Purpose This study aims to examine how WhatsApp groups function as informal knowledge management platforms in lecturer–student collaboration within African higher education. Design/methodology/approach A cross-sectional survey was conducted among 454 undergraduate students at the University of Ghana. Data were analysed using descriptive statistics, confirmatory factor analysis, correlation analysis and multiple regression. Findings Students reported extensive use of WhatsApp groups for academic knowledge sharing and collaborative learning. Social presence was the strongest predictor of collaborative learning (β = 0.606, p < 0.001), followed by lecturer interaction, engagement and knowledge-sharing practices. Information overload and unequal participation emerged as the principal challenges. Students also expressed strong support for integrating WhatsApp functionalities with the institutional learning management system to improve the organisation and continuity of academic knowledge exchange. Originality/value The study contributes to information and learning sciences scholarship by conceptualising WhatsApp groups as informal knowledge management infrastructures in African universities. It demonstrates how mobile messaging platforms support collaborative knowledge creation while simultaneously generating challenges associated with information overload and unstructured communication.
Purpose Data visualisation literacy (DVL) is increasingly recognised as a key component of data and information literacy in data-intensive learning environments. Existing assessment instruments such as the Visualisation Literacy Assessment Test (VLAT) and Mini-VLAT provide reliable measures of interpretative performance but offer limited insight into the reasoning processes underlying learners’ interpretations of visual data. This study aims to propose a formative assessment framework designed to capture how students interpret, evaluate and justify inferences from visual representations of data. Design/methodology/approach The study develops a reasoning-centred assessment framework that integrates diagnostic testing, structured critique of visualisations and reproducible redesign tasks, organised as a progressive two-phase protocol (Core I and Core II). The diagnostic phase and Core I were implemented in a mixed-methods pilot study in an undergraduate data analytics course (n = 48), while Core II is proposed as a subsequent assessment phase. Students completed a Spanish-adapted Mini-VLAT in pre- and post-test anonymous cohort cross-sections and participated in guided critical-analysis activities based on materials from the critical thinking assessment for literacy in visualisations (CALVI). Findings Mini-VLAT scores remained largely stable across administrations. However, qualitative evidence revealed increasingly explicit criterion-based reasoning, more critical assessment of inferential validity and better justified redesign proposals, suggesting that the piloted component of the framework captures reasoning processes not visible through conventional outcome-based measures. Research limitations/implications The pilot study was conducted in a single course context with a limited sample, and the anonymous cohort design precluded individual-level trajectory analysis. Core II constitutes a designed extension of the framework and awaits empirical validation. Future research should implement Core II and examine the framework across different disciplines and learning environments. Practical implications The framework provides educators with a structured approach to assessing students’ reasoning with visual data representations. Originality/value The study introduces a preliminary, empirically informed assessment framework that conceptualises DVL as a reasoning-centred form of data and information literacy.
PurposeThis paper focuses on PhD researchers, exploring the potential of the Community of Philosophical Inquiry (CPI), as a dialogical methodology for making connections across and beyond epistemic silos within contemporary higher education. We argue that the CPI offers a counterpoint to the isolating tendencies of market-like academia, and a model for a space of resistance capable of restoring a sense of belonging often fragile within today’s universities. These challenges are particularly acute at the doctoral stage, which occupies a transitional position between student life and academic career, and have been further intensified by the COVID-19 pandemic. Design/methodology/approachThe paper proceeds in three steps. First, we examine the distinctive features of doctoral research and the structural and existential challenges associated with this in-between condition. Second, we propose the CPI as a medium through which such challenges can be navigated collectively. Third, we offer a reflective account of how we embedded the CPI within our PhD meetings, creating a non-instrumental space for interdisciplinary dialogue within the university. FindingsWhat follows is a conceptual paper and a methodological proposal, supported by the facilitators’ reflections. Originality/valueThe originality of our initiative lies in adapting the CPI to an academic context to foster dialogue across epistemic silos, enabling researchers to rediscover the value of their peers’ perspectives and to forge conceptual connections across disciplines. Of particular interest to CPI scholars and facilitators is our account of how we supported PhD researchers in moving from discipline-specific research questions to shared philosophical questions, while integrating their disciplinary expertise into the collective inquiry.
