Supporting first-time authors: a culture of encouragement

First-time academic writers often face challenges such as fear, perfectionism, and lack of confidence, which can hinder the expression of their authentic voice. This article explores how authenticity in vocational and practice-based writing is not only valuable but essential for producing credible, impactful research. While tools and academic conventions are designed to prevent bias and improve clarity, they can sometimes suppress individuality. To address this, the article offers practical guidance on using grammar, structure, and accountability tools that support, not stifle, original expression. It also discusses the role of mindset, resilience, and peer support in helping beginner writers grow their skills without compromising their voice. Finally, it outlines how the Journal of Vocational Research and Practice (JVRP) actively fosters a culture of encouragement, supporting writers through developmental feedback, mentorship, and inclusive practices. The goal is to empower new authors to publish confidently, authentically, and with academic integrity

The Bodice Block Buster: A Playful Revolution in Pattern Cutting

The Bodice Block Buster: A Playful Revolution in Pattern Cutting   Jane Wayles, Manchester Metropolitan University, [email protected]

New Wave: Driving equity in professional practice learning

New Wave: Driving equity in professional practice learning Lucy Cox, Bristol School of Art, UWE Bristol, [email protected] Anneliese Paul, Bristol School of Arts, UWE Bristol, [email protected] &nbsp

Teaching the creative arts online: Using pedagogic motivation as a bridge between residential and online pedagogies

Teaching the creative arts online: Using pedagogic motivation as a bridge between residential and online pedagogies Rob Clarke, University of the Arts London, [email protected] Georgia Steele, University of the Arts London, [email protected]

The Hero’s Journey (in HE) Continues: Applying the hero’s journey framework to curriculum planning and course design

Building on the ideas contained in Farmer\u27s \u27The Hero\u27s Journey in Higher Education: A Twelve Stage Narrative Approach to the Design of Active, Student-Centred University Modules\u27 (2019), this current paper takes the idea of using the twelve stages of the hero’s journey as a course design tool, and extends it by adding a series of diagnostic questions linked to the stages, the purpose of which is to develop Farmer’s (2019) theoretical ideas into a more practically-oriented toolkit for educators. In the same spirit, this current paper also includes thoughts from workshop participants who have begun to make use of the hero’s journey as a course design toolkit, drawing the tentative conclusion that, for some people at least, the idea provides a useful framework for course design.   Keywords: Active Learning; Learning Design; Hero’s Journey; Inclusive Curriculum; Narrative Framework; Teaching and Learnin

Repositioning digital literacy: ethics, pedagogy, and student voice

This account of practice critically reflects on the limitations of competency-based approaches to digital literacy across UK higher education, apprenticeships, and vocational learning. While frameworks have offered useful benchmarks, their static nature risks narrowing literacy to measurable outcomes, fostering compliance cultures, and reinforcing inequalities. Drawing on sector policy, UK scholarship, and practice evidence, the article argues for a dynamic, pedagogically embedded model of digital literacy that incorporates inclusivity, reflexivity, and student voice. It sets out three guiding principles for such a model and outlines the next stage of research, which will focus on transitions from further education to higher education. The work highlights the need for institutions to move beyond frameworks as compliance tools and towards strategies that sustain dialogue, adaptability, and equity

Embodiment in Design Education: expanding pedagogy to meet contemporary challenges

This paper examines two embodiment workshops in design higher education (HE). The workshops form part of a larger research project exploring the use of somatic practices to address dominant challenges impacting design education. Facilitated by a design educator and a choreographer, the workshops guide undergraduate students through four stages: Arrive, Move, Create, and Gather, using movement and creative exercises to bypass cognition and amplify embodied knowing. The study highlights the relevance of embodied practices to contemporary societal and environmental challenges, including student well-being, emotional regulation, and the development of ethical and sustainable design practices. Data collection includes body maps, questionnaires, group discussions, and observational notes. Despite a small data set, findings reveal participants’ receptiveness to embodied practices, emphasising their capacity to deepen self-awareness, regulate emotions, and access creative insights. The study demonstrates the potential of embodied practices to expand design pedagogy and foster critical, responsive approaches to contemporary challenges

Ecologies of Care: The art of belonging in a studio classroom

Ecologies of Care: The art of belonging in a studio classroom Victoria MacLynn, MSc Art Psychotherapy, Graduate in Residence, Belfast School of Art, Ulster University, [email protected] Pamela Whitaker, Lecturer Art Psychotherapy, Belfast School of Art, Ulster University, [email protected]

Exploring Psychology Lecturers’ Attitudes Towards Mobile Virtual Reality: Opportunities, Barriers, and Educational Potential

Virtual Reality has the capacity to facilitate novel and unique learning experiences for higher education students. Despite this, economic and accessibility challenges continue to limit its widespread adoption. This study explores psychology lecturers\u27 attitudes towards cost-effective Mobile-VR. Sixteen psychology lecturers engaged with Mobile-VR headsets and participated in online focus groups. Using Constant Comparison and Micro-Interlocutor Analysis, five themes were generated: (a) Accessibility of Mobile Virtual Reality, (b) Embodied Learning, (c) Engagement, Reflection, and Classroom Collaboration, (d) Curriculum Integration, and (e) Barriers to the Adoption. Lecturers strongly supported Mobile-VR, recognising its ease of use and potential to enhance learning through immersive, embodied experiences, as well as fostering deeper understanding. However, financial constraints and the lack of high-quality 360° content pose significant barriers. The study highlights the need for institutional support, staff training, and bespoke content to better integrate Mobile-VR into the psychology curricula, enhancing the student experience.     Keywords: Virtual Reality; Higher Education; Psychology; Qualitative Methods; Attitude

Thinking Through Making: exploring global challenges through creative practice introducing curiosity, play and imagination

Abstract This case study of teaching practice seeks to harness the potential of curiosity, play and imagination as a means to approach and conceptualise global challenges. The UN Sustainable Development Goals are used as a framework to inspire fantastical scenarios for workshops where participants from illustration and design undergraduate courses at Arts University Plymouth are encouraged to generate unconventional and seemingly infeasible solutions. These workshops spark creativity and invite reflection beyond the immediate activities, freeing participants to think optimistically about addressing complex and serious global challenges through the lens of play and imagination. Through workshops focused on tactile exploration, students are encouraged to step away from digital tools to embrace processes of making and imagining. This approach offers insights into how creative problem-solving can open up avenues for innovative thinking where the action of making and experience of imagining are as important as output and outcome