Recent years have seen a sharp increase in the transition from traditional teaching methods to online distance teaching and learning in all educational institutions including schools and higher education institutions. This change means that student-teachers need to have online learning experience and acquire professional skills needed to become…

Literature suggests post-secondary students feel disengaged and socially isolated while learning virtually, especially during the COVID-19 pandemic. Here we explored whether a sense of belonging is differentially achieved in an inquiry-based course between two different delivery formats: virtual and blended (combination of virtual and in-person).…

Background: Student transition to university can be a challenging time. Research suggests that providing space for student reflection and goal setting may facilitate this period of transition. Objective: I describe the "Postcard to my Graduating Self Project," in which psychology students were invited to write postcards to their future…

According to the OECD definition of innovative learning environments (ILEs), inclusion is considered a pillar of its design. The depiction of an inclusive ILE from the OECD outlines the importance of including students in ILEs. We wish to argue, however, that the successful implementation of inclusion also needs to address the location of special…

Interweaving my thinking with childhood stories of schooling, familial narratives, and experiences as a teacher alongside children, this article makes visible how my pedagogical approaches and desires for children to experience belonging shape my intentional work to recraft marginalizing curricula and assessment practices. In sharing my learning,…

Theoretically framed by public pedagogy, the study explores teachers' use of public sites for undocumented migrant children. The findings demonstrate that teachers utilized various non-school, informal, and public spaces including libraries/museums, open marketplaces, and public parks/squares as powerful platforms to foster children's learning,…

African ideas, science, technology, scholarship and worldviews have been disproportionately displaced and marginalized in relevant global dialogues. In academic circles, African methods of knowing have been questioned, undervalued, mocked, misconstrued, and disregarded, causing apprehension. These negative attitudes are internalized via the…

Forest School provision is a growing phenomenon in the UK due to its perceived impact on participant learning and wellbeing. This study sought to understand the impact of Forest School provision on the social and emotional development of participants using practitioner's reflections. Semi-Structured interviews with six qualified Forest School…

In "Belonging and Identity in STEM Higher Education," leading scholars, teachers, practitioners and students explore belonging and identity in Science, Technology, Engineering and Mathematics (STEM) fields, and how this is impacted by disciplinary changes and the post-pandemic higher education context. In STEM fields, positivist…

This case study explores the perceptions of students regarding their engagement in interreligious learning and teaching in one Australian Catholic Primary School. The study probes the learners' understandings of what interreligious learning and teaching looks like in their context and how it might relate to their understandings of their evolving…

This study examines the contribution of recent digital queer educational projects aimed at a Russian-speaking audience, such as Queerorama and Lesbian Lobby, to the development of critical consciousness and transformative action within the queer communities in contemporary Russia. Analyzing the online discussion of the projects through the lens of…

After claiming asylum, refugee children work to re-build their worlds across three dimensions: safety, belonging, and success. This article examines the pedagogical practices that support this work arguing that a key, but under-examined practice draws on what we have termed pedagogical love. Building on a qualitative Finnish-Australian study, we…

'Learning To Live Together' (LTLT) has been emphasised in SDG 4.7 and the Delors report, with the latter suggesting it to be one of the four education pillars. LTLT has frequently been used as an umbrella-like term leading to difficulties in informing teaching practices and policies. In India, Aurobindo, Dalai Lama, Gandhi, Krishnamurti and Tagore…

The purpose of this study was to assess the effectiveness of integrating community of inquiry (COI) framework principles with flipped classroom pedagogy to enhance students' perceived presence sense, self-regulated learning, and learning performance. A quasi-experimental study was conducted to examine whether integrating COI framework principles…

As the main facilitators of teaching and learning, faculty developers' views as individuals and as members of their academic communities are essential to higher education research. Yet, developers' perceptions of their own growth and learning as practitioners are underrepresented in the extant literature. This qualitative study explored…