Search

Two major earthquakes, measuring 7.8 and 7.5 on the Richter scale, occurred within a nine-hour period in Türkiye's southern region on February 6, 2023. These earthquakes affected 11 provinces, including various aspects of life such as education. Consequently, the Higher Education Council (YOK) in Türkiye postponed the commencement date of the spring term in all higher education institutions until further notice. To support the affected universities, YOK paired eight universities from the impacted areas with eight other universities to collaborate in commencing and conducting educational practices. This study aimed to investigate how Amy, a senior English lecturer at one of these host universities, negotiated her teacher identity while supporting an earthquake-affected university. The participant was selected through the purposeful sampling method. Data were collected through semi-structured interviews and written teacher reflections to gain a better understanding of identity negotiations during times of uncertainty. The content analysis method was used to analyze the data. The results of this qualitative case study suggest that English as a Foreign Language (EFL) teachers negotiate their identities in response to challenging crises. One of the significant findings of this study is that EFL teachers need to learn how to manage trauma-sensitive classrooms by employing strategic adaptations to minimize the impact of crises.

In this study, the crisis management performance of the Turkish Education System and School Administration in the case of the COVID-19 Pandemic was evaluated by considering the importance of post-crisis evaluation and research gap. For this purpose, qualitative (N=17) and quantitative (N=444) data of the experiences and opinions of school administrators working in formal compulsory schools selected by purposeful, random and available sampling techniques from different provinces representing first-level statistical regions were evaluated. Crisis management performance evaluation criteria, which were created by a literature review, were utilized in the evaluation. Semi-structured interviews and questionnaires were used to collect data. We implemented both content analysis and descriptive statistics in line with the mixed method exploratory sequential research design. We first carried out the content analysis then, we investigated the prevalence of the matter by surveying. At the last phase of the analysis, we synthesized the qualitative and quantitative results. At the end of the study, it was observed that the crisis management practices of the Turkish Education System were not based on a long-term foresight, no preliminary preparation was made, and the problems in performing the basic functions during the crisis could not be completely resolved. For this reason, it has been concluded that the performance of the Turkish Education System and school administrations in managing the crisis is low.

The COVID-19 pandemic posed additional challenges for international students in Australia, affecting their academic, social, and personal well-being. In this article, we examine how international students in North Queensland (NQ) responded to these challenges and their resilience coping mechanisms. Using a mixed methods approach, we collected and analysed data from students who reported significant social, cultural, financial, and mental health challenges. Our findings showed that international students utilise different resilience strategies to adapt, cope and survive during times of crisis. In light of the challenges and opportunities that international students face in their academic journey, we argue that higher education institutions have a responsibility to develop and implement effective strategies to foster the resilience of this diverse group of learners. Such a commitment can also contribute to the internationalisation of higher education and international students' retention, which are important goals for many higher education institutions in the globalised world.

In education, natural disasters, management of domestic and foreign policies of states, and solutions to problems that arise in organisational institutions constitute a wide range. Crises can be partially eliminated, or their adverse effects can be reduced with appropriate risk management and planning thanks to planned crisis management and effective target-oriented education. The subject of "Crisis Management" has developed worldwide and has increasingly gained importance in teaching the most effective management of the crisis process in political, social and security areas. In this study, the methods, tools and practices regarding crisis management applied in the Syrian crisis, which started in the Middle East in 2010 and grew with the refugee problem in Turkey and all over the world and turned into a hot war with the effect of the Arab Spring, which also brought socio-economic issues and the methods, tools and practices applied in Syria, Turkey's close neighbour located on the southern border, were examined. Inferences and solution suggestions regarding teaching effective crisis management and communication are presented in the study's findings.

Due to the tremendous attack of the COVID-19 pandemic worldwide, educational institutions struggled noticeably to cope with its associated predicament. In the initial stage of the pandemic attack, knowledge about Coronavirus and its socio-economic effects was scarce, and school leaders lacked adequate training on crisis management during a pandemic. Thus, the pandemic posed a dilemma and an ultimate test for educational leaders worldwide. This study aimed to explore the challenges secondary school leaders in Bangladesh encountered during the COVID-19 pandemic, and their leadership strategies to cope with the crisis. The 'measurement model of crisis leadership' was applied as the conceptual framework. Using a qualitative approach and thematic analysis framework for data analysis, the study revealed leaders' considerable academic, financial, and socio-emotional challenges. The leaders were found to apply certain crisis leadership attributes consistent with the 'measurement model of crisis leadership'. However, the study identified the absence of inclusiveness' in the framework, thereby proposing the inclusion of 'equity and social justice' in the existing framework since leaders' ability to ensure equal access to all students appeared essential during the crisis. Finally, this study brings the recommendations for policy-level reformation in school leadership training on crisis management in Bangladesh to develop leaders' competence for managing risk effectively and maximizing risk-reduction actions required during critical times.

