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Schools increasingly acknowledge their role in aiding refugee youth integration and inclusivity. Yet, schools often lack readiness in addressing diverse challenges faced by displacement. Navigating new languages and educational systems presents formidable barriers to educational advancement for many young refugees. Many refugee students arrive with limited, interrupted, or disrupted formal education; literacy challenges compounded by trauma from displacement. Despite recognizing the need for inclusive learning environments, schools struggle to implement effective interventions for students with such diverse backgrounds and education. This paper explores the challenges faced by one school and its students, emphasizing the need for flexibility, support, and understanding from both the school and the broader community to overcome obstacles and reclaim student’s ambitions and childhood dreams. Intensive Language Centers (ILC) and classroom support are pivotal in developing English skills, yet some efforts lack efficacy. Success hinges on a holistic approach, encompassing trauma, familial dynamics, socialization, and cultural integration. Such measures are imperative for refugee students to thrive in Australian schools and pursue higher education. The research highlights the importance of a holistic approach, addressing academic, language, cultural, trauma, and resettlement challenges. Recognizing and accommodating these layers essential for fostering an environment where refugee students can successfully adapt and thrive in higher education.

The role of academic libraries in dissemination of information and facilitating research of academic community is well-established world over. However, a significant role of libraries in ensuring fair use of information to promote an ethical research culture at the higher education institutes is also flourishing. This study aims to explore the perceived causes of unethical use of literature by university scholars and deterrents to plagiarism in universities of Pakistan.

The design of the study was qualitative, and interviews were conducted on nine university library heads in Pakistan who were officially administrating anti-plagiarism (Turnitin) software service at their universities and were providing “similarity index certification” of PhD and MPhil research work through the software. They were purposively selected for the interviews because of their direct interaction with the researchers and faculty on matters of information searching as well as its ethical use. The study is based on PhD thesis work of the first author.

The findings of the study depicted that conceptual unawareness of plagiarism, lack of information skills, socio-cultural factors and weak policies were the prime reasons for unethical research practices among graduate scholars. Participants were positive that a role of university library in combating plagiarism through provision of anti-plagiarism software and guidance could prove more beneficial for both the researchers and libraries.

Multiple studies have been conducted, in and out of south Asian region, to gather the views of the students and faculty on the matters of academic misconduct. However, no study was found presenting the views of the other stakeholders in promotion of academic integrity. To the best of the authors’ knowledge, this study is first of its kind in South Asian context and provided observation-based views of a group of university library heads who are also administrating anti-plagiarism service in their universities on the causes and deterrents to plagiarism.

This paper aims to examine the effect of push and pull factors motivating international students to study abroad as two pre-departure factors to their mobility decision; and the effect of two post-departure factors – cultural distance and academic/university environment – on international students’ adjustment.

Data were collected from 339 international students studying in Egypt. Structural equation modeling (SEM) was used to assess the effect of the independent variables on two facets of adjustment, the cultural adjustment and the academic adjustment.

The descriptive studies showed differences in level of adjustments, where the academic adjustment was higher than the cultural adjustment. Moreover, the SEM results have confirmed the significant role of all studied variables on general cultural adjustment; and all variables except for the push factors, on interaction cultural adjustment; and the effect of only push and academic environment on academic adjustment.

This paper is an attempt to extend the work on international students’ mobility via identifying the main pre-departure and the post-departure factors affecting their decision to study in Egypt and the interplay of those factors in shaping their level of adjustment. This study is among a relatively limited attempts in the field that would link push and pull motivational factors to level of adjustment and via detecting the effects on two different adjustments dimensions: the cultural and the academic dimensions; and within an under researched context as Egypt.

This chapter discusses how immigrants adopt translanguaging practices (i.e., the flexible use of linguistic resources by bilinguals or multilinguals to make sense of their worlds inside and outside classrooms) to scaffold learning, clarify concepts, facilitate communication, and promote academic understanding. Even inside the campus, outside the classroom discourse, translanguaging can be used to navigate bureaucratic systems, such as filling out forms, engaging in social gatherings, or accessing library services, that require proficiency in the language of the host country. Whereas the academic context is not always a positive space for translanguaging practices, everyday communications usually create a positive space for translanguaging. This chapter discusses translanguaging practices in academic and nonacademic contexts. We also provide an overview of the negative pedagogical attitudes toward translanguaging in higher education institutions, where challenges commonly faced by mobile and immobile non-native English scholars pertain to strict strategies. Reflections on the restrictive publishing policies that constitute a negative translanguaging space, acceptable and nonacceptable translanguaging practices in academic publications and the role of translanguaging facilitators, such as artificial intelligence (AI) applications, are also deliberated based on the field experience of a professional copy editor.

