Editorial: Introduction to giftedness,disability,gender and well-being in higher education: A socio-psycho-pedagogical perspective

Abstract

This introductory paper explains the background to the special collection entitled Giftedness, Disability, Gender and Well-Being in Higher Education: A Socio-Psycho-Pedagogical Perspective and provides an overview of the five selected articles. The authors approach the topic of higher education from different perspectives, focusing on student well-being, inclusive education and social inequality. This special collection aims to enable the community of scholars, policy-makers and practitioners to consider the latest approaches to these areas. The papers are based on empirical data and theoretical perspectives. Collectively, the articles highlight the centrality of well-being in the educational journey, arguing for its consideration alongside academic achievement.

Universities in China and other parts of the world are at the forefront of humanity, and the research projects they undertake serve social development. For many years, there has been a drive in China to expand educational opportunities for young people by giving them access to higher education, including elite universities, regardless of their psycho-physical characteristics or socio-cultural capital. In the tradition of perceiving education, socialisation and the selective function of education, there is a strong orientation in Chinese culture, as well as among many Western theorists and ideologists, towards equality and the provision of equal opportunities. In other words, progress within the field of education has traditionally been understood in terms of enabling more and more people to achieve higher and higher levels of attainment (Melosik, 2009). This mainly refers to increasing the chances of success in life - through education - for people from so-called marginalised groups, such as women, ethnic or racial minorities and those at the bottom of the social hierarchy (Gromkowska-Melosik, 2011).

Moreover, over the past decade or so, there has been a surge in research on children’s and students’ well-being (Carrillo et al., 2021), inclusive education and gender equality as key indicators of health, development and well-being (Newland et al., 2019). Despite this, the collection of student well-being in China still appears to be under-researched.

Therefore, this special collection attempts to review the recent literature on Chinese students’ well-being in order to illustrate the relationship between mental health and education, as well as to identify implications for improving well-being. By analysing the phenomenon in different contexts, the paper authors attempt to provide readers with a broad perspective and comprehensive background that can serve as a case study for present and future generations.

It is generally acknowledged that the transformative potential of higher education has never been more relevant, particularly within the context of society. The quest for a more egalitarian society has always been at the forefront of educational discourse, with higher education acting as a central battleground in this ongoing struggle. The special collection is therefore a summary of this ongoing effort within the academic sphere. It does not merely constitute a collection of articles, but a curated symposium of ideas, research and dialogue that reflects the complexity of the challenges and aspirations of contemporary higher education. It aims to set the stage for the profound discussions that unfold within the pages of this collection.

The International Journal of Comparative Education (IJCE) serves as an appropriate platform for this discourse, given its commitment to promoting a global understanding of education and its multifaceted nature. IJCE’s international perspective allows for a nuanced exploration of the special collection’s thematic pillars - giftedness, disability, gender and well-being - which are not only timely, but transcend geographical boundaries and socio-cultural divides.

This special collection presents five articles that explore these topics from different perspectives, each adding depth to the debate about inclusivity and equity in higher education. As we dive into the intricacies of each contribution, we uncover a tapestry of emerging themes such as equity gaps, cultural influences on gender roles, disability services in academia, student well-being, and intercultural communication through vocal education.

Not only do the topics highlight the diversity of the subject, but also the interrelated nature of the challenges facing those involved in higher education. Moreover, the complexity of these phenomena merits a comprehensive discourse, which is what this special collection provides.

Contributors to the special collection

The article “Inclusion and Equity: Experiences and dilemmas of disability resource centers at world-class universities” by Huan Li, Jing Yu and Congyun Guo (Li et al., 2023) examines the history, experiences and dilemmas of the development of inclusive education in China’s world-class universities. It illustrates the functioning of Disability Resource Centres (DRCs), which aim to ensure equal access to higher education. By increasing disability awareness within the campus community and providing support and services to students, DRCs play an essential role in promoting inclusion and equality. The authors suggest a variety of suggestions and implications to improve inclusion and equity in China’s double first-class universities, such as establishing a collaborative disability service system with DRCs as the core, optimising the service mechanism, and providing personalised and diversified support service content.

