HIGHLIGHTS
SUMMARY
Adopting new virtual and hybrid ways of teaching and learning by higher education institutions raises concerns for some students, disciplines, and contexts (Li et_al, 2021; Potra et_al, 2021). Considering the contextual, practical and historical backgrounds of the counselling discipline, which face transformations as a result of the pandemic and ongoing advances in technology, it becomes important to re-visit the context of counselling education from the perspective of students as a major stakeholder whose voices are often neglected or marginalised (Alvarado et_al, 2019; Greene and amp; Flasch, 2019). In many instances, claims for acknowledging . . .
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