At the heart of Hansen’s research lies the concept of relational leadership, which emphasizes the importance of interpersonal relationships in educational settings. Unlike traditional models that focus solely on hierarchical structures, relational leadership advocates for collaboration and emotional intelligence as critical elements in effective leadership. This perspective is particularly pertinent in the context of Ghana, where educational leaders are often tasked with navigating a complex socio-cultural landscape. By fostering strong relationships among educators, school leaders can enhance morale and foster environments conducive to student success.

Moreover, the study highlights the critical role of wellbeing in the lives of teachers. Wellbeing encompasses not only mental and emotional health but also job satisfaction and career fulfillment. In an era where teacher burnout is alarmingly common, ensuring the wellbeing of educators is paramount. Hansen’s research presents compelling evidence that when teachers experience higher levels of wellbeing, their professional commitment increases correspondingly. The implications are far-reaching, suggesting that educational institutions must prioritize initiatives that bolster teacher wellbeing as a foundational strategy for enhancing overall educational quality.

The sequential mediation model employed in this study offers a nuanced understanding of the dynamics at play. It posits that relational leadership influences teacher wellbeing, which in turn affects professional commitment. Each stage reveals intricate pathways by which leadership styles can directly impact educators’ emotional states and their subsequent levels of commitment to their profession. This hierarchical approach allows policymakers and educational leaders to pinpoint specific areas for development.

One of the standout features of Hansen’s work is its methodological rigor. The study is grounded in empirical research, utilizing a substantial sample size of teachers from various regions across Ghana. The diverse demographic ensures that the results are representative and can be generalized to broader contexts. Statistical analyses conducted in the research further bolster the validity of the findings, providing robust evidence to support Hansen’s claims.

As the world grapples with the challenges posed by the COVID-19 pandemic, Hansen’s findings assume even greater relevance. The pandemic has placed unprecedented demands on educators, highlighting the need for strong leadership and support systems within schools. The study serves as a clarion call for educational stakeholders to invest in relational leadership frameworks that prioritize teacher wellbeing. In doing so, schools can create resilient communities better equipped to adapt to the evolving challenges of modern education.

Furthermore, the implications of this study are not confined to Ghana alone. Many countries face similar dilemmas regarding teacher retention, burnout, and the overall quality of education. By adopting a relational leadership approach, educational systems worldwide could potentially experience transformative benefits. Hansen’s research exemplifies how insights gained from one context can be applied globally, fostering a collaborative dialogue on education reform.

As the educational landscape continues to evolve, the call for innovative leadership solutions becomes increasingly pressing. Hansen’s work serves as a beacon for educators and leaders looking to harness the power of relational leadership to drive change. It ignites a discussion surrounding the fundamental need to address the emotional and psychological needs of teachers—elements often overlooked in traditional educational frameworks.

In summary, this study provides a compelling argument for the importance of relational leadership in educational contexts. It highlights the intrinsic link between teacher wellbeing and professional commitment, offering insights that could reshape educational policies. Hansen’s research is not merely an academic exercise; it is a vital contribution to the ongoing quest for effective educational leadership.

In conclusion, the exploration of relational leadership, wellbeing, and professional commitment among teachers in Ghana underscores an urgent need for change within educational systems globally. The findings push for a reevaluation of existing paradigms and spotlight the value of nurturing supportive, collaborative environments. As schools continue to face unprecedented challenges, the integration of relational leadership principles could prove to be a game-changer for educators and their students alike.

In light of this research, stakeholders in education are encouraged to engage in meaningful conversations about how to best support teachers, emphasizing the teaching profession’s emotional and relational aspects. Through this lens, Hansen’s study serves as both a valuable resource and an inspiration for the future of educational leadership and reform.

Subject of Research: The nexus between relational leadership, wellbeing, and professional commitment of basic school teachers in Ghana.

Article Title: Modelling the nexus between relational leadership, wellbeing and basic school teachers’ professional commitment in Ghana: a sequential mediation model.

Article References: Hansen, AB. Modelling the nexus between relational leadership, wellbeing and basic school teachers’ professional commitment in Ghana: a sequential mediation model. Discov Psychol 5, 189 (2025). https://doi.org/10.1007/s44202-025-00519-0

Image Credits: AI Generated

DOI: https://doi.org/10.1007/s44202-025-00519-0

Keywords: Relational leadership, wellbeing, professional commitment, teachers, Ghana, educational leadership, sequential mediation model, educational policy.