PurposeBelonging is an ontologically unstable concept that has resisted efforts towards definition and operationalisation. Yet, sense of belonging is associated with a range of positive outcomes in higher education. This paper aims to describe a research-creation approach to understanding belonging in the post-pandemic university. Design/methodology/approachThis project adopted a research-creation approach that combined creative and academic research practices to develop a hermeneutic understanding (Verstehen) of belonging across one large university community in the aftermath of the COVID-19 pandemic. FindingsWritten, visual and scholarly representations of the phenomenon of belonging revealed the people, places, shared experiences and recognition that formed the essence of belonging for participants in this project. Originality/valueThis research-creation project offers a reminder that efforts to design future education so that it supports sense of belonging must begin with attending to the ways and conditions in which belonging is currently supported in higher education. In this way, any initiatives or interventions to support belonging will align with the inherently diverse and nebulous nature of belonging as a phenomenon.
PurposeGiven the paucity of studies on inclusivity in academic libraries, this study aims to examine the strategies, challenges and opportunities for inclusive support of graduate teacher-education students in Zimbabwean University Libraries. Design/methodology/approachEntrenched in an interpretivist paradigm, qualitative interviews were carried out with 20 purposively selected university library staff members currently working in Zimbabwean university libraries. FindingsBraun and Clarke’s thematic analysis approach of data was used to identify key themes. Findings established that efforts to promote inclusive services by university libraries came through various training programmes for graduate teacher students. Some of the strategies included repurposing spaces to create postgraduate reserved areas and properly furnishing these spaces with modern learning facilities that enable collaborative and critical learning. However, librarians noted challenges they encounter in delivering these services, including a negative attitude among graduate students who feel stigmatised because of their status, financial challenges, power imbalances, shortage of proper reading resources, erratic internet supply and digital divide among the students. Research limitations/implicationsThe research is significant since it examined aspects of service inclusion in libraries and will thus provide valuable insights to policymakers on enhancing inclusivity, thereby promoting literacy and development to every facet of the university community. Originality/valueThis study is unique in that it focuses on a special library patron group: postgraduate students, specifically those in teacher-education. To the best of the authors’ knowledge, no studies have been conducted in Zimbabwe on library service for this special library stakeholder
PurposeThis study aims to develop and validate an instrument to evaluate the comprehensive usability of artificial intelligence (AI) integrated educational platforms, extending the traditional notion of usability to include not only technical and pedagogical aspects but also accessibility, inclusivity and the use of AI as a support tool in complex thinking development. Design/methodology/approachA Likert-type questionnaire was developed and evaluated through expert judgment using the Delphi method. The panel comprised 11 professionals, all holding doctoral degrees and working in higher education institutions or ministries of education across seven countries (Mexico, Colombia, Spain, the UK, Greece, Jordan and Ukraine). Their roles span research, academic leadership, IT and pedagogical innovation, with expertise in usability, user experience, virtual environments and educational technologies. FindingsThe validation results indicate that the instrument demonstrates adequate levels of clarity, coherence and relevance. The findings suggest that the SmartUsability tool provides a structured approach for assessing the usability of educational platforms by integrating technological and pedagogical dimensions. In addition, the results emphasize the relevance of AI-related functionalities and the importance of inclusive and accessible design to address diverse learning needs. Originality/valueThis paper offers a validated instrument for assessing the usability of AI-enhanced educational platforms, contributing to the analysis of user experience from a technological, pedagogical and inclusivity-oriented perspective. The instrument provides a structured basis for future empirical validation and application in diverse educational contexts.
PurposeTraditional learning methods and norms may not adequately support, and instead can further marginalise, a neurodivergent population of students. The purpose of this paper is to describe the theory and strategies that underpinned the author’s development of a module on autistic representation in literature. These strategies aimed to create a neuroaffirmative learning experience, and ultimately resulted in transforming her understanding of active learning and therefore her own teaching practice. Design/methodology/approachNeurodiversity is an umbrella term that refers to natural neurocognitive variation among people. It exists in contrast with an assumed “normal” cognitive, affective and sensory type to which higher education has traditionally catered. The current prevalence of neuronormativity in higher education results in epistemic injustice, where neurodivergent learners may not be afforded full access to the production of knowledge. This paper takes an approach informed by both self-study and autoethnography to reflect on a radical reconsideration of the author’s teaching practice, precipitated by the discovery of her own neurodivergence. By analysing her changing practice across course materials and reflective writing, the author reconsiders what she had previously understood as active learning. FindingsThis paper argues that learning should be designed in order to more fully empower neurodivergent students to engage actively with the material, potentially improving academic, personal, relational and social outcomes that might result from the learning experience. The key strategies employed could include reconceiving of active learning, redesigning space, making the invisible visible, rethinking participation and co-designing learning. Originality/valueNeurodivergent students are at risk of unbelonging in higher education. While individual teachers may not be able to dismantle the systemic issues that create or compound this risk, it is nonetheless possible for them to explicitly challenge neuronormative practice within the classroom and to shift neurodivergent students from the edges to the centre of design in a way that will benefit all students. This paper makes some recommendations about how to achieve this.
