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COVID-19 lockdown has caused disruption to education of all levels with far-reaching implications and unveiled the shortfalls of the current education model. Cycles of tightening and relaxation of COVID-19 lockdown confer uncertainty to the continuity of education. This article aims to comprehensively present the impacts of COVID-19 on primary, secondary and tertiary education and propose sound educational practices in the COVID-19 era. Papers related to educational impacts and implications of COVID-19 were selected for this review through a PRISMA model. The review shows that a shift of learning remotely or online has affected educators and learners, especially in relation to learning loss among learners, limitations in instructions, assessment and experiential learning in virtual environment, technology-related constraints, connectivity, learning resources and materials, besides psychosocial well-being. These impacts are exacerbated by inequalities in the distribution of resources as well as inequities attributed to socioeconomic status, gender, ethnicity, learning ability and physical conditions. The recommendations for future educational practices comprise adaptability of curricula to embed independent and online learning options, concurrence of diverse learning modalities for seamless learning transitions and flexibility, flexible staffing and learning model, enhanced support, technological and curricular innovation with simplification and standardization, as well as interactive, responsive and authentic virtual environment. This review contributes significantly to enhance preparedness of education to crisis while ensuring continuity and quality of education in the era of COVID-19 uncertainty.

Purpose: In view of a lack of evidence on the effectiveness of climate change education (CCE) in China, this study aims to evaluate if a CCE course newly designed based on research recommendations and implemented with established pedagogy was effective in changing the beliefs and attitudes of first-year science students. Design/methodology/approach: This study took a simple longitudinal approach with surveys administered at the beginning and the end of the course and the differences in the responses analyzed with nonparametric statistical analyses. Findings: The results showed that the course produced significant changes in the beliefs concerning the anthropogenic causes of climate change and vulnerability to its impacts, which results in inequality of the impacts received. However, the course did not produce significant attitudinal changes among the students. Spearman's correlation, which affirmed the belief-attitude association, revealed that the students already had desirable attitudes toward climate change and these attitudes had not been reinforced. The students' perception of the importance of local government in climate action increased by the end of the course. Multimedia-aid learning, debates and discussions were useful in conveying the concepts of responsibility, ethics and vulnerability, but the addition of student-led community projects will increase personal significance of the course. Research limitations/implications: This study is instrumental for the development of a regional model of CCE in the mainstreaming of education for sustainable development in China, knowing that the regional approach is crucial to address the nuances in climate change knowledge, hence conceptions and beliefs across regions and, even, between different sectors of a region. This regional experience could also serve as a reference for other similar settings, particularly those of the developing countries. Originality/value: This study presents one of the very few studies dedicated to gauging the effects of CCE in China, particularly of a newly developed climate change course, on the beliefs and attitudes of students. This permits pedagogical development and continuous improvement of CCE in China.

Participating in campus security preparedness exercise (CSPE) is vitally important in addressing potential security threats and preventing critical incidents. The present study investigates the various determinants to predict intention, and actual participation in CSPE using the theory of planned behavior (TPB). We also examined the effect of perceived risk on attitude as an extension of the TPB. Based on 441 valid responses collected from students studying in different institutions of higher learning in Malaysia, the partial least squares equation modeling (PLS-SEM) was used to analyze actual participation in CSPE behavior. The findings suggest that TPB is, indeed, a predictive model for explaining participation in CSPE. Based on the findings, the correlation between perceived risk and attitude is insignificant which leads to our subsequent argument on attitude as autonomous and not affected by one's perceived risk. Nevertheless, the proposed direct relationship between perceived behavioral control (PBC) and intention behavior is not supported. These findings provide an important theoretical platform for new interventions to further promoting active participation in CSPE. Policy implications for improving CSPE behaviors are provided accordingly., Author(s): Kim-Lim Tan [sup.1] , Joseph Kee-Ming Sia [sup.2] , Kuok Ho Daniel Tang [sup.3] Author Affiliations: (1) University of Newcastle, , Singapore, Singapore (2) grid.448987.e, Faculty of Business, Curtin [...]

Purpose: The purpose of this study is to investigate the impacts of a sustainable development course on the beliefs, attitudes and intentions of a cohort of engineering students in a university in Miri, Malaysia, towards sustainability. Design/methodology/approach: Questionnaire survey was conducted among the cohort of students encompassing the three facets mentioned. Findings The respondents expressed low to medium agreement towards all the survey items related to beliefs, attitudes and intentions. A sense of moral obligation towards sustainability is linked to higher sustainability awareness, willingness to safeguard sustainability and a sense of responsibility towards sustainable development. The respondents were generally perceived to have fundamental knowledge of sustainable development. Research limitations/implications: This study shows that a sustainable development course called Engineering Sustainable Development offered in a university in Miri, produced positive impacts on the beliefs, attitudes and intentions of the engineering students towards sustainable development. Sustainable development courses are generally instrumental to impart the value and practices of sustainability among university students. Originality/value: As limited correlational studies on whether sustainable development courses effectively shape the beliefs and attitudes of students have been previously conducted, this study provides insight into the effectiveness of one of such courses and how the course can be further improved to enhance its effectiveness.

Textile waste constitutes a significant fraction of municipal solid waste sent to landfill or incinerated. Its innovative management is important to enhance sustainability and circularity. This review aims to present the latest policies and the state-of-the-art technologies in the collection, sorting and recycling of textile waste. Policies at global and regional levels are increasingly made to address the sustainability of the textile industry and integrate the concept of circular economy. They are crucial to driving changes and innovations in current textile waste management. The Internet of Things, big data, blockchain and smart contracts have been proposed to improve transparency, traceability and accountability in the textile waste collection process. They optimize collection routes, and transactions and agreements among stakeholders. The sorting of textile waste using near-infrared spectroscopy, optical sorting and artificial intelligence enables its separation based on composition, color and quality. The mechanical recycling of textiles regenerates fibers with the same or different applications from those of the original fabrics. Fibers have been used for making building and slope protection materials. Chemical recycling depolymerizes waste textiles using chemicals to produce monomers for new textiles or other materials, while biological recycling uses enzymes and microorganisms for this purpose instead of chemicals. Thermal recycling recovers energy and fuels from textile waste through pyrolysis, gasification and hydrothermal liquefaction. These innovations may have the drawbacks of high cost and scalability. This review contributes to decision making by synthesizing the strengths and weaknesses of the innovations in textile waste management. [ABSTRACT FROM AUTHOR]