2026-03-31
Nirwana Nirwana et al.
English as a lingua franca in higher education enables international students to participate in the global academic community. However, for Iraqi students in Indonesia, the use of English is not just a means of communication, but also part of identity negotiation, social adaptation, and cultural integration. This study explores how Iraqi students experience acceptance, resistance, and adaptation in using English in academic and social environments in Indonesia. The three-dimensional narrative inquiry framework (Clandinin & Connelly, 2000) is used as the primary analytical lens to explore how participants' experiences unfold over time, across relational contexts, and within specific physical and institutional settings. The researcher collected data through in-depth interviews to explore Iraqi students' challenges and communication strategies in interacting with lecturers, peers, and the local community. The results show that Iraqi students accept English as an essential academic tool, but they also face resistance in the form of social pressure to understand and use Indonesian and challenges in establishing interactions with local students. Some students showed adaptation through communication strategies such as language simplification, using a combination of English and Indonesian, and adjusting their speaking style. This study addresses the gap in understanding about the experiences of foreign students from Arabic-speaking nations in Indonesian classrooms. The study's results emphasise the value of more inclusive educational strategies in fostering the linguistic integration of international students and raising intercultural awareness in higher education settings.
2026-03-28
Jennifer Lapum et al.
For those who are new to qualitative research, it can be easy to become caught up in the procedural steps and lose sight of the interpretive nature of qualitative analysis. As educators, we need to be mindful about how to teach procedural steps but also engage learners in the interpretive process of qualitative analysis. In fact, we would suggest that a rigorous approach to qualitative analysis involves applying methods in ways that create space for interpretive thinking. Theoretical insights and rich understandings of the data are derived from interpretive and creative analytical thinking often grounded in aesthetics in which we feel and see something and to a certain extent be able to experience it. In this article, we reflect upon and discuss arts-based pedagogy as an approach to teaching and learning qualitative analysis at the graduate level. The focus of this article is to present an aesthetic teaching-learning pedagogy that works at fully engaging the learners’ senses while promoting interpretive approaches to analysis. We specifically discuss pedagogical approaches, such as dance/music, poetry, and painting, used by the instructor and a student in the context of a doctoral-level course. These sorts of art-based pedagogical approaches promote aesthetic engagement while disrupting hegemonic discourse and challenging the habitual nature of positivism and post-positivism engrained in one’s thinking. These arts-based pedagogical approaches benefit graduate students by creating spaces that cultivate interpretive thinking while bringing the fullness of one’s being (the researcher) and their senses into the analytic processes.
2026-03-28
Nuria Jaumot-Pascual et al.
This article examines the intersectional experiences of queer scholars of color in STEM and STEM education. Using arts-informed research methods, we conducted and analyzed five interviews and a focus group transcript that focused on the support and hurdles that five participants encountered and the strategies they utilized to navigate their work in STEM and STEM education. We identified that, against the backdrop of prevailing heteronormativity and normative whiteness in STEM, participants compartmentalized their STEM and social identities, felt compelled to negotiate the risks of coming out, and assumed the double burden and invisible work of students who were queer and/or of color. Their main strategies included engaging in service and activism, developing counterspaces, and resisting stereotypes and cultural expectations. We also include a set of recommendations to start building culturally sustaining environments where scholars do not need to compartmentalize their identities and can bring their full selves into STEM workspaces.
2026-02-17
Rikki Mangrum
Qualitative Methods for Health Research (5 th ed.; Green et al., 2025) is an introductory textbook that provides an overview of qualitative methodology as it is used in health-related fields, including public health, healthcare delivery, and medical science. It provides instruction on theoretical principles, core methods and their implementation, and related topics such as developing research proposals and publishing study results. This new addition includes updated content and new content pertinent to recent developments that have affected health research practices, such as the COVID-19 pandemic and broader awareness of the impact of colonialism and racial discrimination.
2026-02-16
Marlon Vanegas Rojas et al.
