A

Abdelghany, Sawsan (2023) Understanding the role of language in integration journeys: ESOL from refugees' perspectives. MPhil(R) thesis, University of Glasgow.

Al Adawi, Idris (2023) Developing intercultural competence in EFL: a qualitative enquiry into the beliefs and classroom practices of a group of Omani EFL teachers in a higher education institution in Oman. PhD thesis, University of Glasgow.

Al-Sinani, Salima Khamis (2023) An investigation of professional communities amongst those responsible for English teacher development in Oman. PhD thesis, University of Glasgow.

Alanazi, Mansour Shubrum (2023) Identification of gifted students in Saudi Arabia: a qualitative study of the use of the Mawhiba assessment. PhD thesis, University of Glasgow.

Albazie, Haifa Abdullah (2023) Factors affecting the use of e-learning in Saudi Arabia: an analysis of academics’ perspectives. PhD thesis, University of Glasgow.

Alghamdi, Abeer Saeed Mesfer (2023) Educational leadership and the turn to empowerment. PhD thesis, University of Glasgow.

Alghanmi, Bayan Fahad (2023) Self-assessment in EFL speaking classroom and its effect on achievement, self-regulated learning, and critical thinking: students’ voices from Saudi Arabia. PhD thesis, University of Glasgow.

Alshammari, Yousef Salem H. (2023) Understanding the perspectives of mathematics teachers concerning eLearning in Saudi Arabia. PhD thesis, University of Glasgow.

Anderson, Penny (2023) Care and gender: A time worn narrative? Perceptions of carework in the Scottish out of school care workforce. Ed.D thesis, University of Glasgow.

B

Balgabekova, Dayana (2023) Teacher learning in the context of Lesson Study in Kazakhstan. PhD thesis, University of Glasgow.

Broadfoot, Lyndsay Monika (2023) “It’s so much better when we all listen to each other”: Exploring the impact of implementing a restorative approach within a primary school setting. PhD thesis, University of Glasgow.

Brown, Kenneth Michael (2023) eAssessment in engineering mathematics: gaps in perceptions of students and academics. PhD thesis, University of Glasgow.

C

Chan, Jason (2023) Journey to the West: acknowledging intersectionality: An autoethnographic study of a Chinese English teacher's career from Hong Kong to Germany. Ed.D thesis, University of Glasgow.

Choudhury, Neela Begum (2023) Understanding beginning teacher’s professional identity using a Foucauldian lens: the importance of networks of power and care of the self. Ed.D thesis, University of Glasgow.

Couceiro, Louise (2023) ‘Extraordinary Women’, ‘Visionary Women’ and ‘Fantastically Great Women’: exploring children’s responses to contemporary biographies. PhD thesis, University of Glasgow.

D

Davis, Gareth Michael (2023) Grand narrative and the Islamic State: investigating propaganda, education and narrative in Dabiq. PhD thesis, University of Glasgow.

DeYoung, Jamie Kathleen (2023) Exploring the experiences of female engineering students at an undergraduate evangelical religious institution in the United States. Ed.D thesis, University of Glasgow.

Dickson, Nicola M. (2023) A critically reflective arts-based research study exploring the experiences of survivors of sexual abuse as adult learners, artists and research participants. PhD thesis, University of Glasgow.

Ding, Miaomiao (2023) A mixed-method study of the impact of high-immersion virtual reality on Foreign Language Speaking Anxiety. PhD thesis, University of Glasgow.

E

El Naggar, Alia (2023) The provisions on offer for gifted learners with Autism Spectrum Disorder (ASD) in Dubai mainstream schools: capturing students and educators perspectives. PhD thesis, University of Glasgow.

G

Grant, William Richard (2023) Protecting transformative optimism in the art classroom: exploring aspirant art teachers’ shifting ideals. Ed.D thesis, University of Glasgow.

Gülgeçer, James Kartal (2023) Young men’s education to work transitions in post-industrial Glasgow and Liverpool. PhD thesis, University of Glasgow.

H

Herdiana (2023) Multicultural children’s literature in Indonesia, children’s responses, and teachers’ perspectives. PhD thesis, University of Glasgow.

Hussain, Nouman (2023) UK religious studies textbooks and the notion of Jihad: an analysis using the works of Ibn Taymiyyah. PhD thesis, University of Glasgow.

J

Jaber, Nihaya (2023) Understanding how the educational and social experiences of Syrian Muslim refugee families contribute to their identity construction. PhD thesis, University of Glasgow.

Johnston, Maxine Elizabeth (2023) Empowering involvement: The role of front line social care workers in community planning in Scotland – a Capabilities Approach. Ed.D thesis, University of Glasgow.

K

Knox, Lindsay (2023) Becoming a second language teacher: developing graduate attributes in an international landscape of academic and professional practices. Ed.D thesis, University of Glasgow.

M

McArthur, Celia Mary (2023) Enhancing collaborative ways of working through the lenses of leadership, structure, and processes: A case study of two Regional Improvement Collaboratives in Scotland. Ed.D thesis, University of Glasgow.

McCann, Helen Pamela (2023) Bilingualism and identity: Chinese students’ perspectives on an independent bilingual school. Ed.D thesis, University of Glasgow.

Mohammed, Abduleelah (2023) Investigating student engagement through English learning in a Saudi university Preparatory Year Programme. PhD thesis, University of Glasgow.

Myrzabek, Aidos (2023) The influence of returned PhD graduates and intellectual emigrants on the internationalisation of Kazakh higher education: implication, challenges, and suggestions. PhD thesis, University of Glasgow.

N

Nayal, Mohammed (2023) Reflection in professional practice: Perspectives and experiences of a group of corporate trainers in the UAE. Ed.D thesis, University of Glasgow.

S

Simonen, Petri Olli Ilmari (2023) Young adults’ decision-making in their transition to world-of-work and the role of key influencers and Scottish policies in shaping and supporting educational choices. PhD thesis, University of Glasgow.

Smail, Amy (2023) Oneness, indigeneity, and Ghanaian citizenship(s): lessons learned from teachers. PhD thesis, University of Glasgow.

Song, Jingwei (2023) Assessing for learning in middle school English language classrooms in China. PhD thesis, University of Glasgow.

Strobel, Madeleine (2023) Collaborative dialogue and deliberative communication: Reading circles with Young Adult novels and adolescent learners of English as a Second Language. PhD thesis, University of Glasgow.

T

Tripornchaisak, Natthaphon (2023) Navigating between systems and opening doors of opportunities: Thai‒English interpreters’ experiences. PhD thesis, University of Glasgow.

W

Wang, Luyi (2023) Social inclusion through music education in China? A case study of a secondary school in Fujian Province. PhD thesis, University of Glasgow.

Wang, Wenhao (2023) An investigation of Chinese international postgraduate taught students’ ‘third spaces’ and their psychological well-being in Scotland. PhD thesis, University of Glasgow.

Z

Zhang, Jingjie (2023) Students on the move - interregional migration aspirations of higher education institution graduate candidates in Central China. PhD thesis, University of Glasgow.