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This study addresses the puzzle that despite significant policy efforts, research-use in practice remains rare in education even when practitioners are keen. Healthcare has encountered similar problems, and we know little about the nature of the challenges that stop practitioners from developing new research-informed practices. The literature on cross-sector research utilisation, professional learning and practice change all highlight the role of practitioner agency, collaboration and sociocultural norms in research-use, but we lack theoretical insights into how these play out in practitioners' research-use. Moreover, the risks involved are rarely addressed. This study contributes to developing intermediate theory about the mechanisms influencing practitioners' success at using research to develop new practices in education and healthcare. It develops a novel methodological approach, utilising the dialogic difference-within-similarity method, to enable the analysis and synthesis of findings from five close-to-practice studies of research-use in education and healthcare settings in order to generate conceptual insights into the mechanisms at play when practitioners use research to change practice. It finds that four key mechanisms function in a paradoxical manner to hinder research-use, theorising these as the paradoxes of agency, people, norms and risk. I conclude by proposing a conceptual model for overcoming these paradoxes to facilitate research-use at scale. [ABSTRACT FROM AUTHOR]

Nanoscience and Nanotechnology (NST) education is at the forefront of an emerging interdisciplinary frontier, ready to address global challenges. In this context, our research adopts a distinctive approach—using software applications in digital games to introduce young children to NST concepts and analyse resulting learning outcomes. The three-step research unfolds strategically, aiming to assess the effectiveness of two distinct digital technologies (computers and tablets) at an introductory level, influencing children's understanding of Nanotechnology concepts. One hundred fifty second-grade students, divided into experimental and control groups, participated in an exploration facilitated by the Test for the NANOtechnology Elementary Knowledge Assessment (TENANO). This tool meticulously measures the depth of children's knowledge about size, a fundamental aspect of NST. The experimental groups, especially the tablet group, significantly outperformed their post-test control counterparts. This marks a pioneering stride in early primary education. By leveraging children's familiarity with digital technology, this research harnesses the recent health crisis to advance NST education through interactive games, leaving a distinctive mark on early-primary NST education and paving the way for transformative educational methodologies. [ABSTRACT FROM AUTHOR]

The decline in foreign language learners in tertiary education is a concern in many countries. While factors influencing students' persistence in second language learning have been explored, there has been limited discussion on the potential of language programmes that develop students' self-formation alongside language learning. This study aimed to understand student experiences in a tertiary Japanese language programme that incorporated language learning with self-formation, and how these experiences influenced the students' post-graduate life choices. The study was conducted qualitatively, primarily through semi-structured interviews with three students from unconventional educational backgrounds. Data were thematically analysed using transformative learning theory as a theoretical lens. The results revealed key elements of transformative learning, such as disorienting dilemmas, reflection, critical dialogue, and taking actions for change. The process of change was recursive and evolved over time, leading to students' increased confidence and proactivity. The impact was evident in their post-graduate career choices, which were based on their new perspectives. A supportive environment, exposure to different cultures, and a curriculum combining real-life experiences with socio-cultural discussions effectively facilitated student growth. While this study was conducted in the context of foreign language education, its implications may be applicable to other disciplines. [ABSTRACT FROM AUTHOR]

The International Journal of Construction Education and Research (IJCER) has been identified as one of the most prominent journals for construction education research. A recent bibliometric analysis found that IJCER had the largest number of construction education-related publications compared to other journals in the field. The journal has traditionally focused on the education aspect of construction, with a significant number of articles dedicated to pedagogical content. To celebrate its 20th anniversary, IJCER will publish a special issue focusing on research methodologies applied in construction education-focused studies. The announcement for this special issue will be made at the 60th Annual Associated Schools of Construction International Conference in April 2024. [Extracted from the article]

• Development of DRIIPT, a novel instructional approach for medical educators, merging Design Thinking with Constructive Alignment principles, enriched with generative artificial intelligence tools. The aim is to equip them with adapted tools from the DRIIPT toolbox, to design student-centered learning experiences. • Using DRIIPT to develop a new design course targeting first-year students at a Moroccan medical faculty, employing a design-based learning strategy. • The utilization of DRIIPT design and GenAI tools assisted educators in expediting the research process, optimizing information gathering, and formulating relevant learning objectives. Overall, the course design was informed by the student's needs, educators, as well as faculty administrative staff, and considering all local constraints. • Results: This design course proved to be effective in providing medical students with the required skills to excel in their role as future healthcare leaders. This was ensured by integrating lectures, project management, and coaching sessions aimed at fostering their critical thinking, creativity, communication and collaboration skills. • During this course, students were actively engaged in designing creative solutions related to healthcare, medical education and personal as well as societal challenges. These solutions delve into service redesign, the generation of innovative products, and the development of digital health technologies. Doctors are nowadays experiencing many struggles in their daily practice, mainly due to new intricate challenges of the twenty-first century. However, despite the efforts of traditional medical education, it falls short in providing them with the required tools to effectively overcome these difficulties. In light of these shortcomings, this paper suggests the development of a new educational framework designed to guide medical educators in creating student-centered learning experiences. Which may be ensured by using Design Thinking (DT) as an instructional design method, merged with constructive alignment principles, and generative artificial intelligence. To demonstrate the effectiveness of this new educational approach, a case study is showcased wherein the framework was applied to design a new medical curriculum. The case study specifically focuses on first-year students in a Moroccan medical faculty and was developed based on DT principles, allowing students to engage in a transformative learning process that encourages innovation and creativity. The new curriculum includes lecture sessions, hands-on workshops, and project coaching where teams of medical students learn the design process and are given the opportunity to prototype and test their proposed solutions at local university hospital units. Overall, the showcased case study provides evidence of the framework's effectiveness in designing a new medical curriculum, illustrating its potential for enhancing medical education and engaging future doctors in impact-focused projects with long-term benefits for their career development. [ABSTRACT FROM AUTHOR]

