Academic Articles -- ޢިލްމީ ލިޔުންތަކުގެ ޖަމާ
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Item A process for institutional adoption and diffusion of blended learning in higher education(Springer, 2024) Ali, Ramiz & Georgiou, HelenBlended learning has emerged as a prominent feature in higher education over the past decade, aiming to enhance students’ learning experiences and improve outcomes. It has been adopted at various levels within universities, with an increasing trend of institutional adoption. Despite its prevalence, scholars have expressed concerns about our limited understanding of blended learning beyond small-scale and individual applications. Drawing on Rogers’ diffusion of innovations theory, this case study explores the intricate process of adoption and implementation of blended learning within a university. Semi-structured, one-on-one interviews were conducted with 24 lecturers and six university executives involved in a university wide initiative for blended learning. The interviews were analysed using a thematic pattern matching technique. In addition, a variety of relevant university documents were gathered and analysed using a content analysis method. Results reveal that despite some hesitancies among lecturers, the process of adoption of blended learning was supported by a well-justified strategy, investment in infrastructure, and provision of continued lecturer support. Viewing these results through the lens of Roger’s stage model highlights a lack of a proper ‘matching’ stage, reflecting a failure to engage lecturers in adoption decision-making and incorporate their feedback into the blended learning strategy.Item Our world, our futures: a dialogic approach to environmental literacy and global citizenship education in primary schools in the Maldives and England(ބްރިޓިޝް އެޑިއުކޭޝަނަލް ރިސާޗް އެސޯސިއޭޝަން, 2025) Lee, C., Shiyama, Aminath., & Shafeeqa, FathimathEnvironmental literacy and global citizenship education (GCE) are necessary to the development of a fairer, more peaceful and more sustainable world, but teachers frequently lack practical examples of their implementation in the classroom. This article presents =Our World, Our Futures, a collaboration between researchers, primary school teachers and children (7–12 years) from the Maldives and England. Its aims were (1) to develop a cross- cultural, dialogic approach to environmental literacy and GCE through cross- curricular and art projects in which students shared their local environmental knowledges and interests with overseas peers; (2) to explore the projects' impacts on students' environmental knowledge, intercultural understanding and solidarity and global citizenship and (3) to examine teachers' responses to the projects and the effects on their professional development. Employing a qualitative methodology informed by teacher- research and ethnography, data collection included classroom observations, interviews and collection of artworks. Findings suggest that students gained insights into their peers' and their own environments, a sense of global and more- than- human interconnectedness, and a desire to contribute to positive change in their local communities and the wider world. Teachers reported increased confidence in employing flexible, dialogic approaches to environmental literacy and GCE, describing the projects as empowering for pupils. Findings highlight how epistemic justice can be promoted within the primary classroom through valuing diverse knowledges and repositioning students and teachers as global citizens and co- creators of knowledge. Our World, Our Futures offers insight into the potential contribution of a cross- cultural, dialogic approach to the field of environmental literacy and global citizenship education as well as examples of how it might work in diverse ways in primary classrooms.