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This work focuses on understanding how researchers in Spain perceive the importance of social media in scientific communication and dissemination and deepening their understanding of the influential underlying factors. From the initial identification of 5,314 researchers affiliated with higher education institutions in Spain, who published in journals indexed in Scopus and Web of Sciences from 2016 to 2020, 487 were surveyed, and 20 were interviewed. The results show how despite the potential of non-academic social media for the social dissemination of scientific knowledge, use remains low among the researchers surveyed in this study. Also, data allow us to recognize how the time of use of social media and the perception of the training needed influence the perception of the usefulness of social media by Spanish researchers on education. Use that does not seem to be oriented toward dialogue and citizen participation. Higher education institutions should improve the communication and scientific dissemination led by researchers through training and the design of dissemination policies that guarantee an active and general use of them (not only academics but also generalists like Facebook or YouTube) to transfer scientific knowledge to society better.

The motivation for conducting this study is to investigate the potential of Cloud e-learning to address the high-cost and high-complexity challenges of conventional learning methods for the upgraded learning processes in higher education. The overall direction of this research is driven towards how the actual usage of Cloud e-learning module affects students' perceptions and academic performance. A Cloud e-learning module is designed and developed to promote optimised resource utilisation in the e-learning processes in higher education. A pretest-posttest method was adopted to study the impact of Cloud e-learning usage among students and whether the diffusion of Cloud e-learning has caused a change in students' perceptions. The pretest-posttest results and students' academic performance were then analysed to examine the impact from the actual usage of Cloud e-learning module. The findings reveal that the change of students' perceptions is time variant, indicating students' mixed perceptions on the usage of Cloud e-learning module. Analysis evidently reveals that the use of Cloud e-learning improved students' learning performance in theoretical subjects. This research is useful to educators and ICT practitioners in making informed decisions in adopting the right ICT infrastructures to support e-learning in higher education.

The present study analysed digital literacy issues encountered by elementary school teachers in remote classrooms due to COVID-19. The study sought to derive a plan for cultivating teachers' digital literacy to support students' distance education. To this end, focus group interviews were conducted with five elementary school teachers in charge of upper grades, the results were analysed, and strategies to improve teacher digital literacy were derived. Specifically, three main areas of teacher digital literacy were identified for improvement. The first was providing training to use digital devices and online platforms, develop online content, and strengthen copyright understanding. The second was providing professional development programs to train digital teaching methods or pedagogies by level and by subject characteristics. The third was activating online and offline platforms for information sharing among teachers and establish a digital teaching support system. This study will be of value to teachers and school administrations in preparing for distance education in the era of digital transformation because it presents measures to foster teachers' digital literacy required by future society.

Individuals with intellectual disabilities need an affective and sexual education adapted to their characteristics. There are few interventions that meet these objectives and offer empirical evidence of their efficacy. To respond to the limitations of existing interventions, an evidence-based affective-sexual educational intervention for adults with a mild degree of intellectual disability is proposed: SALUDIVERSEX. Participants will be randomly assigned to an intervention group that will receive the SALUDIVERSEX program or to a waiting list group. The intervention will be implemented by educators of occupational centers after a thorough training phase. Our main hypothesis is that the SALUDIVERSEX program will improve the sexual health and quality of life, through the joint action built into three components: the acquisition of basic information, the development of skills and strategies and the achievement of healthy attitudes towards the experience and expression of sexuality. The results of this approach could have important implications for optimizing the quality of life and self-determination of individuals with Intellectual disability by contributing to the development of healthy sexuality.

Productive peer interactions are often characterized by productive peer talk moves. This study aims to synthesize an empirical list of productive peer talk moves from existing studies, quantify the efficacy of talk moves in promoting peer interaction and collaboration outcomes, and understand the preconditions of talk moves benefits in authentic settings. A total of 24 empirical studies were included in the systematic review, where 17 of the experimental studies (k = 39, n = 2636) were analyzed in meta-synthesis. The study offers three main contributions: (1) an ordered list of 24 productive peer talk moves extracted from a range of empirical studies; (2) the aggregate sizes of the positive effects that productive peer talk moves have on interaction quality (Hedges' g = 1.27), domain-specific knowledge (g = 0.96), domain-general knowledge (g = 1.02), and solution quality (g = 0.70); and (3) common explanations for the malfunction of productive peer talk moves in existing interventions. This review confirms the robust positive effects of productive peer talk moves on peer interaction, learning, and problem-solving, and may inform future research on the analysis of peer interaction or the design of peer talk scaffolds.