Introduction: In the context of transforming mental healthcare towards more personalised and recovery-oriented models, Open Dialogue has attracted significant international interest. Open Dialogue proposes a way of organising services and delivering care that supports an immediate response to crisis, relational continuity of care, a social network approach and the empowerment of networks through shared decision-making and a flattened hierarchy. The ODDESSI trial currently being conducted in the UK is assessing the model’s clinical and cost-effectiveness. Practitioners who delivered the approach within the trial undertook a one-year Open Dialogue foundation training programme, however little is known about their training experiences. This study aimed to explore practitioners’ experiences of receiving the training and transitioning to dialogic practice. Methods: Individual, joint and focus group interviews with 32 Open Dialogue practitioners were conducted. Thematic analysis was used to analyse the transcripts and transformational learning theory informed the interpretation of the findings. Results: Two themes further divided in subthemes were generated from the data: (1) experiences and impact of formal training and (2) becoming an Open Dialogue practitioner as an ongoing learning process beyond formal training: barriers and facilitators. Discussion: The one-year Open Dialogue foundation training was a transformative experience for participants due to its emphasis on self-work and its impact on a personal level. Practitioners felt adequately prepared by their training for dialogic practice, yet becoming an OD practitioner was seen as a continual process extending beyond formal training, necessitating ongoing engagement with the approach and organisational support. However, the commitment of participants to deliver optimal dialogic care was occasionally impeded by organisational constraints, resource limitations, and often having to concurrently deliver conventional care alongside Open Dialogue. [ABSTRACT FROM AUTHOR]

This qualitative study, situated within an interpretivist paradigm, hypothesized that teachers who engage in their own classroom research are more likely to undergo changes to their habits of mind regarding their pedagogical practices, thus experiencing transformative learning. Twelve English language teachers from Singapore primary and secondary schools, who had received research funding and completed their research projects, participated in semi-structured, face-to-face interviews. The teacher-researchers' research studies were found to be student-focused. Their research process was time-consuming and arduous, but their learning experience was emotional. The findings also revealed that teacher-researchers' research experience from participating in a research project had had an impact on their teaching practices, on their learning, and on their students' learning and engagement as well as on the educational community. These findings offer evidence that teacher-researchers adopt a certain stance of inquiry towards teaching and learning as a result of engaging in classroom research and that their pedagogical practices have been transformed through the adoption of the habit of having an inquiry stance, and through the adoption of the habit of sharing successful pedagogical practices with others. [ABSTRACT FROM AUTHOR]

The United Nations' Sustainable Development Goals (SDGs) provide a framework for building sustainable marketing strategies to improve social and natural environments. Marketing is a key factor for achieving SDG12, "Ensuring sustainable production and consumption patterns," and a new kind of marketing education is needed to engage and transform students accordingly. In a sustainable marketing class, we asked students to weave a rug from recycled clothes, then estimate its selling price, considering its production and environmental costs. This arts-and-crafts-based pedagogy gave students a deep understanding of the requirements of SDG12. It was engaging for students and highlighted the role marketing can play in raising willingness to pay higher prices for more sustainable products. In sum, this class achieved transformative sustainability learning in line with the Head, Hands, and Heart framework proposed by Sipos et al. [ABSTRACT FROM AUTHOR]

By reflecting on the research journey in an ethno-case study, this study attempts to identify the potential and limitations of critical realist grounded theory (CRGT) that hitherto remain unsubstantiated. My research sought to uncover how a Cambodian NGO's rights-based approach fostered people's transformative learning (TL) towards claiming their rights to development and how various structures influenced the extent of their TL. CRGT enabled the elucidation of the stratified realities, particularly land grabbing that influenced people's TL, through the abduction and retroduction processes. However, using CRGT—which treats people's meaning-making as a point of departure—and progressively focusing on the structures through the same processes led to the lack of empirical data on the structures. Therefore, I suggest some measures to overcome this issue. [ABSTRACT FROM AUTHOR]

