a coherent self-concept, and adapt to external conditions. Within the digital sphere, mechanisms such as reality avoidance can contribute to the modification or concealment of personal attributes, thereby influencing self-perception and the perception of others. As a consequence of the online disinhibition effect, a new form of identity emerges, characterized by the intertwining of real and virtual experiences and the growing significance of social networks in shaping personal traits and status. However, this process also presents risks, including the erosion of real-world social connections, dependence on virtual validation for self-worth, and potential shifts in attitudes toward reality. Investigating the implications of these transformations for self-esteem, interpersonal relationships, and social adaptation in the context of increasing digitalization remains a pertinent area of research.

Deep cognition of the metaphorical symbolism of crockery (cups, glasses, vases)

The article is devoted to the deep cognition of the metaphorical symbolism of crockery (cups, glasses, vases, etc.) in a psychosemiotic, cultural, and artistic context. The purpose of the research is to determine and analyze the symbolic meaning of these objects across different traditions, their role in shaping the collective unconscious, and their influence on psychological, literary, and artistic interpretations. The research also aims to explore how these symbols contribute to the construction of meaning in cultural narratives and human perception. The research methods include semantic analysis, a structural-semiotic approach, comparative analysis of cultural texts, and psychoanalytic interpretation of archetypes. Additionally, an interdisciplinary approach has been applied, incorporating elements of cultural studies, art criticism, and psychology to provide a comprehensive understanding of the metaphorical nature of crockery. The results obtained indicate that a cup, a glass, and a vase function as universal symbols of filling, emptiness, spiritual transformation, interaction, and harmony. These objects are deeply embedded in cultural memory and artistic thinking, often carrying associations with hospitality, sacrifice, containment, and emotional states. Their metaphorical nature is widely used not only in literature and visual arts but also in psychology, particularly in art therapy, psychodiagnostics, and psychocorrection. The study demonstrates that the symbolic representation of crockery reflects fundamental human experiences and can be a valuable tool for exploring unconscious processes and identity formation. The findings of this research can be applied in cultural studies, art history, psychology, literature, and therapy, offering new insights into the ways metaphorical symbolism shapes human perception and communication.

The formation of leadership identity within leadership educators: a duoethnography

PurposeThe purpose of this duoethnography is to show how leadership educator identity may be an evolutionary process that encompasses one’s life history, experience as a leader and ability to learn more about leadership and experiment with leadership concepts.Design/methodology/approachWe used duoethnography as our design approach with an emphasis on the flexible design approach as well as reflective thematic analysis. Duoethnography consisted of monthly-recorded virtual interviews between the authors and bi-weekly online journal entries.FindingsOur findings show that leadership identity as leadership educators can evolve from childhood experiences of leadership development to adult lessons learned as leaders and as educators. The evolution process aligns with Seemiller and Priest’s (2015) concept of leadership identity formulation (LIF).Originality/valueThe research presented advanced LIF by considering childhood familial lessons as a part of one’s leadership identity, as well as recognizing that as leadership educators, leadership should be recognized as dynamic and evolving and not static.

Competence, mattering and belonging: An evidence-based and practical approach to understanding and fostering medical student professional identity formation

Introduction Understanding professional identity formation (PIF) in medical education is essential for preparing future physicians to navigate their profession and integrate communities’ of practice (CoP) values, norms, and expertise to meet patients’ needs. Despite robust PIF literature, gaps persist due to greater focus on internal psychological processes than social-contextual influences. Empirically describing PIF within medical training’s cultural context will enhance understanding and inform learning environment interventions. Methods We employed a constructivist qualitative approach to examine social-contextual factors influencing students’ PIF. In one-on-one interviews, 52 graduating students from 4 geographically diverse U.S. medical schools described their PIF from pre-medical school through graduation. We used an iterative, multi-stage, constant-comparison approach to data analysis, employing reflexive methods throughout. Results Social-contextual cues defining PIF were identified in three domains: competence, mattering, belonging. As students received cues, their professional identity evolved. They described a gradual integration of personal and professional values, with growing confidence and a shifting position within the physician CoP. Conclusions This study provides a conceptual framework that describes how CoP members’ interactions with medical students positively influence and at times undermine students’ sense of competence, belonging, and mattering. Understanding these cues can help educators create a supportive environment that enhances students’ PIF.