Calls to improve relationships between education research and practice abound, among them efforts to help researchers work in partnership with and communicate more effectively with policy and practice audiences. Recognizing this need, the U.S. National Academies of Science, Engineering, and Medicine have emphasized the importance of integrating knowledge mobilization (KMb) into education research funding frameworks to ensure that research outcomes are both impactful and responsive to the needs of policymakers and practitioners. In our study, we seek to identify and clarify effective strategies for bridging the divide between education research and practice, contributing to the scholarship on educational change by highlighting the potential of KMb to drive research impact. Using a mixed-methods approach, we conducted an inquiry into the KMb practices of education researchers, beginning with a national survey followed by in-depth case studies of ten research projects identified through the survey. Our analysis examines how knowledge is mobilized from the inception of research through its dissemination and identifies the key factors that support effective KMb in these projects. We demonstrate that Kmb has the potential to generate significant impact when research is practice-centered, when stakeholders are actively engaged throughout the research process, and when KMb strategies are tailored to meet the needs of policy and practice audiences. We also highlight examples of how education research has achieved impact. Additionally, we identify key barriers to KMb, including institutional and systemic challenges that hinder its integration into the research process. We conclude that for education research to be truly impactful, it must prioritize relevance to practice from its inception. We advocate for systemic changes such as incorporating KMb training into doctoral programs, recognizing the value of engaged research within institutions, and diversifying funding mechanisms to support KMb activities.

Families are children's first and most important teachers. However, their ability to support children's learning and development at home varies due to knowledge, skills, and confidence. Family interventions aimed at increasing parents' skills are labour-intensive and expensive. In contrast, text messages are low-cost and scalable. Text messages can provide bite-sized bits of information that remind parents of activities they can do in their everyday lives to support learning. Our pilot study replicated two studies from the United States of America (USA) using text messages to increase children's language and literacy development. A mixed methods approach comprising a pre- to post-design and survey was used. Approximately 70 families with preschool children in the Australian Capital Territory received three text messages weekly for 18 weeks. Families were randomly assigned to either the language and literacy group or the control group that received general child development messages. Measurement of the impact of text messages on children's language and literacy skills was not feasible due to COVID-19 constraints. We were able to measure parent knowledge and perceptions of the pilot project pre- and post-text messages. Parent knowledge in both groups moved in the right direction, and approximately 90% of parents reported that the text messages were useful and would recommend the program to other parents. Parents found both sets of texts equally valuable. Our study included highly educated and high-income families, while previous research in the USA were comprised of disadvantaged families. Our findings suggest that text messages about early language and literacy, and general child development are useful to all families.

Despite the growing importance of MOOCs and their application in face-to-face classes since 2020, driven by the COVID-19 pandemic, existing literature offers limited research on the factors affecting the quality of hybrid MOOC (hMOOC) learning, particularly from a psychological perspective. Thus, based on the 3P model of teaching and learning, this study aims to build a psychological pathway to empirically investigate the indicators of, and their relationship with, hMOOC learning outcomes by examining task value belief and relational quality as presage variables, and learner engagement and knowledge sharing as process variables, leading to learner satisfaction as the product. A self-administered questionnaire was distributed to 750 undergraduate learners with prior experience in hMOOC learning in higher educational institutions of the People's Republic of China (PRC). Confirmatory factor analysis (CFA), path, and mediation analyses were conducted based on structural equation modeling (SEM). The results confirmed the hypothesis that task value belief and relational quality both significantly influenced learner satisfaction in hMOOCs. Task value belief exerted indirect effects on satisfaction through learner engagement. However, it failed to predict satisfaction through knowledge sharing indirectly. Instead, task value belief affected learner engagement first and then knowledge sharing, which finally impacted satisfaction, revealing the linear relationship of TVB[right arrow]LE[right arrow]KS[right arrow]SA. Moreover, relational quality had an indirect effect on satisfaction through both learner engagement and knowledge sharing, indicating the interrelationships of RQ[right arrow]LE & KS[right arrow]SA. Theoretical and pedagogical implications are discussed in the conclusion.

Background: Rural populations in the USA demonstrate a high degree of vaccine hesitancy, particularly surrounding COVID-19 vaccines. Objectives: Following the successful implementation of a COVID-19 vaccination campaign with a rural-based health system in New York state, the goal of this project was to develop a large community-academic partnership with multiple rural-based community organisations to implement an additional COVID-19 vaccination campaign tailored to rural audiences. Methods: Campaign materials were created and refined with several collaborators across multiple ruralbased hospitals, health centres and community organisations. Campaign effectiveness was examined through an analysis of New York state vaccination data. Lessons learned: This project shows that larger community-academic partnerships involving multiple organisations can be achieved and utilised to address complex public health issues such as vaccine hesitancy. Conclusions: Larger and longer-term community-academic partnerships can be leveraged to combat a wide range of public health issues and enable a personalised focus on specific communities.