Despite notable advancements, person-centered implementation is still propelled at a service level. This study aims to empirically determine organizational actions to achieve a person-centered culture through conceptual mapping of essential strategies. A participatory, multi-staged, group concept-mapping approach was employed. Mid and high-level healthcare managers responsible for managing healthcare delivery within the Malaysian Ministry of Health were recruited. In two separate meetings, 12 managers provided a set of related concepts and strategies, while 17 rated the importance and feasibility of implementation strategies. Cluster labels generated from the multidimensional scaling and hierarchical clsuter analysis were: multidisciplinary team, training and education, service user empowerment and quality assurance. The rating of statements created go-zone maps to determine the relative importance and feasibility of each person-centered strategy. Extending professional activities that cover a comprehensive spectrum of services and training healthcare providers on person-centered competency were rated the most important and feasible strategies. Nevertheless, these strategies must be balanced with additional resources to avoid the increasing workload to healthcare providers juggling many different tasks. In conclusion, the participatory evaluation allowed a better understanding of stakeholder-perceived priorities in developing short and long-term strategic plans for person-centered transformational practice and culture development. [ABSTRACT FROM AUTHOR]

Purpose: Acquainting organisations regarding the concepts of Total Quality Management (TQM) and its implementation is one measure that effectively improves their global position and performance. Kaizen is one of the concepts of TQM, which focuses on low-cost organisational transformational methods and often saves consuming significant resources (time, capital, etc.). Using Kaizen in organisational transformation sets efficient guidelines to improve processes agility and leanness and increase manufacturing productivity. Hence, this study aims to identify the key success factors in Kaizen projects and presents a score function that measures the readiness level of organisations to implement Kaizen projects. Design/methodology/approach: A literature review first extracts the key success factors in Kaizen projects. Afterwards, the selected factors are screened via the fuzzy Delphi method using expert opinions from the manufacturing sector of an emerging economy. Subsequently, their importance is cross-examined by the Bayesian best–worst Method (BBWM). The BBWM is one of the most recent multiple criteria decision-making (MCDM) methods that lead to stable, dynamic and robust pairwise comparisons. After analysing the weights of the key factors, a score function is designed so that organisations can understand how much they are ready to launch Kaizen projects. Findings: According to the findings, "Training and education" and "Employee attitude" played an important role in the success of Kaizen projects. The literature extracted 22 success factors of Kaizen projects, and 10 factors were eliminated through the fuzzy Delphi method. Twelve success factors in Kaizen projects were evaluated and investigated through the BBWM. Matching to this method, "Training and education" and "Employee attitude" weighed 0.119 and 0.112, relatively. Furthermore, "Support from senior management" was the least important factor. Originality/value: To the best knowledge of the authors, this is the first research in which the success factors of Kaizen projects have been identified and analysed through an integrated multi-layer decision-making framework. Although some studies have investigated the key success factors of Kaizen projects and analysed them through statistical approaches, research that examines the success factors of Kaizen projects through MCDM methods is yet to be reported. Moreover, the score function that measures the level of readiness of each organisation for the successful implementation of Kaizen projects is a unique contribution to this research. [ABSTRACT FROM AUTHOR]

The article discusses the current impasse in the transformation of food systems and the role of agri-food research. It highlights the challenges posed by global events such as COVID-19 and conflicts, which have changed priorities and sparked debates about the goals of transformation. The article also addresses the growing skepticism towards science and the need for science to engage in dialogue with society and policymakers. It suggests that research should question mainstream frames, consider alternative frames, and contribute to building new ones in order to unlock transformative action. The article concludes by emphasizing the importance of researchers acting as "honest brokers" in the public space to support non-partisan views and solutions to societal challenges. [Extracted from the article]

This article aims to demonstrate that the notion of multiple voices (polyphony) is a powerful educational idea that can bring value to translator education programmes. Based on a class dedicated to the entrepreneurial functioning of MA students in translation, the article strives to show how polyphony can be entrenched in class content and classroom dynamics. It is argued that polyphony can empower students’ informed approach to career choices. The empirical part discusses the responses from the class participants in 2023 concerning their perception of the modes of work they find most attractive. Conclusions outline areas for enhancements in class content and classroom dynamics. [ABSTRACT FROM AUTHOR]

The integration of True Liberator Pedagogy (TLP) to blending of critical pedagogy, Design Thinking (DT), and transformative learning theories offer a strategy to tackle the changing demands of contemporary education. This educational approach is influenced by Freire, Vygotsky, Dewey, and other modern educational theorists, advocating for a move away from traditional teaching methods towards 'action-oriented learning' as a different approach to traditional didactic methods. TLP focuses on fostering critical awareness, compassion, and interactive learning to transform education beyond academic pursuits, aiming for societal empowerment and creativity. This approach boosts academic achievement and promotes the growth of socially conscious, compassionate, and creative individuals. TLP's approach to curriculum design promotes active engagement, practical implementation, and deep contemplation, in accordance with the needs of a world that is increasingly integrated and interconnected. The practical application of TLP is discussed, suggesting that it has the potential to revolutionize education and promote a fairer society. [ABSTRACT FROM AUTHOR]

