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The purpose of this study was to illuminate the experiences of undergraduate students who participated in academic community-engaged learning, specifically as those experiences related to student mental health and wellness. The data for this qualitative interpretative phenomenological analysis (IPA) was collected through semistructured interviews with seven undergraduate students. Analysis resulted in the identification of essential components of the student community-engaged learning experience as it relates to students' mental health and wellness and included three main themes: Identity (Head), Belonging (Heart), and Agency (Hands). The implications of these findings are many, including pedagogical considerations for community-engaged classrooms and campuswide considerations for the inclusion of high-impact practices, as well as community partner implications. Ultimately, the findings of this study will lead to a better informed, nuanced, macrolevel strategy that higher education institutions can use to impact the state of student mental health and wellness broadly.

Extractivism is so often characterized as resource extractivism - the exploitation of a community's natural resources for economic gain. However, when we think about the relationships between community and university, there are many ways in which the university can take out of the community or benefit to an extent that extracts human, capital, and natural resources. I contend that some of the university-community engagement work that has been done in the last 20 years replicates colonial structures in ways that have harmed communities under the well-intentioned guise of service-learning, community-based learning, or "development." Drawing on Du Bois (1947) and on Riofrancos' (2020) work on colonialism and extractivism, this paper will explore the role of the university as both a transformer and oppressor through global learning. I will explore the promise and pitfalls for these engaged pedagogies, and propose pathways to avoiding unjust, extractive practices in the pursuit of learning and student development. I will end with recommendations for just, equitable, and critical community-based global learning and some promising examples.

For over 100 years, Cooperative Extension has served communities through local Extension agents with expertise in such topics as agriculture, youth development, and family and community health. In 2008, the Oregon State University Extension Service launched a pilot (Open Campus and Juntos) to broaden Extension's reach by placing agents with "boundary spanning" expertise inside communities to address disparities in educational and economic opportunities. Open Campus and Juntos span three university-community boundaries: cultural dissonance between higher education and communities, particularly for Latinx families; the disconnect among community colleges and universities in supporting transfer students; and the silos among traditional Extension content areas to build programs addressing community needs. Impacts include 7,200 students and family members served through Juntos, increased high school graduation rates for Juntos students, additional transfer support for 1,500 community college students, and the creation of multiple centers providing broadband access in one of Oregon's most rural counties.

This study provides insights into speech-language pathology graduate student learning experiences during a community-based clinical rotation that targets skill development within an interdisciplinary theater program. Theater-based programming has shown some utility toward promoting pragmatic language skill development for children and teens outside of traditional clinical practice. In addition, the interdisciplinary nature of the program provides opportunities for student clinicians to engage in interprofessional collaboration with arts professionals. The purpose of this study was to explore SLP graduate students' experiences within a collaborative inclusion theater program. Semi-structured interviews collected from three graduate student clinicians were transcribed and analyzed according to Interpretive Phenomenological Analysis (IPA) methods to yield insights from student participant perspectives of this assigned clinical rotation. Analysis of interview data suggests participants found opportunities to problem-solve collaborative roles and balances while forming concrete ideas related to how to a therapeutic effect. The most salient concepts present across student accounts of experience included openness to the ongoing nature of the learning process, appreciation for the collaborative teaming involved in program activities, and the establishment of a set of ideas and tools to use for clinical utility. This study provides helpful information for clinical educators considering the benefit of embedding potential interprofessional collaborations with performing arts professionals in clinical education.

The main objective of this study was the design and validation of a mobile learning environment (ML) based on Augmented Reality (AR) visualization with the purpose of developing skilled trades in the field of carpentry in indigenous populations. A pedagogical model focused on lifelong learning was used, in order to promote the acquisition of skilled trades and knowledge in carpentry. The implementation of the ML environment was carried out in the Wayuu community, characterized by its high rate of poverty and limited access to education. During face-to-face meetings, three indigenous people participated in a learning process in which they were instructed on the use of trade tools and became familiar with the different types of trees and wood. To support this process, the AR was used together with the M-L environment. Subsequently, the participants built a chair applying the knowledge acquired during the learning process. During this stage, recordings of the indigenous people were made while they carried out the construction. Then, the performance of the apprentices was evaluated through a competency-based evaluation system, in which three experts analyzed the recordings. Finally, the three indigenous people were able to acquire skills in real time through their mobile device, following the instructions and observing 3D images and videos that showed the entire manufacturing process of a wooden chair, from sanding the material to final assembly and polishing. In addition, it was found that these indigenous people were able to successfully market the products they made in the carpentry workshop, thus improving their family income. The fundamental idea behind the pedagogical implementation of this model in the Wayuu indigenous community of northern Colombia is to provide them with training in various trades that allow them to obtain decent jobs and support their families. That is why the ML environment is ideal for vulnerable people, not only indigenous people, but also for those who are displaced, the elderly or deaf-mute. The visual approach used in this method dispenses with the need for voice and text making it accessible to everyone. [Note: The publication year shown on the PDF in the article citation, on page 1 (2023) is incorrect. The correct publication year is 2024.]

