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The American Speech-Language Hearing Association (ASHA) states that practitioners should use the principles of evidence-based practice (EBP) for clinical decision making. However, speech-language pathologists (SLPs) often report a lack of understanding, time, and resources to implement EBP. Clinicians who were exposed to EBP training during their graduate program or clinical fellowship are more likely to use EBP in their clinical practice; therefore, graduate programs in SLP must provide explicit EBP training to upcoming clinicians. At present, no consensus exists on the best way to train students in the principles of EBP. The present study sought to investigate student experiences and perceptions of a case-based learning (CBL) approach to training EBP. Thirty-two graduate SLP students completed a semester-long CBL activity which required them to create a PICO question, complete a literature review and annotated bibliography, and write a plan of care for a hypothetical clinical case. At the end of the semester, students were asked to write reflections on their use and learning of EBP during the course of the project. Those reflections were analyzed to understand the students' experiences with CBL as a method to learn the principles of EBP.

Attracting, supporting, and retaining special education teachers of color (SETOCs) is critical in shaping a diverse special education teacher workforce in the United States. However, efforts to diversify this workforce are fraught with challenges at the federal, state, and local levels. This paper reviews what is currently known about efforts to attract, support, and retain SETOCs, and provides guidance for policy makers and researchers regarding what still needs to be done to realize a more diverse special education teacher workforce in the US. Four critical domains serve as the foundation for our guiding considerations: funding priorities, strategies to attract SETOCs, the role of educator preparation programs, and strategies to retain SETOCs.

Network marketing's growth is plagued by ethical concerns, emphasizing the importance of implementing training programs that prioritize integrity. This study aims to analyze how different forms of network marketing training play a role in shaping the marketing ethics of trainees with different identities. It examines how network marketing training shapes ethical proneness of the trainees. Differences in trainee identity (college students vs. incumbent marketers) and training form (college course vs. online training) are also explored. Structural equation model (SEM) is established amongst adaptability, class cooperation, motivation, self-efficacy, and ethical proneness. Through textual analysis, questionnaires, and sim-structural interview, this research conducts three studies to empirically analyze the relationship between factors of marketing training and ethical proneness. It explores the influencing mechanisms of network marketing training on marketing ethics. The relationship between network marketing training and ethical propensity is partially confirmed. The shaping mechanism of marketing ethics is different under different trainee identities and training forms. Positive learning motivation and self-efficacy do not constantly improve trainees' marketing ethics. Informal online training plays a more significant role in shaping market ethics than college courses in network marketing. Lastly, college students are less likely to have their marketing ethics shaped by training than in-job marketers.

Purpose: To explore factors influencing compliance with COVID-19 recommended preventive behaviours focusing on types of information sources about COVID-19, learning about disinfectant use and constructs of the Health Belief Model among adolescents at the start of the COVID-19 pandemic. Design: Cross-sectional descriptive design. Setting: A survey was distributed electronically to organisations, parents and student groups in Southern California 10 months after the declaration of the COVID-19 pandemic. Sample: A total of 217 students aged between 12 and 19 years old. Measures: Questions were adapted from a previous nationwide online survey about COVID-19. Analysis: Descriptive and logistic regression analyses were used to analyse the data. Results: The most common type of information (communication) source was an interpersonal one (parents), and the least common type was an official (federal, school) source. Statistically significant better protective behaviours aligned with COVID-19 recommendations were seen in students who received more information from official sources; less information from social media or friends; believed in the accuracy and benefits of utilising the COVID-19 pandemic information and learned about the use of disinfectants and were confident in cleaning surfaces of devices and equipped. However, those who perceived themselves at risk of COVID-19 infection and had perceived high risks in general reported lower (but not statistically significant) compliance with protective behaviour. The level of knowledge about COVID-19 was not statistically associated with compliance with protective behaviour. Conclusion: Parents' role in guiding adolescents is critical. Evidence-based information about COVID-19 should be delivered through official sources to facilitate adolescents' understanding and active participation in public health efforts.

