Sociocultural Theory Research Articles

It's Time for a "Brain Drain!"

In their classrooms, teachers create learning environments that foster knowledge acquisition through the strategies they choose to implement. This article highlights a strategy called Brain Drain, which teachers can set up as an activity that will help students access their prior knowledge, connect new learning, and have an opportunity to discuss and build upon this learning with peers. The Schema, Cognitive Load, and Sociocultural Learning Theories are mentioned, briefly highlighted, and connected to this strategy.

Examining the role of Education for Sustainable Development (ESD) in strengthening inclusive education in teacher education: A Vygotskian analysis of change projects from Malawi and Eswatini

Inclusive education has a transformative agenda that challenges education systems to accommodate gender and social class as well as diverse needs that include disability. Despite being emphasised in schools, its application in teacher education has been limited. This gap indicates that while inclusive education is prioritised in schools, teachers may lack pedagogical competencies that have not been allowed for in their training. At the same time, Education for Sustainable Development (ESD) has been recognised for its potential to transform education systems given its orientation towards collaborative learning, whole institution approaches, and respect for diversity. In this study, drawing on experiences from UNESCO's Sustainability Starts with Teachers (SST) programme, I examined the role of ESD in strengthening inclusive education in teacher education. The SST programme encouraged teacher educators in southern Africa to champion ESD practices while focusing on their contextual issues such as inclusivity. Focusing on two Change Projects from Malawi and Eswatini I used Vygotsky's sociocultural learning theory to explore opportunities for inclusivity that emerged from the SST programme. This examination led to strategies for maximising these opportunities in educational institutions and broader national contexts. Methodologically, this study involved interviews and workshops in the two selected Change Projects. The findings suggest that enrolling future teachers with disabilities in teacher education is essential for exemplifying an inclusive educational trajectory in schools. The Change Projects enabled teacher educators to work with ESD practices in developing inclusivity proficiencies in future teachers and ongoing efforts are needed to strengthen inclusive education in teacher education through ESD.

Aesthetic Literacies in Digital Learning Ecologies: Tracing Aesthetic Tools and Functions in a Youth Literary Salon

Concerned with disinformation, fake news, and a posttruth era, literacy research on digital learning ecologies has focused on content of the texts that youth encounter but less explicitly on aesthetics—issues of form or the way a text is written. Drawing on critical sociocultural theories, this article examines youth aesthetic meaning-making with non-neutral digital texts. The data analyzed are part of a multiyear multimethod study of the aesthetic literacy practices of queer youth of color and allies. Data were collected during an online summer literary salon where youth discussed textual content alongside issues of aesthetic forms. Findings illustrate that youth drew on a broad range of aesthetic tools to achieve (1) a poetic function concerned with how aesthetic forms elicit figurative, connotative, and storied meanings; (2) a catalytic function concerned with how aesthetic forms persuade, manipulate, or encourage particular actions; and (3) an ideological function concerned with how aesthetic forms inscribe or contest social inequalities. These tools and functions, complicate previous understandings of disinformation, fake news, and critical reasoning in literacies research. This study suggests a critical sociocultural approach to aesthetics as territory for further scholarship across many areas of literacy research.

Challenging dominant perspectives of digital literacy in Western higher education

