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Performing Behind the Screen: Student Nurses’ Experiences of Emotional Labour
Background This scholarship project uses Interpretative Phenomenological Analysis (IPA) to explore the experiences of emotional labour among undergraduate student nurses participating in synchronous online tutorials. The project is theoretically informed by Hochschild’s (1983) conceptualisation of emotional labour and is situated within a Communities of Practice (CoP) framework (Lave and Wenger, 1991). The concept of CoP informed the…
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Teachers’ enactment of digital competence in primary classrooms: Professional judgement and contextual constraints in technology use
Digital competence has become an increasingly important expectation for teachers working in technology-rich learning environments. Over the past two decades, several frameworks have been developed to conceptualise the knowledge and capabilities teachers require to integrate digital technologies into teaching. Among these, Falloon’s (2020) Teacher Digital Competence (TDC) framework proposes a holistic model that includes technical, cognitive, social-emotional and pedagogical dimensions. While this…
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“Did they use it, and did it help?” Exploring how students engage with interactive online feedback resources between formative and summative assignment submissions in a first-year nursing degree module.
Rationale: Formative feedback is a key component of nursing education, supporting both academic and practical skill development. However, feedback is consistently reported as an area of dissatisfaction within higher education in the UK, with both students and lecturers feeling dissatisfied with the feedback process. The feedback provided needs to not only identify areas for improvement but then needs to be utilised in a way that can positively impact the student’s learning. Technology can offer options to help bridge…
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Don’t Let AI Replace Critical Thinking: Designing for Critical Thought
Rationale Generative AI tools present a paradox for educators. On one hand, they have the ability to powerfully enhance learning, but on the other hand they threaten to undermine critical thinking (CT) by providing students with quick answers that bypass genuine cognitive engagement. Teachers report a central dilemma: How can AI be used as a scaffold for CT rather…
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Reimagining Career Guidance in Sub-Saharan Africa: Exploring the Potential of Mobile Learning for Contextualised Career Development
Across Sub-Saharan Africa, many secondary schools, especially those with limited resources, provide little or no structured career guidance. As a result, students often complete their schooling with minimal access to reliable information about education pathways, labour market opportunities, or emerging sectors of employment. In the absence of formal guidance systems, young people frequently rely on informal sources such as family members, peers, or chance encounters when making…
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Impact of e-learning accessibility and inclusivity on social science student-teachers’ outcomes at Domasi College of Education
The adoption of e-learning platforms increasingly represents a new approach to delivering instruction, which necessitates ensuring that e-learning materials are accessible and inclusive for all student-teachers. At Domasi College of Education (DCE), social science student-teachers (SSSTs) form a significant group that can benefit from accessible and inclusive e-learning materials. However, limited research exists on how e-learning accessibility and inclusivity impact the SSSTs’ e-learning outcomes. The scholarship project investigates the impact of e-learning accessibility and inclusivity on SSSTs…
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Using Virtual and Augmented Reality to Enhance Primary Students’ Learning
Over the past two decades, research into the use of Virtual (VR) and Augmented Reality (AR) in schools has demonstrated an increase in student engagement, motivation, learning and retention of knowledge (Azuma et al, 2001; Chen et al, 2018; Alenezi, 2023). VR and AR technology has become more accessible in recent years, leading to an interest in using this within education, however, very few studies have looked at the effectiveness of these with primary-aged children (Chua et al,…
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Designing a Cultural Heritage App Using Augmented Reality Education Technology
Research Question: How can augmented reality facilitate the critical digital pedagogical design of a cultural heritage mobile learning educational application (app)? Abstract: Enshrined within the Universal Declaration of Human Rights (UDHR) is recognition of the right to cultural expression and preservation of tradition. Whereby, as stated explicitly in the UDHR, “Everyone has the right freely to participate in the cultural life…
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Living Healthier through m-learning: Empowering Rural Extension through Mobile Learning for Health Literacy
Rationale Rural communities in low- and middle-income countries continue to face persistent health challenges linked to limited access to services, uneven information flows, and structural inequalities that constrain health literacy. Meanwhile, extension, a system through which trained practitioners (extension workers) share knowledge, skills, and innovations with communities, traditionally agrarian, is increasingly engaged in cross-sectoral roles, including community health education. This shift positions extension workers…
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Can Citizen Humanities Transform Collaborative Learning in Online History Education?
The rapid expansion of digital technologies has provided new and exciting opportunities to reshape history education in online learning environments. One such opportunity is the incorporation of Citizen Humanities into history programmes, where collective activities foster collaboration, knowledge production, a deeper understanding of how history is created and the chance for students to create communities of inquiry. At the same students will be able to develop essential ‘twenty-first…