British Educational Research Journal最新文献

{"title":"The absent presence of disability in British higher education","authors":"G. Koutsouris,&nbsp;L. Stentiford,&nbsp;E. Dimitrellou,&nbsp;Z. Yu,&nbsp; Pujaningsih,&nbsp;N. Azizah","doi":"10.1002/berj.70011","DOIUrl":"10.1002/berj.70011","url":null,"abstract":"<p>Rates of disability disclosure are steadily increasing in British higher education (HE), with 18% of the student population having a known disability in 2023/24. It might be assumed that progress is being made with increased representation, rights and support for disabled students. However, drawing on interviews with staff who lead disability support services across a range of British HE institutions (HEIs), we find that disability remains an ‘absent presence’—with enduring concerns around the dominance of medicalised framings of disability; differential disclosure rates across student groupings; a lack of attention by senior leaders; tensions between socio-political, legal, practical and economic imperatives underpinning a drive for often superficial understandings of inclusive practice; and the exclusion of disability materially and discursively on campuses. We particularly explore an emergent paradox between the increasing rate of disability disclosure and the relative absence of disability in institutional cultures, translating Sara Ahmed's work on diversity in HE and the concept of the ‘non-performative’ to disability research. Our analysis suggests that HEIs often mobilise diversity (i.e., equality, diversity and inclusion—EDI) discourses which ‘contain’ challenges associated with disability and, in this way, avoid meaningful engagement with social justice.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 1","pages":"340-359"},"PeriodicalIF":2.1,"publicationDate":"2026-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://bera-journals.onlinelibrary.wiley.com/doi/epdf/10.1002/berj.70011","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147653185","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"STEM for quality education: Thematic and bibliometric trends (1993–2024)","authors":"Fatih Şeker","doi":"10.1002/berj.70009","DOIUrl":"10.1002/berj.70009","url":null,"abstract":"<p>This study examines the contributions of STEM education to quality education (Sustainable Development Goal 4, SDG4) at thematic and structural levels based on a bibliometric analysis of 659 publications indexed in the Web of Science database between 1993 and 2024. Performance analysis, co-citation networks, country collaborations and keyword clusters are visualised through Biblioshiny and VOSviewer software. The findings revealed a marked increase in interest since 2016, with the United States as a leading contributor. Key themes include early childhood education, STEAM integration and digital learning, highlighting a clear shift from discipline-specific approaches to more holistic, interdisciplinary models. This research offers actionable insights for researchers, educators and policymakers aiming to design inclusive, high-impact STEM education aligned with global development goals, particularly in the context of SDG4. It emphasises the urgent need to integrate interdisciplinary STEM/STEAM approaches into early childhood education to foster critical twenty-first-century competencies such as problem-solving, creativity and digital literacy. By focusing on equity and access, the study advocates for inclusive policies that bridge existing gaps and promote global collaboration, ensuring that STEM education is both accessible and effective across diverse regions and communities.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 1","pages":"379-402"},"PeriodicalIF":2.1,"publicationDate":"2026-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147665915","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Co-creating human-centred climate solutions through challenge-based learning: Insights from Kenya–UK learning and design lab","authors":"Judy N. Muthuri,&nbsp;Gulsah Kutuk,&nbsp;Renson Muchiri Mwangi,&nbsp;Betsy Muriithi,&nbsp;Grace Kamere,&nbsp;Karina Faßbender","doi":"10.1002/berj.70074","DOIUrl":"10.1002/berj.70074","url":null,"abstract":"<p>The global climate crisis calls for innovative educational approaches that empower individuals to critically engage with its complexities and inequalities. Climate change education (CCE) is a key strategy to foster the knowledge, agency, and action needed for such engagement, particularly within higher education. Yet, traditional content-driven approaches often fail to address the dynamic and context-specific nature of climate change impacts. This article explores the potential of human-centred challenge-based learning (HCCBL) to promote equitable and inclusive CCE through transdisciplinary co-creation and Global North–South dialogue. We draw on findings from the UK-Kenya University Partnerships: Learning and Design Lab, a British Council project that involved undergraduate and postgraduate students from universities in Kenya and England in the United Kingdom. Sixty (60) university students collaborated in intercultural teams across three labs to co-create solutions for real-world climate resilience challenges identified by three (3) industry partners in Kenya. The findings highlight HCCBL's value in bridging theoretical knowledge and real-world application as well as enhancing students' problem-solving and intercultural competencies. However, challenges such as cultural dynamics, time constraints, and asymmetric travel opportunities underscore the need for adaptive and equitable facilitation. This study positions HCCBL as a transformative pedagogy in CCE that supports co-creation, knowledge exchange, and sustainability leadership among university students in high-vulnerability contexts. It also discusses implications for educators, policymakers, and industry stakeholders who are committed to inclusive, justice-oriented climate action through education.