Two graduate students and a faculty member of the Department of Entomology at the University of Kentucky developed and implemented a two-year extension program aimed to train Amish farmers on identification and management of their major agricultural problems. Students conducted periodical visits to the community, inquired about farmers' needs, and identified relevant issues, which were outlined to plan two field days offered in their properties. Amish farmers gained knowledge on diverse topics and were eager to receive handouts and publications. Amish were open to apply new technologies and implement them without main changes in their traditional methods of agriculture. The graduate students acquired skills in developing and implementing outreach extension program. Communication and relationship continued with this community after this program was completed.

Housing is a basic need. The National Association of Community Development Extension Professionals (NACDEP), Land Use Planning Community of Practice held a virtual forum in December 2021 on the national housing crisis. The session revealed common challenges communities face when addressing these issues locally. As a follow-up to that session, this paper summarizes Extension perspectives on community housing issues discussed during the session, reviews the literature on Extension programs related to housing, and makes the case for a national peer learning and communications network to address these difficult and urgent community housing challenges.

The global impact of the COVID-19 pandemic extended to the education sector in South Africa, prompting the implementation of preventative measures by the National Coronavirus Command Council. These COVID-19 protocols included the wearing of face masks or face shields, ensuring maximum ventilation, washing of hands, and school attendance routines to deal with overcrowded classrooms, among others. This study aimed to delve into the implementation of COVID-19 protocols in schools, focusing on the strategies utilised and the challenges teachers encountered. Employing a qualitative research methodology within a case study framework, the study involved eight teachers (five male and three female) from four schools in the Sekhukhune District, selected through purposive sampling. Data were elicited through semi-structured interviews to gain a thorough understanding of the phenomenon and coded for anonymity purposes. Aligned with the goal of the study, thematic data analysis was adopted for analysing the data. The findings revealed that teachers faced significant challenges in balancing their responsibilities in implementing COVID-19 protocols alongside making up for lost teaching time. However, alternative strategies were employed by teachers to mitigate this loss including the deployment of assistant teachers to support protocol and assist students with homework, additional security personnel to help guard and control unnecessary school visits, and for teachers to provide supplementary notes and embark on online learning. Recommendations include the increased deployment of support personnel, increased community involvement, training teachers to use online learning platforms, and for the Department of Basic Education to develop a guidance sheet to assist teachers in navigating the challenges of teaching during a pandemic.

Social network sites, most notably Facebook, have fundamentally transformed the way information is transferred, received, and shared by individuals and organisations. This article explores the diverse contexts in which Facebook is utilised as a knowledge-sharing instrument, along with the key challenges encountered in adopting Facebook as a knowledge-sharing instrument. It also indicates the gaps in adopting Facebook as a knowledge-sharing instrument. In a systematic literature review, 400 articles accomplishing the research objectives were identified. The findings revealed that Facebook can be used in different contexts. Greater awareness of Facebook's versatility as a platform for knowledge sharing across various domains is recommended. This article also advises that the challenges related to cost, time investment and technical expertise be addressed, and emphasises the need for education and training.

Psychological crisis intervention is a critical aspect of mental health education. A case study is present on the psychological crisis resulting from academic pressure among graduate students and the use of the Satir model is proposed for crisis intervention. Additionally, there are recommended to strengthen life and frustration education for graduate students, emphasize the importance of training graduate tutors in mental health knowledge and skills, assist graduate students in improving their mental resilience, and enhance their interpersonal skills.

