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Hydrogen energy technologies are envisioned to play a critical supporting role in global decarbonisation. While low-carbon hydrogen is primarily targeted for reducing industrial emissions, alongside decarbonising parts of the transport sector, environmental benefits could also be achieved in the residential context. Presently, gas-dependent countries such as Japan and the United Kingdom are assessing the feasibility of deploying hydrogen home appliances, as part of their national energy strategies. However, prospects for the transition will hinge on consumer acceptance, alongside an array of other socio-technical factors. To support potential ambitions for large-scale and sustained technology diffusion, this study advances a Unified Theory of Domestic Hydrogen Acceptance. Through an integrative, comparative literature review targeting hydrogen and domestic energy studies, the paper proposes a novel Domestic Hydrogen Acceptance Model (DHAM), which accounts for the cognitive and emotional dimensions of human perceptions. Through this dual interplay, the proposed framework can increase the predictive power of hydrogen acceptance models. [Display omitted] • A unified theory of domestic hydrogen acceptance is proposed. • Researchers should integrate multiple acceptance constructs into survey studies. • Comprehensive perceived risks, costs, and benefits predict attitudes toward hydrogen. • Cognitive and emotional processes influence perceptions of hydrogen homes. • Community-level factors should be incorporated into hydrogen acceptance research. [ABSTRACT FROM AUTHOR]

The fragmentation of academic work and its uneven distribution among academic staff have produced particular challenges for new entrants to teaching in Higher Education, Early Career Teachers [ECTs]. In this paper, documentary analysis of the narratives of fourteen ECTs, who worked across six different continents, was undertaken. The findings highlight the diverse forms of precarity that ECTs face, which cut across migratory, identitarian, economic, and ideological dimensions. It discusses ECTs' reflections on their expectations of teaching and their adaptation to the demands of neoliberal Higher Education. Drawing from their narratives and Sevil Sümer's theories of differentiated academic citizenship, ECTs are recognised as 'precarious academic citizens'. This has important implications for revealing the unique circumstances of this group, thereby opening further questions as regards their mentoring and support to enable them to be situated more equally as citizens of the academy.