ABSTRACT This paper explores the importance of integrating decolonial perspectives into therapist education, emphasising the need to challenge Eurocentric frameworks that marginalise diverse worldviews, healing practices, and lived experiences. Drawing on research findings from a study of therapists’ discussion of trauma-informed care for Black queer men, this paper examines their reflections on their early training and experiences in psychotherapy. Semi-structured interviews were conducted with nine practitioners who reflected on their views on the dominance of Eurocentric frameworks in UK psychotherapy training. Reflexive Thematic Analysis was used to analyse the interviews. Findings underscore that decolonisation of UK psychotherapy training is a critical step towards reimagining therapy as a truly inclusive and human-centred discipline. We advocate for a model of counselling and psychotherapy training which consciously and overtly discusses epistemic injustice and implicit colonial knowledge systems. Additionally, we articulate a model of pedagogy in higher education (HE) which embraces relational aspects of counselling and psychotherapy training, utilising the ‘human’.

The easy access to generative AI applications, such as ChatGPT, may have huge implications for teaching and learning in higher education. Therefore, more and more policies to regulate the use of AI are published by countries and institutions; however, there is no general overview of the existing policies within CLARIN, a Common Language Resources and Technology Infrastructure, at the member state and institutional level. There is also no overview of how the lecturers and teachers in the CLARIN network are applying generative AI applications in the classroom; furthermore, there is no data available on whether the community has specific concerns regarding the use of AI in education and research. To fill this gap, a small exploratory study was launched in April 2024 within the CLARIN community. This contribution shares the first insights from an online survey and highlights the implications for training and upskilling opportunities.

Aim. To present the methodology and highlight key methods of contemporary Russian-language pedagogical research examining the problems of digitalization of education in higher education. Methodology. The primary research method was a system approach to analyze trends in the digital transformation of higher education. Content analysis of scientific sources, bibliometric analysis, and elements of textual analysis of pedagogical terminology were used. Results. The predominant topics of domestic research in pedagogy (2022–2025) covering the challenges and specifics of digitalization of higher education in Russia have been identified. Key research areas in digital pedagogy and digital didactics have been systematized. The scientific methods preferred by Russian educators researching the digitalization of education have been classified and described. Research implications. An analysis of the methodology for researching digital transformation in education based on a system approach contributes to the development of pedagogical theory, improves the quality of scientific and pedagogical research, and establishes digital pedagogy as a component of digital humanities and an independent branch of pedagogical knowledge. The research results can be useful for higher education teachers and practicing teachers in the context of enhancing their digital and methodological cultures. Conclusions. The results of the authors’ bibliometric analysis demonstrate an increase in the publication activity of educational researchers covering digital issues, a strengthening of the multi-paradigmatic nature of pedagogical research, and the diversity and interdisciplinary nature of the methods employed by scholars. The development of theoretical and methodological foundations for digital pedagogy aligns with current trends in the modernization of higher education on the path to the emergence of a digital society.

This study examines the implementation of Indonesian Language learning in higher education as a foundation for developing students’ academic literacy within an Outcome Based Education (OBE) framework. The research is motivated by serious concerns regarding students’ low academic writing ability, weak critical reading skills, and inconsistent use of academic language, which hinder the formation of academic culture at universities. The objective of this study is to describe and interpret the learning process, challenges, and outcomes of Indonesian Language courses in fostering academic literacy. This research employed a qualitative descriptive approach conducted intensively over a three-week period. Data were collected through classroom observations, in depth interviews with lecturers and students, and document analysis of lesson plans, teaching materials, and students’ academic assignments. The findings reveal that although the course design conceptually aligns with OBE principles, its classroom implementation has not fully emphasized reflective processes, critical engagement, and consistent academic language practice. Learning activities tend to focus on task completion rather than on the development of academic thinking processes. The study implies that Indonesian Language learning should be strengthened through reflective, contextual, and process oriented strategies to enhance students’ academic literacy and academic identity. These findings contribute theoretically to studies on academic literacy and practically to the improvement of Indonesian Language instruction in higher education.

