Purpose This paper explores the ethical and methodological challenges of conducting qualitative field research in the disaster-prone southwestern coastal region of Bangladesh. It aims to reflect on local-level disaster risk reduction (DRR) practices and community coping strategies, highlighting ethical concerns, adaptive techniques, and methodological innovations essential for meaningful and safe engagement in such fragile contexts. Design/methodology/approach The study employed a qualitative research design that integrated in-depth interviews, focus group discussions (FGDs), field observations, and geo-tagged photographic documentation. The methodology was iteratively adapted during fieldwork to ensure safety, data richness, and ethical compliance. Special attention was paid to informed consent, community trust, and researcher positionality. Findings Key challenges included disrupted access due to seasonal hazards, power asymmetries in gender-mixed FGDs, resistance from communities due to outsider status, and ethical dilemmas related to photographic documentation and data visibility. These were addressed through flexible scheduling, women-only focus groups, ethical translation practices, and long-term trust-building. The integration of visual ethnography emerged as a methodological advancement that enhanced contextual understanding of climate-impacted livelihoods. Research limitations/implications The context-specific nature of the study may limit generalizability. However, the methodological strategies outlined can guide future research in similarly vulnerable or low-resource regions, particularly where DRR intersects with socio-environmental inequality. Originality/value This paper contributes to the sparse methodological literature on qualitative research in climate-vulnerable zones. It proposes a practical, ethical, and reflexive model for conducting fieldwork in such areas and foregrounds the voices of marginalized communities often overlooked in DRR discourse.

Purpose The Global University Entrepreneurial Spirit Students' Survey (GUESSS) reveals a striking paradox: while over 50% of university students globally have entrepreneurial ambitions, fewer than 10% take tangible steps towards achieving these goals. A significant factor contributing to this gap is procrastination, a pervasive issue among university students. It has been identified as a major barrier to both academic and entrepreneurial success. Most university students in emerging economies have great intentions of venturing into entrepreneurial activities, but they often struggle to get started due to procrastination. This study investigates the phenomenon of procrastination and its impact on entrepreneurial intention and action. Design/methodology/approach This study employed a phenomenological approach whereby the data were gathered using semi-structured interviews, focus group discussions (FGDs) and reflective journals among the undergraduate university students. The sample size was 15, and the respondents were selected through judgmental or purposive sampling. The Atlas.ti software was used to analyse and interpret the data and identify and extract the main patterns and themes through a thematic analysis. Findings The overall results highlight the negative impact of procrastination on entrepreneurial activity because it influences decision-making, cognition, and productivity. The research proposes institutional interventions, such as mentorship, entrepreneurship training and incubation, to deal with procrastination and co-create student entrepreneurship. Originality/value The theoretical contributions of the research consist of the broadening of knowledge about the influence of procrastination in the translation of entrepreneurial intentions into action. In practice, it provides practical solutions to students, institutions and policymakers to alleviate the problem of procrastination and encourage entrepreneurial behaviour.