PurposeThis study aims to explore the experiences of first-generation graduate students (FGGS) during the COVID-19 pandemic, specifically the positive and negative impacts of the pandemic on their learning experiences and their implications for the design of online graduate programs that foster a sense of belonging. Design/methodology/approachSemi-structured interviews were conducted with 34 FGGS in doctoral or terminal masters’ programs at a private university in the northeastern United States. As part of a larger study, participants were asked about how COVID-19 had impacted their graduate school experience. Participants’ answers were analyzed using inductive coding methods to identify themes emerging from the data. FindingsThe findings show that FGGS experienced both negative and positive impacts during COVID-19, many of which were directly related to factors contributing to students’ sense of belonging. The negative impacts include loss of social/networking opportunities and the physical community space, experiencing issues adjusting to online learning, dealing with family challenges and struggling with school/work/life balance. There were also positive impacts, including increased access to resources and online learning, improved school/work/life balance and a shared sense of community as everyone experienced the pandemic together. Originality/valueThis study represents a unique contribution to the small but growing body of information science literature focused on the experience of first-generation students (FGS) and one of the very few to focus on FGS at the graduate level. The data gathered offer unique insight into the way multiple factors related to establishing a sense of belonging were impacted by the COVID-19 pandemic and transition to online education for FGGS. One surprising finding was the number of positive impacts that students reported from their educational experiences. Implications for the future design of online education and inclusive online spaces for graduate students are discussed and recommendations are made for future research.
PurposeDespite a growing awareness of instructional practices that support student learning and well-being, higher education classrooms tend to still be dominated by the use of rigid approaches to assessment and course design. This study aims to understand the experiences of students in courses that implement a universal design for learning (UDL) pedagogical approach and an ungrading assessment approach. Design/methodology/approachLeveraging a qualitative methodological approach, authors interviewed 13 graduate students in two library and information science technology courses and 11 undergraduate students in a computer science course in discrete mathematics about their experiences with ungrading within the context of UDL-designed courses. Interviews were inductively and collectively coded. FindingsAnalysis of data revealed three major themes: students reported that an ungrading approach reduced their stress and anxiety within the class context; students reported the ungrading approach encouraged them to focus on learning over perfection; and students reported finding it difficult to detach themselves from the idea that grades are a measure of their worthiness, even though they recognized the social construction of the grading system itself. Research limitations/implicationsAs a qualitative study, the findings cannot be generalized. However, the study highlights student perspectives on ungrading and is further unique in that the context takes place in STEM courses that implement UDL principles. Originality/valueGiven the freedom that higher education instructors and professors typically have to design their courses at both the undergraduate and graduate levels, relatively little is known about how students experience alternative types of pedagogical approaches and assessment methods. This study offers first-person student perspectives on the use of two approaches – UDL and Ungrading – that are gaining momentum in both education scholarship and best practice related to what is known about how people learn.
PurposeStudents' trust in generative artificial intelligence (GenAI) learning applications is critical to determine the adoption and use of these systems. The purpose of this study is to explore students' trust in GenAI and how to design for trust in collaborative learning tasks. The authors' prototyped different interface designs to promote trust in GenAI, with a focus on transparency to make the system's design, logic, intended use and limitations accessible to students. They drew from human-computer interaction research to explore different designs: documentation, evaluation, explainability, use contexts and disclaimers.Design/methodology/approachThey conducted focus groups with 22 graduate students in two GenAI-assisted collaborative learning tasks: ideating design ideas in groups and generating peer feedback. They used thematic analysis to explore themes around students' experience with and trust in GenAI applications in education and feedback on different designs to establish transparency.FindingsFindings revealed the importance of contextual and social transparency. Participants highlighted the need to communicate the purposes of using artificial intelligence, encourage self-driven exploration of the technology and embed instructors' demonstration of GenAI use for specific learning tasks. Participants with less experience with the technology frequently emphasized the role of disclaimers to encourage students to be critical of GenAI output.Originality/valuePrior research on trust and transparency has focused on technical aspects, such as providing documentation and explaining how the technology works. Findings indicate that the design of GenAI learning systems should also account for contexts, instructional dynamics and students' technology competence.