Quality assessment systems have recently expanded, serving as indicators for the assessment and ranking of higher education institutions worldwide. The growing development of new educational methodologies, like Blended Learning, requires the design and validation of tools that allow for their assessment. The objective of this article is to describe the process of statistically validating a tool designed to assess the educational quality of Blended Learning courses. This paper presents a systematic conceptualization of the educational quality in Blended Learning systems and provides a reliable and valid tool for quality assessment of the design and implementation of combined learning methodologies.

In this study, we regard co-creation as a collaborative process where students, lecturers and working field professionals from outside the university jointly develop innovative products, processes or knowledge. In co-creation all stakeholders equally contribute to the collaborative process and aim to create beneficial outcomes for each participant. Co-creation can be used as a valuable pedagogical method to support continuous interaction between learning and working in higher education to foster innovation. However, this process is not necessarily mastered by co-creation groups. In order to identify which components of this collaboration process can be further improved, we developed a questionnaire to assess co-creation processes in higher education. Students, lecturers and working field professionals participating in co-creation projects completed the questionnaire. We validated the questionnaire using a principal component analysis. The seven extracted scales proved to be sufficiently reliable. The final questionnaire consists of seven components: positive interdependence, individual accountability, collaboration, shared mental models, safe and supporting conditions, creative community, and group evaluation. We described how the tool can be used in practice.

During the COVID-19 pandemic outbreak many countries around the world were forced to turn to Emergency Remote Teaching (ERT) and upscale the use of digital technologies for learning, teaching and assessment. The current study analysed field reports from 89 elementary and secondary Hebrew-speaking and Arabic-speaking information and communication technology schools in Israel, representing the cultural, ethnic, and religious diversity of the education system. The qualitative analysis of the collected data was based on three well established contemporary models of technology integration and Digital Competence of Educators (DigCompEdu): the International Society for Technology in Education, Technological Pedagogical Content Knowledge and DigCompEdu. The analysis (n = 872 statements) yielded aspects in the teachers' reports that correspond with the theoretical models, alongside aspects that extend these models to ERT and aspects that were missing from the reports. Finally, based on our findings and previous work we suggested a comprehensive framework for ERT that can be used to design teachers' professional development necessary for effective remote teaching in both emergency and routine times.

Positive Education equips students with the skills and mindset to lead fulfilling lives, navigate challenges, and contribute positively to society. Geelong Grammar School (GGS), the largest co-educational boarding school in Australia, is dedicated to fostering student wellbeing through Positive Education. With four campuses and a vibrant community of approximately 1,600 students, GGS embraces Positive Education as an evidence-based, proactive approach to nurturing holistic development. We are honored to share our transformative journey in fostering wellbeing, as we continue to learn and grow alongside our staff and students. Our hope is to inspire educators and communities worldwide to prioritize wellbeing and create nurturing environments for the next generation.

In recent years, Maker Education has gained popularity in formal education, but the perceptions of pre-service teachers after participating in a maker training program at a university-based makerspace remain to be explored. The purpose of this study is to analyze the acceptance level and the degree of motivation of pre-service teachers towards the maker educational approach. The research assesses attention, relevance, confidence and satisfaction according to Keller's motivational model, as well as the acceptance of the maker approach using the Technology Acceptance Model (TAM). The study focuses on Early Childhood Education pre-service teachers from UPV/EHU (University of the Basque Country) who have been involved in designing teaching and learning plans based on Maker Education. The results show a strong motivation among the pre-service teachers in terms of attention, relevance, confidence and satisfaction towards the maker approach. The study also highlights a high level of technology acceptance. These findings underline the positive impact of maker-based learning methods and suggest that greater motivation correlates with the positive attitudes towards integrating this pedagogy in the future. In light of these findings, integrating innovative maker pedagogy into teacher training appears to be beneficial, as the high levels of acceptance and motivation indicate its potential to equip students with essential twenty-first century skills.

