This study investigates the perspectives of International Baccalaureate (IB) Diploma Programme teachers on the integration of educational technology into differentiated learning. Using a qualitative phenomenological approach, semi-structured interviews were conducted with seven experienced IB teachers, and the data were analyzed through descriptive phenomenological methods. Findings show that teachers generally support technology-enhanced differentiated instruction, noting that digital tools help tailor content to individual needs, increase student motivation, and improve academic performance. Participants emphasized that technology diversifies instructional strategies, strengthens deep learning, and encourages collaboration. However, challenges such as unequal access to devices, limited internet connectivity, inadequate technical infrastructure, and gaps in digital competence were identified as barriers to effective implementation. Overall, the study concludes that technology serves not only as a pedagogical support but also as a strategic element in designing inclusive and differentiated learning environments. It recommends ongoing professional development and improved infrastructure to ensure equitable and sustainable technology integration.

Background: Spiritual mindfulness plays a role in reducing pregnancy-related stress and supporting favorable birth outcomes, thereby representing a potential strategy for prevention of low birth weight (LBW). The aimed to analyze necessity for spiritual mindfulness among pregnant women as an effort to prevent LBW. Methods: A qualitative designed with a phenomenological approach to explore subjective meanings, lived experiences, and spiritual mindfulness practices of pregnant women in relation to LBW prevention. Participants were selected using purposive sampling based on predefined inclusion and exclusion criteria. Key informants were pregnant women who met the eligibility criteria, while village midwives served as the main subjects, and community health volunteers acted as supporting informants. Data were collected through Focus Group Discussions (FGDs). Instruments study included researcher as primary instrument, a semi-structured interview guide, and informed consent forms. Data analysis used thematic analysis. Validity was ensured through the application of trustworthiness criteria. Results: LBW cases are still present and associated with various maternal and obstetric risk factors, particularly hypertensive disorders of pregnancy, anemia, premature rupture of membranes, and chronic energy deficiency. Psychosocial factors also contribute to risk of LBW. Maternal stress and anxiety, especially in unplanned pregnancies, may adversely affect maternal and fetal health. Social support from family members and supportive approaches from healthcare providers emerged as important protective factors in maintaining maternal well-being. Additionally, they demonstrated limited understanding of LBW. Conclusion: Spiritual mindfulness emerged as a psychosocial necessity that supports pregnant women in managing stress, enhancing inner calmness, and promoting positive health behaviors during pregnancy.

Exploring the lived experiences and coping strategies of couples after stillbirth in Ho Municipality, Ghana: a phenomenological approach.

ABSTRACT This paper examines how middle managers in higher education institutions in South Africa and Northern Ireland navigate the complex and often contradictory demands of institutional transformation in post-conflict settings. Drawing on a hermeneutic phenomenological approach, the study foregrounds the agency of mid-level leaders as they engage with top-down policies, intersecting identities, and deeply embedded institutional cultures. The concept of destructive interference is introduced as a lens to understand the challenges of promoting transformation in post-conflict higher education contexts. Participants’ narratives reveal that transformation is not a linear process, but a contested, discursive and affective one, shaped by ideological clashes, competing logics, and constraints. Three interrelated tensions are identified as destructive interference that impact middle-manager agency: university discursive structures that reproduce historically sedimented hierarchies; the perverse logic of leadership, in which performative change is rewarded over substantive engagement and stratified legacies of inequality that differentially position actors and (de)legitimise specific identities and experiences, depending on historically situated configurations of power. The study positions transformation as a historically situated and ideologically charged process. By centring the lived experiences of middle-managers, the paper offers a critical account of how institutions reproduce or transform inequality, centring managers' agency for transformation as one that navigates destructive interference while holding open possibilities for substantive transformation.