PurposeThe specific purpose of this study is to co-create in partnership learning experiences that are responsive to the needs of local communities by unearthing voices of lived experiences in communities, and uniting them with academic practices of research, teaching and learning. Co-formulating a new transdisciplinary micro-credential with a novel and blended pedagogical approach, using rural digital hubs in the connected hubs network to bring the university to local communities. Micro-credentials are small, accredited courses designed to meet the demands of learners, enterprise and organisations, created by Irish Universities Association partner universities in consultation with enterprise and in this case communities. Design/methodology/approachThis paper was informed and developed from a transdisciplinary, co-creation and participatory approach. It emphasises the collaborative development of knowledge across disciplines, and stepped into societal boundaries with key principles on the inclusion of the voices of rural communities in the west of Ireland. FindingsThis paper charts the development of this novel partnership work, exploring a critical, digital pedagogy of "problem-posing education" in which learner and teacher hierarchical relationships are replaced by individual and collective learning, nurturing pedagogies of connection, both within and outwith the University. Research limitations/implicationsThis conceptual paper starts a conversation on a novel use of technology in a community learning setting using a blended approach that incorporates live in place and live online modes of participation in learning (Beetham et al., 2024). Using sense of community theory (McMillan and Chavis, 1996) to bring increased understanding of equitable interaction and co-creation practices in a designing a community led co-created course. Practical implicationsThe authors explore the meaning of belonging and sustainability and the practical challenges of bringing the university to the community using technology available in rural hubs, the group approach helps to overcome the digital divide and supports knowledge exchange and relationship building. Social implicationsThe approach values the lived experience of people in communities, supporting knowledge exchange that is equitable, together the authors aim to create shared value through respectful interaction. Originality/valueThis exploratory project brings together a diverse group of people with a common purpose, that of sharing knowledge to support communities to thrive sustainably. Using a novel blended pedagogy featuring rural digital hubs and community as a group participation to co-create a course.
Purpose - The shift from print to digital learning resources has redefined how students access, interact with and retain academic content. However, despite the rapid adoption of digital textbooks, concerns persist about shallow engagement, multitasking and weak reading discipline, leaving unanswered questions about whether digitization and emotional design can meaningfully transform students' reading culture. This study aims to investigate the extent to which digitization and emotional design of textbooks influence the reading habits of Library and Information Science (LIS) students in Nigerian universities. Specifically, it assessed the extent of students' use of digitized textbooks, the influence of emotional designs of digital textbooks on students' reading interest and the patterns of reading habits exhibited by LIS students. In addition, three null hypotheses were formulated and tested at a 0.05 level of significance. Design/methodology/approach - A cross-sectional survey design was adopted. Data were collected using a structured four-point Likert-scale questionnaire administered electronically to 362 LIS undergraduate students across ten Nigerian universities. Descriptive statistics were used to analyze patterns of utilization and perceptions, while Pearson Product-Moment Correlation and multiple regression analysis tested the study's hypotheses at a 0.05 significance level. Findings - Findings revealed that LIS students moderately used digitized textbooks and perceived emotional design features such as visual appeal, interactivity and storytelling as moderately enhancing their interest. However, their reading habits were weak, characterized by irregular schedules, superficial engagement and multitasking. Correlation results showed a positive and significant relationship between digitization and reading habits (r = 0.412, p < 0.05) and between emotional design and reading habits (r = 0.365, p < 0.05). Multiple regression analysis indicated that digitization and emotional design jointly explained 22.9% of the variance in reading habits (R-2 = 0.229, p < 0.05). The study concludes that digitization and emotional design are critical enablers of reading engagement but cannot independently sustain deep and consistent reading habits. Originality/value - This research is one of the few empirical studies into how digitization and emotional design of textbooks jointly shape reading habits among LIS students in Nigeria. The study's uniqueness lies in combining technological and affective dimensions of textbook design to explain academic reading behaviors among LIS students in Nigerian universities.