BACKGROUND: Schools play a significant role in adolescent sexual health (SH) promotion. Although adolescents' SH has improved, growing challenges still exist in some areas. Previous studies have noted a lack of knowledge about SH promotion implementation in school environments. The purpose of this review is to describe the contents, methods, and outcomes of adolescent SH promotion in school environments. METHODS: Three databases (Cinahl, ERIC, Medline) were searched for peer-reviewed articles published in 2011 to 2022, to identify SH promotion in school environments for adolescents aged 12 to 19 years old. After critical appraisal, inductive content analysis was conducted. RESULTS: After screening, 25 studies from 8 countries were included. Sexually transmitted diseases and contraception were emphasized in the contents of the methods. Five SH promotion methods were identified: traditional, virtual, interactive, practical skills supporting, and creative. The outcomes were advancement in SH abilities, changes in sexual behavior, and the strengthening of sexual identity. CONCLUSIONS: The contents mostly considered negative consequences of sexual behavior, whereas positive aspects were less discussed. Traditional methods were emphasized, yet positive outcomes were identified regardless of the method. SH promotion should aim to better support adolescents' sexual identity reinforcement.

For student teachers' professional development, the emergence of generative artificial intelligence (AI) represents both opportunity and challenge. This exploratory quasi-experimental study aims to investigate the effects of "Human-Human" and "Human-Machine" collaborative learning approaches on the STEM teaching training performance of student teachers. Twenty-three student teachers were divided into two groups within a single class, each adopting one learning method. The experiment lasted for two months with weekly three-hour sessions. Data were analysed focusing on critical thinking, learning performance, and cognitive load between the groups. The results indicated that student teachers using ChatGPT showed higher critical thinking systematicity, task completion efficiency, and experienced lower cognitive load. Student teachers paired with in-service teachers slightly outperformed those with ChatGPT on the final teaching design proposal. These findings underscore the potential and varying strengths of AI tools like ChatGPT and human teachers. For further research, refined collaborative learning scaffolding are recommended to explore the impact and potential of AI-assisted and in-service teacher-involved collaboration. The study's implications could guide educators, policymakers, and AI developers in optimizing the AI-enhanced collaborative learning strategies and shed light on the new formation of human-machine collaborative intelligence in the scope of education.

The climate and biodiversity crises are global challenges that require collective solutions that start with education. The Learning about Forests (LEAF) program advocates for outdoor learning and hands-on experiences, allowing students to connect with nature and develop a deeper understanding of the natural world. In order to empower schools, maximizing their success with the program, the LEAF Pedagogical Cycle offers a comprehensive framework designed to help schools structure their LEAF initiatives through which young people: Look & Observe (L); Explore (E); Analyze (A); and Function & Flourish (F). Throughout the four steps, a diverse range of individuals within the school community participate, with students taking a central role in the process of outdoor learning and discovery. Engaging the school community is a crucial part of the program. By investing in and advocating for outdoor, experiential learning, LEAF seeks to promote nature conservation values and cultivate a sense of environmental stewardship among young generations.

This paper presents a perspective of how the radiation and radioactivity themes have been discussed at the high school level in several locations around the world. In this context, scientific journals, academic journals, theses, dissertations, and media materials were analyzed. Recent research has shown that the concern with the discussion about radiation and radioactivity in basic education is a current and global issue. The discussion on the radiation and radioactivity themes in different contexts in this paper was presented in four parts: (i) The representations used to deal with the themes; (ii) how the high school curriculum deals with the topic; (iii) the common alternative conceptions; and (iv) intervention proposals to address the issues. Based on a literature review, to collaborate in the teaching of radiation and radioactivity topics, the main objective of this work is to understand the current scenario on these topics, identify some challenges to understand them, and present possible interventions to overcome them.

Connectivism is the thesis that knowledge is constituted of the sets of connections between entities, such that a change in one entity may result in a change in the other entity, and that learning is the growth, development, modification or strengthening of those connections. This paper presents an overview of connectivism, offering a connectivist account of learning and a detailed analysis of how learning occurs in networks. It then offers readers an interpretation of connectivism, that is, a set of mechanisms for talking about and implementing connectivism in learning networks, and finally, pedagogy.