This phenomenological study aimed to explore the experiences of Israeli women who were displaced from their communities because of the Israel-Hamas/Hezbollah war. Unlike most displacement and refugee studies, we focused on women from Western culture. Understanding their experiences may illuminate new, understudied aspects of women's displacement worldwide. The data were gathered through semistructured in-depth interviews with 15 women who were evacuated from northern Israel and analyzed in accordance with the phenomenological data analysis approach. The participants' experiences were organized into three major themes: vulnerability, reemergence, and a spiral movement between them. Experiences of vulnerability and reemergence were presented across personal, family, work, and environment domains. The results were conceptualized in terms of the resilience cycle and anchoring. We suggest that the women move from the deterioration phase to the growth phase of the resilience cycle, with bidirectional movement between stages. A key factor directing movement between stages was the presence or absence of anchors in the woman's life. Implications for practice and policy, such as reinforcing relevant anchors in the women's lives, recognizing the complex nature of the resilience process, and developing comprehensive long-term assistance for displaced women, are discussed. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

The 1945 atomic bombings in Hiroshima and Nagasaki exposed a large population to radiation, resulting in significant deaths and disabilities. Despite the potential transgenerational effects-defined as the multidimensional impact of atomic bomb exposure (i.e., physical, psychological, and social dimensions) transmitted from survivors to their descendants-research on second-generation survivors remains limited. Therefore, this study explores the lived experiences of Korean second-generation atomic bomb survivors from Hiroshima and Nagasaki. To this end, we interviewed 15 participants who identified themselves as the descendants of atomic bomb survivors and analyzed the obtained data using a descriptive phenomenological approach. We extracted four themes from the data: persistent pain, disability, and loss; uncertainty about the health risks of radiation exposure; family secrets etched into genes; and silenced voices of forgotten victim survivors. The participants reported various physical ailments and disabilities experienced by them and their families. Their awareness of the potential genetic impacts of radiation exposure led to concerns about their health and to possible genetic effects on their children. Nonetheless, they often felt compelled to conceal their fears and anxieties because of the social stigma and trauma experienced by their parents. These findings highlight the need for psychological care and support for this population, as well as the need to develop strategies aimed at health monitoring and counseling.

This qualitative study used a phenomenological approach to study the lived experience of persons who participate in support groups for caregivers of persons with severe mental illness in Jamaica, West Indies. The findings of the study uncovered that caregiving is a frustrating responsibility with considerable financial burden, but support groups are helpful sites for learning of important information, and they create communities of support and encouragement that boost confidence in caring for others and oneself.

ABSTRACT Architectural form can be understood as the outcome of an interaction between formal and stylistic dimensions. The formal dimension addresses geometry, proportion, materiality, and tectonic articulation, in which tectonic form is associated with the constructive logic of assembling architectural elements, while stereotomic form is characterized by mass and continuity. The stylistic dimension reflects regional, temporal, climatic, and cultural conditions and develops through processes of contextual adaptation rather than direct imitation. In modern architecture, form is shaped by structural systems, material properties, and functional and environmental requirements. These factors influence spatial organization and contribute to the perceptual experience of architecture. While architectural space may be understood through phenomenological approaches, this study focuses primarily on tectonic expression as an analytical framework for examining architectural form. Based on theoretical perspectives developed by Bötticher, Semper, Wölfflin, Giedion, and Schmarsow, this paper investigates the relationship between tectonic form, spatial structure, and cultural context in modern architecture. The French Embassy in Seoul, designed by Kim Chung up, is examined as a case study, with particular attention to the chancery and residence. Through an analysis of structural articulation, and spatial organization, discusses how modern architectural form can mediate between international modernist principles and regional architectural traditions.

This qualitative study employed a phenomenological approach to explore the lived experiences of Senior High School Alternative Learning System (ALS) learners as they navigated phonological and syntactical hurdles in communication. Guided by Hymes’ Communicative Competence Theory, Ellis’ Native Language Interference Theory, and Transactional Theory of Stress and Coping, as described by Lazarus and Folkman this qualitative phenomenological study explored the lived experiences of Senior High School ALS learners as they navigated phonological and syntactical hurdles in communication. Fourteen (14) ALS learners from selected public schools in New Corella, Davao del Norte were purposively selected as participants. Data were collected through in-depth interviews and analyzed using thematic analysis to identify recurring patterns in learners’ experiences. Findings revealed significant phonological challenges, including mispronunciation of unfamiliar sounds, improper stress and intonation, and first-language interference. Syntactical hurdles were evident in difficulties with sentence construction, subject–verb agreement, verb tense usage, and word order. These challenges negatively affected learners’ confidence, clarity of expression, and participation in academic and social interactions. Despite these difficulties, learners demonstrated resilience by employing coping strategies such as repeated practice, self-monitoring, and seeking support from teachers and peers. The study underscores the importance of context-sensitive and theory-informed instructional interventions that address both phonological and syntactical development to strengthen communicative competence among ALS learners. Keywords: Alternative Learning System Learners, Phonological Challenges, Syntactical Hurdles, Qualitative Study, Phenomenology, Thematic Analysis, New Corella, Davao Del Norte, Philippines