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 1","pages":"127-155"},"PeriodicalIF":2.1,"publicationDate":"2026-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147665982","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Towards a material-dialogic theory of climate teacher education: A global North–South dialogue","authors":"Lindsay Hetherington,&nbsp;Betzabé Torres Olave","doi":"10.1002/berj.70063","DOIUrl":"10.1002/berj.70063","url":null,"abstract":"<p>This paper develops a novel theoretical stance for reimagining initial teacher education (ITE) through genuine North–South dialogue that challenges dominant Global North paradigms in teacher education. Drawing on collaborative inquiry between researchers from England and Chile, we synthesise material-dialogic space theory (derived from Global North traditions) with critical pedagogy (from Global South philosophies) to propose that transformative agency emerges relationally through encounters with otherness across multiple spatial and temporal scales. Our approach moves beyond typical North–South knowledge transfer models to demonstrate how theoretical co-construction across different epistemological traditions can generate new insights for addressing climate challenges in teacher education. Using post-qualitative inquiry, we engaged in collaborative dialogue over 9 months, working with two illustrative vignettes from Chilean lithium extraction and English ocean education contexts. This process exemplified the material-dialogic approach we propose, generating new theoretical insights through genuine North–South dialogue. Our theoretical synthesis in dialogue with ‘real world’ vignettes reveals four core insights: how relationality challenges neoliberal compartmentalisation, how material-dialogic spaces operate across multiple scales, how teacher education must prepare educators for emergent global challenges and the role of North–South dialogues in teacher education. We argue that conceptualising initial teacher education as material-dialogic space oriented to critical imagination enables movement from fixed disciplinary identities toward relational professional identities, preparing teachers to work with climate challenges that exceed traditional disciplinary boundaries. This theoretical contribution offers conceptual foundations for transdisciplinary curriculum design, and global partnerships in teacher education that challenge dominant knowledge hierarchies while fostering transformative agency for climate justice.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 1","pages":"156-179"},"PeriodicalIF":2.1,"publicationDate":"2026-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://bera-journals.onlinelibrary.wiley.com/doi/epdf/10.1002/berj.70063","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147643197","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Afro-Amerindian cosmopolitics in environmental education: A decolonial analysis of academic discourses involving the epistemological disputes around the term sustainability","authors":"Danilo Seithi Kato,&nbsp;Luiz Marcelo de Carvalho","doi":"10.1002/berj.70104","DOIUrl":"10.1002/berj.70104","url":null,"abstract":"<p>Considering the growing calls for decolonial approaches within the scope of Climate Change and Sustainability Education (CCSE), in this research we seek to understand the meanings which have been put into circulation through research narratives on Environmental Education (EE) concluded in Latin America, regarding Afro-Amerindian knowledges; and, from such narratives, identify their potential relations with the concept-term “sustainability”. Recognizing the historic marginalization in the realm of Academia of traditional epistemologies, such as Indigenous and Afrodescendants, in this paper we present results of an analysis of Latin-American theses and dissertations when in their discourse on sustainability they emphasize themes such as interculturality, sustainability and cosmoperception. The documental <i>corpus</i> for the analysis was Latin-American databases such as <i>Plataforma Fracalanza</i> and <i>LA Referencia,</i> as well as collecting information from the researchers' network <i>Coletivo Estado da Arte em Educação Ambiental na América Latina e Caribe (Earte-AlyC).</i> Using the dialogical discourse analysis, as proposed by Bakhtin, the present results reveal tensions between technocratic-developmental approaches versus critical decolonial perspectives. Hegemonic discourses on sustainable development frequently marginalize local knowledges through universalistic structures. The list of the 21 theses and dissertations analysed is available as supplementary material. From the results and systematized discussions herein presented, it can be concluded that we sought to point to possibilities of intercultural and decolonial perspectives capable of transforming educational practices as they promote acknowledgement and active dialogues among different cosmologies, according to the cosmopolitical proposition of Stengers which challenges dominant Western narratives and shun solutions which lessen cultural and territorial diversities to mere gestures of tolerance.