Integrating Indigenous Ways of Knowing Into Learning Health Systems: Moving From Learning Health Systems to Learning Communities.

ABSTRACT Valuing Relational Inquiry over time, this study invites consideration of the learning made possible through community-centric engagement. Drawing on a small Australian study, this paper demonstrates the power of practitioner inquiry as a change agent in educational settings and the benefits of inclusive participation in professional learning. Drawing on the perspectives of participants from a suburban public school in Victoria and two suburban preschools in New South Wales, the study highlights both the power of individual voices and the strength of the collaborative. Survey data offers participant profile information, while analysis of project summaries gives colour and depth to participant inquiries undertaken by individuals or small teams. Combining adult learning and professional development (term used in some citations), this exploration highlights the power of co-researching topics of personal and professional interest in sites valuing provocations, persistence and pedagogical growth. Supported by face-to-face input with whole teams, workshop facilitation, and online feedback, ideas were developed over time. This part of the study extends earlier research demonstrating the entanglement of communities of practice and community-centric thinking. Building on previous work and blending ‘lived experience’ with learning communities, individual voices strengthen data on the power of collaborative thinking for educational change.

In the field of higher education, the phenomenon of doctoral students dropping out has gained attention from researchers. Yet the reasons driving this phenomenon remain underexplored in the Chinese context. Guided by the Affective Event Theory, this study investigated the environmental characteristics of education that trigger the dropout emotions among doctoral students. Based on thematic analyses of the dropout narratives within a Chinese doctoral students' online community, this study reveals that certain negative yet stable environment characteristics trigger a series of negative events, resulting in doctoral students' dropout sentiment. Specifically, these characteristics include completion difficulty, a lack of academic autonomy, competition and conflict within the shi-men (a supervisor-centric learning community for postgraduate students), and low employment expectations. Based on the findings, this study provides suggestions to improve doctoral students' learning environment, for example, humanizing the power of supervisors and their advising process, helping doctoral students to form communities of learning that give them more channels to communicate their progress and receive feedback and support. This paper contributes to the higher education reform by offering culture-specific directions for research and by providing guidelines for the training of university leaders and supervisors.

Contemporary academic publishing increasingly operates under conditions of symbolic scarcity, shaped by rising submission volumes, constrained reviewer capacity, and evaluative incentives that privilege novelty, visibility, and perceived impact. While these dynamics vary across disciplines, their cumulative effect is a publication system that systematically favors novel and attention-generating contributions over replication, confirmation, and cumulative refinement. As a result, methodologically sound research that tests, stabilizes, or contextualizes existing findings is more likely to be delayed, displaced, or rendered invisible, contributing to persistent non-replication and long-term fragility of the scientific record. This paper develops a systems-theoretic analysis of academic publishing, examining how prestige filtration, redundancy in peer review, and novelty-oriented selection interact with institutional incentive structures. Rather than attributing dysfunction to individual actors or emerging technologies, the analysis focuses on how current publication architectures shape evaluative behavior, reviewer labor allocation, and the composition of the visible scientific record. The analysis identifies three interlocking failure modes: (1) a structural decoupling between epistemic contribution and publication outcomes driven by novelty-oriented symbolic selection; (2) systematic waste of reviewer labor due to non-transferable and repetitive evaluation processes; and (3) declining scalability of existing review infrastructures as generative AI lowers the cost of manuscript production while increasing evaluative load. Together, these dynamics suppress replication and cumulative verification, distort the visible scientific record, and misdirect expert attention away from epistemically stabilizing review. To address these failures, the paper proposes a two-tiered publishing architecture that separates epistemic inclusion from symbolic curation, alongside a complementary tiered review model that aligns review intensity with epistemic risk. An optional framework for reviewer recognition is also outlined to support sustained evaluative engagement without undermining anonymity. These proposals are offered as conceptual system designs rather than prescriptive reforms, intended to clarify how current publishing architectures generate epistemic waste and to suggest structurally feasible pathways toward a more coherent, inclusive, and resilient scholarly communication system.

