Essential Learning Theories & Frameworks in IDT: Maslow's Hierarchy of Needs

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Chouhan, J., Handsley, S., Herriot, C., & McGowan, M. (2020). Fostering partnership learning communities: The impact of utilizing international student field trips to facilitate and co-create pedagogic community collaborations. Peabody Journal of Education, 95(1), 101–113. https://doi.org/10.1080/0161956X.2019.1702418

Fisher, M. H., & Crawford, B. (2020). “From school of crisis to distinguished”: Using Maslow’s Hierarchy in a rural underperforming school. The Rural Educator (Fort Collins, Colo.), 41(1), 8–19. https://doi.org/10.35608/ruraled.v41i1.831

Frei-Landau, R., & Levin, O. (2023). Simulation-based learning in teacher education: Using Maslow’s Hierarchy of needs to conceptualize instructors’ needs. Frontiers in Psychology, 14, 1149576–1149576. https://doi.org/10.3389/fpsyg.2023.1149576

Gross, H., Novey, D. A., Triskett, J. L., Ceglie, R. J., Thornburg, A. W., & Abernathy, D. F. (2022). Maslow’s Hierarchy of Needs applied to guide teaching and learning. In Schoolchildren of the COVID-19 Pandemic (pp. 1–19). Emerald Publishing Limited. https://doi.org/10.1108/978-1-80262-741-120221001

Hai-Jew, S. (2024). Fostering holistic development: Maslow’s Hierarchy of Needs in teaching amidst global challenges. In Navigating Teaching in an Era of Social Distancing and Global Conflict (pp. 181–204). IGI Global. https://doi.org/10.4018/979-8-3693-3382-2.ch008

Lane, J., Robinson, S., Bowen, A., Rattigan, D., & Moses, B. (2020). Post-hurricane schooling in Puerto Rico and the Virgin Islands and an adapted hierarchy of needs. Journal of Higher Education Theory and Practice, 20(8), 46–55. https://doi.org/10.33423/jhetp.v20i8.3228

Mason, H. R. C., Webber, A., Wyatt, T. R., Chakraverty, D., Russell, R. G., Havemann, C., Boatright, D., Farid, H., Moss, S., & Nguyen, M. (2025). Understanding the medical education experiences of low-income students through a Maslow’s Hierarchy of Needs lens: An exploratory qualitative study. Journal of General Internal Medicine : JGIM, 40(6), 1367–1377. https://doi.org/10.1007/s11606-024-09161-3

Raven, S. (2021). Why does this matter? The value of intersectionality. Cultural Studies of Science Education, 16(4), 1137–1148. https://doi.org/10.1007/s11422-020-10007-7

Robinson-Hill, R. M. (2022). The journey of a science teacher: Preparing female students in the training future scientists after-school program. Cultural Studies of Science Education, 17(1), 99–132. https://doi.org/10.1007/s11422-022-10112-9

Shula, M. (2023). Principals’ servant leadership practices and teacher motivation: Perspectives from South African rural schools’ context. Perspectives in Education, 41(4), 162–176. https://doi.org/10.38140/pie.v41i4.7196

Takyi Mensah, E., Chen, M., Ntim, S. Y., & Gabrah, A. (2023). Analysing Dewey’s vocational aspects of education and Maslow’s theory of motivation in support of vocational education and training. Discover Education, 2(1), Article 18. https://doi.org/10.1007/s44217-023-00042-1

Weiss, E., Levine, B., Sterin, K., & Huff, C. J. (2024). Critical Conditions: Addressing education emergencies through integrated student supports (1st ed.). Harvard Education Press.