Education Commons^™

Community Engagement And A Preservice Teachers Mathematics Course, Jean M. Mistele

eJournal of Public Affairs

This article focuses on a civic engagement experience, as defined by Ehrlich (2000), between preservice teachers enrolled in a math class and a local community-based partner located in a mid-Atlantic state in rural Appalachia. The mathematics course is one of three required for graduation and it is taught in the Mathematics and Statistics department. The content includes algebra, probability, and statistics for grades K-8. Some of the mathematics lessons include social issues such as water quality and endangered species using real world data, which is the foundation for the two semester project options: 1) research or 2) community engagement. The …

Creating Student-Generated Infographics To Foster Civic Engagement Research In A First-Year Seminar, Carlton A. Usher

eJournal of Public Affairs

Infographics, visual tools like charts or diagrams, simplify complex data into accessible formats. This study explores how student-generated infographics foster civic engagement in a first-year seminar. Survey data from first-year students (N=29) revealed 85% rated the project highly valuable, and 87% reported improved retention of societal issues. While research was the least favored aspect, students praised the project’s creativity and peer-sharing potential, with 40% emphasizing its value for visual learning. Most expressed confidence in sharing their work publicly. These findings support the use of infographics as a pedagogical tool for enhancing civic engagement among first-year students navigating academic transitions. Future …

Infrastructure Versus Ethnicity: An Examination Of Digital Competency Development Among Vietnamese Preservice Teachers, Tieu Thi My Hong, Le Thi Van Anh

Higher Learning Research Communications

Objectives: This study examined digital competency levels and influencing factors among Vietnamese ethnic minority preservice teachers to test whether infrastructure transformation challenges deficit-based assumptions about ethnic minority students’ digital competency.

Methods: Using an explanatory sequential mixed-methods design, we surveyed 1,405 preservice teachers across Vietnam (41.4% ethnic minorities) using a DigCompEdu-adapted instrument across five domains, followed by semi-structured interviews with 24 participants.

Results: Ethnic minority preservice teachers demonstrated competency equivalent to Kinh-majority peers (M = 3.57 vs. 3.59, p = .541, d = .02) across all five domains. Preparation pathway was statistically associated with competency, although the effect was small …

Civic Engagement And Community-Based Learning: Testing A Pedagogical Pathway To Transformative Learning, Joellen Pederson, Phillip Poplin, Alix Dowling Fink

eJournal of Public Affairs

Harry Boyte (2008) contends that civic agency requires an “enabling environment” and a “broader set of capacities and skills required to take confident, skillful, imaginative, collective action in fluid and open environments where there is no script” (p. 10, 11). The Field Immersion Framework (FIF), an adaptable four-stage pedagogical scaffold, engages students in place-based learning and civic engagement by immersing them in contentious civic issues in the communities in which the issues are contested. In several iterations of an FIF-structured course focused on the stewardship of public lands, we implemented a reflection activity that drew on elements of Hoggan’s (2016) …

The Use Of Case-Based Experiential Learning With First-Year Occupational Therapy Students: A Two-Year Pilot Study, Michelle Jackson

Journal of Applied Disciplines

Background: Understanding and applying biomechanical principles to participation in functional activities is vital to occupational therapy (OT) education. Exposure to such principles underlying prosthetic use and occupational engagement related to lower extremity (LE) limb loss provides opportunities to better understand these concepts as well as the role of OT with this population.

Method: An experiential learning framework was used to develop a three-phase, case-study-based pilot project, completed with first-year graduate-level OT students from two cohorts (n = 26, n = 31).  At the conclusion of the project, an anonymous Likert-style survey and a reflection assignment were completed by all students. …

Where Do We Go From Here? A Future Research Agenda For Ai In Education, Ejike Okonkwo

