Qualitative Interviewing: The Art of Hearing Data
... La satisfacción no siempre conduce a la fidelidad. Es crucial alcanzar el deleite del cliente, que resulta de superar sus expectativas (Cristófol-Rodríguez et al., 2024;Füller y Matzler, 2008;Rust y Oliver, 2000). La teoría de los tres factores de la satisfacción del cliente identifica los factores básicos, de entusiasmo y de resultado, cada uno con diferentes impactos en la satisfacción y la fidelidad (Matzler y Sauerwein, 2002): ...
... De este modo se descubren temas y conceptos en los datos recolectados que generan explicaciones teóricas o prácticas (Rubin y Rubin, 1995), siendo éstos obtenidos mediante grabación, observación, entrevista y documentación de la entrevista (Fernández, 2006;Kahike et al., 2024;Miles y Huberman, 1994). ...
... Para que nuestro análisis cualitativo disponga de todo el rigor requerido, debe seguir un orden sistemático: obtención, transcripción, codificación e integración de la información (Álvarez-Gayou, 2005;Fernández, 2006;Miles y Huberman, 1994;Rubin y Rubin, 1995) que queremos detallar a continuación. ...
El presente estudio explora la relación entre la satisfacción del cliente y la lealtad en los formatos minoristas, analizando las variables clave que influyen en el comportamiento del consumidor y la aportación de las herramientas de neuromarketing. Mediante un enfoque de investigación cualitativo, expertos en distribución y lealtad del cliente participaron en un grupo de discusión, revelando que la satisfacción con la interacción es el factor más relevante, seguida de la satisfacción con los resultados y la satisfacción con el entorno. El estudio también identifica el impacto del formato de la tienda en la lealtad, mostrando que las tiendas de barrio generan mayor lealtad gracias a un servicio personalizado. Los hallazgos contribuyen a una comprensión más profunda de las preferencias del consumidor, enfatizando la importancia de la interacción con el cliente en las estrategias minoristas.
... The researcher understood that the population sample size could increase or decrease based on completeness and saturation. Rubin and Rubin (1995) suggested continuing with purposive sampling until 1) completeness: "what you hear provides an overall sense of the meaning of a concept, theme, or process." (p.72) and 2) saturation: "You gain confidence that you are learning little that is new from subsequent interview(s)." ...
... Each interview flowed in a unique direction based on the response from the participant's experience or perception (Kvale, 1996;Rubin & Rubin, 1995;Wolcott, 1995), and the researcher followed the data where participants lead it (Rubin & Rubin, 1995). The researcher interviewed each participant using the open-ended questions developed for the study (Appendix D). ...
... Each interview flowed in a unique direction based on the response from the participant's experience or perception (Kvale, 1996;Rubin & Rubin, 1995;Wolcott, 1995), and the researcher followed the data where participants lead it (Rubin & Rubin, 1995). The researcher interviewed each participant using the open-ended questions developed for the study (Appendix D). ...
This qualitative phenomenological study explored elementary school principals’ perceptions and lived experiences related to special education leadership, with particular attention to conflict resolution, professional preparation and inclusive practices. Through in-depth interviews with current principals, the study examined how administrators navigate complex special education challenges, manage conflict and develop the skills and mindsets necessary to lead inclusive schools and programs. Findings revealed that most participants entered their roles with limited formal preparation in special education, and instead built leadership capacity through lived
experience, collaboration and reflective growth. Systemic pressures, legal mandates and emotional labor were recurring themes, as were the importance of team-based decision-making and advocacy for students with disabilities. Grounded in Bandura’s Social Learning Theory and Bronfenbrenner’s Ecological Systems Theory, the study highlights how personal learning, social interactions and broader institutional systems shape leadership practice. Implications are offered for leadership preparation programs, district supports and future research in the field of inclusive school leadership.
Keywords: special education, special education leadership, school administrators, conflict resolution, inclusion, special education conflict, principal preparation, leadership development, legal and ethical leadership, phenomenology, Social Learning Theory, Ecological Systems Theory
... Given the nascent state of NIH interventions and the project's underlying assumptions about their rehabilitative benefits, an inductive approach was utilized. This allowed for data collection without being confined by specific theoretical frameworks, enabling the discovery of patterns and themes unique to participants (Brinkmann & Kvale, 2015;Malterud, 2001;Rubin & Rubin, 2011). The semi-structured interview format was selected to achieve a nuanced understanding of the experiences and perspectives of individuals with PCS in natural environments. ...
... This approach allowed for addressing the research questions in a systematic manner while also providing room for participants' own experiences and perspectives (Brinkmann & Kvale, 2015). This flexibility was crucial for exploring participants' experiences in depth and for identifying both anticipated and unanticipated themes (Rubin & Rubin, 2011;Seidman, 2013). ...
Purpose
This study aims to understand the perspectives of individuals participating in a nature integrative rehabilitation (NIR) programme for post-concussion syndrome (PCS) in Denmark. The focus is on benefits, challenges, and impact of using enriched natural environments in rehabilitation.
Methods
A qualitative approach was employed, utilizing semi-structured interviews with 23 participants who completed a 10-week NIR programme in a therapy garden. Thematic analysis was conducted to identify key themes and patterns in participants’ experiences.
Results
Participants reported enhanced emotional and sensory engagement with natural environments, leading to decreased PCS symptoms. The structured nature integrative activities promoted present-moment awareness, relaxation, and physical activity, which were valued by the participants. The facilitators’ ability to adapt activities to individual needs was crucial to the perceived benefit of the programme. Group settings provided social support, reducing feelings of isolation.
Conclusions
NIR supports individuals with PCS by enhancing emotional well-being, reducing symptoms, and providing coping strategies. Alongside social support, the flexibility of the activities, allowing individuals to engage according to their symptoms and capabilities, is critical for rehabilitative outcomes. Future research should explore long-term effects and refine intervention protocols for implementation in the healthcare system to ensure the efficacy of NIR for people with PCS.
... The procedure started with establishment of research objectives, the formulation of thematically anchored questions, and the synthesis of pertinent scholarly literature to establish a rigorous foundation for inquiry [53] . In addition, the interviews adhered to a structured protocol including dissemination of informed consent, ethical compliance, assurances of confidentiality, and systematic questioning procedures [54] . During the interview process, a confidential and supportive interview environment was intentionally cultivated to encourage participants' uninhibited self-expression [55] . ...