Motivation is a core determinant of students’ academic engagement, persistence, and learning outcomes in higher education. This study investigates the effects of classroom teachers’ motivational practices on students’ learning outcomes in selected higher education institutions of South Punjab. Using a quantitative descriptive correlational design, the research sampled 50 teachers and 120 students through cluster sampling. Two structured Likert-scale questionnaires measured motivational practices, motivational climate, and student learning outcomes. Data analysis through SPSS included frequencies, mean scores, standard deviations, t-tests, and Pearson correlation coefficients. Descriptive results showed that teachers frequently use motivational practices such as praise, constructive feedback, fairness, reinforcement, and encouragement. Students agreed that these practices significantly enhanced their academic performance, classroom participation, and overall motivation. Inferential statistics revealed a strong positive correlation (r = .71, p < .01) between motivational practices and learning outcomes. Gender-based differences in perceptions were statistically insignificant. The study concludes that motivational practices have a substantial positive effect on students’ learning outcomes. It recommends institutional support for motivational training, reflective teaching, student-centered pedagogy, and motivational assessments in higher education.

Inclusive teaching in higher education is increasingly required to accommodate diverse student profiles, particularly in special education teacher education where candidates must internalize and model inclusive values. However, academic literacy (e.g., reading scholarly texts, constructing evidence-based arguments, and writing systematically) is often uneven among students and is frequently treated as a separate skill rather than integrated into inclusive pedagogy. This study aimed to analyze how inclusive learning strategies are integrated with academic literacy strengthening in a special education course and to examine their implications for learning processes and outcomes. Using a qualitative descriptive design, data were collected through classroom observations, in-depth semi-structured interviews with lecturers and students, and document analysis of syllabi, lesson plans, learning materials, and student assignments. Data were analyzed through iterative reduction, display, and conclusion drawing, supported by method and source triangulation. Findings indicate that integrating inclusive pedagogy with explicit academic literacy practices increased student engagement, improved conceptual understanding, and strengthened critical and reflective thinking. Flexible and collaborative learning designs expanded equitable participation across students with varied backgrounds and abilities, while literacy-based tasks enhanced students’ capacity to interpret scholarly sources and communicate ideas more rigorously. The study concludes that this integration is both feasible and pedagogically valuable for improving instructional quality and professional readiness in special education teacher preparation. Implications include the need for curriculum-level alignment of inclusive strategies with structured literacy scaffolds and formative feedback. Future research should test the model across institutions using mixed methods and longitudinal designs to examine sustained academic and professional impacts.

Low mastery of table tennis forehand and backhand strokes among university students is often linked to instruction that is insufficiently structured and does not match learners’ skill levels. Task-progression-based learning is designed to sequence practice tasks from simple to complex, enabling gradual and systematic motor-skill acquisition. This study examined the effectiveness of a task-progression learning model in improving students’ forehand and backhand stroke skills in table tennis. A quantitative quasi-experimental design was employed, involving an experimental group receiving task-progression instruction and a control group receiving conventional instruction. Skill performance was measured using standardized forehand and backhand stroke tests administered before and after the intervention. Inferential statistics (including prerequisite tests and a t-test) were used to compare skill gains between groups. Results indicated that both groups improved, but the experimental group achieved substantially higher post-test performance and improvement. The experimental group’s mean score increased from 62.45 to 82.30 (gain = 19.85), while the control group increased from 63.10 to 71.25 (gain = 8.15), with the difference in gains statistically significant. These findings suggest that progressively sequenced practice tasks facilitate more effective learning of fundamental table tennis techniques and support incremental improvement in movement quality. The study concludes that task-progression-based learning is effective and recommended for table tennis instruction in higher education. Future research should test longer interventions, examine retention and transfer to game performance, and apply task progression to other sport skills and learner profiles.

