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- 'I can speak on this here': empowerment within an Aboriginal adult literacy campaign (1)
- 'I can survive on jam sandwiches for the next three years': the impact of the new fees regime on students' attitudes to HE and debt (1)
- 'I can't apply without thinking!': helping migrants develop their perceived employability through self-appraisal in an online job search (1)
- 'I can't believe I just said that': using guided reflections with non-Indigenous pre-service teachers in Australia (1)
- 'I can't believe it's not skill': the changing meaning of skill in the UK context and some implications (1)
- 'I can't do any more education': class, individualisation and educational decision-making (1)
- 'I can't get no ... social satisfaction': exploring the roles of shyness, sociability and social support in the transition to university (1)
- 'I can't go, I can't afford it': financial concern amongst health students undertaking rural and remote placements during COVID-19 (1)
- 'I can't think of any occupation women can't do!': career pathways for women and girls: emergent and non-traditional occupations and industries (viable work) (1)
- 'I cannot study far from home': non-traditional learners' participation in degree education (1)
- 'I come from a poor family': deciphering how working-class young men aspire to and experience their journeys in STEM higher education (1)
- 'I could replicate the situation exactly the same as I do in class': apprentice lecturers use of a learning management system at an Irish university during and after COVID-19 (1)
- 'I couldn't wait for the day': young workers' reflections on education during the transition to work in the 1960s (1)
- 'I did all you said but I still do not have a job': a report to the participants of the workshop on transition education (1)
- 'I didn't know what strong was until it was required': factors that promote retention among homeless students in higher education (1)
- 'I didn't know you could just ask': empowering underrepresented college-bound students to recruit academic and career mentors (1)
- 'I do plan to do that in the future, just not the near future': rural professional experience programs and pre-service teacher graduate destination preferences (1)
- 'I don't feel like 'a student', I feel like 'me!': the over-simplification of mature learners' experience(s) (1)
- 'I don't know where to find the careers adviser ... he has disappeared': the impact of changes to careers advice on 14-16 year olds in University Technical Colleges and schools (1)
- 'I don't make out how important it is or anything': identity and identity formation by part-time higher education students in an English further education college (1)
- 'I don't really see where they're going with it': communicating purpose and rationale to first-year students (1)
- 'I don't talk or I decide not to talk? Is it my culture?': international students' experiences of tutorial participation (1)
- 'I don't think I am a learner': acts of naming learners at work (1)
- 'I don't think I've ever had discussions about reading': a case study of FE literacy teachers' conceptualisations of literacy (1)
- 'I don't understand it': first in family graduates recognising and mobilising capitals for employment (1)
- 'I don't want to be an almost engineer': women's voices of persistence in undergraduate engineering degrees (1)
- 'I don't want to become a scientist': undergraduate nursing students' perceived value of course content (1)
- 'I don't want to make candles!': supporting the career development needs of those recovering from mental illness (1)
- 'I felt very bad, I had self-rejection': narratives of exclusion and marginalisation among early school leavers in Uganda (1)
- 'I had to figure it out': a case study of how community college student parents of color navigate college and careers (1)
- 'I had to take a casual contract and work one day a week': students' experiences of lengthy university placements as drivers of precarity (1)
- 'I have a future now': evaluation of the Career Readiness for Young Parents Project (1)
- 'I have been given the power to teach. The children understand me very well.': the social and academic impact of deaf teacher training in Kenya (1)
- 'I have something to contribute to working life': students with disabilities showcasing employability while on practical placement (1)
- 'I have to start from where I'm capable:' how low-income postsecondary students overcome financial and academic obstacles (1)
- 'I have won a world championship and now I can retire': exploring normal technical students' ways of unpacking academic expectations in Singapore (1)
- 'I just like working with my hands': employment aspirations and the meaning of work for low-skilled unemployed men in Britain's service economy (1)
- 'I just want a job': what do we really know about young people in jobs without training? (1)
- 'I just want to go to school': voices of young people experiencing educational disadvantage (1)
- 'I just want to study': access to higher education for young refugees and asylum seekers (1)
- 'I keep myself clean...at least when you see me, you don't know I am poor': student experiences of poverty in South African higher education (1)
- 'I knew I had the support from them': understanding student support through a student engagement lens (1)
- 'I know that I have a university diploma and I'm working as a driver': explaining the EU post-enlargement movement of highly skilled Polish migrant workers to Glasgow (1)
- 'I left the teaching profession ... and this is what I am doing now': a national study of teacher attrition (1)
- 'I like being a teacher': career satisfaction, the work environment and work engagement (1)
- 'I mean, you want to be there for them': young Australian professionals negotiating careers in a gendered world (1)
- 'I might as well give up': self-esteem and mature students' feelings about feedback on assignments (1)
- 'I might be overqualified': personal perspectives and national survey findings on prior learning assessment and recognition in Canada (1)
- 'I need to switch the job': young rural-urban migrants' perceptions about their job during their education to work transition (1)
- 'I no longer feel like I can hardly do anything': personal and career consequences of validation of transversal skill (1)