In this study, we investigated Iranian high school students' preferences and beliefs about two types of form-focused instruction (FFI) for teaching and learning grammar, namely isolated FFI and integrated FFI. Using an adapted version of the questionnaire developed by Valeo and Spada (2016), we collected data from a large sample of senior high school students (n=1,058) in the Iranian public school system. The results of the analysis showed that most participants expressed preference toward having more integrated FFI grammar in their curricula. The analysis also indicated that learners' preferences for each of these types of grammar instructions vary depending on their high school major and length of exposure to English. The results are discussed with special attention to the context of the research and in light of the country's attempt to implement communicative language teaching at K-12 schools.

Many students have low reading motivation. Based on (reading) motivation theories, several mechanisms are distinguished that can foster reading motivation. Our goal in this meta-analysis was to examine the effects of theory-driven reading motivation interventions in school on students' reading motivation and reading comprehension as well as to test which mechanisms are particularly effective in fostering motivation and comprehension. We conducted a literature search in ten online databases and identified 39 relevant effect studies. Positive effects on affirming motivations (d = 0.38), extrinsic motivations (d = 0.42), combined motivations (d = 0.17), and reading comprehension (d = 0.27) were found. The effect on undermining motivations (d = -0.01) was not significant. In particular, interventions that aimed to trigger interest had positive effects on affirming motivations and reading comprehension. Furthermore, effects on affirming motivations were larger if the total duration of the intervention was longer and if the share of boys in the sample was higher. Interventions delivered by researchers had larger effects on reading comprehension than interventions delivered by teachers. Finally, effects on reading comprehension were larger for primary schoolers than for secondary schoolers and larger for typical readers than for struggling readers. Implications for practitioners, policymakers, and researchers are discussed.

The aim of this work is to determine the most effective technologies and practices for the linguistic and sociocultural adaptation of foreign students studying in Russian and foreign universities, the use of which will help foreign students overcome barriers in academic performance, mastery of the Russian language, psychological and sociocultural adaptation in the host country. The fundamental basis of this study is the experimental work carried out at the Institute of Psychology and Education of Kazan Federal University, Arkalyk State Pedagogical Institute named after Y. Altynsarin, St. Petersburg National Research University of Information Technologies, Mechanics and Optics. Sociocultural and linguistic adaptation of foreign students is organized on the basis of an integrated approach, which is a combination of intercultural, humanistic, personality-oriented, activity-based approaches to learning. Education and training of foreign students should be organized on the basis of modern technologies and practices (authoring online simulators in Russian, interactive whiteboard, case method, brainstorming, role-playing game, discussion) contributes to effective language, socio-cultural adaptation of students. An effective tool to promote the sociocultural and linguistic adaptation of foreign students is a specially organized tolerant developing educational environment of the university, organized taking into account the specifics of social problems and the psychological state of migrants, contributing to the leveling of emerging problems of sociocultural adaptation, the integration of foreign students in the host community. In this study, the most effective diagnostics were identified that affect the mechanisms of linguistic and sociocultural adaptation of foreign students studying in Russian and foreign universities: diagnostics of the level of social isolation of a person, determination of the level of depression, methods for determining sociocultural identity, adaptation of a person to a new sociocultural environment, methodology for determining level of knowledge of Russian as a foreign language. The scientific novelty of this study is to determine the most effective technologies and practices of linguistic and sociocultural adaptation of foreign students in the context of globalization and the Eurasian integration of sociocultural and educational space.

Twenty-five percent of U.S. schoolchildren attend a rural school. Yet, rural school issues are typically subsumed by debates focused on urban problems and the misguided notion of ample resources available for their remediation. These assumptions belie the reality of the spatial mismatch that exists for rural schools, especially around mental health supports. Adverse childhood experiences and trauma disproportionately affect rural schoolchildren, putting them at greater risk of academic underachievement and other negative sequelae throughout the lifespan. Trauma-informed approaches in rural schools may mitigate the effects of childhood adversity and help close achievement gaps for rural students. Rural schools and students have needs and challenges distinct from those of urban and suburban schools, but only 2% of peer-reviewed publications address trauma-informed approaches or social-emotional learning in rural schools. More research is needed to help our 13 million rural schoolchildren develop the resilience necessary to overcome adversity and achieve healthy outcomes.