This special issue of NJLTL comprises contributions from researchers and practitioners engaged in foreign language teaching and learning in higher education – both within a Nordic context and beyond. Due to the large number of contributions received, the special issue will be published in two parts. The first part is scheduled for publication at the end of 2025, with the second part due to appear in Spring 2026. The first part includes 6 research contributions in the main section and 8 articles in the forum section. The articles, which focus on teaching and/or learning English, French, German, and Spanish as foreign languages, are written in Danish, English, Norwegian, and German.

This study develops and validates an AI-driven Spanish reading and writing curriculum aimed at enhancing Chinese university students’ linguistic proficiency and critical thinking ability. Guided by the AI-Driven Learning (AIDL) model established in this research, the curriculum systematically integrates AI into pre-class, in-class, and post-class stages to promote personalized learning, multimodal engagement, and continuous feedback. The development of the curriculum involves expert review and content validation to ensure theoretical consistency and pedagogical feasibility. Five experts in Spanish language education and curriculum design evaluate the course objectives, content, methods, activities, and assessments. The results yield a high content validity index (S-CVI = .96), confirming the curriculum’s coherence, clarity, and alignment with CEFR B1-level descriptors. The study demonstrates how AI can function as an instructional facilitator at the curriculum level, providing a structured framework for the integration of artificial intelligence in Spanish language education. These findings offer practical guidance for future curriculum innovation and AI-driven language pedagogy in higher education.

ABSTRACT This work investigates the changing dynamics of piano instruction at the university level through the implementation of the double piano teaching method. Comparing data from institutions that practice this technique with conventional piano pedagogy, the study measures its effect on student engagement, performance, and satisfaction. The method enhances live feedback, peer learning, and musical expression, making it a highly effective pedagogical approach. Moreover, the research combines engineering technology, specifically deep learning-based sound analysis and sequence detection, to maximise music teaching and quantitatively monitor performance. The results benefit both music education and educational engineering by providing an example of data-driven, interactive pedagogies in higher education. By bridging pedagogy and AI-driven performance analysis, this study offers a novel interdisciplinary model for intelligent music education.

This study benchmarks global institutional artificial intelligence (AI) policies for teaching and learning in higher education and uses these comparisons to improve an existing AI policy at a university in Northern Mindanao, Philippines. Although AI policies are spreading rapidly in higher education, few studies have systematically compared Philippine policies with global standards, particularly in teaching and learning. The study used qualitative benchmarking and document analysis. It reviewed AI policies and official guidance from ten top-ranked universities, chosen for their rankings, regional diversity, and public access. The analysis followed the OECD AI Principles and the NIST AI Risk Management Framework, focusing on ethics, governance, and risk management. The findings show that institutions share similar ethical commitments, especially to human-centered AI, academic integrity, transparency, and responsible use. However, global institutions have more advanced governance by putting ethical principles into practice with formal risk assessments, oversight, and regular policy reviews. In contrast, the local policy is mostly based on principles. The study concludes that while ethical standards for AI policy are becoming more global, the level of governance depends on each institution’s resources and regulations. It suggests a step-by-step policy improvement plan, starting with clear ethics, then adding risk mapping, governance structures, and ongoing review. The benchmarking framework offers a practical guide for universities aiming to improve AI governance in teaching and learning.