Indonesia's geographical positioning along the 'Ring of Fire' exposes it to frequent seismic activities, making effective disaster mitigation education crucial. Current educational strategies may not adequately foster the necessary empathy and understanding among students regarding the socio-environmental impacts of disasters. This study aims to develop and evaluate a digital learning platform designed to enhance GeoCapabilities in students, particularly focusing on the social-environmental empathy dimension. The objective is to improve students' empathetic responses to disaster scenarios through integrated disaster mitigation pedagogy. Utilizing the design-based research method, this research involved a systematic blend of iterative development and evaluation phases to refine educational interventions. Data collection was achieved through a combination of qualitative feedback from students and quantitative pre-and post-test measures to assess empathy levels. Data analysis involved statistical testing to determine the effectiveness of the digital learning platform in enhancing empathetic capabilities among learners. The research reveals that the digital learning platform (D-Learning), significantly improves students' empathy towards disaster impacts. Students demonstrated a deeper understanding and emotional engagement with the content, highlighting an increase in their ability to empathize with affected communities. The findings suggest that the scalability of D-Learning can be tailored to different regions, providing a valuable tool for enhancing disaster preparedness worldwide. The integration of technology and empathy-focused pedagogy in disaster education could serve as a model for developing similar educational programs globally, aiming to foster a more resilient and empathetic future generation.

This paper explores the impact of the Russia-Ukraine war on Russia's academic sector, relying on the limited evidence available. The invasion has triggered an academic exodus from Russia, with both immediate and far-reaching consequences. These consequences range from the interruption of ongoing research projects and the termination of international collaborations to the emergence of an intellectual void, raising concerns about the future of academic pursuits in Russia. Conventional models for understanding academic mobility, which primarily focus on professional and economic incentives, prove inadequate in accounting for the complexities introduced by geopolitical strife, international sanctions, and curtailed academic freedoms. This paper calls for an interdisciplinary approach incorporating perspectives from political science, sociology, and international relations for a richer understanding of academic migration in conflict-affected settings. The Russia-Ukraine war serves as an important case study, shedding light on the vulnerabilities of academic sectors, even in the aggressor country where the physical conflict is not occurring, and offering broader insights for the field of academic mobility.

As in other contexts, Iranian students encountered challenges in the closedown of schools due to the outbreak of COVID-19 pandemic. The present study investigated the attitudes of 108 high school EFL students, using an online questionnaire to find out whether students preferred either to receive distance e-learning or the traditional face-to-face methods of instruction at schools. To this end, the participants completed a 20-item questionnaire. Also, the study attempted to explore EFL students' perceptions of the use of distance learning using individual semi-structured interviews. Thematic analysis was used to analyze the qualitative data and the major emergent themes were discussed. The results revealed that most of the students were not ready to adopt the ongoing distance e-learning system. They complained that the pandemic had negatively impacted their learning and found the distance e-learning system ineffective. The results suggested the need for further studies on empowering the learners and teachers to improve the effectiveness of instruction in critical situations.

In the wake of collective trauma and tragedy, artists may be called upon as "second responders" to facilitate healing and grief for a community. In this article, we explain the artists-as-second-responders discourse, including the messaging of artists feeling useful, art as diversion, and art as healing. Then, using an example of student-artists compelled to make sure "the show must go on" at Michigan State University in the days after a mass school shooting, we critique the second-responder discourse by arguing that such messaging may cause more harm to artists and facilitate problematic escapism. We also challenge the "call to serve" and offer recommendations for how, on days after, institutions can respond in more trauma-informed and supportive ways. In doing so, we argue that, in fact, the show must not always go on.

The aim of this qualitative study was to investigate the way Hungarian primary language teachers coped with emergency remote teaching (ERT) introduced during the Covid-19 epidemic and the effects this mode of teaching exerted on their subsequent face-to-face teaching practice. While there are scores of studies written on the subject, hardly any have focussed on primary language education; hence our choice of the primary school sample. Out of a multi-item online questionnaire forwarded to all the primary schools in Hungary, we decided to focus on the last two items only, namely those which requested the 706 volunteering respondents to suggest two metaphors with concomitant brief explanations: one to describe their experiences of online teaching in 2020, and another one to specify the changes they perceived in their professional attitudes and competences by the time of administering the survey in 2022. The results demonstrate a decisively positive shift as the respondents realised that the digital expertise that they had gained during ERT would help them teach more effectively in the "real" classroom. The study also raises the issue of what educational authorities and teacher educators should do to promote digital education in pre- and in-service training.

