Using digital pedagogies to combat imposter syndrome in first-generation students

As first-generation students, the taxing feeling of questioning whether they belong to a university with imposter syndrome negatively impacts their experience. Imposter syndrome occurs when students ask about their abilities and whether they fit within the university. It can be difficult for students to overcome without support. Thus, there is a need to incorporate new approaches into the classroom setting, enhancing the learning experience and providing encouraging support. A solution is developing a structural model of resilience, which can be built using digital tools such as Padlet. These tools enhance the learning experience and foster a sense of belonging, making first-generation students feel more included and accepted. As educators and researchers, your role is integral in implementing these tools. By showing the students how far they have come since beginning their course and storing all their essential sources, you can empower them to take ownership of their learning. In addition, using tools that promote discussions encourages students to communicate, share their experiences, and develop a stronger connection within the group. This improves their mental well-being during their academic journey and enhances their effectiveness as an educator. Using Padlet can offer the students the opportunity to realise their achievements and recognise they do belong, thereby assisting in tackling that crippling feeling of imposter syndrome.