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Background: Space travel is experiencing a renaissance with expanding commercial and international efforts. Space surgery will have growing relevance as mission frequency and distances increase beyond low Earth orbit. Methods: This white paper from the SAGES Space Surgery Task Force raises awareness among the SAGES membership regarding the challenges and opportunities surrounding this emerging field that anticipates surgical care in the most extreme, austere environments. Results: Innovation in technology and preventive medicine principles will enhance the effectiveness of space surgical care when the need arises. The impact of advancements in space and terrestrial medicine to support space exploration indicates the need for a surgeon to oversee medical/surgical invasive treatment to ensure astronaut health and mission success. Advanced technology, including semi- and autonomous robotic systems, may be a preferred way to deliver this care in the foreseeable future. There is currently a need to develop training curricula and flight-compatible supplies and technology for physicians that deliver surgical care to this special patient population. The protocols and technology developed to address the unique challenges of space travel will provide value for care in space as well as in extreme, austere terrestrial environments on Earth. Conclusion: Space surgery will continue to evolve as commercial and government programs explore further into space. The SAGES Space Surgery Task Force is favorably positioned to significantly contribute to addressing some capability gaps in delivering surgical care in space. [ABSTRACT FROM AUTHOR]

The history of subjects is often told analysing notions of knowledge in historical reforms, policies, curricula, and textbooks. In this article, we analyse student papers from 1968, focusing on their responses to the topic 'Social distinctions and prejudices in Denmark'. The students present a number of concepts and categories of social differences and prejudices, depict a contemporary problem, refer to theoretical or categorical frameworks, provide a historical account, state bold claims and/or present conceptual definitions. Then, by giving different examples from their everyday life and by establishing some form of line or structure in their writings, they form an argument or narrative. They do this by using—we assume—information from their textbooks, from what have been discussed in teaching, in the public debate, and in the students' homes. The student papers not only passively reflect but are part of the ongoing constitution of the subjects and subject matter, during a period of tremendous educational change. [ABSTRACT FROM AUTHOR]

The AUD2IT-algorithm is a tool to structure the data, which is collected during an emergency treatment. The goal is on the one hand to structure the documentation of the data and on the other hand to give a standardised data structure for the report during handover of an emergency patient. AUD2IT-algorithm was developed to provide residents a documentation aid, which helps to structure the medical reports without getting lost in unimportant details or forgetting important information. The sequence of anamnesis, clinical examination, considering a differential diagnosis, technical diagnostics, interpretation and therapy is rather an academic classification than a description of the real workflow. In a real setting, most of these steps take place simultaneously. Therefore, the application of the AUD2IT-algorithm should also be carried out according to the real processes. A big advantage of the AUD2IT-algorithm is that it can be used as a structure for the entire treatment process and also is entirely usable as a handover protocol within this process to make sure, that the existing state of knowledge is ensured at each point of a team-timeout. PR-E-(AUD2IT)-algorithm makes it possible to document a treatment process that, in principle, does not have to be limited to the field of emergency medicine. Also, in the outpatient treatment the PR-E-(AUD2IT)-algorithm could be used and further developed. One example could be the preparation and allocation of needed resources at the general practitioner. The algorithm is a standardised tool that can be used by healthcare professionals of any level of training. It gives the user a sense of security in their daily work. [ABSTRACT FROM AUTHOR]

Topological interlocking assembly (TIA) and computational architecture treat form as an emergent property of a material system, where the final shape results from the interplay of geometries and geometric interdependencies influenced by contextual constraints (material, structure, and fabrication). This paper posits that TIA is an ideal pedagogical tool for introducing students to computational architecture, and its theoretical foundations and design principles. Specifically, defining TIA as a material system provides a robust educational approach for engaging students with computation; fostering design processes through bottom-up, hands-on investigations; expressing design intents as procedural logic; understanding generative geometric rules; and exploring the flexibility of parametric variations. The methodology is detailed and illustrated through a design workshop and study unit from the Bachelor's and Master's programs at the Faculty for the Built Environment, University of Malta. Four case studies of TIA—of tetrahedra, cones, octahedra, and osteomorphic blocks—demonstrate how these exercises introduce students to computational thinking, parametric design, and fabrication techniques. This paper discusses the advantages and limitations of this pedagogical methodology, concluding that integrating computational architecture in education shifts students' design processes to investigation and innovation-based approaches, enabling them to address contemporary design challenges through context-driven solutions. [ABSTRACT FROM AUTHOR]