Alduais and Deng (Alduais & Deng, 2022) bring to light the pervasive inequalities that characterise the landscape of special and inclusive education. They highlight the disparities that exist between males and females, between primary and secondary schools, and between urban and rural areas. Interviews with nine Chinese stakeholders provide insightful perspectives on the attribution of such observed disparities. Their exploration of the underlying causes of gender inequality and the urban-rural divide in education reveals a complex web of social, biological and economic factors. They eloquently recount the struggles of students with disabilities and illustrate how systemic barriers continue to impede equal access to education. This study not only adds empirical data to the ongoing conversation, but also urges policymakers to consider a multiplicity of influences when addressing equity gaps.

Gromkowska-Melosik and Boron’s (Gromkowska-Melosik & Boron, 2023) work is a powerful commentary on the enduring impact of cultural norms on gender equity in higher education. The authors’ main aim is to provide a historical and socio-cultural perspective on contemporary issues of educational inequalities affecting Chinese women, and in particular - access to higher education and gender differences in China. The main focus is to explain how women’s empowerment developed in the Confucian past and how the emergence of Western ideas and their cultural influences led to the ambiguity surrounding the issue of women’s emancipation. Finally, the dilemma of women’s ambitions and the restrictions imposed on them by society is discussed. The authors seek to demonstrate that traditional cultural values, promoted through education, perpetuate gender stereotypes. Despite enormous social changes and substantial economic growth, Chinese women still face various forms of discrimination in areas such as political empowerment, the labour market, and family and marriage opportunities. Moreover, deep-rooted cultural patterns of thinking about the social role of gender and existing economic and cultural inequalities are reflected in ambiguous practices towards women in higher education. By focusing on the intersection of Confucian beliefs and women’s educational emancipation in China, the authors highlight the persistence of traditional values in shaping gender roles. This contribution forces the reader to reflect on how education can both perpetuate and challenge societal norms, and encourages a deeper examination of the role of cultural heritage in educational reform. The article by Jing Yu et al. provides a critical assessment of Disability Resource Centres (DRCs) in top universities. By highlighting the successes and shortcomings of these institutions, the authors paint a realistic picture of the current state of disability services. Their analysis underlines the importance of self-identification by students with disabilities and the need for more effective service mechanisms.

Dobosz and Hetmańczyk’s (Dobosz & Hetmańczyk, 2023) review of the literature on the well-being of Chinese students is an insightful exploration of a relatively unexplored area of research. By synthesising findings from 18 articles, they identify key areas that influence student well-being and highlight the correlation with various personality traits and social backgrounds. They attempt to argue that any concept of well-being is culturally embedded, and while well-being and happiness are assumed to be a universal experience, there are differences in their conceptualisation between Chinese and Western cultures. According to their assumptions, well-being is strongly related to social relationships, the performance of social roles and the fulfilment of the responsibilities associated with these roles. They pointed to the relationship of well-being to traits such as resilience, coping styles, flow, playfulness, friendliness or conscientiousness. The specific situation of medical students and students studying abroad. Their work makes an important contribution to understanding the psychological and emotional landscape of students, which is crucial for designing supportive educational environments.

The final article in this special issue, by Nikolai, Kisiel and Peng, (Nikolai et al., 2023) explores the world of vocal education through the lens of intercultural communication. Their study of Chinese students in Ukrainian universities mainly focuses on the peculiarities of Chinese students’ vocal education in Ukraine. It allows them to comprehend the intercultural contexts of the singer’s communication with the audience and to master the basics of vocal technique of various European schools. A scientific discourse is presented to highlight certain aspects of the given problem in the research, however the issue is still insufficiently covered. Nevertheless, the authors provide a fascinating insight into how the internationalisation of higher education fosters an environment ripe for intercultural exchange and innovation in the arts. It demonstrates that internationalisation processes in higher arts education create the context for intercultural communication and highlights the importance of global social relations.

Emerging themes and interactions

As we move towards the individual contributions to this special collection several major themes emerge. The issue of equity - or lack thereof - constitutes a thread that emerges in every article, whether it’s through the lens of gender, disability or socio-economic status. The cultural underpinnings of educational inequality emerge repeatedly, demonstrating the complex relationship between societal norms and educational practices. Collectively, the articles highlight the centrality of well-being in the educational journey and argue for its consideration alongside academic achievement.