PurposeThis study aims to examine how integrated physical and digital learning spaces, such as learning commons and makerspaces, shape students' information-seeking, sharing, evaluation and collaborative sense-making practices in higher education. Using Tinto's student integration theory, the study explores how these spaces support both academic and social engagement, particularly within resource-constrained university contexts.Design/methodology/approachA qualitative case study was conducted in two Nigerian universities with established learning commons and makerspaces. Data were collected from 25 students through semi-structured interviews, focus group discussions and non-participant observations. Thematic analysis, supported by theory-informed coding and cross-data comparison, was used to identify patterns across students' experiences and behaviours.FindingsThe findings show that when physical design features (e.g. movable tables, writable surfaces, shared screens) interact with digital tools (e.g. collaborative folders, annotation platforms, Wi-Fi access), students move from isolated information searching to collaborative, peer-mediated learning practices. Five themes emerged: collaborative information seeking, peer-to-peer information sharing, sense-making and knowledge co-construction, navigating constraints through inclusive access, and the integration of social and academic engagement. These socio-technical interactions strengthen belonging, engagement and academic persistence.Originality/valueThe study extends Tinto's theory by showing that student integration is not only socially mediated but also environment-mediated through the design of physical and digital learning spaces. It contributes to information and learning science by demonstrating that information practices are collaborative and spatial, rather than individual and device-based. The study also provides context-relevant design principles for configuring inclusive learning spaces in low-resource environments.
PurposeThe purpose of this paper is to examine how community education outreach and campus-based programmes can promote engagement and belonging in higher education for marginalised communities, in this instance, the Irish Traveller community, who are traditionally under-represented in higher education. This paper is informed by both research and practice with collaborative community partners to provide a critical examination of learner experiences of higher education embedded in community and cultural contexts.Design/methodology/approachDrawing on situated learning theoretical perspectives, this paper adopts an evaluative case study methodology. Data from an open-ended survey and graduate statements are presented to reflect learner perspectives and wider programme co-design and implementation considerations, with a focus on practical implications and actionable insights.FindingsCommunity education approaches are essential in promoting genuine belonging and engagement in higher education, particularly for learners from marginalised communities. The provision of learning opportunities both within the campus and on an outreach basis with collaborative partners significantly impacted learners' sense of identity and "belonging" in higher education, challenging previous perceptions of "not being good enough" and "imposters" in the "foreign land" of higher education.Originality/valueThis paper proposes innovative collaborative community education approaches to promote the engagement of learners from traditionally under-represented minority groups in higher education.
PurposeThis study aims to examine how participants in information technology (IT)-focused Reddit communities describe developing competencies outside formal coursework and how community participation supports self-directed learning in informal IT learning.Design/methodology/approachThis study analyzed 464 Reddit threads containing 59,471 comments across ten IT-related subreddits. Data were segmented into 15,658 units and analyzed using a hybrid qualitative pipeline combining manual coding with GPT-5-mini-assisted classification. Guided by a synthesized theoretical framework, this study used a three-phase design and produced 382 evidence segments for reporting.FindingsParticipation in these communities supported motivation, persistence and learning through social support and growth-oriented norms. Learners reported developing technical knowledge, hands-on skills through projects and home labs and attitudes such as resilience, curiosity and self-efficacy alongside an emerging professional identity. Many described nonlinear learning and career trajectories from entry-level roles (e.g. help desk) toward specialized fields such as cybersecurity, networking and cloud. Community interactions scaffolded self-regulated (SRL) strategies including goal setting, project-based practice, reflective journaling, adaptive help-seeking and the use of AI tools for explanation, self-testing and feedback.Research limitations/implicationsThis study contributes a conceptual framework of community-mediated informal IT learning and extends social views of SRL to online community contexts. The analysis is limited to Reddit discourse and participants' reported experiences and does not measure actual competencies or support causal claims.Practical implicationsEducators, workforce development programs and platform designers can use these findings to strengthen project-based learning, peer feedback, reflective practice and community-supported learning environments in rapidly evolving technical fields.Social implicationsOnline communities can function as accessible sociotechnical learning infrastructures through which aspiring and current IT professionals obtain guidance, feedback, mentorship and developmental support beyond formal institutions.Originality/valueThis study offers an empirically grounded conceptual framework showing how community-mediated interaction on Reddit can support informal IT learning, self-regulated learning, competency development and evolving career trajectories.