Abstract Stable environments that support health, nutrition, protection, learning, and responsive relationships are essential for child development. However, international migration disrupts family relationships, access to services, and parental well-being, leaving many children’s needs unmet. This study investigates parental perceptions regarding the needs of children aged six years or younger from international migrant families residing in a Brazilian border region. It further examines the extent to which these needs are fulfilled within the distinct socio-political and economic context of the region. A phenomenological qualitative approach with inductive thematic analysis was conducted with 21 primary caregivers. Findings revealed that children’s needs centered on nutrition, education, healthcare, supportive communities, structure, opportunities, and safety, rather than relational aspects of development. Two themes were identified: (1) Challenges in the migration process and adaptation: implications on child protection and opportunities for thriving, and (2) Obstacles and stress experienced by immigrant families compromising nurturing care and support for early childhood development. Brazilian policies establish access to essential supports but do not fully address children’s developmental needs. International migrant families prioritized nutrition, healthcare, education, and safety; however, adversities such as socioeconomic vulnerability, separation, discrimination, limited support, and parental stress left many needs unmet. Policy guidelines and professional actions must therefore extend beyond basic provision in health, education, and social protection to ensure children’s needs for responsive caregiving, emotionally supportive relationships, and stimulating activities and interactions are adequately met.

ABSTRACT Despite ample evidence regarding the benefits of technology in home–school partnerships, there is limited understanding of how underprivileged families engage with this integration. This phenomenological case study investigated the experiences of Indigenous Papuan parents (n = 22) and teachers (n = 8) of primary school students regarding the use of technology in home–school partnerships. Data were collected through semi-structured interviews and document analysis and analysed with an Interpretative Phenomenological Analysis approach. Results suggested that parents and teachers were supportive of integrating technology into their collaborative efforts. Teachers’ cultural awareness and knowledge of technology of both teachers and parents played a role in determining the variety of benefits technology could offer. Technology had diverse functions, from basic to more advanced, in home–school partnerships to increase Papuan parents’ involvement in their children’s learning at school and home. Therefore, by using technology with holistic functions, schools might foster culturally responsive home–school partnerships with Indigenous parents.

Background: The postpartum period represents a critical transitional phase in which women experience profound changes in identity, meaning, and social roles. This process is often shaped by social vulnerability and existential transformation, yet remains insufficiently explored from a phenomenological perspective. This study aimed to explore how women reconstruct identity and meaning during the postpartum period within the context of social vulnerability and existential transition. Methods: This qualitative study em-ployed an descriptive phenomenological approach in accordance with the COREQ guidelines. Data saturation was achieved with 20 mothers of infants aged 0-12 months who were purposively selected from a province in eastern Türkiye. Data were collected through semi-structured face-to-face interviews and analyzed using Colaizzi's phenomenological method. Credibility was ensured through participant validation, reflexivity, and team-based analysis. Results: Four themes emerged. Fracturing of Existence indicated an ontological shift from "I" to "we," reflecting a metaphorical rebirth of the self. Invisible Burdens revealed that societal expectations and insufficient social support intensify psychosocial vulnerability. Re-Tailoring the Self demonstrated that maternal identity is dynamic and continuously negotiated between the past and emerging self. Construction of Silent Resilience showed that women develop strength alongside vulnerability through internal resources, spirituality, and everyday practices of hope. Conclusions: The postpartum period involves a multilayered reconstruction of identity and meaning beyond role adaptation. During this existential transition, women not only give birth to a child but also reconstruct their own existence, metaphorically giving birth to themselves.