The rapid advancement of artificial intelligence (AI) has profoundly disrupted the education system, reshaping how knowledge is accessed, delivered, and assessed. Tools such as ChatGPT and other generative AI models have revolutionized academic practices by offering instantaneous information retrieval, personalized tutoring, automated grading, and content creation. This paper investigated the strategies employed by higher education instructors in evaluating student outputs in light of the challenges posed by AI to learners’ critical thinking abilities and cognitive development. A total of 22 instructors from higher education institutions in Central Visayas, Philippines, were purposively selected to participate in one-on-one interviews. The findings revealed a profound shift in the academic assessment landscape of higher education due to the use of AI technologies. Instructors expressed heightened concern over academic dishonesty, intellectual disengagement, and over-reliance on AI, fearing that students were bypassing essential cognitive processes and undermining the authenticity of their academic outputs. These concerns prompted instructors to adopt Alternative Assessment Approaches (AAAs) designed to reinforce academic integrity and critical thinking. Key strategies included real-world reflective tasks that demand contextualized knowledge application, scaffolded assignments that track the learning process, timed assessments to limit AI interference, and the use of reflective journals to build metacognitive awareness. The pervasive use of AI challenges traditional assessment methods, prompting educators to adopt more process-oriented, reflective, and context-based strategies that prioritize critical thinking and authentic engagement. Policy reforms may be necessary to guide ethical AI use and ensure assessments continue to serve as valid measures of student understanding and intellectual growth.
... The discussions focused on how victims understood their legal rights, the information provided by legal organizations, and the extent to which they felt empowered to participate in democratic processes. The data were then analyzed using a content analysis approach (Bryman, 2012;Graham R Gibbs, 2013;Rubin & Rubin, 2012;Yin, 2009). NVivo software facilitated systematic coding of both pre-selected and emergent themes, enabling the identification of key patterns related to legal empowerment and democratic participation. ...
This study employs a sociolegal approach to examine the relationship between access to justice and democratic participation by exploring both legal frameworks and the lived experiences of domestic violence victims. Analyzing international and domestic laws—including the legal empowerment approach—and conducting 54 in-depth interviews with victims, the research reveals that although progressive legal norms exist to promote participation in policy processes, these remain largely unknown and underutilized by the affected individuals. Instead, victims often engage in peer-to-peer legal empowerment, sharing rights information within their networks. The findings underscore the need for enhanced rights awareness campaigns and more accessible legal information to foster meaningful democratic engagement among vulnerable populations.
... The discussions focused on how victims understood their legal rights, the information provided by legal organizations, and the extent to which they felt empowered to participate in democratic processes. The data were then analyzed using a content analysis approach (Bryman, 2012;Graham R Gibbs, 2013;Rubin & Rubin, 2012;Yin, 2009). NVivo software facilitated systematic coding of both pre-selected and emergent themes, enabling the identification of key patterns related to legal empowerment and democratic participation. ...
This study employs a sociolegal approach to examine the relationship between access to justice and democratic participation by exploring both legal frameworks and the lived experiences of domestic violence victims. Analyzing international and domestic laws—including the legal empowerment approach—and conducting 54 in-depth interviews with victims, the research reveals that although progressive legal norms exist to promote participation in policy processes, these remain largely unknown and underutilized by the affected individuals. Instead, victims often engage in peer-to-peer legal empowerment, sharing rights information within their networks. The findings underscore the need for enhanced rights awareness campaigns and more accessible legal information to foster meaningful democratic engagement among vulnerable populations.
... To deepen and triangulate findings, semi-structured interviews were conducted with each classroom's lead teacher. Interview protocols followed Rubin and Rubin's (2012) guidelines and included questions on the teacher's understanding of intrinsic motivation, classroom strategies employed, and challenges encountered in maintaining student engagement. Teachers were encouraged to reflect on both successful and less successful experiences to avoid positivity bias and reveal areas for instructional improvement (Seidman, 2013). ...
This study investigates the role of intrinsic motivation in enhancing deep learning in early childhood education (ECE), a critical period for cognitive, emotional, and social development. Intrinsic motivation, driven by children’s natural curiosity and desire to explore, is essential for fostering active engagement, critical thinking, and problem-solving abilities. However, as children progress through their educational journey, intrinsic motivation often diminishes in favor of extrinsic rewards, leading to surface-level learning. This research, grounded in Self-Determination Theory (SDT), examines how meeting children’s psychological needs—autonomy, competence, and relatedness—supports intrinsic motivation in preschool classrooms. Through case studies, this paper highlights various teaching strategies, including inquiry-based learning, emotional support, play-based exploration, and collaborative learning, that promote intrinsic motivation and deepen engagement with academic content. The study’s findings underscore the importance of creating supportive learning environments that nurture intrinsic motivation, contributing to children’s long-term academic success and personal development. Practical recommendations for educators and policymakers are provided, focusing on curriculum design, teacher-student interactions, and fostering autonomy-supportive practices in the classroom. Ultimately, the research emphasizes the crucial role intrinsic motivation plays in creating lasting, meaningful learning experiences, laying the foundation for lifelong learning.
... An American researcher started each interview by asking the grandparent five basic demographic questions in Vietnamese (Harris et al., 2013). A Vietnamese researcher from Hai Phong advised her that these methods would build rapport with participants, which is indicated by prior research findings (Birks et al., 2007;Rubin & Rubin, 2005). ...
... These theories are applied to an anonymized case study based on qualitative interview data, revealing limitations in existing codes of conduct and offering ways to strengthen ethical decision-making. To reduce social desirability bias and encourage openness around ethically sensitive issues, I conducted a semi-structured interview that began with profession-related jokes -used to ease the participant into the topic and create a more relaxed conversational dynamic (Rubin & Rubin, 2012). ...
This essay explores the ethical implications of expertise inflation in the management consulting industry, a practice where consultants present uncertain or speculative knowledge as definitive. Drawing on qualitative insights from an anonymized case study featuring an Associate Manager at a global consultancy, it critically evaluates this issue through consequentialism, moral disengagement theory and virtue ethics. Additionally, a comprehensive stakeholder analysis demonstrates the broader impact on clients, consulting firms, employees, and society. Acknowledging the limitations of current professional codes, such as the Dutch OOA Code of Conduct, the essay proposes practical solutions including enhanced ethical training, explicit ethical guidelines, and fostering an organizational culture of transparency and integrity.
... Semi-structured interviews allow researchers both to address predefined themes and remain open to emerging narratives, enabling a deep exploration of the complex meanings participants attribute to their activism (Brinkmann, 2013;Galletta, 2013). Unlike quantitative methodologies aimed at statistical generalizations, qualitative interviewing facilitates detailed insights into the subjective dimensions of personal experiences, highlighting intricacies and subtle dynamics that numerical data alone cannot adequately represent (Charmaz & Belgrave, 2012;Rubin & Rubin, 2012). This methodological choice thus enabled the research to engage deeply with personal narratives and complex forms of solidarity, enriching the understanding of the nuanced interactions and meanings activists attribute to their engagement. ...