PurposeThis paper aims to examine how the design and deployment of digital learning infrastructure can foster innovation, assuring a sense of belonging and supporting students’ personal, academic and professional goals. It presents a case study of the University of Limerick’s digital transformation, highlighting how the institution’s new virtual learning environment (VLE) was embedded. Design/methodology/approachThis case study draws on institutional data, surveys, system analytics and stakeholder feedback from students, staff and employers, consistent with established approaches to explanatory institutional case study research (Yin, 2018). Engagement was analysed across behavioural and experiential dimensions, combining learning analytics (log-ins, activity completion, tool adoption) with student-reported perceptions of relevance, manageability and motivation. The analysis is framed by student belonging and engagement theory, digital competence frameworks, and emerging principles for AI literacy and academic integrity. Belonging as a construct is operationalised through accessibility, consistency, and inclusion and evidenced by positive student feedback; sustained and VLE use as measured by surveys, feedback, and analytics. Engagement is operationalised through behaviour and experiences as evidenced by high log-ins and activity completed measured by VLE analytics, quizzes, evaluations. Finally, employability is operationlised through skills development and articulation, as evidenced by improved CV quality and employer feedback as measured though assessments, CV data and ePortfolios VLE analytics, quizzes, evaluations High log-ins; activity completion. FindingsThe transition to a new VLE supported over 18,000 students across more than 200 programmes, consolidating fragmented systems into a student-centred VLE. Initiatives such as the Digital Skills Hub, Assignment Toolkit and Ready-Steady-Co-Op model fostered engagement, digital literacy and workplace readiness. Learning analytics revealed sustained behavioural engagement, evidenced by high-frequency log-ins during teaching and assessment periods and consistent use of embedded tools, indicating integration of the VLE into everyday learning practices rather than episodic or compliance-driven use. Belonging was supported through digitally mediated experiences of accessibility, consistency and curricular integration. Research limitations/implicationsWhile grounded in a single institutional context, the value of this case is in the design principles, governance approaches and patterns of integration that can inform digital transformation efforts in comparable higher education settings, not in the replication of specific tools or structure. Further cross-institutional and longitudinal studies are needed to evaluate transferability and long-term outcomes. Practical implicationsThe study provides strategies for designing inclusive digital infrastructure, embedding employability skills, and highlights the importance of underpinning governance models that balance reliability with innovation. Originality/valueThis paper advances the discussion on digital transformation in higher education by reframing VLE implementation as a learning design and governance challenge rather than a technical upgrade. Through an institutional case, it suggests how belonging, engagement and employability can be operationalised through integrated digital infrastructures and learning practices. The study contributes a transferable framework for student-centred digital transformation, offering practical and theoretical insights for institutions seeking to align digital systems with inclusive pedagogy and future-oriented skills development.
Purpose-This paper aims to develop a theoretical framework that positions teacher well-being and work-life balance (WLB) as foundational to the design of inclusive and equitable higher education environments. While institutional inclusion efforts largely prioritize student diversity and access, the emotional and professional sustainability of educators remains under-theorized. The paper reorients inclusion as a systemic responsibility that must begin with institutional care for those who teach. Design/methodology/approach-Adopting a conceptual and theory-building approach, the study integrates the job demands-resources model with WLB theory, enriched through sociological and critical educational perspectives, including Goffman's dramaturgical analysis, Durkheim's concept of anomie, Fraser's theory of social justice, Bell Hooks' engaged pedagogy and Tinto's student integration. The framework examines how emotional labor, digital intensification and identity-based pressures (including gender and LGBTQ + inclusion) shape educators' capacity to foster inclusive learning environments. Findings-The framework demonstrates that sustainable student inclusion and belonging - particularly for marginalized and diverse learners - depend on emotionally supported, digitally prepared and institutionally valued educators. When teacher well-being is embedded within institutional design, inclusive pedagogy becomes structurally viable rather than individually burdensome. Practical implications-The framework provides educational institutions with a roadmap to design inclusion from the "inside out." Prioritizing faculty well-being through balanced workloads, collegial support, digital readiness initiatives and gender-sensitive policies creates the conditions for sustainable inclusive pedagogy. Institutions applying these insights will see enhanced teacher engagement, stronger student belonging and better alignment with global equity goals.Social implicationsPlacing educator well-being at the center of inclusion reframes higher education's role in social change. The framework reinforces the interdependence of health (SDG 3), education (SDG 4) and gender equality (SDG 5) by showing that inclusive classrooms are not possible without emotionally and structurally supported teachers. Beyond institutional reform, the approach encourages society to view educators not merely as deliverers of curriculum but as human agents of justice, care and resilience. Originality/value-This paper advances an interdisciplinary contribution by reframing teacher well-being as a collective institutional responsibility rather than an individual concern. It extends inclusive design debates in higher education and offers a conceptual model aligned with SDG 3 (good health and well-being), SDG 4 (quality education) and SDG 5 (gender equality), providing actionable insights for academic leaders and policymakers.