This qualitative descriptive study aims to explore the experiences of nursing students who encounter disorienting dilemmas during their clinical practicums in maternal and midwifery nursing courses. The sample included nursing students currently pursuing their undergraduate degrees and those who graduated no more than one year prior. The selection of informants was purposive, with criteria including students who have during and recently completed practicum in maternal and midwifery nursing courses and are willing to participate in in-depth interviews. The study was conducted at nursing education institution in Bangkok, with data collected through indepth interviews and analyzed using content analysis. The trustworthiness of the research process was maintained according to Lincoln and Guba's criteria. The research findings reveal that experiences related to confronting challenges in maternal and obstetric nursing practice can be categorized into four main groups: 1) difficulties in communication, 2) respect for differing beliefs, 3) dealing with client dissatisfaction, and 4) new experiences. Additionally, the organization of learning and problem-solving is identified in four key areas: 1) dealing with situations lacking experience, 2) managing client dissatisfaction, 3) facing high-pressure situations, and 4) addressing conflicting beliefs. Recommendation: It is recommended that nursing students be adequately prepared before their clinical practicums, particularly in communication and managing disorienting dilemmas. Educational institutions should organize activities for nursing students to share experiences to foster mutual understanding and learning. Enhancing stress management skills and self-care among students during their practicums is essential for effectively handling challenging situations. [ABSTRACT FROM AUTHOR]

This critical case study examines the experiences of teachers who are within their first three years of teaching; specifically, this study sought to understand new teachers' level of self-efficacy as it pertains to teaching for diversity, equity, and inclusion, as well as the barriers that exist to doing this work and the supports that new teachers need. Generally, new teachers describe feelings of fear, as well as a lack of time and a general feeling of being overwhelmed. I center the voices of new teachers and highlight where teacher preparation programs fall short and how to support new teachers on a path to becoming transformative educators. [ABSTRACT FROM AUTHOR]

The author explores a transformational civic pedagogy framework that would help elementary teachers in fostering student-centered civic learning. Topics discussed include the learning goals that explain transformative civic learning, lesson plans in which teachers can enact the learning goals in their class, and examples of transformational civic learning.

The increase in popularity of Generative Artificial Intelligence Chatbots, or GACs, has created a potentially fruitful opportunity to enhance teaching English as a Foreign Language (EFL). This study investigated the possibility of using GACs to give EFL students metalinguistic guidance (MG) in linguistics courses. Language competency gaps, a lack of individualized engagement, and low metacognitive abilities are common challenges EFL students face in linguistics courses. Feedback has been suggested as a potential solution to these issues in previous studies; nevertheless, conventional corrective feedback (CF) might not fully satisfy the demands of EFL students. In order to address these obstacles, the current study suggested a metalinguistic guiding (MG)-based GAC approach. Using a quasi-experimental approach with pretest and posttest setups, this study evaluated the learning achievement, reflective performance, perception, and metacognitive awareness of EFL students exposed to either CF-based GAC or MG-based GAC. According to the study's findings, the MGbased GAC group performed better than the CF-based GAC group in terms of learning achievement, reflective performance, and perceptual and metacognitive awareness. The GAC's immediate educational usefulness and potential as a pedagogical tool for shaping cognitive processes are highlighted by its successful application in helping EFL students gain metacognitive awareness. This study contributes significantly to the growing body of knowledge about the use of GAC in educational settings by providing empirical evidence of the effectiveness of GAC in terms of delivering MG to EFL students. [ABSTRACT FROM AUTHOR]

Drawing upon autoethnographic experience as a music educator, I make the assertion that transformative learning is particularly amplified in locations where a person encounters the unfamiliar, for those are often the precise places where an individual's habitus no longer holds efficacy. To build this argument, I propose that when inner consciousness intersects with place-shaping processes, transformative learning takes place in a connected, compassionate, and creative manner. I infuse this framework with Pierre Bourdieu's work on habitus, in which he suggests that inner consciousness shapes, and is shaped by, a person's social encounters. Thus, in this lived aesthetic inquiry, I propose that transformative learning has substantial intersectionality with socially constructed understandings of place. [ABSTRACT FROM AUTHOR]

Quality education is pivotal for fostering innovation and development, with Augmented Reality (AR) offering transformative learning experiences. The absence of open-access platforms for AR resources hinders the democratization of educational technology. This study introduces EduAR, an open-access platform designed to provide validated AR resources for STEAM education, aiming to enhance learning processes and promote equitable access to quality education. Employing a mixed-methods approach, the platform’s usability was assessed using the System Usability Scale (SUS), where it achieved a high usability score, highlighting its user-friendliness and effectiveness. Additionally, qualitative feedback through focus groups provided insights into the platform’s impact on learning engagement and skill development. The study yielded the following findings: (a) Incorporating AR in STEAM disciplines through an open validated platform is an effective strategy for enriching learning and teaching processes; (b) The EduAR platform allows effective adoption due to its high usability and accessibility; (c) Design-Based Research is useful when looking to improve an AR educational platform; (d) EduAR is a valuable tool for providing equitable access to quality educational resources; and (e) EduAR promotes problem-solving and critical thinking among students. This comprehensive research underscores the potential of EduAR in enhancing educational outcomes, establishing a solid foundation for future advancements in educational technology and open educational resources (OER). Its benefit is foreseen for both teachers and researchers interested in the implementation of AR in courses within the framework of openness. [ABSTRACT FROM AUTHOR]