The 21st-century work environment, for which universities prepare graduates, demands multi-dimensional and interdisciplinary competencies infused with digital literacy skills essential for sustainable employability (Baruch & Sullivan, 2022; Gürbüz, Bakker, Demerouti et al., 2023). Our increasingly digitalised society reinforces the need for learners to acquire digital competencies as part of their education (Gutiérrez-Ángel, Sánchez-García, Mercader-Rubio et al., 2022). Digital literacy, defined as the ability to access, manage, understand, integrate, communicate, evaluate, and create information safely and appropriately through digital technologies, is still an evolving concept (UNESCO, 2018). With the mandate to produce graduates capable of performing to expected standards in ever-changing work environments, higher education institutions continuously define the digital competencies of their graduates and how to develop them. This involves ongoing discussions about what students should learn to be digitally competent (curriculum), how they should be taught and supported (pedagogy), and the associated progression in learning (assessment) (Ilomäki, Lakkala, Kallunki et al., 2023). However, Western perspectives on learning and teaching in higher education often dominate these discussions. Given that most students in Australian universities come from diverse socio-cultural backgrounds, there is a need to address this gap in the literature by considering alternative perspectives on curriculum, pedagogy, and assessments for digital literacy in higher education. This study presents findings from a critical integrative review of the literature (Whittemore & Knafl, 2005). The aim is to identify alternative perspectives in defining the digital competencies critical in preparing students for diverse socio-cultural work environments. To achieve this, a well-known meta-framework of digital literacy (Tran, Jung, Unangst et al., 2023; Martínez, Sádaba and Serrano-Puche, 2021) will be used to map digital competencies identified in global literature, exploring and challenging the concept of a digitally competent university graduate in today’s diverse world. The integrative review will also identify teaching and learning approaches (pedagogies) for developing students’ digital competencies from socio-cultural perspectives, as discussed in the literature (Mahn and John-Steiner, 2012). Peer-reviewed articles, reports, and e-book chapters will be searched in global literature, with inclusion criteria focusing on keywords such as digital literacies, digital competencies, socio-cultural learning theory, teaching pedagogies, curriculum design, and learner support. Databases will include ProQuest, Scopus, and Web of Science. Relevant data will be extracted using an Excel sheet, and thematic and interpretive analyses will be employed to synthesise the data critically. The findings will provide insights into how socio-cultural differences influence the valued aspects of digital literacy and how they are taught or assessed in higher education. This research will also offer critical insights into how teachers can inclusively support diverse students, considering unique ways to recognise prior educational experiences, learning preferences, and needs. The final output will be a conceptual framework for teaching and learning digital literacy in Western high education from socio-cultural perspectives. Ultimately, this research aims to provide a much-needed international perspective on what it means to be a digitally competent graduate in Australia and globally.

Community nature journaling: wellbeing and learning outcomes for adult and youth participants

ABSTRACT Nature journaling is a practice embedded within the principles of environmental education and experienced a resurgence as a therapeutic activity during the COVID-19 pandemic. Using sociocultural theories of learning to understand when and how people learn in out-of-school, outdoor settings, this study explored the perceived benefits and learning outcomes stemming from a public community nature journal (CNJ) program. This qualitative research study was conducted over a 12-month period with 153 individuals (112 adults, 41 youth) who were surveyed about their wellbeing and learning outcomes from the program. Thematic analysis of the surveys indicated that community and fellowship was a central component of enjoyment for adults attending the CNJ program, while youth participants appreciated natural history encounters built into the program. This research suggests that nature journaling has the potential to mitigate social isolation among older adults, while fostering a deep sense of awareness of the natural world for younger generations.

Research Proposal Development in ELT: Tools for Planning, Structuring and Writings

The primary objective of this study is to explore the tools and processes involved in developing a research proposal for English Language Teaching (ELT), focusing on effective planning, structuring, and writing practices. A theoretical framework underpinned by constructivist learning theory and sociocultural theory guides the design of the study. The research employs a qualitative approach, synthesizing existing literature and expert guidelines to develop a comprehensive framework for research proposal development. Key stages such as selecting a topic, conducting a literature review, formulating research questions, and outlining methodological strategies are critically analyzed. The study suggests that clear research objectives, grounded in theoretical principles, significantly enhance the coherence and impact of research proposals. Furthermore, the alignment of personal interests with current trends in ELT increases the likelihood of sustained researcher engagement. In addition, the paper presents that a systematic approach to proposal development, incorporating clear objectives and methodological rigor, improves the overall quality and relevance of ELT research. The paper suggest that the incorporation of mentorship and peer feedback in the proposal development process and the necessity for researchers to remain flexible in their methodological choices, adapting them to the research context. This study contributes to the field by providing a structured guideline that can be utilized by novice researchers in ELT.

