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2025-12-18
Danielle Ligocki
When examining the barriers that early career elementary teachers faced when trying to teach for diversity, equity, and inclusion, an overwhelming theme arose: namely, a pervasive feeling of fear. This study illustrates the fear that slowed down or even paralyzed the work that new teachers wanted to do as they grappled with how to be the type of teacher they were trained to be in today’s historical moment.
2025-12-18
Dominic Egure, Katherine Curry
Since 2010, technological advancements have revolutionized teachers’ professional development (PD), increasing its accessibility and flexibility. This shift reflects a growing emphasis on lifelong, personalized learning that addresses educators’ unique contexts and challenges. This qualitative case study explores Nigerian teachers’ perceptions of a PD program designed to support their professional growth. Findings reveal key themes, including enhanced job satisfaction, expanded social networking, strengthened human capital, and opportunities for upward social mobility. The study also identifies barriers to PD participation, offering insights into how educators engage professional learning. These results underscore the transformative potential of PD in empowering teachers and advancing educational equity.
2025-12-18
Thu Thi Kim Le, Thong Minh Trinh
This qualitative study explores multilayered factors contributing to Vietnamese international students’ future-oriented stress and coping strategies through 24 online interviews. Findings reveal four major stressors: academic pressure, career-related challenges, immigration anxieties, and future uncertainty. Students applied proactive and preventive coping strategies to approach challenges and achieve future goals. Future research should investigate the influence of international students’ identities on coping mechanism preferences and integrate cultural frameworks with stress and coping theories to capture the intersection of students’ cultural values with contemporary approaches to stress management. Implications for educators and advisors are discussed to better support international students in Canada.
2025-12-18
Jordyn Hagar, Maia Bailey
Many disciplines want to incorporate social justice into their educational practices. Research demonstrates, however, that challenges can emerge when this work is undertaken without preparation. The Social Justice Infusion Initiative (SJII) is a program designed to provide faculty with tools to incorporate themes of social justice into their courses and departmental practices. This case study explores the theory of change model and participant behavior change from the SJII pilot study. Participants specifically noted the importance of peer involvement, opportunities provided, and tools learned. Results suggest that collective efficacy serves a role in empowering faculty to incorporate social justice into their work.