Background Engagement in the academic community is increasingly recognized as a crucial aspect of students' social integration in higher education, with implications for persistence, academic success, and wellbeing. However, its assessment remains problematic, as existing instruments often blur the distinction between community engagement and learning engagement, obscuring their distinct predictive value. Objectives The primary objectives of this research were to clarify the construct of student engagement in the academic community and, in doing so, to develop and validate a short measure that encompasses proactive engagement beyond the three traditional dimensions: identity with the academy, relational, and participatory engagement. Methods To achieve this second objective, two empirical studies were conducted. Study 1 involved developing the “Higher Education Student Engagement in the Academic Community: A Short Scale” via an exploratory factor analysis. Study 2 examined the scale's reliability and validity through confirmatory factor analysis. Results The results supported the four-dimensional structure of the new scale, confirming its robust psychometric properties and practical utility. Conclusion These findings hold significant implications for educators and researchers alike. The research also addresses its limitations, highlights the advantages of utilizing this short scale, and suggests future investigation.

This study aims to analyze the level of reading literacy and numeracy skills of students at the Budi Luhur 1 Biah Community Learning Centre (CLC), Sabah, Malaysia, based on the Minimum Competency Assessment (AKM) standards, and to examine the relationship between demographic factors and the achievement of these competencies. This research is important considering that CLC acts as an alternative educational institution for children of Indonesian migrant workers who have limited access to formal education. This study uses a quantitative approach with a descriptive correlational design. The research subjects were 26 fifth-grade students at CLC Budi Luhur 1 Biah. Data on literacy and numeracy skills were obtained through AKM-based tests, while data on demographic factors were collected through questionnaires. Data analysis was conducted using descriptive statistics to describe the level of student ability and correlation tests to identify the relationship between demographic factors and literacy and numeracy skills. The results of the study indicate that students' reading literacy skills are in the sufficient (proficient) category, indicating that students have been able to understand explicit information, identify main ideas, and draw simple conclusions from the text. In contrast, students' numeracy skills are in the basic category, indicating limitations in mathematical reasoning and contextual problem solving. Demographic factors did not significantly correlate with reading literacy skills, indicating that literacy learning experiences in CLC environments developed evenly. However, family characteristics significantly correlated with numeracy skills, while socioeconomic status showed a trend toward a near-significant relationship. These findings suggest that the family environment plays a crucial role in providing contextual numeracy experiences for students. This study concluded that students' literacy skills developed more effectively than their numeracy skills, highlighting the importance of the family's role in supporting the numeracy development of migrant children.

Background In the era of rapid digital development, online learning communities have become crucial platforms for college students to acquire knowledge and social support. However, systematic evidence remains lacking regarding whether and how these communities can enhance psychological capital. Methods This study investigates the mechanism by which online learning community participation influences psychological capital among college students, introducing academic identity as a mediating variable and psychological resource transformation as a moderating variable. Through data analysis of 644 college students, methods including Pearson correlation analysis, regression analysis, Bootstrap sampling, and moderating effect testing were employed. Results The following conclusions were drawn: First, online learning community participation significantly positively affects psychological capital ( β = 0.54, p < 0.001). Second, academic identity exerts a significant mediating effect between online learning community participation and psychological capital (the mediating effect accounts for 35.6% of the total effect, with 95% Bootstrap confidence intervals excluding zero). Third, psychological resource transformation strengthens the “participation → identity” pathway, with a significant interaction term ( β = 0.235, p < 0.001), indicating that students with higher psychological resource transformation abilities benefit more from academic identity cultivation. Conclusion This study clarifies the chain mechanism and boundary conditions of “online learning community participation → academic identity → psychological capital,” providing empirical evidence for universities to optimize online learning community design and implement a dual-intervention approach combining “psychological resource transformation training and academic identity cultivation.”

ABSTRACT This study aimed to trace the expressions of agency of the educational staff in clusters of kindergartens in the Arab-Bedouin minority in Israel, operating as professional learning communities (PLCs). The article presents the phenomenon through an interpretive approach, based on interviews with 10 stakeholders at various hierarchical levels. The findings reveal the contribution of PLCs to three distinct expressions of agency within the work of the educational teams in the kindergarten clusters. First, the resonance of collective tribal values within the educational space. Second, coping with challenges in the professional community through collective values. Third, the female educational staff as agents of change, leading the shift in tribal cultural norms and perceptions. The discussion offers insights into two trends in staff agency: expressions of agency that remain within the framework of traditional Bedouin tribal values and expressions of agency emerging through engagement in PLCs that transcend this framework.