This reflective essay addresses the nexus of two recent events in the United States: (1) the public scrutiny of the relationship between land grant universities and the expropriation of Indigenous lands and (2) the often uncritical and rapid uptake of settler land acknowledgments at public college and university events. We argue that written land acknowledgment statements need to accompany actions that align with declarations of respect and honor. Specifically, we offer readers three concrete ideas through which institutions may further land acknowledgments: challenging their historical legacies, fostering meaningful partnerships with Native Nations and Indigenous Peoples, and materializing resources for this highly underserved, long-neglected, often ignored community.

The Chinese Luoyang Quju Opera holds significant cultural importance in Henan Province. Despite its historical richness, this art form confronts challenges amidst modernization and evolving entertainment preferences. This study investigates literacy strategies for preserving and contemporaneously developing the Chinese Luoyang Quju Opera. The research in Luoyang engages performers, educators, and scholars through qualitative methods, such as interviews, field observations, and archival research. The findings underscore the necessity for systematic documentation, scientific preservation techniques, educational integration, governmental backing, and digital platform utilization to sustain this opera. Emphasizing a comprehensive approach to cultural conservation, blending traditional and contemporary methodologies to captivate new generations, the study recommends digital experience centers, social media outreach, curriculum inclusion, community initiatives, and cultural tourism programs. These strategies aim to uphold the enduring legacy of Luoyang Quju Opera in contemporary society.

Experts in public health and education alike have long advocated for the engagement of youth in nature to foster movement, human-nature connectedness, and mental wellbeing. Physical and health education teachers in school-based programs continue to find a variety of ways to help their students be physically active in the natural environment due to the plethora of positive benefits. This paper describes a unit entitled Nature-Based Physical Activity in Pictures that utilized Photovoice to engage youth and foster human-nature connectedness.

Creative arts and performance courses at the community level for mature age individuals. Theatre and drama as education and as therapy. This article charts and reflects on several ACE arts-based courses and community theatre productions that have changed due to the COVID-19 pandemic and the professional experiences of the teacher. Change for individuals via education occurs intentionally and unintentionally and needs to be documented, with some examples presented here. If personal change and development were the intention of the courses described here, then participants did have the opportunity to integrate their self-discoveries into their real lives, potentially leading to transformation. The teacher being aware of, and skilled in, emotional regulation strategies can benefit students and teachers in all forms of learning, specifically adult community education. The students in the course described in this article have transformed from anxious, self-doubting individuals into empowered, self-confident people who bravely create their own acting techniques.

Occupational therapy programs can use a variety of delivery modes for Level I fieldwork. All experiences aim to contribute to the clinical and professional preparation for Level II fieldwork. This study compared the Level II fieldwork outcomes for two cohorts of students, one that participated in simulation-based Level I fieldwork and one that completed community and clinic-based Level I fieldwork. The student outcomes on the American Occupational Therapy Association AOTA Fieldwork Performance Evaluation (FWPE) for the Occupational Therapy Student were used for comparative data. The results indicated no statistically significant difference in the two cohorts' midterm score ratings. Statistically significant differences with higher performance for the cohort that participated in simulation-based Level I fieldwork were noted in the areas of safety and use of occupation-based interventions. The results of this study support the effective use of high-fidelity simulation in preparing students for success on Level II fieldwork.

Abundant research has covered the benefits of and barriers to partnerships between schools and community-based organizations (CBOs; Sanders, 2001; Valli et al., 2016). The aim is for schools and CBOs to come together to foster student growth, particularly during out-of-school time. If two independent organizations, such as a school and a nonprofit CBO, are to work together to provide out-of-school time (OST) programming, then they must have common goals and set clear expectations. This study conceptualizes school-CBO collaboration as coordination of services and resources for children and their families through transparent and open dialogue about children's specific needs. Although literature detailing the characteristics of healthy school-CBO partnerships is abundant, few studies focus specifically on school staff members' perceptions of these partnerships. The authors' study aims to fill this gap. It suggests that schools take an active role in determining what their student body needs regarding OST programming and continually evaluate the fit between the needs and the programming. The aim of this study is to understand how school staff perceived OST programming provided by a CBO in their schools. The authors focused on four public schools in a single district in the southern U.S. where a single nonprofit CBO offered three empowerment-focused OST programs.

The objective of this research is twofold: firstly, to examine the level of local food security and the community members' understanding of environmental education; and secondly, to develop a model that enhances local food security by implementing the environmental education practices of the community residents. Utilized mixed-methods research. Data were gathered via a questionnaire, a group discussion, and a workshop. A total of 378 respondents were chosen for the questionnaire using multi-stage selection, while 45 respondents were chosen using purposive sampling. Furthermore, a total of 32 community volunteers were extended an invitation to participate in the workshop. This study included descriptive statistics and content analysis. The findings indicate that the target communities have an average perception level of 3.19 regarding local food security, while their knowledge about the environment is at a high level of 4.01. The study identifies five key components for establishing local food security, namely: (1) learning local food identity; (2) inheriting local wisdom; (3) transmitting local food knowledge; (4) managing sources of local food; and (5) building local networks.

