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Publications

Technology-influenced learning and learner agency: Collaborative reflections on entangled global perspectives
  • Reindl, S., Lightbody, I., Bradshaw, L., Tardy Hackman, S., Alonso-Yáñez, G., & Davis, J.

Much of the ongoing discourse on technology and education tends to prioritize either of the two over the other. Yet in the postdigital world of teaching and learning, education and technology are heavily intertwined and can no longer be isolated and discussed meaningfully in separation from each other. Following Fawns’ (2022) framework of entangled pedagogy, this paper explores how technology-influenced learning and learner agency operate differently across diverse global contexts. Drawing from collaborative ethnography that incorporates narrative inquiry and response community frameworks, this study examines six participants affiliated with universities in Finland, Australia, Canada, and China, this study investigates differences and similarities in the use, access to, and value placed on educational technology in teaching and learning. The writing collaboration was conducted entirely online during an international doctoral research forum aimed at building capacity in educational research. Four overarching themes emerged from analysis: learning, spaces, education, and knowledge. Findings reveal how the global pandemic both exacerbated inequalities and accelerated opportunities, how narrow definitions of technology obscure the power of simpler tools like writing, and how access to technology does not ensure technological fluency. Methodologically, the study demonstrates a collaborative approach that maintains multiple perspectives rather than synthesizing them into a single voice, offering implications for educators, institutions, and policymakers working across cultural contexts and a model for future collaborative research.

  • Journal Article
  • 2026-06-26
  • ESCI, Scopus
  • SJR Q1
From Sustainability to Ecological Civilization: Ecopedagogy as a Pathway to Socio-Ecological Transformation
  • Reindl, S., & Hollings, S.

The concept of sustainability, despite its global prominence, has failed to address accelerating ecological collapse due to its entanglement in growth-oriented paradigms, neoliberal depoliticization, and epistemic erasure of non-Western knowledge. This chapter argues that sustainability’s structural limitations call for a dual reconfiguration: Ecological civilization as a post-anthropocentric ethical horizon and ecopedagogy as a critical pedagogical praxis. China’s ecological civilization model transcends sustainability’s incrementalism by teaching to the goal of centering ecological reciprocity and pluriversal epistemologies, while ecopedagogues dismantle the colonial and capitalist foundations of ecological exploitation through transformative education. Together with sustainability as a contested transitional layer, these frameworks form an interdependent tripartite model that challenges neoliberal hegemony and reimagines socio-ecological governance. The chapter contends that only through such radical integration of ethics, policy, and pedagogy can socio-ecological justice be realized amidst planetary boundary transgressions and escalating climate crises.

  • Book Chapter
  • 2026-04-01
Major Concerns of Generative AI in Education: A Critique
  • Reindl, S.

Generative AI in education, while receiving much excitement and strong marketing push from providers, presents several serious challenges to and for education. Generative AI tools often function as instruments of epistemic enclosure in that they support neoliberal goals by prioritizing transactional efficiency above genuine intellectual work. Blurring the line between creating knowledge and merely replicating it, this technology can alienate students from critical thought. Institutional responses, such as AI detection software, frequently worsen academic inequalities: They have a tendency to incorrectly flag writing from non-native English speakers as synthetic. At the same time, corporate data mining continues colonial practices by turning educational activities into commodities for profit. Further, Global South institutions are often shut out by infrastructural gaps, and algorithms systematically sideline non-Western knowledge. The environmental and labor costs are also substantial. These entangled issues signify how generative AI props up market-driven education. True resistance must challenge corporate control and reclaim education from algorithmic systems by advancing more fundamental structural changes towards our envisioned futures of education.

  • Encyclopedia Entry
  • 2025-10-23
Business Sustainability
  • Reindl, S.

Business sustainability represents a strategic approach that balances economic prosperity with environmental stewardship and social responsibility. The concept has gained significant traction as organizations recognize the need to address major global challenges as part of a larger whole while maintaining profitability on the organizational level. Business sustainability includes strategies that minimize negative environmental impacts, promote social equity, and ensure long-term economic viability. It integrates sustainability principles into core business models and decision-making processes and moves beyond compliance and risk management to view sustainability as a source of innovation and competitive advantage. This entry discusses key concepts, current practices, critical perspectives, and future trends in business sustainability and highlights its evolving nature in a globalized business context.