Essays in Education

Artificial intelligence (AI) is rapidly reshaping education, creating new possibilities for teaching, learning, assessment, and professional development. This review synthesizes thirteen articles from the 2026 AI special issue of Essays in Education to identify common themes and tensions, with particular attention to evidence gaps surrounding these developments. As a selected collection of perspectives and educational contexts, the special issue provides insight into emerging areas of AI-related educational practice rather than a comprehensive account of the field. The interconnected issues that emerge include pedagogical integration and human agency, cognitive development and learning, AI literacy, ethics and equity, and institutional alignment. …

Structuring Clinical Readiness Through The Core Model In Csd Graduate Education, Camille Byrd O'Quin, Elaine Reyna, Angela M. Riccelli, Jessica Bonner, Judy Platt, Nicole Bing

Teaching and Learning in Communication Sciences & Disorders

This article introduces the CORE Clinical Orientation Model, a conceptual framework designed to support early clinical readiness in speech-language pathology graduate education. Grounded in the field's shift from traditional site-based apprenticeship models toward more structured, faculty-supported approaches, the model addresses documented variability in early clinical supervision and student preparedness. The CORE Model is organized around four interrelated pillars: Clinical Foundations, Ongoing Reflection, Rigorous Clinical Application, and Engaged & Intentional Mentorship. Although the model was developed alongside a graduate clinical orientation course, the course represents one implementation of the framework. This article describes the theoretical and professional foundations of the CORE …

Permission Granted? Navigating Ai Use In Graduate Speech-Language Pathology Education, Megann Mcgill, Ana Rivera Rodriguez, Alayna Townsend, Kelly Roy, Christine Fiestas

Teaching and Learning in Communication Sciences & Disorders

The rapid expansion of artificial intelligence (AI), particularly generative AI (GenAI), is transforming higher education and raising important questions about its role in graduate professional training. Speech-language pathology (SLP) programs face the dual challenge of preparing students to engage with AI technologies that are increasingly present in clinical and academic environments while also safeguarding academic integrity, ethical practice, and skill development. This tutorial paper describes the development and delivery of a one-hour, synchronous virtual AI training created for graduate students in a hybrid online Master of Science in SLP program at the University of St. Augustine for Health Sciences. The …

Outcomes Of An Interprofessional Education Event On Aac And Co-Teaching, Annelise Yost, John W. Mccarthy

Teaching and Learning in Communication Sciences & Disorders

This study explored the outcomes of an Interprofessional Education (IPE) event between preprofessional speech-language pathologists (SLPs) and special educators aimed at identifying the outcomes of IPE on preprofessional teachers’ and SLPs’ knowledge of co-teaching and classroom-based models to support students who use AAC. Students at a midwestern university completed an IPE session as part of their coursework. A pre-post assessment exploring knowledge of co-teaching and classroom-based services was utilized. A focus group with preprofessional SLPs and special educators was run to identify perceptions and practicality of classroom-based models to support AAC users. Results demonstrated the ability for a short, focused …

Spatial Distribution And Ecological Implications Of Phenolic And Chlorinated Pesticides In The Drainage Systems Of Alexandria, Egypt, Manal G. Mahmoud, Mohamed Amer, Laila A. Mohamed, Tarek O. Said

Blue Economy

Anthropogenic activities contribute substantially to the release of toxic organic contaminants into aquatic environments. In the present study, selected organochlorine pesticides (OCPs) and phenolic compounds were investigated in twelve hotspot drainage systems in Alexandria, Egypt. The abundance of organochlorine pesticides across the investigated sites followed the sequence ∑HCHs > ∑CDs > ∑DDTs. Total HCH concentrations ranged from non-detectable levels to 84.0 ng L⁻¹, with an overall mean of 24.1 ng L⁻¹. Concentrations of cyclodiene pesticides (CDs) varied from below the detection limit to 18.52 ng L⁻¹ and averaged 9.36 ng L⁻¹. Meanwhile, total DDT levels ranged from

Phenolic compounds, including phenol, dichlorophenol, …

A Systematic Review Of Cipp Model Implementation In Educational Program Evaluation: A Comparative Study Of Türkiye And Indonesia, Zahid Zufar At Thaariq, Memet Karakuş, Fatma Altun

Higher Learning Research Communications

Objectives: This study compares CIPP (context, input, process, product) evaluation model implementation in educational programs across Türkiye (Turkey) and Indonesia through a systematic literature review. Despite structural similarities as Muslim-majority countries, no comparative research has examined how national contexts shape CIPP application in both settings.