Launched in 2021 by a team of undergraduate students, university faculty, associate researchers, and community partners collaborating as genuine equals in a diverse team, the Together Time Story Sacks intergenerational literacies program forms part of an ongoing action research project aimed at understanding and addressing barriers that residents of rural regions face in accessing literacies programming. In this paper, six team members who co-imagined, co-designed and co-implemented Together Time but occupy different roles on and beyond university campuses reflect on the ways the students-as-partners (SaP) model, through which we brought Together Time to life, shaped both our process and our outputs during the project's pilot phase (September 2021-August 2022). We suggest that empowering humans with diverse academic and lived experiences through the SaP model is an Invigorating, messy, and, at times, nerve-racking process but an eminently fruitful enterprise that, in our opinion, produces rich research with and for our community while transforming our understanding of education and ourselves.

Student interest in studying history is in decline in Ghana, as it is in secondary schools in many other parts of the world. Can student interest be stimulated, and can they be better served, by a curriculum that includes a focus on community, belonging and co-creation? This article details a preliminary intervention of just such a learning unit in a high school in Central Region, Ghana. Using a framework aligned with the historically responsive literacy approach, this programme supported student-directed research into aspects of local and personal history. The evidence from this study suggests that student motivation did increase, justifying an expanded future study of greater length, with additional participants, and building on the lessons from this preliminary effort.

This article uses fieldnotes along with student and practitioner feedback to recount the challenges, benefits, and broader learnings of engaging master's students in a participatory research seminar. The students developed research proposals about a real-world socioeconomic challenge with and for local practitioners. Proposals were consistent with the principles and practices of participatory action research (PAR). The planning, implementation, and assessment of this course was informed by feminist scientific philosophies of collaboration, situatedness, partiality, accountability, and a sensitivity to power dynamics. In line with both PAR and SoTL principles, there was an explicit emphasis on partnership, reflexivity, and broad forms of learning in both the classroom and practitioner meetings. The students were challenged by the unfamiliarity of the research approach, the need to navigate a new way of working directly with stakeholders, as well as the responsibility to the community that participatory approaches espouse. Despite the challenges, the students were eager to soak up local knowledges, reflect on their role as researchers, and contribute constructively if they could.

This current study measured the impact of a one-time semester-long course-based civic engagement activity on student learning and participant impact, particularly participants' willingness to engage in community dialogue and promote awareness of social justice issues within their communities. The service-learning project involved on-campus and online students from three criminal justice courses and a hybrid format event titled "Finding Common Ground: Social Justice Issues Surrounding Mental Health & Mental Illness & Disorders" at a Midwestern teaching institution. The two-hour event included roundtable discussions to promote open dialogue about mental health and mental health illness and disorders. Learning and self-impact were measured via self-constructed questions and the Civic Engagement Short Scale Plus (CES[superscript 2+]). Results indicated increased endorsement for community engagement and positive qualitative feedback on self-empowerment. The findings provide insights into the potential benefits of service-learning activities, such as mental health community roundtables, for fostering community dialogue, personal growth, and social justice activism. The insights gained from the current study can inform future planning and enhancement of civic engagement initiatives while also contributing to developing community-based education and outreach strategies.

For more than 50 years, governmental and independent reviews have published proposals for strengthening adult learning opportunities, showing a remarkable consistency in the advice offered to government. They have, however, had little more than short-term impact on policy or provision. Since the early 2000s, under the influence of neoliberal thinking, UK policymaking has increasingly seen education, and particularly post-school education, as simply a tool to support the economic policies of the Treasury, with devastating consequences for adult participation in learning for a diversity of purposes. At the same time, the end of ring-fenced funding for adults in further and higher education has seen a decline and disappearance of provision for adult part-time and community-based adult learning. The article proposes relocating responsibility for community-based adult learning to the Department for Digital, Culture, Media and Sport in order to recover stability of provision, to revitalise local authorities' role, and for adult learning to be, again, a source of joy and personal fulfilment.

Urban and metropolitan colleges and universities can play an important role in innovative, equitable community revitalization. This is especially true for universities that also function as anchor institutions; there is both a challenge and an opportunity for such urban anchors to conduct their work in a manner that engages the community proximate to campus and improves the lives of its residents. This paper presents the Promise Parent Leadership Academy(PPLA) and Clemente Veterans' Initiative (CVI) Newark as two examples of how an urban, postsecondary anchor institution can establish and nurture hyperlocal initiatives to improve outcomes for underserved residents. PPLA and CVI Newark, established in 2017 and 2019,respectively, have emerged as novel, impactful, and scalable initiatives that move beyond the typical one-way flow of intellectual capital generated within the confines of a university. Instead, PPLA and CVI Newark actively engage community members in meaningful, intellectually rigorous work that adds value to the institution, program participants, and greater Newark. Data from program evaluations indicate that participants of both programs--most of whom are adults of color from low-income households--gain personal and professional skills that bolster their confidence, critical thinking, and quality of life. [The citation of v34 n4 p16-35 on the PDF is incorrect, this article appears in v34 n3 p16-37.]