The concept of learning through play is heralded globally for its ability to engage young children actively in their learning process. It promotes cognitive, social, and emotional development by allowing children to explore, experiment, and understand their environment in a natural and stimulating way. However, despite the global advocacy and clear benefits, the real-world application of play-based learning methods, particularly in resource-constrained settings such as those found in parts of Kenya, remains inconsistent. The new research aims to untangle the complex web of socio-cultural, economic, and institutional factors that encourage or impede the integration of play-based methodologies in preschool curricula.

One of the critical facilitators identified by the study is the role of educators’ attitudes and understanding of play-based learning principles. The research emphasizes that when teachers themselves grasp the developmental value of play, they are more likely to design and implement activities that truly foster exploratory learning. Training programs that enhance teachers’ skills and knowledge about play are thus pivotal, creating an environment where learning becomes a joyful, engaging experience rather than a purely didactic exercise.

Counterbalancing these positive influences, the study unveils several barriers that obstruct seamless implementation. Among the most significant obstacles is the scarcity of suitable learning materials and play resources. In many Kenyan preschools, infrastructural deficiencies and limited budgets constrain the availability of toys, educational games, and creative materials that stimulate imaginative play. This lack of resources often forces educators into more traditional teaching methods, which typically prioritize rote learning and teacher-led instruction over child-centered exploration.

Another substantial challenge pertains to cultural beliefs and parental perceptions regarding learning through play. The research highlights a prevalent mindset in some communities where play is not fully recognized as an educational tool but is instead seen merely as leisure or distraction from “real” learning. This cultural disconnect influences parental support, which in turn affects preschool practices, as teachers might feel compelled to conform to conventional expectations rather than innovate through play.

Furthermore, systemic and policy-level constraints complicate the scaling-up of play-based learning. The study points out that national educational frameworks and curricula often emphasize structured academic targets, leaving limited room for flexible, play-oriented pedagogy. Bureaucratic rigidity and insufficient investment in early childhood education mean that the necessary support, monitoring, and resources for play-based learning are frequently lacking. This underscores the need for policymakers to rethink early education strategies to better accommodate the benefits of playful learning.

An additional layer of complexity stems from the socio-economic realities faced by many families. High rates of poverty and food insecurity can overshadow early educational priorities, limiting children’s consistent attendance and engagement in preschool programs. Without stable home environments and community support, even the most well-designed play-based learning interventions may struggle to achieve their potential impact.

In addressing these intertwined factors, the authors recommend a holistic approach. They advocate for multi-sectoral collaboration involving educators, parents, policymakers, and community leaders to build a supportive ecosystem for learning through play. Such cooperation can stimulate shifts in cultural attitudes while mobilizing resources and refining curricula to nurture young learners’ creativity and problem-solving abilities.

Crucially, the study stresses the importance of contextualizing learning through play within Kenya’s unique cultural and developmental milieu. Effective implementation requires sensitivity to local languages, values, and social practices that influence how children learn and interact. Adapting play-based methods to reflect indigenous knowledge and community experiences not only enhances relevance but also fosters greater acceptance among stakeholders.

The implications of this research extend far beyond the Kenyan context, offering valuable insights for other low- and middle-income countries striving to enrich early childhood education. By highlighting the facilitators and barriers in real-world settings, the study provides evidence-based guidance for scaling play-based learning globally. It bolsters the argument that quality early education is attainable through creative adaptations and concerted commitment, even amid economic and infrastructural challenges.

Moreover, the findings underscore the urgent need to invest in capacity building for educators. Continuous professional development and supportive supervision are essential in maintaining high-quality play environments that stimulate curiosity and interpersonal skills. Empowered educators are key agents of change, capable of transforming rigid educational paradigms into vibrant, playful learning communities.

Beyond teacher training, community engagement emerges as a central pillar for promoting play as a legitimate and valuable component of early education. Awareness campaigns, parent workshops, and inclusive decision-making can reshape attitudes and create demand for play-focused programs. Engagement strategies must be tailored to local contexts to effectively bridge gaps between formal schooling and community expectations.

The research also calls attention to innovative material solutions that can overcome resource limitations. Locally sourced and recycled materials, coupled with creative play constructions, offer sustainable pathways to enrich learning experiences. Such approaches not only reduce financial burdens but also encourage environmental stewardship and cultural pride among children.