Methods: Following Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, a Scopus search yielded 25 empirical studies (seven from Türkiye and 18 from Indonesia) analyzed using directed content analysis and comparative methods.

Results: Findings reveal two contrasting national patterns: (1) Türkiye’s “systematic formalism,” characterized by structured processes, standardized methodologies, and European Union policy …

A Comparative Study Of Four Typographic Treatments In Coffee Shop Brand Visual Perception, Ivo Ramadhani, Siti Indah Lestari

Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya

Typeface is an integral component of visual identity that communicates verbal information while contributing to the visual character through which a brand is perceived. This study compares audience responses to four specific typographic treatments in the fictional coffee shop brand Titik Temu, rather than treating Serif, Sans Serif, Script, and Decorative as universally representative categories. A quantitative comparative approach with a repeated measures within subject design was employed. The stimuli used Sabon, Work Sans, Authentic Harmony, and Nusantara Font for the Serif, Sans Serif, Script, and Decorative treatments, respectively. The brand name, coffee shop concept, color palette, and major visual …

Representation Of Beauty: Gendered Discourses In Czech And Indonesian Advertisements, Indah Kurnia Herliani, Nurenzia Yannuar, Yusnita Febrianti, Ahmad Faizuddin

Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya

Beauty advertising is a public multimodal site in which gendered beauty ideals are made visible and linked to consumption. This study examines how beauty is constructed in the linguistic landscape (LL) of public advertisements in two localized urban settings: Olomouc, the Czech Republic, and Malang, Indonesia. We combine LL as the spatial and sociolinguistic framework, multimodal analysis through Cheong's (2004) Generic Structure Potential (GSP), and Feminist Critical Discourse Analysis (FCDA), operationalized through Fairclough's (1992) three-dimensional model. Rather than treating the two sites as representative of their countries or regions, we use them as comparative case studies to examine how similar …

Strengthening Communities With Extension's People Empowering People Program, Stacey F. Stearns, Faye Griffiths-Smith

Journal of Extension

Programs that encourage personal growth, community connections, and civic engagement are even more essential as digital technology and virtual platforms disconnect residents from communities. The University of Connecticut People Empowering People (UConn PEP) program is one option. It strengthens individuals and communities through a 10-week facilitated program, hosted by the community, and taught by UConn-trained facilitators. UConn PEP has expanded to other states, was translated to Spanish, Arabic, and Portuguese, and three other countries expressed interest in offering the PEP curriculum. Programs such as this are an area for continuous expansion as Extension adapts to the changing needs of audiences.

Fmea Reveals Ppe Noncompliance As The Priority Grinding Machine Accident Risk In An Indonesian Vocational School Workshop, Salman Fawwas Albaihaqi, Marsono Marsono, Imam Muhtarom, Mingchang Wu

Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan

Occupational Safety and Health (OSH) in vocational school workshops represents an urgent priority given that students interact directly with high-risk equipment such as grinding machines, yet often demonstrate low compliance with safety protocols. This research aims to identify failure modes on grinding machines in SMKN 1 Jenangan workshop and formulate evidence-based risk control recommendations. A quantitative descriptive approach using Failure Mode and Effects Analysis (FMEA) was employed, involving 10 purposively selected respondents (practical instructors and technicians). The research instrument was validated using Content Validity Index (CVI) by three experts in occupational safety and mechanical engineering. Results identified 15 failure modes …

Afterword: Reimagining Higher Education Internationalization As A Practice Of Racial Justice, Louise Michelle Vital, Jing Yu, Benjamin Denga