This study attempts to evaluate the effect of the corpus-based inductive teaching approach with multiple academic corpora (PICA, CAEC and Oxford Corpus of Academic English) and conventional deductive teaching approach (i.e., multiple-choice items, filling the gap, matching and underlining) on learning academic collocations by Iranian advanced EFL learners (students learning English as a foreign language).

This is a quasi-experimental, quantitative and qualitative study.

The result showed the experimental group outperformed significantly compared with the control group. The experimental group also shared their perception of the advantages and disadvantages of the corpus-assisted language teaching approach.

Despite growing progress in language pedagogy, methodologies and language curriculum design, there are still many teachers who experience poor performance in their students' vocabulary, whether in comprehension or production. In Iran, for example, even though mandatory English education begins at the age of 13, which is junior and senior high school, students still have serious problems in language production and comprehension when they reach university levels.

The purpose of this study is to analyze the relationship between academic writing and generative artificial intelligence (AI).

This paper is characterized as exploratory and descriptive, with a qualitative approach. Two approaches were used: the first, a narrative review of the literature with a systematic search from which a data collection stage was carried out using asynchronous interviews by means of an online questionnaire.

The results indicate that generative AI should be seen as a complementary tool for creative and critical academic writing. The data collected also highlighted issues related to academic dishonesty and the new type of plagiarism – plagiarism made possible by technologies – as well as issues of authorship and legitimacy of work carried out with AI and the loss of reflective and critical thinking and creativity.

The considerable increase in resources using AI in all dimensions of human life.

The impact that the use of generative AIs can have on the creation of knowledge and the dissemination of scientific research.

The impact that the use of generative AIs can have on the creation of knowledge and on the dissemination of scientific research.

The need for academia to anticipate the use of AI in academic writing and to incorporate its benefits into this process, especially considering researchers in training.

El objetivo de este artículo es analizar la relación entre la escritura académica y la inteligencia artificial generativa.

Este artículo se caracteriza por ser exploratorio y descriptivo, con un enfoque cualitativo. Se utilizaron dos enfoques: el primero, una revisión narrativa de la literatura con una búsqueda sistemática, a partir de la cual se llevó a cabo una etapa de recogida de datos mediante entrevistas asincrónicas a través de un cuestionario online.

Los resultados indican que la IA generativa debe considerarse una herramienta complementaria para la escritura académica creativa y crítica. Los datos recogidos también pusieron de manifiesto cuestiones relacionadas con la deshonestidad académica y el nuevo tipo de plagio, el plagio posibilitado por las tecnologías, así como cuestiones de autoría y legitimidad del trabajo realizado con Inteligencia Artificial, la pérdida de pensamiento reflexivo y crítico y la creatividad.

La necesidad de que el mundo académico se anticipe al uso de la IA en la escritura académica e incorpore sus ventajas a este proceso, considerando principalmente a los investigadores en formación.

El considerable aumento de los recursos que utilizan la IA en todas las dimensiones de la vida humana.

El impacto que puede tener el uso de las IA generativas en la creación de conocimiento y la difusión de la investigación científica.

El impacto que puede tener el uso de las IA generativas en la creación de conocimiento y la difusión de la investigación científica.

O objetivo deste artigo é analisar a relação entre a redação acadêmica e a inteligência artificial generativa.

Este artigo é caracterizado como exploratório e descritivo, com uma abordagem qualitativa. Foram usadas duas abordagens: a primeira, uma revisão narrativa da literatura com uma busca sistemática, a partir da qual foi realizada uma etapa de coleta de dados usando entrevistas assíncronas por meio de um questionário on-line.

Os resultados indicam que a IA generativa deve ser vista como uma ferramenta complementar para a redação acadêmica criativa e crítica. Os dados coletados também destacaram questões relacionadas à desonestidade acadêmica e ao novo tipo de plágio - o plágio possibilitado pelas tecnologias, bem como questões de autoria e legitimidade do trabalho realizado com a Inteligência Artificial, a perda do pensamento reflexivo e crítico e da criatividade.

A necessidade de a academia antecipar o uso da IA na redação acadêmica e incorporar seus benefícios nesse processo, considerando principalmente pesquisadores em formação.

O aumento considerável de recursos usando IA em todas as dimensões da vida humana.

O impacto que o uso de IAs generativas pode ter sobre a criação de conhecimento e a disseminação de pesquisas científicas.

O impacto que o uso de IAs geradoras pode ter na criação de conhecimento e na disseminação de pesquisas científicas.

This study set out to investigate PhD students’ perceptions of the criteria for showcasing English proficiency as part of the requirements for completing PhD programs in Iranian universities. The criteria included The Ministry of Science, Research, and Technology (MSRT) test, an English for Academic Purposes (EAP) program, achieving the minimum score on the English section of the doctoral entrance exam, and gaining approval from supervisors regarding students’ proficiency.