In this study, the authors sought to explore superintendents' understandings of the various influences on how their districts implemented a 100% virtual learning experience for students for the 2020-2021 academic year. Understanding these influences allowed the authors to develop a framework for leading redesigns of learning systems in long-term crisis situations. In this qualitative study we conducted semi-structured interviews with fifteen superintendents in the Commonwealth of Virginia. Findings showed that districts sought to plan equitable virtual learning experiences for all students based on unintentional influences and the district's intentional responses. We found that during an educational crisis, learning plans emerged as a result of the feedback between unintentional influences (politics, availability of resources, and needs of stakeholders) and district leaders' intentional responses (leveraging relationships, communicating purposefully, and reinforcing the educational mission).

In the face of the unpredictable nature of crises, it is expected that school principals exhibit behaviors aimed at maintaining the psychological well-being of teachers, students, and parents along with the educational processes. The sudden occurrence of the February 6, 2023 earthquakes, has presented an important crisis situation in which school principals are expected to display the desired behaviors. This research aims to reveal to what extent school principals demonstrated their crisis management skills in the context of the February 6, 2023 earthquake and what behaviors they exhibited during crisis management processes, based on teachers' opinions. The research was carried out with a mixed method approach in which quantitative and qualitative research methods were used together. The sample of the research consisted of 295 teachers, and the study group consisted of 18 teachers selected from the same sample by purposeful sampling method. Quantitative data of the research were collected using the crisis management scale, and qualitative data were collected using a semi-structured interview form. According to the quantitative results of the research, it was determined that the crisis management skill levels of school principals were "mostly" in the pre-crisis and post-crisis periods, and "sometimes" during the crisis period. When teachers' opinions were examined, it was seen that school principals were unprepared for crises arising from natural disasters such as earthquakes and that they mostly followed the Ministry of National Education guidelines and therefore lacked initiative. School principals who were able to take initiative took action to support the psychological health of teachers, students and parents by meeting their needs and gained their trust.

This article explores the multifaceted role of education in strengthening crisis communication strategies, particularly using the 2023 Kahramanmaras Earthquake as a primary case study. It delves into the crisis communication techniques employed during the earthquake, highlighting challenges in coordination, communication gaps, and the inadequate use of technology in emergency response efforts. The study emphasizes the necessity of enhancing coordination among response teams and employing digital platforms for real-time information sharing. It also proposes recommendations to increase public awareness and outlines future research perspectives. In summary, this research underscores the critical importance of education in reinforcing crisis communication strategies, offering practical insights for their development based on the experiences from the Kahramanmaras Earthquake.

This study has two main objectives: (1) to analyze how different constituencies (students, teachers, and community partners) in service-learning courses at VU Amsterdam (Netherlands) responded to the COVID-19 crisis during the first outbreak and (2) to investigate the effects of these responses on reciprocal interactions between them. Our results show that the switch to an online environment caused a high burden on teachers. However, their motivation, adaptability, and creativity have been essential to safeguard students' academic outcomes and the benefit to community partners. Also, the responses to the COVID-19 crisis have created opportunities for urgent and relevant community-based activities and for new conceptualizations of community. This article presents the current state of the impact of a crisis situation on experiential pedagogies such as service-learning and provides recommendations on how to safeguard different types of reciprocity in an online environment and better respond to crises in the future.

The objective of this study is to investigate the principals' leadership skills in elementary schools to meet the national educational strategy outcomes based on the teachers' views. A quantitative- descriptive approach was applied. The questionnaire was used to collect data. The validity of the questionnaire was measured and the reliability results using Cronbach alpha were 0.948 for educational leadership skills and 0.859 for educational outcomes. The questionnaire was distributed in both male and female schools. A random sample of 385 teachers was included. The collected data were analyzed using descriptive statistics and structural equation modeling to measure the effects of different variables. The findings indicated that the teachers in the sample had five to fifteen years of experience. The teachers showed principals in the elementary schools have moderate educational leadership (3.39). The results showed that the highest trait that existed among the principals was crisis management with a high-weight regression coefficient (0.693), visionary leadership (0.653) and ethical leadership (0.601). The effect of adaptability, communication skills and strategic planning was less. The least common traits among the principals of elementary schools were emotional intelligence and decision-making skills. The research suggested establishing a programme for elementary school principals to develop their leadership skills in order to support the achievement of national educational objectives.

Cyber threats have escalated in recent years. Many of these threats have been direct and vicious attacks on K-12 systems. Educators are rarely trained on how to address cyber threats from a systemic and educational perspective when such challenges arise in their school buildings. This article explains the cyber threats that are looming large for K-12 systems and provides concrete tools for school leaders to employ in order to provide preventive education to their school communities.

