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Dr Kate McLay
Dr

Kate McLay

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Overview

Background

My research explores the interconnections among education, technology, societal dynamics, and policy. It delves into critical inquiries that expand understandings of teaching and learning as not merely intellectual pursuits but also entailing social nuances, emotional depth, relational intricacies, and ideological identities. My research places a spotlight on diverse learning ecosystems ranging from traditional classrooms in secondary schools and universities, to digital learning environments. I draw on a family of sociocultural theories, including Vygotsky and Bakhtin, to illuminate the experience of being both a teacher and a student as complex, relational and deeply human.

Availability

Dr Kate McLay is:
Not available for supervision
Media expert

Qualifications

  • Bachelor of Arts, The University of Queensland
  • Postgraduate Diploma, The University of Queensland
  • Bachelor of Educational Studies, The University of Queensland
  • Doctor of Philosophy, The University of Queensland

Works

Search Professor Kate McLay’s works on UQ eSpace

48 works between 2016 and 2025

1 - 20 of 48 works

2025

Journal Article

Teacher relationships and social connectedness

Smala, Simone, McLay, Katherine and Gillies, Robyn M. (2025). Teacher relationships and social connectedness. Teachers and Teaching, ahead-of-print (ahead-of-print), 1-24. doi: 10.1080/13540602.2025.2494036

Teacher relationships and social connectedness

2025

Journal Article

The digital-intercultural-transdisciplinary nexus: Online international exchanges for transdisciplinary education

Tsao, Jack, Alhadad, Sakinah, Heinrichs, Danielle, Abdul Hameed, Suraiya and McLay, Katherine (2025). The digital-intercultural-transdisciplinary nexus: Online international exchanges for transdisciplinary education. Australasian Journal of Educational Technology, 41 (1), 27-41. doi: 10.14742/ajet.9620

The digital-intercultural-transdisciplinary nexus: Online international exchanges for transdisciplinary education

2025

Book

Shaping school success: empowering educational leaders

Hardy, Ian, Poed, Shiralee, Gowlett, Christina, Heimans, Stephen, Edwards, Elizabeth, Armour, Danielle, McLay, Katherine, Abdul Hameed, Suraiya, Beencke, Andrew, Lee, Richard, Rueda Balaguera, Laura and Ocriciano, Michelle (2025). Shaping school success: empowering educational leaders. London, United Kingdom: Routledge. doi: 10.4324/9781032666839

Shaping school success: empowering educational leaders

2024

Journal Article

Beyond TPACK: A case for foregrounding affect in technology rich 21st‐century teaching and learning

McLay, Katherine Frances and Reyes, Vicente Chua (2024). Beyond TPACK: A case for foregrounding affect in technology rich 21st‐century teaching and learning. Journal of Computer Assisted Learning, 40 (6), 3201-3214. doi: 10.1111/jcal.13055

Beyond TPACK: A case for foregrounding affect in technology rich 21st‐century teaching and learning

2024

Journal Article

Investigating the development of peer-led asynchronous digitally mediated feedback in higher education: three case studies

Stahl, Garth, Oberg, Glenys, Fairbairn, Kirsten, McLay, Kate, Noble, Christy, Sale, Martin, Mandrusiak, Allison, MacMahon, Stephanie, Findlay, Wendy and Zafar, Sobia (2024). Investigating the development of peer-led asynchronous digitally mediated feedback in higher education: three case studies. Reflective Practice, 25 (5), 1-22. doi: 10.1080/14623943.2024.2372882

Investigating the development of peer-led asynchronous digitally mediated feedback in higher education: three case studies

2024

Journal Article

“Can’t you just tell us when to teach them how to use an apostrophe?” The worthwhile struggle to cultivate agential preservice teachers in a compliance culture

McLay, Katherine Frances and Renshaw, Peter David (2024). “Can’t you just tell us when to teach them how to use an apostrophe?” The worthwhile struggle to cultivate agential preservice teachers in a compliance culture. Asia-Pacific Journal of Teacher Education, 52 (3), 350-365. doi: 10.1080/1359866x.2024.2330081

“Can’t you just tell us when to teach them how to use an apostrophe?” The worthwhile struggle to cultivate agential preservice teachers in a compliance culture

2024

Journal Article

The impact of parent mediation on young children's home digital literacy practices and learning: a narrative review

