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The importance of engaging students with complex societal challenges has led to the adoption of various interdisciplinary teaching and learning practices in both K-12 and higher education. However, interdisciplinary learning is one of the most complex domains of contemporary educational practice, and, despite its significance, remains significantly undertheorized and under-researched. This Special Issue highlights empirical research efforts toward understanding interdisciplinary learning in its complexity. It simultaneously aims to (1) advance ecological perspectives that encompass concepts and methodologies for studying complex heterogeneous learning practices and (2) apply these perspectives to the research of interdisciplinary learning - of how people learn across and beyond disciplines. This introduction provides a historical context for interdisciplinary learning, introduces an ecological stance toward researching learning across and beyond disciplines, and reviews critical theoretical and methodological challenges within interdisciplinary learning, arguing that the field of the learning sciences is well-positioned to address these challenges. It discusses how the contributions presented in this special issue shed light on theoretical, methodological, empirical, and design aspects of interdisciplinary learning and offer a basis for further design work and research.

Abstract: Open Dialogue is a resource‐oriented approach to mental health care that originated in Finland. As Open Dialogue has been adopted across diverse international healthcare settings, it has been adapted according to contextual factors. One important development in Open Dialogue has been the incorporation of paid, formal peer work. Peer work draws on the knowledge and wisdom gained through lived experience of distress and hardship to establish mutual, reciprocal, and supportive relationships with service users. As Open Dialogue is now being implemented across mental health services in Australia, stakeholders are beginning to consider the role that peer workers might have in this model of care. Open Dialogue was not, initially, conceived to include a specific role for peers, and there is little available literature, and even less empirical research, in this area. This discussion paper aims to surface some of the current debates and ideas about peer work in Open Dialogue. Examples and models of peer work in Open Dialogue are examined, and the potential benefits and challenges of adopting this approach in health services are discussed. Peer work in Open Dialogue could potentially foster democracy and disrupt clinical hierarchies, but could also move peer work from reciprocal to a less symmetrical relationship of ‘giver’ and ‘receiver’ of care. Other models of care, such as lived experience practitioners in Open Dialogue, can be conceived. However, it remains uncertain whether the hierarchical structures in healthcare and current models of funding would support any such models. [ABSTRACT FROM AUTHOR]

Background. Oxycodone is a widely used opioid analgesic, which is involved in cancer pain and non-cancer pain. This study is intended to understand the publication characteristics of oxycodone research field and assess the quality of pertinent articles from 1998 to 2017. Methods. Oxycodone-related publications from 1998 to 2017 were retrieved from the Web of Science (WOS) and PubMed database. These papers were coded across several categories, such as total number, journals, countries, institutions, authors and citations reports. And the analysis of co-occurrence keywords was handled by VOSviewer software. Results. According to search strategies, a total of 2659 articles on oxycodone were published in world from 1998 to 2017 in WOS. Among the top 10 most productive organizations, six of them were American institutes, two of them were pharmaceutical enterprises and the other three were Finnish, Australian and Canadian institutes, which is similar with the distribution by country/region. Drewes AM from Denmark published most articles and PAIN MEDICINE is the most productive journal in oxycodone area. Meanwhile, clinical studies occupy a dominant position during the past 20 years. The 10 most cited papers were listed. Among these articles, 8 of them are reviews and 2 of those are meta-analysis. And the last decade (2008–2017) displayed that the newest keywords focus on "double-blind", "randomized controlled trial" and "neuropathic pain". Conclusions. The findings provided a comprehensive overview of oxycodone research. In view of the adverse effects of oxycodone, high-quality oxycodone studies both in basic studies and clinical trials need to be completed. [ABSTRACT FROM AUTHOR]

The aim of this study is to identify the most prolific countries in the field of special education and to discuss the widespread impact of their papers by taking into account the country's h-index. Through a bibliometric analysis, the data were collected in the Web of Science Core Collection category "Education, Special" in the Social Science Citation Index during 2011-2020. The 25 most prolific countries in the field of special education were determined in terms of paper productivity, and it was seen that the leading country was undisputedly the USA (54.42%). Meanwhile, a strong positive correlation was found between the h-index and the number of papers published by the countries (r=0.864). On the other hand, when the ranking in terms of the number of papers was reconfigured by the h-index, it was relatively changed. The possible reasons for this change for the countries with the most changing rankings were discussed by considering some definitive criteria such as the journal quartiles, the percentage of international and domestic, and the percentage of open access papers. This study reports a positive correlation between the quality and quantity in the field of special education for the publications of countries. It has been shown that where the positive correlation deviates, then especially, the journal quartiles, the percentage of international collaboration and the percentage of open access papers have a significant effect. The bibliometric findings may be useful to enrich the discussion about the widespread impact of papers and debate whether the use of h-index is acceptable for cross-national comparisons.

