Search

Selection of plenary lectures and papers presented at the 2nd International Symposium on Computers in Education held at Puertollano, Spain in 2000.

The theme of'Learning in a Changing Environment'reflects the way in which educational thinking in Higher Education has undergone a rapid change throughout the world. The EDINEB network consists of people who see the role of educationalists as providing a framework for learning rather than taking a traditional approach of'chalk and talk'. The key to the success of this fourth conference (and these articles selected from it) lies in the supportive role delegates give to each other in sharing experiences (and problems!) in a changing environment. The network has grown because ofthe commitment of members to form what is in effect a multinational self-help group which is dedicated to continual improvement in the educational environment. This fourth EDINEB conference brought together 95 registrations from over 21 countries. The 16 papers selected represent a cross-section of the articles submitted to the authors and the book is divided into four sections. 1 LEARNING OBJECTIVES AND PROGRAMME STRUCTURES The first section examines how different programmes (in different of countries and cultures) have been structured to meet the particular needs both the participants/students and the economic environment within which they operate.

This book questions the epistemological foundations of education in the Anthropocene. It reviews a body of evidence that strongly supports the view that the Earth's systems are emerging into an epoch known as the Anthropocene. This volume examines a number of concepts including the political ecology and the modes of veridiction in the Anthropocene as well as philosophy, anthropology and history of the concept of courage and the humanities. It champions forward-looking educational initiatives and presents a new philosophy on education for the Anthropocene. The concept of the Anthropocene extends to many fields of sciences. It is now anchored in a multidisciplinary scientific literature and recognized by both sides of the ideological and political battle of the 21st century, on which several controversies are grafted in a complex way. It also has a strong anthropological consistency: what kind of humans do we want to become? The author explores how the recognition of the crisis helps to see the history of humanity with unexpected freshness. This work contributes to an epistemological and paradigmatic reflection on the foundations of education in the Anthropocene epoch. The author has seized on the biogeophysical ruptures of the Anthropocene to develop a pedagogical and anthropological reflection in a stimulating and creative way. This volume is of interest to researchers of the Anthropocene, as well as to scholars in ecology, social sciences, pedagogy, and philosophy.

This reference work collates academic discourses and practices around family, gender, and violence in social work. A huge body of discourse is available that categorizes and labels acts of violence, and correspondingly practices that pin blame/responsibility for the violence. These have led to evolution of intervention strategies to resolve or address the violence. Some explanations foreground systemic causes; others look at person-centric causes. The two views bring forth the fundamental ontological divide of structuralism and individualism. The question for social workers to debate is what to factor in while working with families experiencing violence and conflict. What amongst the person, the agency, or the structure needs to be addressed to understand the experience of families in conflict and violence? Are these positions supplementary, complementary, or to be understood reflexively? With the inclusion of new families, the parochial understanding of families has long been dislodged and given way to newer, radical, and contextual understanding of families. Similarly, different people, agencies, and states understand violence and conflict differently. Gender, too, has moved from the binaries of male and female to the gender-diverse LGBTQIA+ identities. The book positions the ontological premise on which the epistemological practise is located. Simply put, the person-centric ontology on families and violence epistemologically finds understanding in agency-based approaches in individual agency, whereas the structure-based approaches find the experience of families and violence in society, state, and the world order. The contributors locate their work around identification, definition, an intervention or empirical study, policy analysis, historical evolution of concepts, and ontological and paradigmatic debates to position their individual chapters. Family and Gendered Violence and Conflict: Pan-Continent Reach provides a paradigmatic prism for practice for social workers who are equipped to interpret context differently. The differing and competing paradigmatic lenses cannot be mediated, resolved, or addressed, but they definitely can be understood and debated to provide a 360-degree lens on the issues of families in violence in the gendered context. The reference work is a useful resource for social work practitioners, educators, academicians, researchers, and other development professionals.

This book offers a comprehensive exploration of digital assessment (DA) in higher education, with a focus on navigating the challenges and opportunities brought on by the digital age. By drawing on research-based evidence and theoretical approaches, it offers valuable insights, guidance, and examples for navigating the complexities of DA in higher education. It addresses key topics and issues facing educators and Higher Education Institutions (HEIs) in the design, implementation, and evaluation of DA strategies, while also recognizing the importance of the DA competencies of academic staff. This book is a useful reference for educators, researchers, managers of HEIs, and policymakers who are looking to enhance digital assessment practices, develop their own competencies for digital assessments, and stay at the forefront of educational innovation.

This open access book presents the conceptual and operational foundations of the IEA International Computer and Information Literacy Study (2023), which is designed to assess how well students are prepared for study, work, and life in a digital world. The study measures international differences in students'computer and information literacy (CIL): their ability to use computers to investigate, create, participate and communicate at home, at school, in the workplace and in the community. Participating countries also have an option for their students to complete an assessment of computational thinking (CT). The ICILS assessment framework articulates the basic structure of the study. It provides a description of the field and the constructs to be measured. It outlines the design and content of the measurement instruments, sets down the rationale for those designs, and describes how measures generated by those instruments relate to the constructs. In addition, it hypothesizes relations between constructs so as to provide the foundation for some of the analyses that follow.

This open access book outlines the latest results in analysing, assessing, and managing terrorist risk in the urban outdoor built environment. In detail, contents refer to the outdoor Open Areas (such as streets, squares, urban parks and other public spaces in our cities) exposed to such violent events considering the physical elements and properties of the built environment and users. PThe built environment features, including layout, use and management, are combined with terrorist threats issues and user behaviours in emergency conditions, to determine a set of complementary tools for the reduction of risk and increase of urban resilience. The contents hence provide different levels of tool analysis, for risk scenario definition, risk assessment, mitigation strategies design and effectiveness evaluation, considering traditional approaches about the issue along with simulation-based approaches relying on understanding and representing user behaviors. This “behavioural design” approach offers the opportunity to manage the level of risk for specific real urban cases over going the normative limitations in Europe that are only referred to few countries and sometimes deal with the prevention of violent acts by intelligence activities as the exclusive way to face this issue. In addition, the focus on the characters of cultural and historic places and their resilience is increasing by means of introduction of mitigation and compatible solutions providing a complementary chapter for the design of resilient cities in all of their peculiarities (peripheries, consolidated, and historical). In this sense, it is one of the first organized attempts to analyse the main limitations of current solutions in these outdoor Open Areas and, at the same time, to clearly introduce the importance of human behaviours and the various choices in emergency evacuation conditions, thanks to the proposed behavioural-based simulation approach. The attention is focused on a critical aspect for historic spaces, where morphological conditions are fixed values. Thus, this book represents a sort of guidelines about these user-related issues during such violent events and is useful to both professionals and researchers in the areas of security and urban administration.