ABSTRACT This case study investigates the role of agency in transformative teaching practices within mentor teacher (MT) and pre-service teacher (PST) dyads at a university-affiliated laboratory preschool in the southwestern United States. Guided by sociocultural theory and the concept of inquiry as stance, we examined how agency was cultivated, enacted, and modeled in a context committed to inquiry-based and justice-oriented pedagogy. Data sources included professional learning community (PLC) discussions with MTs, semi-structured interviews with PSTs, and researcher journals. Findings reveal three central dynamics: evolving conceptions of agency shaped by institutional contexts; supports that foster agency, including the interplay of knowledge, ideology, and power, inquiry as a catalyst for agentic teaching, and professional communities that promote growth; and the negotiation of ambiguity, where agency emerged as contingent and relational rather than guaranteed. These findings highlight the potential of laboratory schools to disrupt traditional apprenticeship models that limit autonomy by positioning MTs and PSTs as co-learners and children as active contributors. The study underscores the importance of reimagining teacher preparation as a liberatory practice that centers agency, identity, and equity in the pursuit of transformative education.

Effective curriculum implementation in secondary schools is widely recognized as a critical determinant of teaching quality and student learning outcomes, with school leadership playing a central role in translating policy into practice. This study presents a systematic literature review examining school leadership practices that shape secondary school curriculum implementation, drawing on empirical studies published between 2015 and 2025. Following a rigorous search strategy across major academic databases, eighteen peer-reviewed studies meeting predefined inclusion criteria were synthesized. The review identifies instructional leadership as the most consistently reported and influential practice, particularly in aligning instructional strategies with curricular goals, monitoring teaching practices, and ensuring curriculum fidelity. Complementing this, distributed leadership and Professional Learning Communities (PLCs) emerged as key approaches that strengthen teacher collaboration, shared accountability, and continuous professional development. Equity-oriented leadership was found to address inclusion and reduce disparities in student outcomes, while ICT-enabled leadership reflects emerging demands associated with digital transformation and post-pandemic educational contexts. Collectively, these leadership practices demonstrate a dual influence on curriculum implementation by enhancing both implementation processes—such as collaboration, professional learning, and inclusive practices—and outcomes, including student achievement, equity, and consistency of curriculum delivery. Despite robust international evidence, the review reveals significant gaps in Philippine-based research, particularly in empirical assessments of curriculum implementation fidelity and student learning outcomes. The findings underscore the need for leadership capacity-building, evidence-based policy alignment, and context-sensitive research to support effective curriculum implementation. This review contributes to the literature by synthesizing leadership practices that inform both theory and practice, offering implications for policymakers, school leaders, and researchers seeking to strengthen secondary school curriculum implementation.

Teacher education has been identified as a key tool for realizing the objectives of the NEP 2020 in India. As much as there has been a broadened scholarship on instructional and distributed leadership, limited conceptual theorizing on pedagogical leadership is as an internally organized professional ability that is invoked through the daily teacher practice. The article fills that gap by conceptualizing pedagogical leadership as four recursive and dependent capabilities, namely seeing, thinking, speaking, and writing within which educators interpret, deliberate, articulate and institutionalize professional knowledge. The framework is based on a systematic conceptual summary of the literature published between 1990 and January 2026, utilizing teacher cognition, reflective practice, distributed leadership, professional learning community, and practitioner-inquiry. The paper builds up to a capacity-based model through thematic codes applied in an iterative manner and policy alignment analysis which reorients leadership as a processual, practice-based phenomenon, not a role. The framework provides a theoretically correlated professional actionable roadmap of the re-imagination of teacher education by translating the policy aspirations of NEP 2020 into professional capacities. The article has a contribution to the scholarship of leadership through relating cognitive, dialogic, and epistemic aspects of practice in the form of a recursive architecture of professional development. It is also talked about in terms of implications to curriculum design, faculty development and institutional reform in teacher education settings.