This instrumental case study described the psycholinguistic factors related to technology appropriation and language learning among English as a foreign language university students in Medellín, Colombia. Conducted at a private university’s language department, the 64-hour English course combined traditional and digital teaching methods with 22 participants from diverse undergraduate programs. Employing maximum variation sampling, the study captured perspectives across age, gender, technology appropriation, academic performance, and cultural background. Data collection included interviews, a technology appropriation self-perception survey, language proficiency tests, and classroom observations. Using the analytical framework of Miles et al. (2014) the analysis revealed that students relied on digital tools such as smartphones, laptops, and tablets to support their academic work. In terms of social interaction, WhatsApp and Instagram emerged as the most used social media for communication with classmates, facilitating both academic coordination and informal exchanges. Differences in technology appropriation reflected students´ diverse backgrounds in terms of prior digital literacy, access to devices and familiarity with educational technologies. Findings emphasize the importance of adapting technology use to diverse learning needs, offering relevant insights to the Colombian context, with potential implications for similar settings within the Latin American technology-enhanced language education landscape.
2026-02-16
Thomas Byrne
This paper critically examines Clark Moustakas’s presentation of Husserl in Phenomenological Research Methods. I argue that Moustakas’s account misrepresents two core elements of Husserl’s phenomenology – intentionality and the transcendental reduction – in ways that directly compromise the foundations of qualitative phenomenological research. First, Moustakas treats intentional meaning as something private, located within the individual, rather than as given in the world. This misreading severs the connection between experience and a shared world of meaning, leaving qualitative researchers unable to clarify participants’ accounts beyond private expression. Second, Moustakas reduces the transcendental reduction to introspective reflection, overlooking its function as a method for revealing how experience becomes meaningful at all. This strips qualitative inquiry of the very tool it needs to examine the conditions of experience. Together, these misinterpretations remove both the philosophical grounding and the methodological framework that make qualitative phenomenological inquiry possible.
2026-02-16
Kálmán Sántha
This paper explores how computer-assisted qualitative data analysis appears in the beliefs and practical work of beginner researchers. The paper outlines the advantages of computer-assisted qualitative data analysis for beginner researchers, identifies the problems that may arise during this process, and discusses the topics where software capable of analysing multi-coded data can be utilised. The investigation was conducted through structured interviews. The text corpora were processed using a combined method that incorporated theory-driven deductive and data-driven inductive processes. The following were discussed: advantages and problems with computer-assisted qualitative data analysis, and topics where software for analyzing qualitative data can be used. Constructing the main codes was followed by an inductive exploration of text segments, during which subcodes corresponding to specific meanings were assigned to the main codes. Results confirmed that the software used contributed to the systematisation of qualitative analyses, made analysis quicker, and helped with data visualisation. Problems were the time factor, technical vocabulary, program use, and user awareness. If the software is used effectively, researchers can benefit from exploring the relationship between the method used and the software's functions, as well as reflecting on the entire research process.
2026-02-16
E. Oos M. Anwas et al.
This study seeks to address the persistent challenge of low literacy rates among Papuan primary school children by answering the research question: What factors hinder literacy development, and how can a holistic learning model improve literacy outcomes in this context? Conducted in Keerom and South Manokwari Regencies, the research adopts a qualitative approach to design an inclusive and effective learning model. The study involved a multi-stakeholder approach, engaging primary school students, educators (teachers and principals), parents, community leaders (village heads, religious leaders, and traditional leaders), government officials (education office and local government), legislative representatives (DPRD members), and academic experts from universities. Data were collected through focus group discussions (FGDs), in-depth interviews, and participant observation. The findings led to the development of a comprehensive learning model characterized by: (a) the integration of local food-based breakfasts within the school environment; (b) a curriculum focused on enhancing basic literacy skills using contextually relevant and functional learning materials; (c) the adoption of flexible and context-adaptive instructional methods and media; (d) assessments aimed at measuring literacy skill development; and (e) fostering collaborative partnerships among educators, families, and the local community. The phased and sustainable implementation strategy emphasizes stakeholder engagement to ensure long-term success.