This paper proposes a new theory of Conditional Social Equality (CSE) which in some ways challenges the theory of cumulative advantage/disadvantage (CAD), which postulates that inequalities and social divisions necessarily increase over time. Using evidence from informal learning groups in Men's Sheds in three countries, we conclude that some social divisions between homosocial groups, in this case groups of older men, may actually decrease -- but only under certain conditions. Male-gendered learning groups that were relatively homogeneous by age helped erase class divisions and softened gender stereotypes. Our theory of conditional social equality (CSE) predicts the following: (1) in-group homogeneity can enable the acceptance of some aspects of heterogeneity; (2) some other aspects of in-group heterogeneity may not be tolerated, thus maintaining in-group cohesion; and (3) in-group homogeneity and boundary setting towards out-groups may be prerequisites for the acceptance of (some) aspects of in-group heterogeneity. All of this has important implications for adult learning in both heterogeneous and homogenous groups.

Community-based learning and teaching in higher education, and other versions of it, such as service learning, are now part of many curricula worldwide. In the UK, there is a growing community of practitioners interested in student learning in partnership with local communities. With this expansion, however, there is little institution-based research which 'looks within', in terms of shared understanding and supporting this type of experiential learning 'at scale'. Within the context of increasing interdisciplinary interest by those developing curricula beyond the traditional home of engaged research and teaching (for example, in urban studies and sociology), we undertook an institution-wide study to discover the shared understandings of community-based learning and teaching, including the potential barriers to, and opportunities for, community-based learning and teaching approaches. In this article, we share insights from a series of 20 university stakeholder interviews, which involved academic teachers, engagement professionals and those supporting learning and teaching. We used a 'students-as-partners' approach, where students interested in community-based learning took the leading role in the qualitative study. Our findings reveal the values and expectations, formal learning benefits and infrastructural considerations to implement this type of learning as part of future-facing curricula. We also provide recommendations for universities seeking to develop their own approaches towards facilitating community-based learning and teaching.

Community-based adult learning (CBAL) focuses on improving the quality of life for the most disadvantaged and has a different ideology, methods, and curriculum from mainstream education. This Scottish case-study investigated the main changes that had impacted on CBAL provision in the preceding three years. These were: a reduction in funding for CBAL and its undervaluing by other professions; the impact of COVID-19 on learning and teaching; the importance of CBAL in promoting wellbeing. It is argued that these Scottish issues are similar in their impact to other Western countries; negatively because COVID-19 has exacerbated inequalities in the education available to the least advantaged, and positively in that CBAL practitioners have demonstrated the value of their work especially in addressing digital inequalities and mental health issues.

The aim of this study was to determine how participation in a community service project impacts entry-level OT doctoral (OTD) students at different time points in their education. This study employed a mixed-method, prospective cohort design. The Community Service Attitudes Scale (CSAS) is an instrument to measure college students' attitudes about community service. Open-ended questions were asked after participation in the experience in addition to the CSAS to gather a deeper reflection of the S-L experience. A total of 62 OTD students participated in the study. There was no statistically significant difference between the CSAS scores between the OTD first-year and third-year students. Students reported that they gained knowledge regarding occupational justice and community-based interventions, how to establish a therapeutic relationship, and the impact of occupation-based interventions when asked what they learned from the experience. Through the participation in a S-L experience, the students gained knowledge regarding occupational justice and community-based interventions, how to establish a therapeutic relationship, and an awareness of the impact of occupation-based interventions on clients. S-L enables OT educators to provide opportunities for students to gain critical skills that will translate into clinical practice.

Research-creation practices have long consulted the public in the process of research, yet the act of making often rests in the hands of the individual researcher. This paper proposes a more integrated and collaborative framework for arts-based researchers and educators called Community-Based Research-Creation, which extends the collaborative logic of oral history into the realm of creation by encouraging art educators to develop focused and prolonged workshops and classes with community. I draw from my own practice as a community art teacher working primarily with adults and propose methods and frameworks for developing community-engaged studies using artworks.

Climate education is becoming a key educational issue of our time. This also brings with it increased demands for educational research in this area. One important question is how climate attitudes are constructed to support students' willingness to act towards climate change. In this paper, we explore how participatory, holistic and community-based learning approaches influence the construction of climate attitudes in school students from the Czech Republic, Portugal, and the UK (n=473; M=13.49 years). Students' perceptions of different educational strategies were nearly the same across countries. Girls perceive holistic, values-based teaching more strongly. Of the strategies studied, holistic education has the greatest influence on the formation of climate attitudes ([beta]=0.34 for climate change beliefs, [beta]=0.32 for climate change intentions), and community-based teaching has a partial influence ([beta]=0.13 for climate change intentions). It is thus the use of holistic and community-based educational approaches that is key to the successful implementation of climate education.