Evaluating Privacy and Safety Measures for Children in VR-Aided Education

The school education system has long adopted emerging technologies to enhance student learning and engagement. This progression spans early e-learning platforms and smart classrooms to today’s immersive environments (del Campo et al., 2012). Virtual Reality (VR) and Augmented Reality (AR) technologies are increasingly being introduced into classrooms to offer rich, interactive, and personalised learning experiences (Zizza et al., 2018). These tools can accommodate students from diverse educational, cognitive, and socio-cultural backgrounds through adaptable instructional designs (Romero-Ayuso et al., 2021; Shadiev et al., 2021). However, despite their pedagogical potential, adopting immersive technologies in schools raises serious concerns, especially regarding underage learners’ physical health, psychological well-being, and data privacy (Kaimara et al., 2021; Skulmowski, 2023). This paper establishes a position statement by critically examining these risks and proposes key recommendations to support VR’s responsible and effective implementation in school settings. Although research on this matter is limited, physical risks are the most frequently studied (Bexson et al., 2024). Common side effects of VR use in children include visual fatigue (Fan et al., 2023) and cybersickness (Oh & Lee, 2021). Even though these effects are generally considered temporary, research on prolonged exposure is limited, particularly for young users whose visual and neurological systems are still developing. However, the psychological effects are more concerning and less understood. During critical stages of identity formation, excessive or unsupervised VR use may contribute to identity confusion (Segovia & and, 2009), cognitive overstimulation (Juliano et al., 2022), and potentially addictive behaviours (Das et al., 2017). The immersive nature of VR, which blurs the boundaries between real and virtual environments (Segovia & and, 2009), intensifies these risks. Additionally, social VR learning platforms create opportunities for bullying and harassment through masked identities like avatar interactions (Fiani et al., 2024), which are often beyond current legal protections (Prakhar & Rawat, 2024). Such experiences can lead to anxiety, reduced self-esteem, and social withdrawal (Copeland et al., 2013; Pontillo et al., 2019; Sourander et al., 2007), highlighting the need for caution and further study before widespread integration into the educational curriculum. Equally critical concerns are related to privacy and data security. VR applications can capture thousands of behavioural data points within minutes, including eye gaze, body movements, and facial expressions (Giaretta, 2024; Miller et al., 2020; Pfeuffer et al., 2019). These data can identify users with over 90% accuracy across different sessions and may be used to train predictive models (Kumarapeli et al., 2024). While these applications have potential benefits, collecting and retaining sensitive information from children who cannot legally provide informed consent raises serious ethical and legal questions. With the rapid growth of generative AI, the misuse of such data, including identity theft (Nair, Miller et al., 2024) or unauthorised profiling (Nair, Rack et al., 2024), becomes an increasingly plausible threat. Despite these concerns, suspending immersive technologies is neither practical nor educationally beneficial. Instead, their integration should be guided by evidence-based research findings. In the meantime, supervised exposure, adherence to guidelines like the 20-20-20 rule, careful content curation, and limited usage time are essential (Meta Platforms, Inc., 2025; Steinberg, 2025). Given that risks vary by age group, content type, and educational context, the implementation of VR should be evaluated on a case-by-case basis rather than through a universal model. A subtle, cautious approach will help ensure immersive technologies serve as inclusive, safe, and effective educational tools.

Advancing disability inclusion through social and digital entrepreneurship in ASEAN

Based on explorative case studies from Indonesia and Malaysia, this study examines how inclusive social entrepreneurship can capture the transformative potential required to economically and socially empower persons with disabilities in Southeast Asia. This research study explores Identity Theory and Social Role Valorization (SRV) concepts from theoretical perspectives to understand the relevance and significance of identity formation, co-creation, and digital entrepreneurship in developing a sustainable model for empowerment. This study utilized a qualitative case study methodology through in-depth, semi-structured interviews with individuals and stakeholders, field observations, and thematic analysis, on the two enterprises Rumah Harapan Mulya (RHM) in Karangpatihan, Indonesia, and GOLD (Generating Opportunities for Learning Disabled) in Malaysia. This research shows that both programs work to integrate people with intellectual and developmental disabilities into their communities by providing adaptive vocational training, defining meaningful social roles, and creating multi-stakeholder partnerships. Despite their different approaches, RHM by traditional batik production and GOLD by culinary micro-enterprises both facilitate identity transformation and social inclusion. However, digital illiteracy, heavy reliance on volunteers, and poor infrastructure remain barriers to scaling digital entrepreneurship. The study emphasizes the need for systemic support, inclusive policy frameworks, and local adaptation to sustain the change in the long term. Finally, the research concluded that inclusive social entrepreneurship is both a viable and resilient development model for promoting disability inclusion and economic participation in ASEAN nations.

Becoming an ESP Teacher: Conflicts, Tensions and Successes

Global educational changes have significantly impacted English language teachers’ professional lives, especially concerning identity construction. This study explores how conflicts and tensions impact a novice English for Specific Purposes (ESP) teacher’s identity construction. Using a narrative inquiry approach, data were collected from a novice ESP teacher in Seoul, South Korea, through interviews, journals, and observations. The findings reveal three central themes: (1) tensions as claimed and constructed ESP identities, (2) cultural tensions and conflicts, and (3) content and material-related tensions and conflicts. The study highlights the necessity for professional training, community support, and adaptability in ESP teaching contexts. The implications suggest that understanding teacher identity formation benefits both educators and learners in specialized English instruction.

