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Integration Of Media Pedagogy In Teacher Education Classrooms, Author Information Removed Jul 2026

Integration Of Media Pedagogy In Teacher Education Classrooms, Author Information Removed

JMLE Submissions Open for Review

In an era where classrooms are increasingly influenced by media and socio-cultural dynamics, teacher education must evolve to incorporate critical dimensions like gender sensitization and media literacy. This study explores the role of media pedagogy in developing gender awareness among pre-service teachers in India. The study focuses on conceptualization of media pedagogy, intersectionality and teacher education classrooms and adopts an interdisciplinary approach for media and gender. A module was developed and then implemented with 30 preservice teachers, followed by focus group discussions and semi-structured interviews with 10 teacher educators. The research study is guided by Methodology for Interdisciplinary Research (MIR) …

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Human And Ai Editing Tool Use Among Online Professional Practice/Applied Practice Doctoral Students, Valerie A. Storey, Tracy Greene, Lori Salgado Jul 2026

Human And Ai Editing Tool Use Among Online Professional Practice/Applied Practice Doctoral Students, Valerie A. Storey, Tracy Greene, Lori Salgado

All Faculty and Staff Scholarship

The purpose of this qualitative study was to explore online professional practice doctoral students' and recent graduates' (2022-2025) use of editing software, GenAI/AI browser extensions, and human editors, examining their practices and institutional policy perspectives. Using Lentz's (2024) ethical authorship framework, researchers analyzed 29 participant responses. Four themes emerged: Foundational Academic Excellence and Support, Innovative Learning and Development, Quality Assurance and Professional Growth, and Inconsistent Institutional Practice and Ethical Oversight. Findings identified distinct functional purposes and five commonalities across editorial resources. Participants strategically employed different resources while maintaining authorial agency and critical judgment, yet reported widespread inconsistency in faculty guidance, …

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Criteria For Determining The Level Of Media Literacy Development Of Students In The Summative Assessment System, Bakhtiyor Kadirov, Dilnoza Kadirova, Rashid Omanov, Anvar Allamurodov, Asqar Kholturayev Jul 2026

Criteria For Determining The Level Of Media Literacy Development Of Students In The Summative Assessment System, Bakhtiyor Kadirov, Dilnoza Kadirova, Rashid Omanov, Anvar Allamurodov, Asqar Kholturayev

Journal of Media Literacy Education Pre-Prints

The integration of digital technologies into education necessitates how students’ media literacy is developed and assessed. High school students require skills in critical thinking, digital content evaluation, and the identification of manipulative information.This study examines the effectiveness of summative assessment in measuring media literacy skills and explores the impact of an artificial intelligence-based digital platform enriched with augmented and virtual reality modules. An empirical design was employed involving 120 students from five schools assigned to control and experimental groups. The experimental group engaged with AI-supported media literacy platform over a ten-week period. Data were collected through pre- , post-tests, summative …

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Class Struggle And The Socialist Economic Calculation Debate, Tiago Camarinha Lopes Jul 2026

Class Struggle And The Socialist Economic Calculation Debate, Tiago Camarinha Lopes

Emancipations: A Journal of Critical Social Analysis

The socialist economic calculation debate is often portrayed as a sharp and straightforward conflict between two opposing sides. While this characterization is valid given the ideological clash between defenders of capitalism and proponents of socialism, this paper offers a more nuanced perspective on the interaction between the main schools of economic thought involved in the debate, the Marxist and the Austrian. Drawing on the humanist approach of critical pedagogy developed by Brazilian philosopher Paulo Freire (1921–1997), the paper argues that the debate over socialist economic calculation is not only a clear expression of class struggle within economics. It also involves …

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Learning (Non-)Planning From Yugoslav Socialism, Annette Freyberg-Inan, Tim Platenkamp Jul 2026

Learning (Non-)Planning From Yugoslav Socialism, Annette Freyberg-Inan, Tim Platenkamp

Emancipations: A Journal of Critical Social Analysis

The advancement of democratic economic planning theory depends crucially on improving our understanding of how technically feasible planning methods and instruments can be embedded in institutionally viable incentive structures, developing a coherent incentive-compatible as well as feasible planning procedure. Our contribution draws lessons for democratic economic planning from the historical experience with Yugoslav socialism, and especially its post-Stalinist, “contractual” phase. From the mid 1970s onwards, workers in Yugoslavia were empowered to plan their activities from the ground upward. Intended to re-energize worker participation in the construction of socialism, this experiment with economic planning from below provides useful insights for the …