Journal of Comparative & International Higher Education

This afterword reflects on the two-part special issue, “Examining Race, Racism, and Racialization in the Internationalization of Higher Education from Global Perspectives,” published in the Summer 2026 edition of the Journal of Comparative and International Higher Education. Bringing together twenty-nine contributions, the issue centers race as foundational to how higher education internationalization is imagined, organized, practiced, and contested across global contexts. The afterword synthesizes key insights across both volumes, showing how internationalization is shaped by colonial histories, geopolitical inequalities, market logics, legal regimes, linguistic hierarchies, and racialized structures of belonging. Contributors challenge celebratory and neutral accounts of global engagement …

Selected Others In A Non-Western Host: Racialized Governance Of Southeast Asian Students In Taiwan’S Technical And Vocational Higher Education Under The New Southbound Policy, Chia-Ming Hsueh

Journal of Comparative & International Higher Education

This article examines how Taiwan’s New Southbound Policy constructs and governs Southeast Asian students within higher education internationalization. Drawing on critical discourse and policy analysis of public policy documents, institutional materials, recruitment discourse, and related media sources from 2016 to 2024, the study argues that Southeast Asian students are positioned as “selected others”: welcomed as regional partners and future talent while also subject to differentiated forms of linguistic, administrative, and labor-oriented governance. Focusing particularly on Taiwan’s technical and vocational higher education sector, the analysis identifies three interrelated dynamics: selective inclusion by nationality and educational track, Mandarin as a technology of …

Advancing Equity Through Mentorship: Supporting Racialized Immigrant And International Students In Canadian Higher Education, Cecilia Bukutu Phd, Viola Manokore Dr, Michael Safo Ofori

Journal of Comparative & International Higher Education

Mentorship initiatives have increasingly supported racialized students in Canada, yet gaps remain in addressing their intersectional needs. This study examines the experiences of Black postsecondary immigrant, refugee, and international students in the Mentorship and Resilience Project (MRP), a racially concordant mentorship initiative. Using a convergent mixed-methods design, data were drawn from interviews, focus groups, and post-workshop surveys. Guided by Anti-Black Racism and Intersectionality frameworks, the study explores how institutional diversity discourses may operate as non-performative practices that obscure structural inequities. Findings show students faced intersecting challenges related to migration status, race, and gender, marked by tensions between invisibility and hypervisibility. …

‘Out Of Sight, Out Of Mind’: Refugee Students And Internationalization Practices In Canadian Higher Education Institutions, Zuhra Abawi, Nidhi Menon

Journal of Comparative & International Higher Education

As of 2024, over 123 million people have been forcibly displaced due to war, persecution, climate catastrophe, and geopolitical instability. Among them, young people constitute a significant portion, many of whom aspire to rebuild their lives through higher education. Canada, a top destination for refugee resettlement, remains deeply inequitable for refugee access to postsecondary education. Although lauded for its commitments to diversity and inclusion, Canadian settler-colonial hierarchies and racialized politics of belonging continue to shape which displaced bodies are seen as deserving of education, opportunity, and protection. These dynamics underscore how forced migration, race, and higher education intersect within the …

Lost In Translation: How Higher Education Studies Conflates Latinx And International Latin American Experiences Through Misplaced Racialization, Eduardo Santander

Journal of Comparative & International Higher Education

This autoethnographic study examines how higher education studies conflates international Latin American and domestic Latinx student experiences through what I term “misplaced racialization”, namely, the imposition of domestic racial categories onto international students that fundamentally misrecognizes their distinct positioning as temporary residents, adult-onset racialization subjects, and transnational knowledge holders. Colonial logics are not merely structural; they breathe through the field’s racial grammars. Drawing on Fricker’s (2007) hermeneutical injustice, I argue that higher education’s epistemological boundedness, its lack of native theory and reliance on borrowed American frameworks, does not merely contain colonial logics but is constituted by them, rendering those logics …

Seeing Through Indigenous Eyes: Language, Humility, And The Possibilities Of International Research, Janine E. Metallic

