Exploring Chinese students' engagement with student voice for social justice pedagogy: the role of classroom climate, willingness to communicate, and creative thinking.
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| Title: | Exploring Chinese students' engagement with student voice for social justice pedagogy: the role of classroom climate, willingness to communicate, and creative thinking. |
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| Authors: | Gao, Yang1 (AUTHOR), Wang, Xiaochen1 (AUTHOR) wangxiaochen666666@outlook.com, Quan, Quan2 (AUTHOR) |
| Source: | Higher Education (00181560). Aug2026, Vol. 92 Issue 2, p655-672. 18p. |
| Subject Terms: | *Classroom environment, *Creative thinking, *Critical pedagogy, *Student engagement, *Student participation, *Educators, Structural equation modeling, Face-to-face communication |
| Geographic Terms: | China |
| Abstract: | In the era of heightened global focus on social justice and equity, educational practices are undergoing significant reform to better cater to the diverse needs of students. Amongst these innovations, the student voice for social justice (SVSJ) pedagogy has emerged as a pivotal approach, as it emphasises the integration of students' perspectives and lived experiences to foster an equitable learning environment. Despite its significance, research on SVSJ within the Chinese educational context remains scarce. To address this gap, the present study adopts structural equation modelling (SEM) to investigate the intricate interplay between classroom climate, willingness to communicate (WTC), creative thinking, and classroom engagement, all of which resonate with the core principles of SVSJ pedagogy. The results highlight the central role of classroom climate in predicting classroom engagement, emphasising its foundational importance in creating an environment conducive to learning and participation. Furthermore, creative thinking emerges as a crucial mediator, bridging the gap between a positive classroom climate and enhanced engagement. Notably, WTC exerts an even stronger mediating influence in this relationship, highlighting the significance of fostering an open and communicative classroom culture. Taken together, these insights offer a more refined understanding of the ways in which classroom dynamics influence engagement in socially just educational settings, offering some insights for educators, policymakers, and stakeholders in China and globally. [ABSTRACT FROM AUTHOR] |
| Copyright of Higher Education (00181560) is the property of Springer Nature 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 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 197142800 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Exploring Chinese students' engagement with student voice for social justice pedagogy: the role of classroom climate, willingness to communicate, and creative thinking. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Gao%2C+Yang%22">Gao, Yang</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Wang%2C+Xiaochen%22">Wang, Xiaochen</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> wangxiaochen666666@outlook.com</i><br /><searchLink fieldCode="AR" term="%22Quan%2C+Quan%22">Quan, Quan</searchLink><relatesTo>2</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Higher+Education+%2800181560%29%22">Higher Education (00181560)</searchLink>. Aug2026, Vol. 92 Issue 2, p655-672. 18p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Classroom+environment%22">Classroom environment</searchLink><br />*<searchLink fieldCode="DE" term="%22Creative+thinking%22">Creative thinking</searchLink><br />*<searchLink fieldCode="DE" term="%22Critical+pedagogy%22">Critical pedagogy</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+participation%22">Student participation</searchLink><br />*<searchLink fieldCode="DE" term="%22Educators%22">Educators</searchLink><br /><searchLink fieldCode="DE" term="%22Structural+equation+modeling%22">Structural equation modeling</searchLink><br /><searchLink fieldCode="DE" term="%22Face-to-face+communication%22">Face-to-face communication</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: In the era of heightened global focus on social justice and equity, educational practices are undergoing significant reform to better cater to the diverse needs of students. Amongst these innovations, the student voice for social justice (SVSJ) pedagogy has emerged as a pivotal approach, as it emphasises the integration of students' perspectives and lived experiences to foster an equitable learning environment. Despite its significance, research on SVSJ within the Chinese educational context remains scarce. To address this gap, the present study adopts structural equation modelling (SEM) to investigate the intricate interplay between classroom climate, willingness to communicate (WTC), creative thinking, and classroom engagement, all of which resonate with the core principles of SVSJ pedagogy. The results highlight the central role of classroom climate in predicting classroom engagement, emphasising its foundational importance in creating an environment conducive to learning and participation. Furthermore, creative thinking emerges as a crucial mediator, bridging the gap between a positive classroom climate and enhanced engagement. Notably, WTC exerts an even stronger mediating influence in this relationship, highlighting the significance of fostering an open and communicative classroom culture. Taken together, these insights offer a more refined understanding of the ways in which classroom dynamics influence engagement in socially just educational settings, offering some insights for educators, policymakers, and stakeholders in China and globally. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Higher Education (00181560) is the property of Springer Nature 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.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10734-025-01465-5 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 18 StartPage: 655 Subjects: – SubjectFull: Classroom environment Type: general – SubjectFull: Creative thinking Type: general – SubjectFull: Critical pedagogy Type: general – SubjectFull: Student engagement Type: general – SubjectFull: Student participation Type: general – SubjectFull: Educators Type: general – SubjectFull: Structural equation modeling Type: general – SubjectFull: Face-to-face communication Type: general – SubjectFull: China Type: general Titles: – TitleFull: Exploring Chinese students' engagement with student voice for social justice pedagogy: the role of classroom climate, willingness to communicate, and creative thinking. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Gao, Yang – PersonEntity: Name: NameFull: Wang, Xiaochen – PersonEntity: Name: NameFull: Quan, Quan IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 08 Text: Aug2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 00181560 Numbering: – Type: volume Value: 92 – Type: issue Value: 2 Titles: – TitleFull: Higher Education (00181560) Type: main |
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