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Beyond Technical Proficiency: A Multidimensional Analysis Of Digital Citizenship And Civic Engagement Among South Korean College Students, Author Information Removed Jul 2026

Beyond Technical Proficiency: A Multidimensional Analysis Of Digital Citizenship And Civic Engagement Among South Korean College Students, Author Information Removed

JMLE Submissions Open for Review

This study investigates how specific sub-dimensions of digital citizenship predict civic engagement among South Korean college students (N=497). Using hierarchical multiple regression with gender and SNS usage time as covariates, this research analyzes four subdimensions of digital citizenship—digital literacy, participation, critical perspective, and ethics—alongside three layers of civic engagement: sense of community, social responsibility, and sociopolitical participation. Hierarchical regression analyses revealed that while digital literacy functions as a baseline competency, digital participation and digital ethics serve as the most consistent predictors of civic engagement. Notably, digital participation was strongly associated with sociopolitical action, suggesting a meaningful spillover effect, while a …

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K-12 Teachers’ Perspectives On The Adoption Of Virtual Reality And Augmented Reality Technology In Classroom Instruction, Breanna Mckenley Jul 2026

K-12 Teachers’ Perspectives On The Adoption Of Virtual Reality And Augmented Reality Technology In Classroom Instruction, Breanna Mckenley

Walden Dissertations and Doctoral Studies

The problem addressed in this basic qualitative study was that although some K–12 teachers have access to virtual reality (VR) and augmented reality (AR) technologies, these tools are not widely accepted or adopted for classroom instruction. Guided by the technology acceptance model, the purpose of the study was to explore K–12 teachers’ perspectives on their willingness to incorporate VR/AR, the perceived usefulness and ease of use of these technologies, and the challenges they encounter or anticipate during the adoption process. Semistructured interviews were conducted with 10 K-12 teachers from public, charter, and private schools in the United States who had …

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You Can't Teach Kids From A Book: Language, Authority And Revitalization In Jicarilla Apache Life, Mariann Skahan Jul 2026

You Can't Teach Kids From A Book: Language, Authority And Revitalization In Jicarilla Apache Life, Mariann Skahan

Anthropology ETDs

This dissertation examines how Jicarilla Apache is learned, taught, and used across community life, with particular attention to contemporary language revitalization. Based on ethnographic research with elders, educators, language workers, families, and community institutions, it follows language practices across classrooms, culture camps, homes, ceremonial settings, and collaborative archival projects. I show that linguistic knowledge does not carry the same authority or consequences in every setting. Words may be recognized without being taken up, speakers may possess linguistic knowledge without being authorized to teach or correct, and archival texts may preserve linguistic forms without preserving the relations needed to interpret and …

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Borderline Personality Disorder (Bpd) And Witness Memory: A Beginner’S Guide For Criminal Justice, Forensic Mental Health, And Legal Professionals, Jerrod Brown Ph.D., M.A., M.S., M.S., M.S. Jul 2026

Borderline Personality Disorder (Bpd) And Witness Memory: A Beginner’S Guide For Criminal Justice, Forensic Mental Health, And Legal Professionals, Jerrod Brown Ph.D., M.A., M.S., M.S., M.S.

Forensic Scholars Today

Borderline personality disorder (BPD) is associated with emotional instability, impulsivity, interpersonal difficulties, identity disturbance, and stress-related dissociative symptoms that may influence cognitive functioning. Research suggests that BPD may contribute to difficulties with attention, executive functioning, and memory, particularly during periods of emotional distress. These issues, combined with common co-occurring conditions such as trauma exposure, substance use disorders, and sleep disturbances, may affect the encoding, storage, retrieval, and recall of information. This article examines current literature on BPD and discusses how symptoms and associated factors could influence witness memory in forensic and legal settings. Because findings remain mixed, the presence of …

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A Pedagogical “Eras” Tour: Thirteen Years Of Evolving As A Writing Methods Instructor [Special Issue], Susanna Benko Jul 2026

A Pedagogical “Eras” Tour: Thirteen Years Of Evolving As A Writing Methods Instructor [Special Issue], Susanna Benko