Purpose This study aims to critically explore how professional identities of immigrant non-native English-speaking (NNES) teachers in Australia evolve over time and how these processes can be conceptualised through Hybrid Relational Onto-Epistemology (HROE). The paper seeks to decentre anthropocentric knowledge paradigms in qualitative research by incorporating Eastern and Western epistemologies within a processual and relational approach. By examining how professional identity is shaped by lived experiences, relationality and spatial-temporal entanglements, the study contributes to advancing qualitative methodologies that embrace fluidity, multiplicity and ethical co-emergence in qualitative research. Design/methodology/approach This article introduces HROE, an evolving qualitative research methodology that interweaves four vectors: temporality, spatiality, embodied materiality and relationality. HROE reconfigures qualitative inquiry by integrating insights from an extensive body of literature and a long-term empirical study employing hermeneutic phenomenology and narrative inquiry. It examines how immigrant NNES teachers in Australia shape their professional identities through lived experiences over time. HROE responds to the call to decentre anthropocentrism by running Eastern onto-epistemologies—Jñana Vidya, Marifat, Mohism and Zhishí Lilùn—and Western philosophies of becoming and differentiation through the four vectors. This approach produces a decentred, processual understanding of knowledge and identity formation, offering a methodological alternative to Western-centric, human-centered paradigms. HROE demonstrates how these concepts unfold iteratively through the four vectors, generating relational creativity, iterative self-overcoming and ethical co-emergence as emergent epistemic forces. By applying HROE to narrative data, this paper illustrates how NNES teachers co-construct professional identity as an ongoing, co-emergent process, shaped by the dynamic interplay of temporality, spatiality, embodied materiality and relationality. It foregrounds how diverse lived experiences continuously reshape ethically attuned professional development, advancing a transversal and embedded methodological orientation that embraces becoming as fluid and differentiation as relationally situated. In doing so, HROE fosters practical and philosophical tools to reimagine relational ontologies in qualitative research, where knowing and being unfold as intertwined, rather than separate, domains. Findings Findings reveal that NNES teachers' professional identities are co-constructed through processual and iterative engagements with temporality, spatiality, embodied materiality and relationality. The study highlights how diverse onto-epistemic methods elucidate the evolving nature of professional becoming, shaped by affective and institutional entanglements. Teacher professionals actively negotiate linguistic hierarchies, cultural expectations and policy structures while constructing cosmopolitan English teaching identities. The application of HROE demonstrates that professional identity formation is not linear but an emergent, co-constitutive process that unfolds across multiple, intersecting spaces—both material and digital—challenging static models of teacher development. Research limitations/implications While this study advances HROE as a methodological alternative for qualitative inquiry, its findings are contextually situated within the experiences of NNES teaching professionals in Australia. Future research should apply HROE across diverse professional contexts to explore its broader applicability. Additionally, methodological engagement with Indigenous and African epistemologies could further enhance its decolonial and transversal potential. The study invites qualitative researchers to rethink knowledge production beyond Western paradigms, advocating for ethically engaged, relational and processual approaches in professional identity research. Practical implications This research provides educators, policymakers and teacher educators with insights into how NNES teachers construct and negotiate their professional identities within evolving educational milieus. The study underscores the importance of mentorship, intercultural pedagogies and professional networks in fostering inclusive and cosmopolitan professional identities. By applying HROE, teacher education programs can shift from standardised, competency-based models to more fluid, relational and transformative approaches that recognise the affective, embodied and spatial-temporal dimensions of professional development. Social implications By challenging linguistic hierarchies and anthropocentric research paradigms, this study contributes to broader discussions on social justice and equity in education. It highlights the systemic barriers that NNES teachers face and how relational, embodied and affective engagements can foster more inclusive educational spaces. The research underscores the need for policies that value multilingual and transnational expertise in teacher recruitment and professional development. HROE offers a methodological lens for reimagining knowledge production, emphasising ethical co-emergence, relational creativity and diverse ways of knowing in educational research. Originality/value This study introduces and operationalizes HROE as a novel methodological approach for qualitative research. By integrating Eastern and Western epistemologies, it decentres anthropocentric paradigms and provides a relational, processual alternative to dominant research methodologies. The study contributes empirical and theoretical insights into how NNES teachers construct professional identities through lived experiences. It advances qualitative methodologies that foreground relationality, temporality, spatiality and embodied materiality—offering a valuable orientation for researchers seeking to move beyond static, Western-centric paradigms in educational and professional identity research.

