This hermeneutic phenomenological study, guided by Gadamer’s (2004) ideas, explored the lived experiences of student consultants and faculty members participating in a student-faculty pedagogical partnership program. Framed by humanizing pedagogy (Freire, 1970; Salazar, 2013) and students as partners (Healey et al., 2014) as the conceptual foundation, the study examined how collaborative teaching and learning relationships can promote more equitable, dialogic, and transformative educational practices. Participants included three student consultants and three faculty members at a private research university in the western United States.
Data were collected through nine in-depth phenomenological interviews (Seidman, 2019) and supplemented with written reflections and entry/exit interviews gathered by the program since 2017. A multi-stage coding process (Saldaña, 2021) and thematic analysis (Braun & Clarke, 2022) were used to interpret how participants made meaning of their experiences in relation to four key constructs: advancing humanization and equity; fostering reciprocal teaching and learning dynamics; engaging in dialogue across varying perspectives; and eradicating power imbalances through collaboration. This study aims to contribute to the growing body of research that positions student-faculty pedagogical partnerships as a pathway toward more humanizing and equity-focused approaches to teaching and learning in higher education.
Critical thinking and reflective practice are essential competencies for prospective teachers in contemporary education. This study explores the lived experiences of undergraduate students who took the course Critical Thinking and Reflective Practices in a BS program of a public university at Sialkot. It was a qualitative study with a phenomenological research design. 8 prospective teachers were selected through a purposive sampling technique to get rich and detailed descriptions of their experiences. For data collection, semi-structured interviews were conducted through a self-developed interview guide. All the interviews were audio-recorded with the permission of the participants and lasted for 30-45 minutes. Data were analyzed using reflexive thematic analysis. The analysis generated three major themes: (1) transformative learning through student-centred pedagogy, (2) learning activities for critical thinking, reflective practice, and professional identity development and (3) contextual challenges and pathways for sustaining transformative learning. The results indicated that the students' analytical thinking, self-awareness, problem-solving skills, and reflective learning habits were improved. Some of the difficulties mentioned by participants were unfamiliar learning approaches, not having encountered critical inquiry before, and writing reflections. The study shows that critical thinking and reflective practice courses have a significant effect on students’ intellectual and professional development and suggests that reflection/ interactive learning should be introduced more in the academic curriculum in higher education institutions.
Syeda Asma Sarwar, Sidra Shahzadi, D. Jamil· Journal of Global Social Tra...· 0 citations
This study explores how graduate students in educational sciences define academic success and the factors influencing it. Using a phenomenological approach in methodology, thirteen master’s and PhD students voluntarily participated. The analysis followed the stages of Interpretative Phenomenological Analysis (IPA), moving from detailed initial noting to the development of emergent themes and cross-case interpretations. The data analysis revealed four themes in students’ success definitions. These are academic development, personal or intrinsic values, professional development, and social or cultural values. Academia-oriented students emphasized publishing, academic identity, and specialization, while professionoriented students highlighted practical application, personal growth, and social recognition. Factors shaping their success were grouped as personal, family, cultural, supervision, peer, field, profession, and faculty related. Supervisor support, peer collaboration, and academic flexibility served as key enablers. However, time constraints, institutional barriers, gender roles, and limited workplace incentives appeared as common challenges. Overall, the findings indicate that success in graduate education cannot be understood only as an outcome of individual effort. Rather, it emerges through the interplay between personal aspirations and the conditions. These results point to the importance of more flexible, supportive, and socially responsive graduate programs in education.
Selen Beyazbal, Ilgım Özergun-Köse· Zbornik: Institut za Pedagoš...· 0 citations
This phenomenological study explored teachers’ lived experiences in holistic IEP implementation, aiming to illuminate how educators perceived, interpreted, and enacted inclusive practices within diverse classrooms. Through in-depth, semi-structured interviews with a purposive sample of 10 teachers across grade levels, the research foregrounded the meanings teachers attributed to holistic IEPs, including collaboration with families, student-centered goal setting, and accommodations that extended beyond academic outcomes to social-emotional development.
The analysis followed an interpreted phenomenological method to identify essential structures of experience, such as (a) navigating ambiguity between standardized curricula and individualized goals, (b) balancing fidelity to legal requirements with flexible, student-led planning, (c) cultivating professional learning networks and interdisciplinary collaboration, (d) confronting resource constraints and administrative pressures, and (e) fostering inclusive classroom cultures that empowered students’ agency.