  • Encyclopedia Entry
  • 2025-08-28
  • Scopus
Understanding China in the Asian Century: A Future of Higher Education Internationalization?
  • Zhang, X. C., Li, D. D., Reindl, S., Holings, S., Cardenas, C., & Jiang, Z.

Asia’s growing influence in global higher education, visible in China’s emergence as a ey destination for international students, comes with a call to re-examine international student mobility (ISM) through evolving geopolitical and cultural lenses. This collective writing study discusses the motivations and adaptive experiences of international Ph.D. students in Chinese universities, and reveals that while academic opportunities and career prospects initially drive enrollment, students’ objectives and perceptions shift substantially during their academic journeys in China. Through our discussion we demonstrate how institutional policies, intercultural dynamics, and geopolitical positioning collectively shape these transformations. Our conclusions challenge static student-choice models, and call for further analyses of the continuously evolving academic or sociopolitical factors that inform responsive internationalization policies in Chinese higher education.

  • Journal Article
  • 2025-05-16
Media Literacy Education in China: A Review of recent Literature
  • Reindl, S.

Two decades into the 21st century, an increasingly powerful and complicated media environment has gained an ever-growing influence on our lives. China has one of the largest, most vibrant, active, and sophisticated media landscapes globally. In such a vast and high-pace media environment, media literacy has quickly become a topic of interest for both academic and practitioner circles. In this paper, I set out to review the current body of English language literature on media literacy education in the Chinese context. I categorize the reviewed body of literature into three sequential major thematic clusters: (1) development, (2) integration, and (3) outcomes of media literacy education. This review contextualizes and maps the existing research per cluster and provides an overview of the status quo for researchers, practitioners, and other interested media literacy stakeholders. I conclude by identifying major findings across the reviewed literature along with recommendations for further research.

  • Journal Article
  • 2024-08-27
  • Scopus
  • SJR Q1
Creating Shared Value in China: The Case of Austrian Businesses
  • Reindl, S.

The objective of this study is to investigate the state of Creating Shared Value in China, where a number of societal pressures and issues, appear to offer businesses plentiful opportunities to apply the Creating Shared Value model. The focus here lies on foreign businesses in China, which are commonly referred to as a key driving force behind China’s economic growth. Following a review of relevant literature discussing both, the global as well as the Chinese context of companies ‘doing good’, this study utilizes online and in-person interviews to gather additional data to derive more insight into recent business practices, specifically analyzing which level of ‘doing good’ foreign businesses in China are currently engaging in. For this empirical component of the study, Austrian businesses in China serve as the target population. The study’s findings show, that while ‘doing good’ has been a relevant topic for foreign businesses in China, many are still engaging in simpler ways of ‘doing good’, such as philanthropy or Corporate Social Responsibility. Only few companies currently follow a Creating Shared Value approach in China, yet a larger number find Creating Shared Value a suitable approach for businesses in China, indicating that Creating Shared Value does have potential as China continues her economic growth. The study concludes with recommendations for both, academia and business practice, and could potentially also serve as an inspiration for regulatory policies for foreign businesses in China.

  • Journal Article
  • 2024-02-05
  • ESCI, Scopus
  • SJR Q1
  • Journal Article
  • 2024-02-05
  • 10.1002/bsd2.335
  • Business Strategy and Development
  • SJR Q1
  • ESCI, Scopus
  • Journal Article
  • 2024-02-05
  • Business Strategy and Development
  • 10.1002/bsd2.335
  • SJR Q1
  • ESCI, Scopus
What changes are university students seeking? Bringing employers to classrooms to facilitate post-graduation opportunities
  • Asgarova, V., Kan, Y., Reindl, S., & Liu, M.