ABSTRACT OBJECTIVES Despite increasing evidence suggesting a more inclusive health care environment promotes clinician well-being and patient health equity, little is known about the lived experience of lesbian, gay, bisexual, transgender, or queer (LGBTQ+) prehospital emergency medical services (EMS) clinicians. The objective of this study was to explore the relationship between LGBTQ + identity and the prehospital clinician role. METHODS This qualitative study used an interpretive phenomenological approach to capture the lived experiences of LGBTQ + prehospital clinicians. Participants were recruited via social media and word-of-mouth. Inclusion criteria were: current role as a prehospital clinician; self-identity as LGBTQ+; residence in the United States (U.S.); and age ≥18 years. We developed a semi-structured interview guide and completed interviews between February and May 2021. Using a reflexive process, inductive coding and thematic analysis were performed. RESULTS Eleven prehospital clinicians participated in the study. Of participants, 45% (n = 5) were cisgender males, 27% (n = 3) were cisgender females, and 27% (n = 3) were transgender. A plurality of participants identified as homosexual (45%, n = 5), with the remaining participants identifying as bisexual/pansexual (36%; n = 4) and queer (18%; n = 2). The majority of participants were certified as Emergency Medicine Technician-Basic (55%; n = 6) and resided in the Southern region of the U.S. (55%; n = 6). Three themes emerged from the data. The strategic closet proposes a case-use approach to self-disclosure in which clinicians weigh the benefits and risks of coming out on the job. Clinician-first identity defines the desire of LGBTQ + prehospital clinicians to be recognized for their skills as prehospital clinicians before any other identity within their professional space. The power of intersectionality informs the necessity to bridge minority identity with first responder identity in the prehospital profession to improve health equity and workspace safety. CONCLUSIONS Our study examines the lived experiences of LGBTQ + prehospital clinicians in the workplace. To better serve prehospital patients and clinicians, the tolerance of minority identities, recognition of the informative nature of clinician personal experience, and incorporation of policies and education recognizing cultural and personal differences must be prioritized.

ABSTRACT This study examines the nature-based camp experiences of Syrian asylum-seeking children under Türkiye’s ‘temporary protection’ status through a phenomenological approach. A two-day nature camp with 35 male children in Adıyaman/Gölbaşı addressed the healing potential through collective, cultural, and emotional dimensions, moving beyond Western-centric individual therapy models. The research engaged in critical dialogue with universal models such as Attention Restoration Theory (ART) and Stress Reduction Theory (SRT), reframing nature’s therapeutic effects within Türkiye’s sociopolitical context. Phenomenological analysis of visual data and participant observations revealed that while children experienced temporary respite from war trauma and increased self-confidence, they also developed collective belonging and nostalgic bonds through Arabic linguistic unity and Islamic solidarity practices. The findings indicate that short-term exposure to nature created a space for negotiation of agency that challenges the ‘vulnerable’ refugee child narrative. However, the study’s limitation to male participants means it does not represent girls’ experiences. Consequently, this research provides a conceptual framework for developing culturally and initial exploratory contextually sensitive, gender-inclusive nature-based leisure policies.

Taiwan’s Bilingual 2030 policy encourages English as the main language of instruction in English classes. However, many non-native English-speaking teachers (NNESTs) find this approach difficult due to classroom realities. This study explores the factors that influence NNESTs in Taiwan to implement bilingual instruction despite the national push for Teaching English Through English (TETE). Grounded in reciprocal determinism of the socio-cognitive theory, the study investigates how personal, behavioral, and environmental factors interact to shape instructional practices. Using a qualitative, phenomenological approach, the researcher interviewed seven English teachers, four Taiwanese and three Filipinos, about their experiences teaching in bilingual settings. Findings revealed that the use of bilingual instruction is driven by classroom management needs, scaffolding strategies, limited student exposure to English, and efforts to reduce learner frustration in English. Teachers used code-switching, translanguaging, collaborative teaching, and translation to support student understanding and expression. These practices varied depending on teaching context and learner needs. The study proposes the Communicative Bilingual Scaffold Model (CBSM)—a framework that addresses both policy goals and classroom challenges. It promotes flexible use of bilingual strategies to support understanding while maximizing opportunities for learners to speak and engage in English. This study provides practical insights for educators and policymakers on supporting NNESTs in EFL classroom, contributing to the successful implementation of Taiwan’s bilingual education goals.