PurposeThis study aims to explore how middle-grade girls from predominantly underrepresented and underserved racially and ethnically minoritized (UUREM) backgrounds developed critical data literacy (CDL) through participation in a week-long residential science, technology, engineering and mathematics (STEM) camp. Given the increasing importance of data science education in a data-driven world, this research examines how informal learning environments can support CDL development among youth from historically marginalized groups.Design/methodology/approachThe study draws on qualitative interview data from 11 participants and their group-produced artifacts to investigate how the camp experience supported engagement with data and the development of CDL. Interviews explored participants' experiences with data collection, organization, analysis and interpretation within the context of real-world, community-relevant topics.FindingsThe findings demonstrate that participants engaged with data by collecting, organizing and analyzing information relevant to authentic problems. Meaning-making was facilitated through social interactions with peers and mentors, enabling participants to collaboratively interpret and critique data. Girls demonstrated critical examination of data by questioning sources, identifying limitations and considering potential biases. Through presentations, participants applied and communicated their findings, connecting data analyses to community-relevant concerns. Reflection and iteration emerged as participants reconsidered their approaches and interpretations over time.Originality/valueThis study contributes to research on informal learning, equity in STEM and data literacy by illustrating how informal STEM programs can intentionally foster CDL among UUREM girls. The findings highlight the role of collaborative meaning-making, critical reflection and community relevance in supporting youth to engage with data as a tool for understanding and addressing societal challenges.
Purpose While makerspace users are a central research topic in makerspace studies, less attention has been paid to do-it-yourselfers who could be considered prospective makerspace users but have not yet found their way into a makerspace. This paper aims to explore how academic makerspaces can effectively engage potential private users well beyond their typical user groups. Design/methodology/approach Applying job-to-be-done theory – a theoretical concept that originates from innovation management practice but is increasingly finding its way into academic discourse – the job of creating a workpiece is analyzed to identify innovation opportunities and to derive implications for academic makerspaces. Through an examination of the activities of 13 do-it-yourselfers, this study identifies key challenges within the DIY process, emphasizing the conceptual, research and learning aspects do-it-yourselfers have to master before actually working on a project. Findings Results show that it does not suffice for an academic makerspace to provide machines and offer training. Private individuals need situation- and context-specific knowledge as well as support in the early stages of the do-it-yourself process. Originality/value To the best of the authors’ knowledge, the do-it-yourself process has not yet been investigated in such depth keeping implications for makerspaces in mind from a jobs-to-be done perspective.
PurposeThis paper aims to discuss how artificial intelligence (AI) fosters the competencies demanded by engineering students to work in the Industry 4.0 (I4.0) context. Design/methodology/approachA systematic literature review was conducted using the PRISMA method. The analysis encompassed 127 peer-reviewed articles (2022–2025), which were analysed to identify competencies, and their AI association. FindingsThe findings detail how engineering students’ competencies are developed based on AI use. Fourteen competencies are categorized as technical (i.e. automation, collaborativeness, programming, simulation), methodological (i.e. data analytics and modelling, problem-solving, analytical thinking, decision-making), social (i.e. teamwork) and personal (i.e. adaptability, communication, ethics, innovative behaviour, self-development learning). Practical implicationsThis research can guide new educational methods that facilitate the development of students’ competencies applying AI, and guidelines on revising educational curricula affected by I4.0, which include support learning creation based on active learning to promote students as knowledge producers. Originality/valueThis paper provides a novel detailed synthesis of relevant competencies for engineering students and the AI contribution to competences development. The findings reply to research gaps on how AI supports technical and human-centred competencies for engineering students to act in the I4.0, which is underexplored in the current literature.
