Vol 2025 No. 1 

This paper explores the influence of gender quotas on women’s political empowerment, with a specific focus on the Maltese context. Employing a mixed-methods approach, it investigates the implementation and impact of Malta's 2021 gender-corrective mechanism, which aims to bolster female representation in Parliament.

Despite legislative efforts, female political participation remains limited, and public opinion remains divided on the effectiveness and fairness of quota systems. The study delves into voter perceptions, historical and societal challenges, and the broader political framework that shapes gender representation. It further examines how structural barriers, cultural attitudes, and party politics influence both the number of female candidates and their electoral success.

The findings highlight that while gender quotas may increase numerical representation, they must be accompanied by systemic reforms and societal shifts to achieve genuine political empowerment and lasting gender parity.

Gender roles may have shown us the importance of having a parental figure at home. But as technology evolves, gender-based roles are no longer relevant in a domestic presence. What matters most is the consistent presence of this figure, rather than the figure’s gender, that a foundation of trust is made for the child. A democratic society should strive for diversity and equality in the educational, professional, and private spheres; This is especially true with the emergence of AI and increased opportunities for equity.

Our research will investigate the underlying reason for stereotypical gender roles from a historical and social perspective and will question the appropriateness and consequences of continuing to adhere to gender roles. Themes include the sociological and biological factors that contributed to the creation of gender roles, gender-based violence, and gender stereotyping. Stereotypes and concepts explored are aggressive and dominant masculinity, women’s presumed natural nurturing and household responsibilities, and the current underrepresentation of females in male-associated industries.

This paper explores the use of Artificial Intelligence (AI) in education, especially its role in the admission process. Discussing the experiences with AI in Medical Colleges’ admissions, it highlights advantages as well as ethical issues. The Association of Colleges of Osteopathic Medicine (AACOM) organizes the centralized admission process for more than 40 accredited colleges, and subsequently reports the outcomes. In addition, Association of American Medical Colleges (AAMC) reported that in 2021 medical schools received applications from 62,443 prospective students for 22,666 first-year available spots nationwide. AI proved to be remarkably efficient at identifying the appropriate candidates for interview, about 86% of the time, and at 72% predicting matriculation based on the applicants’ essays, according to the AACOM report. Complementary, a three-fold inquiry at New York University (NYU) Grossman School of Medicine was undertaken: Machine Learning (ML) model training phase utilizing cohort data from the 2013 to 2017 admissions cycles, as well as model validation phase conducted during the subsequent 2018 admissions cycle, and a prospective randomized trial that was carried out during the 2019 admissions cycle. It was reported that the AI algorithm successfully replicated faculty screening of medical school applications and, as such, was recommended for consideration as a tool in the dependable and well-grounded review of medical school applicants.

Using AI reduces the burden of faculty while promoting efficient holistic admissions processes that rely less on grades and test scores. An AI-powered process can minimize unintentional human bias. However, it may perpetuate biases inadvertently present in the AI's training data. Moreover, AI's reasons for accepting or rejecting applications may be opaque. Higher Education institutions must carefully decide which decisions could be taken by AI and which require more extensive human involvement.

This study focused on ways in which taking part in formal and informal learning experiences and dialogical interactions in a Mandarin language and Chinese culture content immersionproject resulted in the participants’ self-identity transformation. It utilized Mezirow’s (1978) ten phases of transformative learning to examine the experiences and dialogical interactions of participants in a study abroad immersion project. It analyzed ways in which participants demonstrated aspects of the cognitive, affective, and conative dimensions of Mezirow’s transformative learning process. Qualitative data were collected from the reflection journals, content perception surveys, and interviews of the participants. Samples of the participants’ expressions are quoted in the results section to illustrate the participants' voices yielding authentic and meaningful pictures of the changes in their views and attitudes throughout the overseas experience. The findings show that participants: 1) Made connections between classrooms and non-education settings to construct new linguistic and cultural knowledge. 2) Developed new perspectives through formal and informal learning experiences and thought-provoking dialogical interactions. 3) Enhanced and broadened their views and sensitivity to cultural differences. 4) Became motivated to practice the target language in real life to improve their language skills and strengthen their intercultural communicative competence. 4) Developed empathy for their students and became more aware of the importance of culturally and linguistically responsive teaching in their future classrooms. 5) Expressed motivation to grow professionally, disseminate their experiences, knowledge, and new cultural understanding with their colleagues, friends and family members.  The findings support the development of research-based study abroad immersion programs to help second language educators engage in self-reflection and assessment, built self-confidence, achieve self-transformation, and increase culture knowledge and linguistics skills to strengthen their teaching skills and their capacity to develop relationships with members of the L2 target community.