This study explores the instructional implications of using podcasts framed by a critical media literacy framework in a high school social justice classroom. This 10-week, critical media-framed study examines how eight 16-18-year-old students, taught synchronously on Zoom, engaged in weekly podcast-based lesson activities, selecting podcast episodes as supplemental course texts related to the current classroom topics of study (two episodes per unit topic). Findings indicate that podcasts opened spaces for students to hear various voices, particularly marginalized narratives on controversial topics. Additionally, by engaging in critical media literacy practices, students' own voices were elevated, and students questioned the role of texts in their understanding of the world around them. These findings are of particular value to educators looking to understand the classroom implications of critical media literacy practices and who want to provide counter-hegemonic narratives in their classrooms.

Data donation is a novel approach to collecting digital trace data, where users are asked to download their retrospective data from a platform and share them with the researchers. Little is known about the willingness to donate data and the potential bias that may arise from nonparticipation. We conducted a study among over 900 German Facebook users asking them to donate two data packages. While around 80% of participants were willing to donate their data, only around one-third of them successfully did so. Trust in researchers positively correlates with willingness and donation success, and trust in Facebook is negatively associated with donation success. The framing of the data donation request did not affect the outcomes. We find no difference in frequency of Facebook use between donors and non-donors.

Background: Data sharing improves the value, synthesis, and integrity of research, but rates are low. Data sharing might be improved if data sharing policies were prominent and actionable at every stage of research. We aimed to systematically describe the epidemiology of data sharing policies across the health research lifecycle. Methods: This was a cross-sectional analysis of the data sharing policies of the largest health research funders, all national ethics committees, all clinical trial registries, the highest-impact medical journals, and all medical research data repositories. Stakeholders' official websites, online reports, and other records were reviewed up to May 2022. The strength and characteristics of their data sharing policies were assessed, including their policies on data sharing intention statements (a.k.a. data accessibility statements) and on data sharing specifically for coronavirus disease studies. Data were manually extracted in duplicate, and policies were descriptively analysed by their stakeholder and characteristics. Results: Nine hundred and thirty-five eligible stakeholders were identified: 110 funders, 124 ethics committees, 18 trial registries, 273 journals, and 410 data repositories. Data sharing was required by 41% (45/110) of funders, no ethics committees or trial registries, 19% (52/273) of journals and 6% (24/410) of data repositories. Among funder types, a higher proportion of private (63%, 35/55) and philanthropic (67%, 4/6) funders required data sharing than public funders (12%, 6/49). Conclusion: Data sharing requirements, and even recommendations, were insufficient across health research. Where data sharing was required or recommended, there was limited guidance on implementation. We describe multiple pathways to improve the implementation of data sharing. Public funders and ethics committees are two stakeholders with particularly important untapped opportunities.

This research aimed to investigate the components of digital information fluency (DIF) skills among high school students. The sample comprised 354 teachers from schools supervised by the Office of the Basic Education Commission (OBEC) Secondary Educational Service Area Offices (SEAOs), selected through multiple-stage random sampling. Their opinions concerning student DIF skills were collected via a questionnaire and analyzed using descriptive statistics and a 2nd order confirmatory factor analysis (CFA). Results revealed a high overall level of opinion among technology teachers regarding student DIF skills, with Digital Data Communication (DDC) exhibiting the highest weight ([beta] = 1.00, R[superscript 2] = 1.00), followed by Digital Literacy (DL) ([beta] = 0.97, R[superscript 2] = 0.95), and Digital Information Management (DIM) ([beta] = 0.91, R[superscript 2] = 0.83). This study contributes to the literature by providing insights into the perception of DIF skills among teachers, shedding light on areas of emphasis in digital fluency education. Additionally, it offers valuable implications for curriculum development and teacher training programs aimed at enhancing students' digital literacy in today's information-rich environment.

The current study fills a gap in the current literature by measuring current CES personnel and stakeholders' attitudes toward the use of Podcasts as a tool for information dissemination. By identifying perceived barriers to podcasts by CES personnel and how receptive CES stakeholders are to CES-based podcasts, this study helps to identify important barriers to the development of podcasts, as well as how such podcasts can be best positioned to fulfill the needs and expectations of CES stakeholders. Podcasts have the potential to play a key role as an avenue for information exchange between the CES and its stakeholders. Two separate surveys were employed, one which focused on CES personnel with the second study focusing on CES stakeholders. Participant recruitment took place through email and data analyses utilized SPSS to conduct descriptive statistics and frequencies. Findings indicate that significant difference exist between CES personnel and CES stakeholders when it comes to attitudes and beliefs regarding podcasts as a CES tool.