Professional teaching standards shape how teachers understand and perform their roles, yet how these standards are personally experienced by teachers remains less explored. In this study, I examined the lived experiences of public elementary school teachers in relation to the Philippine Professional Standards for Teachers (PPST). Using a qualitative phenomenological approach, I gathered teachers’ narratives through in-depth interviews to understand how they experience, interpret, and live out the PPST in their everyday professional work. Guided by Symbolic Interaction Theory, I found that teachers experience the PPST not merely as a policy requirement but as a professional guide whose meaning is gradually formed through school interactions, daily teaching practices, and professional engagement. Teachers live out the PPST implicitly rather than consciously applying it, with experiences of growth and tension forming part of their professional journey. These findings led me to view the PPST as a socially constructed and lived professional framework rather than a static evaluative tool.

ABSTRACT This study explored the perceptions of researcher development among nine pretenured faculty of colour in counselling in the U.S. using a phenomenological approach as a methodological framework. Five themes emerged from the data: (a) research topics emerging from minority identity and experiences, (b) disrespected research topics and ability, (c) limited and delayed opportunities, (d) duality: pressured to exceed and (e) tokenisation. Implications for counselling faculty and higher education institutions are discussed.

BackgroundDue to their constant exposure to complex clinical situations, nurses face numerous ethical challenges that can significantly impact their clinical decision-making. Moral disengagement is one such challenge, whereby nurses become detached from their professional values and ethical principles. Understanding this phenomenon is crucial for improving ethical practice and supporting nurses in maintaining moral integrity in demanding healthcare environments.AimThis phenomenological study aimed to explore Iranian nurses' experiences of moral disengagement in clinical practice.Research designA qualitative study with an interpretative phenomenological approach was conducted. A total of 18 nurses working in university hospitals in Iran were selected via purposive sampling. Data were collected through in-depth, semi-structured, face-to-face interviews and analyzed using Diekelmann's interpretative phenomenological method.Ethical considerationsThis study was approved by the local Ethics Review Committee. Each participant provided written informed consent. Confidentiality was ensured through anonymization of transcripts, secure data storage, and the use of participant codes.FindingsData analysis resulted in four main themes and ten subthemes. The main themes include "Detachment from the ethical value system," "Moral instability in the shadow of professional challenges," "Echoes of a presence void of commitment," and "The necessity of reviving forgotten ethical ideals."ConclusionMoral disengagement is a complex, multifaceted phenomenon that stems not only from personal attributes but also from structural, cultural, and organizational challenges within the healthcare system. To prevent and address this issue in the Iranian context, it is essential to foster moral identity, rebuild supportive organizational climates, and restore a meaningful sense of caregiving within the nursing profession through targeted education, ethical leadership, and systemic reforms.

ABSTRACT School counsellors play a vital role in fostering immigrant students’ development through consultation services. However, counsellors often face significant challenges in delivering these services to immigrant families. This study explored school counsellors’ experiences in their consultation roles, focusing on their challenges, competencies, and needs. A qualitative research methodology using a phenomenological approach was employed. Twelve school counsellors (nine females and three males) participated in the study. Data were collected through semi-structured interviews containing six open-ended questions. The results yielded three overarching themes: complexity of addressing immigrant parents’ consultation needs, facilitating support resources, and school counsellor competencies and areas of need. The findings identify the multifaceted and multisystemic issues counsellors face, and counsellors’ assets and needs to provide better consultation services for immigrant families. The findings are discussed based on the literature and several implications are provided for school counsellors, administrators, communities, governmental institutions, and counsellor educators.

Artificial Intelligence (AI) has become integral to education, transforming the way students approach mathematics. This qualitative study examines the perceptions, experiences, and usage patterns of BS Applied Mathematics students in using AI tools such as ChatGPT, Gemini, Meta AI, and Cici for solving mathematical problems within the context of Technology-Enhanced Learning (TEL). Grounded in the Technology Acceptance Model (TAM), it explores five dimensions: usefulness, ease of use, attitude toward use, behavioral intention, and actual use. Data was analyzed using both phenomenological and thematic approaches, incorporating interviews, focus group discussions, and observations. Students primarily used AI tools for speed, convenience, and quick solutions under time pressure. While most preferred AI as a complement to traditional learning, they expressed concerns about overreliance, limited understanding, and reduced motivation. Nonetheless, students demonstrated digital literacy by validating AI outputs and using multimodal resources, such as YouTube tutorials, to enhance comprehension. The study advocates for balanced AI integration in education, emphasizing digital literacy, responsible use, and the development of improved AI-based platforms to strengthen multimodal and explainable learning within TEL frameworks.