Journal of Comparative & International Higher Education

This essay critically examines the internationalization of higher education through Indigenous epistemologies, asking: What might international research look like if guided by Indigenous values such as language, humility, and relationality? Drawing on Indigenous research methodologies and autoethnographic reflection, the essay explores how global academic norms, rooted in colonial legacies, often marginalize Indigenous ways of knowing. Theoretical constructs from Wilson (2008), Kovach (2021), and Smith (2021) inform the analysis, emphasizing relational accountability and ethical engagement. The discussion highlights that Indigenous language situates knowledge in place, humility resists prestige-driven scholarship, and relationality redefines research as reciprocal and community-centered. These insights challenge dominant …

Centering Positionality In Pursuit Of Combating Anti-Blackness In Study Abroad Via Intentional Pedagogical Design, Reka C. Barton, Taylor Woodman

Journal of Comparative & International Higher Education

In an attempt to address historical legacies entrenched in global learning, this case study (Yin, 2009) disrupts the white-centered norm of study abroad through intentional design and diversity of student participation. This study explores the question, In what ways did these design elements interrogate and/or disrupt occurrences of anti-Blackness? To answer this question, our case study site utilizes a long-standing graduate student study abroad fieldwork program in Cuba that explicitly discusses elements of race, identity, and nationality, with an emphasis on the unique and complex histories of manifestations of race in Cuba and the United States. This project interrogated how …

Mashin’ Up Stratified Blackness: Unpacking The Communal Responsibility Of Black International/Immigrant Academics To Black American Academics, Candice Peters, Abigail Smith

Journal of Comparative & International Higher Education

Our duoethnographic inquiry, grounded in Intersectionality, addresses the following questions: How do intersectionality and internationalization complicate Black diasporic dynamics within the United States? What communal responsibilities do Black international/immigrant people hold toward Black American people within the U.S. academy? Through critical engagement with three previously published poems, we foreground the communal responsibility that arises at the hands of internationalization and unpack the intertwined realities of anti-Blackness, racialized hierarchies, and diasporic dynamics. Our findings unmask three themes: (1) evolving understandings of race across transnational contexts, (2) Black intraracial stratification, and (3) taking up responsibility. We conclude by urging a (re)commitment to …

The Myth Of Familiarity: Racialization & Intra-Faith Marginalization In Malaysian Islamic Higher Education, Rangga T. Nugraha

Journal of Comparative & International Higher Education

This article examines how intra-faith marginalization operates within South–South international student mobility, challenging the assumption that shared religion and linguistic proximity facilitate belonging. Drawing on an autoethnographic study of an Indonesian Muslim scholarship student in Malaysian Islamic higher education, the analysis introduces the myth of familiarity as a critical conceptual framing, describing how shared religious or cultural identity may produce more granular hierarchies of legitimacy, thereby contradicting the belief that similarity guarantees inclusion. Using neo-racism and symbolic violence, three narrative vignettes illustrate how hierarchies of piety, nationality, and class are enacted and normalized within a shared Islamic context. The findings …

Settler-Colonial Entanglements: Using Par/Des(I) To Understand Black And Racialized International Student Experiences In Canada, Abu Arif

Journal of Comparative & International Higher Education

This scholarly paper discusses the complex positioning of Black and Racialized international students (BRIS) in Canada, both as marginalized bodies and complicit in perpetuating settler colonialism. It delves into the paradoxical role these students play within the framework of Canadian higher education, which is deeply entwined with the country's colonial history and contemporary policy shifts aimed at managing the influx of international students. The Par/Des(i) decolonial research framework offers a pathway for understanding how BRIS are entangled within settler colonial structures, free from the limitations of the western gaze. The framework guides scholars toward recognizing hybridized ways of being and …

Critical Race Theory And Refugeecrit: A Reflective Account On Understanding The Structural Racism And Power Asymmetries Faced By Afghan Refugee Students In Universities In Delhi, Akanksha Dochania Dr