Purpose: This project explains how students in a graduate-level health literacy and advocacy course can benefit from the design and development of a digital literacy data visualization. Additionally, this study seeks to look into the perceived worth of developing a lesson on digital literacy, health literacy, and data visualization to assist students in fulfilling the duties of Certified Health Education Specialists (CHES®). Methods: The pilot assignment and survey measured competencies based on CHES® Areas of Responsibility: Area IV: Evaluation and Research. Area VI: Communication. Graduate-level students enrolled in the courses (n = 23) were evaluated in the winter semester and spring quarter of 2023. Students responded to questions rating their proficiency and learning experience while participating in a digital literacy and health literacy assignment. Results: Fourteen students (61%) across the two levels started the survey. Ten students (44%) fully completed the survey. A majority of the students reported that at the conclusion of the digital literacy and data visualization assignment, they had a fundamental awareness (basic knowledge) of 10 of the 12 questions. Conclusions: Insight into the degree of proficiency in using data visualization was supplied by the benefit of developing a digital literacy, health literacy, and data visualization course to assist students in meeting the CHES® areas of responsibilities. Recommendations: Since the vast majority of people now receive information through digital media, public health educators must have the communication and technological skills necessary to disseminate fact-based knowledge that may help lessen health literacy access disparities.

This manuscript presents an exploratory mixed-methods case study examining the impact of artificial intelligence (AI) in the form of generative pretrained transformers (GPTs) and large language models on special education administrative practices in one school district in the Northeast United States. AI holds tremendous potential to positively impact administrative practices, reducing the time administrators spend collecting and synthesizing data in special education settings (Center for Innovation, Design, and Digital Learning, 2024; Marino, Vasquez, Dieker, Basham, & Blackorby, 2023). Prior to the case study, a description of systematic data collection, cleansing, and traditional methods of data analysis are presented. This is followed by a discussion of data analysis using GPTs. The importance of data synthesis and effective communication is also included. Finally, the manuscript presents findings from a school district piloting GPTs to enhance administrative effectiveness during staffing considerations, program development, and budget allocation for staff.

Education on sustainability is a crucial goal that requires a transformative shift in teacher education to drive meaningful changes oriented to action. A cross-sectional study with an exploratory design investigated preservice science teachers' perceptions regarding teaching sustainable citizenship, specifically focusing on the climate crisis and earthquakes-tsunamis. The study was conducted in two Chilean universities with similar teacher preparation programs. The team designed a podcast series, which was used and evaluated by the 13 participants through action research. Three group discussions explored their perceptions of the resources, as well as the aims and challenges of teaching sustainable citizenship and the podcasts. We used Grounded Theory steps, including triangulation by the researchers to ensure reliability, to qualitatively analyse the data. The results reveal a constraint on teaching in areas where the participants lacked the necessary preparation and background knowledge as students and preservice teachers. The main challenges were related to interdisciplinarity, the social dimension of socio-scientific issues and context-responsive teaching methods. The perceived aims were the development of students' critical thinking, informed positioning, and encouraging active citizen participation. Preservice teachers found the podcast series to be a valuable new epistemic and pedagogical resource that can support their efforts to teach sustainable citizenship and implement pedagogical strategies. The autonomous usage of the device triggered reflection processes, particularly regarding the human rights perspective, which unveiled the socio-political dimensions inherent in science education. It promoted personal re-positioning as active citizens and educators and empowered them to seek out and pursue the changes needed to reshape future classrooms. We discuss these findings in the context of teacher preparation and the use of educational technology in teacher education.

Several studies have explored the uses and benefits of social media hashtag communities in higher education… Yet, more research is needed to examine communication structures and strategies for personal branding in educational social media hashtag communities. In other words, to understand the dynamics, characteristics, and strategies for faculty, university staff, and graduate students need to brand themselves professionally in social media hashtag communities. This research aims to explore social network structures, dynamics, influencer characteristics, and personal branding strategies of the #AcademicTwitter online community. X (formerly known as Twitter) data on #AcademicTwitter from 2021 were retrieved and analysed using social network and quantitative content analysis. Our study found that most of the recurrent users in the community were scholars (faculty and researchers) predominantly from the STEM field. However, the most influential users were media/fan pages (a profile account created for different purposes such as sharing tips in academia, publishers, etc.) and other professionals (freelancers or university staff). Our research sheds light on the current practice of disclosing specific teaching and research interests or expertise in social media bio profiles for personal branding, especially among scholars. Unique communication contexts such as social media hashtag communities still bring challenges to the dissemination of information, relationship building, and personal branding strategies. Our results also provide recommendations for scholars (faculty and researchers), graduate students, university staff, and practitioners to improve communication practices and personal branding strategies on social media hashtag communities.