United Theological College is one of the oldest and largest ecumenical institutions in Southern Africa. The institution brings together six Protestant churches in Zimbabwe. For years, the institution produced competent theologians. Unfortunately, these theologians drunk from some foreign theological calabashes whose contents are divorced from the Zimbabwean realities. The College had been clinging to the Western, far distant, and neighbouring African theologies and theologians for its curriculum forgetting to scratch where Zimbabweans are itching. This collection of different theologies into one combination was an attempt by the College to equip students with diversified theologies from different sociopolitical, economic, and religious environments, ignoring that the context is divorced from Zimbabwe's milieu. This paper sought to invoke the institution's continual addressing of contextual theological issues using borrowed theological epistemologies. Using a decolonial framework and qualitative research methodology, the paper challenged the institution to decolonise its curriculum by liberating it from armchair theories of foreign God talk. Structurally, the paper discussed the theoretical framework, methodology, and identity of the College and proceeded to present the curriculum of the institution and the findings from the interviews with special reference to four modules. The paper stressed that the perpetual pontification of foreign theological themes by the institution will continue to create theologians whose heads and the body are separated. The conclusion challenged the College to decolonise its curriculum and advocate for a theology that speaks with the language and idioms of the Zimbabwean milieu regardless of the challenges associated with the move. This paper contributes significantly to scholarship as it challenges United Theological College to use relevant resources to do theology. [ABSTRACT FROM AUTHOR]

Today, as more and more people enroll to higher education, educational authorities, and institutions continually need to update their curricula and to find alternative and innovative ways to support the active participation of learners. Student Response Systems (SRSs) have become one of the most common tools used in today's classrooms. Along with the development of technology, several online tools were provided to a sample of teachers in order to conduct an assessment within the classroom environment as an alternative to classic SRSs. "Kahoot!" is one such tool used within the educational setting. The purpose of this study was to reveal the effects of using Kahoot! on preservice teachers' academic achievement, as well as on their retention when Kahoot! was used as a formative assessment tool. This quasi-experimental study was conducted with 91 preservice teachers during the fall semester of the 2019–2020 academic year. Data were collected via three quizzes, a midterm exam, and a retention test. The study's results indicate that the students who were applied paper-based quizzes had higher exam and retention test scores. [ABSTRACT FROM AUTHOR]

Traditional engineering education (Eng. Ed) has received criticism for restricting student learning and experiences to practical skills development while ignoring the significance of fostering cognitive skills that encourage higher order thinking, criticality, and self-reflexivity. Imaginative education (IE) has emerged as a consideration for replacing such skills focused engineering curricula with interactive, engaging, and student-centered pedagogical approaches. However, existing literature on the topic as well as Egan's (1997) own explanation of the five stages of understanding (somatic, mythic, romantic, philosophic, and ironic) are mainly focused on K-12 contexts, leaving limited resources and insights for higher education contexts. This calls for theoretical and practical expansion of the topic where development and implementation of IE-informed Eng. Ed for adult engineering students remain the focus. To respond to this call, this conceptual paper focuses on two main points. First, it attempts to unpack the theoretical underpinnings of the five stages of IE to understand what each stage means for educators and learners in higher education engineering contexts. Second, after outlining the challenges that traditional Eng. Ed is facing in a globalized world today and the initiatives from the field to address them, it discusses the promises IE can bring to make Eng. Ed more effective, inclusive, and relevant. Overall, the intention in this paper is to turn to the theoretical tensions that may emerge when considering IE as an approach to re-imagine and expand Eng. Ed. [ABSTRACT FROM AUTHOR]

The interrogation of often unintended practices of marginalisation has gained focus in research on mathematics teaching and mathematics teacher education throughout the last decades. In this introductory survey paper, work against marginalisation in these contexts of mathematics education is viewed in terms of work towards equity, diversity and inclusion. Based on this interpretation, we present a framework on awareness and practice of equity, diversity and inclusion in mathematics teaching and mathematics teacher education research. We then use this framework and a survey method of mapping review to identify and comment on a selection of studies. As a result, we illustrate three research moves towards equity, diversity and inclusion, in the form of interconnected themes: (1) Widening the understanding of the mathematics and the mathematics education curricula (2) Improving the practice and discussion of mathematics teaching (3) Unpacking ideologies in mathematics teaching and mathematics teacher education. We finally examine the themes and the special issue papers together to foreground commonalities regarding awareness of discriminatory discourses and practices of creating and distributing opportunities for all groups, including those historically and currently marginalised. Despite the important increase of equity-driven principles of awareness, we conclude that mathematics education research on teaching and on teacher education needs more examples of practices whose development has been proved to challenge marginalisation. [ABSTRACT FROM AUTHOR]