The mediational role of ‘teacher guides’ in TESOL: teachers’ reported practices on scaffolding, appropriation, and self-regulation

ABSTRACT In the field of TESOL, teacher guides are widely used resources providing instructional support and guidance to English language teachers. Drawing upon Vygotskian sociocultural theory, this research explored how novice language teachers perceive the mediational roles of these artifacts in shaping their teaching practices and the affordances and constraints they attribute to them. Through examination of semi-structured interview data, this qualitative study uncovered that teacher guides function as potent scaffolding tools, providing teachers with procedural, instructional, and emotional support. However, despite these scaffolds, the teachers expressed their apprehensions regarding their excessive dependence on guides and their limited accommodation of diverse classroom dynamics and student needs. The teachers indicated their practice of appropriation, where they adapted teacher guide content to suit the sociocultural milieu of their classrooms and the diverse cognitive and affective needs of their students. Additionally, the teachers mentioned a gradual transition toward self-regulated teaching, where they rely more on personal expertise and creativity and less on teacher guides. This study contributes to our understanding of the complex dynamics and dual agency between teachers and teacher guides, emphasizing the need for more inclusive and reflective pedagogical resources to support teachers’ growth and autonomy.

Health promotion intervention in at-risk South African primary schools

Background: Interventions to promote health have been implemented in some urban settings. However, school-based health promotion interventions in at-risk urban schools have not been thoroughly investigated. Objective: This article investigates teachers’ perceptions regarding health promotion interventions with the main goal of establishing social change in at-risk school communities. Design: The study used phenomenology as a theoretical lens supported by the use of a qualitative research approach. As a theoretical framework, the researchers utilised Vygotsky’s sociocultural theory. Setting: The investigation used a descriptive case study design to select 17 teachers from 2 at-risk urban primary schools in Pretoria. Methods: Visual data including participatory reflection action posters and photographs, and field notes were part of the data collection techniques. Findings: Teachers’ responses informed how school-based health promotion interventions can be developed in the foundation phase of education. Themes relevant to this included recognition of the importance of education in bringing about social change; involving the whole community in developing health promotion projects; working closely with parents; promoting physical activity; and advocating for nutritional literacy. Goals can best be achieved through a focus on nutritional needs, physical health and social needs of at-risk communities. Conclusion: Findings from this study can be used to inform at-risk communities about food consumption, optimum physical activities and positive socio-emotional actions. Beyond this, young professionals entering the field of education should be encouraged to develop awareness of how school-based health promotion programmes can benefit the health and well-being of children.

INSTRUCTIONAL MATERIALS USAGE ON STUDENT ACADEMIC PERFORMANCE IN PHYSICS SUBJECT IN DAY SCHOOLS IN RWANDA A CASE OF NYARUGENGE DISTRICT

Students academic performance in science subjects and physics specifically has always attracted big concern among students, parents, teachers and the entire public community. The main purpose of this research was to assess the instructional materials usage on students academic performance in Physics subjects in day secondary schools in Nyarugenge District-Rwanda. It had three specific objective such as to identify the instructional materials used in physics subject in day secondary schools in Nyarugenge District, Rwanda, to assess the level of students academic performance in physics subject in day secondary schools in Nyarugenge district, Rwanda, to examine the challenges faced by teachers in preparation of instructional materials in physics subject in day secondary schools in Nyarugenge District, Rwanda, to determine the relationship between instructional materials and students academic performance in physics subject in day secondary schools in Nyarugenge district, Rwanda. This research was supported with Socio-cultural theory and attribution theory. The researcher used descriptive research design and correlational research design for data collections. The study employed different respondents including parents, students, teachers, and head teachers. The total number of participants was 520, comprising 100 teachers, 400 students and 20 head teachers. These participants were drawn from 20 selected schools across 10 sectors within Nyarugenge District, Rwanda. The Yamane formula was used to calculate the sample size of 226 respondents from target population of 520.Simple random sampling was used to select students and head teachers from secondary schools in Nyarugenge District. Purposive sampling was employed for selecting teachers based on their pertinent experiences in teaching physics subject. Researcher used questionnaire and interview guide as data collection instruments where questionnaires was designed to gather information from students, while interview guides was tailored for teachers and head teachers selected from secondary schools.The findings, summarized in Table 4.7, reveal a strong and statistically significant correlation between instructional materials and students academic performance. The Pearson correlation coefficient of 0.911 indicates a very high positive correlation, suggesting that as the quality and availability of instructional materials increase, students academic performance in physics also tends to improve. The strong correlation signifies that well-designed, up-to-date, and diverse instructional resources can significantly enhance students understanding of the subject matter, leading to better academic outcomes. The implications of this strong correlation for educational practice are considerable. Schools and educators should prioritize the development and provision of high-quality instructional materials, including textbooks, digital resources, laboratory equipment, and supplementary materials. Ensuring that these resources are current, relevant, and accessible can create a more engaging and effective learning environment for students. It reveals a strong positive relationship between instructional materials and academic performance, with an R Square value of 0.829. This indicates that approximately 82.9% of the variance in students academic performance can be explained by the quality of instructional materials provided. This strong predictive capability underscores the importance of these resources in determining academic success. The Ministry of Education should implement regular and systematic professional development programs for teachers focused on innovative teaching methodologies. Background:The academic performance of students in science, particularly physics, is a significant concern for various stakeholders. This research aims to assess the impact of instructional materials on students academic performance in physics at day secondary schools in Nyarugenge District, Rwanda. Methods:The study utilized descriptive and correlational research designs, involving 520 participants: 100 teachers, 400 students, and 20 head teachers from 20 schools across 10 sectors in Nyarugenge District. A sample of 226 respondents was calculated using the Yamane formula. Simple random sampling was applied for students and head teachers, while purposive sampling was used for teachers. Data were collected through questionnaires for students and interview guides for teachers and head teachers. Results:Findings indicated a strong, statistically significant correlation (Pearson correlation coefficient of 0.911) between instructional materials and students academic performance in physics. An R Square value of 0.829 suggests that approximately 82.9% of the variance in academic performance can be explained by the quality of instructional materials. Conclusion: The study highlights the critical role of high-quality instructional materials in enhancing students understanding and academic outcomes in physics. It recommends that schools prioritize the development and provision of diverse, current instructional resources and that the Ministry of Education implement regular professional development programs for teachers to promote innovative teaching methodologies.