Purpose Closing the gap in health outcomes between Aboriginal and Torres Strait Islander and non-Indigenous infants is most significant in incidences of sudden infant death syndrome. This study reports on the implementation of the Pepi-Pod® program, which promotes safe sleeping of Aboriginal infants and provides a safe sleep surface for the baby (the Pepi-Pod®), accompanied by safe sleep health messaging. Design/methodology/approach This study adopted a decolonising, qualitative approach and used yarning to gather data on the effectiveness and acceptability of the project, and data were thematically analysed by Aboriginal researchers. The study was conducted at regional and metropolitan birthing centres in Australia, with 44 Aboriginal families participating. Findings Three themes emerged from the data: (1) yarning with family and community about safe sleeping; (2) reflecting Aboriginal cultural practices and (3) shame job – “are you sleeping your baby in a plastic box?” Participants recommended improvements, including cultural changes in design and colour of the Pepi-Pod® but overall viewed the program as a culturally appropriate experience. Research limitations/implications This study employed qualitative methods grounded in Yarning and a culturally safe, decolonising approach – yielding rich, authentic data and amplifying Aboriginal voices without bias. Expert consultation was central, with Aboriginal and Torres Strait Islander researchers, consumer representatives and clinicians ensuring cultural and ethical integrity. However, the study was limited to South Australia, which may affect generalisability. COVID-19 disruptions also delayed data collection and project completion. Despite these constraints, the research offers valuable insights into culturally safe infant sleep practices and highlights the importance of inclusive, community-led approaches in maternal and family health research. Practical implications This novel study has the potential to change safe sleep policy and knowledge arising from this project may influence how health services and systems deliver culturally safe health messaging and implement new programs involving and affecting Aboriginal families in mainstream health care. Social implications This research introduced the only alternative safe sleep education and surface specifically designed for and offered to Aboriginal and Torres Strait Islander families in Australia. By addressing both safety and cultural relevance, it highlights the importance of equitable access to infant health interventions that respect and incorporate Indigenous perspectives. Originality/value This study contributes meaningful and practical solutions to the longstanding challenge of ensuring safe sleep environments for infants, particularly within Aboriginal communities. By foregrounding cultural safety and community engagement, it offers a unique and contextually relevant approach that bridges public health priorities with Indigenous knowledge and values.

Purpose This paper introduces Onto-Epistemic Mutual Becoming as a relational, affective and ethical approach to peer review. It critiques dominant epistemic and linguistic gatekeeping practices in traditional reviewing, particularly their marginalising effects on non-Anglophone scholars. Drawing on Confucian, Daoist, Buddhist, Indigenous and affective epistemologies, we reimagine peer review as dialogic, inclusive and co-constructive. Through translingual, intergenerational narratives, we call for publishing practices premised on ethical responsibility, interpretive generosity and epistemic justice. Design/methodology/approach This paper applies a narrative inquiry approach and draws on Deleuzian and Eastern relational ontologies to propose a transversal, ethically attuned peer review approach. Through the experiences of three multilingual scholars – early-career (Xingxing), mid-career (Nashid) and senior (Sender) – we illustrate affective harm, epistemic exclusion and transformative alternatives grounded in translanguaging, mentorship and dialogic reciprocity. Theoretical lenses include Ren, Wu Wei, Pratityasamutpada and collective Indigenous accountability. Findings Traditional peer review often enacts affective and epistemic harm through linguistic regulation and methodological policing. However, relationally grounded, translanguaging-friendly and mentorship-based approaches disrupt dominant norms and foster inclusion. Experiential narratives show how scholars actively resist marginalisation and co-create epistemic spaces of care, reciprocity and plural recognition. Research limitations/implications Based on a small set of narrative accounts, this study prioritises depth and transferability over objectivity and generalisability. Nonetheless, its theoretical innovation opens pathways for empirical inquiry into affective justice and inclusive peer review across contexts. Practical implications We propose education in epistemic justice, dialogic mentorship and translanguaging-affirming review models. Editorial policies should decentralise monolingual norms, diversify reviewer pools and support relational feedback. Social implications This approach promotes equity in knowledge production by challenging epistemic hierarchies and amplifying plural traditions. It empowers marginalised scholars and nurtures scholarly ecosystems of care and ethical co-becoming. Originality/value This is among the first papers to theorise Onto-Epistemic Mutual Becoming in peer review. By weaving Eastern, Indigenous and feminist philosophies with lived narratives, it reimagines peer review as an ethical, transversal and relational practice.