Creating a plan for crisis prevention, intervention, and postvention procedures allows schools to prepare for the traumatic consequences when a crisis inevitably occurs. The comprehensive crisis plan checklist--second edition (CCPC-2; McCleary & Aspiranti, 2020) is a 102-item tool created for evaluating individual school and district crisis plans. The current study examined existing crisis plans from school districts across the United States to determine the amount and type of CCPC-2 items that are present within school crisis plans. The number of CCPC-2 items represented on the 73 plans evaluated ranged from 0 to 67 with a mean of 22.29 items. The average number of plans that included a single item on the CCPC-2 was 16. There were no significant differences in the number of CCPC-2 items represented across different geographic locations, urbanicity (urban, suburban, rural), or district/school-level plan type. Discussion focuses on how crisis teams within the schools can use the CCPC-2 when creating, reviewing, or revising their district- or school-level crisis plan.

Globally, one in three students are now enrolled in private higher education institutions (PHEIs), with the total reaching almost 70 million enrolments. This pattern is similar across a highly diverse Asia: more than 35% of students are enrolled in the private sector, and around 60% of higher education institutions (usually much smaller than their public counterparts) are private. But in East Asia, a combination of high participation rates and a rapidly ageing demographic has led to a complex, developing crisis, particularly in a much-expanded private sector. Adding to the existing suite of problems -- finance, over-supply, declining standards, regulatory issues, and in some cases, corruption -- the combined effect of recent COVID disruptions, regional economic reversals, and a rapidly ageing demographic has intensified existing problems, constituting a major crisis for the sector, especially more marginal private institutions. The analysis charts the various responses of governments in Japan, South Korea, Taiwan, and China, draws out some of the limits to reform, and poses the dilemma for the future of private higher education in the region.

Are the many crises of higher education real, or are they in the eye of the beholder? They are evidently something of both: The crises to which we are characteristically alerted are manifestations in the real of the world and indicate much about our scholars' perceptions and even their values. To say this, however, invites the question: can we sort the wheat from the chaff? Might there be a way of validating any effort to identify a crisis that lies in the world, independently of claims made about it? There is straightaway a fundamental difficulty after all; namely, that the very concept of crisis is fact and value, both pointing to a phenomenon in the world and making a judgement about it. It seems then that, in the language of crisis, we may be conflating ontology with epistemology and ethics. When we hear talk of crisis, we may be being told more about the claim-maker than the feature of the world that is in question. However, I suggest that, if we deploy the artifice of ecosystem, and so adopt an ecological approach to the matter, we can move on two planes at once: We can point to phenomena of crises in higher education that are in the world and that also warrant our evaluative judgements of them.

Having survived the disruptive global pandemic, the higher education community is believed to grow to be more adaptive and resilient. As contributors to the new 'normal', yet evolving post-pandemic state, faculty have been painstakingly working to support students' learning and human needs during the COVID-19 pandemic. Research documents faculty have enacted a collection of measures to respond to students' adversities inside and outside the educational space when the pandemic gave rise to a global crisis in the past several years. Yet, few studies have offered an in-depth interpretation of how faculty conceived of, selected, and implemented those responses, approaches and strategies. Guided by a crisis response model, we conducted a qualitative inquiry in an effort to unveil this process. 14 faculty who were from the college of education in a national university in United States and varied in career stages and teaching experience participated in the study. Data were derived from one-on-one semi-structured interviews. Thematic analysis was employed for data analysis. The study yielded three themes: Supporting from a place of humanization; turning downsides up; and adhering to the standard. The themes reflect that the faculty exuded the capabilities and attributes characterizing the crisis leadership. The findings hold for faculty and institutions the implications that promise to gear up the higher education community for contingencies, crises and uncertainty in the future.

The objective of this paper is to contribute to our understanding of 'crisis' in higher education through the analysis of a unique series of events involving a decisive change in the relationship between a university and the state. A descriptive case study approach is used to investigate the crisis in governance at Athabasca University, an open university located in Alberta, Canada. Factors leading to the crisis included the university leadership's decision to move forward with plans to become a near-virtual organization, concerns by local town that a loss of university employees in the region would be an economic catastrophe, and political opportunism on the part of the elected provincial leaders who decided to address the problems raised by the town and shift the mandate of the university. Drawing on institutional theory and the concept of institutional logics, the paper analyses the episodic nature of the crisis and explores both the nature of the conflict and its resolution.