As we continue through the Make America Great Again (MAGA) Era, we are called to reimagine and restructure Hispanic Serving Institutions (HSIs) at the U.S.-Mexico borderlands (Border-HSIs). In our collective practice, we conceptualize Border-HSIs as safe spaces for sociocultural inclusion and liberation that foster equitable environments for all students, including Transfronterizx (Transborder) communities. Through the establishment of the Transborder Scholars Thriving Institute (Transborder Scholars), we foreground institutional reclamation and dedicate our research inquiries and student-oriented practices to the social justice of Transfronterizx (Transborder) students and their families through initiatives that empower our community to thrive despite geopolitical unrest at the borderlands. Through Transborder Scholars, we move Border-HSIs to a space of institutional transformation, a space within the university to dream about the possibilities and liminalities of servingness, representation, and joy sparked upon our Transfronterizx identities. As MAGA Era hostility amplifies, we must transform Border-HSIs now. This paper shares insights from our organization, Transborder Scholars, aiming to inspire educators to support the holistic development of Transfronterizx students in their Border-HSIs.

Keywords: Hispanic-Serving Institutions, U.S.-Mexico borderlands, Rural Borderlands, Education Transfronterizx students

The purpose of this paper is to contextualise the notion of leadership for learning within the Maltese context and present the challenges that the country faces to improve the level of professional learning amongst educators. It is argued that successful reform needs to start with looking at the notion of collaboration and so at different levels. Two main shifts are proposed. Firstly, a partnership between schools as networks and central leadership is proposed, one that is based on new forms of governance. A second shift is that of enhancing the professional capital of teachers and leaders. In this way, teachers’ professionalism and professional identity are redefined. The paper will explore the role that leadership and governance have on the way we view reform and the nurturing of professional learning and development in Maltese schools. The position taken is that central to any changes requires exploring the need to nurture trust as a fundamental principle that governs the way we relate at both systems and school level. Unless a change in mindset is adopted few changes will leave an impact where it truly matters, student learning.

Universities prepare secondary school educators to prepare students to ultimately make discoveries that can better our planet. However, people’s increased ability to consume misinformation has made the public increasingly resistant to fact. Students’ future discoveries can only benefit society if students also learn communication practices that bypass reasons audiences commonly reject factual information. In a previously published, peer-reviewed study, one of this paper’s authors identified psychological concepts that secondary teachers (i.e., of teenage students) can integrate into existing lessons to prepare students to share findings effectively in a polarized world. In this follow-up case study, that author partnered with a single adolescent female student featured in the media for her psychological insights. This case study employed a qualitative, in-depth interview approach and thematic analysis to explore the student’s experience-based examples of phenomena active in knowledge dissemination. These findings can be used by educators to prepare students to share their future findings effectively.

This longitudinal study investigated the transformative impact of a semi-structured peer mentorship program on graduate student mentors' identity development, self-efficacy, and leadership skills. Grounded in Bandura’s self-efficacy theory and identity development models by Gee, Baker, and Lattuca, this qualitative case study explores how mentoring undergraduates enhances graduate students’ self-perception, agency, and confidence, particularly among those from diverse backgrounds. Findings based on interviews with graduate mentors reveal that mentorship fosters a shift from learner to scholar, cultivates a sense of purpose, and supports the development of resilient, leadership-oriented scholarly identities. The study calls for greater institutional support for graduate students’ emotional and intellectual development and encourages future research into the long-term impact of mentorship on both mentors and mentees.

Stress is a pervasive issue among higher education students, affecting their mental health and academic performance. This study investigates the impact of mindfulness practices on stress reduction and emotional intelligence (EQ) enhancement in this demographic. Using a quasi-experimental pretest-posttest design, 200 students (18–25 years) were divided into a mindfulness group and a control group. The mindfulness group engaged in guided mindfulness practices for 8 weeks, while the control group received no intervention. Results showed significant reductions in perceived stress (p<0.001p < 0.001, d=1.5d = 1.5) and improvements in EQ components (p<0.001p < 0.001, d=1.3d = 1.3) within the mindfulness group. Positive correlations between mindfulness practice frequency/duration and outcomes were observed. These findings highlight mindfulness as an effective strategy for enhancing students’ mental well-being and emotional resilience.