Purpose The purpose of this paper is to determine the most influential countries and universities that have contributed to science in the field of industrial marketing research during the period from 1990 to 2015.Design/methodology/approach Bibliometric methodology is adopted, focusing on the most productive and influential countries and universities within this discipline, for the scientific community analyzing journals listed in the Web of Science (WoS) database from 1990 to 2015 and is supplemented by using VOS viewer to graph the existing bibliometric networks for each and every variable.Findings Evidence that the USA and UK remain leaders in the investigation of industrial marketing research. Finland stands at the third place, leaving Australia and Germany behind. In reference to the universities, Michigan State University ranks as the leader.Research limitations/implications The process of data classification originates from WoS. Moreover, to provide a comprehensive analytical scenario, other factors could have potentially been considered such as the editor's commitment to leading journals, to partnerships and conferences, as well as other databases.Originality/value This paper takes into account alternative variables that have not been previously considered in previous studies, such as universities and countries in which the transcendental contributions to this field have taken place, providing a closer look, which gives rise to further discussions and studies with more detail to the history of this science in the future. [ABSTRACT FROM AUTHOR]

This paper presents a compilation of personal reflections from 66 contributors on the impact of, and responses to, COVID-19 in accounting education in 45 different countries around the world. It reveals a commonality of issues, and a variability in responses, many positive outcomes, including the creation of opportunities to realign learning and teaching strategies away from the comfort of traditional formats, but many more that are negative, primarily relating to the impact on faculty and student health and well-being, and the accompanying stress. It identifies issues that need to be addressed in the recovery and redesign stages of the management of this crisis, and it sets a new research agenda for studies in accounting education.

Although international definitions of early childhood repeatedly refer to a birth-8 age span, there are complex, institutional divides within this age range. This paper explores the divide between pre-compulsory and compulsory early childhood institutions. In countries such as Finland this divide is not such an issue because children do not begin formal schooling until age seven or eight. However, in Australia these 8 years include both pre-compulsory programs (often birth-5) and compulsory schooling. We argue that in situations where the early years of compulsory school are included in a country's definitions of early childhood, they often occupy a tenuous place in research, policy and practice. Drawing from the history of early childhood education in South Australia, we explore the place that the early years of school have occupied in early childhood discourse, policy and practice and then consider some contemporary state-based and national reforms. Our hope is that by considering the South Australian past, the paper may provide a space from which to advocate for policies and structures that uphold specialist expertise and leadership in the early years of schooling. [ABSTRACT FROM AUTHOR]

This paper focuses on the clinical practice of open dialogues in Finland and articulates some challenges and resonances for clinicians of this way of working. It is a collaborative paper based on a series of reflecting conversations in a North-South dialogue between four Finnish family therapists and an Australian family therapist. The paper begins with an overview of the context of open dialogues in Finland. It then introduces each individual Finnish therapist, followed by dyadic reflecting conversations about the work, before moving to a joint North-South dialogue where all voices join together in responding to each other's contributions. The clinical practice of open dialogues is revealed as ways of thinking, doing and being in relation to self, client, family, networks, and colleagues. Mutual understanding between all involved in the work emerges as a core theme. The paper offers the clinical wisdom of the Finnish therapists to those interested in adapting this way of working to the Australian and New Zealand context. [ABSTRACT FROM AUTHOR]

Job insecurity is a widespread workplace stressor that has been extensively investigated using quantitative approaches. With the use of a critical organisational psychology framework, we conducted a meta‐synthesis of 20 qualitative studies to investigate the experience of job insecurity among vulnerable employee groups (i.e., women and immigrants). The qualitative meta‐synthesis results suggest that there are meaningful differences. Specifically, whereas women were more concerned with and exposed to deteriorating working conditions, men experienced job insecurity as a threat to their identity. Among immigrants, the experience of job insecurity is viewed as largely intersecting with the legal system, impacting their ability to remain in their country and making them feel powerless. Thematic evidence also emerged regarding individual actions that participants use to attain security in contrast to corporate strategies that enhance job insecurity. We contribute to the critical organisational psychology literature by discussing how these results test common academic theories and neoliberal assumptions pervasive within the job insecurity literature: We highlight how organisations manufacture job insecurity, question the existence of harmonious social exchanges, discuss the use of job insecurity as a form of worker control, consider the role of the legal context in aiding worker exploitation and argue for an intersectional view of job insecurity. [ABSTRACT FROM AUTHOR]