Qualitative data were collected by conducting interviews with 19 PhD students as well as a corpus of 325 students’ commentaries posted on an online forum. The data were then analyzed using the constant comparison method (Creswell, 2013).

Students held mixed feelings in relation to the new completion requirements and in particular, the MSRT test. However, they advocated egalitarian, objective, and need-responsive measures, which were better mirrored in the EAP program.

The findings were discussed with reference to the predictive validity, authenticity, and construct relevance of the MSRT test and the EAP program. Despite the absence of quantitative data on the comparability of high-stakes tests and the EAP program, the study offers implications for testing agencies, academic institutions, and tertiary students.

A multitude of PhD students and candidates are affected by the results of the new policy. Accordingly, gaining a better understanding of students’ perceptions may assist policymakers in reconsidering their policies, if necessary.

This paper aims to show how an Academic Literacies lens can contribute to a deeper understanding of writing for a professional doctorate (PD) by focusing both on the language of supervisors’ written feedback and on student and supervisor perspectives on feedback throughout Year 1 (Y1).

Firstly, written feedback summaries on formative assessments across two Y1 cohorts on a UK PD programme were analysed thematically to identify patterns in feedback practices. Secondly, two longitudinal, detailed student/supervisor case studies were developed, drawing on multiple data sources.

Supervisors’ written feedback enacted an encouraging dialogue around assessed writing, discursively constructing a sense of solidarity on the doctoral journey, focusing on the “long view”. Case study analysis, however, revealed tensions centred around jarring discontinuities in students’ feedback experience as they transitioned from formative to summative assessment at the end of Y1.

The paper demonstrates that an Academic Literacies approach can offer valuable insights into the specific, situated context of writing for a distance learning PD and makes the case for greater attention to writing in contexts of partly taught doctorates.

Findings suggest that PD programmes should work towards providing continuity of feedback experience, through supervisor and examiner training and through assessment arrangements which support students to navigate challenging transitions between formative and summative phases of assessment.

This paper reports on an innovative research design which combined a textual “snapshot” of supervisory feedback, paying close attention to language, with detailed longitudinal case studies exploring perspectives on feedback over time. It contributes to doctoral writing research by throwing light on the relatively underexplored domain of writing in the taught phase of the PD. It contributes to doctoral education studies by highlighting the central role of feedback on writing in shaping the experience of PD researchers.

This study investigates the potential effectiveness of ChatGPT in enhancing the academic writing skills of Saudi EFL undergraduate students. It also examines the challenges associated with its use and suggests effective ways to address them in the education sector.

The study employed a sequential mixed-methods approach, which involved distributing questionnaires to gather data from students, followed by conducting semi-structured interviews with a purposeful selection of eight students and six teachers.

The findings revealed that students were generally satisfied with the effectiveness of ChatGPT in enhancing their academic writing skills. However, they also pinpointed some challenges associated with using ChatGPT, including plagiarism, overreliance, inadequate documentation, threats to academic integrity, and inaccurate information. To alleviate these challenges, effective strategies include deploying detection tools, equipping students and educators with training sessions, and revisiting academic policies and assessment methods. It is recommended that ChatGPT be used responsibly as an assistant tool, in conjunction with students' ideas and teachers' feedback. This approach can significantly enhance students' writing skills and facilitate completing their research projects and assignments.

ChatGPT can be a valuable tool in the educational landscape, but it is essential to use it judiciously. Therefore, teachers' effective integration of ChatGPT into their classrooms can significantly enhance students' writing abilities and streamline their research process.

This study contributes to recent AI-based research and provides practical insights on the responsible integration of ChatGPT into education while addressing potential challenges.

This paper aims to explore the adaptive experiences of first-year international graduate students at a US university. It aims to understand the challenges they encounter, strategies they adopt with social media to navigate these challenges and tensions that emerge in their social media interactions.

This study uses a qualitative multiple-case research design to collect data from 22 semistructured interviews with 11 participants. Additionally, 110 social media artifacts were collected, focusing on international students’ use of social media in everyday and academic contexts.

This paper offers empirical insights into social media’s role in helping international students address practical challenges and fulfill learning needs in academic studies, assistantships, cultural understanding and the constructions of ethnic and peer groups for emotional and social support. Additionally, it identifies tensions such as addiction, distractions, emotional distress and the creation of filter bubbles.

Given the qualitative approach of this paper, the generalizability of study findings is limited. Future studies can focus on different sites to explore context-related issues, students across different years or use a longitudinal research design to further explore international students’ experiences in relation to social media use and its role in their adaptation over time.

This paper proposes implementing social media curricula in universities to educate students on media literacy and digital competence and create peer groups to support international students beyond classrooms.

This paper adds value to informal learning literature focusing on international students.