This article examines the multidimensional nature of feminist solidarity among Polish migrant activists in the UK, emphasizing the intersections of gender, migration, and political belonging in transnational feminist activism. Based on in-depth interviews with Polish feminist activists, the study explores how these activists engage in transnational mobilization, navigate intersectional and migrant feminist solidarity, and sustain engagement through affective and emotional bonds. The findings reveal how Polish feminist migrants leverage transnational networks to support feminist struggles in Poland while simultaneously engaging in the broader European feminist movement. The study also highlights the agonistic dimensions of solidarity, illustrating how activists negotiate ideological and strategic differences within their networks. Additionally, it analyzes how socio-political events such as Brexit have reshaped migrant feminist activism by altering legal statuses, intensifying anti-immigrant sentiment, and reinforcing solidarity with other marginalized groups. The article demonstrates that migrant feminist activism is a dynamic, adaptive, and contested process, shaped by transnational engagement, intersectional alliances, and emotional resilience. By framing Polish migrant feminist activism within a broader transnational solidarity model, this study contributes to the ongoing debates on feminist mobilization, migrant activism, and transnational political engagement.
... Files of excerpts for contents related to sexual violence were made to facilitate the analysis. The materials on sexual violence from different sources were read further and recorded according to the different concepts and recurring ideas related to the study objectives (Rubin and Rubin, 2005). Then, the materials from the different sources mentioned in relation to specific issues were brought together in one file. ...
This study explored the situation of Sexual Violence (SV), the context in which it occurs and the individual factors that expose female students to SV in Ethiopian higher education institutions by using an ecological approach as a framework and gathering data through interviews and Focus Group Discussions. Instances of SV in the form of verbal harassment, touching, coercion, and asking girls out on a date repeatedly despite the girls’ lack of interest are common. Although the government has made commitments and taken some measures, SV remains a problem in higher education. Addressing sexual violence requires adopting an ecological approach to tackle the factors operating at individual, social, cultural, and historical levels.
... As part of the case study strategy, we will employ data triangulation by integrating semistructured, in-depth interviews (Rubin & Rubin, 2011) -interviews that will be conducted with multiple observers to overcome single-source bias and increase the results' validity (Jack & Raturi, 2006) -and secondary data sources -including publicly accessible information from the company's website. The collected interviews will be examined using NVivo 14 software. ...
In an era where inclusivity and accessibility are critical for customer satisfaction, the hospitality industry must address significant disparities. A 2021 British government study revealed that individuals with substantial mobility difficulties averaged 452 daily trips annually, compared to 700 trips for those with minor impairments and 891 trips for those without impairments (Department for Transport, 2022). Although these data represent day-to-day travel, they can be extrapolated to inform discussions around holiday trips by providing valuable insight into the potential challenges and needs of people with physical impairments when traveling for holidays. This research delves into the often- overlooked aspects of accessibility in the hospitality industry, aiming to ensure that all guests, especially those with physical impairments have seamless and welcoming experiences.
The term accessibility in this study particularly relates to the difficulties experienced by those who have limited mobility. It is noteworthy that limited mobility is not limited to medical diseases; it can also arise from a variety of conditions, such as vision impairments, severe respiratory or heart conditions, neurological abnormalities, and behavioural issues. Thus, this study focuses on the communication needed to guarantee that lodgings suit the needs of visitors with different conditions as well as the physical accessibility to facilities, such as accessible restrooms and entryways. These elements are highlighted in the study in the pre-service and service encounter phases of the guest cycle. Existing literature often broadly addresses disabilities without focusing on the specific nuances of physical impairments or emphasizes logistical accessibility while neglecting the personal experiences of people with physical impairments in hospitality establishments (Buhalis & Michopoulou 2011). Our study aims to fill this gap by exploring the accessibility challenges faced by people with physical impairments in the hospitality industry, particularly during the pre-service and service encounter stages. The main research questions are: What are the primary challenges people with physical impairments face in accessing hospitality services during the guest cycle? What are people with physical impairments perspectives on their experiences before and during their stay?
Through a qualitative analysis, this study explores the multifaceted challenges faced by guests with physical impairments, from planning their stay to its completion. By highlighting their lived experiences and proposing actionable solutions, the study seeks to bridge the accessibility gap in the hospitality industry. It aims to enhance inclusivity, foster empathy, and align with the Sustainable Development Goals (SDGs) of inclusive growth. By focusing on the pre-service and service encounter stages, the research provides practical recommendations to improve accessibility, staff training, and customer-centric approaches in hospitality industry.
... There were instances when the participants needed encouragement to respond and/or further questions needed to clarify a response. Questions were worded to encourage the participants to elaborate and provide more depth, inspire vivid descriptions, discover nuance or deeper meaning, and allow the participant to give enough detail to provide rich responses (Rubin & Rubin, 2012). A discussion guide was used to get the conversation started ( Table 2). ...
Loneliness and lack of purpose have a negative impact on well-being for young adults with developmental disabilities (DD) and older adults. Young adults with DD often lack meaningful relationships. While some aspects of well-being remain stable as a person ages, a sense of purpose may decline as life roles diminish. The purpose of this research was to discover ways enhance well-being in adults with DD and older adults through intergenerational interaction. A participatory action research approach was used with qualitative methods that included semi-structured interviews with four young adults with DD and five older adults. Participant observation and field notes were employed to enhance the rigor of the study. A community garden was the environment for intergenerational activities. Through thematic analysis of the data, five themes of well-being were constructed: engagement, positive relationships, accomplishment, meaning and purpose, and positive emotion with elements specific to adults with DD and older adults. The study revealed ways to enlist the wisdom and knowledge of older adults to enhance the well-being of young adults with DD and consequently enhance the well-being of the older adult as well. Implications of this study include employing social capital to improve well-being through synergistic relationships.
... Semistructured interviews allowed for flexibility, enabling participants to elaborate on their experiences, opinions, and practices (Merriam and Tisdell 2015). An interview guide was designed to ensure consistency across interviews while allowing emergent topics to be addressed (Rubin and Rubin 2012). ...