This book considers a radical change to engineering education. It argues for a reexamination of the traditional way in which engineering students are educated in disciplinary silos and how, instead, we might re-imagine their professional education to more appropriately prepare students to design innovative solutions to increasingly complex global challenges. It poses the question: “How can engineers think outside the engineers'box?'. A box that has over generations rendered engineers to be unquestioning servants of the socio-political systems in which they function. The book introduces a unique framework and language for engineering education which considers both the problems of the past and present, and the potential solutions offered for the future. By reaching out beyond the bounds of traditional knowledge and thought collectives, this book will also offer a pathway for other professional education programs to explore.

This collection addresses intersections and gaps between practice, theory, and research that both connect and divide compassion and pedagogies. In foregrounding practice, it makes an important contribution to the growing call for universities and educators to adopt inclusive student-centred approaches that challenge us to fundamentally re-think what universities do. It celebrates the role of students as co-creators of knowledge, locating them at the heart of what pedagogies of compassion in higher education should feel like and look like. It examines how compassion can become both critical and strategic in order to disrupt systems and orthodoxies that are no longer fit for purpose in a post-pandemic world. The ultimate goal the book aims to address is the need for humane universities driven by compassion, rather than profit, which can help to build fairer and more socially just societies. The book extends the theoretical and practical discussions of compassion as a fundamental organizing principle in higher education. It brings fresh interdisciplinary thinking, theories and approaches including the neuroscience of compassion, classical Eastern philosophies, intersectional compassion, sustainability, and environmental stewardship. It also includes critical reflection on experiences, challenges, barriers, and enablers, across multiple levels and perspectives. These range from reflections on compassion in the classroom to compassion in the boardroom, as well as in the many other spaces and places where learning occurs. It offers a creative collection of essays on compassionate practices in higher education, and appeals to anyone who is concerned about the moral standing of the university. ‘For some time now, we have been told that universities must be viewed on the business model, but this has only discouraged faculty, students and staff. As the contributors show, however, the very idea that teaching and educational practices could be more closely linked to compassion is definitely appealing, and it gives us a more inspiring way of thinking about the university of the future.'Richard J. White, Creighton University, Omaha, NE, USA

This volume provides a broad outlook on migrant youth and schooling in Sweden, Denmark, Norway, Iceland and the United Kingdom. It explores empirically how these young people—who range from the first to the third generation—position themselves in relation to school, friendships, language-use, aspirations, and the expectations placed upon them. The book also examines the role of a variety of professionals, street-level bureaucrats, and other key actors in framing, representing, problematizing and ultimately contributing to shaping the experiences of these young people. Contemporary contextual challenges for educational advancement are particularly highlighted, as are key issues of cultural representation and recognition. Several contributions also focus on sub-groups within the immigrant-origin population that have so far only received a limited attention in the literature, such as youth in rural areas, LGBT youth, first-in-family college students, and youth who transition out of anti-school subcultures. The contributors stem from a variety of disciplines, ranging from Education and Youth Studies to Social Work and Sociology, and tackle many innovative themes, such as peer violence, special needs education, and artistic interventions, among many others. Through this original perspective and comparative outlook, the book makes an important contribution to the literature on youth, migration, identity, and education. It will interest undergraduate students in several areas of the social sciences, teachers and other professionals who work with children and young people.

This book offers a detailed analysis of the intersection of sustainability, innovation, and global progress, and it comprehensively explores sustainable practices and their impact on business, education, and technology. The book shows how businesses can incorporate sustainability into their core operations, including environment-friendly supply chains, renewable energy adoption, circular economy models, ethical decision-making, and sustainable growth strategies. Successful sustainable businesses and the benefits of their socially responsible practices are highlighted. In addition, the book explores how education can shape a sustainable future. It is necessary to integrate the ideas of sustainability into the curricula of early childhood education to higher learning institutions to educate and empower the next generation of changemakers. The role of technology in advancing sustainability efforts is also investigated, including artificial intelligence, blockchain, clean energy solutions, green architecture, and smart cities. Other topics explored in the book include global sustainability efforts such as international collaborations, public-private partnerships, and multilateral initiatives; the role of governments, NGOs, and international organizations in promoting sustainable development; ethical considerations and social impacts of sustainable practices, for example, social justice, inclusivity, and environmental stewardship; connections between sustainable development and improved quality of life; and groundbreaking ideas and innovations for industries to tackle sustainability issues. The book offers a comprehensive and forward-looking perspective on sustainability. By combining different viewpoints, the book empowers readers with the knowledge and inspiration to contribute meaningfully to a more sustainable, inclusive, and resilient world.

This book focuses on enhancing teacher education quality by making evidence- informed decisions about policy, assessing quality, establishing effective strategies, and innovating teacher preparation programs. It advocates for the importance of rigorous program design and evaluation as the basis for shaping policy directions and claiming program effectiveness. The book introduces'Design for Change'(DfC), a 20-year-long collaborative effort by a group of teacher educators dedicated to improving their practices. DfC is divided into two parts: Design for Change-Teams and Process (DfC-TaP) and Design for Change-Programs and Courses (DfC-PaC). DfC-TaP explores how to form and sustain a design team of academics, emphasizing the collaborative process's value in program development. DfC-PaC delves into applying practical theory to curriculum design, mapping programs to standards, creating meaningful learning and assessment tasks, and leveraging technology. The latterincludes a chapter on software for teacher preparation program design. The book's ultimate goal is to offer a versatile framework for designing teacher education programs. The book employs evidence from longitudinal research to present generalizable concepts and structures for program developers and designers. By doing so, the book aims to contribute to the field by providing a research-based guide for building teacher education programs that enhance the overall educational experience for both faculty and students.