More Knowledgeable Other(s)

Vygotsky’s (1934; 1980) sociocultural theories of learning posit that learning is a socially negotiated activity. Learners can sustain this activity, and specifically how they engage in literacy practices, through participatory experiences with experts, known in sociocultural theory as a more knowledgeable other (MKO). However, hierarchies in academia can make these possibilities for collaboration scarce or difficult to break through for doctoral students, sustaining traditional hierarchies and bureaucracies of education. Digital platforms, though, can afford the possibility of subverting these divisions of social order in the academy and make room for different interlocutors to not only better access these MKOs but to also become an analogous MKO. In socially-mediated spaces such as Twitter, otherwise known as X, an acceptance of ontological and epistemological plurality can occur in virtual communities of practice. Through three examples with the American Educational Research Association’s (AERA) Writing and Literacies monthly Twitter chats, the authors showcase how Vygotsky’s concept of the MKO can appear in digital spaces, demonstrate the participatory nature of online writing communities, present the possibilities in providing opportunities for online collaborative experiences, and highlight the importance of a plurality of knowledge in public scholarship.

“Change needs to start at home”: A reflexive thematic analysis of girl athletes' and coaches’ experiences of body image in New Delhi, India

Despite the physical, psychological, and social health benefits of sport participation, multiple barriers keep girls and women on the margins of sport in India. Further, body image concerns are implicated globally as a hindrance to sports engagement among adolescents but are rarely acknowledged in India. Due to a lack of research, the unique restrictions to sport participation faced by girls in India are yet to be understood. Drawing on the Sociocultural Theory of Body Image, this study explored the intersection of body image and sports from the perspectives of Indian athletes and coaches. Twelve athletes (girls aged 11–17 years; football n = 6, netball n = 6) and six coaches (football n = 3, netball n = 3) from New Delhi, India, participated in semi-structured focus groups. Reflexive thematic analysis was used and we formulated three themes: 1) “To Do What We Love, We Must Struggle”; 2) “What Will People Say?”; and 3) “Hold On To Your Power, Be You”. The themes provide a nuanced understanding of the experiences of athletes and coaches on and off the playing field. The findings shed light on several individual and systemic factors, such as harassment, societal norms, feelings of empowerment, and internalising appearance ideals, that impact girls’ engagement with sport in New Delhi, India. Methods to improve sports engagement, discrepancies between athlete and coach perspectives, and recommendations for sports organisations to combat body image concerns and improve sports uptake among girls in an Indian setting are discussed.