This research investigated the relationship between school principals' toxic leadership behaviors and teachers' perceptions of organizational gossip using the relational screening model. The sample consisted of 276 teachers selected through a simple random sampling method from public schools in Sakarya province. The Toxic Leadership Scale and Organizational Gossip Perceptions Scale served as data collection tools. Data analysis revealed that teachers' perceptions of toxic leadership and organizational gossip did not statistically differ based on gender or professional seniority. However, perceptions varied according to the school type in which they worked. The study found a positive relationship between teachers' perceptions of school principals' toxic leadership behaviors and levels of organizational gossip. Toxic leadership is a significant predictor of organizational gossip. The findings underscore the need for more research on the relationship between toxic leadership and organizational gossip, emphasizing the importance of reinforcing these results with qualitative studies.

Home-school communication is fundamental to parent involvement and student success. This essay and discussion article outlines the broad range of opportunities currently available for teachers to communicate with parents and associated strategies. The most frequent one-way modes of communication used with parents are discussed (websites, newsletters, email, texts, apps, report cards) as well as popular two-way interaction strategies (phone calls, home visits, parent-teacher conferences, virtual meetings). Key barriers to parent-teacher communication are also discussed, including racial stereotypes, language, teacher training, technology, and time, as well as the potential impact of a pandemic. Future directions for research in the area of school-home communication are also proposed. Ultimately, every communication exchange between teachers and parents occurs within the context of what has gone before and sets the stage for future interactions.

What is power? What is knowledge? What is the link between power and knowledge? This paper interrogates the relationship between knowledge and power in the context of Guinea's epidemic crises and political events. It draws on observational data collected during the Ebola epidemic (2013-2016), the COVID-19 pandemic (2020-2022), and the ongoing military transition in the country since September 2021. The article first looks at the conception of the relationship between power and knowledge in decolonial literature and the writings of Amadou Hampâté Bâ. The text then describes this relationship in the context of the Ebola and COVID-19 epidemics, and in the ongoing political transition. Finally, the analysis provides an epistemological reflection on knowledge-situated in Guinea to rethink the conceptual and empirical research perspective on the production and circulation of (academic) knowledge in the country's knowledge ecology.

The pedagogical competency of preschool teachers is critical in shaping the learning path of young learners in today's world. Modern early childhood education, by focusing on the development of crucial skills like teamwork, innovation, and problem-solving, lays the foundation for long-term learning and success. This research delved into the shift in global research outputs over time, spotlighted significant contributors including publications, authors, and countries, and surveyed the prevalent themes discussed. From 1993 to 2023, 1163 out of 2034 papers from the Scopus database were analysed. A quantitative bibliometric approach was utilized, rooted in the 7C-21 framework, using with the PRISMA model to assure a structured and exhaustive review process. The findings indicated a rising emphasis on promoting pedagogical competency in early-grade teaching force, as seen through increased scholarly contributions. Principal contributors, such as journals, authors, and countries, play a pivotal role in encouraging collaboration and the spread of knowledge. The research underscored the necessity for holistic training programs for 21st-century preschool teachers, spotlighting themes like early childhood educator training and the cultivation of pedagogical competence. The study also documented a transition towards practices driven by evidence and cutting-edge methodologies to meet the ever-changing learning requirements of young learners.

Objectives: The main objective of this study is to understand the factors that encourage the use of mobile ebooks among mathematics postgraduate students. Method: This study employed a qualitative case study approach. Eight mathematics postgraduate students from the algebra research group participated in the study. Data were collected via interview and analyzed by using constant comparative analysis. Results: Utilitarian, cognitive, affective, social norm, and content qualities were the main factors influencing the use of mobile ebooks among the participants. Conclusions: Mobile ebooks are easy to use and provide a meaningful platform to find information. In addition, the mobile ebook provides instant access to new information with a single finger click, thus enabling students to extract the needed information and make constructive comparisons on the subject matter. Theory and/or Practice Implications: Results expand understanding of the factors that motivate the use of mobile ebooks for learning activities among mathematics postgraduate students. In addition, the study also provides support for institutions planning to incorporate mobile ebooks as an important reference material for postgraduate learning and research activities.

Data collection, use, leveraging, and sharing as a business practice and advantage has proliferated over the past decade. Along with this proliferation of data collection is the increase in regulatory activity which continues to morph exponentially around the globe. Adding to this complexity are the increasing business disruptions, productivity and revenue losses, settlements, fines, and penalties which can amount to over $15 million, with many penalties now being ascribed to the organization's leadership, to include the Board of Directors (BoD), the CEO and members of the senior leadership team (SLT). Thus, boards of directors can no longer ignore and in fact must embrace data privacy as a critical part of doing business in the digital world. In fact, not embracing data privacy as a critical part of their strategy, not only puts their stakeholders and stockholders at risk, but also places the future success of their organization in jeopardy. Additionally, increasingly through legal, regulatory, and normative occurrences, Boards are being pressured into taking a more active role in the data privacy activities in their organizations. Therefore, it behooves the BoD to be proactive vice reactive toward their data privacy endeavors.