In order to meaningfully address the multitude of challenges that have surfaced so dramatically in today’s world, it makes sense to broaden the landscape by injecting increasing doses of creativity, empathy, and inclusion into the problem-solving process. In this article we i.) seek to zero in on some of the elements that make “creativity” what it is (and what it isn’t); ii.) define and describe “empathy”; iii.) highlight the components of Empathic Design and Inclusive Design; and iv.) explore the potential of merging and reconfiguring some of the most powerful ingredients of creativity, Empathic Design, and Inclusive Design into a unified theoretical construct we refer to as “Empathic Creativity”. In order to offer a conceptual model to guide implementation, we propose a framework and provide a schematic guideline for Empathic Creativity. The five components of Empathic Creativity (Empathic Creator, Empathic Idea, Empathic Collaboration, Empathic Artifact, and Empathic Potential) are described at the conclusion of this article with theoretical examples included in order to spark ideas for educators to put into practice with their students.

This literature review examines burnout's impact on individual well-being and organizational success in K–12 education, emphasizing the roles of exhaustion, cynicism, and inadequacy. Grounded in Andragogy and Self-Determination Theory, the review highlights reflective 9 Oxford Education Research Symposium Proceedings 19-21 March 2025 practices, agency, and supportive leadership as critical strategies for mitigating burnout. It identifies gaps in implementing these approaches, particularly in addressing post-pandemic challenges like teacher attrition and staffing shortages post-COVID-19. The findings advocate for integrated reforms aligning organizational and individual practices with adult learning and well-being principles. By fostering supportive environments, reflective practices, and resilience-focused leadership, schools can reduce burnout and improve outcomes for teachers and students. Future directions include developing tools to assess and sustain these strategies and urging a re-evaluation of educational systems to create practices ensuring the success of all learners (both educators and students).

While new to the literature on K-12 educational frameworks, the tenets of the entangled pedagogy framework add a layer of contextual understanding as it applies to the balance between navigating the ever-changing landscape of technological advances and the traditions associated with teaching and learning methods. The tendency for imbalance between a carte blanche over-reliance on technology and the pretense that technology can be kept at bay through in-person pedagogical approaches is problematic, and even more so as it relates to virtual learning environments. The challenge multiplies exponentially when working with a student population of adult learners who bring to the space a vast range of opinions regarding technology based on personal, academic, and professional experiences. The authors will complete a theoretical explication of the entangled pedagogy framework before recommending an extension to the theory, referred to by the authors as entangled andragogy, which takes into account best practices for curriculum developers and instructors working with adult learners, taking into account the 6 assumptions for adult learners as proposed by Knowles. Areas of future research will be suggested to move the needle forward in the areas of pedagogy, andragogy, virtual learning environments, and adult learners.

Many researchers and studies report the rise of school bullying and violence. Although, today, children's rights are protected through an international, European and national framework, their protection in practice is still a demand of modern societies. School is the direct recipient of social changes, which must be processed in an effective way. Bullying and violence at schools are a complex social phenomenon that needs planning actions and practices for prevention and treatment. The entire educational community must be involved in this process, having a common vision and goal. For this reason, a special digital platform has been established by the Hellenic Ministry of Education, Religious Affairs and Sports, which is a tool for recording incidents of bullying and violence at schools, while, at the same time, it is, also, a powerful means of prevention, involving the entire educational community. The legislative framework, that has been created, largely ensures the active involvement of the school community in dealing with incidents of bullying and violence. At the same time throughout this process, the school leader plays an important role which is highlighted by this study.

For the past several years, the author has offered an undergraduate Honors seminar course in the United States entitled “What is Religion?” This is because it seems self-evident for individuals planning future leadership roles to gain basic knowledge about religion in order to engage meaningfully with others in a globalized milieu. This course deals with the question of what religion is as a concept as well as what various expressions of religion have been, are, and might become. The course builds on the existing scholarship of teaching and learning focused on active learning approaches. Thus, it transitions from lecture-based to discussion-based to team-based experiences. Student response to the course has been very positive, presumably reflecting a desire to further understand this key aspect of human existence.

Contemporary secondary literature on Gustavo Gutiérrez has attempted to distance him from Marxist analysis, arguing that it was never a load-bearing element in his formulation of a liberative interpretation of Christianity. This mainstream perspective on the theologian, though, is based on a misunderstanding of his thought deriving from a lack of diachronic analysis of his extensive body of work. It seems, as well, to be founded on a desire to preserve the present usefulness of his thought for contemporary theological and ethical reflection, taking the inadmissibility of Marxist analysis as a given. This trend in contemporary secondary literature is ill-founded. When one surveys all of Gutiérrez’s writings chronologically, especially including his often-overlooked minor articles and untranslated booklets from the 1970s, a clear pattern emerges regarding the development of his thought as well as the role that Marxism played in it. This paper argues that Gutiérrez openly based his theological program on Marxist analysis, as a core feature of that program, until the “Puebla” conference of Latin American Catholic Bishops in 1979. At Puebla the episcopacy determined the contours of how Marxist analysis could be employed in theological reflection, offering the category of a “preferential option for the poor” as a non-ideological alternative to the Marxist version of Liberation Theology. Gutiérrez had significant agency in the conversation that arrived at that compromise position, leading him to frame his subsequent writings within the “preferential option.” This paper, then, challenges the mainstream position in contemporary secondary literature on both the question of the importance of Marxism in the formulation of Gutérrez’s original theological system as well as the question of why he changed his public self-presentation on the issue in his later career.