The theory and practice of spiritual care has transformed over the years. Chaplains have broadened the definitions of their work, formalized spiritual assessments, and gained greater understanding of multi-faith and interfaith support. In 2020, the COVID-19 pandemic forced a new shift in thinking specifically causing many healthcare chaplains to add technology and phone support to their practice. Spiritual care was offered by telephone, video application, recorded religious services, and many other creative/socially distanced interventions. Chaplains are trained to adapt. They quickly formed support networks, shared their ideas and plans, and built a new foundation to withstand new issues that arose in 2020. In this article, we describe how chaplains were able to pivot quickly into new aspects of their role, teaching and learning from other spiritual care communities across the country, and how they have been called upon to educate their healthcare communities in a new landscape created by the pandemic.

Initial and continuing teacher education are increasingly making use of remote and blended modes of education. Conducted in the summer of 2020 during the COVID-19 pandemic, this rapid review brings together literature and evidence to inform planning for remote and blended teacher education during restrictions in face-to-face teaching activity. The review consists of three main parts: first, a descriptive framework of modes of remote and blended teacher education; second, an exploratory review of the affordances and limitations of remote and blended approaches connecting the literature on effective teacher education with reviews of remote and blended approaches; third, a rapid review of evidence on the efficacy of remote and blended approaches, including of a small number of studies comparing these to face-to-face equivalents. We conclude that remote and blended teacher education is likely to become an increasingly important part of the teacher education landscape and there are plausible theoretical reasons suggesting that it can be effective with suitable design. However, we find too few studies presenting robust evidence to enable firm conclusions to be drawn on the relative effectiveness of modes and approaches. The review provides a foundation for further research and practice in this area.

Comprehensive sexuality education is an important means of promoting sexual well-being amongst young people and is key to preventing sexually transmitted infections (STIs). However, sexuality education is not currently included in the formal curriculum in Italian schools. The aim of this study was to develop an inventory of school-based sexuality education (SBSE) activities carried out by external providers and implemented in Italy from 2016 to 2020. A desk review and survey were carried out. In the desk review online documents on STI prevention were analysed. The survey investigated the providers, objectives, content and methods used to implement SBSE activities in secondary schools. Findings revealed a highly heterogeneous situation in terms of geographical coverage, service providers, objectives and evaluation. Some SBSE activities were classified as adopting a comprehensive approach to sexuality education, while the majority focused on STI prevention, and many were single-session activities. Although most activities were said to have been evaluated no results were available. The data showed that SBSE is not systematically and equally delivered across Italy. Action is needed to provide young people with evidence-based, age-appropriate and accurate education about sexual and reproductive health and wellbeing.

A growing body of a literature recognises the importance of special educational needs (SEN) of adolescents with attention-deficit/hyperactivity disorder (ADHD). Therefore, there is a current need for more in-depth insights into the factors that may help meet the SEN, well-being, and educational inclusion of ADHD students. The aim of this qualitative study was to assess the factors that parents perceive as being helpful for the school well-being, adaptation, and inclusion of their ADHD adolescents. The sample comprised 20 parents, aged from 30 to 60 years old, of ADHD adolescents. From the viewpoint of the parents, the teachers' knowledge of ADHD symptoms, the use of educational methods respecting the determination of ADHD, special school aids and equipment, and the help of various professionals and psychotherapy with social skills training were considered to be supportive for school well-being and the inclusion of ADHD adolescents. Practical implications emerging from the results of the present study involve training focused on the development of secure attachment of teachers, awareness-raising campaigns about ADHD, and activities supporting teacher-parent cooperation.