The role of mentoring in Czech teacher education has evolved, with increased emphasis on student teachers’ practical experience. However, the lack of clarity surrounding mentors’ roles, combined with a shortage of available schools, burdens untrained mentors and leads to varied relationships with universities and teacher educators. Our qualitative study involved interviews with English teachers from Czech secondary schools, exploring mentors’ perspectives and experiences of mentoring. Although there is limited literature and practice on mentoring in the Czech context, studies from other settings underscore the significance of mentor-student teacher cooperation for professional development. Also highlighted are variations in mentor roles, their perceived value, and differing expectations and standards between mentors and mentees. These findings support the need for systematic mentoring evaluation and the development of competency-enhancing programmes.
... In the larger study from which Andrew's experience is drawn, face-to-face semistructured interviews were conducted with each of the students, building rapport with participants to elicit depth and detail about their K-12 and postsecondary experiences in math and science (Rubin & Rubin, 2012). Utilizing a social constructivist approach, interview questions were open-ended to allow for active listening in what participants say and do in their everyday life settings (Creswell, 2013). ...
African American males’ participation in science, technology, engineering and mathematics (STEM) majors and careers is often explained through a deficit lens, focusing on decontextualized academic achievement statistics that suggests persistent underperformance. This article describes how one African American male student at a Research I university developed a mathematics and science identity in K-12 schooling and how this formed identity impacted his participation in STEM at the post-secondary level. Evidence from this study suggests when developing African American males’ identity in math and science, policy makers and educators must be aware of inequities embedded in K-12 and postsecondary institutions that encroach persistence and achievement. Findings indicate the need for societal and institutional reframing of the culture of math and science in the United States.
... All interviews were conducted in line with responsive interviewing recommendations (Rubin & Rubin, 2012). At the start of the interview participants were asked nonresearch-related questions (e.g., sporting background, sporting accomplishments) to allow them to become comfortable with the questioning format. ...
... The interviews started with two broad questions that were aligned with our research questions and the TBH framework: "What was your experience like with your preparation to deliver telemental health counseling?" and "How did your internship instructors prepare you to deliver telemental health counseling?" The interview protocol with these main interview questions was designed to open the interview and allow participants to answer freely the aspects of their lived experienced that were most important to their preparation to deliver telemental health counseling (Rubin & Rubin, 2012). Follow-up questions also were utilized. ...
This qualitative study explored counseling graduate students’ preparedness to provide telemental health during their internship experience. Data were collected through semistructured interviews with 11 Latine counseling graduate students’ who attended a Hispanic-Serving Institution. The following themes emerged following data analysis: (1) Challenges with Establishing Personal Relationships and Telepresence with Culturally Diverse Clients; (2) Lack of Preparation to Use Evidence-based Practices to Handle Ethical Dilemmas and Crisis Interventions; (3) Cultural Competency and Diversity; (4) Engaging Activities in a Telemental Health Counseling Environment; (5) Additional Training and Practice with Technology; and (6) Lack of Preparation to Use Telemental Health Counseling. Implications for practice and counselor education programs are provided.
... We used semi-structured interviews to encourage interviewees to talk freely (Rubin and Rubin, 1995). We used probing questions to further our understanding of the issues the interviewees raised. ...
Purpose
Technology may assist in improving accountability for sustainability performance, but not always. In order to increase understanding of this issue, this paper aims to look at the combined socially constructed effects of an interest in technology use on both accountability for sustainability performance and accountability for financial performance, which have often been seen as opposites.
Design/methodology/approach
The authors study a case company in the construction industry. Interviews and archival data from both company employees and stakeholders have been used in this in-depth social constructionist study.
Findings
An interest in technology use was socially constructed here to result in the blurring of the lines between accountability for sustainability performance and accountability for financial performance. The measure of the energy efficiency of technologies was not always constructed to measure sustainability performance from a stakeholder point of view but to result in a one-eyed focus on costs and in an enthusiasm for building novel buildings. On the other hand, cost savings due to technology use or sometimes due to the avoidance of this use, representing the financial performance, were surprisingly constructed as a potential sustainability-oriented measure. Stakeholders also constructed other measures, such as a measure for building conservation, as encouraging sustainability.
Social implications
Accountability, measurement and reporting were restricted by the means specified, here technology. Moreover, blurring of the lines between different accountabilities may complicate the assessment of accountability discharge.
Originality/value
Earlier research has warned against failures in technology implementations, while the authors show how apparently well-functioning technologies may also present problems for accountability performance from the stakeholder point of view in terms of accounting measurement and reporting. Here the energy efficiency measure in particular emerged as relevant.
... Some quantitative methods, such as online surveys, enable efficient data collection from geographically diverse populations. In contrast, historical caution regarding remote qualitative data collection may have encouraged use of quantitative approaches [139,140]. Qualitative studies are also less commonly bolted on to clinical trials or imaging studies. Furthermore, qualitative methods face debates over quality assessment and challenges related to reliance on abstraction, recall, and verbal reporting [22,141]. ...
Background
Dementia with Lewy bodies (DLB) is associated with specific challenges, including heterogeneity in clinical presentation and a less favourable prognosis relative to other dementia subtypes. These challenges necessitate person-centred care informed by the perspectives of those affected by DLB. This scoping review aimed to map the extent, type, and nature of research focusing on the perspectives of individuals with DLB and their care partners.
Methods and results
We searched six databases and two grey literature sources to identify all types of work providing information on the perspectives of individuals with DLB and/or their care partners. Two reviewers independently applied study selection criteria. Data from eligible articles were extracted, charted, and summarised using descriptive numerical analysis and basic qualitative content analysis. The review included 140 sources, of which 89.3% were research articles. Excluding non-structured reflections and commentary articles (n = 4), 68.4% of sources were quantitative and 65.4% were cross-sectional. The most common method of collecting perspective data was standardised measures assessing multidimensional concepts, such as caregiver burden. In total, 13 topics were identified, with ‘emotional and psychological well-being’ (n = 64) being the most widely investigated. There was a significant gap before the next most common topic: ‘perspectives related to the symptom and illness experience’ (n = 34).
Conclusion
While a range of methods was identified in this review, the evidence base is characterised by a predominance of standardised measures, with comparatively less use of qualitative approaches or non-standardised tools incorporating bespoke questions tailored to the study population. There was a disproportionate focus on specific topics, leading to research gaps. We recommend exploring novel methods to systematically capture perspectives in DLB cohorts, particularly on topics of highest priority to those affected.
... Semi-structured interviews and focus group discussions (FGDs) will be employed. Semistructured interviews allow for flexible, probing questions to capture individual experiences and viewpoints (Rubin & Rubin, 2022). FGDs foster interactive dialogue, encouraging participants to reflect on each other's insights, uncovering communal perspectives (Kitzinger, 2021). ...