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 1","pages":"25-46"},"PeriodicalIF":2.1,"publicationDate":"2026-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://bera-journals.onlinelibrary.wiley.com/doi/epdf/10.1002/berj.70104","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147653307","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"From science to storytelling: Advancing a climate knowledge–action framework through reflections on youth-focused, participatory action research in Vietnam","authors":"Lisa Jones,&nbsp;Huệ Lê,&nbsp;Katie J. Parsons,&nbsp;Thu T. Võ,&nbsp;Florence Halstead","doi":"10.1002/berj.70004","DOIUrl":"10.1002/berj.70004","url":null,"abstract":"<p>Climate change presents urgent global challenges that demand swift and transformative responses. However, current efforts often fall short, revealing a crisis not only of environmental concern but also of social action. Responses to this have included climate change and sustainability education and communication, though these have tended to be knowledge-heavy, operating under outdated knowledge deficit-based assumptions that merely providing more information will drive action. Such responses and assumptions have also privileged scientific knowledge while overlooking diverse epistemologies and ways of knowing. This paper challenges these assumptions and puts forward a redefining of what it means to ‘know’ and ‘act’ on climate change. Within this, we propose integrating diverse knowledge systems, embracing both scientific and historically marginalised local knowledges, including indigenous, youth-led, experiential, emotional and affective perspectives. Importantly, we also propose a novel way to operationalise this democratically through utilising participatory action research and creative storytelling. Drawing upon our international collaboration with youth in three provinces along the Red River Catchment in northern Vietnam in 2022, a region facing significant climate challenges and injustices, we illustrate the potential of this research approach to bridge the knowledge–action gap. We conclude by introducing our holistic CLIMATE Knowledge Framework that encapsulates this pluralistic and democratic view of knowledge co-creation. This framework serves as a set of guiding principles for educators, researchers and policymakers to advance a more democratic, critically engaged, justice-framed and action-oriented paradigm, facilitating the envisioning and implementation of tangible solutions.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 1","pages":"61-87"},"PeriodicalIF":2.1,"publicationDate":"2026-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147653339","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Learning to explain environmental crises: A dialogic analysis of teacher professional learning between Chile and the United States","authors":"Valeria M. Cabello,&nbsp;Alejandra Frausto Aceves,&nbsp;Daniel Morales-Doyle","doi":"10.1002/berj.70078","DOIUrl":"10.1002/berj.70078","url":null,"abstract":"<p>Many studies and initiatives are animated by the potential for science education to intervene in the climate crisis and crises of environmental degradation and disinformation. For science teachers to learn to address these issues in their classes, their teaching must expand beyond scientific facts and face controversial social aspects. Dealing with these crises' complexity and politics implies substantial teacher education and professional development shifts. Intending to contribute to understanding how to prepare teachers to engage in critical teaching, this article describes a collaborative cross-study dialogue to analyse science teachers' artefacts. Pre-service science teachers from Chilean universities participated, creating explanations about the climate crisis and mutually giving peer feedback. Likewise, we explore the storylined relationships between local issues of industrial pollution and chemistry content written by experienced teachers who were organised in a collective around issues of environmental racism in a large city in the United States. Through our dialogue, we refined a tool for formative feedback that contributes to research and teaching on environmental crises by supporting awareness of ideological issues in climate change and sustainability education (CCSE) and pedagogies of hope. We discuss how teachers in different global contexts address (or not) scientific and social justice concerns within environmental problems created by extractivist economies. Our orientation is towards horizontal dialogue and epistemic humility that recognises the problematic historical relationship between our nations and moves towards imagining more just futures. We conclude by reflecting on orientations for practice to critically address climate and environmental crisis education in different stages of teacher preparation and development. We argue that through noticing controversies, possibilities, and questions, we can transcend the barriers of dominance and dichotomy between the Global South and North and between individual and collective action in climate change and sustainability education.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 1","pages":"104-126"},"PeriodicalIF":2.1,"publicationDate":"2026-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://bera-journals.onlinelibrary.wiley.com/doi/epdf/10.1002/berj.70078","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147666020","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Enhancing climate change and sustainability education through critical and collaborative dialogue between Global South and North education communities","authors":"Luciano Fernandes Silva,&nbsp;Denise Quiroz-Martinez,&nbsp;Haira Gandolfi,&nbsp;Elizabeth Rushton","doi":"10.1002/berj.70124","DOIUrl":"10.1002/berj.70124","url":null,"abstract":"","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 1","pages":"3-6"},"PeriodicalIF":2.1,"publicationDate":"2026-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.70124","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147666215","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"","authors":"","doi":"","DOIUrl":"","url":null,"abstract":"","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 1","pages":"3-6"},"PeriodicalIF":2.1,"publicationDate":"2026-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148023197","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"","authors":"","doi":"","DOIUrl":"","url":null,"abstract":"","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 1","pages":"127-155"},"PeriodicalIF":2.1,"publicationDate":"2026-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148024485","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}