Findings revealed that holistic IEPs were enacted most effectively when teachers viewed IEPs as living documents co-constructed with students, families, and support staff, rather than static compliance tools. The study contributed practical implications for teacher preparation, policy refinement, and administrators’ support strategies to sustain transformative, student-centered educational planning.
Ofelia T. Hutalla, Judito P. Camacho· International Journal of Adv...· 0 citations
This phenomenological study explored the lived experiences of higher education teachers in adopting blended learning in private higher education institutions in Bacolod City. Specifically, it examined their experiences, perceived benefits and challenges, the influence of blended learning on their teaching practices, and insights for improving its implementation. A qualitative phenomenological research design was employed, involving eight faculty members selected through purposive sampling. Data were collected through semi-structured face-to-face interviews and analyzed using Colaizzi's phenomenological method. The findings revealed that teachers experienced blended learning as a process of transition, adaptation, and continuous professional growth. Eight themes emerged, highlighting teachers' adjustment to digital teaching, resilience, instructional flexibility, technological and instructional challenges, pedagogical transformation, professional commitment, institutional support, and lifelong learning. Although participants encountered difficulties related to technology, connectivity, workload, and student engagement, they recognized blended learning as an effective approach for promoting instructional flexibility, innovation, and continuous learning. The findings emphasize the importance of teacher adaptability, institutional support, and ongoing professional development in the successful implementation of blended learning. The results may serve as a basis for strengthening institutional policies, faculty development programs, and support systems that promote the effective and sustainable implementation of blended learning in higher education.
Unknown authors· International journal of res...· 0 citations
Higher education institutions are increasingly expected to develop students’ critical thinking and creativity to prepare them for complex academic, professional, and social challenges. However, there is sometimes a disconnect between instructional strategies and students' real learning experiences, especially in higher education settings with limited funding. This study investigated how teaching methods at a public university in Balochistan, Pakistan, affected students' and faculty members' attitudes on critical thinking, creativity, and intellectual engagement. Four focus groups with undergraduate students and fifteen faculty members participated in semi-structured interviews as part of an embedded single-case research approach. The reflexive thematic analysis method developed by Braun and Clarke (2006) was used to analyze the data. Five themes emerged from the findings: the need for ongoing professional development; the continuation of traditional teacher-centered pedagogies; the impact of language obstacles on engagement; the limited development of 21st-century abilities; and the contribution of constructivist teaching techniques. The study emphasizes how interrelated institutional, environmental, and pedagogical elements contribute to the teaching-learning gap. It implies that in higher education settings with limited resources, student-centered pedagogies, supportive learning environments, and ongoing faculty development are crucial for fostering higher-order thinking abilities.
Unknown authors· Qlantic Journal of Social Sc...· 0 citations
This phenomenological study explored the lived experiences of 15 inclusive teachers at Liloan Central Elementary School during the 2025–2026 school year, focusing specifically on how they manage learners with behavioral challenges in general education settings. It examined four core areas: the strategies teachers use to address behavioral concerns, the difficulties they encounter in practice, the coping mechanisms they rely on, and the formal and informal support systems available to them. Using a qualitative phenomenological research design and guided by Braun and Clarke’s six-phase framework for thematic analysis, data were gathered through one-on-one in-depth interviews. All responses were transcribed verbatim, coded line-by-line, and grouped into coherent themes that reflected the teachers’ firsthand classroom realities. The results revealed that teachers manage behavioral challenges through positive reinforcement, consistent classroom rules and routines, gentle verbal redirection, collaboration with fellow educators and specialists, and regular engagement with parents and school administrators. However, they also face significant hurdles: frequent classroom disruptions, heavy emotional and workload-related stress, and limited access to specialized training and learning resources. To adapt, teachers practice structured time management, engage in personal stress-relief activities, and turn to colleagues for emotional and practical support. The findings also highlighted that strong backing from school leaders, guidance counselors, and families is critical for consistent and effective behavior management. Based on these outcomes, the study concludes that inclusive teachers require targeted professional development, enhanced institutional support, and structured learning opportunities. A Behavior and Classroom Management Training Plan is proposed to strengthen their instructional skills, reduce burnout, and foster more inclusive, supportive learning environments for all learners.
Unknown authors· International journal of hum...· 0 citations
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