Resource depletion and ecological risks are more than ever at the heart of societal and economic debates. In the 1970s, the developed countries saw the Fordist growth regime crumble in parallel with the growing awareness of the ecological issue. Since the first industrial revolutions, technological dynamics have been the cause of many environmental problems, and there is a consensus on the diagnosis. Integrated technologies reduce resource use and/or pollution at source by using cleaner production methods. This generally leads to a reduction in the by-products, energy inputs and resources used by companies to produce goods.Integrated production technologies reduce negative environmental impacts at source by substituting or modifying cleaner technologies. Examples of integrated, or cleaner, production technologies are the recirculation of materials, the use of environmentally friendly materials (such as the substitution of water for organic solvents), etc. However, the implementation of integrated production technologies is often hampered by obstacles related to cost, coordination and skill inertia problems and to the productive organisation of companies. In addition to the high investment costs of new integrated technologies, additional barriers may emerge depending on the nature of the environmental problem and the type of environmental regulation in question.

This book describes a diverse array of studies unravelling the intricate interplay of education, sustainability, and organizational dynamics. From innovative teaching methodologies to sustainability trends and the pandemic's impact, this compendium offers a rich tapestry of insights. This book traverses through a compendium of studies that intricately dissect the synergy between education, sustainability, and organizational dynamics. This book is ideal for academics, practitioners, and curious minds seeking a deeper understanding of these vital contemporary forces.

The book brings together diverse views from around the world and provides a comprehensive overview of academic integrity and how to create the ethical academy. At the same time, the Handbook does not shy away from some of the vigorous debates in the field such as the causes of academic integrity breaches. There has been an explosion of interest in academic integrity in the last 20-30 years. New technologies that have made it easier than ever for students to ‘cut and paste', coupled with global media scandals of high profile researchers behaving badly, have resulted in the perception that plagiarism is ‘on the rise'. This, in combination with the massification and commercialisation of higher education, has resulted in a burgeoning interest in the importance of academic integrity, how to safeguard it and how to address breaches appropriately. What may have seemed like a relatively easy topic to address – students copying sources without attribution – has in fact, turned out tobe a complex, interdisciplinary field of research requiring contributions from linguists, psychologists, social scientists, anthropologists, teaching and learning specialists, mathematicians, accountants, medical doctors, lawyers and philosophers, to name just a few.Because of this broad interest and input, this handbook serves as the single authoritative reference work which brings together the vast, growing, interdisciplinary and at times contradictory body of literature. For both established researchers/practitioners and those new to the field, this Handbook provides a one-stop-shop as well as a launching pad for new explorations and discussions.

This book analyses dominant discourses of globalisation, multiculturalism and schooling. The chapters advance further the discussions on globalisation and its impact on cultural diversity and multiculturalism in a globalised world. Multicultural education, as presented in this volume, is seen in a broad context. It includes factors such as race, ethnicity, gender, socio-economic status, culture, age, and physical ability, as well as a variety of beliefs and values. Zajda has argued that globalisation represents a synthesis of technology, ideology, and organisation, specifically related to border crossings of people, global finance, trade, IT convergence, as well as cross-cultural communication. The reality of multiculturalism has been brought into stronger focus because of globalisation. Multiculturalism is more evident today because of globalisation. The book contributes in a very scholarly way, to a more holistic understanding of the nexus between globalisation and dominant models of multicultural education, and their impact on students'engagement, and academic achievement.

The book aligns with the United Nations Sustainable Development Goals (SDGs), particularly Goal 4, which focuses on quality education. It explores the evolving role of education as a critical driver for achieving all 17 SDGs by providing a platform for discussing innovative educational models and theories that foster sustainable development. The book takes an interdisciplinary approach, merging educational theory, developmental practice, and human psychology to address complex global challenges hindering sustainable development. The book includes case studies and empirical research, such as exploring student entrepreneurship in the agricultural sector and the factors bridging the gap between entrepreneurial intention and venture creation. These examples provide readers with practical applications of theoretical concepts and demonstrate the real-world impact of educational innovations, which is at the core of education delivery for all and how education touches on other areas of the SDGs. The book offers valuable insights for policymakers, educators, and development practitioners by presenting research and theory-based analyses. It suggests ways to improve the academic environment to foster entrepreneurship and innovation, which are key to economic development and job creation, especially in regions with high youth unemployment rates. The content suggests educational reforms that are responsive to the changing societal and economic landscapes. The book's blend of theory and practice targets a broad audience, including academic scholars, students, development agencies, non-governmental organisations, and policymakers. It seeks to engage these diverse readers in a conversation about the future of education and its role in achieving sustainable development. In summary, the book seeks to provide a comprehensive exploration of the nexus between education, development, and human needs in the context of the SDGs, offering innovative perspectives and practical solutions to equip readers to contribute to sustainable global development.

This book involves establishing a set of priorities and a roadmap that can guide scholarly and practical efforts towards sustainability goals. It encourages collaboration across disciplines to address complex sustainability issues that span social, economic, and environmental domains. It also supports the development of robust methodologies for conducting research, including quantitative, qualitative, and mixed methods approaches. But despite the importance of and the need for an agenda for sustainable development research, many efforts are isolated and thematically disconnected. Also, it is difficult to find information on how sustainability research is being undertaken and on the wide range of methods being used. Against this backdrop and in order to facilitate a broad discussion on the contribution of sustainable development research, this book is being produced. The book gathers inputs from universities and research organisations working on matters related to sustainable development research in a variety of contexts. It also provides a platform for the dissemination of information on the latest initiatives, paving the way for technology transfer and networking. Furthermore, the book intends to provide a fertile basis upon which universities, research centres, and practitioners may cooperate more closely in this key area. Last but not least, a further aim of the book is to present methodological approaches and experiences deriving from case studies and projects, which aim to show how sustainability research may be implementing across a range of disciplines. Thanks to its scope and interdisciplinarity, this books makes an excellent reading to everyone interested on sustainability research.

Against this background, and in order to facilitate a broad discussion on the contribution of IT toward implementing the UN SDGs, this book is being produced. The book gathers inputs from universities, enterprises, and research organizations working on matters related to IT and sustainable development in a variety of contexts. It also provides a platform for the dissemination of information on the latest initiatives, paving the way for technology transfer and networking. Last but not least, a further aim of the book is to present methodological approaches and experiences deriving from case studies and projects, which aims to show how IT may support sustainability efforts in a wide range of settings and contexts. Digital technologies are now widely spread and the variety of tools and methods available today means that they can potentially useful in helping to achieve the United Nations Sustainable Development Goals (UN SDGs). However, the gap between technological innovation and sustainable development applications is quite wide. For instance, it is unclear how artificial intelligence can be leveraged to tackle some of the world's biggest environmental challenges, including climate change, biodiversity, and water management. Also, there is a need to highlight how innovative green technologies and their applications in areas such as renewable energy, waste management, and sustainable agriculture may be used and to showcase how technological innovation can lead to more sustainable production and consumption patterns.

