This study examined how part-time graduate students apply Diversity, Equity, and Inclusion (DEI) learning from a graduate classroom to the workplace, against the backdrop of increasing resistance to DEI initiatives in business schools and workplaces in the United States. Current socio-political challenges, including anti-DEI legislation and organizational pushback, pose significant obstacles to embedding DEI in management education. Employing critical constructivist grounded theory, this study interviewed 19 part-time graduate students in a Southeastern US university and examined the lessons students learned, how they applied them in their workplaces, and the factors that influenced DEI learning transfer (DEILT). Findings reveal that DEI courses grounded in intersectional, historical, and decolonial perspectives disrupted surface-level approaches to DEI and inspired ongoing, holistic transformations in the students. These transformations spanned changes in behaviors, attitudes, mindsets, and a deeper understanding of DEI. Despite challenges such as socio-political resistance and organizational barriers, relational support, effective pedagogical strategies, and students’ personal and professional motivations emerged as key enablers of meaningful DEILT. This study offers a robust framework for strengthening the connection between DEI management education and practice by advocating for a critical, intersectional lens in learning transfer.
While Indonesia has successfully increased higher education enrollment for students with disabilities, a critical graduation crisis persists, with rates plummeting from 8.97% to 4.7% between 2018 and 2023. This study argues that the mere provision of physical access is insufficient; the persistent gap between access and academic success is fundamentally rooted in the inconsistent enactment of inclusive pedagogy.
Utilizing a qualitative multiple-case study design examining 14 lecturers, this study argues that professional development alone fails to guarantee classroom equity.
Findings reveal that one year post-training, Universal Design for Learning (UDL) implementation remains stagnant at an “Emergent” level. Crucially, while lecturers demonstrate baseline proficiency in the principle of Representation, they systematically fail to afford the necessary learner autonomy within Action and Expression as the critical dimension driving student success. These findings prove that sporadic professional training cannot dismantle the entrenched “teacher-led” hegemony in Indonesian higher education, exposing a structural misalignment where individual motivation is actively undermined by rigid institutional barriers.
Consequently, achieving SDG 4 requires a systemic transition from individual agency to institutional political will, including discipline-tailored STEM support. Ultimately, this research establishes the empirical repository necessary to reposition UDL from an optional instructional adjunct to a foundational imperative for institutional survival amid increasing learner variability.
Farida Kurniawati, Mutia Ananda, F. Hutagalung et al.· Frontiers in Education· 0 citations
The study explores the paradigm shift in education brought about by the introduction of generative artificial intelligence (AI) tools, focusing on educational stakeholders’ self-reported perceptions rather than observed changes in teaching or learning outcomes. We consider stakeholders’ views on AI-based technologies within the teaching–learning process. The current study uses a cross-sectional empirical survey design with a sample of N = 917 respondents, including teachers, students, administrators, and management. It examines the use of advanced AI technologies such as ChatGPT, Gemini, DeepSeek, and Grok, and stakeholders’ perceived connection between digital skills and classroom performance, student motivation, and critical thinking. We also discuss the ethical dilemmas and structural challenges that accompany this digital change. Inferential statistics, such as One-Way ANOVA and the Pearson Chi-Square test, show statistically significant differences in perceptions and regulatory expectations across organizational responsibilities. The findings contribute to understanding how advanced digitalization is perceived to reshape traditional academic roles, offering practical insights for creating effective, responsible, and sustainable teaching practices.
Higher education faces a growing imperative to develop graduates who possess not only academic expertise but also the resilience and practical readiness demanded by today’s complex professional landscapes. While work-integrated learning (WIL) is commonly advocated to bridge this gap, most empirical studies concentrate on temporary placements, simulations or externally managed internships. Far less attention has been given to sustained, student-led ventures that present challenges of equitable access and limited student agency. In response, this study investigates an on-campus, student-led Living Laboratory at a Malaysian private university as an alternative, campus-embedded WIL model.
Framed by experiential learning theory, social constructivism and the Living Laboratory concept, the study employed an action research approach and a structured, iterative methodology over two semesters with 30 undergraduate business students. Participants assumed full operational responsibility for a commercial retail venture in partnership with a local pharmaceutical company. Data were collected through reflective practitioner journals, observational field notes, semi-structured focus groups and operational artefacts, and analysed using a thematic analysis framework.
Three overarching themes were identified: (1) a transition from operational anxiety to professional self-efficacy; (2) the re-contextualisation of failure as pedagogical capital; and (3) the internalisation of sustainability as a functional business constraint. These findings support the conclusion that sustained, accountable, campus-embedded enterprise fosters the development of professional identity, adaptive resilience and systems thinking.