In conclusion, the study by Otwate and colleagues offers a compelling exploration of the enablers and impediments to learning through play in Kenyan preschools. It highlights the transformative potential of playful learning while candidly confronting the realities that hinder its widespread adoption. Their work serves as a clarion call for a paradigm shift—one that embraces holistic, culturally grounded, and child-centered education to nurture the next generation of innovators and leaders.

The future of early childhood education hinges on recognizing and valorizing the power of play not as a mere pastime but as a fundamental pillar of human development. This research paves the way for renewed efforts to reimagine preschool education where joy, exploration, and foundational learning seamlessly intertwine to unlock every child’s potential.

Subject of Research: The study investigates the facilitators and barriers to the implementation of learning through play for preschoolers in Kenya.

Article Title: Facilitators and barriers to the implementation of learning through play for preschoolers in Kenya.

Article References:
Otwate, P., Kitsao-Wekulo, P., Nampijja, M., et al. Facilitators and barriers to the implementation of learning through play for preschoolers in Kenya. ICEP 19, 10 (2025). https://doi.org/10.1186/s40723-025-00151-4

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DOI: https://doi.org/10.1186/s40723-025-00151-4

The findings illuminate a complex landscape where educators navigate a myriad of sources to inform their pedagogical approaches. The study highlights that diverse forms of evidence—ranging from academic research to anecdotal experiences—impact educators’ choices in curriculum development, instructional strategies, and classroom management. Educators often report a keen awareness of the importance of utilizing evidence, yet they simultaneously face challenges in effectively translating this knowledge into practice. The confluence of personal experience, institutional frameworks, and the socio-cultural context plays a critical role in shaping how evidence is interpreted and applied.

One of the most compelling aspects revealed by the study is the educators’ commitment to professional development as a means to enhance their understanding of evidence-based practices. Continuous learning opportunities, whether through workshops, conferences, or collaborative work with colleagues, are seen as essential for keeping educators informed about current research findings and pedagogical innovations. This desire for knowledge reflects a broader trend within the field of education, emphasizing the need for ongoing professional learning to adapt to changing educational landscapes.

However, the study also uncovers barriers that challenge the effective use of evidence in decision-making. Many educators express frustration regarding the accessibility and clarity of research. Empirical studies are often laden with jargon and complex methodologies that may not be user-friendly for those without specialized training in research. As such, educators may find it challenging to discern which evidence is relevant to their specific contexts. This gulf between research and practice underscores the importance of creating more digestible formats for disseminating findings to practitioners.

Additionally, the role of institutional support cannot be overstated. The study found that early childhood education and care settings that foster a culture of inquiry and provide resources for evidence-based practice are more likely to see educators integrating research findings into their daily routines. Support from leadership, including access to research summaries and time for reflection on practice, empowers educators to utilize evidence more effectively. This systemic approach illustrates the need for a cohesive strategy that aligns institutional policies with educators’ professional growth.

Collaboration with families and communities also emerged as a significant theme in the study. Educators articulated the importance of fostering relationships with parents and caregivers, recognizing that these connections can provide valuable insights and additional layers of evidence for decision-making. By involving families in the educational process and seeking their input, educators can better align their practices with the unique needs and values of the children and communities they serve. This partnership strengthens the collective commitment to evidence-based practices and enhances the overall educational experience for young learners.

The role of advocacy in promoting evidence-based decision-making cannot be overlooked either. Educators expressed a desire to advocate for more research-informed policies at the state and national levels. Many felt that their voices were often overshadowed in broader discussions about early childhood education policy. By engaging in advocacy efforts, educators can not only influence change within their settings but also contribute to shaping the national narrative around early childhood education. This active participation can lead to a more informed discourse that prioritizes the needs and perspectives of those directly engaged in teaching young children.

In terms of practical implications, the study presents a compelling case for developing frameworks that support educators in their quest to apply evidence-based practices in their classrooms. Creating user-friendly resources that synthesize research findings into actionable strategies is essential. Professional learning communities can serve as platforms for educators to share experiences, challenges, and successful practices, fostering a collaborative ethos that values evidence in pedagogical decision-making.

Furthermore, the findings point to the necessity of ongoing conversations about relevance and the context of research. Educators must not only understand the evidence but also critically assess its applicability to their unique classroom settings. This reflective practice encourages educators to become more discerning consumers of research, enabling them to advocate for approaches that best meet the diverse needs of the children they teach.