Supported by institutional commitments to community engagement, undergraduate students at universities across North America are participating in community-based research projects. These experiential learning activities allow students to collaborate with community partners to address issues in their communities, often resulting in co-creating research products that seek to have a real-world impact. This article reports on ways that academic librarians can support students engaged in these activities, informed by interview data gathered from university administrators and faculty members from across Canada with expertise in conducting and overseeing students' participation in research connected to university--community partnerships. This growing area of scholarly activity in higher education provides instruction librarians with unique opportunities to teach students valuable information literacy skills tied to knowledge equity, representing a threshold concept that recognizes students' abilities to create new knowledge that strives to be accessible, inclusive, and done in an ethical manner that serves community interests.

In Australia, there is no one cohesive program design or curriculum which provides a framework for adult learning in Adult Community Education (ACE) organisations, with the two major states New South Wales (NSW) and Victoria leading the most developed systems. Many adult learners who learn in these education settings return to study to find pathways to employment, or to re-train for a new role after losing their job. In addition, later-life learners may attend because they want to remain healthy, participate in leisure activities, build friendships and remain active and engaged in their later years. Many of the learners are 'second chance learners' who have had prior negative experiences with the neoliberal system which assesses, ranks, and categorises learners according to their academic abilities. In this paper, we propose a comprehensive framework for the delivery of pre-accredited training in Australia, founded on social constructivist theory, learner-centred pedagogy, and course design enhanced by Nussbaum's Capability Framework. We commence the article by delivering a context for adult education policy and social justice education in the development of the ACE system. What we mean by a socially just education is one in which all people access a critical and democratic curriculum with equity and access to resources at its core. In this paper, we argue for the importance of adult learning, which is holistic, flexible, and nimble to cater for diverse learners and learning needs.

This national study included a quantitative inquiry regarding the impact of COVID-19 on service-learning from 207 participants representing community partner organizations (n = 145) and higher education institutions (n = 62). Community partners reported a decreased number of students engaged in service-learning after the outbreak of COVID-19. Response patterns emerged between community partners and higher education participant groups. The perceived helpfulness of service-learning for student success and fostering relationships differed statistically among the partner types--higher education participants rated these higher than community partners. Reasons for participating varied among partner types, and community partners identified volunteer procurement among the most helpful support higher education offers beyond service-learning. Changing policies, wearing masks, and virtual communication were cited as main adaptations to COVID-19 but prioritized differently among partners. This study uncovered the emerging and varied perspectives of higher education and community partners regarding service-learning at this significant time in history.

As community members continue to experience racial trauma at both individual and community levels, our Extension team responded by adapting an anti-racism leadership training program to be more trauma-informed. Our team designed a tool using Substance Abuse and Mental Health Services Administration's trauma-informed principles to support public health practitioners to facilitate trauma-informed meetings. This tool can be a starting point for Extension professionals to create more trauma-informed gathering spaces in all areas of their work.

In light of the ongoing COVID-19 pandemic, the health disparities plaguing our communities are highlighted more than ever. Community-based learning (CBL) and community-based participatory research (CBPR) provide a highly relevant framework in addressing health problems, especially those related to the Social Determinants of Health (AHRQ, 2020). Throughout the COVID-19 pandemic, the team at the Community Health Division (CHD) within the Family Medicine Department of Georgetown University School of Medicine (GUSOM) maintained and deepened relationships with community partners through engagement activities, which not only actively addressed community needs but also acted as an educational tool for a growing number of interdisciplinary students. This paper explores the effectiveness of CBL and CBPR as a framework, even when presented with challenges of the COVID-19 pandemic. It further underscores how students at Georgetown University have become more intimately involved in community health engagement during the pandemic. This serves as an encouraging model for establishing a student-based research learning community.

This research studied the contextual conditions of Khon Kaen Urban Community for developing the community learning center (CLC) as a part of smart city development. It also aimed to develop 'Bue Ban' CLC model based on the public participation and digital advancement. This study was carried out employing the qualitative and operational research method with its tools as an in-depth interview, academic seminar, and fieldwork. The data were obtained from 66 participants, chosen by purposive sampling, and were interpreted by descriptive content analysis. From the study, the models of Bue Ban development and knowledge management, identity, development, publication, utilization or 'KID-PU' have been used to develop CLC as a part of smart city development.

The Duke University Clinical and Translational Science Institute Community Engaged Research Initiative (CERI) created an e-Library in 2018. This e-Library was developed in response to requests from academic researchers and the community for reliable, easily accessible information about community-engaged research approaches and concepts. It was vetted by internal and external partners. The e-Library's goal is to compile and organize nationally relevant community-engaged research resources to build bi-directional capacity between diverse community collaborators and the academic research community. Key elements of the e-Library's development included a selection of LibGuides as the platform; iterative community input; adaptation during the COVID-19 pandemic; and modification of this resource as needs grow and change.

