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The higher education sector has learnt a great deal in the online delivery shift due to COVID-19, however, student voice has been underrepresented in literature. This paper reveals 15 student perspectives, including both international and domestic students, who were studying a Master of Teaching (Secondary) at one university in Melbourne, Australia, during heightened social distancing restrictions. The inductive thematic qualitative data analysis collected through semi-structured interviews showed opportunities and challenges of learning experiences. Emergent themes found affordances of convenience and challenges of relational and structural aspects of teaching and learning. Relational aspects of learning were more challenging, including peer collaboration, seeking informal advice and feedback from academics, and participation and engagement. We recommend the inclusion of student voice to guide post COVID-19 teacher education design recommend several areas of support to guide a humanising and personal connection into the remote learning environment.

Alongside unprecedented shifts in health care, and widespread lockdowns and stay-at-home orders, the COVID-19 pandemic brought an almost immediate shift towards digitally supported remote delivery in higher education. This paper explores the experiences and perceptions of 15 teaching academics from five universities in Victoria, Australia during this time. Semi-structured interviews were conducted with academics after they had been delivering teaching, learning and assessment remotely for a six-month period. The analysis showed that while the remote delivery environment enhanced many aspects of teaching and learning, including agile and adaptable academic skill-sets, there were challenges. The academics' sophisticated teaching skills and experience, that were intuitively relied upon in the face-to-face setting, did not always translate to the online environment. In particular, this was noticed in terms of the relational approach to teaching and learning, including relationships, rapport, and connectedness within classes, and the absence of social formative assessment cues to evaluate learners' understandings. Students were not asking questions in class and required additional support from academics, which subsequently increased already overburdened workloads. After considering the findings of our work and others, we provide recommendations to support high quality teaching and learning in digitally supported remote delivery.

The challenge of climate change means that school education is more important than ever in preparing young people for an uncertain future. The focus of this research is climate change education and its status in the compulsory middle school years (approximately years 7-10) across six countries (Australia, Israel, Finland, Indonesia, Canada and England). The authors investigated formal published national curriculum documents, specifically science and geography, to determine the presence of climate change topics, and the way they are addressed in these subjects. The key findings are that: (1) the term 'climate change' appears in the formal curriculum of all six countries in science or geography; (2) approaches to climate change in the curriculum differ substantially across different countries; (3) climate change is often presented as a context, example or elaboration for other science concepts rather than a discrete topic; (4) the presence of climate change in most curriculum documents is scattered and spread over multiple years and (5) knowledge about causes of climate change predominates over action and behavioural changes. These findings raise questions as to whether current school curricula provide sufficient guidance for teachers to develop students' understandings, skills and values regarding climate change.

Drawing on posthumanist and new materialism theorising, we take the concept of resonance for an a/r/tographic 'walk' to know, be and do differently, to challenge human-centric separatist ways that have resulted in our current socioecological crises. Beginning with Ingold's knotty thinking, we identify the notion of resonance as a node for exploring and thinking about interactions in the world. Guided by Barad's proposition of entangling ethico-onto-epistemic ways, our a/r/tographic thought experiments find resonances that echo through bodies, through connections as nature, through deep-time and modern spaces to notice and attend to intraactions within the ecological collective. Through art-full, thought-full scholartistic enquiry, we explore diffractive encounters to consider resonance as a conceptual tool for tuning into and harmonising with the entanglements of body-mind-space-time-matter. We pose this exploration of resonance as the start of a knotty theory conversation for shifting into a new 'common world' knowing, being and doing.