In many developed countries lone parent families face high rates of child poverty. Among those lone parents who do get child maintenance there is a hidden problem. States may retain all, or a proportion, of the maintenance that is paid in order to offset other fiscal costs. Thus, the potential of child maintenance to alleviate poverty among lone parent families may not be fully realized, especially if the families are also in receipt of social assistance benefits. This paper provides an original comparative analysis exploring the effectiveness of child maintenance to reduce child poverty among lone parent families in receipt of social assistance. It addresses the question of whether effectiveness is compromised once interaction effects (such as the operation of a child maintenance disregard) are taken into account in four countries Australia, Finland, Germany and the UK using the LIS dataset (2013). It raises important policy considerations and provides evidence to show that if policy makers are serious about reducing child poverty, they must understand how hidden mechanisms within interactions between child maintenance and social security systems can work as effective cost recovery tools for the state, but have no poverty reduction impact. [ABSTRACT FROM AUTHOR]

Organizations far beyond traditional academic institutions have become prolific science producers, with many now providing evidence-based advice for national governments and policy-makers. Neo-institutional sociology explains organizations' growing investment in research activities and research-based policy advice by the all-embracing scientization and the expansion of the educated population, phenomena observable throughout the world. There is, however, considerably less knowledge about how the organizations' increased knowledge production and the supply of science-based policy advice are reflected in national policy-making, including the legislative work of parliaments, and to what extent distinct organizations are deemed authoritative in different countries. In this paper, we examine how different organizations are used as scientific authorities in parliamentary debates over new legislation. Drawing on analyses of 576 parliamentary debates from Australia, Finland, Kenya, and the United Kingdom, we study what organizations are acknowledged as scientific authorities and the relative weight of different organization types in the context of political debates over new legislation. The results reveal that while organizations in general are frequently evoked as scientific authorities in all four countries, there is remarkable variation in the types of organizations considered authoritative in different national contexts. We elaborate these findings by analysing ways in which politicians evaluate organizations as sources of scientific authority. While the same set of evaluative schemas are used in all four countries, each is typically applied to certain types of organization. The results suggest that both the supply of scientific policy advice and political culture shape legislators' rhetorical practices when drawing on organizations' scientific authority., (© 2022 The Authors. The British Journal of Sociology published by John Wiley & Sons Ltd on behalf of London School of Economics and Political Science.)

Globally, there is considerable investment in education technologies leading to increased attention from stakeholders (Trucano, 2017). For a deeper understanding about the implementation of various technologies, research is needed to examine how teachers are incorporating them in teaching and learning. This study focused on eight countries to examine how teachers used ICT in mathematics instruction and factors that contributed to ICT use. Results show that teachers' education levels and cooperation amongst educators are associated with ICT use in instruction. The paper includes recommendations and implications for practice and future research.

In this study, the variables having impact on the student motivation have been analyzed based on the articles, conference papers, master's theses and doctoral dissertations published in the years 2000-2017. A total of 165 research papers were selected for the research material and the data were collected through qualitative research techniques through document review and content analysis. According to the research results, the most important factors affecting student motivation are the fields of teacher, teachers' classroom management skills and their teaching methods. In this research, factors having less influence on the student motivation are parental communication, student characteristics and study fields. In addition, relational search type was used more than others, mostly students were selected as the study group and most researches were conducted in USA and Turkey.

This paper summarizes initial field-test results from data analytics used in the work of the Assessment and Teaching of 21st Century Skills (ATC21S) project, on the "ICT Literacy--Learning in digital networks" learning progression. This project, sponsored by Cisco, Intel and Microsoft, aims to help educators around the world enable students with the skills to succeed in future career and college goals. The paper begins with describing some expansions to a common definition of learning analytics, then includes a review of the literature on ICT literacy, including the specific development that led to the ATC21S effort. This is followed by a description of the development of a "learning progression" for this project, as well as the logic behind the instrument construction and data analytics, along with examples of each. Data were collected in a demonstration digital environment in four countries: Australia, Finland, Singapore and the U.S. The results indicate that the new constructs developed by the project, and the novel item forms and analytics that were employed, are indeed capable of being employed in a large-scale digital environment. The paper concludes with a discussion of the next steps for this effort.