Purpose: In this article, we highlight ways in which disability critical race theory (DisCrit) (Annamma et al., 2013), inclusive education and community-based participatory research (CBPR) can be used within professional development schools (PDS) to provide students with disabilities with more access to inclusive classrooms. At a grade 4-6 elementary school, we developed a model of a critical PDS to promote inclusive education and facilitate the transition of students of color with disabilities from self-contained to inclusive classrooms. We conducted semi-structured interviews and used action plan meetings with school administrators, teachers, professionals and students with disabilities and their parents to assess the impact of our critical PDS model. Findings suggest this model had a positive impact on administrators' and teachers' critical consciousness, ideological and instructional practices, students of color with disabilities' social, academic and personal outcomes, as well as a schoolwide culture of inclusion and social justice. This study can inform tailored professional development efforts to improve educators' inclusive practices. Design/methodology/approach: We conducted semi-structured interviews and used action plan meetings with school administrators, teachers, professionals and students with disabilities and their parents to assess the impact of our critical PDS model. Findings: The findings of this study suggest this model had a positive impact on administrators' and teachers' critical consciousness, ideological and instructional practices, students of color with disabilities' social, academic and personal outcomes, as well as a schoolwide culture of inclusion and social justice. Practical implications: This study can inform tailored professional development efforts aiming to improve educators' inclusive practices. Originality/value: We developed a model of a critical PDS to promote inclusive education and facilitate the transition of students of color with disabilities from self-contained to inclusive classrooms.

Parent training (PT) for parents of children with developmental disabilities (DDs) has recently been recommended in community settings in many countries, including Japan. Research has shown PT could improve parenting skills and mental health in parents as well as improve adaptive skills and reduce behavioral problems in children. Despite evidence concerning the beneficial effects of PT on both parents and children, there is a lack of evidence concerning the potential benefits of PT in real world settings. Moreover, no research has examined whether PT programs implemented in clinical settings have a similar impact on all parents of children with various type of DDs. The present pilot study aimed to examine whether positive changes occur similarly in parental mental health and in the adaptive skills of children with DDs as a result of PT, irrespective of the children's disability type. The study used data from 128 parents who had participated in a PT program in a clinical setting and data concerning 128 children aged 2-17 years with a wide range of DDs, namely autism spectrum disorder, intellectual disability, and other DDs, generated through parental reports and retrospectively assessed the impact of PT on parents and their children. Specifically, changes in parental mental health and the adaptive skills of children were analyzed. The PT program was designed to help parents teach their children adaptive skills at home using applied behavior analytic techniques. The results showed that the parents improved their mental health significantly after completing the PT, irrespective of their child's disability type. During the PT period, almost all the parents were able to implement several instructional tasks targeted toward their children; some children with DDs acquired several adaptive skills. However, these positive changes were not observed in all the parents and their children. These findings suggest that some parents and their children with DDs may benefit from the PT program in a clinical setting. Concurrently, these findings highlight the importance of providing sustained additional support in clinical settings to parents and their children with DDs.

This qualitative study aimed to explore the implementation of community-based education (CBE) in the village of Desa Karang Pandan, Malang, East Java, Indonesia. The CBE was conducted in order to educate the community members in information technology, Arabic language, Quran reading, Boy Scout activities, and indigenous martial arts. Apart from that, the CBE was implemented to address specific communal issues, such as lack of self-efficacy, sense of mattering, and general well-being of the community members. Data was collected through observations and interviews along the CBE program, and analyzed by utilizing thematic analysis methods. Positive responses were shown in the interview results. They were represented by the frequent occurrences of themes such as improvement of mattering and self-efficacy, higher motivation to learn and the development of general wellbeing. Nevertheless, it is possible that the positive responses from the community members were caused by the novelty effect of the program. Further concerns and limitations are discussed in the end of this paper.

For more than a decade, critical service-learning and community-engagement authors and scholar-activists have been pushing for a more race aware, critically informed view of the work of community-based learning. These calls encourage, support and validate the hard work of individuals across campuses who teach and practice in ways that support students of color and critically challenge systems of oppression. But since racism is structural, it is also important to pay attention to the ways institutions of higher education incorporate the values of anti-racist teaching and learning into everyday practices and policies. The authors' goal in this paper is to provide a timely discussion about the role of university-based funding to address or ignore issues of equality. The authors provide insight into the questions: how are communities of color affected by funding without a focus on anti-racism? And how can we change our grant making processes to make them more equitable? This focus on funding is the authors' way into better understanding how to live out the values that underpin anti-racist teaching and learning in a demonstratable, structural way.

Organizations advocating for federal, state, and local level support for adult education have long relied on the power of individual story to influence both public perception and public policy. They have developed training programs, provided advocacy toolkits, and organized visits with policy makers in order to promote and sustain awareness of the benefits of adult education for the lives of individuals and the fabric of the community as a whole. At the same time, decision makers across the political spectrum have increasingly come to rely on research to inform the process known as evidence-based policymaking. How can the adult education field "prioritize rigorous research findings" that inform evidence-based policymaking, while also taking advantage of the persuasive power of the "anecdotes" that those affected by the policies can provide? This paper identifies two strategies that researchers can employ to reconcile the two and proposes three areas of current interest where those strategies might be used to good effect.