... Semi-structured interviews and focus group discussions (FGDs) will be employed. Semistructured interviews allow for flexible, probing questions to capture individual experiences and viewpoints (Rubin & Rubin, 2022). FGDs foster interactive dialogue, encouraging participants to reflect on each other's insights, uncovering communal perspectives (Kitzinger, 2021). ...
... I ended up combining my planned first and second interview questions for the first interview and asked reflective questions for the telephone follow up. Following Rubin and Rubin (2011), I asked main questions to answer my chief inquiry question and follow-up and probing questions to provide depth, detail, vividness, richness, and nuance. ...
In the United States, only several, primarily Mid-Atlantic and Southern states legislate county-based school districts. Florida is one of them, and this legislation has created some of the largest school districts in the country. In order to combat the bureaucracy of large school districts, some smaller communities, such as “Buckland,” have turned to charter schools. In 2003, five of the seven schools in Buckland converted, creating a unique charter school district under one superintendent and one board. Tensions have ensued between the charter schools and the two schools that chose to stay with the county-based district. Using Veracini’s (2011) tenets of settler colonialism as a framework, I discuss how the practice of school choice in Buckland has resulted in the displacement of educators, families, and students, inequality between different racial and socioeconomic groups, and the disappearance of traditional neighborhood schools and their communities. I argue that the system of educational choice in the United States is a result of our history as a settler colonial society.
... Again, case studies allow for an in-depth examination of a specific instance or case, providing rich, contextspecific insights [25]. In our research, understanding the intricacies of the campus environment and the influences on fast-food choices among university students required this detailed and contextualized approach. ...
One very essential tool for the success of any business operation is a good knowledge of the consumer behaviour of its target. Consumer behaviour encompasses the various actions, thoughts, and emotions that impact individuals’ decisions related to the purchase, usage, and disposal of goods and services in their daily lives. While existing literature extensively covers consumer decision-making processes, there is a noticeable lack of information on the factors influencing the decision-making processes of university students, particularly in a developing country like Ghana. To address this gap, the present study investigates the factors influencing the decisions of University of Cape Coast (UCC) students when choosing specific fast-food delivery vendors. Utilizing one-on-one interviews, a purposive sample of 12 University of Cape Coast students was selected to gather their perspectives. The findings from these interviews indicate that the primary factors influencing students’ choices to engage with fast-food delivery services are convenience/proximity, timely delivery, and the taste of the food. Additionally, sub-categories such as the quantity of food, packaging, and the appearance of delivery motor riders were identified. The outcomes of this study have implications for marketing communications, highlighting the importance of addressing factors like convenience, timely delivery, and taste to effectively engage university students in the context of fast-food delivery services.
... We employed participatory methods to understand participant belonging through home tours, belonging maps, go-along interviews and an arts-based workshop. These methods emphasised participant agency and viewed data generation as a reciprocal and meaningful exchange between researchers and participants, leading to co-constructed understanding (Barley and Russell 2019;Gallagher 2008;Rubin and Rubin 2005). They were chosen for their accessibility and inclusivity, allowing data generation that was not solely reliant on verbal reporting (Barley and Russell 2019). ...
Background
Social inclusion focussed on belonging is increasingly emphasised by disability advocates and policymakers, yet belonging often remains absent for adults labelled with intellectual disabilities. People labelled with intellectual disabilities often rely on service providers to support their belonging.
Methods
In this critically informed ethnographic work, we draw on interviews with nine disability services leaders and prolonged participatory field explorations with five adults labelled with intellectual disabilities, their friends and support workers to explore how service providers support opportunities for belonging.
Results
Reflexive thematic analysis generated three themes: centering inclusion, belonging and rights; creating opportunities for self‐exploration and ‘dreaming’; and facilitating connections to people and place.
Conclusions
Findings highlight supporting belonging as complex work that requires a relational understanding of autonomy, work environments that support reflexivity, and the redistribution of resources to allow for higher staff wages, larger individual support contracts and funding for staff training and post‐secondary education.
... Participants were informed that they would be invited to review the findings to ensure accuracy through member checking. Although an interview guide was prepared, flexibility was maintained regarding the exact wording and sequence of questions to encourage a natural flow of conversation (54). Participants received the informed consent form and an outline of the interview 1 day prior to their scheduled session before the interview commenced. ...
Introduction
College faculty well-being is crucial for higher education goals and sustainability. However, their well-being is lower than in other professions. High job demands in academia impede work-life balance, a key well-being determinant, while work engagement can counterbalance these demands. However, the mechanisms linking job demands, work engagement, work-life balance, and well-being remain underexplored.
Methods
This study explores these mechanisms using the Work-Life Balance model. Semi-structured interviews were conducted with 13 Chinese college teachers, and thematic analysis was used to identify themes and construct a systematic model.
Results
Perceived job value, family support, and financial security can reduce job demands and enhance work-life balance. Excessive demands, however, may overwhelm teachers, causing health issues and disrupting personal life. Job value, responsibility, work interest, and family support also boost work engagement, which, combined with rewards, improves balance. Financial security, family support, and social status are critical for achieving work-life balance, which is essential for health, interpersonal harmony, and overall well-being.
Discussion
These findings reveal complex, non-linear relationships among job demands, work engagement, work-life balance, and well-being in Chinese higher education. They highlight the need for nuanced understanding and provide insights for policy and institutional reforms.
... Interviews were conducted both in person and online (via Zoom/Google Meet) to ensure flexibility and accessibility for participants. In addition to interviews, additional data were collected through non-participatory observations and documentation related to school policies on AI usage (Rubin, 2011). ...
The use of artificial intelligence (AI) in education is becoming increasingly widespread, offering numerous benefits while also raising ethical dilemmas. This study aims to explore teachers' and students' perceptions of AI implementation in education, highlighting its benefits, challenges, and ethical implications. Using a qualitative approach, the research involved in-depth interviews with 20 teachers and students from various high schools in Indonesia. Data were analyzed using thematic coding techniques to identify key patterns in their responses. The findings indicate that AI can enhance learning efficiency, facilitate curriculum personalization, and support educational administration management. However, concerns exist regarding algorithmic bias, personal data security, and the impact on social interactions in learning. Teachers emphasized the need for clear regulations on AI usage, while students were more focused on the benefits that technology can offer. This study concludes that although AI holds great potential in education, strict policies and ethical guidelines are necessary to ensure its balanced use and to prevent it from replacing the human role in the learning process. These findings provide valuable insights for policymakers and education practitioners in designing more ethical and effective AI implementation strategies.