The content of this study is a qualitative case study on how the provocation pedagogy was adapted and practiced in an experimental peace education classroom situated within Sialkot, Pakistan. Drawing on reflections from 43 students and the instructors field notes, this research examines how these pedagogical approach influences learning; critiques assumptions around district identity and culture; as well encourages critical analysis of the social justice. This research offers important reflections on transformative qualities of provocation pedagogy, and how this sits with other ethical considerations in order to strengthen its use and protect against potential misuse. Findings add a new layer to the perennial debates about pedagogy of discomfort in learning and site-specific peace education. While this study reflects on hope that provocation pedagogy has to offer in engaging students as critical thinkers and as vehicles for transformative cultural work, it also contains ongoing concerns about ethical issues and risks in diverse contexts. To that end, this study serves as a model for educators looking to integrate the type of culturally relevant transformative learning, particularly as it relates to issues of social justice. [ABSTRACT FROM AUTHOR]

Mental well-being is an important catalyst in students' holistic development. The National Education Policy (NEP) 2020 reiterates this and has visioned a transformative education system that encourages nurturing among students 21st-century skills, along with the competencies of being empathic, resilient, and compassionate besides developing high cognitive capacities. School-going years in students' lives are a crucial phase when they go through development in domains of physical, cognitive, psychomotor, and most importantly socio-emotional. These developments are shaped by interactions in their physical, emotional, and social environment and contribute to their ability to perform optimally in academic life, maintain healthy relationships with self and others as part of their personal and social life, and develop an overall sense of satisfaction towards' ones' life. Having a state of mental well-being is important to achieve this goal. The supportive role of teachers plays a pivotal role in nurturing this state of positive mental well-being in students. Hence, it is important for teachers of school-going students to recognize, understand, and engage proactively in promoting mental well-being among students, especially after the COVID-19 pandemic. As leaders in classrooms, teachers can play the role of effective facilitators in bringing all students together and collaborating as partners in supporting and strengthening their mental well-being. The present article based on the findings of the mental health survey of school students conducted by Manodarpan Cell, NCERT (2022) attempts to identify such aspects that may help teachers to play their role as facilitators in promoting and strengthening students' mental well-being. [ABSTRACT FROM AUTHOR]

Digital entrepreneurship in Africa, while promising, faces significant challenges, such as limited access to technology, nascent supportive and collaborative ecosystems, digital competency gaps, financial constraints, and disparities in developmental stages across national ecosystems in Africa. This study proposes the integration of Ubuntu values as a transformative force to overcome the challenges of digital entrepreneurship in Africa. Utilising a conceptual approach, this study explores how Ubuntu-inspired values can advance equitable and sustainable digital entrepreneurship in Africa. Specifically, it examines the role of these values and related enablers in overcoming institutional hurdles and promoting long-term success in a digital entrepreneurial ecosystem. Emphasising spirituality, collective welfare, humanity, reciprocity, and benevolence, this study suggests that Ubuntu values offer a unique perspective on digital entrepreneurship practices that promote sustainable development in Africa. The study contributes to the discourse on sustainable entrepreneurship by offering practical insights for stakeholders in Africa's digital economy. [ABSTRACT FROM AUTHOR]

This article is dedicated to examining a bilateral project established between South Korea and Türkiye with the overarching objective of elevating awareness and endowing preschool teachers with the capacity to embed education for sustainability within their classroom practices seamlessly. For this purpose, a professional development (PD) program was developed regarding the three pillars of sustainability and the 7R themes. Fourteen preschool teachers attended the PD program. Three teachers participated in this case study to reveal teachers' transformations regarding sustainability and early childhood education for sustainability. The data were collected through pre- and post-follow-up interviews and classroom observations. Thematic content analyses were conducted. According to the results, the PD program enhanced and deepened teachers' sustainability knowledge. In addition, teachers could transfer the knowledge from the PD program on education for sustainability into their practice not entirely but acceptably, and they have a chance to reconsider their lifestyle habits regarding sustainability in many areas. [ABSTRACT FROM AUTHOR]

Partnerships between higher education institutions and other sectors are essential for promoting sustainability and achieving the Sustainable Development Goals (SDGs). These partnerships allow students to engage with real-world issues and develop skills in adaptability, collaboration, and innovation. Collaborative networks in education for sustainable development (ESD) are crucial for addressing the interconnected nature of the SDGs and preparing students for diverse careers. However, there are challenges in implementing network-based curriculum, such as sharing educational materials and allocating time for collaboration. Despite these barriers, collaborative curriculum development is necessary for equipping students with the skills needed to address sustainability challenges and achieve the SDGs. [Extracted from the article]

This Practitioner Perspective discusses literacy as a vital skill that empowers users. After an initial discussion of the twin aspects of literacy, I present a student teacher’s overly complex seventh-grade lesson, which served as a springboard for reflection about alignment of assignments with student interest. The transformative classroom experience yielded a powerful insight—that effective pedagogy contributes to writer confidence. [ABSTRACT FROM AUTHOR]

This research interprets the destabilization in U.S. higher education using Layton's theory of marketing systems to detail disruptions to academia's system settings. It highlights three impacted areas: governance, sentiment, and transformation. The authors examine the interplay between societal, technological, competitive, and political power shifts as major disruptors reshaping higher education. It critically examines these shifts by intertwining history with the demands of today's evolving landscape, emphasizing the need for transformative change. Layton's theory is utilized in this study to provide stakeholders a starting point to make informed, situationally aware strategic decisions during the choice and value-added phases of the framework based on Layton's Marketing Systems Theory. [ABSTRACT FROM AUTHOR]

