Outputs (87)

Exploring Instructors' Views on Fine-Tuned Generative AI Feedback in Higher Education (2024)
Journal Article
Tzirides, A., Zapata, G., Bolger, P., Cope, B., Kalantzis, M., & Searsmith, D. (2024). Exploring Instructors' Views on Fine-Tuned Generative AI Feedback in Higher Education. International Journal on E-Learning, 23(3), 319-334

This paper explores the integration of Generative Artificial Intelligence (GenAI) feedback into higher education. Specifically, it examines the views of 11 experienced instructors on fine-tuned GenAI formative feedback of student works in an online g... Read More about Exploring Instructors' Views on Fine-Tuned Generative AI Feedback in Higher Education.

Optimising learning from interactive visualisations with drawing prompts (2024)
Journal Article
Stieff, M., Scheiter, K., & Ainsworth, S. (2024). Optimising learning from interactive visualisations with drawing prompts. International Journal of Science Education, 1-30. https://doi.org/10.1080/09500693.2024.2430803

Interactive visualisations (IVs) have demonstrated success for improving learning in science classrooms. However, for this success to be realised, it is important that learners adopt an effective learning strategy. In three studies, we explored if dr... Read More about Optimising learning from interactive visualisations with drawing prompts.

Scenes of entanglement: Towards a posthuman understanding of the transglobal noise music scene (2024)
Journal Article
Woods, P. J., & Ortega, Y. (2025). Scenes of entanglement: Towards a posthuman understanding of the transglobal noise music scene. DIY, Alternative Cultures & Society, 3(1), 3-17. https://doi.org/10.1177/27538702241305690

Drawing on the growing interest in affective and relational approaches to scene studies, we use this paper to explore a reimagining of DIY music scenes, and the transglobal noise music scene in particular, through a posthuman lens. This retheorizatio... Read More about Scenes of entanglement: Towards a posthuman understanding of the transglobal noise music scene.

Creative, Contextual, and Child-Centred: A Resource Book for Early Childhood Environmental Education (2024)
Book
Salvi, F., Wijaya-Mulya, T., Sabine, A., & Tjahjono, E. (2024). Creative, Contextual, and Child-Centred: A Resource Book for Early Childhood Environmental Education. Universitas Surabaya Press

This book offers a treasure trove of strategies, insights and resources designed to inspire early childhood educators to see the educational potential of the often taken for granted around us. What we are sharing here is not what we have planned and... Read More about Creative, Contextual, and Child-Centred: A Resource Book for Early Childhood Environmental Education.

What is a ‘quality TVET lecturer’? Problematising the concept of quality in vocational education (2024)
Journal Article
Wedekind, V., Russon, J.-A., Liu, Z., Zungu, Z., & Li, M. (2024). What is a ‘quality TVET lecturer’? Problematising the concept of quality in vocational education. Journal of Vocational, Adult and Continuing Education and Training, 7(2), 22. https://doi.org/10.14426/jovacet.v7i2.421

The notion of ‘quality’ in technical and vocational education and training (TVET) and the ‘quality TVET lecturer’ is often referred to in policy and public discourse in South Africa, but rarely defined. This leads to the partial identification of wha... Read More about What is a ‘quality TVET lecturer’? Problematising the concept of quality in vocational education.

Professional Learning Through Arts-Inspired Collaborative Self-Study: Growing from the Inside Out with Rippling Effect (2024)
Journal Article
Pithouse-Morgan, K., van Laren, L., & Masinga, L. (2025). Professional Learning Through Arts-Inspired Collaborative Self-Study: Growing from the Inside Out with Rippling Effect. Studying Teacher Education, 21(1), 7-21. https://doi.org/10.1080/17425964.2024.2440358

Self-study research challenges professionals to closely examine their practices, the decisions and actions that shape them, and their commitment to their own development. Focusing on the self is not about navel-gazing but deepening professional learn... Read More about Professional Learning Through Arts-Inspired Collaborative Self-Study: Growing from the Inside Out with Rippling Effect.

Education for disabled refugees in South Africa, Uganda and Zimbabwe: a cross-case analysis (2024)
Journal Article
Walton, E., Thondhlana, J., Monk, D., & Wedekind, V. (2024). Education for disabled refugees in South Africa, Uganda and Zimbabwe: a cross-case analysis. Compare: A Journal of Comparative and International Education, 1-18. https://doi.org/10.1080/03057925.2024.2429835

International treaties mandate the educational inclusion of refugees and disabled people, but many remain excluded with disabled refugees facing compounded exclusions. We compare research about educational access and inclusion for disabled refugees i... Read More about Education for disabled refugees in South Africa, Uganda and Zimbabwe: a cross-case analysis.

Race, Racism, and Higher Education: Ethnic Minority Students’ Transitions to and From University (2024)
Book
Bhopal, K., & Myers, M. (2024). Race, Racism, and Higher Education: Ethnic Minority Students’ Transitions to and From University. Routledge. https://doi.org/10.4324/9781003097211

Drawing upon current debates on inequalities in higher education, particularly those of race and class, and based on a Bourdieusian discussion of the relational nature of different capitals and competition for such capitals, this must-read text explo... Read More about Race, Racism, and Higher Education: Ethnic Minority Students’ Transitions to and From University.

The potential of Froebelian philosophy to support and engage low-income families in the early years (2024)
Report
Hoskins, K., Wainwright, E., Mukherjee, U., Xu, Y., & Lebbakhar, A. (2024). The potential of Froebelian philosophy to support and engage low-income families in the early years. Froebel Trust

Safety, Belonging and Success in Education for Refugees in Europe: A Systematic Review (2024)
Journal Article
Aleghfeli, Y. K., McIntyre, J., Hunt, L., & Stone, C. (2025). Safety, Belonging and Success in Education for Refugees in Europe: A Systematic Review. European Journal of Education: Research, Development and Policy, 60(1), Article e12852. https://doi.org/10.1111/ejed.12852

This systematic review aims to explore refugees' educational access, experiences and outcomes in Europe since 2015. The review follows a systematic process of reviewing and synthesising texts compiled in the Hub for Education for Refugees in Europe (... Read More about Safety, Belonging and Success in Education for Refugees in Europe: A Systematic Review.