Nollywood and the hybrid postcolonial space: cultural nationalism and identities construction in Kayode Kasum’s Afamefuna

ABSTRACT The rediscovery and construction of cultural identities is the resultant manifestation of postcolonial realities, which are explored in African cultural productions, including literature and films. Existing studies on Nollywood films have examined different socioeconomic, political and cultural themes. However, the issue of identity construct and nationalistic commitment which constitutes much of such cultural expressions has not received adequate scholarly attention. This article examines the representations of cultural identities and nationalistic consciousness in Afemefuna, a Nigerian film directed by Kayode Kasum. The film was purposively selected, transcribed and subjected to qualitative literary analysis, paying a critical attention to characters’ conducts, dialogues, costumes and the events featured in it. The study adopts Postcolonial Theory, especially Homi Bhabha’s Hybridity and Third Space Theory, to account for the exploration of cultural nationalism and identity construction in the film. Afamefuna chiefly celebrates the apprenticeship tradition of the Igbo entrepreneurial system, and raises question of identity formation within that hybrid postcolonial space. The analysis reveals that hybridity and cultural identities are portrayed through the use of indigenous features like proverbs, idioms, cultural archetypes and cultural preferences. The projection of these indigenous ideas depicts cultural nationalistic consciousness, which underscores the ongoing de-colonial commitment in the African continent.

Professional Identity Formation Metaphors: Old Problems and New Promises

Professional Identity Formation Metaphors: Old Problems and New Promises

ANALYSIS OF EDUCATIONAL VALUE IN THE DRAMA GONG SAMPIK ENGTAY BY ISI DENPASAR STUDENTS

This study aims to analyze the educational values embedded in the performance of the drama gong Sampik Engtay by students of the ISI Denpasar Performing Arts Education Study Program. The research focuses on the moral, social, cultural, and character-building values that emerge through the performance. The study employs a qualitative method with a symbolic interactionism approach, utilizing data collection techniques such as observation, in-depth interviews, and literature reviews. The analysis is conducted using Erving Goffman’s Dramaturgy Theory and George Herbert Mead’s Self-Concept, which explore identity formation, role-playing, and social interaction within the context of performing arts. The findings indicate that Sampik Engtay conveys significant educational values, including moral integrity, perseverance, and cultural appreciation. These values are reflected in the depiction of identity conflicts, personal sacrifices, and the struggle of individuals in adhering to social norms. Additionally, the performance serves as a medium for reinforcing students' understanding of ethical principles, social responsibility, and the importance of preserving cultural heritage. The research highlights the role of traditional drama gong as an effective tool for education, fostering cultural appreciation, and strengthening the character of students. Furthermore, this study provides valuable insights for educators, performing arts practitioners, and policymakers in integrating performing arts into the educational curriculum and preserving Balinese traditional performances for future generations.

RECONSTRUCTING AN EFL PRE-SERVICE TEACHER’ IDENTITY: A SELF-NARRATIVE

The experiences of English language education students significantly shape language learning practices and pedagogical approaches globally. Despite the growing interest in these experiences, research on the intersection of identity and language teacher development remains limited, particularly among Indonesian English education students. This study employed James Paul Gee's Identity Theory (2000) to explore the construction and reconstruction of my identity as an English education student during a study exchange at Osaka University (2023–2024). Using a narrative self-study approach, I carefully examine up to the present moment, the struggles, development, and successes that have reshaped my formerly shaped identity as an English language learner and English education student. Moreover, a collection of reflective writings such as documents, pamphlet notes, tables, and journals were adopted to critically review my identity through a constant comparative method of data analysis, which led to the revelation of multiple stages of my identity formation and then its further reconstruction. The findings reveal that students and teachers’ narrations provide insightful and enlightening clues for each and every engaged member of the learning cycle to learn how to deal with members within their communities, and remind policy-makers and higher-order authorities of the value in recognizing and appreciating each and every one of an individual’s voices.

Empowering Female Students through Esports Programs: Insights from a Vocational High School

This paper explores gender dynamics within a vocational Esports high school, focusing on the experiences of female students. Utilizing Cultural-Historical Activity Theory (CHAT) and Digital Feminism as theoretical frameworks, the research examines how educational practices, digital cultures, and socio-cultural contexts influence participation and identity formation among female students. Data collected through interviews, observations, and document analysis highlight significant disparities in participation and the impact of institutional structures on gender norms. Findings reveal that while competitive Esports environments often perpetuate traditional gender roles, collaborative settings in coding and design facilitate more inclusive interactions and empower female students. The study proposes strategic educational modifications to foster gender equity and suggests that vocational Esports programs can effectively challenge and transform gender norms in educational settings.