The synergy, or lack thereof, between large-scale and classroom assessment has been fiercely debated in both academic and policy spheres for decades around the world. This paper seeks to explicate how different countries are utilizing large-scale testing and test results at the classroom level. Through country profiles, this paper analyzes contemporary developments on the tensions and synergies between large-scale assessment and classroom teaching, learning, and assessment observed across seven international jurisdictions: United States, Canada, Australia, England, Germany, Finland, and Singapore. The paper concludes with an analysis of international trends leading to a synthesis of root causes contributing to the current limited uptake of large-scale assessment results at classroom levels.

For over two decades now, the application of Citizen Science to Education has been evolving, and fundamental topics, such as the drivers of motivation to participate in Citizen Science projects, are still under discussion. Some recent developments, though, like the use of Artificial Intelligence to support data collection and validation, seem to point to a clear-cut divergence from the mainstream research path. The objective of this paper is to summarise the development trajectory of research on Citizen Science in Education so far, and then shed light on its future development, to help researchers direct their efforts towards the most promising open questions in this field. We achieved these objectives by using the lens of the Affordance-Actualisation theory and the Main Path Analysis method.

This paper was written in response to a growing need to address the perceptions and experiences of immigrant teachers. Based on a critical intercultural theoretical perspective, which moves beyond typical "culture shock" and "adaptation" models of understanding and explaining immigrants' experiences, this paper makes use of the concepts of teacher beliefs, ideologies and imaginaries (Holliday, 2010) in considering how Finland-based Chinese immigrant teachers perceive the position of being teachers of Chinese in Finland and Australia. An analysis of data from group discussions during a teacher training workshop indicates that these teachers constructed a "utopia" (Australia) and "dystopia" (Finland) of Chinese language teaching, and reveals that multiple factors have influenced these immigrant teachers' perceptions and experiences. Findings provide information for teacher educators and stakeholders to better understand and support immigrant teachers from various linguistic and cultural backgrounds.

This paper compared technical/vocational education in: Germany, Australia, Finland, Hong Kong, Hungary, India, Japan, South Korea, Mexico, and Nigeria, and found that technical/vocational education was given proper attention in countries considered except Nigeria, where it was handled with laissez faire attitude. Set-Up of Technical/Vocational Schooling, Curriculum, Mode of Training and Conduct of Final Examination, Financing and Motivating Factor was the basis for comparison, and Nigeria lagged behind in these. Amongst the lessons for Nigeria's technical/vocational education sector are that her technical/vocational education sector be dual, while students should be appropriately motivated. Schools should collaborate with registered organizations (work-integrated learning) to train the students. The paper recommended that there should be national conference strictly on the status of technical/vocational education in Nigeria, so that necessary solutions could be proffered to the problems facing this part of the education sector. Finally, manufacturing organizations, etc. should be involved in the drafting of curriculum of the technical/vocational education in the country, while taking into consideration peculiarities of Nigeria as a sovereign nation.

Introduction: The global nursing workforce is predominantly female, with a large proportion working in the 45–55 age group. Menopause is a transition for all women, and; therefore needs recognition as it can impact work performance and consequently staff turnover. Background: Women will go through the menopause, but not all women are affected. The menopause transition presents a range of signs and symptoms both physical and psychological which can impact the quality of life and individuals' work/life balance. The nursing workforce is predominantly women that will work through the menopause transition. Objectives: The study explored perspectives on digital health interventions as strategies to support menopausal women and to understand the requirements for designing health interventions for support in the workplace. Design: A qualitative explorative design. Settings: Nurses working in a range of clinical settings in England, Finland, Denmark, New Zealand, Australia and USA. Methods: Nurses (n = 48) participated in focus groups from six different countries from February 2020–June 2022 during the pandemic from a range of acute, primary care and education settings. Nurses were invited to participate to share their experiences. Thematic analysis was used. Results: All participants were able to describe the physical symptoms of menopause, with some cultural and possible hemisphere differences; more noticeable was the psychological burden of menopause and fatigue that is not always recognized. Four themes were identified: Managing symptoms in the workplace; Recognition in the workplace; Menopause interventions; and Expectation versus the invisible reality. These themes revealed information that can be translated for implementation into digital health interventions. Conclusions: Managers of nursing female staff in the menopausal age range need greater awareness, and menopause education should involve everyone. Finally, our results demonstrate design attributes suitable for inclusion in digital health strategies that are aligned with likely alleviation of some of the discomforts of menopause. Patient or public contribution: No patient or public contribution. [ABSTRACT FROM AUTHOR]