Investigating EFL English-Majored Students’ Perceptions of Interactive Teaching Methods in Language Classes

This study investigates the perceptions of EFL English-major students at Nam Can Tho University regarding interactive teaching methods. Interactive methods, which include activities such as group work, discussions, role-playing, and peer feedback, are increasingly adopted in language education to enhance student engagement and learning outcomes. Grounded in Communicative Language Teaching (CLT) and sociocultural theory, the study explores both the benefits and challenges associated with these methods. A 20-item questionnaire, adapted from existing literature, was administered to 70 students to gather data on their experiences. The findings reveal that students recognize significant benefits of interactive methods, including increased motivation, improved language skills, and practical application of English. However, challenges such as difficulties in transitioning from traditional methods, staying focused due to distractions, managing group activities, addressing cultural influences, and ensuring equal participation were also identified. The study highlights the need for targeted support and professional development for educators, effective classroom management strategies, and culturally responsive teaching practices to enhance the effectiveness of interactive teaching methods. These insights contribute to the ongoing discourse on interactive teaching and offer practical recommendations for improving language instruction in EFL contexts.

Evaluating mental health care initiatives after Ghana’s mental health act: a systematic analysis

Abstract Mental health disorders affect 970 million people worldwide. Particularly in Africa, mental health is a growing concern, as it faces poverty and limited healthcare services. The Ghana Mental Health Act (GMHA 2012) marked a significant milestone in the development of a legislative framework supporting the provision of mental healthcare. However, evidence of progress since then is scarce. This systematic review examines the mental health initiatives that have been implemented since GMHA. Bronfenbrenner’s Socio-Ecological and Vygotsky’s Sociocultural Theory are used as frameworks to organize the interventions by ecological layers and cultural practices. All peer-reviewed articles published since the GMHA were retrieved from PubMed, Cochrane and Science Direct, using “mental health interventions,” “-collaborations,” “-health programs” and “Ghana” as keywords. The search yielded 3839 articles. Next, publications that were not conducted in Ghana or did not focus on mental health were excluded yielding a final sample of 69 articles for the review. Consistent with the GMHA’s guidelines interventions were conducted in communities (n = 56; 81%) rather than hospitals (n = 13; 19%). Most of them focused on institutional ecological levels (i.e., schools, health centers, traditional healing conventions; n = 29; 42%), followed by interpersonal (n = 14; 20%) and community-level (n = 14; 20%) approaches. Half (n = 33; 48%) entailed some form of cultural responsiveness, such as adapting educational tools to cultural contexts or accounting for spiritual beliefs. Only 23% (n = 16) of the interventions targeted children or adolescents. The findings of this review suggest three implications for future mental health research. First, stigma reduction and mental health literacy need to become a stronger focus. Second, research on children and adolescents needs to be increased. Third, interventions led by European partners must be tailored carefully to the Ghanaian beliefs system. Key messages • Assessing the community-based approach of mental health interventions following the Mental Health Act’s legalization in Ghana. • European partners need to understand the context and the local culture before planning to research or implement intervention materials. Adaptation is key in the effectiveness of the intervention.

Effectiveness of Mother Tongue Instruction on Literacy Rates in Primary Education in Kenya, Examining the Transition from Indigenous Languages to English in Urban and Rural Settings

Purpose: The aim of the study was to analyze the effectiveness of mother tongue instruction on literacy rates in primary education in Kenya, examining the transition from indigenous languages to English in urban and rural settings Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: Studies on the effectiveness of mother tongue instruction in Kenya's primary education reveal that using indigenous languages in early education significantly improves literacy rates, particularly in rural areas. In these settings, children who learn in their native languages during the early grades develop stronger foundational literacy skills compared to those taught in English from the start. Unique Contribution to Theory, Practice and Policy: Sociocultural theory, cummins’ linguistic interdependence theory & transitional bilingual education theory may be used to anchor future studies on the effectiveness of mother tongue instruction on literacy rates in primary education in Kenya, examining the transition from indigenous languages to English in urban and rural settings. Schools, particularly in rural areas, need more resources like textbooks and teaching aids in indigenous languages to support early literacy development. Policymakers should implement flexible language policies that consider the different linguistic needs of urban and rural populations.

