Jul 2026· Interdisciplinary Research in Education· Vol 11, pp. 67-78· 0 citations· 14 references
Abstract
Tribhuvan University awarded the first PhD in English Education in 2008. Since then, 33 scholars have been awarded PhDs by March, 2025, creating an avenue for exploring the history, trends, and current state of English education research in the Faculty of Education. For this study, all 33 dissertation abstracts and a few whole dissertations were analyzed, with a special focus on title and abstract structure, types, and styles. The study also focused on the frequency of PhD awards, researchers' and supervisors’ demographics, preferred methods, and research areas. The findings revealed that the majority of the awards were overwhelmingly achieved by the male researchers from Brahmin and Kshetri communities who were professionally connected with Tribhuvan University, with their supervisors being Male Professors of the University. The study also exposed that titles, both nominal and compound, ranging from eight to twenty-one words, convey information about the context, issues, objectives, methods, and location, while abstracts consistently included context, objectives, methodologies, and findings of the study. Similarly, researchers addressed diverse subjective issues in the field using phenomenology, case studies, and ethnographies. This study is expected to serve as a resource for ELT researchers, practitioners, and students to outline current trends and prospects in English Education research.
The primary aim of this study is to examine doctoral dissertations written on the concept of peer bullying in the fields of “education and training” and “psychology” between 2021 and 2025. For this purpose, 16 doctoral dissertations meeting the relevant criteria in the database of the Council of Higher Education National Thesis Center were analyzed. In the study, the dissertations were systematically examined in terms of university, department, year, research method, study group/sample, and the variables addressed together with peer bullying. The document analysis technique was used to analyze the obtained data. The findings indicate that the examined dissertations were largely concentrated at Anadolu University and Atatürk University and were mostly conducted within the Department of Educational Sciences. In addition, it was determined that the number of dissertations increased in 2025 and that quantitative and mixed methods were more commonly preferred in the studies. In terms of study groups, middle school and high school students were the most frequently studied participants; regarding variables, psychological resilience/resiliency was found to be the variable most frequently examined together with peer bullying. As a result, it can be stated that doctoral dissertations on peer bullying have increased significantly in recent years, that research has been concentrated in certain universities and educational levels, and that a particular focus on psychological variables has attracted attention in these studies. This situation indicates that research in the field tends to develop in terms of both methodological approaches and variable diversity, suggesting that future studies focusing on different age groups, more diverse samples, and qualitatively oriented designs may contribute to the field.
Rumeysa Hoşoğlu· The Universal Academic Resea...· 0 citations
This study evaluates a three-day academic research writing and publication training workshop organized by Indreshwor Community Campus Panauti Kavre. The training was funded under the University Grants Commission Nepal's higher education nurturing program. The training targeted faculty, students, and campus management committee members with the broader aim of strengthening human capital and advancing the quality of higher education in Nepal. Using Kirkpatrick's four-level training evaluation model as the guiding framework, the study draws on narrative reflections from nine participants collected through an open-ended questionnaire structured around the levels of reaction, learning, behaviour, and results. A qualitative thematic analysis was used to the narrations to identify recurring patterns of experience and change. Findings indicate that participants reacted positively to the facilitation, content, and materials; developed new knowledge of peer review, journal quality indicators, abstract writing, and research ethics; began transferring these skills into teaching, writing, and manuscript preparation; and, in several cases, contributed to institutional outcomes such as new writing groups, a research support committee, and manuscript submissions. Findings of the study also highlights gaps, including limited practical exercise time and uneven follow-up support. The study concludes that the training was largely effective across all four evaluation levels but that sustained institutional commitment, longer practical components, and structured follow-up mechanisms are necessary to consolidate a durable research writing culture at community campuses such as Indreshwor.