Teaching/Writing: The Journal of Writing Teacher Education

ABSTRACT: This reflective essay uses Taylor Swift's Eras Tour as a conceptual framework for examining thirteen years of teaching a writing methods course for preservice teachers. Drawing on longitudinal reflection, I identify four distinct pedagogical eras in my practice, each representing shifts in how I conceptualize what preservice teachers need to learn about teaching writing and how clinical experiences shape that learning. Through this extended reflection, I argue that meaningful pedagogical change becomes visible only across time, not semester-to-semester. Key insights include the sustained centrality of writing practice in methods courses and the influence of institutional changes on course design. …

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"We Can't Shut The Classroom Door": Crossing Borderlands Of Practice In The Writing Methods Course, Vanessa C. Sullivan Jul 2026

"We Can't Shut The Classroom Door": Crossing Borderlands Of Practice In The Writing Methods Course, Vanessa C. Sullivan

Teaching/Writing: The Journal of Writing Teacher Education

This article shares the findings of a qualitative study that engaged ten writing teacher educators from across the United States in interviews, curriculum submission, and a mapping practice to explore the ways that they perceive and enact the teaching of the writing methods course within dynamic and complex settings. Using a conceptual framework of borderlands of practice to gain insight into the discourses and value systems that surround the course, findings revealed the overlapping domains that impact the preparation of teachers in the field of writing, the key values that guide the way that participants approach their teaching, and the …

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Teaching (In) Community: Reflection And Relationship In The Writing Methods Course, Kristie Jolley, Emily Stephens Kasper, Meridith Reed Jul 2026

Teaching (In) Community: Reflection And Relationship In The Writing Methods Course, Kristie Jolley, Emily Stephens Kasper, Meridith Reed

Teaching/Writing: The Journal of Writing Teacher Education

In this article, three writing teachers, one a writing teacher educator, reflect on how the writing methods course has shaped their work as teachers and helped them build community and identify resources to adapt to new teaching contexts and challenges.

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Our Journeys As Teachers Of Writing: Learning From Our Mentor, Tracey T. Flores, Cecilia Espinosa Jul 2026

Our Journeys As Teachers Of Writing: Learning From Our Mentor, Tracey T. Flores, Cecilia Espinosa

Teaching/Writing: The Journal of Writing Teacher Education

Written in two voices, we reflect on our journeys as teachers of writing and teacher educators shaped by transformative mentoring in literacy methods courses at Arizona State University and community embedded learning at William T. Machan School. Weaving together sociocultural and translanguaging theories, we explore how being invited to write from our lives reshaped our identities as writers and educators. In our work, we draw on strength-based approaches to teaching writers that centers voice, meaning making, multilingualism, and funds of knowledge. In the midst of an increase in the use of a scripted curriculum, we argue for reclaiming writing as …

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The Good Ghosts Of Process And Models: What Endures From The Composition Methods Course [Special Issue], Rebecca Powell, Jonathan Rivera, Heather Serpas Jul 2026

The Good Ghosts Of Process And Models: What Endures From The Composition Methods Course [Special Issue], Rebecca Powell, Jonathan Rivera, Heather Serpas

Teaching/Writing: The Journal of Writing Teacher Education

This article examines how secondary English teachers understand and implement writing pedagogy in their classrooms years after completing a writing methods course. Through reflective interviews and written responses from teachers in their fifth through seventh years of practice, we explore the tensions between pedagogical ideals learned in teacher preparation and the institutional pressures of contemporary schooling. Key themes include the influence of standardized testing on writing instruction, the challenge of maintaining process-oriented approaches amid curriculum standardization, and the ways teachers adapt their methods course learning to their specific school contexts.

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What Are You Writing? The Hopes And Hurdles Of Transitioning From Writing Methods To Teaching Writing, Rebekah Buchanan, Darrin G. Ross Jul 2026

What Are You Writing? The Hopes And Hurdles Of Transitioning From Writing Methods To Teaching Writing, Rebekah Buchanan, Darrin G. Ross

Teaching/Writing: The Journal of Writing Teacher Education

This co-authored piece examines how the writing methods course impacts teaching and thinking about writing through the lenses of a writing methods professor and a former student/current teacher. In writing and thinking together we found that a mutual grounding in liberatory education, using writing as a tool for social action and critical thinking, and teaching writing as a political act we see how the writing methods course and the relationships built through writing create a basis for future decision making and inspiration in the high school classroom.