Intercultural Competence (IC) has gained prominence as a strategic priority in higher education; however, the socio-emotional mechanisms through which it develops in structured short-term academic mobility remain underexplored. This qualitative study addresses this gap by examining the intercultural learning experiences of undergraduate, graduate, and doctoral students from Trakia University, Bulgaria, who participated in a two-week winter academic program in Zhuhai, China, hosted by the Beijing Institute of Technology. Employing a triangulated qualitative design that combines semi-structured interviews, participant observation, and content analysis of institutional discourse, the study foregrounds emotional regulation as a central process underpinning intercultural competence development. The findings indicate that navigating culturally unfamiliar situations and “disorienting dilemmas” within a multicultural co-living environment facilitated stable behavioral adaptations, including active listening, reflective pausing, empathy, and tolerance. These adaptations supported emotional well-being by reducing uncertainty and fostering a sense of belonging and psychological safety within the multicultural learning community. Repeated emotional engagement with cultural difference enabled participants to internalize values of openness and mutual respect, contributing to the formation of intercultural attitudes that extended beyond the immediate learning context. These processes functioned as a feedback loop through which intercultural competence became integrated into participants’ emerging personal and professional identities. The study demonstrates that even short-term academic exchanges, when pedagogically structured and emotionally immersive, can foster meaningful intercultural learning, leadership readiness, and professional orientation. By highlighting emotional regulation as a pathway to emotional well-being (belonging and psychological safety) and to identity integration, the findings contribute to broader social science discussions on student well-being and identity formation in transnational higher education.

Since the 2000s, recurrent calls have been made to de-provincialize, globalize, and decolonize International Relations. While such increasing awareness within the scholarly community has led to a considerable wealth of knowledge production, the scope and scale of this turn remain nonetheless very debated. Centring an archival methodology, the article contributes to these debates through the insights and praxes of socio-political formations confronting US-led imperialism. The article draws on the case of the Libyan Arab Jamahiriya and focuses on the internationalist newspaper, al-Zahaf al-Akhdar (The Green March). It argues that Zahaf is an example of how the anti-imperialist archives foreground an ethos of resistance whose conditions of articulation stem from the pursuit of sovereignty, national liberation and internationalist unity against imperialism. It concludes reflecting on how the materialist analyses that these archives develop force us to re-imagine the contours of IR, at a time of increasing US-led imperialist violence.

The rapid development of generative artificial intelligence (AI) tools, particularly large language models such as ChatGPT, has generated significant debate within the academic publishing community. This study examines emerging research trends and discussions surrounding the use of generative AI in scientific writing and publishing. Using a bibliometric approach, the study analyses 311 documents indexed in the Scopus database and published between 2023 and 2025. The dataset was processed using the Bibliometrix R package to identify publication trends, frequently used keywords, and thematic relationships. Visualisation techniques, including a word cloud and a keyword co-occurrence network, were employed to map the conceptual structure of the field. The analysis reveals three primary thematic clusters: a technological cluster focused on AI tools and scientific writing, a biomedical-ethical cluster addressing clinical and educational implications, and a publishing-integrity cluster concerned with research ethics, authorship, plagiarism, and peer review. The findings indicate that debates about generative AI in academic publishing are strongly connected to issues of transparency, accountability, and the reliability of scholarly communication. The study highlights the importance of clear editorial policies, responsible AI use, and disclosure practices to maintain research integrity while supporting accessibility and linguistic equity in academic publishing.

In the wake of the unprecedented challenges brought about by the transition to distance learning during the COVID-19 pandemic, high school dance education faces the imperative to address not only technical training but also the holistic development of students’ Social-Emotional Learning (SEL) competencies. This article, “Dance as the Vehicle: Helping High School Dance Students Build SEL Skills for Future Success,” explores the evolving landscape of dance pedagogy in response to the exigencies of remote instruction over the preceding three years. It examines adaptive strategies tailored to meet the distinctive SEL needs of students within an evolving educational framework, highlighting innovative methodologies and pedagogical frameworks that have emerged in this dynamic context. Furthermore, the article investigates the role of the Connected Arts Network Professional Learning Community (CAN PLC) in reshaping pedagogical practices to address students’ evolving SEL needs. Through collaborative learning and reflection, CAN Dance Teacher Leaders have navigated the complexities of remote instruction, leading to a paradigm shift toward a more adaptive and student-centered approach to teaching. This shift aims to foster essential SEL skills crucial for students’ long-term success in academia, careers, and personal endeavors.

ABSTRACT Effective school improvement requires enhancing the capacity to implement change and support development at a collective level. In this context, school self-evaluation processes have emerged as valuable tools for guiding and sustaining improvement efforts. This study investigates the impact of a school self-evaluation process on empowering educators to foster the development of an inclusive school culture as they address emerging challenges. Relying on a case study approach in the action-research framework, the authors examined the effectiveness of such processes in the Cypriot educational system, which is continually challenged in its efforts to implement inclusive education and is currently committed to addressing these obstacles. The main tool in this research was the Index for Inclusion, alongside the Themis Inclusion Tool. Both quantitative and qualitative data revealed significant impact, including enhanced perceptions of the school as a learning community, increased collaboration, contributions to teachers’ professional development and improved levels of self-efficacy and collective efficacy.