Purpose: This paper presents a qualitative systematic review of Swedish research on vocational education and training (VET) at the upper secondary school level over the past 20 years. The review is based on a theoretical model on curriculum making as social practice that may serve as model for comparative studies between countries. By introducing the model, the ambition is to open for new perspectives on VET curriculum in policy and practice. Questions regarding key themes and the interplay of discourses and processes across multiple sites in the education system have not been addressed in previous systematic reviews of Swedish VET research. Methods: The methodological approach in the present paper is a qualitative systematic research review with an integrative and interpretative purpose and research design. The qualitative review is based on the conceptual model of curriculum making as social practice, seeking to capture the inherent complexity and porous boundaries of education systems and movements of ideas, discourses and actors between sites of activity. The model is used for mapping the research, and a content analysis for identifying main themes and emphases and exploring and discussing the potential gaps that may inform future international research studies. Findings: The results show that the research is focused on the micro and nano sites of curriculum making, with connections to macro site activities of national curriculum policy enactment. Research focusing on the macro site of activity has an emphasis on national policy and policymaking regarding the relationship between academic and vocational knowledge/programmes and apprenticeship and employability. In the micro and nano sites of activity – which comprise the majority of the research – the main themes are vocational knowing and identity, teaching, learning and assessment practices and work-based learning. Conclusion: An observation is the absence of principals and middle leaders as actors and informants in the studies. There is little evidence of actors moving between sites of activity and the meso site of activity only comprise a very small part of the research. In this respect, there is a potential gap to be explored, not least regarding how local curricula and syllabi are made and shaped in terms of the influence of representatives from local authorities, companies, trade unions, employer associations, universities and regional agencies. Curriculum making as social practice has the potential to be used for comparative international studies and as a framework that takes national differences in VET education systems into account. [ABSTRACT FROM AUTHOR]

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Following trends in entertainment streaming services, online educational platforms are increasingly offering users flexible "on-demand" content options. It is important to understand how the timing of content release affects learning behaviors and firm revenue drivers. The current research studies over 67,000 users taking a marketing course before versus after a natural experiment in which the platform switched the course from a scheduled weekly-release format to an on-demand format with all content immediately available. The switch to on-demand positively impacted short-term firm revenue by increasing the number and proportion of certificate-paying users, suggesting that on-demand content can attract a broader set of consumers who value flexibility. On the downside, the switch resulted in users exhibiting lower lecture completion rates and quiz performance and taking fewer additional business courses on the platform, representing a long-term cost. The results were robust to propensity score matching and stratification. The analyses also revealed that on-demand content enabled learning patterns that deviated from a standard evenly paced schedule, including "strategic" binge learning and stretching out engagement past the recommended course period. Thus, while on-demand formats can boost revenues by bringing in more paying users, managers must consider new strategies for maintaining performance and engagement levels within these environments. [ABSTRACT FROM AUTHOR]

Over the last two decades, numerous studies have highlighted the significance of integrating sustainability into higher education. Consequently, there has been a growing interest in the literature on engineering education for sustainable development, emphasizing the inclusion of this concept within engineering curricula and recognizing the pivotal role that engineers play in achieving the sustainable development goals. Therefore, sporadic engineering faculties worldwide have begun acknowledging and assessing issues related to sustainability in their curricula. As several methods have been employed to assess its inclusion, the aim of this paper is to review the various methods used to gauge how sustainability is incorporated in their respective engineering curricula. We carried out a systematic review of the literature regarding sustainability as assessed specifically in engineering curricula using the Scopus and ERIC databases. We applied PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) methodology and, as a result, 30 papers were included. The results produced 14 methods with the articles highlighting existing limitations. Therefore, the authors recommend the combination of at least two of the methods to efficiently evaluate sustainability in engineering curricula. [ABSTRACT FROM AUTHOR]