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Everyone Is A Writer: Building Writer Identities And Writing Communities In Preservice And English Language Arts Classrooms, Amber Warrington, Hanna Burns, Allie Zimmerly Jul 2026

Everyone Is A Writer: Building Writer Identities And Writing Communities In Preservice And English Language Arts Classrooms, Amber Warrington, Hanna Burns, Allie Zimmerly

Teaching/Writing: The Journal of Writing Teacher Education

In this article, a teacher educator and two early-career teachers reflect on a Teaching Writers methods course the teachers took as part of their teacher education program. In the course, the two teachers developed their own writer identities and took part in a writing community. The teachers discuss ways they have brought those experiences into their classrooms and adapted the experiences for their students and contexts.

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“I Want To Teach That Way”: What We Learn In A Writing Methods Class [Special Issue], Brad Jacobson, Ana S. Muñoz, Paola Vianney Trevizo Jul 2026

“I Want To Teach That Way”: What We Learn In A Writing Methods Class [Special Issue], Brad Jacobson, Ana S. Muñoz, Paola Vianney Trevizo

Teaching/Writing: The Journal of Writing Teacher Education

In this dialogic essay, a teacher educator and two early career teachers discuss the influence of a writing methods course on their pedagogy in practice. The conversation focuses on a digital testimonio task that instilled values the early career teachers continue to bring to their teaching, including an expanded conception of what counts as writing and a critical, humanizing approach to literacy education. Moreover, the challenges they experienced as preservice teachers when composing a digital text helped them to see the value of a scaffolded writing process, demonstrating the value of experiential learning. While the digital testimonio project itself was …

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Expertise, Ideals, And The Ecology Of Learning To Teach: A Conversation About The Transition From The Writing Methods Course To Student Teaching [Special Issue], Jessica Rivera-Mueller, Josie Clark Jul 2026

Expertise, Ideals, And The Ecology Of Learning To Teach: A Conversation About The Transition From The Writing Methods Course To Student Teaching [Special Issue], Jessica Rivera-Mueller, Josie Clark

Teaching/Writing: The Journal of Writing Teacher Education

Writing pedagogy educators need approaches for designing the writing methods course in ways that will make a positive impact on practicing teachers’ decision-making. In this article, the co-authors—a writing pedagogy educator and a former student—address this need by providing a reflective conversation about the former student’s transition from the writing methods course to the student teaching experience. Together, the co-authors explore the extent to which a hands-on learning experience built into the writing methods course (designing and hosting an online writing competition for middle and high school students) impacted the former student’s experience of teaching writing as a student teacher. …

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Writing From Our Lives: From Reading Like Writers To Personal Narrative Writing, Julianna Kershen, Sarah Relja, David Mackowski, Grace Rhodes Jul 2026

Writing From Our Lives: From Reading Like Writers To Personal Narrative Writing, Julianna Kershen, Sarah Relja, David Mackowski, Grace Rhodes

Teaching/Writing: The Journal of Writing Teacher Education

This article describes the design and use of writing opportunities for preservice teacher candidates enrolled in English Language Arts education coursework. Based in the practice-based teacher education principle that preparatory coursework include implementation activities, we describe how preservice candidates engaged in the study of writer’s craft through immersion in mentor texts through close reading, annotation, and free response writing. This article highlights the benefits of such opportunities for preservice teacher-writers, as they (re)see themselves as active writers and reflect on their personal writing histories. Three preservice candidates share their writing as a means of celebrating their own beliefs and experiences …

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From Prompts To Invitations: Rethinking The Genre Of The Writing Assignment Sheet, Amber Jensen, Annika Peacock Jul 2026

From Prompts To Invitations: Rethinking The Genre Of The Writing Assignment Sheet, Amber Jensen, Annika Peacock

Teaching/Writing: The Journal of Writing Teacher Education

In this article, a university-based teacher educator and a first-year middle school ELA teacher examine how their experiences in the writing methods course (as teacher and student) unsettled and expanded their thinking about assignment sheets and about themselves as teacher-writers. The course prompted questions about how ELA teachers might craft assignments that modeled rhetorically-relevant writing while also eliciting rhetorically-relevant writing from student-writers. The authors describe the genre inquiry they conducted that led to developing a heuristic for writing prompts as invitations that they have used to guide their own assignment sheet creation. Finally, they reflect briefly on how reframing this …