Purpose: Changes in society, the economy and health require a response from higher education regarding the training of professionals, specifically, future teachers. In this sense, active methodologies constitute, in line with the 2030 Agenda for sustainable development, a key strategic element in teacher training, given the need to educate for sustainability and social responsibility (SR). This study aims to examine innovative teaching-learning experiences based on the use of active methodologies and the interaction with sustainability and SR on the part of university students in Education. Design/methodology/approach: The methodology constitutes a systematic review of the qualitative, inductive and exploratory literature, on the basis of the PRISMA declaration principles. The sample is composed of research published between 2011 and 2021 in the world's most important scientific databases in the educational context (WoS, Scopus and Eric-ProQuest). Findings: This study reveals the methodologies that are most commonly used in ecological literacy, their implications for the acquisition of competencies in terms of curriculum sustainability and their relationship with the UN Sustainable Development Goals and SR. Higher education must reflect and demonstrate awareness of its social mission and pedagogical effectiveness, to transform education, taking as a reference the sustainability and SR in the university student's curriculum. Research limitations/implications: One of the main limitations of this study is the scarcity of research studies that include, jointly, the key descriptors analysed in this contribution such as teacher training, active methodologies, sustainability and SR. Another limitation to observe in this work is related to having considered as inclusion criteria solely research published in open access journals, since other research published in closed access journals is omitted. Originality/value: This work demonstrates the usefulness of active methodologies in the training and professional development of future Education students in "sustainability".

Although the number of art museums in China has increased significantly in recent years, art museum educators find it difficult to create relevant, relatable, and engaging learning experiences for children in different contexts of art museums. I conducted this qualitative, comparative case study in Shanghai, China, examining how two different art museums, one contemporary art-based, and another one traditional Chinese art-based, conceptualize museum education for children. The research data included face-to-face, semi-structured interviews with museum educators and a content analysis of documents gathered from the museums' websites. Using the frameworks for the contextual model of learning and constructivism theory in museum learning, I compared and contrasted the two art museums educational approaches in creating connections between educational programming and children's learning. I found that both art museums were able to connect programming to children with their current exhibitions, but using two different approaches.

The way medical students learn anatomy is constantly evolving. Nowadays, technologies such as tablets support established learning methods like drawing. In this study, the effect of drawing on a tablet on medical students' anatomy learning was investigated compared to drawing or summarizing on paper. The quality of drawings or summaries was assessed as a measure of the quality of strategy implementation. Learning outcome was measured with an anatomy test, both immediately afterward and after 4-6 weeks to assess its sustainability. There were no significant group differences in learning outcome at both measurement points. For all groups, there was a significant medium strength correlation between the quality of the drawings or summaries and the learning outcome (p < 0.05). Further analysis revealed that the quality of strategy implementation moderated outcomes in the delayed test: When poorly implemented, drawing on a tablet (M = 48.81) was associated with lower learning outcome than drawing on paper (M = 58.95); The latter (M = 58.89) was related to higher learning outcome than writing summaries (M = 45.59). In case of high-quality strategy implementation, drawing on a tablet (M = 60.98) outperformed drawing on paper (M = 52.67), which in turn was outperformed by writing summaries (M = 62.62). To conclude, drawing on a tablet serves as a viable alternative to paper-based methods for learning anatomy if students can make adequate use of this strategy. Future research needs to identify how to support student drawing, for instance, by offering scaffolds with adaptive feedback to enhance learning.

This study examines the collective labor of imagining one educational world among myself and six middle-income, racially- and gender-diverse six- and seven year-olds via a two-year critical participatory ethnography of a six-family (including my own) pandemic cooperative--Fake School, as the kids playfully named it. Fake School was initially a semester-long temporary stopgap to arrange shared childcare amid remote learning that became a two-year collective project through the uncertainties and surges of the pandemic. Drawing on Stallybrass and White, I use carnival as an analytic to explore the verticalist imaginary of the education-based mode of study. I seek to narrate our Fake School situated within the broader context of the predominating notions of normalcy that delimit possible futures for public education. I suggest that the emergent educational world we briefly created offers important insights for authorizing young children's perspectives on the future of education.

Soil judging contests are important activities to explore the soil science and its relation to the natural world. They have been held for many years and proved to be very efficient for the student's engagement, field practice, and learning. During the COVID-19 pandemic, the soil science societies worldwide had to adapt this activity to the virtual environment. The objective of this article is to document two experiences tested in Brazil and the United States of America, exploring its potential as an innovative and widely available educational method for teaching soil science. The procedures developed in both countries are presented, and the students perceptions indicated that the virtual events are a viable way to hold the soil judging contest, contributing to their academic skills. The Brazilian and American experiences are viable models that can serve as a basis for other countries adopting this activity in their pedagogical planning and academic calendar.