This book showcases multiple perspectives about the futures of Higher Education from experts and other stakeholders in academia in the Southern African region, with each chapter presenting a different scenario of a possible future for Higher Education. It situates itself at the confluence of various fields of study such as Educational Technologies, Artificial Intelligence (AI), Sociology of Education, Sociology of the Future, Sustainable Development and Climate Change. It also includes various topics, such as digital development in terms of AI and emerging technologies, Higher Educational strategising and planning, the philosophical underpinnings of Higher Education and the present-day need for Sustainable Development models. Through the various chapters discussing the above-mentioned themes in the varied contexts of the Southern African region, this book helps readers engage in imaginative thinking regarding the future world and thus be prepared to embrace the challenges ahead. This book also underpins curriculum development for the new era firstly through new philosophical outlooks and secondly through ideas for novel learning areas in Higher Education and content to help shape minds for the twenty-first century. This book paves the way for innovation, progress and adaptation to the changing needs of the Higher Education clientele. It also attempts to influence policymaking, support advocates for sustainability and environmental education, prepare for technological advancements and improve the resilience and wellbeing of people in the region.

Almost immediately after the UN Secretary-General called for a Decade of Action to deliver Sustainable Development Goals at the SDG Summit of 2019, the world faced massive COVID-19 induced disruptions at the cost to the global economy. To accelerate progress in the SDGs, the decade of 2020-2030 requires research, innovations, and commitments of various stakeholders at all levels – locally, nationally, and globally. This book contributes to the action agenda by focusing on India's opportunities and challenges, emphasizing India's northeast. Many countries have taken significant actions toward realizing the SDG mission and vision. However, due to a lack of knowledge, research, and innovation, there is a considerable disparity in the countries'actions. Few developed countries have made significant progress in realizing the SDGs, while many developing countries struggle. This book brings together diverse views on various domains of SDGs, providing a sub-national framework for addressing the gaps and meeting the goals.

This book provides a critical overview of the current use of learning technologies for educational innovation and examines global trends in educational innovation. It also shares experiences in educational innovation with learning technologies in Europe and Latin America. Despite increasing concerns about the use of technology in education, this book discusses how these can be addressed by focusing on fundamental principles such as personalization, collaboration, engagement, accessibility, and professional development.

The book elaborates on microplastics as a global concern, prompting the need for comprehensive understanding and effective management. It thoroughly explores the various aspects of microplastics, addressing their detection, separation, and contamination in diverse ecosystems. The introductory chapter highlights the global risks associated with microplastics while presenting the challenges and opportunities in tackling this issue. It focuses on the detection techniques employed to identify microplastics, providing insights into the analytical methods and technologies utilized in their characterization. It delves into the separation techniques used to extract microplastics from complex environmental matrices, aiding in their accurate quantification and analysis. The subsequent chapters examine the presence and impact of microplastics in specific ecosystems, including aquatic and terrestrial. It investigates the prevalence of microplastics in water bodies and their detrimental effects on aquatic organisms and elucidates their distribution, transport, and ecological implications on land-dwelling organisms. The book further explores microplastics'occurrence in foods, cosmetics, and air pollution and associated health hazards. It delves into the lesser-known aspects of microplastics influence on nitrogen cycling and nitrous oxide emissions, offering valuable insights into their impact on biogeochemical processes. It discusses microplastics environmental risks and hazards, covering the ecological, biodiversity, and ecosystem-level impacts caused by these persistent pollutants. The concluding chapters focus on sustainable management strategies for mitigating and controlling microplastics proliferation and associated risks. This book provides a comprehensive and multidisciplinary approach for understanding and addressing the challenges posed by microplastics. It serves as a valuable resource for researchers, policymakers, environmentalists, and anyone concerned about the impact of microplastics on planet. This book aims to foster sustainable management practices and contribute to a cleaner and healthier environment by unraveling microplastics complexities.

This book supports the development of academic, personal, and professional skills for students of Early Childhood Education and Care (ECEC). It aims to demystify aspects of learning and writing practices and can be used by students as a practical resource to enhance their engagement with education and to support their success on their programmes. The book guides students in a range of areas to help their academic development including study techniques, time management, managing groupwork, understanding assessment requirements, academic writing and how to work effectively within a digital learning environment. In addition, the book features a strong personal and professional development dimension which enables readers to engage in a process of self-inquiry as part of their learning. This self-inquiry is important to understanding assumptions about learning and can help students to explore their prior educational experiences and to identify their particular motivations and challenges. The book extends this self-inquiry to support the development of reflective practice which is key to enhancing students'learning and to enabling the ongoing professional development and practice of the ECEC educator. While many ECEC undergraduate programmes offer academic guidance to students, there is a gap for a more embedded academic support which is discipline specific and therefore more closely attuned to the needs of the ECEC student and the emerging needs of the sector. In addition to providing a resource for students and practitioners, this book can also serve as a useful resource for lecturers in the ECEC discipline. Its accompanying site contains downloadable templates from the book which provide a range of activities and prompts suitable for engaging students in thinking about their learning and writing about their professional practice.

This book shows how artificial intelligence grounded in learning theories can promote individual learning, team productivity and multidisciplinary knowledge-building. It advances the learning sciences by integrating learning theory with computational biology and complexity, offering an updated mechanism of learning, which integrates previous theories, provides a basis for scaling from individuals to societies, and unifies models of psychology, sociology and cultural studies. The book provides a road map for the development of AI that addresses the central problems of learning theory in the age of artificial intelligence including: optimizing human-machine collaborationpromoting individual learningbalancing personalization with privacydealing with biases and promoting fairnessexplaining decisions and recommendations to build trust and accountabilitycontinuously balancing and adapting to individual, team and organizational goalsgenerating and generalizing knowledge across fields and domainsThe book will be of interest to educational professionals, researchers, and developers of educational technology that utilize artificial intelligence.