In conclusion, the research conducted by Levickis and colleagues opens important discussions on the dynamic interplay between evidence and practice in early childhood education. It emphasizes the vital role that educators play in making decisions informed by evidence, while also highlighting the systemic challenges they face. As stakeholders in education work towards fostering a more research-informed landscape, the insights from this study can guide efforts to create supportive environments that empower educators and ultimately enhance the quality of early childhood education and care.

This study acts as a call to action, urging educators, researchers, policymakers, and institutions to engage collaboratively in dialogues that bridge the gap between evidence and practice. By prioritizing evidence-based decision-making, the field of early childhood education can continue to evolve, driven by a commitment to providing the best possible start for young learners.

Subject of Research: Use of Evidence in Decision-Making in Early Childhood Education

Article Title: How do Educators Use Evidence to Inform Decision-Making in Australian Early Childhood Education and Care Settings? A Qualitative Interview Study

Article References: Levickis, P., Murray, L., Lee-Pang, L. et al. How do Educators Use Evidence to Inform Decision-Making in Australian Early Childhood Education and Care Settings? A Qualitative Interview Study. IJEC (2025). https://doi.org/10.1007/s13158-025-00422-8

Image Credits: AI Generated

DOI:

Keywords: Evidence-Based Practices, Early Childhood Education, Decision-Making, Qualitative Study, Professional Development

The study, featured in the journal Discover Education, explores how factors such as social status, cultural values, and economic conditions interplay to influence educational preferences. The authors employ a sociological lens to dissect these layers, ultimately revealing how middle-class families navigate their educational options while also grappling with broader societal pressures. The variety of educational institutions available, from public to private, and even international schools, further complicates this landscape. It is crucial to understand the motivations behind choosing a particular type of school, as these decisions have lasting impacts on the perceived quality of education, future opportunities, and social mobility for their children.

One of the key findings of this study is that educational choices are rarely made in a vacuum. Instead, they are deeply embedded within the social fabric of the family’s environment. Middle-class parents often seek to uphold certain societal expectations, which adds a layer of complexity to their decision-making process. For these families, educational attainment and the reputation of the institutions represent more than just academic success; they symbolize status, prestige, and the fulfillment of societal norms. The choice of a school is often seen as a reflection of parental ambitions, and families are compelled to make decisions that align with these aspirations.

The economic variables at play significantly influence these choices as well. While many middle-class families aspire to provide the best for their children, financial resources can vary widely. This economic disparity creates a tension between aspiration and reality. Families may find themselves favoring schools that offer perceived quality in education but come with prohibitive costs. This dilemma sheds light on the financial sacrifices some parents are willing to make for their children’s education, highlighting parents’ commitment to investing in their child’s future while navigating financial constraints.

Cultural expectations also play a significant role in shaping school preferences. In many Indian families, education is viewed not only as a means to gain knowledge but also as a cultural obligation. This perspective places immense pressure on parents to ensure that their children receive top-tier education. The type and quality of education can dictate social standing and access to future opportunities. Thus, decisions about where to send children to school often extend beyond the immediate administrative considerations; they are intertwined with cultural norms and familial legacy.

The study’s authors illustrate that social networks significantly impact educational decisions. The influence of peers, relatives, and community members creates a cacophony of voices that can sway opinions and preferences. For instance, when parents share experiences about specific schools, their insights can influence the perceptions held by other families in their social circles. This phenomenon often leads to a domino effect, where word-of-mouth recommendations become critical in shaping the preferences of schools among the middle class.

Moreover, the research reveals how parents utilize technology and online resources to inform their decisions. In an increasingly digital world, many families turn to the internet for research on educational institutions. Online platforms that feature reviews, comparisons, and rankings of schools have become invaluable resources. This modern approach allows parents to navigate the educational landscape with greater awareness and enables them to weigh their options more systematically. However, this digital information can also lead to information overload, making the decision-making process even more challenging.

Interestingly, region-specific factors also contribute to school preferences, with variations emerging between urban and rural settings. In urban areas, parents may prioritize holistic education, leading to a preference for schools that offer extracurricular activities alongside academics. In contrast, rural families may focus solely on educational attainment and the school’s academic reputation, which can differ vastly due to geographical disparities in quality. By addressing regional variances, the research highlights the nuanced preferences and challenges encountered by families across different Indian states.

