Belonging is personal and political. As a fundamental human need, belonging is about self-acceptance and about feeling “accepted” by others. And yet, this process of acceptance is inextricably tied to structures of power that work to include and exclude. Structures of whiteness within higher education systems, for example, relegate low-income, first-generation-to-college students of color to the margins

Whether schools help or hinder creativity is a topic of vibrant, international debate. Some contend that the focus on structure, rote learning and standardised assessments associated with formal education stifles children’s creativity. Others argue that creativity, much like numeracy or literacy, is a skill that can be taught, and educational settings provide optimal contexts for children to learn

In the era of proliferating artificial intelligence (AI) technology, generative AI is reshaping educational landscapes, prompting a critical examination of its influence on students' learning processes and their self-efficacy amid concerns over growing technological dependence. This study investigates the nuanced relationship between generative AI use and university students' self-efficacy and technological

This article investigates the racial and gender dynamics of educational inequality in suburban public schools in the United States during an era of rapid demographic change. As suburban schools transition from predominantly White enclaves to more diverse settings, it is unclear to what extent the popular narrative of “suburban advantage” holds for newcomers. Using a longitudinal data set of majority

The widespread benefits of creativity have become more salient in recent years. This has led to scholarly interest in finding ways to foster creativity. Nature immersion may be one way to enhance creativity, particularly as many individuals involved in creative pursuits have found nature to be a source of inspiration and a haven for restoration. Using the Preferred Reporting Items for Systematic Reviews

Throughout 2023 and 2024, we served as co-guest editors of a topical collection in Educational Psychology Review on The Past, Present, and Future of Theory Development in Educational Psychology. In this topical collection, authors of prominent theories in the field were invited to reflect upon how they generated, developed, and iterated their ideas, as well as what the future might hold for their theories

Graduating from college is widely associated with social and personal advancement, yet many young graduates are not experiencing these benefits. Drawing on 127 interviews with college graduates in the United States and Spain who face employment precarity or economic instability, this study asks: How do these graduates understand their social positions and worth? How does the institution of higher education

Science education bears the broader objective of nurturing students today to be scientifically-literate citizens of tomorrow who are able to foresee challenges, invent solutions and make responsible decisions for global issues. As a prelude to the new focus of agency in the Anthropocene, this paper presents an intervention on climate change with upper secondary students in a museum of natural history

This study examines how prior experiences as online learners prepare instructors for being online instructors through incidental learning. The study is driven by four research questions, inquiring whether instructors draw upon that experience when teaching online and whether instructors with this online learning experience differ from other online instructors regarding teaching strategies, help-seeking

In today's dynamic job market, lifelong learning (LLL) is essential due to technological advancements and evolving requirements. Since it is the responsibility of higher education to prepare students for LLL, it is imperative for higher education not only to acknowledge the significance of LLL but also to delve deeper into the core competencies that underpin LLL. This systematic literature review aims

The relationship between teacher self-efficacy (TSE) and teacher resilience (TR) is a bourgeoning area of study in teacher education research. This meta-analysis is the first of its kind to synthesise ‘fragmented’ quantitative evidence on the correlation between the two constructs. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, a total of 21 studies

This interpretive phenomenological study reports the effects of reflecting on reflections concerning Critical Incidents (CIs) on the pre-service teachers’ (PSTs) professional development and conceptualization of their identity as TESOL (Teaching English to Speakers of Other Languages) teachers. The study involved nine PSTs who were specializing in TESOL and doing their teaching practicum. The main

A large body of scholarship focuses on how to prepare White teachers to teach students of Color and guide them to make sense of their Whiteness. Using testimonio, this article adds diversity to teacher preparation literature and makes space for Kelly, a Mexican American preservice generalist teacher, to share her story. In particular, I highlight how her relationships and language ideology influence

Milner advances curriculum punishment as a tool to describe how students may be harmed with policy and practice moves in education. Curriculum punishment pushes students and curriculum apart—where practices do not connect with and align with rich and robust diversity among young people, families, and communities. Although curriculum practices should honor, reflect, speak from the point of view of,

Because data-informed decision-making (DIDM) can help teachers meet diverse learners’ needs (van Geel et al., 2016), educator preparation programs (EPPs) must ensure that preservice teachers (PSTs) develop the data literacy skills needed for effective data use. However, little is known about the ways in which EPPs work towards building PSTs’ data literacy, despite licensure and accreditation requirements

This article considers the future of teacher education through researching the impact of encouraging cosmopolitan perspectives in an undergraduate children’s literature course for preservice teachers. The research question focuses on how preservice teachers respond to reading and dialoguing through a cosmopolitan lens. Reading literature through a cosmopolitan lens entails a reflexive consideration

Over the past 20 years there has been a growing international focus within early childhood education sectors on the potential benefits of neuroscience-informed approaches. This has resulted in a burgeoning of initiatives that draw upon neuroscience to influence early childhood educator practice and, in turn, children's learning and development. This study reports an international scoping review of

Mobile-assisted reading research has seen a growing trend in the use of eye tracking to explore readers’ performance traditionally examined by offline accuracy measures. Through its ability to provide detailed records of online processing behaviours at a high temporal resolution, eye tracking offers new insights into real-time cognitive processes associated with mobile digital reading, which offline

Developing Artificial Intelligence (AI) education in K-12 contexts, i.e., teaching students about AI, is critical to promote students' AI literacy. However, the state-of-the-art of AI education is not clear enough. To this end, this study reviewed 45 high-quality empirical studies on K-12 AI education over the past decade from both research and instruction perspectives. Regarding the research design

The current study replicated an earlier investigation by Bouwer and van der Veen (2023) where 10 Grade 5 and 6 classrooms in the Netherlands (210 students) were randomly assigned to a treatment or control condition, with treatment students evidencing improvements in the quality of their essays after practice writing argumentative essays, reading and discussing them with a small group of peers, and

In a rapidly evolving technological and societal environment, businesses and business education face paradigm shifts, characterized by significant transformations in shared mindsets, assumptions, and practices. This study emphasizes the necessity for leaders to know what capabilities and traits are needed for paradigm-breaking creative thinking—and for management educators how to teach those skills