This article draws on research undertaken by the Professional Association of Lecturers in Youth and Community Work (PALYCW) in collaboration with the Open University, University of Glasgow and the University of Hull. The authors are all part of a community of practice of lecturers teaching in higher education on Community and Youth Work (CYW) degree programmes. These CYW programmes are professionally endorsed by Youth Work and Community Development professional bodies across the UK. They adopt informal methodologies and have a strong focus on preparing students to work as informal educators with young people and communities. The unique contribution of this paper is highlighting the experiences, issues and challenges presented and exploring creative approaches that have been developed by programmes that adopt these approaches to educate professional practitioners. Looking forward in a context of great uncertainty, the research also set out to consider what the future might look like for CYW programmes, located in the neoliberal university. Questions explored included the extent to which the pandemic might lead to longer term changes in learning and teaching methodologies in CYW in higher education (HE) and how CYW programmes should be preparing students for navigating practice in the society that unfolds post COVID-19 as the basis for taking action in communities in response to new formations of social injustice and inequality with conscious intent.

The research objectives were shown as follows: 1) to research the community-based institutional administration model to promote students' career skills in the Chiang Mai education sandbox, 2) to design the community-based institutional administration model to promote students' career skills in the Chiang Mai education sandbox, 3) to experiment the community-based institutional administration model to promote students' career skills in the Chiang Mai education sandbox, and 4) to develop the community-based institutional administration model to promote students' career skills in the Chiang Mai education sandbox by using research and development method. The samples of this study were 1) 9 basic education commissions, 2) 8 teachers and educational personnel, 3) 15 community leaders, monks, local wise men, and villagers, 4) 7 educational experts, and 5) 28 students, which in total were 67 people. The tools used in this study were as follows: 1) structured interview form, 2) community-based institutional administration model assessment form, 3) satisfaction assessment form, and 4) group discussion record form. Qualitative data were analyzed using Content Analysis and presented in a descriptive form (Descriptive Analysis), and quantitative data were analyzed using a statistical program to determine the mean and standard deviation. The result showed as follows:1) A community-based institutional administration model for promoting students' career skills in the Chiang Mai education sandbox must be an educational management in an area with spatial diversity. School administrators and teachers must provide great cooperation and interest in participating in the development of the school by following the guidelines of the education sandbox. Furthermore, piloting basic learning activities that involved community areas and the area surrounding a community that is rich in natural resources and the environment was essential. This was the significant strength point that allowed us to develop a community-based institutional administration model more effectively.; 2) A community-based institutional administration model for promoting students' career skills in the Chiang Mai education sandbox had an institution management strategy called the "4K Model," consisting of four strategies as follows: 1) Strategy 1 Knowingly: K1 Knowingly situations in the world, 2) Strategy 2 Keep Step: K2 Keep moving steps forward together, 3) Strategy 3 Knowledge: K3 Transferring knowledge from the community, and 4) Strategy 4 Kit out: K4 Sourcing support resources.; 3) Using the community-based institutional administration model to promote students' career skills in the Chiang Mai education sandbox, it was found that the overall level of satisfaction in both teachers and educational personnel, and students towards the use of this model was at the highest level.; 4) The community-based institutional administration model to promote students' career skills in the Chiang Mai education sandbox that the researcher had developed to be more complete was under these five strategies as follows: 1) Strategy 1 Knowingly: K1 Knowingly situations in the world, 2) Strategy 2 Keep Step: K2 Keep moving steps forward together, 3) Strategy 3 Knowledge: K3 Transferring knowledge from the community, 4) Strategy 4 Kit out: K4 Sourcing support resources and 5) Strategy 5 Key success: K5 Key success. It was also found that there was a mechanism that supported this model, consisting of four mechanisms as follows: 1) policy mechanism, 2) academic cooperation building, 3) collaborative vision building, and 4) network party.

Financial literacy has been an issue for decades in the United States; however, the COVID-19 pandemic put financial illiteracy in the spotlight. Family and Consumer Sciences (FCS) educators have the ability to influence the financial literacy rates among individuals, families, and communities. Despite Hogarth's 2002 call to action for FCS educators to promote fiscal education, this has not happened. FCS educators must now respond to this call. This manuscript addresses the financial illiteracy problem in the United States, the importance of financial literacy, financial literacy in the FCS National Standards, and the actions FCS educators can take to improve financial literacy.