... It has also helped me establish trust. Such an advantage is highlighted by Rubin and Rubin (2012) who explain that trust increases as interviewees realise that they share a common background with the interviewer. Moreover, this trust is particularly crucial when discussing sensitive issues (Glesne, 2011). ...
Social networking sites have emerged as dominant communication tools, offering opportunities for interaction, self-presentation, and leisure, particularly among Generation Z. As the amount of time spent on these platforms continues to increase both globally and within Türkiye, the discussion surrounding social networking sites has expanded to include not only their benefits but also the negative consequences they may have on users. One such adverse effect, often referred to as “social media fatigue,” represents a state of burnout experienced by internet users. The present study seeks to explore the detrimental aspects of social media that contribute to the development of social fatigue in users. To achieve this, in-depth interviews were conducted with 20 university students in Türkiye who are active users of social networking sites. The findings indicate that while the majority of participants reported feeling disengaged from social media interactions and experiencing social media fatigue, they expressed an inability to disconnect due to the anxiety associated with “fear of missing out” (FoMo). Furthermore, social media platforms were found to exacerbate feelings of anxiety in users, stemming from social comparison, information overload, and the prevalence of misinformation. These factors collectively contribute to a sense of fatigue and burnout, particularly within Generation Z. This study highlights the growing need for a deeper understanding of the psychological impacts of social media usage, particularly as they pertain to younger, digitally-native populations.
Research on ethnic lobbying has largely neglected the perspectives of Arab Americans, creating a disconnect between this community and their lobbying efforts. This gap is crucial because it threatens to widen the disconnect between Arab Americans and their lobbying groups, where effective lobbying depends on a unified message. Existing studies highlight this gap, pointing out the lack of unified organization and ongoing resource constraints that limit the influence of Arab American lobbyists on U.S. foreign policy. The purpose of this generic qualitative was to explore Arab Americans’ perceptions of their lobbying efforts and the factors shaping these perceptions based on the spiral of silence and looking glass self theories. The study involved interviews with seven Arab Americans in Washtenaw County and Wayne County, Michigan, and the data were analyzed thematically. Findings reveal a predominantly negative perception of lobbying efficacy attributed to fragmented strategies and insufficient resources. To promote positive social change, the study can potentially be used to support a unified vision within the community, strategically utilizing social media, increasing financial support, and encouraging cooperation across generations. These strategies have the potential to enhance lobbying efforts, align them more closely with community objectives, and strengthen their impact, enabling the delivery of a bipartisan message that advocates for policy changes beneficial to Arab American interests.
As of May 2022, more than 18 U.S. states had legalized marijuana for adult recreational use. Marijuana users constitute a large portion of drug court participants. However, little was known about marijuana legalization (ML) implications for the drug court system (DCS) to enable appropriate measures to be put in place. This generic qualitative study explored ML implications for the DCS from drug court professionals’ perspective using therapeutic jurisprudence theory as the framework. Purposive sampling was used to identify 13 drug court professionals from six marijuana-legalized states. Data were collected through individual semi-structured interviews and analyzed. Findings indicated that ML has positive and negative implications for the DCS. including the introduction of complications and increased workload in the DCS. Positively, ML may be a source of income for the DCS through ML taxation. ML may also enhance harm reduction. Findings may help drug court practitioners, administrators, and managers improve the operations of the DCS in the era of ML. A successful DCS will serve as a model for treating people with drug use disorders in several parts of the World, including West Africa.
This research examined the role of cover teaching in contemporary secondary education in the United Kingdom and explored who cover supervisors are and what they are employed to do as well as investigated and highlighted the accounts that cover supervisors provide of what they do. Cover supervision occurs when no active teaching is taking place and involves the supervision of pre-set learning activities. According to the United Kingdom Teacher's Union, cover teachers are drafted in because of the unavailability of teachers that will supervise the work that has been set in accordance with the school policy; manage the behaviour of pupils while they are undertaking this work to ensure a constructive environment; respond to any questions from pupils about process and procedures, etc. However, in spite of the well stated roles, regulations and responsibilities expected from cover teachers, it is worrisome that nobody really monitors what they do and possibly, no one even cares. This while, worrisome is coupled with the issue of scarcity of researches in this area in the UK. This study was conducted to answer the following research questions, 'What are cover supervisors and what are they employed to do?; What accounts do cover supervisors provide of what they do?'. Via the exploration of the cover journals, views and reasoning, the mixed-method approach utilised focused on the writer of the research and one other cover teacher in an ethnography form as well as some other teachers and school administrators. The double-edge findings due to the mixed analysis showed different unfavourable behaviors shown by students, including the disengagement, nonparticipation of the students to the discussion, distractions etc. It also highlighted themes from the qualitative analysis. This study provides a strong basis on which other researchers will build, because studies in the past have not really elaborated on the activities of cover supervision and this is especially true in the UK. The study advised for a targeted interventions to tackle negative behaviours, to establish a dedicated and extensively trained corps of cover teachers and leverage technology and remote teaching to reduce the need for in-person cover supervision.
This study explores the potential of digital solutions to enhance citizen engagement,
accountability, and public service delivery in Zimbabwe's local government
landscape. Employing a mixed- methods approach, the research assesses current
engagement levels, evaluates existing digital platforms, and identifies barriers to
effective participation through surveys and qualitative interviews across 21 local
authorities. Key findings reveal significant citizen dissatisfaction with public services
and limited use of digital tools, hindered by issues like access, literacy, and
trust. The study highlights the potential of online portals, mobile apps, and social media to improve engagement and accountability, emphasizing the crucial role of
policymakers in fostering digital literacy, ensuring equitable access, and promoting
transparency. Recommendations include investing in robust digital infrastructure,
implementing comprehensive training programs, and utilizing diverse communication
channels to foster inclusive engagement and improve local governance.