Early childhood education (ECE) teachers have expressed being silenced, indicating their responses to everyday issues of political concern may be hidden. This voicelessness underscores the importance of examining strategies and spaces that incite ECE teachers to vocalise their political dialogues. The pandemic, as a crisis event, within Victoria, Australia, during 2020 offers an unrivalled viewing of such entreaties. Posing unique and unusual dangers and opportunities, the early days of the pandemic serve as an entry point to viewing the strategies and spaces utilised by teachers during marked political crisis. Considering these pandemic dangers, this study undertakes a uniquely complex and opportunistic investigation into the political thoughts, ideas, and voices of ECE teachers within these coordinates, which may be of use for other community members beyond these dimensions. Comprising a larger doctoral study, teachers' posts within a closed ECE Facebook group were analysed against Bakhtinian crisis chronotopes and carnivalesque responses. Insights infer the pandemic crisis incited teachers' political dialogues to problematise their historical and ongoing issues. Doing so fostered a supportive peer network, opening up and renewing narratives from within the sector. Provocations to arise include the potential of crisis, the ability of laughter to empower teachers to speak up and have voice, as well as creating spaces for political dialogue and activism within the sector.

This research explored teachers' readiness for teaching in times of uncertainty and in global crisis situations through the perspective of teacher agency. Understanding the mechanisms by which teachers exercise their transformative agency was the main research aim. Teacher agency is conceptualized as a phenomenon that emerges ecologically from the interactions of individuals' capacities with the contexts and conditions in which they act. Thus, teachers are key figures upon which the possibility for transformation rests. The current research yielded three major mechanisms: (1) personal beliefs, emotions, values and attributes; (2) technical infrastructure, digital skills and teaching resources; (3) organizational infrastructure. This study highlights the importance of understanding the significance of teachers' transformative agency in times of crisis, as it applies to crisis situations in which means of transcending contradictory and conflicting impasses to transformative growth are sought.

South African research ethics committees (RECs) faced significant challenges during the COVID-19 pandemic. Research ethics committees needed to find a balance between careful consideration of scientific validity and ethical merit of protocols, and review with the urgency normally associated with public health emergency research. We aimed to explore the views of South African RECs on their pandemic preparedness and response during COVID-19. We conducted in-depth interviews with 21 participants from RECs that were actively involved in the review of COVID-19 related research, at seven academic institutions across South Africa. Interviews were conducted remotely using an in-depth interview guide that included questions regarding REC preparedness and response to COVID-19. Interviews were conducted until data saturation, and audio-recordings were transcribed verbatim and coded. An inductive approach to thematic analysis was used to organise data into themes and sub-themes. This study focused on three main themes: coping during COVID-19, building REC capacity during pandemic times and a consistently cautious approach to mutual recognition of REC reviews. Despite an initial sense of unpreparedness, RECs were able to adapt and maintain careful ethical oversight of both COVID and non-COVID research, and the rigour of REC reviews. Several important lessons for preparedness and response to future pandemics were identified, including heightened awareness of publication, funding and political pressures, the importance of regular training for RECs and researchers, and strategies to enhance moral resilience of REC members. Incremental steps are needed to build trust and authentic partnerships among RECs in inter-pandemic times, to facilitate collaboration during future public health emergencies.

The global COVID-19 outbreak has disrupted schooling worldwide. Remote and limited face-to-face school management during the pandemic brought to bear the numerous challenges facing schools and principals throughout the crisis, which, in turn, gave rise to changes in their leadership practices and roles. The professional literature needs conceptual and empirical frameworks concerning the challenges facing principals, their role perceptions, and their behaviors when coping with a health crisis such as the coronavirus pandemic. This paper draws on extant literature about school leadership during diverse crisis situations to advise principals facing the current pandemic. Eight guidelines for pandemic leadership are discussed, as well as practical and research implications.

