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This study aims to explore the experiences of newly resettled refugee-background high school students participating in the Teen Response program, a community-based initiative to assist refugee-background adolescents (RBAs) in navigating educational and career opportunities in the midwestern USA.

Using a mixed-methods approach, this study examined twenty-two RBAs through survey and focus groups.

The findings reveal significant growth and transformation in the students' self-efficacy and advocacy skills. This growth underscores the critical role of social support and community engagement in helping RBAs, empowering them to advocate for themselves and others in pursuing educational and career goals.

This study contributes new insights into the community-based support programs for RBAs, focusing on enhancing self-efficacy and advocacy. It offers valuable implications for developing effective support frameworks and recommends future research on these approaches.

The purpose of this study is to understand how faculty members perceive learning needs of the attention-deficit hyperactive disorder (ADHD) student, as they acclimated to and performed within the higher education settings.

A phenomenological design was used to explore the faculty perceptions of ADHD college students. A sample of ten faculty members, employed in two-year, four-year, and graduate-level programs, participated in virtual semi-structured interviews. A six step thematic analysis of the codes was performed revealing three themes.

Results from the study yielded three themes: problem-based learning, time management and accommodations versus privilege. These themes highlight the complexity of the learning process, the limitations with time management, and the need for meaningful, rather than stereotypical, accommodations in these settings.

The number of students diagnosed with ADHD attending postsecondary education continues to rise, necessitating a critical lens on increasing neurodiversity-affirming practices in these settings. Despite noted strengths, students with this diagnosis struggle academically, resulting in academic challenges. To maximize each individual’s learning potential, systems of higher education need to carefully consider how to best design a positive learning environment with universally effective learning accommodations.

While faculty described accommodations and strategies provided to students, they also repeatedly shared concerning challenges and barriers to learning, as demonstrated by their students in various scenarios and situations. Results suggest areas of potential improvement, alongside the complexity of serving the need of the next generation of neurodivergent learners, in a world where equity and inclusion required additional time and thoughtful effort. Of greatest concern, perhaps, was the systems already in place, including offices of accommodations and services, that tended to use a “one-size-fits-all” approach, oversimplifying, rather than serving, student need.

The purpose of this study is to contribute to the existing literature on the importance of mentorship in academia, particularly in higher education. Specifically, this study aims to address the research gap related to academic mentorship from a gendered perspective. The Productive Mentoring Framework and relational–cultural theory theoretically support this study.

In this qualitative descriptive study, purposive sampling was used to recruit 19 participants for semi-structured interviews and a focus group. Two research questions guided this study: (1) How do individuals who identify as women describe the importance of mentorship in academia? (2) How do individuals who identify as women describe mentorship in academia from a gendered perspective? Using Braun and Clarke’s (2006) thematic analysis, a total of six themes emerged, with three themes identified for each of the two research questions from the data: (a) guidance and support, (b) personal and professional development, (c) inclusive and accountable relationships, (d) empathetic and supportive mentorship, (e) interpersonal connectivity and (f) gender empowerment and advocacy.

The research findings suggest that the participants held perceptions of gender disparity within academia. Additionally, empowering interpersonal relationships with other women and supportive environments were crucial in overcoming challenges and developing personally and professionally in higher education institutions. Future research is recommended to explore the perspectives of women supporting women and the perception of gender disparity in academia.

While successfully addressing the research questions, this study has limitations. One limitation was that this study had a relatively small sample size of participants who identified as women, which limited the focus of this research. Another limitation was that interview and focus group participants did not mention working with mentors who fall outside the traditional binary of male and female. Finally, limitations can occur in qualitative research as there is potential bias in the data analysis process. However, member-checking and codebook verification were utilized to minimize this constraint.

There are practical implications from the research for mentoring practices in academia. Since the results indicated benefits to women, institutions could prioritize mentoring programs, especially pairing same-gender mentors and mentees. This helps new employees navigate academia. Mentoring fosters interpersonal connectivity, improving academic culture. By supporting mentoring relationships and professional friendships, leaders positively impact dynamics within institutions. Gender disparities and systemic barriers call for advocacy within higher education. Mentor training programs should address these issues, providing a platform for solutions. Administrators' awareness may support efforts to improve equity.

