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.

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.

B

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

C

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

D

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.

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

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

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

S

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.

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.