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Oral language is the primary means through which a child controls, describes, organises, and evaluates their life experiences and their ability to use oral language which effectively impacts their future literacy development. Currently, the world is awash with dynamic change and constant disruption. These include natural disasters such as the ongoing Australian floods and bush fires, droughts, the global COVID-19 pandemic, the pervasive use of digital technologies, continuing global unrest, and impacts on economic and social adversity. Many of these disruptions are having a negative impact on the development of children's oral language and ongoing communication capacities. This is interesting given the prioritisation in many western nations, including Australia, of learning to read and write over learning to talk and communicate. This paper serves as an example of what makes good classroom literacy research. It outlines the elements of robust research including a research proposal structure. In this instance, our research investigates educator perceptions of children's developing oral language and communication skills and practices in birth to 8-year-old education contexts within the current backdrop of extreme disruption. The paper includes a literature review, our proposed research methodology which includes interviews from participants in birth to 8-year-old education settings, in both national and global contexts sourced via snowball sampling. The data analysis uses Fairclough's Critical Discourse Analysis (CDA) of the contextualised interview responses from educators within a socio-cultural global malaise of disruption and power. We outline future plans and funding sources, including publications and potential school resources in the spirit of collegial cooperation to support excellence in literacy classroom research. [ABSTRACT FROM AUTHOR]

Scholars have detailed the range of skills required for conservation and voiced concerns that training is not fit for purpose. Still, we have little understanding of what skills conservation education aims to teach. This study uses survey data and content analysis of online module descriptions to examine skills and methods teaching in conservation higher education across the United Kingdom and Australia. We found most conservation‐specific modules aimed to develop disciplinary and communication skills, but fewer than half aimed to develop interpersonal or project management skills. Social science methods training was absent from the core offering of over half of the conservation degrees reviewed. To prepare students for conservation careers and the complex problems they will encounter, the conservation education sector should further focus on building essential nonacademic skills and provide training on the breadth of methods that contribute to effective conservation science. This analysis can help educators to reflect on teaching aims and forge a curriculum that will best prepare students for contemporary conservation challenges. [ABSTRACT FROM AUTHOR]

The rapid advancement of technology has revolutionised how we live and work, posing challenges and opportunities for various professions, including the property and construction workforce. The COVID-19 pandemic has further accelerated the pace of change. Therefore, in this study, we examined the future property workforce and the required skills for Property Industry 4.0 by conducting semi-structured interviews with property leaders. The findings suggest that digitisation and automation are reshaping the property workforce, including those working in development and construction, necessitating efforts to bridge the gap between graduates' technology proficiency and practical application. Moreover, calls for proactive regulation of artificial intelligence (AI) use in the property sector highlight the need for regulator and professional body involvement. This study also shows the challenges and opportunities for property professionals with an increased focus on environmental, social, and governance (ESG) matters and the challenges of balancing global expansion with local adaptability due to globalisation. Furthermore, this work highlights a concerning decline in communication skills among graduates, which is partly attributed to the pandemic. Collaborative efforts between universities and industry are essential to cultivate these vital skills among future property professionals. The implications of this study are also discussed. [ABSTRACT FROM AUTHOR]