Epidemiological evidence suggests that regular physical activity (PA) positively impacts individuals' mental health (MH). The PA-MH relationship may be critical among immigrants owing to psycho-social-cultural influences. This scoping review of 61 studies employed a holistic bio-psycho-socio-cultural framework to thoroughly investigate the complex relationship between PA (across life domains) and immigrants' MH in Western countries. A systematic search of five electronic databases (Medline, PubMed, Embase, PsycINFO and Anthropology Plus) was conducted to locate relevant articles. No limitations were applied to study design, age, gender, home country, MH condition or PA type. A bio-psycho-socio-cultural-informed conceptual model guided the analysis of the multi-domain PA-MH relationship. Immigrant PA-MH studies were conducted and reported most commonly in the USA (38%), Australia (18%), and Canada (11%). Overall, PA was positively related to MH. Each domain-specific PA appeared to be associated with unique MH-promoting pathways/mechanisms. Leisure-related PA may support MH by enhancing self-agency and minimizing risky behaviors, whilst travel- and domestic-related PA may promote self-accomplishment and physical engagement. Ethnic sports appeared to enhance resilience. Occupational-related PA was associated with either positive or negative MH, depending on the type of occupation. A bio-psycho-socio-cultural-informed model is required to gain an encompassing and integrated understanding of immigrants' health. The first iteration of such a model is presented here, along with an illustration of how the model may be used to deepen analysis and understanding of the multi-domain PA-MH relationship among immigrants and inform public health planners and practitioners. [ABSTRACT FROM AUTHOR]

This rapid systematic review examined the reported effects of large-scale online education on the behaviour and, ultimately, practice of health and social care professionals. Electronic databases of health and education literature were searched, 193 unique records were screened against inclusion and exclusion criteria, 31 papers were accessed for full text reading and six were included. Identified studies reported primarily qualitative results, which were synthesised according to outcomes. Factors that contributed to the results were also identified. All papers reported that participation in e-learning programmes resulted in changes in behaviour and practice, including: increased awareness, changes in attitudes, improved communication, increased confidence and the actual changes applied in a workplace. Observed benefits of these programmes ranged from gaining new insights into own practice, through feeling empowered to apply changes, to eventually being able to provide more person-centred services and willing to adopt and spread a more humane evidence-based practice. While the current study is an early indication of the potential of large-scale online education to effect practice change, further research is recommended as is further in-depth investigation into how these changes are achieved and what factors contribute to success.

Daily mobility varies by gender and is likely related to contextual factors including the gender division of employment and family work, options for modes of transport, and support for work-family reconciliation. This paper compares travel time patterns of men and women using nationally representative time-diary data from Australia, the UK, Spain and Finland (n = 14,176). Despite similarities in men and women's total travel time within countries, results show substantial gender variation in the purpose of daily travel, the transport mode used, who is present, and the way parents in couple-headed households share travel with and for children in relative terms. The extent of the gender gaps vary cross-nationally in ways consistent with prevalent patterns in the gendered division of labour and social parenting norms, but relative gaps in child-serving travel were universal, attesting to the ubiquity of gendered mobility constraints in households with children. • Daily mobility varies cross-nationally by gender in purpose, mode and company. • Gendered mobility reflects national patterns of gendered division of labour. • Gendered mobility reflects national patterns of parenting norms and social trust. • Relative gender gaps in parents' travel with and for children are universal. [ABSTRACT FROM AUTHOR]

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Teachers across the circumpolar north often share similar experiences working in small communities in remote areas with distinctive cultures and livelihoods. However, teacher education programmes tend to be universal, ignoring an ecological understanding of teaching. This paper describes the findings from a desktop study investigating the specific demands made of teachers working in rural schools and the implications for teacher education in supporting them to develop the necessary self-efficacy for this role. The results indicate that attention to specific teaching and teacher competences is required but that this must be undertaken with an awareness of the importance of place-based education.