Eğitim; bireylerin bilgi, beceri, değer ve davranışlarını geliştirmek amacıyla yapılan gerçekleştirilen planlı ve bilinçli bir süreçtir. Bu eğitim sürecinde öğretmenlerin ödül ve cezayı bir öğretim amacı olarak kullandıkları bilinmektedir. Fakat eğitimde ödül ve cezanın yansımalarının konusu geçmişten bugüne genel olarak tartışılmıştır. Son yıllarda bu alana ilişkin çalışmalar genel kabul görmüş düşüncelerin birçoğunun değişmesine neden olmuştur. Bu bağlamda yapılan araştırmanın amacı, öğretmen görüşlerine göre eğitim sürecinde uygulanan ödül ve ceza yöntemlerinin öğrenci davranışlarına yansımalarını saptamaktır. Bu araştırma olgu bilim deseninde tasarlanmış nitel bir çalışmadır. Araştırmanın çalışma grubunu, 2022-2023 eğitim öğretim yılında, Samsun ilinde çeşitli türden okul türlerindelarda görev yapan ve maksimum çeşitlilik örnekleme yöntemi ile seçilen 20 öğretmen oluşturmaktadır. Verilerin toplanmasında, araştırmacı tarafından geliştirilen yarı yapılandırılmış görüşme formu kullanılmıştır. Veri toplamak amacıyla kullanılacak görüşme soruları, uzman görüşleri alınıpnin alınmasından ve örnek uygulamadan sonra son şeklini almıştır. Araştırmadan elde edilen verilerin analizinde çözümlenmesinde içerik analizi ve betimsel analiz teknikleri kullanılmıştır. Araştırma sonuçlarına göre, öğretmenlerin ödül ve ceza uygulamalarına ilişkin görüşlerinin çoğunlukla olumlu olduğu saptanmıştır. Öğretmenlerin Ödül ödül yöntemleri nde öğretmenlerinarasından en çok maddi ödül yöntemlerini tercih ettikleriettiği, ceza yöntemlerinde söz konusu olduğunda de ise en çok ikinci tip cezaların kullanıldığı ortaya çıkmıştır. Öğretmenler çoğunlukla ödül ve cezanın istendik davranışların kazandırılmasında çoğunlukla etkili olduğunu ve öğrenci davranışlarına olumlu yansıdığını belirtmişlerdir. Bu bağlamda, öğretmenler e dönükiçin, ödül ve cezanın olumsuzluklarına ilişkin bilgilendirme etkinlikleri düzenlenmelidir.
Crises often spur societies to rethink their structures to meet immediate needs and prepare for the future. While the COVID-19 pandemic led public libraries to rethink how they serve their communities, there is sparse literature exploring how opportunities from the pandemic can be leveraged. This article examines such opportunities from the COVID-19 pandemic as described by African public librarians. The authors conducted virtual interviews with 11 head librarians in nine African countries and analyzed the data using inductive thematic analysis. It was found that many librarians improved their digital skills. Some libraries who hitherto did not have computers and Internet connectivity were provided with such digital tools. Also, most of the librarians leveraged low-cost digital platforms like WhatsApp to share information. Their experiences are used to think about how public librarians can leverage opportunities from the pandemic to meet the information needs of their communities.
The aim of this book is to focus on how companies that produce technological goods and services for sport implement innovative processes. In relation to this objective, the argument contained in this chapter and the next one aims to answer the following research questions: by analyzing companies from two different countries, how do companies that produce technological goods and services for sports consider and manifest innovation? How do these companies manage the knowledge gained from innovative processes and external sources?
Introducción: La organización diferenciada por género en las clases de Educación Física ha sido una práctica naturalizada en muchos contextos escolares, generando debate sobre su legitimi-dad pedagógica y su papel en la reproducción de estereotipos. Objetivo: Este estudio analizó las percepciones de profesorado y alumnado sobre la separación por género en un establecimiento chileno, explorando los sentidos atribuidos a la práctica y sus efectos en la experiencia educativa. Metodología: Se empleó un estudio de caso cualitativo, utilizando relatos narrativos del estu-diantado y entrevistas semiestructuradas al profesorado, con análisis temático inductivo e in-terpretativo. Resultados: Los resultados muestran que estudiantes y docentes valoran positivamente la se-paración, asociándola a mayor comodidad, motivación y mejor organización de la clase. Sin embargo , también emergieron discursos que refuerzan estereotipos, como la asociación de fuerza y rendimiento a los varones, y de actividades artísticas a lo femenino. Discusión: Se vinculan estos hallazgos con estudios recientes que alertan sobre los riesgos de perpetuar estructuras sexistas mediante prácticas aparentemente funcionales. Se subraya la importancia de fortalecer la formación docente con perspectiva de género para promover pro-puestas coeducativas. Conclusiones: Se concluye que, aunque la Educación Física diferenciada por género es percibida como beneficiosa, es necesario revisarla críticamente para avanzar hacia prácticas más inclusivas y respetuosas de la diversidad estudiantil.
Palabras clave Coeducación; Currículum oculto; Educación física; Perspectiva de género; Segregación por género.
Abstract Introduction: Gender-segregated organization in Physical Education classes has been a naturalized practice in many school contexts, generating debate about its pedagogical legitimacy and its role in reproducing stereotypes. Objective: This study analyzed the perceptions of teachers and students regarding gender segregation in a Chilean school, exploring the meanings attributed to the practice and its effects on the educational experience. Methodology: A qualitative case study was conducted using narrative accounts from students and semi-structured interviews with teachers, analyzed through an inductive and interpretive thematic approach. Results: The findings show that both students and teachers value gender separation positively, associating it with greater comfort, motivation, and better class organization. However, discourses that reinforce stereotypes also emerged, such as the association of strength and performance with males, and artistic activities with females. Discussion: These findings are linked to recent studies warning about the risks of perpetuating sexist structures through seemingly functional practices. The importance of strengthening teacher education with a gender perspective is emphasized, in order to promote coeducational approaches. Conclusions: Although gender-segregated Physical Education is perceived as beneficial, it is necessary to critically review this practice to move towards more inclusive approaches that respect student diversity.
As climate change increases water supply variability, urban water utilities must adopt innovative strategies to enhance water system sustainability. Groundwater banking (GWB), or the storage of water in aquifers for later use, is a relatively novel water management strategy that can help utilities adapt to such challenges while providing several benefits over more typical resilience actions. However, its slow and unevenly distributed adoption suggests a need to better understand the drivers of and barriers to GWB adoption. We use a mixed-methods approach to analyze conditions that may promote, or hinder, GWB adoption in 16 urban water systems in the United States in order to draw lessons for other systems. We find that specific environmental and legal conditions are necessary to facilitate GWB adoption, though they must coincide with context-dependent policy, economic, social, and/or technical conditions. We also identify several potential barriers to GWB adoption, which may be more easily overcome by water utilities with access to financial and technical resources. These findings can help resource managers assess the viability of adopting GWB and similar innovative water resilience strategies in their unique management contexts.