University graduates not in employment and training in Azerbaijan lack relevant skills and knowledge that would make them eligible for post-graduation opportunities. The SABAH project aimed to address this problem. This article explores the perceived benefits of this advanced education program for students’ eligibility for post-graduation opportunities, such as employment. 25 undergraduate students majoring in the fields of human resource management, teaching English as a foreign language, business administration, law, economic science and earth sciences were interviewed for this research paper. Two key dimensions of perceptions were highlighted: the search for novelties in university training and the future-oriented advantages of education programs. Data analysis is based on the concept that the SABAH program emerges as a ‘change maker’ in educational practice due to its novelty of bringing business partners to classrooms and arranging job placements tailored to students’ personal and professional profiles. The study also concluded that integrating the international and intercultural dimensions of education in higher education delivery and engaging potential employers in teaching processes can help students develop the competencies needed for employment and facilitate graduates’ access to post-graduation opportunities.

  • Journal Article
  • 2023-09-13
  • SSCI
  • SJR Q2
Open Science in China: Openness, Economy, Freedom & Innovation
  • Zhang, X., Reindl, S., Tian, H., Gou, M., Song, R., Jackson, L., & Jandrić, P.

Taking credit for digitalization and platformization, China has initiated its open science infrastructure implementation and made an effort to focus on open access (OA) journals and data sharing over the past two decades. With the continuous development need, issues and concerns have caught in attention, including data accessibility, research transparency, general population awareness and communication of science, public trust in science, and scientific research and innovation efficiency. This paper has unfolded the maze of open science stance in China and elaborated on its current economy, openness and freedom extents, and future innovation potential towards a global open science community, within depth and scope of both the Chinese and Western scholars’ interpretations.

  • Journal Article
  • 2022-09-30
  • SSCI
  • SJR Q1
Creating Shared Value (CSV)
  • Reindl, S.

Originally introduced by Porter and Kramer in 2011, the concept of creating shared value (CSV) proposes to transform social problems relevant to the corporate world into business opportunities. CSV contributes to the solving of critical societal challenges while simultaneously driving greater profitability. In the words of Porter and Kramer (2011, p. 4), CSV ‘can give rise to the next major transformation of business thinking’, ‘drive the next wave of innovation and productivity growth in the global economy’, and ‘reshape capitalism and its relationship to society’.

  • Encyclopedia Entry
  • 2022-08-25
Higher Education and Creative Economy in East Asia: Co(labor)ation and Knowledge Socialism in the Creative University
  • Zhang, X., Yodpet, W., Reindl, S., Tian, H., Gou, M., Li, Z., ... & Jackson, L.

This paper is a complete student-led, student-edited collective writing project (CWP) conducted virtually in Spring 2022 throughout the course Knowledge Socialism taught by professor Michael Peters for the Faculty of Education, Beijing Normal university. The CWP involves 4 international, 5 domestic Ph.D. students, and 2 senior Western scholars as reviewers, revealing their thoughts, arguments, understanding, and criticisms towards the creative economy status in East Asian countries (Japan and China mostly) higher education as reflected in the knowledge socialism narratives. Xiyuan as the lead author, co-editing with Woraport and Stefan, assigned each section to other authors and successfully devoted themself to organizing, proofreading, and revising the paper. Through a month of collective work, the final version of the paper elaborates on the contribution of East Asian creative universities and the economy as a whole to the knowledge socialism through co(labor)ation, with implications to the creative labors cultivation and shifted roles of students.

  • Journal Article
  • 2022-07-17
  • SSCI
  • SJR Q1
Ecopedagogy Disrupting Postdigital Divides of (Neo) Coloniality, (Eco) Racism, and Anthropocentricism: A Case Study
  • Misiaszek, G. W., Epstein-HaLevi, D. Y., Reindl, S., & Jolly, T. L.