Journal of Comparative & International Higher Education

Using Critical Race Theory and RefugeeCrit, this study examines structural racism and power asymmetries facing Afghan refugee students in Delhi universities. Drawing on eighteen in-depth interviews, analysis reveals four interconnected themes: (1) invisibility/hypervisibility paradoxes—students are academically voiceless yet constantly surveilled; (2) epistemic inequality—their trauma is extracted while intellectual contributions are dismissed; (3) pedagogical microaggressions—deficit assumptions erode confidence; and (4) institutional gatekeeping—documentation barriers perpetuate marginalization. Findings show that access-oriented policies are insufficient, as neutral-sounding rules reinforce systemic hierarchies. Reflexive thematic analysis underscores researcher positionality in meaning-making. The study expands CRT and RefugeeCrit within the Indian context, urging faculty training, curricular inclusion …

Principles For An Antiracist And Decolonial Internationalization Based On "Pedagogy In Process: The Letters To Guinea-Bissau" By Paulo Freire, Bruno Pereira De Souza Andrade, Alexandre José Cadilhe

Journal of Comparative & International Higher Education

This paper critically reflects on possible paths toward an antiracist and decolonial internationalization of higher education, grounded in the ethical, political, and pedagogical principles of Paulo Freire’s Pedagogy in Process: The Letters to Guinea-Bissau. Theoretically and reflectively oriented, it combines an analytical reading of Freire’s work with a narrative synthesis of critical and decolonial studies on internationalization. The analysis is structured around three axes: (i) Decolonizing to internationalize; (ii) Internationalization as a practice of freedom; and (iii) Challenges and pathways for antiracist institutional practices. Given the commonly market-oriented character of internationalization, which perpetuates colonial legacies, Freire’s work provides a powerful …

Rules, Risk, And Racialization: Chinese International Students’ Experiences With Compliance And Care Through Non-Academic Misconduct Policies In U.S. Higher Education, Haishan Yang

Journal of Comparative & International Higher Education

This qualitative study examines how first-year Chinese international students (CIS) understand misconduct policies and procedures, and how those experiences relate to belonging. Drawing on interviews with 14 Chinese international undergraduates at a private research university, the study applies AsianCrit and IntlCrit to analyze how race, foreignness, and noncitizen status shape students’ encounters with institutional policy. Findings show students often learned misconduct policies through a hidden curriculum of compliance without clear institutional teaching. Participants described uncertainty and fear about the adjudication process and racialized experiences of hierarchy, otherness, and visa-related risk. Policies were accepted as necessary but rarely associated with trust …

Implementing Anti-Racism Pedagogies In Internationalized Higher Education: Instructor Perspectives From A Community College, Benjamin Denga, Wanda Chell, Caylee R. Kreller

Journal of Comparative & International Higher Education

This study examines how instructors in internationalized community college programs engage with a co‑developed Anti‑Racism Curriculum & Pedagogy Toolkit designed to support anti‑racist teaching in highly diverse learning environments. The internationalization of higher education often foregrounds mobility, intercultural competence, and institutional prestige while underexamining racialized power relations and obscuring the racialized hierarchies and colonial legacies that shape knowledge production, pedagogy, and the daily experiences of students and instructors. Drawing on a convergent mixed‑methods design, the study integrates survey data (n=42), interviews (n=15), and focus groups to assess the toolkit’s perceived relevance, pedagogical impact, and institutional conditions shaping its uptake. Findings …

Introduction To Special Issue 18(5), Louise Michelle Vital, Jing Yu, Benjamin Denga

Journal of Comparative & International Higher Education

This special issue centers race as an analytical lens in the internationalization of higher education from global perspectives. Contributors investigate how internationalization is structured through legal regimes, institutional practices, and epistemic norms that differentially position students and scholars across contexts. The articles are organized around five interconnected themes that collectively advance a critical, equity-oriented vision of internationalization: (1) Indigenous perspectives and decolonial knowledge systems, (2) legal status and institutional regulation, (3) differentiated identities and belonging in internationalization, (4) refugee student inclusion and invisibility, and (5) pedagogical and epistemic interventions.

Across diverse geographic and methodological approaches, the contributions from scholars, professors, …