As part of a state institution, the US military chaplaincy occupies the space between ‘religious freedom’ and the ‘separation of church and state’. This research explores the chaplaincy from a critical-cultural communication model, focusing on how the representation of the military chaplain has been understood within culture and how they communicate their messages to military members considering growing religious diversity.

This article examines how the military chaplaincy is represented in popular media such as television and motion pictures. Through qualitative interview reactions to these media depictions, military chaplains reflect on the duality many of them face with their own personal ethics surrounding war and violence, and the language they use when counseling soldiers in the field. The findings predominantly show a disparity between reality and fiction, but the tone of communication struck a chord.

The heart of this research is in-depth, qualitative interviews with US National Guard chaplains and those responsible for their training. The collection of data progressed through observations and chains of conversations and informants, and the emphasis was on identifying events and people that contribute to the narrative.

This paper aims to bridge the gap between ancient biblical portrayals of cherubim and seraphim and their relevance for contemporary Christian thought, addressing what may be a disconnect in theological understanding. The study employs a literary analysis of Old Testament scriptures explicitly mentioning these celestial beings, examining their ontological form, function, and symbolic articulation. For the cherubim, this involves tracing their appearances in Eden, the tabernacle/temple, and Ezekiel's visions, contextualized by socio-rhetorical and historical perspectives to highlight their evolving significance as guardians of the divine presence and symbols of God's sovereignty. A similar approach, incorporating synchronic and diachronic analysis, is applied to the seraphim based on their sole explicit reference in Isaiah.

The research further investigates the reception history of angelology in intertestamental Jewish and New Testament literature to establish the continuity of these concepts and trace the theological trajectory of the divine presence associated with cherubim and seraphim. The findings reveal a consistent, though evolving, understanding of these beings within the broader biblical narrative.

The implications of this analysis for Christian hermeneutics are significant, emphasizing the necessity of a Christotelic interpretation as the telos of Old Testament concepts. This understanding enriches contemporary believers' comprehension of God's majesty and challenges New Age and Christian mythic practices by grounding angelic concepts in their scriptural context, fostering a more theologically sound experiential impact.

Since the early 2000s, over one thousand petroglyphs or open-air rock engravings have  been discovered in the western coastal region of Konkan in Maharashtra State, India.  These include life sized representation of a fauna such as elephants, rhinoceros,  sharks, and peacock, while some depict larger than life human profile while others  render abstract geometric compositions spanning some twenty-five by twenty-eight feet.  Only a handful of these petroglyphs are part of the local religious milieu. Locals were  aware of few of these petroglyphs in isolation, as sites associated with Hindu temple  complexes or locations to be visited during special religious celebrations. Then there is  the vast majority of petroglyphs, lost to time and unknown to contemporary populations.  Since early 2000s archaeological investigations were conducted for this region bringing  to public conscious a large number of petroglyphs. The purpose of this paper is three  fold, first to bring these petroglyphs to the attention of scholars of religious studies.  Second to highlight some unique features of these artistic expressions from Konkan  region and finally to further the possibility for utilizing them to better refine the scholarly  approaches towards studying overlap between religious iconography, historical ecology  and rock art research for South Asia.  

The study addresses the connection between preaching actions and Extrasensory Perception (ESP)  among three categories of members in Chinese Buddhist groups. It describes three religious groups' perspectives on the subject matter of ESP, as well as how these perspectives are influenced by the developmental patterns of these groups. Firstly, those who have a stake in Buddhist groups that are sanctioned by the state have a mindset that acknowledges ESP but does not actively promote it. Additionally, Buddhist groups and associations that have a notquitelegal status that acknowledge the significance of ESP and employ it to facilitate the spread of Buddhist doctrines. Lastly, there are groups and associates that are not accepted by the State Administration for Religious Affairs that exaggerate the experience and function of ESP. The last groups and their members excessively amplify the significance and role of ESP, employing it for personal benefit and operating covertly.