Soyoof, Ali, Reynolds, Barry Lee, Neumann, Michelle, Scull, Janet, Tour, Ekaterina and McLay, Katherine (2024). The impact of parent mediation on young children's home digital literacy practices and learning: a narrative review. Journal of Computer Assisted Learning, 40 (1), 65-88. doi: 10.1111/jcal.12866

The impact of parent mediation on young children's home digital literacy practices and learning: a narrative review

2024

Journal Article

Mundane matters: entangling moments of student wellbeing across cultures, time, space, and virtual worlds

Heinrichs, Danielle H., Hameed, Suraiya, Tsao, Jack, McLay, Katherine, Nguyen, Huong and Alhadad, Sakinah (2024). Mundane matters: entangling moments of student wellbeing across cultures, time, space, and virtual worlds. Critical Studies in Education, 65 (3), 235-255. doi: 10.1080/17508487.2023.2252469

Mundane matters: entangling moments of student wellbeing across cultures, time, space, and virtual worlds

2024

Journal Article

Bridging corporate social responsibility and affective organizational commitment: the moderated mediation effect of organizational identification and sense of community

D'aprile, Gianvito, Talò, Cosimo and McLay, Katherine (2024). Bridging corporate social responsibility and affective organizational commitment: the moderated mediation effect of organizational identification and sense of community. Community Psychology in Global Perspective., 10 (2), 71-93. doi: 10.1285/i24212113v10i2-2p71

Bridging corporate social responsibility and affective organizational commitment: the moderated mediation effect of organizational identification and sense of community

2024

Other Outputs

Building feedback literacy authentically: Digital peer feedback approaches to enhance future employability in caring professions

Stahl, Garth, Fairbairn, Kirsten, McLay, Kate, MacMahon, Stephanie, Matthews, Kelly, Noble, Christy, Sale, Martin, Mandrusiak, Allison, Findlay, Wendy and Zafar, Sobia (2024). Building feedback literacy authentically: Digital peer feedback approaches to enhance future employability in caring professions. St Lucia, QLD Australia: The University of Queensland. doi: 10.14264/64a9021

Building feedback literacy authentically: Digital peer feedback approaches to enhance future employability in caring professions

2023

Other Outputs

Consultation report on proposed revisions to the Australian Curriculum: Languages Phase 5

Kubler, M., McLay, K. and Johnstone, M. (2023). Consultation report on proposed revisions to the Australian Curriculum: Languages Phase 5. Brisbane, QLD, Australia: University of Queensland.

Consultation report on proposed revisions to the Australian Curriculum: Languages Phase 5

2023

Other Outputs

Consultation report on proposed revisions to the Australian Curriculum: Languages Phase 4

Kubler, Matthias, McLay, Kate and Johnstone, Melissa (2023). Consultation report on proposed revisions to the Australian Curriculum: Languages Phase 4. Brisbane, QLD, Australia: Institute for Social Sciences.

Consultation report on proposed revisions to the Australian Curriculum: Languages Phase 4

2023

Other Outputs

Consultation report on proposed revisions to the Australian Curriculum: Languages Phase 3

Kubler, Matthias, McLay, Kate and Johnstone, Melissa (2023). Consultation report on proposed revisions to the Australian Curriculum: Languages Phase 3. Brisbane, QLD Australia: The University of Queensland.

Consultation report on proposed revisions to the Australian Curriculum: Languages Phase 3

2023

Journal Article

Massive online multiplayer games as an environment for English learning among Iranian EFL students

Soyoof, Ali, Reynolds, Barry Lee, Chan, Kan Kan, Tseng, Wen-Ta and McLay, Kate (2023). Massive online multiplayer games as an environment for English learning among Iranian EFL students. Computer Assisted Language Learning, 38 (1-2), 128-171. doi: 10.1080/09588221.2023.2171065

Massive online multiplayer games as an environment for English learning among Iranian EFL students

2023

Journal Article

Embracing discomfort in active learning and technology-rich higher education settings: sensemaking through reflexive inquiry

McLay, Katherine Frances, Thomasse, Lauren and Reyes, Vicente Chua (2023). Embracing discomfort in active learning and technology-rich higher education settings: sensemaking through reflexive inquiry. Educational Technology Research and Development, 71 (3), 1-17. doi: 10.1007/s11423-023-10192-6

Embracing discomfort in active learning and technology-rich higher education settings: sensemaking through reflexive inquiry

2022

Other Outputs

Consultation report on proposed revisions to the Australian Curriculum: Languages Phase 2

Kubler, Matthias, Johnstone, Melissa and McLay, Kate (2022). Consultation report on proposed revisions to the Australian Curriculum: Languages Phase 2. Brisbane, QLD Australia: The University of Queensland.