The purpose of the study was to identify how the updated refresher course influences the civil servants' readiness to promote or restore the reputation of Ukraine in the setting of crisis communication. The study used qualitative methods and tools for baseline analysis of the currently delivered refresher courses for civil servants and quantitative methods for quasi-experimental research. It was found that there was a need for updating the curriculum to concentrate more on training civil servants in promoting the reputation of the country in the context of crisis communication. The main outcome of the intervention was the student-designed and presented projects. These were as follows: "Consolidation of the world through the "soft power" of the state," "Transparency: See, Invest, Gain," "Handwriting of Consolidation: Books and Journals," "Welcome to Our Club," "Great Citizens: Footprints in History," "Fight Fakes: Learn how," "From Heart to Heart via Facebook," and "Did you ever know that …? You'll be surprised!." Using the researcher-designed awareness and readiness for promoting the nation's reputation scale (ARPNRS), it was found that the updated refresher course for the civil servants improved the attendees' brand management awareness and skills, crisis communication awareness, and skills, awareness, and skills in measuring a nation's image and reputation, and motivational components. The ANCOVA test identified that there was a shift from knowledge readiness level (71.23%) to readiness-to-perform level (62.50%) in the participants of the updated course (EG). Further research is needed to identify the effectiveness of student-designed projects in real-life settings.

School nurses are critical components of school-based interdisciplinary teams supporting student behavioral health. The purpose of the present study is to understand the extent to which school nurses in New Mexico across grade levels manage emergencies related to behavioral health, violence, and trauma. The study also seeks to identify which topics the school nurses received continuing education (CE) for, and which topics they consider to be important to their practice. Analyses of 2019 statewide survey data show a considerable number of school nurses in New Mexico provide management for behavioral health, violence, and trauma-related emergencies, and nurses in secondary schools are significantly more likely than nurses in primary schools to report managing these emergencies and to have received CE on behavioral health topics. Our findings reaffirm the essential role of school nurses in addressing emergent student health issues and underscore the need for practice- and competency-based behavioral health CE opportunities.

Starting and finishing with the words of Sally Lubeck, one of the founders of RECE, this article locates early childhood education, all education, in conditions of polycrisis, conditions that are extremely dangerous but offer a glimmer of hope by making transformative change more possible. The article argues that such change calls for re-thinking, re-conceptualising and re-forming (early childhood) education; and, with a focus on the systemic crisis of neoliberalism, explores what this might mean, starting from a re-politicisation of early childhood education, all education, leading to political questions and political choices.

This research investigates how international educational collaboration (IEC) as a social activity adapts to global crises: COVID-19 and the Russian's invasion in Ukraine. We focus on Finnish higher education institutions (HEIs) and non-governmental organisations (NGOs) that actively provide IEC activities, such as student exchange, education export and educational capacity building abroad. Drawing from the sociology of conventions (SC) and the concept of social practices, we formulate a multidimensional framework that connects regimes of justification, and social practices that emerge in crises. Considering crises as a critical test, we analyse how IEC cope with unexpected situations that require establishing new justifications of public accountability and morality, and practices that fit the crises situation. Our empirical data collected through a two-stage open-ended questionnaire in 2021 and 2022 enables us to consider the recent trends and potential future(s) of IEC. Empirically, we conclude that coping with global crises requires IEC actors to make changes in IEC practices. Analytically, we theorise that regimes of justification and social practices that emerge during crises (crisis practices) are interconnected. Thus, this study contributes to practice-oriented frame by considering accountability of practices in the unexpected circumstances, enhancing the understanding of how different organisations adapt to turbulent times.

At a large suburban high school in the United States, the first home football game was taking place after missing a full season due to the pandemic. The stands were packed as the school community gathered to celebrate the return to some normalcy. Shortly after the third quarter began, a beloved coach/teacher collapsed on the sideline. Paramedics arrived within 10 minutes, CPR was administered, and 20 minutes later, he was transported to a local hospital, and within a few days, he passed away. This case captures the lived experiences of a school principal and how she was able to lead her school community through a devastating event witnessed by so many. It also highlights the challenges that school leaders face when dealing with an unexpected tragedy to include the quick decisions that must be made, the importance of timely and accurate communication, privacy considerations, and ensuring social emotional support is in place for all who have been impacted. This experience is based on a real event, however, all identifying information (names, etc.) has been changed along with some of the circumstances surrounding the event. This case provides school leaders an opportunity to apply cognitive resource theory to unexpected tragedies that many will undoubtedly face at some point in their career.

