Compassionate pedagogy in higher education: A scoping review.
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| Title: | Compassionate pedagogy in higher education: A scoping review. |
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| Authors: | Killingback, Clare1, Tomlinson, Amy1, Stern, Julian2 |
| Source: | Journal of University Teaching & Learning Practice. 2025, Vol. 22 Issue 1, p1-31. 31p. |
| Subject Terms: | *Young adults, *Student attitudes, *Services for students, *Classroom environment, Well-being |
| Abstract: | There is strong evidence to suggest that the undergraduate student population have lower levels of wellbeing, particularly in terms of anxiety, than young people as a whole. Universities often have good wellbeing support services in place for students but these are most often separate to pedagogic practice. One response to supporting student wellbeing is by drawing on compassionate pedagogies. This scoping review investigates how compassionate pedagogy is conceptualised and realised in contemporary higher education contexts. Through a systematic search across electronic databases, 25 relevant articles were identified, revealing a lack of consistent definition for compassionate pedagogy. The authors synthesised these studies to propose a working definition made up of four components: 1) a noticing of suffering, distress, or disadvantage; 2) a commitment to address or mitigate the suffering, distress, or disadvantage; 3) the promotion of wellbeing and flourishing; 4) a concern for the whole student as a person. The review explores the realisation of compassionate pedagogy at various levels, including institutional, programme (curriculum), module, and individual lecturer perspectives. Further research should investigate the perspectives of students on how compassionate pedagogy can be realised. Institutional perspectives would also be beneficial to understand how compassionate values, policies, and leadership cascade down to the student and staff experiences of compassionate pedagogy in the learning and teaching environment. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of University Teaching & Learning Practice is the property of Open Access Publishing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 183964736 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Compassionate pedagogy in higher education: A scoping review. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Killingback%2C+Clare%22">Killingback, Clare</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Tomlinson%2C+Amy%22">Tomlinson, Amy</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Stern%2C+Julian%22">Stern, Julian</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+University+Teaching+%26+Learning+Practice%22">Journal of University Teaching & Learning Practice</searchLink>. 2025, Vol. 22 Issue 1, p1-31. 31p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Young+adults%22">Young adults</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+attitudes%22">Student attitudes</searchLink><br />*<searchLink fieldCode="DE" term="%22Services+for+students%22">Services for students</searchLink><br />*<searchLink fieldCode="DE" term="%22Classroom+environment%22">Classroom environment</searchLink><br /><searchLink fieldCode="DE" term="%22Well-being%22">Well-being</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: There is strong evidence to suggest that the undergraduate student population have lower levels of wellbeing, particularly in terms of anxiety, than young people as a whole. Universities often have good wellbeing support services in place for students but these are most often separate to pedagogic practice. One response to supporting student wellbeing is by drawing on compassionate pedagogies. This scoping review investigates how compassionate pedagogy is conceptualised and realised in contemporary higher education contexts. Through a systematic search across electronic databases, 25 relevant articles were identified, revealing a lack of consistent definition for compassionate pedagogy. The authors synthesised these studies to propose a working definition made up of four components: 1) a noticing of suffering, distress, or disadvantage; 2) a commitment to address or mitigate the suffering, distress, or disadvantage; 3) the promotion of wellbeing and flourishing; 4) a concern for the whole student as a person. The review explores the realisation of compassionate pedagogy at various levels, including institutional, programme (curriculum), module, and individual lecturer perspectives. Further research should investigate the perspectives of students on how compassionate pedagogy can be realised. Institutional perspectives would also be beneficial to understand how compassionate values, policies, and leadership cascade down to the student and staff experiences of compassionate pedagogy in the learning and teaching environment. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of University Teaching & Learning Practice is the property of Open Access Publishing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=183964736 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.53761/7yvrw787 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 31 StartPage: 1 Subjects: – SubjectFull: Young adults Type: general – SubjectFull: Student attitudes Type: general – SubjectFull: Services for students Type: general – SubjectFull: Classroom environment Type: general – SubjectFull: Well-being Type: general Titles: – TitleFull: Compassionate pedagogy in higher education: A scoping review. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Killingback, Clare – PersonEntity: Name: NameFull: Tomlinson, Amy – PersonEntity: Name: NameFull: Stern, Julian IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 14499789 Numbering: – Type: volume Value: 22 – Type: issue Value: 1 Titles: – TitleFull: Journal of University Teaching & Learning Practice Type: main |
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