The study introduces and empirically tests the Catalyst WIL Synergy Loop, a recursive five-stage framework designed to transform the university campus into a site of authentic professional praxis. The framework advances the WIL literature by providing a scalable, equity-oriented, developing-country-contextualised model that directly addresses gaps identified in the current evidence base.
J. Ho, K. Yip· Higher Education, Skills and...· 0 citations
In the context of digital transformation in higher education, school culture is no longer reflected solely through face-to-face interactions but increasingly extends to digital spaces, requiring new forms of academic responsibility, digital ethics, and online behavior among students. This study examines the value system and school culture norms of students at Trade Union University in order to clarify their perceptions of core values, behavioral norms, community responsibility, and digital culture in contemporary higher education. A mixed-methods approach was employed, combining a questionnaire survey of 300 students with in-depth interviews involving students, lecturers, faculty administrators, and university staff. The findings indicate that most students highly appreciate values such as respect, responsibility, solidarity, academic integrity, and community spirit. However, a noticeable gap remains between awareness and actual practice, particularly in online communication, the use of digital learning resources, and maintaining discipline in online learning environments. The study also highlights the significant influence of lecturers, university management, digital environments, and peer groups in shaping students’ value orientations and cultural behaviors. Based on these findings, the article proposes several recommendations for strengthening school culture values, promoting digital culture, and developing a civilized, humane, and identity-rich university environment in the era of higher education digital transformation.
X. Phạm· International Journal of Asi...· 0 citations
First-year students in STEM programs face significant academic and personal challenges that can undermine retention and success, particularly for those navigating new institutional environments without prior college experience. While self- regulated learning (SRL) theory offers a well-established framework for understanding how students plan and reflect, less attention has been paid to the performance phase, the stage where students must translate plans into action amid real academic and social demands. This qualitative study examines the experiences of 15 first-year life science students across three institution types, a Hispanic-Serving Institution, a predominantly white institution, and a liberal arts college, to investigate what plans students formed at the end of their first semester and what factors facilitated or hindered implementation during their second semester. Using thematic analysis of semi-structured interviews, three major plan themes emerged: help-seeking, internal academic adjustments, and managing social and emotional well-being. Facilitating factors for these plans included small class sizes, anonymized participation tools, approachable instructors, peer and family support, counseling services, and structured planning tools, while hindering factors included fear of judgment, high instructor-student ratios, scheduling conflicts, academic burnout, and unsupportive living environments. The findings reveal that plan implementation depended on the interplay of intersecting psychological, social, and structural factors, which created unique conditions that influenced whether students were able to enact their plans. Importantly, the findings reveal that plan implementation unfolded not as a linear process but through nested micro-cycles of forethought, performance, and reflection within the performance phase, triggered by specific events throughout the semester. These findings have implications for how institutions design learner-centered support for STEM students not only at key transition points, but also throughout the semester, to address the conditions that influence whether students are able to successfully implement, adapt, or abandon their regulatory efforts.
Mehri Azizi, Nicole Chlebek, Bryan M. Dewsbury· Trends in Higher Education· 0 citations
Digital transformation in education necessitates adaptation within the sociology curriculum, a subject characterized by its empirical and contextual nature. However, implementation is often hindered by disparities in infrastructure and the varying levels of digital competence among teachers and students. This study analyzes the strategies for implementing and adapting digital sociology instruction at SMA Negeri Kebakkramat through the lens of Anthony Giddens' structuration theory. Employing a descriptive qualitative approach, twelve informants, two sociology teachers and ten students were selected via purposive sampling; data were gathered through semi-structured interviews and non-participant observation, then analyzed using the Miles and Huberman model. The findings reveal that digital instruction was conducted using seven complementary platforms Mentimeter, Google Forms, Wayground (Quizizz), Canva, Microsoft Word, Educaplay, and Interactive Digital Board (PID) which served as structural resources shaped by school policies and infrastructure. Teachers demonstrated distinct forms of agency within this shared structure: one tended to maintain conventional methods while the other actively adopted various platforms, whereas students adapted primarily by enhancing their digital literacy. These recurring strategies gradually reproduced and reshaped classroom norms, illustrating the reciprocal relationship between structure and agency central to Giddens' theory. Nevertheless, the process remained constrained by uneven Wi-Fi access, limitations regarding student devices, and variations in teachers' digital pedagogical competence. The study indicates that successful digital adaptation in sociology instruction arises from the interaction among available technological resources, teacher and student agency, and co-created classroom norms, rather than relying solely on technological readiness.
Fara Khansa Ameliasari, Alvianto Alvianto, Clara Putri Natalie Boreel et al.· Didaktika: Jurnal Kependidik...· 0 citations
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