This book unpacks key concepts and methods relevant for a critical and reflective framing of futures in postdigital education. The compiled chapters explore concepts and methods that have pertinence for contemporary debates about the emergence of data-driven education and scrutinize implicit or explicit ethical and normative implications. The book provides in-depth critical reflections and perspectives to engage and analyze data-driven education as an educational and cultural phenomenon. It focuses on the value-laden and ethical aspects reflected in educational imaginaries (discourses and practices) regarding emerging data-driven sociotechnical practices in education. The book is the result of scholarly exchanges between disciplines at a symposium held at VIA University College in Denmark in May 2022.

This book presents children's literature as a platform for learning and helping young readers develop the knowledge, skills, and attitudes needed to thrive in an interconnected and diverse global society. It draws from various theoretical frameworks and research findings to implement critical literacy and culturally responsive teaching in the meaning-making process.The book focuses on global competencies and Sustainable Development Goals (SDGs) as intertwined concepts that work together to foster a more sustainable, inclusive, and equitable world. Developing global competencies empowers children and communities to actively participate in achieving the SDGs and addressing the pressing challenges of our time. The authors set high expectations on children as actors in transforming society. To facilitate this, the book offers an overview of child development theories as a foundation for designing developmentally appropriate practices to extend children's books toward deep thinking and understanding. The book includes sample lessons that use cutting-edge research-based pedagogies and tools such as visible thinking routines and other approaches. Those lessons also help readers identify the Habits of Mind (HOM) children can develop by listening to and discussing stories. The HOM are attributes of good problem-finders and problem-solvers needed when confronting complex issues. The book provides resources and sample lessons that implement different thinking strategies to engage children in questioning and analyzing what they read, making them more critical. This is how children deeply understand the world and their role in creating positive change. The book aims to cultivate change-makers and global citizens through stories. It offers innovative approaches, including online learning options in accessible and engaging ways to help children think globally and act locally‘Through the power of children's literature, this book serves a larger agenda: To build a more thoughtful world for future generations. By caring for and learning from one another through suggested activities in this book, they will share the riches and resources from across the world. As children learn about the promise of actions toward the UN Sustainable Goals, they can imagine living in an interdependent learning community where all people continually searching for ways to trust each other, learn together, and grow toward greater intelligence.'Arthur Costa and Bena Kallick, Co-Founders and Directors of The Institute for Habits of Mind

As one of the experimental projects initiated by Springer Nature for AI book content generation, this book is the result of a collaboration between a human editor and an artificial intelligence algorithm to create a machine-generated literature overview of research articles analyzing the importance of reconfiguring, restructuring and re-evolving educational practices. Each chapter presents summaries of predefined themes and provides the reader with a basis for further exploration of the topic. The pandemic has led academicians, researchers, teachers, students, parents, and even the government to penetrate and understand the challenges that it has brought and the importance of reconfiguring, restructuring and re-evolving educational practices. Insight into the involvement of computer application and information technology can be a harbinger of a new education era. This book precisely discusses these aspects and the future we are moving towards by inculcating technologicalchanges in the educational curriculum.

This book presents an Asian perspective on transformative science education in the context of the United Nations'Sustainable Development Goals (SDGs). The chapters are written by contributors who practiced science education for sustainability in a research project entitled “Teacher Education for ESD in the Asia-Pacific Region” from 2017 to 2019, supported by the Japan Society for the Promotion of Science, and the Japanese National Commission for UNESCO. The book showcases the contributors'innovations in science education for sustainability, presenting case studies of science teaching and learning, science curriculum and assessment, science education in collaboration with local communities, and science teacher education. Embodying Asian sustainability education paradigms, policies, and practices, these case studies depict the diversity and uniqueness of natural, social, and cultural contexts in Asia, while demonstrating their commonalities. Through examining these case studies, this book aims to provide examples for praxis, and prospects, for new science classes, curricula, and teacher education in implementing education for sustainable development.

The book gathers inputs from universities and research organizations working on matters related to sustainable development in a variety of contexts. It also provides a platform for the dissemination of information on the latest initiatives, paving the way for technology transfer and networking. Furthermore, the book intends to provide a fertile basis upon which universities may cooperate more closely in this key area. Universities, as centers of education, research, and innovation, have a unique position and responsibility in promoting sustainability. They can offer degree programs, courses, and workshops focused on sustainability, environmental studies, and related fields, educating students and the wider community about the principles and challenges of sustainability. Also, universities can conduct cutting-edge research to address sustainability challenges, such as climate change, resource depletion, and biodiversity loss. They can develop innovative technologies and solutions that promote sustainable practices in various sectors, including energy, agriculture, transportation, and urban planning. There is a perceived need to better understand and engage universities further on sustainability initiatives. Against this backdrop and in order to facilitate a broad discussion on the contribution of universities toward sustainability, this book is being produced.Last but not least, a further aim of the book is to present methodological approaches and experiences deriving from case studies and projects, which aim to show how sustainability may be incorporated as part of university programs.

This book provides comprehensive and practical information on the design and implementation of circular systems for various industries, with a focus on Environmental, Social, and Governance (ESG) factors. The scope of the handbook is to cover the materials circularity in a deeper analysis in accordance to ESG used in various industries such as oil and gas, IT, electronics, medicine, textile, and more. The handbook also covers the key principles of the circular economy, including material efficiency, resource conservation, and waste reduction, and how they impact to different industries. It further critically analyses the challenges and opportunities associated with implementing circular systems in these industries, including the framework for new business models and technical innovations, and the potential benefits in terms of environmental protection, social responsibility, and economic competitiveness. In addition to providing practical information, the handbookalso addresses the ESG factors associated with the circular economy exclusively for each industry. This would include the impact of circular systems on the environment, including the reduction of greenhouse gas emissions and the protection of biodiversity, as well as the social benefits, such as job creation, and the economic benefits, such as cost savings and increased competitiveness. The ultimate goal of the handbook should be to provide guidance and support in a niche evaluation for the development of a more sustainable and equitable future, where the circular economy is a key enabler.

This book provides insight into the importance of advanced innovative technologies such as the Internet of Things (IoT), artificial intelligence (AI), and Metaverse as part of information and communication technology (ICT) solutions in education. Key features of this book include the recent and emerging developments in various specializations in education and finding their solutions by incorporating IoT, AI and ICT. This book presents useful applications, interventions, and case studies that cater to their improved requirements. Topics include formal and services based on IoT; AI technology for IoT-based educational delivery; interfacing devices to IoT; smart educational services; ChatGPT; Smartbots; and more. The authors include several practical solutions and applications of IoT and ICT in education. The book applies to researchers, academics, students, educators and practitioners around the world.