A Comparative Analysis of Structured Pedagogy Interventions in South Africa and Their Impact on Student Performance in Mathematics and Science Subjects

Purpose: The aim of the study was to analyze the comparative analysis of structured pedagogy interventions in South Africa and their impact on student performance in mathematics and science subjects. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: A comparative analysis of structured pedagogy interventions in South Africa reveals that these targeted educational approaches have positively impacted student performance in mathematics and science subjects. Studies show that interventions such as curriculum-aligned teaching materials, teacher training, and standardized assessments significantly improved students' understanding and achievement in these areas. Unique Contribution to Theory, Practice and Policy: Constructivist learning theory, bloom’s taxonomy of educational objectives & sociocultural theory may be used to anchor future studies on the analyzing the comparative analysis of structured pedagogy interventions in South Africa and their impact on student performance in mathematics and science subjects. Schools should integrate structured lesson plans and data-driven instruction into everyday practice to enhance teacher efficacy and student performance. Policymakers should implement nationwide curriculum reforms that standardize content delivery across all schools, ensuring consistency in teaching quality, particularly in mathematics and science.

Preserving Human Culture in Schools Through Oral Storytelling: Perspectives From Teachers in Eastern Cape, South Africa

With the growth of technology, elderly people in societies no longer gather children to conduct oral storytelling sessions, which are regarded as important tools for the preservation of culture. The objective of this study was to investigate how culture can be preserved through oral storytelling in schools and to determine how oral storytelling can be revived. Vygotsky’s (1978) Sociocultural Theory, which emphasises the importance of social interaction in the construction of social meaning, anchored this inquiry. A qualitative approach, entrenched in an interpretive paradigm, was utilised. An exploratory research design was chosen for this study. Semi-structured interviews were used to gather data from 6 purposely chosen language teachers, that is, 3 grade 9 English Additional Language teachers, and 3 isiXhosa teachers in the Eastern Cape Province, South Africa. Data, which were thematically analysed, indicated that oral storytelling has deteriorated in schools due to curriculum changes, and the influence of the Fourth Industrial Revolution. Multimedia storytelling has replaced oral storytelling. Furthermore, there is a lack of professional development in cultural heritage. The non-practice of oral storytelling could have a negative impact on preserving human culture in schools. The study recommends that culturally literate people from communities, including parents, should be utilised in schools to conduct storytelling sessions to preserve culture. This could be done through the organisation of cultural activities in which learners participate in oral storytelling. By integrating oral storytelling into the educational system, societies can ensure that future generations remain connected to their cultural roots while developing important cognitive and social skills. Keywords: Human Culture, Language Teachers, Oral Storytelling, Preservation, Social Interaction

Bilingual Children Demonstrate Variation Within Shared Narrative Macrostructure.

We investigate the relationship between narrative macrostructure, current language exposure, and microstructure in second-grade Spanish-English bilingual children in the United States. Macrostructure knowledge has been claimed to be shared across languages in multilingual individuals. We examine the role of current language exposure and microstructure on macrostructure and how individual children organize their stories in English and Spanish. We use sociocultural theory to investigate differences in the macrostructural elements children choose to include in their stories by language. Using existing data, we used a two-sample t-test to compare average macrostructure and microstructure performance in English and Spanish in addition to performance on subcomponents of macrostructure. A correlational analysis was used to compare narrative performance in both languages. We used regression analysis to investigate to what extent current language exposure and microstructure influenced the macrostructure of 62 Spanish-English bilingual second graders' stories. Children used more words and a greater variety of words in Spanish compared to English. However, they demonstrated comparable use of overall macrostructure across languages, in addition to variation in what macrostructure subcomponents they use by language of story elicitation. No statistically significant relationship was found between current language exposure and macrostructure, except for Spanish story structure. Correlational analysis revealed a significant relationship between macrostructure performance in English and Spanish. A significant relationship was found within languages between microstructure and macrostructure and across languages between Spanish microstructure and English internal state terms. Findings are consistent with extant literature that claims macrostructure is shared across languages. Children require lexical diversity across languages to express their ideas organized within macrostructural elements. Although bilingual children tell comparably complex stories, they may be making culturally and linguistically specific decisions about what macrostructure components to include in their stories.