Post-truth messages have been present in our society for centuries, but their prevalence has become greatly exacerbated in recent decades due to the ease in which they can be disseminated throughout society. Neoliberal entities carefully craft these messages to accomplish economic goals and employ nefarious tactics when disseminating them. This can result in cognitive overload and temporal discounting for recipients such as students, a group that is especially susceptible to believing and internalizing these messages. These messages can have harmful effects on the mission of the university because they interfere with the pursuit of truth. However, despite the challenges these messages present, critical communication pedagogy presents a means by which young people can learn to interact with these messages in a calm and reasoned way. Well-reasoned dialogue about these messages can have the effect of better meeting the Communication discipline's goal of utilizing pedagogy that evaluates messages to effectively judge their meaning and veracity. When students learn to overcome the cognitive overload and temporal discounting that post-truth messages create, they can begin to resist them and enact meaningful change in society.

Knowledge sharing is the social interaction through which individuals exchange their tacit and explicit knowledge with others. Tacit knowledge comes from experience, talent, and reflection and is difficult to formalize, transfer, and communicate to others. Conversely, explicit knowledge is formalized, codified, and easier to transmit. The study focused on four organizational conditions associated with knowledge sharing: culture, training, strategic clarity, and information technology support. Although the relationship between organizational conditions and knowledge sharing has been investigated, few studies have examined whether organizational conditions impact tacit and explicit knowledge sharing. In this research, 270 participants were surveyed, belonging to companies in the financial sector in Colombia. It was found that explicit knowledge had a significant positive relationship with strategic clarity, organizational culture, training, and information technology support. Tacit knowledge correlated significantly only with organizational culture and was unrelated to strategic clarity, training, and information technology support. Based on the results, a model that includes these four organizational conditions is a good predictor of the two types of knowledge sharing: tacit and explicit. Additional research on information technologies that facilitate the sharing of tacit knowledge is recommended. Studies are also suggested on which strategy elements can be considered tacit and the mechanisms to facilitate their successful sharing.

The European Youth Strategy and its tools are pivotal instruments within the European Union policies framework to meet the varied needs of young citizens while fostering a sense of European citizenship. However, the extent of those tools' impact lacks empirical evidence in the existing literature. To address this gap, we employed a quasi-experimental post-test design with both intervention and control groups across four countries. Underpinned by the Social Cognitive Theory, our research aimed at unveiling insights into the effects of an intervention focused on raising awareness about the European Youth Strategy as part of an EU project on the participants' European citizenship self-perceptions. The intervention consisted of workshops and informational sessions aimed at enhancing participants' understanding of the European Youth Strategy. Using an adapted Global Citizenship Scale, we conducted an online survey among 1403 individuals aged 18 to 24 with mixed results. The results showed varied outcomes, ranging from positive effects in Slovakia to neutral effects in Romania and Hungary and negative impacts in Bulgaria. Females tended to respond more positively to the intervention than males, though this was evidenced primarily in Hungary and Slovakia. These findings suggest that country-specific cultural and contextual factors play a crucial role in shaping the effectiveness of such interventions. Consequently, our research offers crucial comparative data for evaluating European citizenship projects, presenting nuanced insights into the targeted EU member states. It contributes to the limited empirical literature on the impact of the European Youth Strategy and underscores the need for more targeted, contextsensitive approaches in promoting European citizenship among youth. Future research should consider longitudinal designs to capture long-term effects and investigate further the mechanisms behind the observed gender differences.

There is currently little research on the use of podcasting as a learning tool in the tertiary-level foreign language classroom. Here we attempt to partly fill that gap through a multiple case study of three university teachers who use this technology in their courses in Spanish as a foreign language. We obtained data for analysis primarily in two ways, through individual interviews with the teachers on two separate occasions and by compiling a corpus of all the podcasts (227 in total) the three teachers had used in their classes, most of them student-created. Given this last fact, our analysis focuses especially on the creation of podcasts by students and the teacher's role in the process. Our findings show that podcasting as an educational tool can offer significant benefits for language learning. Student-produced podcasts, in particular, provide students with a context to practice their foreign language speaking skills, but reading and writing skills are also heavily engaged in the process of writing a script for what they will say in their podcast. The production of podcasts can also be highly motivating for students if the final product is posted online on an open-access host site; this means that native speakers of the target language could be among the potential listeners. On the downside, the process of having students produce podcasts requires considerable time and preparation on the part of both teachers and students, and students who are shy or less comfortable with technology may find the task challenging.

