Innovations in education and teaching international

• 

  Año 2026, Vol. 63, Número 1

  • Editorial

    • IETI editorial 63.1

      Clare Kell

      págs. 1-7

      

  • Research Article

    • Reflective practice in educational research: A bibliometric analysis of 1991–2023

      Emrah Cinkara, Pelin Derinalp

      • Resumen

      págs. 8-25

      

    • Mining educational big data to develop an early alert dynamic model of academically at-risk students: A proof of concept

      Xiaoxia Chen, Xiaolong Xu

      • Resumen

      págs. 26-38

      

    • Factors affecting new students’ sense of belonging and wellbeing at university

      Min Hooi Yong, Gladson Chikwa, Javairia Rehman

      • Resumen

      págs. 39-52

      

    • Navigating new waters: The academic learning experiences of international postgraduate taught students in UK higher education

      Mingyu Li, Zhimin Shen

      • Resumen

      págs. 53-66

      

    • Undergraduate experiences and satisfaction with three consecutive learning models experienced throughout a pandemic

      Guiomar Liste, Tamar Buil, Marta Plumed

      • Resumen

      págs. 67-84

      

    • Enhancing racial representation in the curriculum: The case of performing arts programmes at a UK higher education institution

      Janet Ramdeo, Stewart Nicholls

      • Resumen

      págs. 85-98

      

    • Error management culture and college students’ self-development: The serial mediating roles of grit and learning from failure

      Qiwei Zhou, Hang Zhang

      • Resumen

      págs. 99-112

      

    • Ability beliefs and intrinsic motivation: Predictors in computational-thinking and inquiry-based pedagogies for critical skills

      Emeka Promise Ugwunwoti, Nathaniel Ifeanyi Edeh, Bernardine Ngozi Nweze, Rose Chigoziri Anamezie, Joy Johnbest Egbo, Peter Ndubuisi Chukwu, Gloria M. Eya, Sussan N. Okoli, Basil Chukwuma Onyia, Sussan Ngozi Oluka, Anthony Okorie Nsude, Chibuike Gerald Ozoagu, Chinelo Patricia Aka, Patience Nwobodo, Cynthia Onyinye Omeje, Mercillina Mmachinyere Ebuoh, Ijeoma Evelyn Animba

      • Resumen

      págs. 113-129

      

    • The effect of gamified project-based learning with AIGC in information literacy education

      Wendan Huang, Taoli Wang, Yixin Tong

      • Resumen

      págs. 130-144

      

    • From “scenario” to “situation”: How digital situational perception influence digital literacy of University students

      Guangxing Zhu, Fangfang Pan, Mengyun Fu, Jianchao Ni

      • Resumen

      págs. 145-162

      

    • Supporting student agency through student-centred learning across educational contexts

      Eunbae Lee, Timothy D. Baird, Dabae Lee

      • Resumen

      págs. 163-178

      

    • Strategies to optimise active learning and reduce social loafing

      Helena Bonache, Maryurena Lorenzo Alegría, Christian Rosales Sánchez

      • Resumen

      págs. 179-192

      

    • ‘A rather stupid but always available brainstorming partner’: Use and understanding of Generative AI by UK postgraduate researchers

      Ross English, Rebecca Nash, Heather MacKenzie

      • Resumen

      págs. 193-207

      

    • Unlocking the potential: Evaluating the impact of online gamified and non-gamified assessment tools on academic performance, motivation, engagement and satisfaction in undergraduate medical education

      Noor ul ain, Rehan Ahmed Khan, Sana Iqbal

      • Resumen

      págs. 208-222

      

    • Evaluating the implementation of a research-informed tool for dialogic feedback in doctoral supervision

      Vijay Kumar, Elke Stracke

      • Resumen

      págs. 223-233

      

  • Comment

    • Feedforward to promote scientific writing skills together – Joy at work instead of fear of failure

      Kristina Areskoug Josefsson, Anna Karin Olsson, Jan Gustafsson Nyckel

      • Resumen

      págs. 234-239

      

  • Research Article

    • ‘Grades alone are insufficient!’ Chinese EFL student teachers’ perspectives on teacher written feedback on course essays

      Chunmei Yan, Chuanjun He, Han Sheng

      • Resumen

      págs. 240-254

      

    • Academics’ experiences of a mindfulness based intervention – four key benefits

      Nuño Aguirre de Cárcer, Moyra Keane

      • Resumen

      págs. 255-269

      

    • Staff development in higher education interinstitutional collaborations: An exploratory literature review

      Sanne J.H. Van Vugt, Silvia E. Gallagher

      • Resumen

      págs. 270-287

      

    • Can university teachers escape curriculum planning? Reflections on building and experiencing an educational escape room in university pedagogy training

      Henna Vilppu, Kalypso Filippou

      • Resumen

      págs. 288-301

      

    • Using genre analysis to design formative assessment in higher education

      Helen Donaghue, Marion Heron

      • Resumen

      págs. 302-317

      

    • Teachers’ perceptions of the risks and benefits of AI in higher education: A case study of ERNIE Bot

      Nasi Wang, Mingming Li

      • Resumen

      págs. 318-330