Graduate students often approach research with predefined steps emphasising procedural aspects that occasionally expose their inadequate preparation for research as social practice. The purpose of this paper is to show how an action research (AR) methodology, in conjunction with English for Specific Purposes (ESP) and Systemic Functional Linguistics (SFL), has facilitated the scaffolding of explicit formal, rhetorical, procedural, and strategic knowledge in research discourse. We followed a cyclical action research model consisting of 1) recognising students' limited understanding of research as a social practice, 2) developing interventions to promote understanding of how language is structured, represented, and negotiated in scientific discourse, 3) results of the intervention, and 4) reflection. Thematic analysis of six participants' data, including their tasks, reflections, and draft proposals, revealed a discernible progression towards scholarly thinking, transformative learning, and the embodiment of scholarly identity. Integrating ESP and SFL frameworks enhanced our ability to guide students through research-specific discourses, moving beyond a purely theoretical understanding to engage in authentic practices. This approach contributed to the cultivation of Communities of Practice (CoP) in which student-faculty collaboration fostered a shared scholarly mindset and facilitated the gradual integration of students into these academic communities. [ABSTRACT FROM AUTHOR]

This article investigates learning sustainability at the Barefoot College, identifying potential replicability and relevance for other contexts. Background: Government statistics in India, suggest that some 32 million children have no access to education, especially in rural areas. Despite initiatives, 80% mainly from lower castes and deprived backgrounds, have never attended school. Operating across many villages, the 'Barefoot College' (BFC) is a mature non-government organisation (NGO) centred on Tilonia, in Northern Rajasthan. Here, poverty is so extreme that children can be sold into textile factories because parents cannot afford to feed them. However, skills learned at BFC such as conserving fossil fuels and water, how to vote, literacy and health practices, improve local lives immeasurably and benefit the planet. The research question (RQ) examines the key characteristics and impact of learning sustainability in this environment. The lead author was astonished by the depth and beauty of how teachings of semi-literate women, teachers and children have generated a living, breathing sustainable community. Method: This research used an education case study methodology comprising multiple nested cases. Narratives of three key BFC project cases, the solar panel mamas, the Barefoot health and social workers and the children's Night Schools, contextualise participant interviews that enable individual voices and experiences to emerge. Strategies aligned with a feminist standpoint approach enhance rigour and trustworthiness, systematically comparing qualitative data initiated in 2012 across semi-structured interviews, observations, and photographs. We found two key themes: dealing with on-the-ground inequality and practices of teaching and learning, together with five subthemes. These are in turn examined within a global sustainability-based framework to evaluate and characterise of BFC learning sustainability and sustainable leadership. Results: The research finds that learning sustainability at BFC contains novel key elements that are scalable and transferable. Meticulous joined-up-thinking underpins the BFC projects. Participants' words confirm local and global relevance. Mapping learning sustainability in practice confirms individual self-actualisation and community agency through transformative education with impact. Individual and organisational adaptability are evidenced through individuals' transformation into community leaders. Conclusion: The Global North has a lot to learn from the BFC, where learning sustainability is deeply embedded in belonging to the community. Bottom-up leadership through active participation and democracy empowers all community members, instilling pride in the Barefoot ethos. In this difficult environment, locally rooted projects nurture the ecological commons including rainwater harvesting and reducing fossil fuels. Projects enable traditions and clean technologies to flourish, whilst strengthening individual and community belonging and identity. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this publication is to present the usage of Kano model approach in Industry 4.0 conditions. Design/methodology/approach: Critical literature analysis. Analysis of international literature from main databases and polish literature and legal acts connecting with researched topic. Findings: The integration of the Kano model with Industry 4.0 represents a promising strategy for advancing product development, bolstering customer satisfaction, and enhancing overall competitiveness in the digital landscape. This integration combines the systematic approach of the Kano model with the innovative technologies and principles of Industry 4.0, offering manifold benefits while addressing various challenges. The Kano model's structured framework aids in comprehending and categorizing customer preferences, facilitating effective resource allocation and feature prioritization to drive heightened customer satisfaction and loyalty. Meanwhile, Industry 4.0's transformative technologies revolutionize manufacturing, fostering greater efficiency, flexibility, and responsiveness to customer needs. Despite its potential, integration hurdles include organizational understanding gaps in Industry 4.0, necessitating education, collaboration, and pilot projects for smoother assimilation. Additionally, challenges in data integration require robust architectures, quality assurance measures, and advanced analytics to harness the full potential of the Kano model within Industry 4.0. Addressing scalability concerns mandates modular design, standardized processes, and investments in scalable technologies to sustain integration efforts amidst organizational growth. Originality/Value: Detailed analysis of all subjects related to the problems connected with the usage of Kano model in Industry 4.0 conditions. [ABSTRACT FROM AUTHOR]