Research on the Application and Innovation of Environmental Design in Ideological and Political Work in Universities

As higher education continues to evolve, the effective integration of environmental design and ideological and political work has become a key issue for enhancing educational outcomes. This paper delves into the theoretical foundations, current status, and applications of environmental design in conjunction with ideological and political work, proposing innovative models and strategies. First, the article analyzes the core theories of environmental design, including environmental psychology, spatial cognition, and environmental behavior theory, and explores their intersection with ideological and political education theory, educational psychology, and socio-cultural theory. Second, the paper evaluates the current state of environmental design in universities, identifying the effectiveness and challenges, such as insufficient alignment with objectives, technical and financial limitations, and imperfect evaluation mechanisms. Lastly, the article introduces innovative models like thematic design, functional zoning, and immersive experience design, suggesting interdisciplinary integration, intelligent design, and community feedback mechanisms as strategies for innovation. Practical guidance and policy recommendations are provided to promote the deeper application of environmental design in ideological and political education.

Linguodidactic and interdisciplinary analysis of the concept of mediation as a terminological problem

Importance. CEFR Companion Volume 2018 pays special attention to the development of four modes of communication (including mediation) along with the formation of communicative competence. The purpose of this research is to conduct an interdisciplinary analysis of the term “mediation” as well as to clarify this term in the Russian language.Materials and Methods. Research methods include analysis and interpretation of literature. The research materials are literature review of foreign and Russian scientists in the field of jurisprudence and law, philosophy, philosophy of religion, social philosophy, sociology, management, psychology, reflexive psychology, cultural-historical psychology, conflictology, linguistics, pedagogy, translation and translation studies, as well as linguodidactics.Result and Discussion. The concept of “mediation” is analyzed in various fields. The terminology in Russian for three types of mediation activities is clarified according to the CEFR Companion Volume 2018.Conclusion. In most scientific fields, mediation is viewed as a procedure involving three parties: two parties in conflict and one party acting as a neutral intermediary (mediator). However, in methodology of teaching foreign languages, the emphasis shifts to the fact that any student while developing his/her communicative competence, mastering four modes of communication, including mediation, can independently act as a mediator with any interlocutor or group of interlocutors.

The CERIC method plus social collaborative annotation improves critical reading of the primary literature in an interdisciplinary graduate course

BackgroundInnovative approaches to graduate education that foster interdisciplinary learning are necessary, given the expansion of interdisciplinary research (IDR) and its ability to explore intricate issues and cutting-edge technology.PurposeThis study examines an intervention to develop critical reading skills of the primary literature (CRPL), which are often assumed and unaided by formal instruction in graduate education (GE) yet are crucial for academic success and adapting to new research fields.MethodsThis study applied mixed methods and a pre-post design to assess the effectiveness of a CRPL intervention among 24 doctoral students from diverse fields engaging in the interdisciplinary field of science policy research. The intervention was a 4-week online course with explicit instruction in a categorical reading approach, the CERIC method (claim, evidence, reasoning, implications, and context), combined with social collaborative annotation (SCA) to facilitate low-stakes, peer-based discourse practice. It examined how participation changed participants’ CRPL skills and self-perceptions.ResultsThe intervention significantly improved CRPL, t(23) = 13.6, p < 0.0001; research self-efficacy, t(23) = 4.9, p < 0.0001; and reading apprehension, t(23) = 4.3, p < 0.0001. Qualitative findings corroborated these findings and highlighted the importance of explicit CRPL instruction and the value of reading methods applicable to IDR. These results aligned with sociocultural and social cognitive theories and underscored the role of discourse and social engagement in learning critical reading, which is traditionally viewed as a solitary activity.ConclusionThe findings present a valid and innovative model for developing CRPL skills in interdisciplinary GE. This approach provides a model for scaffolding CRPL that can be adapted to IDR contexts more broadly.ImplicationsThe study findings call for revising graduate curricula to incorporate explicit CRPL instruction with peer-based discourse, emphasizing integrations in higher education anywhere students encounter primary literature. The findings advocate for formal and informal adoption of the reviewed methods, offering a significant contribution to interdisciplinary GE pedagogy.