Haribhakta Karmacharya, S. Karmacharya· Panauti Journal· 0 citations
Postgraduate study is wdely assumed to make teachers better at their work. In many educational systems, it is formally rewarded through promotion, salary scales, and eligibility for senior positions. However, the evidence base for this assumption is rarely examined, and almost none of it is drawn from Iraq. This study examined whether Iraqi teachers of English believe that holding a master's degree or a doctorate improves what they achieve in the classroom. An explanatory sequential mixed methods design was used. In Stage1 of the study, 214 Iraqi EFL teachers working in public secondary schools completed the Perceived Teaching Outcomes Scale (PTOS), a 28-item instrument with four subscales. One-way analyses of variance compared teachers holding a bachelor's degree only (n = 118), a master's degree (n = 74), and a doctorate (n = 22). In Stage 2, 12 survey respondents were purposively sampled for semi-structured interviews and analysed using reflexive thematic analysis. Quantitative results showed large, statistically significant differences by qualification on Pedagogical Content Knowledge, F(2, 211) = 12.87, p < .001, η² = .109, and on Professional Agency and Research Literacy, F(2, 211) = 32.46, p < .001, η² = .235, but no significant differences on Classroom Practice or Perceived Learner Outcomes. Interview data show that teachers described postgraduate study as transforming how they understood their work and how they positioned themselves professionally. On the other hand, structural conditions such as examination washback, a prescribed textbook, class sizes above forty, and limited pedagogical autonomy constrained what they could translate into practice. The findings suggest that in the Iraqi context postgraduate qualifications operate more powerfully on teacher cognition and professional identity than on observable classroom outcomes.
Amjed K. Obaid· International journal of res...· 0 citations
Background: The identity crisis, a phenomenon that manifests itself in different aspects of life, is also present in the professional field, significantly impacting teaching performance. Objectives: This study aimed to map, through a State of Knowledge review, the themes of "teacher identity" and "teacher training" in Education in master's dissertations and doctoral thesis developed in Postgraduate Programs in Brazil, from 2020 to 2023, registered in the CAPES Catalog of Theses and Dissertations. Design: This is an exploratory study that also aimed to discuss the national context of publications on these themes, specifically in undergraduate degree programs in Science and Biology. Results: The results indicate that Teacher Identity is known by contemporary tensions, such as the crisis of schools in the knowledge society, the challenges of digital inclusion, and the structural fragility of public schools. Furthermore, official documents establish guidelines for teacher training, but their implementation faces problems such as the depreciation of teaching degrees, technocratic training, and gender conflicts. Conclusions: The New High School curriculum and its educational pathways accentuate the fragmentation of knowledge and the burnout of teachers, reinforcing the need for policies that integrate training, working conditions, and social recognition of the profession.
G. Tonelli, A. Oliveira· Revista de Estudos Interdisc...· 0 citations
The book titled “Introduction to Qualitative Research Methods: A Helpful Guide for Undergraduate and Graduate Students in the Social Sciences” by Allison. L. Hurst (2023) at Oregon State University provides a comprehensive foundation for conducting and assessing qualitative research in the social sciences. This book comprises 21 chapters and spans 314 pages. Chapters 1 through 9 discuss the first half of the book, covering various facets of qualitative research. Chapters 10 through 19, as the second half of the book, discuss data collection, methods, techniques, analysis, and coding. The last chapter, 21, covers presentations and communication of research findings. Furthermore, this book includes online application platforms, such as Zoom, Webex, Skype, and GoToMeeting, and others, which can help novice qualitative researchers conduct online interviews, focus groups, and other activities in the same space, similar to traditional methods for data collection and analysis.
Michael Botwe· American Journal of Qualitat...· 1 citation
Bibliometric studies on postgraduate research in Tanzania remain limited, particularly in the natural sciences. This study examined citation patterns in master’s dissertations and doctoral theses submitted to the College of Natural Sciences at the University of Dodoma in order to assess the types, currency, and origin of cited sources. A descriptive research design employing bibliometric techniques was used to analyse 153 postgraduate documents, including 146 master’s dissertations and 7 doctoral theses submitted between 2011 and 2023. Findings revealed a strong reliance on citation of journal articles, while citation of monographs, theses, websites, and locally produced sources remained limited. Doctoral candidates demonstrated greater use of current, digital, and peer-reviewed resources compared to master’s students. The study concludes that citation practices reflect both evolving digital research trends and limitations in access to diverse scholarly resources. It recommends strengthening access to electronic resources, improving the visibility of local research outputs, and enhancing research and information literacy training to support the quality and sustainability of postgraduate scholarship,
Harold Eliud Kwigizile, A. Samzugi, Lilian D. Isowe· KLISC Journal of Information...· 0 citations