This study examines how teachers' perceptions of academic emphasis moderate the relationship between their middle leaders' transformational leadership and organizational resilience subdimensions (principal organizational resilience and faculty organizational resilience). Academic emphasis in schools prioritizes academic excellence in teaching and is crucial in evaluating school effectiveness. The study used a two-source survey design with self-report data from 609 participants in 103 secondary schools in Israel. The results indicate that academic emphasis moderates the relationship between transformational leadership's sub-dimensions ("idealized influence," "inspirational motivation," "individualized consideration" and "intellectual stimulation") and principal organizational resilience but not faculty organizational resilience. The findings suggest that middle leaders can create a positive academic emphasis to optimize their transformational leadership's effects on organizational resilience. Theoretical and practical implications are discussed.

The focus of this research was to investigate how school administrators in Turkey managed the crises caused by the COVID-19 outbreak, which was a deadly threat for humanity worldwide. The research questions guiding this study are: (1) Did schools have a crisis plan? (2) If yes, how was the plan implemented in a crisis situation?; (3) What kind of changes were made in the plans?; (4) What should administrators do in such crisis situations?; and (5) What was done in the COVID-19 outbreak? The research was conducted as a qualitative case study which involved 105 school administrators. Due to the pandemic conditions that hindered direct face-to-face interviews and interactions, data collection was carried out online via a Google drive form with open-ended questions. The findings demonstrated that there were two main headings as the basis for the research problems. The first was the existence of crisis planning by school administrators; the other was the status of implementation of these plans. Finally, how school administrators handled crisis management was pointed out.

This research deals with the question of how the COVID-19 pandemic affected discourses on competition in higher education organisations and how other discourses occurred and gained power. Additionally, it focusses on changes which take place in windows of opportunities that occur through discursive change in times of crisis. We show that discourses on competition have been highly influential in the field of academia. However, the pandemic rapidly introduced or empowered new or different discourses. These discourses either replaced existing discourses on competition, ascribed different meanings or redefined the frame under which a specific discourse is important. We merge our observations of such processes into the argument that the COVID-19 crisis has put competition discourses on hold during the first stage of the pandemic. At later stages, we show that competition discourses regained power. To make these contributions, we analyse interviews conducted at two universities at the organisational leadership level and in different departments in subjects such as social sciences, product design, music and engineering. We also examine official statements by the German rectors' conference and further documents such as emails and press releases at two stages of the pandemic crisis. The first stage took place during the lockdowns in 2020 and gives us rich insights into the changes during the pandemic. The second stage took place in 2022 when organisations returned at least partly to their pre-pandemic routines allowing us to analyse changes over time.

Schools transitioned them from face-to-face to distance education to contain the COVID-19 pandemic. Principals faced extraordinary crises. Transitional management processes to distance education and outcomes are viewed from the perspective of 15 school principals of K-12 schools, selected through convenience sampling, within a qualitative research and single study design. Content analysis was used to analyze principals' responses. The themes and patterns that emerged were matched to the research aims, and a data-driven approach was used to interpret the results. The researchers generated and coded themes, which revealed that K-12 school principals managed the transition process through the effective use of technology, but experienced stress under intense pressure. These findings suggest significant changes in management processes by principals during the pandemic, despite additional stress from parent indifference, teachers' limited technological knowledge, unpreparedness to manage the process at schools. Infrastructure and practice were key variables for effective transition.

This study draws on research that investigated transformative learning with reference to complexity theories. It describes the use of dance-informed performative autoethnography employed to analyze and interpret participants' experience of crisis in research conducted within a disability service system in Italy during COVID-19 pandemic. Firstly, the use of this method of inquiry after the initial data collection was useful in deepening the crisis experience. Secondly, the representation of the data through dance performance fostered new interpretations of the crisis situation that further validated the presentation of the data and had the secondary advantage of reinterpreting the entire experience.

COVID-19 resulted in political backlash, public dissatisfaction, and the need for principals to create spaces to foster communication, implement change, monitor dissatisfaction, and foster wellness. Using the concept of the third space, we explore the dialogic and linguistic spaces K-12 leaders created while navigating this crisis. Employing a phenomenological approach, we interviewed 17 principals from 2021-22 who found themselves creating third spaces for collaboration around issues of academics, mental-health, political backlash, and community distrust. Leaders experienced growth, embraced vulnerability, and emerged stronger. Implications illustrate that experiential learning in third spaces could enhance preparation programs as related to future crisis management.