Looking at the growth of social media and ourselves being affected/absorbed by it, especially by digital monopolies, it becomes apparent that focusing on teaching critical media literacies is increasingly essential for socio-environmental justice and planetary sustainability and must continuously evolve along with technological ‘developments’. In this chapter we discuss the needs, possibilities, and challenges of teaching ecopedagogical literacies reinvented from Freirean pedagogies to critically read technologies through lenses of postdigitalism, media culture theories, globalizations, (de)coloniality, (eco)racism, (eco)feminism, queer theories, and Southern/Indigenous epistemologies, among others. After discussing oppressive and dominant divides, we argue that educators must teach through diverse models of ecopedagogies for praxis to disrupt unjust and unsustainable divides that other us from one another and from the rest of Nature. Through a case study of a higher education ecopedagogical course in which students created a mass literacy campaign to disrupt these divides, we discuss first-hand the key ecopedagogical needs, challenges and possibilities for disrupting and sometimes bridging socio-environmental divides. We conclude by arguing that understanding of and fighting for justice and sustainability (within and beyond the anthroposphere) must occur both inside and outside of digital spaces.

  • Book Chapter
  • 2022-06-09
Challenging EdTech: Towards a More Inclusive, Accessible and Purposeful Version of EdTech
  • Hackman, S. T., & Reindl, S.

The integration of technology in education has received much attention throughout recent years. Many argue that technology can be packaged as a product to improve learning outcomes, make education more cost-efficient, and enhance education retention and access, among other potential outcomes. Nevertheless, research has shown that technology use in education so far only achieves its many promises in very few specific scenarios. This article aims to contribute to the still relatively small critical voice and perspective on educational technology in a field dominated by an overall optimistic – if not euphoric – tone of potential and promise. We suggest that the major questions driving educational technology might not be the best questions to begin with. We first discuss an overarching critical stance on money-driven educational technology and then move on to illustrate our critique in the specific case of challenging two major assumptions underlying such money-driven educational technology developments. We conclude with a proposal of ‘better’ questions to inspire a more meaningful development of educational technology, which might enable educational technology to better live up to its many expectations.

  • Journal Article
  • 2022-04-01
  • Scopus
  • SJR Q1
Emotion AI in Education: A Literature Review
  • Reindl, S.

Emotion (or affective) artificial intelligence (AI) is a hot topic within the greater field of AI, in both, academic as well as practitioner circles. One of the industries with great potential for AI implementation is education. While emotion AI is commonly referred to as a field of growing interest, research in the specific context of education is still in its early stages and publications are few. This paper aims to discuss this emerging field of research on emotion AI in the context of education. The current body of literature can be grouped into three clusters: 1) concept and model development; 2) intelligent tutoring systems; 3) students’ state of mind. The review concludes that emotion-based improvements of learning systems surely hold a lot of promise yet still suffers one major shortcoming: that of appropriate responses to the detected emotions.

  • Journal Article
  • 2022-03-02
  • ESCI, Scopus
  • SJR Q3
Contesting EdTech Success
  • Reindl, S., & Hackman, S. T.

With the rise of technology integration in education, much of its success is measured based on improving students’ learning outcomes and experiences in Education Technology (EdTech)-supported classrooms and entirely online-based education settings, where access (for example, to a reliable network connection and laptop computers or smartphones) is implicitly assumed. Similarly, a large majority of the conversation about EdTech is dominated by notions of potential for high education quality, efficiency for teachers and administrators, and detailed learner data to inform quick decision-making. On the other hand, existing research is silent on including equitable access, replicability, institutional factors, and conditions as critical variables for evaluating EdTech success. In light of this, this paper contests what constitute EdTech success. It contends that to meaningfully reinterpret what success could (and should) mean for EdTech, it is necessary to first reframe one’s understanding of Tech from focusing on the latest high-tech towards a holistic concept of Tech. Based on this shift, the paper further asserts that success for such a reframed understanding of EdTech can (and should) include aspects of widening access and inclusion of previously excluded learners, rather than improvements for those already privileged with access to education. In the spirit of the International Society of Comparative Education Science and Technology’s (ISCEST) VIII Conference theme, ‘Reinterpreting Success,’ the paper aims to contribute to the still relatively small critical voice and perspective on education technology in a field dominated by an overall optimistic, if not euphoric, tone of potential and promise.

  • Journal Article
  • 2021-12-30

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