The COVID-19 pandemic challenged education systems as a whole, which had to act on emergency and without previous experience. The aim of this study is to examine the Spanish Government's response to the lockdown scenario through social media and the current (post-pandemic) activity. We collected the Twitter output of the 11 accounts linked to educational and cultural bodies and institutions of the Spanish Government and the interaction of citizens with them. We undertook analyses of social media output in pandemic and post-pandemic times. At the same time, we conducted a content analysis of the 126 tweets posted during the pandemic that had the greatest impact. The results point to increased production during the pandemic and a peak in interactions during the period of strict lockdown. The qualitative analysis reveals that Twitter is mainly used as an information and unidirectional communication board, where the Spanish Government's commitment to resources and tools based on open licences stands out, offering alternatives for Education in times of COVID-19, mainly to teachers. Finally, the analysis has allowed us to identify elements of success in social media communication.

Social networks have grown rapidly in recent years, enabling the application of social web technologies to the scientific process and creating platforms that enhance communication between researchers. The aim of this research is to go one step further and investigate whether the use of more general social networks, such as Twitter (currently X) or Facebook, is also becoming more widespread for scientific research, thus contributing to the visibility of scientists and their collaborative networks. Social media analysis is carried out using the Brandwatch platform to assess the use of generalist social networks in research, and compared with the use of scientific social networks through an online survey of university professors. The resulting conclusions show that scientific mentions in networks are rare and that, despite the importance of researchers having a profile in a social network, which allows them to give greater visibility to their results and receive feedback from their colleagues, many of them are still unaware of its usefulness.

This practice report provides an overview of a podcast series designed to support first-year student transition to university and promote wellbeing and belonging. The podcast was established in 2017 in a compulsory first year law subject (Legal Institutions and Methods) at La Trobe University, Australia. The podcasts record interviews with students who have recently completed the subject and are designed to (a) give interviewees an opportunity to reflect on their experiences and (b) provide advice to future commencing law students (i.e., their peers). The podcast is a form of peer-to-peer mentoring that requires a relatively small investment of resources and provides on-demand support to students as they commence their law studies. The concept is readily adaptable to other disciplines.

There has been a call to amplify the scholarship of teaching and learning (SoTL) and expand its reach by engaging with audiences outside the academy. In this paper, we share our journey in crossing disciplinary boundaries and creating a SoTL-informed infographic for public consumption. As the field of SoTL continues to evolve, infographics hold tremendous potential to communicate SoTL to various stakeholders, including educators, students, administrators, policymakers, and the public. We outline best practices in infographic development and the potential of infographics as a tool for taking SoTL public, emphasizing their visual appeal and effectiveness in conveying complex information. We conclude by discussing the implications of using infographics to advance SoTL communication. The efforts of our group serve as a valuable example of how infographics can be used to bring SoTL knowledge out of academia and into the public domain.

In order to demonstrate the effect of using podcasts on the development of A1 level students' oral reading, reading comprehension, pronunciation skills, and related discriminative listening skills of Turkish learners abroad, an 8-week podcast-supported listening practice was conducted with a group of 12 participants learning Turkish as an elective course at a university in Central Europe with the aim of improving discriminative listening skills. In this single-group quantitative design research, pretest and post-test were conducted, and the data sources were the Turkish Language Teaching as a Foreign Language A1 Level Discriminative Listening Skill Test and the discriminative listening worksheets were used in the skill development application process. As a result of the research, it was determined that the use of podcasts is effective in improving the discriminative listening skills of those learning Turkish as a foreign language at the A1 level abroad.

Communication through social media is a phenomenon whose relevance has involved the consideration of online discourse in the language teaching context. This article explores the functionality of Twitter (now called "X") for science dissemination within the teaching and learning of English as a foreign language. To do this, 100 tweets from the accounts @WWF and @Greenpeace were gathered and analysed from the perspective of digital discourse analysis and communicative language teaching. I argue that using these tweets encourages the development of key competencies, provides room for the practice of integrated skills, and enhances the application of 21st-century skills. Conclusively, science dissemination tweets may be considered adequate for teaching and learning English.

Background: Knowledge brokering by intermediary organizations includes knowledge distillation processes (e.g., synthesis, translation). Aims and objectives: This article explores how an educational intermediary performs research distillation when creating virtual knowledge reservoirs for educators. Methods: The authors use qualitative data from semi-structured interviews, coded to consensus, and thematically analyzed. Findings: During synthesis, intermediaries apply a "research lens" to evaluate the credibility of the evidence. During translation, they rely on their experience as educators to share evidence in a non-academic voice and generate "turnkey" strategies. Discussion and conclusion: The article considers the knowledge brokering pipeline fallacy and examines the potential of ongoing processes for improving the effectiveness of intermediaries with the aim of diminishing research-practice and research-policy gaps in education.

Postsecondary education enrollment is declining across the United States. The U.S. Department of Education's Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) initiative focuses on increasing the college-going rate of students living in low-income neighborhoods through targeted university-community partnerships (UCPs). Here, we reflect on our program's use of a community-based participatory research (CBPR) approach to explore family postsecondary perspectives during the pandemic with the goal of developing community-level interventions. We outline the implementation of this approach in defining community, sharing planning power with partners, and responsive sampling. Reflection on the relevance, inclusion, and value of CBPR in education research is included.