The study is original in its focus on academic mentorship from a gendered perspective, as described by women in academia, notably higher education.

This study explores how problem-based learning (PBL) programs can address Sustainable Development Goals (SDGs) via the higher education (HE) curriculum, teaching materials and relevant assessments, supporting learning at scale for HE institutions.

Employing SDGs and their indicators as the coding framework, our two-phase study evaluates the curriculum and teaching materials of seven PBL programs at a leading higher education institution (HEI). The first phase involved a content analysis to assess the degree of sustainability integration in 156 relevant courses. The second phase applied a semi-automated mapping protocol to analyze learning and teaching materials in 120 relevant courses.

The school aligns with 17 SDGs (100%), covering 94 indicators (55.62%). On average, each program within the school addresses over ten of these goals and incorporates more than 24 associated indicators. However, the study reveals an imbalance in the incorporation of SDGs, with some goals not yet deeply and comprehensively embedded in the curriculum. While there is a substantial focus on sustainability theories, the practical implications of SDGs in emerging countries, particularly through case studies and assessments, require significant enhancement.

Mapping SDGs allows HEIs to identify strengths and gaps in SDG integration, thereby improving the PBL approach to enhance student work readiness in sustainability-focused careers.

Through the lens of transformative learning theory, this study provides evidence of SDG integration into PBL curricula. It highlights a mapping methodology that enables HEIs to evaluate their sustainability readiness in curriculum, teaching materials and relevant assessments.

This study has two objectives: (1) to identify gaps in the citizen scholar framework by comparing and synthesizing the relevant pedagogical literature and (2) to illustrate how 21st century graduate capabilities can be cultivated through teaching practices using the citizen scholar framework.

We briefly synthesize the relevant citizen scholar pedagogical frameworks and approaches. We use two case studies in two large classroom settings in Ireland and Australia to demonstrate how the citizen scholar attributes can be developed through curriculum design and multiple forms of assessment.

We identify that there is a need for digital literacy to be placed as a fifth attribution cluster in the citizen scholar framework. We also demonstrate that these graduate competencies can be developed at scale by embedding the citizen scholar framework in teaching practices.

We offer a practical implementation mechanism for cultivating 21st century graduate competencies, which will help further embed citizen scholar in pedagogy strategies, thus empowering learning at scale in business education.

The current study makes the first attempt to identify significant attribution gaps in the citizen scholar framework by synthesizing and mapping the relevant approaches. Detailed examples of curriculum design from the two countries also offer new insights into the implementation of a citizen scholar framework.

In this chapter, we examine the negative impact of excessive teacher entitlement on school life. We argue that teacher entitlement goes beyond individual traits, intricately linked to sociocultural processes and power dynamics within and outside educational institutions. The focus is on theoretical foundations to understand pedagogical practices in science education, highlighting two key components contributing to excessive teacher entitlement. First, we discuss the relationship between teachers and scientific knowledge, emphasising that a narrow view of science may create a strong hierarchical dynamic in classrooms, with teachers positioned as knowledgeable authorities and neglecting students' needs. Second, the organisation of interaction between teachers and students is explored, emphasising how teachers perceive and wield authority. We recognise the limitations of common critiques of authority in science education, as they may lead to excessive indulgence or indifference. We propose a teaching framework based on cultural-historical activity theory to address or prevent excessive teacher entitlement in science classrooms. While acknowledging the phenomenon's complexity, the framework is presented as a pedagogical reorientation addressing identified underpinnings. The study concludes by suggesting that the proposed framework, grounded in science education experiences, could serve as a foundation for understanding and addressing excessive teacher entitlement across various academic fields. We suggest that the authoritative teacher style aims to balance extremes, providing an alternative to authoritarianism while avoiding carelessness. Additionally, the scientific-cultural inquiry promotes a pluralist approach to knowledge, challenging the notion of absolute truth in science education.