This book covers a qualitative study on the programming competencies of novice learners in higher education. To be precise, the book investigates the expected programming competencies within basic programming education at universities and the extent to which the Computer Science curricula fail to provide transparent, observable learning outcomes and assessable competencies. The study analyzes empirical data on 35 exemplary universities'curricula and interviews with experts in the field. The book covers research desiderata, research design and methodology, an in-depth data analysis, and a presentation and discussion of results in the context of programming education. Addressing programming competency in such great detail is essential due to the increasing relevance of computing in today's society and the need for competent programmers who will help shape our future. Although programming is a core tier of computing and many related disciplines, learning how to program can be challenging in higher education, and many students fail in introductory programming. The book aims to understand what programming means, what programming competency encompasses, and what teachers expect of novice learners. In addition, it illustrates the cognitive complexity of programming as an advanced competency, including knowledge, skills, and dispositions in context. So, the purpose is to communicate the breadth and depth of programming competency to educators and learners of programming, including institutions, curriculum designers, and accreditation bodies. Moreover, the book's goal is to represent how a qualitative research methodology can be applied in the context of computing education research, as the qualitative research paradigm is still an exception in computing education research. The book provides new insights into programming competency. It outlines the components of programming competencies in terms of knowledge, skills, and dispositions and their cognitive complexity according to the CC2020 computing curricula and the Anderson-Krathwohl taxonomy of the cognitive domain. These insights are essential as programming constitutes one of the most relevant competencies in all computing study programs. In addition, being able to program describes the capability of solving problems, which is also a core competency in today's increasingly digitalized society. In particular, the book reveals the great relevance of dispositions and other competency components in programming education, which curricula currently fail to recognize and specify. In addition, the book outlines the resulting implications for higher education institutions, educators, and student expectations. Yet another result of interest to graduate students is the multi-method study design that allows for the triangulation of data and results.

This is an open access book. It draws from relevant theories and approaches to teachers'professional development (TPD) and innovative and inspiring TPD practices in higher education. It first lays a solid foundation for the rest of the book, through critiquing prevalent theories, approaches, and teaching competency frameworks guiding TPD in higher education, and defining the key concepts related to TPD. The book then develops a standard framework and assessment instrument of teaching competencies as well as ways of using this framework by institutions, departments at different levels, and individual teachers. It also proposes strategies for improving teachers'teaching competencies by reviewing what has been achieved to date in TPD in terms of national-level policies and strategies, institutional-level interventions, and teachers'self-directed professional development. Finally, it also presents case studies of typical practices in TPD in different countries.

This book layouts historic and future perspectives at the introduction of technology into education systems: On the one hand, the book attempts to explain why despite numerous attempts, technology has struggled to integrate successfully into the education system for over a century; on the other hand, it explores whether this trend will persist in the foreseeable future, questioning if emerging technologies, like virtual reality or Gen-AI will ever be embraced by education systems worldwide, and introducing a hypothesis that these technologies will become inevitable so that education systems will have a little choice in adopting them. The underlying perspective is that education systems need to prepare for this new future and better start doing so now. The book encompasses three key areas: education, technology, and future studies, with a focus on how technology will shape the future of education. It begins by examining past failures of integrating technology into education, analyzing the reasons behind these setbacks. It progresses to assess the potential integration of future technologies (10-20 years from now), exploring a feasible scenario and the force implications on learning, teachers, and the system. Examining recent attempts to implement technology in education reveals numerous reasons for failure. A significant contributing factor appears to be inherent conflicts within the education system's fundamental structure. These conflicts, involving goals, curricula, organizational structure, pedagogy, and student management, prevent the system from embracing reforms or new technologies. Envisioning a future where technology will deeply'know'the students,'sense'their environment,'understand'the context and the situation,'explain'and'advise'them on the best suitable behavior or activity, the book anticipates applications in education ranging from ensuring personal safety and health to enhancing knowledge acquisition and decision-making. As the book explores the potential inevitability of technology in education, it recognizes the transformative impact on teachers and students and outlines possible desire scenario to aid in preparation, such as, personalized education to better suit student's capabilities, needs, and desires; how to motivate students to learn in an environment where all tasks can be done by machines; ethical issues; the new role of the school, the educator, and the system, etc. This book is especially suitable for teachers, educators, public officials, and anyone interested in the future of education.

This book presents the growing interconnection of two pillars from the world's higher education institutions: academic integrity and libraries. It provides sound examples to extant questions and conversations about whose job it is to teach academic integrity, and what library work is. The role of libraries in supporting academic integrity is not always clear and has not been fully explored. Drawing from library literature and that of academic integrity more broadly, readers are exposed to how libraries are necessary in a holistic approach to academic integrity. Education about academic integrity and the prevention of academic misconduct, for not only students but other institutional stakeholders, are demonstrated as occurring optimally in positive, supportive, and proactive ways. The book details numerous ways in which librarians can work with faculty and other stakeholders using established frameworks such as information literacy and blended librarianship as well as innovative platforms and content. Other contributions involve the identification of potential academic misconduct and administration of academic integrity policies to complete the cycle recommended by the frameworks of global educational quality organizations (QAA, TEQSA). Initiatives presented in the book include those at the course level and institution-wide initiatives involving curriculum, policy, and supports for faculty and students. Also contained are efforts occurring at a national level within professional networks, in addition to international library curriculum. This book provides inspiration to institutions and academic libraries of any size and scope to embrace this emerging role in creating cultures of academic integrity.

This book is a curated collection of international chapters focused on the reform of K-12 schools. Three key, yet different cultural, economic, and political settings are highlighted: Australia, the UK, and the US. Within their own context, each author details the required reforms that would maximize learning for all students. The intersectionalities of factors such a race, gender, class, ethnicity, disability, language, and economic inequities, are interrogated for their impact on the efficacy of reform strategies. Authors explore both a range of dysfunctional factors which have historically limited the efficacy of school reform initiatives, and detail a variety of forward-looking and cutting edge alternative reforms. Thus, this text can serve to stimulate a much need dialogue about the reconceptualization of schools in the future. Moreover, the cross-cultural analysis can focus this dialogue on both the similarities and differences in varying cultural settings.