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.

Research suggests that reading compliance among higher education students is low, warranting enhancement of educational practices to support reading, especially for students enrolled in health professional programs. Researchers used a cross-sectional study design to explore the effects of a learner-generated podcast assignment as a reading supplement in occupational therapy education using two different survey instruments assessing student perceptions and learning styles. Forty-three Occupational Therapy Doctorate (OTD) students participated in this study. Descriptive statistics indicated positive attitudes towards creating and preparing the podcasts but remained mostly neutral towards listening and watching podcasts. Tukey's HSD test for multiple comparisons detected tactile learners on average completed less readings (40%) compared to visual and auditory learners (60%-70%), with a significant difference (0.05) between visual and auditory learners. Learner-generated podcasts present an opportunity to enhance student learning, but further research is needed to determine the best educational practices.

The study focuses on the preservation and transmission of Gannan Tea Picking Opera knowledge after the Cultural Revolution in 1949 using qualitative research methods such as interviews and observations with seven key informants. The following findings were obtained, which can be divided into three distinct periods: The tortuous development phase from 1949 to 1966 marked significant growth and development, with the establishment of specialized schools and the implementation of the "three reforms" contributing to knowledge transmission and preservation. The survival dilemma period from 1966 to 1976 during the Cultural Revolution imposed constraints on artistic expression, but the return of artists from rural areas and their role in recruiting apprentices supported the continuity of Gannan Tea Picking Opera. Finally, the Ganzhou Gannan Tea Picking Opera Troupe and educational institutions contributed to the revival of this traditional art form during the period of rebirth from 1976 to 2023. Retired artists continue to play a vital role in knowledge preservation and dissemination, reflecting the enduring resilience of Gannan Tea Picking Opera.

Genome Sciences Education Outreach (GSEO) has developed innovative programs that bring leading-edge science to teachers and students in K-12 schools. Disseminating educational materials equitably and accessibly to teacher stakeholders to maximize reach and impact is challenging for many programs. Traditionally, programs connect materials with teachers through local networks, in-person professional development sessions, and at regional and national conference presentations. The need for curricular changes in 2020 spurred the proliferation of online and digital educational materials and professional development opportunities. These digital materials--now available to a worldwide audience--require a shift in dissemination strategy to enhance the potential reach of these materials both locally and nationally. This manuscript reports a case study of a dissemination approach, to create a collaboration between GSEO and CommLead (the communications master's program at the University of Washington) to promote education materials developed by the publicly-funded Genes, Environment and Me Network (GEMNet) program. This manuscript describes the development and the ad hoc implementation and evaluation of a social media campaign to expand the reach of the GEMNet curricula. With a targeted social media campaign on Facebook, GSEO was able to dramatically and affordably increase the reach of the GEMNet curricula and expand the potential impact and utilization of educational materials to a nationwide teacher audience, highlighting the potential for other similar collaborations to efficiently enhance the dissemination strategy of other education outreach programs.

Global health emergencies often lead to a proliferation of health-related research and resultant data, which is shared across borders to help control the outbreak of disease and support decision-making regarding public health interventions. However, efforts to share data can be hindered by diverse international ethical and legal frameworks. The frameworks aim to govern coordinated processing, sharing and transfer of health data across borders thus placing burdens on researchers who are willing or obligated to share data. In this paper, we investigate ethical values and legal principles that can be applied to ensure a more streamlined approach in the governance of cross-border health data sharing during global health emergencies. A scoping review approach was used to better understand emerging evidence about issues related to the ethical and legal governance of cross-border health data sharing. We first highlight the challenges of sharing health data across borders. We then discuss how the challenges might be overcome through the application of ethical values and legal principles that have been identified in literature. This is followed by a proposal for possible ways of streamlining the governance of health data sharing from ethical and legal perspectives in a bid to better prepare for future global health emergencies and promote the responsible sharing of health data.

Information flow is one of the three main flows of supply chains. It is an abstract concept that can be challenging for students to grasp in its entirety. This article describes a role-playing game for teaching the topic of information flow in an undergraduate supply chain management course. The game allows students to simulate receiving and fulfilling customer orders by playing five roles within a manufacturing company. Students use "TagScan," an augmented reality barcoding and logistics system launched by a technology company in western Canada, to track information throughout the game. Pre- and postsurvey results demonstrate the effectiveness of the proposed game in helping students visualize abstract course concepts and understand the types of information being tracked, the available information transmission technology, and the dynamics of information flow in a supply chain. Students were actively engaged in this in-class activity and responded positively to the learning-by-gaming experience.