Purpose: This study examines the purpose, methodology, findings, and originality value of implementing telemedicine in tertiary hospitals across different regions of China. The primary purpose is to address the significant imbalance in medical resources between urban and rural areas by leveraging telehealth systems, particularly focusing on the development and application of telemedicine. Methodology: The research employs a mixed-methods approach, incorporating a literature review, surveys, and statistical analysis. Questionnaires, designed by telemedicine experts, were distributed to 185 tertiary hospitals, with a focus on telemedicine implementation, application, and key contributing factors. The survey design is optimized to represent the diversity of China's healthcare landscape. Findings: The findings reveal a stark contrast in healthcare resources between the eastern, central, and western regions of China. Telemedicine platforms have been established in 22 provinces, covering 13,000 medical institutions. Tertiary hospitals, especially in the eastern region, play a pivotal role in providing telemedicine services. The study outlines the challenges, financial aspects, and factors influencing the success of telemedicine implementation in China. Originality Value: This research provides original insights into the development of telemedicine in China, focusing on the telehealth system's impact on healthcare accessibility. It explores the educational background of telemedicine staff, funding sources, and the role of government support. The study also identifies key challenges and implications for practical telemedicine applications in addressing healthcare disparities, emphasizing the transformative potential of telemedicine in China's healthcare landscape. [ABSTRACT FROM AUTHOR]

This systematic review investigates the potential benefits of integrating ChatGPT in higher education. Focusing on ChatGPT's impact, the study identifies themes such as ChatGPT's role in teaching and instruction, enhancing student learning and engagement, aiding language learning, and promoting inclusivity. The review underscores ChatGPT's ability to reshape the educational landscape, improve research and writing, bridge language gaps, and address specific challenges. ChatGPT emerges as a transformative tool empowering educators and students, aligning with Saudi Arabia's pursuit of academic excellence and future workforce readiness. [ABSTRACT FROM AUTHOR]

The article discusses the current problems of digitalisation of the economy in the context of the transformation of the labour market and employment. The study notes that in the current economic conditions, the digitalisation of the economy is becoming a lever that significantly affects the labour market and changes its situation. The changes in the structure of vacancies, in the context of work, and in the professional competencies of the workforce are determined. The authors conclude that the digitalisation of the economy is a complex process that creates both additional opportunities and threats, especially in terms of employment. These trends and features draw the attention of many scholars to this topic and make it very relevant. The purpose of the article is to further develop theoretical provisions and practical recommendations on the impact of digitalisation of the economy on the transformation of the labour market and employment. The object of research is the process of labour market transformation, which is influenced by the digitalisation of the economy. The subject of the study is the theoretical and practical aspects of the impact of economic digitalisation on the transformational changes taking place in the labour market. The main results of the study: the evolution of the concept of ‘digital economy’ is investigated, the approaches of different authors to its essence are presented; the indicators of the labour market and employment in Ukraine are assessed, its features and development trends are determined; the essence of the concept of ‘digitalisation of the economy’ is clarified and specified; a conceptual scheme of digitalisation of the economy is proposed and substantiated; the opportunities and threats of the impact of the digitalisation of the economy on the labour market are summarised, as well as the expected results and possible consequences for employment are considered; measures of state regulation of employment are proposed in terms of opportunities and threats of the digitalisation of the economy to the labour market. [ABSTRACT FROM AUTHOR]

In the light of urgent global sustainability challenges, vocational education is searching for new approaches that are more just and future proof. At least a part of the answer seems to lie in so-called collaborative learning arrangements where students together with societal actors explore sustainability-related challenges. The amount of this kind of arrangements in which vocational education participates increases. Empirical studies on what actually goes on in the collaborative arrangements are rather scarce. This study addresses the theory-practice gap by applying a participatory design. The study unveils that deeply seated educational and socio-cultural routines like the student as learner, alienation from issues, a bias towards cognitive knowing and 'solving' problems seem to limit the possibilities for more genuine collaboration to emerge. The study also found that by intervening with creative and reflexive methods, space for transformative learning can unfold that allows engagement with existential questions like 'what is it what I really got to do here?'. The opening up of these spaces was accompanied by longings to go beyond the rosy narratives of collaborative learning arrangements and to have more attention for the persistent embeddedness of educational routines in the societal issues around us. Vocational education as society. What happens if we progress towards vocational education for sustainable futures with more modesty and introspection? [ABSTRACT FROM AUTHOR]

This article seeks to engage the often-overlooked voices of mothers and daughters in the face of patriarchal dominance. Conversations between mothers and daughters are important spaces for the exploration of faith experiences and provide transformative power. Through these conversations, the practice of story-linking comes to life, enabling re-listening to and re-telling Christian faith stories in the Bible entrenched in church tradition. This endeavor promotes a life-affirming approach to transformative learning. Reflecting on these conversations, this study contributes to Christian religious education within the family context, casting ripples of transformation throughout the church and society. [ABSTRACT FROM AUTHOR]

