Enacting Inclusive Student-Centered Pedagogies Through Project-Based Learning
Developing Conference Skills in International EAP Contexts
Bibliographic Data
| ID | 22047186 |
|---|---|
| Authors | Claudia Zbenovich (0000-0001-6127-9488, Jerusalem College of Technology, corresponding author), Anila Ruth Scott-Monkhouse (University of Parma) |
| Year | 2026 |
| Volume | 16 |
| Issue | 5 |
| Pages | 707 |
| Publication date | 2026-04-30 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci16050707 |
| OpenAlex | W7160195796 |
| Language | EN |
| References cited | 35 |
The paper explores the implementation of inclusive, student-centered pedagogies in an internationally co-taught EAP course. Designed within the Erasmus+ W.I.D.E. framework, the course brought together students from Italy and Israel to collaboratively work on academic conference presentations delivered in English as a lingua franca. The study employs an Action Research and Case Study approach, allowing iterative cycles of planning, implementation, observation, and reflection to inform pedagogical decisions. This embraces three intersecting priorities in contemporary higher education: preparing students for global academic participation, fostering inclusive and supportive learning environments, and cultivating intercultural competence in digitally mediated settings. More specifically, drawing on a project-based teaching framework, the study examines how students are socialized into academic discourse through delivering presentations, engaging in intercultural dialogue, and developing cross-curricular soft skills. Our findings suggest that project-based work in small multicultural teams can support both autonomy and cooperation, while contributing to the development of critical thinking, mediation and confidence in public speaking, essential for participation in international academic communities. The findings also point to the potential role of responsive and compassionate pedagogy in digital collaboration. The study offers a practice-informed model that may be adaptable to similar contexts for bridging EAP and international research practices, highlighting implications for intercultural academic communication, virtual mobility, and inclusive language education
Action research · Autonomy · Cultural competence · English for academic purposes · Intercultural communication · Intercultural Competence · Intercultural learning · Multiculturalism · Collaborative Teaching and Inclusion · Higher Education Practises and Engagement · Second Language Learning and Teaching
Second Handbook of English Language Teaching
The Action Research Planner
Good to Talk?
Challenges and Issues in English Presentation Through Synchronous Online Conference Platforms in Higher Education
Teaching English as a Lingua Franca in Brazil
Examining the effectiveness of an online EAP course in developing researchers' virtual conference presentation skills
Study abroad programmes and student outcomes
From Student to Scholar
Reconceptualising international academic mobility in the global knowledge system
Culture and identity in critical remarks
Voices of learners in Thai ELT classrooms
Non-native attitudes towards teaching English as a lingua franca in Europe
Teaching English as a lingua franca in China
Interest and Self-Sustained Learning as Catalysts of Development
Factors affecting the way students collaborate in a wiki for English language learning
Failing or Prevailing? Russian Educational Discourse in the Israeli Academic Classroom
Making a difference
Online University Teaching During and After the Covid-19 Crisis
| Highly cited | No |
|---|