The purpose of this study is to look into the importance of educational processes, practices, and research activities in predicting knowledge skills and competences (KSC) and employability in Indonesian higher education. A survey was used in the quantitative research approach. Respondents to this study selected 500 instructors and students from 31 universities in Indonesia that offer outstanding approved study programs. The Indonesian Ministry of Education, Culture, Research, and Technology oversees all universities. Scoring and structural equation modeling were used to evaluate the data. The educational process is significantly influenced by facilities. Significant relationships have been discovered between facilities and practicum activities, facilities and research activities, practical activities and employability, research activities and employability, research activities and KSC, and practical activities to KSC. There is no significant relationship between the educational process and employability, nor between the educational process and KSC. This study's findings also show that the educational process does not mediate the effect of facilities on employability but does mediate the effect of facilities on KSC, that the effect of facilities on employability was mediated by the practical activity variable, that practical activity variables mediated the effect of facilities on KSC, and that research activity variables mediated the effect of facilities on employability. Variables related to research activity influenced the effect of facilities on KSC. This research's contribution can become literature for future research and can be used by education stakeholders to identify applicable policies to assist KSC and its graduates' employability.

The article investigates sustainable development from the holistic perspective, taking into account the complex nature of the world and the dynamism of the socio-economic systems. The study is interdisciplinary, as it addresses the issues of economics, mathematics and physics with the main focus on the modern perspective of sustainable development offered in the field of education. The article focuses on key questions concerning the expansion of the educational processes and deepening of ideas and knowledge about the dynamism and diversity of the planetary system. The holistic approach implies the interaction of various nonlinear features that have been used in the paper to build a mental model and a causal relationship schema. The understanding of the interaction of energy flows in socio-economic systems has been used by the authors to explain the underlying connection of various processes. The authors of the article propose a systemic dynamic model of sustainability, which can open up an understanding of some of the reasons for changes in the potential of the industrial sector. Modeling results have been obtained and interpreted using historical USA statistical data from 1949 to 2019. In the article, the authors reveal the relationship between nature, society and human from the point of view of promising and methodological approaches of the "new" and "old" world. The diversity of experiences makes it possible to question the dominant approaches of traditional teaching in education. This creates the need to look for new foundations that can promote the development of more sustainable learning for the future.

Purpose: This article aims to subvert the nature/culture and subject/object divides that structure the dominant Western educational research paradigm by stepping beyond an exclusively human conversation and activating our ecological imaginations in the face of intensifying anthropogenic climate change. Design/Approach/Methods: Informed by animist ecofeminist philosophies, the river dialogues emerged from a climate action research field trip to the Athabasca oil sand mines in Alberta, Canada. They perform a "more-than-human" mode of narrative engagement with "nature in the active voice." Findings: Despite the epistemological separations of Western-style education, I conclude that we can still find ways to dialogue and learn "with" the nonhuman world and thereby to stimulate our ecological imaginations. Originality/Value: This article showcases innovative more-than-human narrative methods and offers a collaborative alternative to the human-centric conventions of educational research and pedagogy.

Agricultural extension agents are highly credited for their roles of providing advice to farmers and supporting their learning and decision-making to improve livelihoods. The use of appropriate methods to promote learning in developing countries, including Trinidad and Tobago, has often been highlighted as a development priority. Nevertheless, agricultural extension agents encounter difficulties in applying new competencies. Understanding and utilising appropriate methods based on farmers' learning needs is critical. This study sought to investigate extension agents' use of learning-based extension methods. A survey was conducted with 106 extension agents. Descriptive statistics and logistic regression analysis were used to analyse data. The findings show that male agents prefer Plant Clinics and Farmer Field School learning methods. Social influence and networking among organisations had a significant influence on the use of Discovery Based Learning methods. The positive influence of social pressure motivated the agents. The study recommends supporting facilitative conditions through a coordinated programme and to focus on farmers' learning as a critical consideration for improving the use and impact of learning-based methods.