Purpose This paper develops and applies a seven-step hybrid constructivist grounded theory (CGT) protocol–integrating in vivo and micro-coding, story-embedded memos and abductive sampling–to generate a richly textured, theory-grounded account of entrepreneurial storytelling at the subjective micro level. Design/methodology/approach The article proposes and validates a CGT-based research method specifically designed to capture entrepreneurs' lived narrative experiences. By beginning “at the heart of the action” and systematically embedding narrative vignettes within each analytic stage, the approach accommodates multiple theoretical lenses while preserving emotional and phenomenological depth. Findings Our application of CGT reveals four core narrative themes–Identity Work, Emotive Legitimation, Community Reciprocity and Narrative Evolution–that together map how entrepreneurs construct, adjust and leverage personal stories. The study shows that CGT's combination of abductive logic and reflexive memoing uniquely surfaces the dynamic, co-constructed nature of entrepreneurial narratives. Originality/value This is the first study to operationalize CGT explicitly for entrepreneurial storytelling, offering a transparent, replicable protocol that balances thick description with analytic rigor. It advances both entrepreneurship scholarship and qualitative-methods practice by demonstrating how CGT can systematically theorize subjective narrative processes.

Purpose While substantial empirical research has explored teacher evaluation in the broader field of educational assessment, limited attention has been paid to how Indonesian school principals evaluate teachers specifically for promotion and professional development purposes. Design/methodology/approach This study employs a phenomenological case study approach to explore the lived experiences and perceptions of school principals in conducting teacher evaluations. From a pool of 150 principals, 50 were purposefully recruited and interviewed, with informed consent, to gain in-depth insights into their evaluation practices. Findings The study found that a prevailing culture of shared responsibility within schools posed a significant challenge; this cultural norm discouraged principals from assigning low evaluation ratings to teachers, even when warranted. This reluctance ultimately hampers efforts to enhance teacher quality through sustained professional development. The findings highlight the need for culturally responsive evaluation frameworks that support both fairness and accountability. Originality/value By exploring Indonesian school principals’ lived experiences of teacher evaluation, the present study offers valuable insights into strengthening teacher promotion, professional growth, and leadership practices, with implications for policy, professional development, and sustainable school improvement.

PurposeThis article seeks to gain insights from the interpretations of freehand drawings produced by American and Irish students, young voters, in response to the question: “What is American/Irish politics?” Our goal in using freehand drawing is to foster a collaborative and critical learning environment where participants enhance their ability to interpret and engage in self-reflection.Design/methodology/approachFreehand drawing is a visual representation method that can bypass cognitive verbal processing pathways as part of a critical pedagogy. This approach enables participants to create clear, more critical, and inclusive depictions of their understanding of a topic, regardless of their vocabulary. Over a two-hour period, the university students in Denver and Dublin completed their drawings and then discussed these in class. A sample of six drawings was selected for in-depth examination here.FindingsFreehand drawing facilitates our ability to see how others understand a topic and highlights the diversity of perspectives and interpretations. The student created drawings, which enabled them to convey visually what can be challenging to articulate verbally. Having to explain politics pictorially obliged the participants to distill what the essence of politics meant to them and provided insights into how they perceived politics and their roles within their polities.Research limitations/implicationsThis was a small study, conducted at a point in time, looking at just two sets of students, in two locations, in two countries.Practical implicationsThis approach can be utilized in any subject area. Students are often reluctant to speak up in class. The approach liberates them and their voices. Through drawings, we find that they express their thoughts with much less inhibition.Social implicationsIt makes the classroom a free space where expression in valued and encouraged. It also makes it a fun environment where students are learning what they themselves understand.Originality/valueThis study highlights how using freehand drawings, in a collaborative learning experience, enables participating students to reflect on the politics of their country and to express this understanding visually. Freehand drawing constitutes a powerful tool for allowing participants to express their perspectives on a topic.