Arising from new research of members of the International Successful School Principalship Project, this book presents cases of school and leadership success from across 12 countries. It provides critically informed writing, informed by ecological systems theory, which questions the uncritical application of single lens, adjectival leadership models, challenges critical theorists'views of teachers'and leaders'as necessarily compliant with so-called neoliberal policy agendas. In their place, the chapters provide compelling evidence not only of who successful leaders are and what they do, but how they do it as they meet and manage the challenges of building and sustaining success in uncertain times in a range of cultures and social contexts. In these schools, principals assert their broad educational values, professional identities, agency and resilience, drawing upon a range of strategies, technical and human relating qualities and skills in building and sustaining success for all. Whilst they acknowledge the influence of cultural, policy, and community contexts, they are not oppressed by these. The chapters provide a brief description of country and school contexts, the life and work of the principal, their leadership strategies and how they contribute to teacher wellbeing and teaching quality, leadership development in others, pedagogical leadership, cultures of trust, and community engagement. There is also consideration of how school leaders manage tensions and dilemmas, how success differs from effectiveness, and the characteristics and qualities of leaders that lead to success. It is a book which will stimulate school leaders and aspiring school leaders to consider more deeply their own work and its directions. For researchers and system leaders, it provides multi-level, multiple perspective case studies as part of the largest international educational leadership project ever undertaken. It is a ‘must read', rich, timely professionally connected book. ​

This book addresses the priorities and possibilities towards developing transformative pedagogies in post-apartheid South Africa. To this end, the book has assembled a group of researchers who interrogated and engaged with a variety of dimensions that warrant pedagogical change in early childhood in South Africa. The book focuses on young children, practitioners, and leaders with intersecting discussions about envisaged systemic changes to promote transformative pedagogies. The collection highlights the importance of beliefs, ways of knowing, and ways of being as framings that impact on pedagogical approaches. The book discusses the challenges that interplay between priorities and possibilities that practitioners face in a diverse and multi-cultural society like South Africa. The work uses a variety of examples to show priorities. One example is about how practitioners have limited knowledge about how music, as a culturally responsive tool, can be used to transform pedagogy in Early Childhood Care and Education. The book opens up dimensions as priorities that lead to thinking about possibilities that recast adults and young children as transformative agents in a dimension for transformative pedagogies.

In response to urgent global sustainability challenges, Education for Sustainable Development (ESD) and Global Citizenship Education have been prioritized in the United Nations'Agenda 2030 under SDG 4.7. There is a growing awareness that treating concepts such as global citizenship, sustainable development, climate urgency, and health and well-being as separate subjects or topics to be added to a curriculum is ineffective as they are highly interconnected. Additionally, this approach is problematic as schools already have an overcrowded curriculum. This edited volume brings together a range of scholars and reflective practitioners from across the globe who are investigating and enacting a whole school approach (WSA) in education for sustainability. While the WSA and related approaches, such as those advocated by EcoSchools, are becoming more popular, there is a lack of understanding of their underlying principles and the different manifestations in diverging socio-cultural contexts at different educational levels. This collection of chapters provides a deeper understanding of the WSA, while also addressing its effectiveness, possibilities for upscaling, professional development needs for WSA practitioners, interlinkages with more conventional curriculum requirements, expectations of students and parents, and more. This is an open access book.

This collection provides a wide array of concrete and inspiring'playful'approaches to teaching in a range of higher education contexts and discipline areas, grounded in the learning sciences and within a future-oriented revisioning of the university learning environment. Within the broad area of active learning strategies, this text offers a curated collection of creative innovations such as game-based learning, gamification of courses, escape rooms, semester-long quests, dramatic role-plays, artistic endeavors and more. Containing descriptive and impact research that evidences the power of playful pedagogy, this text will offer a range of novel, transferable and usable materials for readers to apply in their lecture halls and classrooms tomorrow.

This contributed volume addresses the issue of how higher education institutions can systematically reorient themselves to help society become more sustainable. In particular, a strategic management approach is used to overcome the fragmentation of sustainability initiatives increasingly conducted by higher education institutions worldwide. In this book, eminent scholars in the field of sustainability in higher education combine their different backgrounds to propose conceptual frameworks for interpreting and measuring sustainability integration in higher education institutions. The chapters contained herein explore which processes and management tools should be used, as well the challenges to be faced, to make sustainable innovation effective. The cases present in this volume offer a guide for higher education institution management to lead the sustainability transition.

This book presents and discusses the results of the ‘Plans to Pedagogy'(P2P) project that was implemented across 13 diverse Australian and New Zealand schools, each with a unique school context and specific learning environment issue. The project employed a participatory approach, where academic researchers partnered with school leaders and staff in each school to co-design, implement, and evaluate research targeting the school's chosen issue. It explores and analyses the case studies from the project and discusses a range of topics, including how space can be used as a pedagogic tool, determining the affordances of learning environments to engage students, how teacher collaboration can be enhanced in flexible spaces, and how furniture influences student engagement and teacher pedagogies. It also provides school leaders with authentic examples of how research can be utilised to drive evidence-based discussions about teacher practices and student learning. Finally, it also illustrates how teachers can design and implement powerful studies that underpin better pedagogies in their schools.

This book highlights the importance of individual learner differences in learning English as a foreign language and reports the findings of a study which investigated the impact of two personality traits, which are, openness to experience and ambiguity tolerance, on target language attainment among Polish secondary school students. The book provides an exhaustive overview of the theoretical issues and existing research related to personality, emphasizing the two traits under investigation, openness, and ambiguity tolerance, which are the focus of the empirical study reported later in the book. The empirical investigation explored relationships between openness to experience and ambiguity tolerance, as well as their impact on attainment in learning English as a foreign language. Moreover, it also aimed to shed light on the link between these traits and students'assessments (i.e., self-assessment and school grades). The findings of the study provide a basis for proposing specific profiles of foreign language learners with different levels of openness and ambiguity tolerance.