National organizations in the United States issued policy proposals for returning to school during the COVID-19 pandemic. A qualitative review, using the constant comparison model, examined six policies from different organizations. The policies operate on the notion of a progressive curriculum, with the values of equity, access, and adaptations driving the planning process. There are five variables national policies utilize to operationalize the progressive curriculum and values: organizing, staffing, scheduling, envisioning, and vulnerabilities. A case study using an individual school district examined the impact on learning within the framework of the policies. Recommendations to improve online and remote learning follow.

Background/Context: This article is part of a broader investigation of the sociocultural history of rural education in Mexico that focuses on federally financed "social experiments," the main purpose of which was to find "effective" methods to educate and "civilize" the rural population, especially Indigenous people. Purpose/Objective: Although the contributions of Elena Torres Cuellar, a graduate of Columbia University's Teachers College, to rural education in Mexico were very important, comparatively little is known about her life and legacy. Research Design & Data Collection: This historical essay uses archival and primary sources to recover fundamental aspects of the legacy of Elena Torres Cuellar in the history of Mexican rural education in the context of the construction of the postrevolutionary state and political system. The article approaches this legacy through analysis of Torres's career trajectory, emphasizing her work for the Secretariat of Public Education. Conclusions: Elena Torres Cuellar had a big influence on the organization of Mexico's Cultural Missions and other projects in rural education. Torres Cuellar's studies on rural education at Teachers College under the mentorship of Mabel Carney in 1925 and 1926 were fundamental to Torres's life and work. The importance of women educators and social workers as well as their empowerment are central themes in her life and career.

In the South African context, children with severe to profound intellectual disabilities are not accommodated in the compulsory education system, although steps are being taken in this direction in acknowledgement of their right to education. Critical to this development is the training of educators and caregivers. There is a paucity of studies from South Africa addressing the training of educators and caregivers. The Teacher Empowerment for Disability Inclusion (TEDI) project developed a course on the education and care of children with severe to profound intellectual disabilities to facilitate and empower teachers to provide quality education for these learners. This paper explores, through a qualitative analysis, the ways in which 30 participants attending this course developed professionally and personally. The findings show that there was personal as well as professional learning in the areas of disability approaches, collaboration, advocacy, self-care, and confidence. These findings are discussed and future implications are addressed.

A survey of school psychology practice in Nova Scotia was conducted to update and extend previous work. Thirty-one school psychologists completed a survey about their practice across the six areas of competency identified by the Canadian Psychological Association (CPA) and their current versus preferred time in various areas of psychology practice. Results indicated that most participants currently practice across all areas of competency to some degree but spend most of their time engaged in assessment and evaluation. Findings suggest that the role of the school psychologist in Nova Scotia has changed very little since the previous work was completed and that school psychologists would like to diversify their practice to include more intervention and professional development. With appropriate training and supervision, the time is right to expand school psychology services to provide much-needed mental health services to a broader range of children and families. Recommendations for training and role diversification are discussed.

Learning in social movements has been studied using different approaches, such as critical pedagogy, public pedagogy and adult education (Ollis, & Hamel-Green, 2015). While in the field of formal education, the focus is usually on 'education for citizenship' or 'citizenship education' (Schugurensky, 2006, 2010; Schulz, Ainley, Fraillon, Losito, & Agrusti, 2016; Tawil, 2013), educational studies that focus on social movements can be classified into two large unrelated groups (Niesz, Korora, Walkuski, & Foot, 2018). One explores the influence of social movements in formal education, with diverse approaches and little connection among them. The other studies learning in social movements, mostly inserted in the field of adult education and that form a corpus of interrelated and expanding knowledge. However, there are still few works that arise from an idea of complementarity or that have a double focus on citizen education that leads to activism, and activism as an educational process (Davies, Evans, & Peterson, 2014). Our previous studies arose from the idea of complementarity and an understanding that in order to formulate proposals for citizenship education, the object of study must be how citizenship and participation learning happens. That is, trying to understand the learning experiences of activists and the learning that takes place in spaces of participation, such as social movements, to formulate educational proposals (Gil-Jaurena, Ballesteros, Mata & Sánchez-Melero, 2016; Melero, 2018).