Consultation report on proposed revisions to the Australian Curriculum: Languages Phase 2

2022

Journal Article

Tutor’s role in WhatsApp learning groups: a quali-quantitative methodological approach

Annese, Susanna , Amenduni, Francesca , Candido, Vito , McLay, Katherine Francis and Ligorio, Maria Beatrice (2022). Tutor’s role in WhatsApp learning groups: a quali-quantitative methodological approach. Frontiers in Psychology, 12 799456, 799456. doi: 10.3389/fpsyg.2021.799456

Tutor’s role in WhatsApp learning groups: a quali-quantitative methodological approach

2022

Book Chapter

A blended model for higher education

Ligorio, M. Beatrice, Amenduni, Francesca and McLay, Katherine (2022). A blended model for higher education. International handbook of psychology learning and teaching. (pp. 1-24) edited by Joerg Zumbach, Douglas Bernstein, Susanne Narciss and Giuseppina Marsico. Cham, Switzerland: Springer International Publishing. doi: 10.1007/978-3-030-26248-8_65-3

A blended model for higher education

2022

Book Chapter

Inclusive language education and digital games : a literature review and EFL students' perceptions

Soyoof, Ali, Vazquez-Calvo, Boris and McLay, Katherine Frances (2022). Inclusive language education and digital games : a literature review and EFL students' perceptions. Research anthology on developments in gamification and game-based learning. (pp. 1920-1937) edited by Information Resources Management Association. Hershey, PA USA: IGI Global. doi: 10.4018/978-1-6684-3710-0.ch092

Inclusive language education and digital games : a literature review and EFL students' perceptions

2021

Journal Article

The designing and re-designing of a blended university course based on the trialogical learning approach

Sansone, Nadia, Cesareni, Donatella, Bortolotti, Ilaria and McLay, Katherine Frances (2021). The designing and re-designing of a blended university course based on the trialogical learning approach. Education Sciences, 11 (10) 591, 591. doi: 10.3390/educsci11100591

The designing and re-designing of a blended university course based on the trialogical learning approach

Funding

Past funding

  • 2022
    Academic advice for departmental research projects
    Queensland Department of Education
    Open grant

Supervision

Availability

Dr Kate McLay is:
Not available for supervision

Supervision history

Current supervision

  • Doctor Philosophy

    Recontextualizing the Internationalization of the Curriculum at Home in Vietnam Higher Education: An Action Research Project

    Principal Advisor

    Other advisors: Dr Stephen Heimans

  • Doctor Philosophy

    Literature in English Teaching in Indonesia; The Implementation and Practice in Schools, English Literature, and English Education Study Programs and Its Role in Job Opportunities

    Principal Advisor

    Other advisors: Dr Simone Smala

  • Doctor Philosophy

    Do we learn differently from print and digital text?

    Associate Advisor

    Other advisors: Professor Jason Lodge

  • Doctor Philosophy

    Navigating identity, belonging, and direction: mapping the educational journeys of adult migrant English learners from their homelands to Australia

    Associate Advisor

    Other advisors: Dr Simone Smala

  • Doctor Philosophy

    Conceptualising Co-design with Aboriginal and Torres Strait Islander Young Peoples in the Context of Australian English Education

    Associate Advisor

    Other advisors: Associate Professor Marnee Shay

  • Doctor Philosophy

    WeChat-mediated Chinese EFL learners L2 identity construction during Covid-19 pandemic.

    Associate Advisor

    Other advisors: Dr Simone Smala

  • Master Philosophy

    Philosophical Causes of Declining Writing Standards in Middle Schoolers

    Associate Advisor

    Other advisors: Dr Damon Thomas

  • Doctor Philosophy

    Dandiiri: First Nations thinking to enhance the Learning.

    Associate Advisor

    Other advisors: Associate Professor Marnee Shay, Dr Danielle Armour

  • Doctor Philosophy

    Using picture books to foster children's intercultural understanding

    Associate Advisor

    Other advisors: Dr Damon Thomas

Completed supervision

Media

Enquiries

Contact Dr Kate McLay directly for media enquiries about:

  • English Curriculum
  • Literacy
  • Teacher Education

Need help?

For help with finding experts, story ideas and media enquiries, contact our Media team:

communications@uq.edu.au