This paper explores the Baha'i Faith as a complex spiritual phenomenon that transcends traditional definitions of religion. It argues that Baha'i scriptures reflect three interconnected yet distinct dimensions: the Cause of God as a universal spiritual phenomenon, the Baha'i Faith as a transformative way of life, and the Faith's role as a modern religion that demonstrates a new era in the lineage of longstanding traditional religions. Utilising social constructionist theory and frameworks from the study of new religious movements, the paper positions the Baha'i Faith as a neo-religion that combines inclusivity, progressive revelation, and structured practice.

Through the lens of Peter Berger's theory of the social construction of reality and Brian Wilson's typology of new religious movements, this paper examines how the Baha'i Faith adapts to social needs while maintaining a coherent spiritual identity. It emphasises the inclusive ethos of the Baha'i community, where participation does not require formal conversion, and engagement in practices such as the Ruhi System fosters both spiritual development and social transformation. These characteristics challenge traditional notions of exclusivity and rigid religious boundaries.

In addition to providing an in-depth exploration of the Baha'i Faith, this paper contributes to broader religious studies by offering a dynamic and flexible framework for understanding religion. It demonstrates how religious identity can be both rooted in doctrine and adaptable to cultural diversity. The concept of a "neo-religion" provides scholars with a new analytical category to examine contemporary spiritual movements that blend tradition with innovation. Furthermore, by bridging theory and lived practice, this study promotes a more holistic and inclusive approach to the academic study of religion in a global context.

Ultimately, this paper positions the Baha'i Faith as a unique and evolving spiritual paradigm that exemplifies religion's potential to foster unity, justice, and transformation in the modern world.

This article employs the theoretical frameworks of intersectionality, Othering, and hate discourse to critically interrogate the evolving agency and discursive marginalization of the Baháʼí community in Iran, across two pivotal periods: before and after the 1979 Revolution. As a marginalized religious minority, Baháʼís have long been subjected to systemic exclusion and discursive erasure within Iran’s religious-political order, often constructed as an “undesirable Other.” This study reconsiders both individual and collective forms of Baháʼí agency, grounded in their spiritual teachings and lived experiences of repression. By doing so, it offers a counter-narrative that challenges dominant state frameworks and reclaims space for alternative representations.

Since the mid-19th century, the Baháʼí Faith has contributed to Iran’s broader political and intellectual transformations. Yet, systematic study of the Baháʼí community remains constrained by structural barriers rooted in taboo, academic censorship, and restricted knowledge production. These limitations constitute a form of epistemic colonization, impeding the emergence of pluralistic and intersubjective discourses. Such conditions have reinforced the Islamic Republic’s hegemonic narratives, deepening processes of othering, hate propagation, and social fragmentation. As a result, not only Baháʼís but also other religious, ethnic, and gender minorities have been systematically marginalized within Iran’s academic and sociopolitical landscape.

This study also examines the Baháʼí worldview and its religious-social discourse within the context of Iran’s intellectual and political transformations and their transnational reverberations. It critically analyzes the structural and discursive mechanisms underlying the systematic othering, institutional exclusion, and enduring discrimination faced by the Baháʼí community. To explain the causal dynamics and broader implications of these processes, the article introduces the concept of the “paradox of suppressed alternatives.” This framework highlights how political repression not only silences dissent but also suppresses potential moral, spiritual, and epistemic alternatives capable of fostering transformative social change. By applying this lens, the study offers a deeper understanding of the ideological mechanisms that marginalize spirituality-centered counter-discourses, including those rooted in Baháʼí teachings.

Drawing on a hybrid methodology, this research combines qualitative methods with historical document analysis and extensive library-based investigation to ensure a multidimensional understanding of the subject. Primary sources including literary texts and official Baháʼí documents are examined through content analysis to trace the community’s influence on Iran’s intellectual and cultural evolution. Participant observation, informed by the author’s two decades of engagement in Baháʼí gatherings across various countries, provides deeper insight into the community’s social structure and practices. Additionally, critical discourse analysis of dominant religious and political narratives in Iranian literature complements this approach. The study addresses three core research questions: (1) What are the foundational principles of the Baháʼí worldview and discourse? (2) How is this discourse embodied in the practices of Iranian Baháʼís? (3) What role does Baháʼí agency play in shaping contemporary Iranian social and political discourse? At its core, the research offers a comprehensive examination of the Baháʼí community’s position within Iran’s broader socio-cultural transformations and its contribution to emerging discourses of change.

From the perspective of women in living in Israel, whether Jewish or Arab, the one-state 'solution' remains the better one, provided it is a secular state. The two-state 'solution' would likely result in two conservative, religion-based ethnocracies with considerable patriarchal tendencies written into law and detrimental to the advancement of the political, economic, and social interests and rights of women.