Ullah, Mukherjee, and Middendorf also consider the impact of governmental policies on school preferences. The authors delve into how legislative frameworks, such as the Right to Education Act, shape parental expectations and decisions. Policies aimed at promoting equitable access to education can create optimism among families, although disparities often persist due to infrastructural limitations. This multifaceted relationship between policy and parental preference underscores the importance of continued reform to meet the educational needs of all families.

Moreover, the sociological analysis expands to include the role of gender in shaping educational preferences. The traditional expectations surrounding the education of boys versus girls can influence the choices parents make. For instance, some families might prioritize boys’ education over girls’, reflecting lingering societal norms that associate educational success and status with male children. This concerning trend delineates a gap in educational preferences that can perpetuate cycles of gender inequality within the educational system.

The findings of this research offer a vital reflection on the aspirations of middle-class Indian families, painting a portrait of hope, ambition, and at times, disillusionment. Parents strive to position their children for success in an ever-competitive environment. Yet the barriers they encounter are significant, including financial limitations, societal expectations, and entrenched systemic inequalities. This research invites further discussion regarding policy reforms aimed at mitigating these challenges and enhancing educational equity for all children.

Additionally, the implications of this study extend beyond the individual family. Societal shifts prompted by changes in educational preferences ripple outwards, reshaping community values and attitudes towards education as a whole. As such, the impact of these findings is far-reaching, urging stakeholders in the education sector to acknowledge and address the realities faced by middle-class families in India.

The holistic approach adopted by the authors not only illuminates the decision-making process regarding school preferences but also presents avenues for future research. Engaging with these complex dynamics invites educational leaders, policymakers, and scholars to reconsider the factors influencing the decision-making processes of families. As we look ahead, the conversations sparked by this research have the potential to foster greater understanding and drive meaningful change in the educational landscape for generations to come.

Subject of Research: School preferences of middle-class Indians

Article Title: School preferences of middle-class Indians: a sociological analysis of the decision-making process

Article References:

Ullah, A., Mukherjee, A. & Middendorf, G. School preferences of middle-class Indians: a sociological analysis of the decision-making process.
Discov Educ 4, 356 (2025). https://doi.org/10.1007/s44217-025-00617-0

Image Credits: AI Generated

DOI: 10.1007/s44217-025-00617-0

Keywords: Indian education, school choices, middle-class families, sociological analysis, parental decision-making.

This investigation meticulously confirms a persistent pattern: female doctoral students, on average, express significantly diminished satisfaction throughout their doctoral journeys. This discontent is not a peripheral phenomenon but is robustly supported by a suite of analytical methods including benchmark regression analysis and propensity score matching (PSM) techniques to verify the consistency and reliability of the findings. The research compellingly situates gender as a critical axis along which doctoral satisfaction differs, indicating underlying structural and psychosocial issues nested within academic environments.

At the core of the dissatisfaction experienced by female doctoral students lie heightened encounters with gender discrimination, pronounced by a 12.3% greater likelihood compared to their male counterparts. Such discrimination generates a systemic environment of unfair treatment, eroding a sense of belonging and professional validation critical to doctoral success. Additionally, female scholars face a 6.81% higher risk of sexual harassment, an experience that exacts severe psychological and emotional tolls. These adverse events substantially erode their doctoral experience, undermining not only satisfaction but also academic confidence and mental well-being.

Compounding these challenges is the formidable struggle female doctoral students face in balancing academic commitments with personal and familial responsibilities. The research underscores that the conflict between intense academic demands and domestic obligations disproportionately impacts women, thereby constraining their satisfaction and undermining the otherwise expected positive aspects of scholarly pursuit. This intersection of professional and personal pressures reveals systemic inequities ingrained in the structure of doctoral education.

A nuanced heterogeneity analysis sheds light on the role of workload intensity, finding that female doctoral students engaged in excessive work hours—exceeding 50 hours per week—exhibit notably lower satisfaction. The phenomenon intensifies further among those working beyond 60 hours weekly, a regime insufficiently sustainable and deleterious to well-being. Notably, these labor-intensive conditions obstruct female students’ ability to reconcile academic responsibilities with life outside the university, a disparity less pronounced among male doctoral students.

Geographical and economic contexts further complicate this gendered satisfaction gap. Female doctoral students from low- and middle-income countries show significantly poorer satisfaction outcomes compared to those in high-income nations. This variation may be attributed to persistent cultural norms that reinforce traditional gender roles, slower institutional progress towards gender equality, and weaker protective mechanisms against discrimination and harassment. These findings emphasize how national socio-economic conditions and prevailing gender ideologies intersect to shape doctoral experiences worldwide.