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From Corrector To Reader: Pre-Service Teachers’ Writing Values And Feedback, Amanda Brewer Jul 2026

From Corrector To Reader: Pre-Service Teachers’ Writing Values And Feedback, Amanda Brewer

Teaching/Writing: The Journal of Writing Teacher Education

This study investigates the written feedback practices of secondary English Pre-Service Teachers (PSTs) to understand how their values regarding "good" writing influence their comments on student work. Through analysis of feedback on 10th-grade writing samples and value-sorting surveys, the study examines their feedback tendencies and the links with their values. Findings indicate a significant shift over the semester from a directive, deficit-based "corrector" stance to a facilitative, asset-based "reader" stance. The data suggests that when PSTs lack specific metalinguistic language, they default to generic advice or mechanical correction. However, when instructed to align their feedback with their core writing values, …

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Building A Foundation: Preservice Teachers' Exploration Of Writing Studies - Special Issue, Ellen Shelton Jul 2026

Building A Foundation: Preservice Teachers' Exploration Of Writing Studies - Special Issue, Ellen Shelton

Teaching/Writing: The Journal of Writing Teacher Education

This article examines the Concept Exploration Essay assignment in a writing studies course that encourages PSTs to explore and question writing theories as they connect to their own experiences and understandings. The focus of the course is to develop an understanding of the self as a writer and as a future writing teacher through practical application of composition theory. Students are invited into the Burkean Parlor and enter the conversation as scholars. The students explore, question, and trouble complex writing theories in a dialogic classroom. PSTs leave the course empowered with the knowledge they can allow their future students the …

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Feasibility Of An Onboarding Program To Facilitate The Transition From Practitioner To Educator, Jennifer R. Washko, Nancy E. Krusen Jul 2026

Feasibility Of An Onboarding Program To Facilitate The Transition From Practitioner To Educator, Jennifer R. Washko, Nancy E. Krusen

Innovations in Health Sciences Education Journal

The study examined the feasibility of a faculty onboarding program to support the transition from practitioner to educator. Researchers applied Orsmond’s feasibility objectives (2015). We applied the theoretical model of Occupational Adaptation to analyze program data using Relative Mastery Scale (RMS) scores and satisfaction surveys (n=11). Evaluation suggested program processes were feasible, with outcomes indicating statistically significant change (p < .05) in participants’ perceived effectiveness, efficiency, and satisfaction. Evaluating feasibility supports the implementation of onboarding programs. We recommend additional study to consider the usefulness of onboarding for health or social service professionals transitioning to faculty roles.

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Childcare Center Administrators’ Leadership Practices To Foster Childcare Worker Retention In Non-Residential Childcare Centers, Rebecca Dececco Jul 2026

Childcare Center Administrators’ Leadership Practices To Foster Childcare Worker Retention In Non-Residential Childcare Centers, Rebecca Dececco

Walden Dissertations and Doctoral Studies

Though staff retention is essential for children's stability and security in childcare settings, there remains a gap in knowledge about the leadership practices in childcare that have implications for retaining staff. The problem addressed in this study was the need for information about the influence of leadership practices on childcare teacher retention in the United States. Grounded in Bandura’s social cognitive theory, the purpose of this basic qualitative study was to explore the leadership practices of childcare center administrators who retain childcare staff. For this basic qualitative design, semistructured interviews were conducted with 12 childcare center administrators who worked directly …

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Examining Curriculum Alignment: Utah Core Mathematics Standards And The Mathematics Vision Project/Open Up Resources, Jennifer Suzanne Young Jul 2026

Examining Curriculum Alignment: Utah Core Mathematics Standards And The Mathematics Vision Project/Open Up Resources, Jennifer Suzanne Young

Theses and Dissertations

This study examined the alignment between the Utah Core Mathematics Standards (UCMS) and the Mathematics Vision Project/Open Up Resources (MVPOUR) curriculum for Secondary Mathematics I, II, and III, as well as the proportion of Utah secondary students potentially exposed to that alignment through district-level curriculum approval. Using a qualitative comparative case study design, UCMS were systematically compared to MVPOUR topic foci to identify horizontal alignment (standards addressed within the intended course), vertical alignment (standards addressed across courses), combined horizontal and vertical alignment, or lack of alignment. Alignment data were recorded using a spreadsheet-based content analysis and independently coded to support …

