Higher education can be a powerful tool for advancing social justice. As online programs expand it is imperative that we understand the potential impact of coursework on students' attitudes towards advancing equity and how to increase the potential for positive change in this area.This mixed-methods study examines the impact of online asynchronous coursework designed with the Community of Inquiry Framework (CoI) on early childhood student teachers' beliefs, dispositions, and self-efficacy toward advancing social justice. Phase one analyzed a one-group pretest-posttest survey of student teachers before and at the end of their first year in an online bachelor's degree completion program. Phase two included a case study analysis of course discussions and related content. Findings suggest student self-efficacy and beliefs about social justice shifted over the year. Analysis revealed the role of critical transformative learning practices in supporting student growth. A Critical Transformative Community of Inquiry (CTCoI) model is presented as a framework that enhances the CoI by centering equity in online courses. The CTCoI offers guidance on enacting the CoI through a critical social theory lens and provides practical implications for online course development.

高等教育可以成为促进社会正义的有力工具。随着在线课程的扩展，我们必须了解课程作业对学生促进公平的态度的潜在影响以及如何增加该领域积极变革的潜力。这项混合方法研究检查了在线异步课程作业的影响关于幼儿教师在促进社会正义方面的信念、性格和自我效能的调查框架 (CoI) 社区。第一阶段分析了在线学士学位完成课程第一年之前和结束时对学生教师的一组前测-后测调查。第二阶段包括对课程讨论和相关内容的案例研究分析。调查结果表明，学生的自我效能感和对社会正义的信念在这一年里发生了变化。分析揭示了关键的变革性学习实践在支持学生成长方面的作用。提出了一个关键的变革性调查社区 (CTCoI) 模型作为一个框架，该框架通过将公平性放在在线课程中来增强 CoI。CTCoI 通过批判性社会理论视角提供关于制定 CoI 的指导，并为在线课程开发提供实际意义。