Background: Virtual Reality technology is reshaping educational paradigms, especially when integrated with Seamless Learning approaches that transcend temporal and spatial boundaries. However, VR adoption in physical education in Indonesia remains constrained by varying levels of technological readiness and conceptual understanding. Objective: This study aims to examine the readiness to adopt VR-based seamless learning and its influence on technology usage intention and behavior. It further investigates the moderating role of digital maturity in the Unified Theory of Acceptance and Use of Technology (UTAUT) framework. Method: A cross-sectional quantitative survey was conducted with 422 respondents, comprising lecturers, elementary, middle, and high school physical education teachers, and university students across East Java. Data were analysed using Structural Equation Modeling, integrating the Technology Readiness Index and UTAUT constructs. Results: Findings reveal that motivators (innovativeness and optimism) significantly and positively affect usage intention and behavior, mediated by Performance Expectancy, Effort Expectancy, Social Influence, and Facilitating Conditions. In contrast, inhibitors (discomfort and insecurity) showed no significant effect, suggesting that strong UTAUT factors can neutralize resistance to technology. Digital maturity significantly moderates the relationship between UTAUT constructs and usage outcomes, amplifying adoption intention and behaviour among digitally mature users. Conclusion: The adoption readiness of VR seamless learning is characterized by high enthusiasm but varied conceptual understanding and access constraints. Digital maturity emerges as a critical factor that strengthens adoption while mitigating technological barriers, emphasizing its strategic importance in educational technology implementation.

Language plays a strategic role in shaping individual identity, particularly within the context of higher education. The use of english in universities functions not only as a medium of academic communication but also as a significant factor influencing students’ cultural and academic identity contruction. This study aims to examine the relationship between language, culture, and student udentity at universitas muhammadiyah bone, with a specific focus on english language practices. Employing a qualitative approach with a narrative analysis design, data were collected through in depth interviews with eight students who actively use english in academic settings. The findings reveal that english contributes to the formation of the students’ academic identities as globally oriented individuals, enhances academis self confidences, and serves as a spce for negotiating local identity, islamic values, and global academic demands. This study recommens that english language instruction in higher education be oriented toward fostering cultural awareness and strengthening student identity.

ABSTRACT The changing higher education landscape has put pressure on institutions of higher learning to develop professional training programmes and on academics to get solid grounding in pedagogical training. This study aims to explore ways of improving online teaching and learning in the recently introduced online full-time Postgraduate Diploma in Higher Education programme at the National University of Lesotho (NUL), drawing from the experiences of the 2022–2023 cohort. The study employed a qualitative research approach, using reflective practice, to collect data through semi-structured interviews. The study found that some teachers at the NUL were not well-prepared for exclusive online teaching and learning. The study also revealed persisting challenges, technical issues, teachers’ lack of technical skills, and lack of specific rubrics for assignments. The online synchronous sessions provided an opportunity that mirrors the face-to-face mode of instruction, while asynchronous sessions allowed students to work independently and at their convenience. This paper provides a holistic picture of online teaching and learning experiences in higher education in a professional development programme. The study emphasises the need for both facilitators and students to be trained for online teaching and learning.

Academic writing is a fundamental competency for university students as it serves as the main medium for logical, critical, and ethical communication of scientific ideas. However, many students still struggle with technical, structural, and motivational aspects of academic writing, indicating the need for innovative learning models that promote autonomy, collaboration, and reflection. Although project-based learning (PjBL) has been widely applied in language education, research on its effectiveness and implementation challenges in Indonesian academic writing remains limited. This study aims to analyze the application of PjBL in academic writing instruction and identify factors influencing its effectiveness. Using a narrative review guided by the population–exposure–outcome (PEO) framework, this study synthesizes ten empirical and theoretical articles published between 2020 and 2025 from Scopus, ERIC, and Google Scholar. The findings show that PjBL consistently enhances students’ academic writing skills through authentic, collaborative, and reflective learning that strengthens critical thinking, motivation, and digital literacy. However, challenges persist in pedagogical practices, psychological readiness, and institutional support. This study highlights the need for systematic instructional design, continuous scaffolding, and academic technology training for both lecturers and students to optimize PjBL implementation in Indonesian higher education. Keywords: Project-Based Learning; Academic Writing; Higher Education