In the evolving educational landscape, integrating Media Arts into STEAM (Science, Technology, Engineering, Arts, and Mathematics) education emerges as a pivotal strategy for harmonizing traditional STEM subjects with the creative arts. This study explores the transformative potential of Media Arts in STEAM, highlighting its role in enhancing educational outcomes in an increasingly digital world. We will explore how Media Arts serves as a dynamic channel, interweaving with STEAM disciplines to enrich learning experiences and foster essential 21st-century skills. Our focus centers on innovative pedagogical strategies that utilize digital media, storytelling, and interactive technologies. These methods are instrumental in cultivating critical thinking, creativity, and problem-solving skills, which are vital in today’s interconnected and technology-driven society. The exploration includes analyzing how current policies and funding models, often skewed toward STEM, inadvertently sideline the arts, particularly Media Arts, in educational settings. This oversight underscores a gap in fostering a comprehensive STEAM education that truly encapsulates the essence of integrating arts with scientific and technological studies. Additionally, the study will reflect on the role of initiatives like the Connected Arts Network (CAN) in bridging this gap. CAN’s efforts in promoting teacher leadership and building robust Professional Learning Communities (PLCs) underscore the importance of collaborative and interdisciplinary approaches in education. Through this investigation, we aim to highlight the imperative of re-envisioning STEAM education to include Media Arts, advocating for policy shifts, and increasing funding that recognizes the invaluable contribution of the arts in shaping well-rounded, innovative, and adaptable learners.

Introduction: Learning communities have established themselves as collaborative spaces that promote teacher reflection, but their implementation in initial physical education training has been little studied. Objective: To understand how physical education university students experience and make sense of their participation in learning communities during their university career. Methodology: Qualitative study with an interpretive phenomenological design. Semi-structured interviews were conducted with 30 students from intentionally selected universities in Chile. The data were analyzed using open and axial coding with the support of ATLAS. ti. 7.5 software. Results: The analysis identified five categories: initial expectations, professional development, cross-cutting skills, teaching prospects, and sense of belonging. Learning communities fostered critical reflection, theory-practice integration, collaboration with peers and teachers, and the construction of a teaching identity committed to reality. Conclusion: Participation in learning communities was a configured as a meaningful formative process that fostered professional competencies and collaborative relationships, although certain difficulties remain that limit its scope, thereby highlighting the need for university environments that promote reflective and collective practices.

Service Learning concept shows the positive impacts on the active engagement of English language teachers as well as learners in creating appropriate scope for making a learning community both inside and outside the classroom. The students are perfectly connected to community service with the direct use of their integrated language skills unlike the traditional classroom teaching. Considering that fact, learners are put in real life situations to experience language skills so that instead of learning English, the learners have the scope for language acquisition. With a view to ensuring that principle, BRAC University has incorporated Starboard activity, English Week observance etc. as parts of integration between two academic courses: English and Ethics. This paper shows the impacts of these service-learning activities in improving the skills of language learners through investigating as well as carrying a message: “Serve to Learn”. After gathering data, SPSS copyright version 14 computer packages and Microsoft Office Excel 2007 version have been used to assess them.

Abstract: This qualitative study examines how faculty members and administrators in Ugandan universities use digital technologies to support teaching, collaboration, and professional development. A total of 34 participants were interviewed to explore their communication practices and the extent to which digital tools facilitate or hinder academic interaction. Thematic analysis identified five key themes. First, Digital Communication Platforms in Teaching highlights the widespread use of informal platforms such as WhatsApp as substitutes for official learning management systems. Second, Communication for Collaborative Learning emphasizes the role of digital tools in promoting intra- and inter-departmental collaboration despite inconsistent platform use. Third, Multimodal Communication Strategies illustrates the use of video, voice notes, and text-based communication to accommodate diverse student needs and technological limitations. Fourth, Communication for Professional Development underscores the importance of peer-led digital resources and informal learning communities in enhancing faculty digital literacy. Finally, Challenges of Effective Communication include digital inequality, information overload, and platform fragmentation. The findings reveal adaptive strategies in response to institutional and infrastructural constraints. While digital tools expand communication opportunities, stronger institutional coordination and policy support are needed to bridge digital divides and optimize their effectiveness in low-resource higher education contexts.