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The purpose of this paper is to explore upper secondary school students’ voices on how information and communication technology (ICT) could structure and support their everyday activities and time at school.

In all, 11 group interviews were conducted with a total of 46 students from three upper secondary schools. NVivo PRO 11 was used for a qualitative content analysis.

The results show that ICT plays a central role in the students’ schooling, not in terms of “state-of-the-art” technology, but rather as “state-of-the-actual”, by for example supporting the writing process and for peer support, digital documentation and storage.

A relatively small number of students in three schools and three specific programmes make generalisations difficult.

Students’ perspectives on the “state-of-the-actual” could influence teachers’ use of ICT in education, their professional development activities and the development of an in-school ICT infrastructure.

The study could lead to a better understanding of students’ expectations and use of ICT at school and in everyday life.

The originality of this paper is the focus on students’ voices about how the basic use and functionality of ICT could structure and support their everyday activities at school.

This paper aims to explore a single-institution case study of partnership working between students, the University and Students’ Union, through four student-led sustainability projects. The paper analyses the role and value of these partnerships and provides advice for other institutions on effective partnership working between these stakeholders.

A single case study of partnership working with multiple embedded units of analysis (four projects) is presented based on reflections of practitioners involved in the projects who have different roles within the University and Students’ Union.

The longevity and effectiveness of student-led projects, and disciplinary-breadth of students engaged, can be enhanced by greater collaboration with, and integration into, University and Students’ Union systems. Partnership working between different stakeholders is key to overcoming challenges and the success of student-led projects, helped by key staff “enablers”. These projects provide myriad learning opportunities for developing change agency skills, even where projects are relatively short-lived and could be seen as failures in terms of longevity.

This analysis is based solely on practitioner reflections, with limited direct quantification or qualitative data on the projects’ impacts on the students themselves.

This paper draws together the experiences and reflections of four practitioners with different roles within the University and Students’ Union across four different projects and provides advice to generate student-led sustainability projects which have longevity and impact for wider student populations and future generations of cohorts.

There is a recent call for and emergence of leadership research that purposefully centers students’ social identities and lived experiences in order to gain more nuanced understandings of college student leadership development and elevate marginalized voices in the leadership narrative. In this qualitative study, the researchers focused on the leadership approaches of Latina college student leaders at Hispanic Serving Institutions and the influences that shape their approaches to leadership. The findings reveal participants’ unique forms of capital as well as sources of on-campus support that shape and influence their leadership beliefs and styles, including a focus on community, a commitment to making a positive impact, and non-hierarchical approaches to leadership.

This study explores to what extent health promotion policy in practice and leadership engagement is reflected in school actors' experiences of health dialogues (HDs) and their ideas about promoting health and learning in schools.

The 93 participants consisted of 44 school nurses, 37 students in grades 4, 7 or the first year of high school and 12 teachers, who shared their experiences with HDs by writing open letters.

The qualitative content analysis resulted in four themes: Putting health on the agenda, Finding a common goal, Walking side by side and Pointing out a healthy direction. The participants' expectations of school health promotion leadership are revealed in suggestions on how the HDs can fulfill both the educational assignment and promote student health.

Based on the findings, we argue that for successful school health promotion leaders need to acknowledge the field of tension where leadership has to take place, anchor health promotion policy and administer “a Sandwich approach” – a top-down and bottom-up leadership simultaneously that facilitates school-based health promotion.

When different school actors (school nurses, teachers and students) are given a voice, a collective picture of HDs can emerge and help develop health promotion practices.

This paper aims to address the long-standing problem of suboptimal student team experiences for instructors and students by incorporating the student voice by co-creating a virtual team collaborative environment to improve team collaboration in the online classroom.

This paper presents a novel design science research approach and relates two elaborated action design science research (eADSR) cycles that design, implement and evaluate the student team experience in online courses requiring teamwork.

The outcome is a holistic view of a virtual team classroom environment specified with technologies and practices that may be employed to optimize the student team experience. The eADSR process yields non-obvious diagnoses and actionable steps for continually incorporating the ever-changing social aspects unique to students in addition to the evolving technological landscape.