Introducción: La organización diferenciada por género en las clases de Educación Física ha sido una práctica naturalizada en muchos contextos escolares, generando debate sobre su legitimidad pedagógica y su papel en la reproducción de estereotipos. Objetivo: Este estudio analizó las percepciones de profesorado y alumnado sobre la separación por género en un establecimiento chileno, explorando los sentidos atribuidos a la práctica y sus efectos en la experiencia educativa. Metodología: Se empleó un estudio de caso cualitativo, utilizando relatos narrativos del estudiantado y entrevistas semiestructuradas al profesorado, con análisis temático inductivo e interpretativo. Resultados: Los resultados muestran que estudiantes y docentes valoran positivamente la separación, asociándola a mayor comodidad, motivación y mejor organización de la clase. Sin embargo, también emergieron discursos que refuerzan estereotipos, como la asociación de fuerza y rendimiento a los varones, y de actividades artísticas a lo femenino. Discusión: Se vinculan estos hallazgos con estudios recientes que alertan sobre los riesgos de perpetuar estructuras sexistas mediante prácticas aparentemente funcionales. Se subraya la importancia de fortalecer la formación docente con perspectiva de género para promover propuestas coeducativas. Conclusiones: Se concluye que, aunque la Educación Física diferenciada por género es percibida como beneficiosa, es necesario revisarla críticamente para avanzar hacia prácticas más inclusivas y respetuosas de la diversidad estudiantil.
Competing in interscholastic sports is a valuable and normative experience for high school student athletes, providing a range of benefits that enhance well-being. Yet the opportunities for youth with intellectual and developmental disabilities (IDD) to play high school sports, although growing in recent years, remain mostly limited to the intramural level. This study focuses on the coaches of an interscholastic high school sports program offered to students with and without IDD who competed on the same team. Based on 29 interviews with 18 Unified Track-and-Field coaches from eight different teams, as part of a larger impact evaluation study of Unified Interscholastic Sports, this study shows how coaches created and facilitated the competitive environment that is vital to interscholastic sports while being inclusive of student athletes with and without IDD. Furthermore, the inclusion of youth with IDD in interscholastic sports positively contributed to the school culture and visibility in the community.
Education is a planned and conscious process to develop individuals' knowledge, skills, values, and behaviors. It is known that teachers use rewards and punishments as instructional tools in this educational process. The implications of these methods have been debated from the past to the present. Recent studies in this field have changed many generally accepted notions. The aim of this research, in this context, is to determine the reflections of reward and punishment methods applied in the educational process on student behaviors, according to teachers' opinions.
This research is designed as a qualitative study within the phenomenological pattern. The study group consists of 20 teachers selected through maximum variation sampling and working in various types of schools in Samsun province during the 2022-2023 academic year. Data were collected using a semi-structured interview form developed by the researcher. The interview questions, intended for data collection, were finalized after obtaining expert opinions and conducting a pilot study. The data obtained from the research were analyzed using content and descriptive analysis techniques.
In the research findings, it was determined that the majority of teachers held positive views regarding the use of rewards and punishments. It was found that teachers predominantly preferred material rewards as a method of reinforcement, while the second type of punishment was the most commonly used form of discipline. Teachers argued that rewards are effective in enhancing students' academic achievement, whereas punishments are not considered effective. Additionally, teachers largely indicated that rewards and punishments effectively promote desired behaviors.
This qualitative case study examines the development of a racially responsive policing procedure using an antiracist framework within a suburban community in the Northeastern United States. By centering the experiences of civilian community members, police officials, and government actors, the study explores how antiracist principles can shape procedural development to address racialized policing practices and racial trauma. Findings highlight three central themes: trust and legitimacy, inclusion and belonging, and healing and liberation. Through an antiracist process, participants collaboratively designed a policing procedure that not only addressed racial disparities but also expanded to include other marginalized identities, evolving into an identity-responsive policing directive. The study underscores the importance of community-driven, participatory governance in policing reform, demonstrating that antiracist frameworks can strengthen trust, foster healing, and enhance procedural legitimacy. These findings provide a model for reimagining police–community relations and offer critical insights for law enforcement agencies and policymakers seeking to embed antiracist principles into policing practices. By prioritizing systemic change over individual-level interventions, this research contributes to the broader discourse on justice-oriented police reform and the potential for antiracist frameworks to transform law enforcement procedures.
My research aims relate to understanding how emotions can be translated in the audiovisual (AV) context so that subtitling and Voice-Over (VO) reflect more the oral quality of dialogues and testimonies. In order to fulfil one of my primary goals of the Ethical Translation project of working ethically, it was crucial to make sure all participants were treated with respect and that their voices were listened to throughout the project. Moreover, as the research is also concerned with understanding the impact of challenging material on subtitlers, different research methods were required. In this chapter, I present the different methods used to reach my research goals. I first consider the ethical component and then focus on the mixed methods approach chosen for the Ethical Translation project. These mixed methods include practice-based research and commissioning and co-creating a documentary, focus groups (FGs) organised at the start of the project to gather information and data on stakeholders’ expectations, e-questionnaires/surveys to inform our trajectory for ethical filming and translating and start drafting translation guidelines, and semi-structured interviews carried out with subtitlers working on the project to understand better subtitlers’ working conditions.
This study explores the impact of environmental ideologies on the environmental education programs of non-governmental organizations active in Turkey. The study group comprises six different non-governmental organizations, which are divided into two main groups according to their environmental ideologies: reformists and radicals. Data were generated from document analyses, in-depth interviews and direct, participatory observations. The research results demonstrated that the majority of the environmental education programs in Turkey are run by reformist environmental non-governmental organizations that consider the environmental issue from an anthropocentric and apolitical perspective and generally concentrate on behavior modification and awareness-raising by using standard education materials. In contrast, non-governmental organizations within the radical group adopt an ecocentric approach, and consider environmental problems to be the outcome of the growth-focused mainstream economic system. As a reflection of this view in their educational activities, they problematize capitalist globalization and demand structural and policy changes.
Informal, authentic STEM learning enhances PK-12 students’ knowledge, attitudes, and interests, but field-based contexts remain underexplored. This study investigated how an authentic Journalism, Science, Technology, Engineering, and Mathematics (JSTEM) Program impacted Latinx high schoolers’ science/engineering skills, practices, knowledge, STEM attitudes/interests, and transfer of informal learning to formal settings. Using a case study approach, students participated in the JSTEM program’s field-based authentic STEM activities. Data sources included assessments, observations, interviews, and student artifacts. The approach enhanced learning of science/engineering practices, fostered positive STEM attitudes/interests, and facilitated transfer to formal environments. Students demonstrated improved skills, knowledge, and heightened interests/attitudes, and applied informal concepts formally. The study highlights the potential of informal, authentic STEM learning opportunities to engage and inspire students, particularly those from underrepresented groups. Incorporating authentic, hands-on activities can foster STEM identity, belongingness, and preparedness for STEM careers and further education.
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