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Teachers' Perspectives: Literacy Recommendations For Newcomers With Limited Language Proficiency, Rachel Edmunds Jul 2026

Teachers' Perspectives: Literacy Recommendations For Newcomers With Limited Language Proficiency, Rachel Edmunds

Theses and Dissertations

Although multilingual literacy instruction has expanded in recent years, less is known about how teachers can support newcomers with limited language proficiency in Grades 4-6. This gap is significant as many teachers report feeling underprepared to meet the needs of their multilingual learners, especially those with limited language proficiency. The purpose of this qualitative study was to explore the literacy practices and strategies that teachers found effective when working with students who are multilingual newcomers with limited language proficiency (NLLPs) in Spanish and English in Grades 4-6 along with their implementation experiences. Drawing from Vygotsky's sociocultural theory, this qualitative study …

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"Girl I'Ll Figure It Out": First-Generation Women Of Color Navigating Higher Education, Prisilla Cortez Jul 2026

"Girl I'Ll Figure It Out": First-Generation Women Of Color Navigating Higher Education, Prisilla Cortez

Dissertations

This qualitative study focused on understanding the experiences of first-generation women of color at a California public four-year institution and how their intersecting identities shape their academic experiences and overall well-being. Women of Color Feminist (Crenshaw, 1991), and intersectionality frameworks guided this study. Semi-structured interviews were used to collect data, and thematic analysis was used to identify patterns in participants’ experiences. Findings revealed three central themes, collective orientation and familial expectations, faculty interactions and sense of belonging, and institutional resources and access. Participants described navigating higher education while balancing family responsibilities, financial pressures, and academic demands. Although they demonstrated resilience …

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Supports And Challenges For Esns In Higher Education: A State University Qualitative Study, Dilkash Ahmed Jul 2026

Supports And Challenges For Esns In Higher Education: A State University Qualitative Study, Dilkash Ahmed

Dissertations

Although extensive support needs students (ESNS) benefit from access to inclusive higher education opportunities, research shows that navigating college settings has been challenging for these students. This study examined the supports available to ESNS enrolled in college classes and the challenges they encounter within a university setting. Using a State University as the research site, this qualitative study collected data through semi-structured interviews, observations, and reflection responses to capture the experiences of ESNS, faculty, and peer mentors in higher education. The study examined ESNS experiences in classes through the perspectives of faculty on teaching ESNS, peer mentors’ (who support students …

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Selected California State University Cybersecurity Readiness Policies And Related Guidance For Staff: A Qualitative Document Analysis, Andrew Hung-Nguyen Jul 2026

Selected California State University Cybersecurity Readiness Policies And Related Guidance For Staff: A Qualitative Document Analysis, Andrew Hung-Nguyen

Dissertations

This study examines the cybersecurity and data privacy policy guiding the staff in the following four California State University campuses: Long Beach, San Bernardino, Chico, and Northridge. The purpose is to evaluate how institutional policies communicate expectations for staff and support cybersecurity readiness. Using a qualitative document analysis approach, the study analyzes publicly available policy documents as primary data sources. The analysis is guided by three frameworks, as follows: Weidman’s framework (2018), which assesses the presence of key policy elements; Karakoç’s framework (2022), which evaluates the depth of policy content; and the Flesch Reading Ease and Flesch-Kincaid Grade Level formulas …

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Rewriting The Plan: Environmental Justice, Community Resistance, And Governance Power In Hollister, California, Rolan Resendiz Jul 2026

Rewriting The Plan: Environmental Justice, Community Resistance, And Governance Power In Hollister, California, Rolan Resendiz

Dissertations

This dissertation examines how community-led resistance in Hollister, California, challenged environmental injustice and infrastructure governance through grassroots civic action. Focusing on the Hollister Guardians, a coalition of primarily Latinx residents who organized in response to concerns about the city’s sewer system, this qualitative case study introduces the Critical Just Sustainability Policy Praxis (CJSPP) framework, developed by integrating Critical Policy Analysis and the Just Sustainability Paradigm with a praxis-oriented focus on community action. Using critical document analysis of city council meeting minutes, local media coverage, and community-authored texts mainly from 2023 to 2025, the study explores how policy discourse, institutional decision-making, …

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