Addressing the STEM gender gap has been a long-standing priority in Ireland and internationally. This study presents an evaluation of an industry-partnered WiSTEM2D program in higher education, exploring how mentorship, site visits, networking, and team projects influence female participation, confidence, career knowledge, and STEM role model aspirations. In this paper, we used Bronfenbrenner's (1992) ccological systems theory to explore the impact, if any, on students participating in the Johnson & Johnson WiSTEM2D program (Johnson & Johnson, n.d.). The paper presents data from 41 students through four phases of data collection, collected at both short-and longterm intervals. In the short-term, focus groups (N = 13) and pre-and post-surveys (N = 30) were conducted with participants. In the long-term, telephone interviews were conducted with participants who had previously completed the program. Findings revealed two key challenges for STEM students: low confidence and limited awareness of STEM career opportunities. Participants in the Johnson and Johnson WiSTEM2D program increased in confidence and also increased their knowledge of STEM careers at both short-term and the long-term intervals. Participants also indicated a desire to be a role model and promote STEM. Based on the findings, higher education institutions should consider industry partnerships to support female students in STEM.
This mixed-methods study explored how self-assessment reveals early childhood teachers' strengths and weaknesses across the pedagogical stages of planning, implementation, and evaluation. Quantitative data were collected from 152 purposively selected teachers in Central Lampung, Indonesia (June to December 2024) using a fourpoint Likert-scale questionnaire administered via Google Forms and analysed descriptively (frequencies and means). Qualitative data were generated through semistructured interviews with nine interviewees (two supervisors, three principals, and four teachers) and analysed using Braun and Clarke's thematic analysis, with triangulation across survey results, interviews, and relevant policy documents. Survey findings indicated stronger perceived competence in planning (M = 2.48; 49% "understand") and implementation (M = 2.67; 52%), but weaker competence in evaluation (M = 2.34; 56% "not understood/very unclear"). Interview data endorsed these patterns, underscoring structured lesson planning and adaptive media use as strengths, while limited autonomy, inconsistent pedagogical enactment, and low assessment literacy emerged as persistent barriers. Overall, self-assessment supported reflective diagnosis; however, sustained and targeted mentoring is needed, prioritising assessment and instructional follow-up, technology integration, and holistic play-based practice.
This study investigated the value of poetry-based exercises for tertiary level EFL students' vocabulary learning. To this end, 100 general English students majoring in different disciplines at an institute of higher education participated in the study. They were assigned into experimental and control groups of 50. The experimental group received teaching through poem and the control group through prose exercises. The two groups were given a pre-test and a post-test, with results analysed using Levene's test and one-way ANCOVA. In addition, the experimental (poem) group members were interviewed to examine their attitudes toward the program. There was a significant difference in terms of vocabulary learning between those learners who were treated with poetry-based teaching material and those who were not. Interview findings also indicated a positive attitude toward poetry-based vocabulary learning.
This study explores how novice English teachers in a remote island region of Indonesia navigate the challenges of geographical and professional isolation. Building upon previous investigation into teacher identity growth and professional formation (Taopan et al., 2024, 2025), we focus on the lived experiences of six novice English teachers in the Alor District to understand how they survive and thrive in underserved communities. Using a narrative inquiry, we analyse life stories collected since 2020 through personal journals, in-depth interviews, observations and direct field visits to participants in their respective villages. Findings reveal that despite severe limitations in technological and pedagogical resources, participants leverage the TPACK framework as a vital lifeline to overcome the barriers of remoteness. This process is central to the construction of resilient professional, personal and institutional identities. We propose the TPACK and Teacher Identity integration framework to illustrate the dynamic, ongoing process of becoming an empowered educator in a nation's most challenging environments.
Engaging students in research is essential for preparing them for evidence-informed academic and professional practice. In response to the need for a comprehensive diagnostic tool, our study reports the development and validation of the Student Research Engagement Readiness (SRER) scale, grounded in a multidimensional framework of research readiness encompassing cognitive, affective, and behavioural components. Data were collected from 334 undergraduate and graduate students at Ukrainian universities. The instrument underwent expert validation and piloting, followed by psychometric evaluation through exploratory and confirmatory factor analyses. Exploratory factor analysis yielded a four-factor structure-research self-efficacy, research motivation, barriers to research engagement, and research participation-further supported by confirmatory factor analysis. The scale's internal consistency reliability was strong across all subscales. Students' overall readiness scores were categorised into four levels (low, moderate, good, and excellent), with the majority falling within the moderate to good range. The SRER scale offers higher education institutions a reliable means for diagnosing student readiness for research engagement and tailoring support to foster their academic development and research involvement.