Engineering institutions worldwide are undergoing significant transformation as they work to adapt themselves to the learning needs of students in the 21st century, changing trends in the requirements of the industry and society, and growing concerns about issues related to sustainable development and climate change. Future engineering graduates must be equipped to tackle complex problems in society that are aligned with the United Nation's Sustainable Development Goals (SDGs). There are increasing calls for engineering institutions to create quality learning experiences for students, enabling them to develop deeper learning skills such as critical thinking, problem-solving, life-long learning, leadership skills, and the ability to work in teams. Engineering curricula must be made multidisciplinary, innovative, and outcome-driven by integrating evidence-based pedagogies and learning mechanisms. For this to happen, academic leaders must reimagine their institutions with significant changes at the administration, governance, and leadership levels. Establishing new-age institutions that meet international accreditation standards requires dynamic academic leaders at multiple levels who can work collaboratively to achieve the vision and mission of the institution. This book is an attempt to share key learnings from academic leaders from around the world on important trends emerging in engineering education. Aspiring academic leaders will get a glimpse of the thought process and vision of such leaders, how they strategize and support their institutions for the betterment of the students, and what kind of changes they are working on to keep up with the ever-evolving environment. The book is divided into four sections. Each section comprises multiple chapters written by different academic leaders that are based on their experiences of implementing best practices at their respective institutions. Section 1 - Governance and Leadership of Engineering Institutions Section 2 - Creating Quality Learning Experiences Section 3 - Preparing Institutions to become Knowledge Hubs for Research, Innovation, and Entrepreneurship Section 4 - Empowerment of Faculty and Students for the 21st Century The sections and chapters will be of great value to multiple stakeholders in leadership positions at engineering institutions including Presidents, Vice-Chancellors, Provosts, Directors, Deans, Heads of Departments and Faculty members aspiring to be academic leaders. Each chapter will be presented through case studies from successful programs initiated and pioneered at various engineering institutions across the globe.

This book presents the proceedings of the International Conference on Best Innovative Teaching Strategies (ICOBITS) at BITS Pilani on Feb 9-11, 2023. It brings together global academicians, researchers, and industry experts to delve into innovative teaching-learning practices. Meticulously selected and reviewed by professionals, the proceedings offer cross-cutting perspectives and strategies in education and creative learning. It is organized into four parts and covers Innovative Pedagogical Practices for Technology Enhanced Learning, Technology, Society and Industry in Higher Education, STEM Education and Cultural Studies, Gender Studies and Sustainability in Higher Education. It provides insights into assessment tools for effectively evaluating the efficiency of teaching methods. Part one explores ICT, digital classrooms, metaverse-based teaching, gamification, and AI-ML-based practices. Part two delves into the humanistic approach in technical education, social networking as an educational tool, and outcome-based assessment needs. Part three addresses future educators'requirements through multidisciplinary collaboration in STEM education. Part four discusses gender equity, structured social inclusion and cultural skills in teaching-learning practices. This book is a valuable resource for academicians, researchers, policymakers, administrators, technocrats, and developers actively engaged in education technology across disciplines such as Engineering, Sciences, Management, Humanities, and Social Sciences.

This book explores community action within our more-than-human lifeworld, tackling post-Anthropocene challenges. It presents bold experiments, shifting from crisis study to asking,'How are we here?'. It addresses key issues by moving beyond posthuman perspectives, integrating indigenous ways of being, resisting ‘Doomer Culture', and rejecting blind ‘Hopeism'. Part 1 focuses on Post-Anthropocene Pedagogies from an Education Studies perspective. Part 2 illustrates the power of these pedagogies, while Part 3 delves into literature on Post-Anthropocene Education. Part 4 illustrates the approach via case studies of teaching, the development of an NGO, and community art projects. The narrative emphasizes maintaining a two-way flow between human culture and nature, highlighting porous boundaries. It argues that mere knowledge won't cure or save the world. Instead, it advocates for leadership and civic engagement that enrich reconnection with place and stewardship. The primary audience is within environmental education, sustainability studies, curriculum studies, post-human studies, sociology of education, and resource management as educational enterprise.

This book provides a comprehensive overview of the development of smart education in China. It defines smart education as a higher level of digital education that can be divided into four stages, including resource sharing, data-driven, integration with AI, and ecology reshaping. It proposes five practical paths for the development of smart education in China, such as cultivating innovation literacy as its goal and data empowerment as its core, and it develops an evaluation framework consisting of four dimensions, including extensive connectivity, innovative application, mechanism guarantee, and literacy improvement. Finally, it also identifies five trends in the global development of digital education. This book serves as a valuable resource for teachers, education administrators, education researchers, and other readers who are interested in educational innovation and development in China.

This book proposes a new and central teaching concept'we are all makers'and innovates the geographical teaching modes and methodology. Geography teaching, especially how to teach geographical thinking, is important and related to the development of the discipline. In this field, the exploration of new teaching methods in non-English speaking countries and regions still needs to grow. Based on the author's experience of teaching geographical thinking and human (cultural) geography for more than ten years, the book links geographical thinking to the realistic cases with new social media tools such as WeChat APP and blog. Under the guidance of these new methods, such as poem, emotional, couplet game, keywords, blog-based teaching, and the like, students are transformed from passive recipients of knowledge to active learners and even creators in the end. The book, which focuses on and pioneers new teaching methodology or methods, is used as a reference by scholars, researchers, practitioners, and readers specialized in fields such as geography, education, and pedagogy.

This book embarks on a transformative journey through the complex landscape of renewable energy, challenging prevailing myths and uncovering the realities that define our energy future. At the heart of this exploration lies the dynamic intersection of technology and sustainability, spotlighting the critical nexus where innovation meets eco-conscious solutions. Far from a mere debunking exercise, this book unfolds as a comprehensive narrative, weaving through the complex tapestry of challenges and opportunities that define the sustainable energy paradigm. Unravelling misconceptions surrounding sustainable energy, the book places a particular emphasis on renewable sources like solar and wind, providing a profound understanding that extends beyond the surface. Engaging case studies and examples punctuate the narrative, offering a firsthand glimpse into the practical applications and challenges of sustainable energy projects. Designed for a diverse readership, the book speaks to: (i) Students and teachers: Delving into the scientific and technical intricacies of sustainable energy sources, along with their broader environmental, social, and economic impacts. (ii) Researchers and professionals: Offering an up-to-the-minute guide to the latest developments and trends in the ever-evolving field of sustainable energy. (iii) Policy makers and activists: Providing a nuanced exploration of the facts and evidence underpinning sustainable energy, alongside an insightful examination of the myths and misconceptions that surround it. (iv) General readers: Inviting all who seek to broaden their knowledge and awareness of sustainable energy, understanding its profound relevance and importance for the collective future of humanity and the planet. This book isn't just a journey; it's a call to action. As you turn the pages, you're not only gaining knowledge but becoming part of a movement toward a resilient and eco-friendly tomorrow. Embrace the future of energy – informed, inspired, and empowered.