This paper is valuable to faculty members interested in applying eADSR processes to incorporate the student voice to address pedagogical and learning challenges in the classroom. Additionally, it provides a DSR-based model that can be implemented in the classroom to improve student team collaboration as well as transparency for the instructor and the students in terms of team member contributions with the goal to alleviate student and faculty frustrations. This topic is particularly relevant in light of COVID-19 as students and faculty alike are thrust into new online classroom environments.

Employing eADSR in the classroom is a novel and unique approach to create a replicable model for virtual team collaboration that can be added to the classroom.

This paper is a case study of student response systems used in large-class teaching. It considers the benefits, including the engagement of students and academic gains such as reduced administration. The constraints and impacts in classroom teaching are noted, drawing upon the experience of two teachers with their learning captured as a means of dissemination of practice to support other teachers who may be considering adopting and later adapting such practices (Gribble and Beckmann, 2023).

An autoethnographical account was undertaken using an action-learning approach as a sense-making exercise. These accounts enabled a depth of insight beyond the anecdotal evidence experienced by an individual teacher alone.

The findings show that while student response systems have constraints, these can be addressed by putting pedagogical concerns in front of any technology deployment, reaping benefits for students and teachers. Once engaged in using the system, students become more willing to enter further discussions. However, the limitations of both systems indicate that there may be a need for multiple systems to be available based on the pedagogical needs of the class.

The exploration of student response systems and outcomes of positive engagement by students in classroom settings provides insight to those wishing to explore such systems for use in large-class teaching settings.

This work extends discussions surrounding interactivity using student response systems. Additionally, practical insights from the users into their experiences with their students in using such systems provide alternatives for engagement in delivering large-class learning at scale.

This grounded theory study aimed to understand the process of leadership identity development experienced by traditional-aged female undergraduate college students. The findings led to a model for leadership identity development consisting of four phases. Students’ leadership identity development progressed from views of leadership as external to self to positional leaders to incorporation of self-as-leader whether in a position or not. The final phase reflected a shift to leading for social change. In the early phases of the model, the female students in this study saw gender as irrelevant to them as leaders even though they recognized societal views of female leaders as weaker or less capable. In later phases they understood how being female mattered, and by Phase 4 they recognized a need to take a stand on societal issues related to gender and race.

With the recent release of the National Standard for Mental Health and Well-Being for Post-Secondary Students, there is increased interest to integrate research and practice for mental health services on post-secondary campuses. Participant-oriented research is a useful framework to bridge this gap. This paper aims to describe the program development and evaluation process and reports challenges and lessons learned to inform future implementation strategies for similar endeavours.

A participant-oriented research approach was used to revise and evaluate an innovative interdisciplinary resilience program, entitled Roots of Resiliency, for post-secondary students.

This case analysis used the development and evaluation of Roots of Resiliency to demonstrate some of the strategies and challenges that exist for participant-oriented research related to mental health in the post-secondary context. Collaborative relationships among the various development team members contributed to an overall positive experience. Some challenges that others who work in post-secondary mental health field may consider include the need for content expertise, the ongoing need for communication among team members and the need for an effective system to give voice to all participants.

Any mental health program has a cultural component and is best co-developed by the particular students (e.g. indigenous students) who are to be served by the program. In this regard, the co-design and shared development and evaluation of the current mental health program is an example that can be emulated in other programs within the post-secondary context.

Our goals were to explore the pedagogies applied by instructors that supported Black, Indigenous and People of Color (BIPOC) student learning in a leadership course and the leadership behaviors BIPOC students identified as being applicable after the course.

Through survey research and qualitative data analysis, three prominent themes emerged.

High-quality, purposeful pedagogy created opportunities for students to learn. Second, a supportive, interactive community engaged students with the instructor, each other and the course material to support participation in learning. As a result, students reported experiencing big shifts, new growth and increased confidence during their leadership courses.

We discuss our findings and offer specific recommendations for leadership educators to better support BIPOC students in their leadership courses and classrooms and for further research with BIPOC students.