Community-based learning is a strategy or model of learning management that integrates curricular content into the community using work based learning to encourage learners to learn from real-life situations in the community under the participation of teachers, learners and people in the community. The purposes of this research were to develop environmental education learning plans for enhancing rivers management in the Northeast of Thailand using community-based learning as effective and effective, to study and compare knowledge, attitude and environmental ethics for enhancing rivers management in the northeast before and after study and to compare knowledge, attitude and environmental ethics for enhancing rivers management in the Northeast of students with different gender. The sample used in the study were 50 the third year undergraduate students in Environmental Education program, Faculty of Environment and Resource Studies, Mahasarakham University, which was derived by purposive sampling. The research tools were the environmental education learning plans for enhancing rivers management in the Northeast of Thailand using community-based learning, knowledge test, attitude test and environmental ethics test. The statistics used for data analysis were frequency, percentage, mean, standard deviation and hypothesis testing using Paired t-test and One-Way ANOVA. The results of the research showed that: 1) The environmental education learning plans for enhancing rivers management in the Northeast of Thailand using community-based learning were the efficiency of 81.08/85.43, the efficiency index was a value of 0.7709, it showed that the students have increased knowledge and resulted in the students progressing from their studies accounted 77.09%; 2) The students had average score of the knowledge, attitude and environmental ethics in the posttest higher than the pretest statistical significance (p < 0.05); 3) There was statistically significant different of score of knowledge, attitude and environmental ethics of students with different gender (p < 0.05).

This article explores the nature of successful human rights education through the lens of a single case study. In the context of new legislation governing the right to work, An Cosán's Right to Work Education Project partnered with more than forty International Protection Applicants (IPAs) living in Direct Provision centres across Ireland. Funded by the Irish Human Rights and Equality Commission, the programme sought to address participants' human rights and social inclusion alongside their employment and self-employment opportunities. The programme was delivered over 9 days of workshops. Using adult community education methods, practitioners facilitated participatory learning spaces where IPAs and other stakeholders involved in human rights and social inclusion could explore legislation, practice, and experience together. Blended learning options were offered to those participants unable to attend in person. The article draws on participant voices and practitioner reporting to outline the project's short-term impact. Concentrating on human rights education, it analyses what worked and why. Finally, recommendations are made in relation to promoting human rights education 'from below' in adult community education spaces.

The objectives of this research were to (1) synthesize competency of digital citizenship and concepts of interdisciplinary community-based learning; and (2) propose guidelines of interdisciplinary community-based learning management for promoting digital citizenship of pre-service teachers in the Thai context. The research was qualitative research conducted by using content analysis according to the grounded theory to obtain study results according to the objectives. The study results were as follows: (1) The results of synthesizing competency of digital citizenship and concepts of interdisciplinary community-based learning revealed that digital competencies which led to digital citizenship were as follows: Digital Access, Digital Literacy, Digital Commerce, Digital Safety and Resilience, Digital Participation and Agency, Digital Emotional Intelligence, Digital Creativity and Innovation, Digital Communication, Digital Ethics, Digital Health, and well-being. For concepts of interdisciplinary community based learning through pedagogical approaches, they consisted of Academically Based community Service / Civic learning / Environmental Education / Placed-based Education / Service Learning / Work-based Learning/Tech Pre /Ethical Case Studies/Social Engagement/Discipline-Based Model Problem-based Learning / Capstone course (a short course emphasizing self-study from actual and complicated problems) /Service Internship / Youth Apprenticeship / Community-Based Action Research Model /Experience-Based Career Education Volunteerism / Pre-Service Teacher /Field Education / Independent Study Modal and 2. Guidelines of managing interdisciplinary community based learning for promoting digital citizenship of pre-service teachers in the Thai context revealed that important issues leading to interdisciplinary community based learning management consisted of Contextual Knowledge / Academic study /Citizenship/ Community-based Learning/ Interdisciplinary approach/ Environmental Education/ Experiential Learning / Lifelong Learning.

Women have a strategic role in managing and exploiting environmental potential. However, women particularly in tourism still face many obstacles in terms of capital resources, transformation and information, as well as the knowledge and skills of managing local potential. Through the action research method, this activity attempted to investigate whether digital literacy-based information technology can be used as an empowerment model for women in tourist villages. The study showed that technology may be used by women in tourist villages to expose their culinary products. This action was community based and it was found that it could trigger a group of women to continue learning and adapting with the current trends of marketing. The technology used to increase women's skills in tourist villages was through the introduction and examples of several social media applications that can be used for tourist attraction. It can be concluded that women should be encouraged to be digitally literate and able to access a wide range of learning resources.

Science Cafés are informal community gatherings that aim to facilitate the engagement of scientific researchers with the general public. These events have been implemented worldwide in rural and urban settings. This article evaluates two Science Café series, held in rural Iowa communities. Evaluation of Science Cafés typically consists of participant surveys to measure satisfaction with the presenter, interest in the topic, or solicit topic suggestions for future events. This paper presents results from a qualitative evaluation that aimed to better understand how the information presented at Science Cafés was shared with others in the community following the event. Results suggest that participants share information in both formal and informal settings following a Science Café, especially those who self-identify as "champions" of an issue. This research suggests that future evaluations examine rural social networks to better understand the broader community impact of these events.