Under the digital wave, accelerating the digital transformation of grassroots first-line physical education teachers has become a key proposition in the process of education modernization. However, most of the existing studies are classified by different stages of education, lacking in-depth and targeted discussions on the characteristics of disciplines, and some of the research results are concentrated on the level of index system construction, so it is urgent to conduct scientific and practical tests on physical education teachers' digital literacy from the perspective of application practice. Method: Based on the guidance of compulsory education Physical education and Health Curriculum standards (2022 edition), Teachers' Digital Literacy standards and other documents, this study adopted the literature and Delphi methods to build an evaluation index system, determined the weight distribution of the index system through the analytic hierarchy process, and distributed digital literacy evaluation questionnaires for junior high school physical education teachers in Hunan Province to recover data. (1) An evaluation index system of digital literacy of junior high school physical education teachers in Hunan Province was established, which includes 5 first-level indicators, 13 second-level indicators, and 32 third-level indicators, and the setting of index items reflects the characteristics of physical education and disciplines. (2) According to Yaahp software, the digital application of first-level indicators occupies the highest weight (0.3654) in the evaluation system, which a with the goal of deeply integrating digital technology into physical education teaching practice. This was followed by digital technology knowledge and skills (0.2754), professional development (0.1766), digital awareness (0.1044), and digital social responsibility (0.0782). (3) The Questionnaire on Digital Literacy of junior high school physical education teachers in Hunan Province was designed according to the three indicators in the evaluation index system of digital literacy of junior high school physical education teachers, and the results showed that the comprehensive score of digital literacy of junior high school physical education teachers in Hunan Province was 79.65. The digital literacy of junior high school physical education teachers in Hunan Province presents the characteristics of "consciousness first, application lag", and there are structural contradictions in the application ability of digital technology. In the future, it is still necessary to strengthen the digital application practice, promote the deep integration of teaching scenarios, improve the teacher professional development support system, build a lifelong learning mechanism, optimize policy supporting measures, and provide differentiated support.

This research focused on the development of a theory of equity related to chemistry instruction in higher education. While there has been a growing interest in promoting fairness within chemical education, a unified theory of equity in chemistry instruction has yet to be defined and established. Achieving equity in chemistry instruction requires addressing multiple factors. To explore this, Constructivist Grounded Theory along with reflexive Thematic Analysis were employed. In this case study, 42 chemistry classes were observed at two public universities in Colorado. Additionally, interviews were conducted with twelve undergraduate students, nine chemistry instructors, and nine equity practitioners recruited from five public universities in Colorado. Ten theoretical elements of equity were developed from a process of initial, focused, and theoretical coding of the collected data. These elements of equity, their interconnections, and their grounding in prior scholarship informed the formulation of the Theory of Equity in Chemistry Instruction. Herein, these concepts are presented alongside raw, verbatim data collected from participants. An equity observation protocol is provided which could be piloted in future studies to explore the transferability of this theory beyond Colorado. The elements of this theory provide both a conceptual contribution and a practical foundation for developing new instruments or guiding methodologies in ongoing research on equity in chemistry instruction.

A systematic review of English medium instruction in higher education: An update of Macaro et al. (2018)

The rapid advancement of Artificial Intelligence (AI) is fundamentally transforming the educational landscape, requiring future computer science teachers to possess high levels of digital literacy and technological competence. This paper explores the technology and methodology of utilizing AI-powered digital platforms in the professional preparation of informatics educators. The research focuses on how these platforms—ranging from adaptive learning systems and automated grading tools to AI-driven content generators—can be effectively integrated into the teaching process. The study analyzes the current state of digital platform implementation in higher pedagogical education and identifies the specific skills future teachers need to master to facilitate AI-driven instruction. The proposed technology emphasizes a transition from traditional teaching methods to a more personalized, data-driven approach where AI acts as a co-facilitator. Key components of this technology include the selection of appropriate AI tools, the development of pedagogical scenarios for their use, and the ethical considerations surrounding AI in the classroom. The findings suggest that the structured use of digital platforms not only enhances the technical proficiency of future computer science teachers but also prepares them to create innovative, interactive, and efficient learning environments for the next generation of students.

Application of generative artificial intelligence by nurse academics in higher education: A scoping review.