While patient engagement in healthcare professions education (HPE) has significantly increased in the past decades, a theoretical gap remains. What are the varied reasons as to why patients get involved with HPE programs? With a focus on understanding what drives patient involvement with HPE programs, this study examined how a patient as teacher (PAT) program was experienced by medical students, patient teachers, and faculty within a medical school. Through a phenomenographic approach, this study captures and describes the different ways our study participants experienced a PAT program (the 'phenomenon'). 24 semi-structured interviews were conducted in total, comprised of interviews with patient teachers (N = 10), medical students (N = 10) and program facilitators (N = 4) who participated in a PAT program. Our focus was on participants' description of the program and was grounded in their experiences of as well as their beliefs about it. Our findings captured 4 layers representing the qualitatively different (yet interrelated) ways in which participants experienced/perceived and conceptualized the various aspects of their experience with the PAT program: (1) A productive disruption of the learning space (2) A re-humanization within healthcare (3) A means of empowerment and agency (4) A catalyst for change and emancipation. Our outcome space results can be visually illustrated by a nesting "Matryoshka" doll, representing the four layers and depicting the process of uncovering the less conscious layers of sense-making within this phenomenon. HPE programs that are co-produced with patients and actively involve patients as teachers have the potential, but not guarantee, to be emancipatory. To engage in PAT programs that exhibit an emancipatory potential, we need to consider transformative paradigms of education, which are aligned with social change, and disrupt the traditional teacher-learner hierarchy. [ABSTRACT FROM AUTHOR]

Critical thinking is internationally recognized as an important aspect of school education. Particularly in the United States, Scandinavian, and Asian countries, critical thinking is firmly anchored in school curricula. In this context, critical thinking is often aligned with critical thinking skills, which can be taught in structured programs and are comparable to strategies for self-regulated learning. Unlike in the United States, in German-speaking countries, critical thinking is a buzzword in pedagogical debates and is not firmly embedded in instructional contexts. There are desiderata for the entire educational system (theoretical, empirical, and school-practical). In the context of gifted education, development projects place a particular focus on the possibilities of design and investigation. Two projects will be presented, as well as exemplary implementation possibilities relevant to schools' diagnostic and didactic processes. The projects will be related to each other, and research perspectives are given. [ABSTRACT FROM AUTHOR]

The purpose of this reflection is to tell the story of the author's career transition towards the scholarship of teaching and learning (SoTL) and engagement in issues of diversity, equity, inclusion, and belonging (DEIB) in education. Using the methodology of critical reflection (Brookfield, 2017), couched within an examination of disorienting dilemmas as described in transformative learning theories (Mezirow, 2000), I will explore how the lens of personal experience can be a valuable as educators strive to find authentic ways to grapple with the critical issues we face in education in general, and the field of communication sciences and disorders (CSD) specifically. It is my hope that by reading this, others will be inspired to reflect on what they as individuals can bring to the table to create educational spaces conducive to belonging for both students and educators alike. [ABSTRACT FROM AUTHOR]

Background: Although there are guidelines and ideas on how to improve public health education, translating innovative approaches into actual training programs remains challenging. In this article, we provide an overview of some initiatives that tried to put this into action in different parts of the world, and present the Emerging Health Care Leader (EHCL), a novel training program developed in Switzerland. Policy Options and Recommendations: Looking at the experience of the EHCL, we propose policymakers and other interested stakeholders who wish to help reform public health education to support these initiatives not only through funding, but by valuing them through the integration of early career healthcare leaders in projects where their developing expertise can be practically applied. Conclusion: By openly sharing the experiences, strengths, weaknesses, and lessons learned with the EHCL program, we aim to foster a transparent debate on how novel training programs in public health can be organised. [ABSTRACT FROM AUTHOR]

This study aimed to develop a deeper understanding of the long-term impacts of place-rich community-based learning on university students. This study was informed by transformative learning theory, which recognizes how learning experiences that expand the learner’s worldview help develop autonomous thinking. A mixed-methods approach was used to explore the perspectives of graduates who participated in immersive community-based learning (CBL) experiences. Graduates from two programs at the University of Prince Edward Island between 2004 and 2017 completed the Civic-Minded Professional scale online. A subset of respondents were invited to participate in interviews. Students’ experiences of dissonance, transformational learning moments, reflection, and civic engagement were also assessed. Key findings include participants’ expanded and deeper appreciation for cross-cultural awareness, their more deliberate engagement with volunteer opportunities, and their emergence as advocates for the communities they worked with. Findings will be used to improve, diversify, and develop new CBL experiences for university students. [ABSTRACT FROM AUTHOR]

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Research suggests the current generation of learners (called Zoomers or Gen-Z) takes a values-driven approach to their careers. Increasingly, this generation seeks out workplaces that center issues of sustainability, social responsibility, diversity, equity and inclusion. The preferences of Gen-Z suggest that building business programs that focus on "the right work" are both relevant and necessary to meet the expectations of this generation. It is unsurprising, then, that leading business education associations like AACSB have placed emphasis on building education programs that have a positive societal impact. In this article, we outline our programmatic approach to help learners engage in the "right work" and to address calls for building business programs that engage in more responsible, ethical, and sustainable models of management education. In sharing our approach, we 1) emphasize the value of using a programmatic design to facilitate curricular change, and 2) demonstrate how transformative learning theory can provide a practical way of reenvisioning business programs that address the concerns of Zoomers. [ABSTRACT FROM AUTHOR]