Beyond these empirical findings, the study advances theoretical frameworks in higher education by integrating the Job Demands-Resources (JD-R) model into the context of doctoral education. Traditionally applied in workplace psychology, the JD-R model elucidates how certain demands—such as discrimination, harassment, and work-life conflict—deplete personal resources, leading to burnout and dissatisfaction. The research substantiates this depletion mechanism among female doctoral students, demonstrating that intensified demands uniquely affect their psychological resilience and overall satisfaction, thereby expanding the model’s applicability.

Importantly, the data challenge the JD-R model’s assumption of uniform demand effects, revealing significant gender-specific variations. Female doctoral students experience distinctive stressors that do not impact male students to the same degree, highlighting the necessity for theoretical refinements that acknowledge gendered dimensions of academic stress and resource depletion. This invites a reimagined framework capable of more accurately capturing diverse doctoral student experiences.

Practically, these insights underscore an urgent need for universities to implement policies that create safer, more inclusive academic environments. Combatting gender discrimination and sexual harassment requires robust institutional mechanisms such as clear reporting channels, zero-tolerance policies, and compulsory training for faculty and supervisors to recognize and mitigate unconscious biases. Beyond deterrence, academic institutions must adopt proactive measures facilitating female doctoral students’ work-life balance, including offering childcare support and flexible scheduling arrangements.

Workload management emerges as a critical policy focus, particularly given the deleterious impact of excessive working hours on female doctoral candidates. Universities should institute monitoring systems to ensure equitable and reasonable workload distributions, preventing exploitative practices that disproportionately burden women and erode their academic satisfaction. Supervisors play a vital role here, requiring guidance and accountability to maintain sustainable work expectations.

Furthermore, national and international policy frameworks must prioritize gender equity interventions tailored to low- and middle-income countries, where female doctoral students face intensified systemic barriers. Legal protections must be strengthened, gender-focused funding opportunities expanded, and mentorship programs enhanced to provide equitable access to resources. These targeted initiatives are essential for dismantling entrenched disparities and fostering a fairer global academic sphere.

From a theoretical vantage, this study challenges the prevalent gender-neutral paradigms in higher education research, which often obscure the differentiated experiences of women, particularly in male-dominated disciplines. It advocates for intersectional frameworks that integrate gender, socio-economic status, and cultural context to reveal the multifaceted nature of doctoral satisfaction disparities. Such approaches are necessary to generate policies and institutional practices that are responsive to the nuanced realities encountered by female doctoral candidates.

Limitations of this study point to further research opportunities. Due to data constraints, disciplinary differences—known to significantly influence doctoral experiences—could not be examined, signalling a need for subsequent studies to incorporate academic fields as a variable. Additionally, the cross-sectional design restricts insights into temporal shifts in satisfaction, underscoring the necessity of longitudinal research to track evolving experiences and outcomes across doctoral candidature.

Future explorations would benefit from comparative analyses elucidating why certain countries, such as Sweden and Finland, buck global trends by exhibiting higher female doctoral satisfaction than males. Decoding these anomalies may reveal exemplary policies or cultural factors that can be emulated elsewhere, offering promising directions for enhancing doctoral experiences universally. Moreover, disentangling whether dissatisfaction arises primarily from explicit discrimination or unmeasured variables will sharpen the focus of future interventions.

In summary, this landmark study furnishes invaluable empirical evidence illuminating the distinct challenges female doctoral students face worldwide, emphasizing the urgent need to rethink institutional policies, theoretical models, and societal supports. The clear demonstration of gender disparities in doctoral satisfaction spotlights the broader imperative to foster equity in academia, ensuring that the pursuit of knowledge remains an empowering and fulfilling journey for all scholars, regardless of gender or geographic origin.

Subject of Research: Female doctoral students’ satisfaction with doctoral candidacy experiences, gender disparities, and influencing factors globally.

Article Title: Are female students less satisfied with doctoral candidacy experiences? Evidence from 108 countries.

Article References:
Teng, C., Yang, C. & Wu, G. Are female students less satisfied with doctoral candidacy experiences? Evidence from 108 countries.
Humanit Soc Sci Commun 12, 610 (2025). https://doi.org/10.1057/s41599-025-04937-2

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