PurposeThe purpose of this study is to critically investigate the effects of artificial intelligence (AI)-driven learning environments on learner autonomy, knowledge co-construction and digital equity in Thailand’s online education context. It aims to analyze how algorithmic learning tools and AI-based systems shape learners' educational experiences, particularly focusing on whether these technologies enhance or constrain learner autonomy and collaborative interactions. Additionally, it evaluates ethical and social implications, particularly the digital divide, algorithmic biases and the transparency of AI-mediated educational processes. The study seeks to provide actionable insights and recommendations for policymakers, educators and developers to optimize AI integration for inclusive lifelong learning.Design/methodology/approachThis research adopts a qualitative case study methodology involving in-depth, semi-structured interviews, participant observations and detailed document analysis from 30 diverse participants, including urban and rural learners, educators and instructional designers. Employing actor-network theory (ANT) and posthumanist theoretical frameworks, the study critically examines interactions between human and non-human actors within AI-driven educational environments. This approach allows for comprehensive exploration of participants' lived experiences, perceptions and interactions with AI technologies. Triangulation of multiple data sources ensures depth and reliability, providing nuanced insights into how AI systems influence learner autonomy, collaborative learning processes and educational equity.FindingsThe study identifies AI-driven learning platforms as having dual impacts on learner autonomy, simultaneously enabling greater self-directed learning through personalized guidance and real-time feedback while imposing algorithmic constraints that restrict intellectual exploration. AI-facilitated knowledge co-construction effectively organizes and structures peer interactions yet often results in depersonalized, transactional communication lacking deep human engagement. Furthermore, significant digital inequities are evident, with rural learners disproportionately disadvantaged due to limited technological infrastructure and algorithmic biases embedded within AI-driven platforms. These inequities highlight a critical need for inclusive, transparent and ethical design practices to ensure equitable access and meaningful learner agency.Research limitations/implicationsThe qualitative, context-specific nature of the case study limits the generalizability of findings beyond Thailand’s online educational environment. The rapidly evolving nature of AI technologies suggests that findings reflect a specific temporal context, necessitating continuous research updates. Participant selection bias may have influenced findings, with participants potentially holding strong pre-existing opinions on AI-driven education. Future studies should consider longitudinal analyses to understand long-term impacts, comparative cross-cultural research to validate findings and deeper exploration of algorithmic biases, fairness and ethical considerations in AI-driven educational tools, particularly how they affect diverse socio-economic groups.Practical implicationsPractically, this research underscores the necessity of designing AI-driven learning platforms that genuinely empower learner autonomy and critical thinking rather than restrict or overly dictate educational pathways. Educational practitioners and technology developers should implement transparent AI decision-making processes, enabling learners to understand and critically evaluate algorithmic recommendations. Policies must prioritize digital infrastructure expansion and digital literacy programs to reduce urban-rural digital disparities. Furthermore, pedagogical practices should integrate human-centric approaches to complement AI tools, ensuring that AI technologies serve to enhance, rather than replace, essential human interactions within collaborative learning environments.Social implicationsThe study emphasizes that AI-driven education holds significant potential for democratizing lifelong learning by offering personalized and adaptive learning experiences. However, it also warns of the risks associated with reinforcing existing socio-economic and digital inequalities, particularly between urban and rural learners. Addressing algorithmic biases and digital divides through targeted policy interventions, infrastructural investments and inclusive educational practices is critical for fostering equity and inclusivity in education. By ensuring that AI platforms are accessible and beneficial for all learner demographics, societies can leverage technology as a tool for broad-based educational empowerment and social development rather than a mechanism perpetuating exclusion.Originality/valueThis research contributes original insights into the nuanced impacts of AI-driven learning on learner autonomy, collaborative interactions and digital equity within the Thai educational context – areas relatively underexplored in existing literature. By uniquely integrating actor-network theory and posthumanist perspectives, it offers a sophisticated understanding of the interplay between humans and technologies in educational settings. The empirical findings deliver crucial evidence-based recommendations for educators, policymakers and developers aiming to ethically and inclusively leverage AI in education. Ultimately, the study enriches ongoing discussions on balancing technological advancement with human-centric, equitable and socially responsible educational practices.