Academic Truth-Telling in Inclusive Higher Education: Faculty and Student Perspectives on Honest Feedback, Academic Standing, and Student Development.

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Title:	Academic Truth-Telling in Inclusive Higher Education: Faculty and Student Perspectives on Honest Feedback, Academic Standing, and Student Development.
Authors:	Aceron, Romel M.¹ romelaceron@g.batstate-u.edu.ph, Arellano, Agnes D.² agnes.arellano@g.batstate-u.edu.ph, Zamora, Jerome Jef M.³ Jefzkii@gmail.com, Zamora, Jesse T.⁴ jeflor0728@gmail.com, Llana, Jesse Nelson P.⁵ jessenelson.llana@g.batstate-u.edu.ph
Source:	International Journal of Special Education. 2026 Special Issue, Vol. 41, p813-824. 12p.
Subject Terms:	Student development, Inclusive education, College teacher attitudes, Student attitudes, Assessment literacy, Psychological feedback, Phenomenology, Psychological techniques
Abstract:	This phenomenological study explored academic truth-telling in inclusive higher education institutions, focusing on faculty and student perspectives on honest feedback, academic standing, and student development. Using a transcendental phenomenological design, the study sought to understand the lived experiences, meanings, challenges, and developmental implications of honest feedback practices in diverse classroom environments. A total of 30 participants, composed of 10–15 faculty members and 15 undergraduate students, were selected through purposive sampling. Data were gathered through semi-structured in-depth interviews and analyzed using Moustakas’ phenomenological approach involving epoche, horizontalization, clustering of meanings, and synthesis of textural and structural descriptions. Findings revealed that faculty members experience tension between honesty and empathy when delivering feedback, often balancing academic standards with students’ emotional readiness. Students, on the other hand, experience honest feedback as both emotionally challenging and developmentally valuable, depending on clarity, tone, and trust in the instructor. The study further identified that academic truth-telling is understood as an act of care, ethical responsibility, and professional integrity. However, challenges such as large class sizes, communication barriers, and diverse learner needs influence feedback practices. Despite these challenges, honest feedback was found to contribute significantly to students’ academic growth, self-awareness, and motivation when delivered in a supportive and inclusive manner. Thus, the study concludes that academic truth-telling is a relational and transformative process that fosters learning, trust, and student development in higher education. It also contributes to improving inclusive pedagogical practices and feedback literacy among educators and students in higher education institutions, promoting ethical and developmental assessment cultures globally. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	This phenomenological study explored academic truth-telling in inclusive higher education institutions, focusing on faculty and student perspectives on honest feedback, academic standing, and student development. Using a transcendental phenomenological design, the study sought to understand the lived experiences, meanings, challenges, and developmental implications of honest feedback practices in diverse classroom environments. A total of 30 participants, composed of 10–15 faculty members and 15 undergraduate students, were selected through purposive sampling. Data were gathered through semi-structured in-depth interviews and analyzed using Moustakas’ phenomenological approach involving epoche, horizontalization, clustering of meanings, and synthesis of textural and structural descriptions. Findings revealed that faculty members experience tension between honesty and empathy when delivering feedback, often balancing academic standards with students’ emotional readiness. Students, on the other hand, experience honest feedback as both emotionally challenging and developmentally valuable, depending on clarity, tone, and trust in the instructor. The study further identified that academic truth-telling is understood as an act of care, ethical responsibility, and professional integrity. However, challenges such as large class sizes, communication barriers, and diverse learner needs influence feedback practices. Despite these challenges, honest feedback was found to contribute significantly to students’ academic growth, self-awareness, and motivation when delivered in a supportive and inclusive manner. Thus, the study concludes that academic truth-telling is a relational and transformative process that fosters learning, trust, and student development in higher education. It also contributes to improving inclusive pedagogical practices and feedback literacy among educators and students in higher education institutions, promoting ethical and developmental assessment cultures globally. [ABSTRACT FROM AUTHOR]
ISSN:	08273383