In this paper, we determine the structure of the unit groups of the semisimple group algebras of non-metabelian groups of order 144. Up to isomorphism, there are 197 non-isomorphic groups of order 144, and only 28 are non-metabelian. Mittal and Sharma [19] studied the unit groups of the semisimple group algebras of non-metabelian groups of order 144 that have exponent either 36 or 72. In this work, we characterize the unit groups of the group algebras of non-metabelian groups of order 144 having exponent 12 and 24. This paper completes the study of the unit groups of the group algebras of non-metabelian groups up to order 144. [ABSTRACT FROM AUTHOR]

This study investigated the effect of students’ use of AI in research through the lenses of Practical Research (PR) teachers. The Senior High School curriculum has PR1 (Qualitative Research) and PR2 (Quantitative Research), where students are expected to conduct, write, and eventually defend their research. Through an interview, the participants shared how plagiarism and academic honesty are taught in their respective research classes. They also discussed how the responsible use of AI, and technology in general, in research, is emphasized. The pros and cons of students’ use of AI in writing research and the challenges that come with its emergence were also identified. It was found that the most commonly used AI by students are those that help them paraphrase ideas they want to cite in their papers, as students find it difficult to contextualize their ideas in writing. On the use of AI-writing assistants, it was observed that the PR teachers had mixed sentiments on its utilization in research. However, all of them were aware of both the beneficial and detrimental effects that it may put forth. As such, they also shared the positive and negative implications of such usage and how they determine whether student submissions were AI-written. Although no student admitted using AI to write their paper, the PR teachers were very honest in saying that they find it difficult to verify whether AI writes the submissions they are getting. In response to the findings, policy recommendations were offered to serve as a guide or basis for the teaching of the responsible utilization of AI in schools. [ABSTRACT FROM AUTHOR]

This article critically examines the intersections of translanguaging, raciolinguistics, and curriculum studies within the context of Latin America. It interrogates how dominant discourses and practices perpetuate coloniality and linguistic hierarchies in the region. Through an analysis of a special issue of the Journal of Curriculum and Pedagogy, the paper explores how emergent scholarship challenges the hegemony of Global English and disrupts colonial narratives embedded in national educational policies. By theorizing curriculum at the intersection of translanguaging, raciolinguistics, and sociopolitical contexts, this article advocates for a counter-curriculum that prioritizes the epistemic agency of historically excluded communities. Translanguaging practices emerge as a form of resistance, underscoring the role pedagogy plays in subverting dominant language ideologies. They challenge Eurocentric ways of knowing by advancing inclusive pedagogies rooted in local knowledges and linguistic diversity. Ultimately, the article advocates for a decolonial curriculum that prioritizes linguistic autonomy, cultural pluralism, and epistemic justice in Latin America and beyond. [ABSTRACT FROM AUTHOR]

Internationalisation of the curriculum (IoC) is typically approached very differently across national, institutional and disciplinary contexts. This paper reports on research on internationalisation of the curriculum in Latin America and discusses its potential to provoke disruptive innovation in higher education internationalisation. Traditionally, approaches to internationalisation of the curriculum in Latin American universities have been focused almost solely on student mobility programs. The research reported in this paper was conducted by a project team from Brazil and Australia in 2021–2022. A qualitative methodology was used. Methods included a tri-lingual literature review of scholarly publications on curriculum internationalisation in English, Portuguese and Spanish and a modified e-Delphi methodology with a panel of experts comprising international higher education scholars and practitioners working in Latin America (and conducted in Spanish, Portuguese and English). The purpose of the research was to identify ways in which existing approaches to internationalising the curriculum in Latin America might be enhanced in order to provide more students with opportunities to develop international perspectives and intercultural knowledge and skills. The research found that there is significant potential to achieve this outcome if the process of internationalising the curriculum is approached as a long-term project involving complex collaborative boundary work. [ABSTRACT FROM AUTHOR]

The paper analyses global online labour platforms (OLPs) through the lens of the Expansive‐Restrictive Learning Environments framework. The framework articulates a set of structural factors that enable or constrain workplace learning and development. The paper draws on multistakeholder, mixed‐method empirical data to illustrate how OLPs are emerging as learning environments, where new and reconfigured skills, learning practices, and new forms of learning support emerge in response to the radically distributed and fragmented nature of this work. Against portrayals of OLPs as places of deskilling work devoid of learning opportunities, the paper contributes a more nuanced understanding of the duality of OLPs as simultaneously restrictive and expansive. Three dualities of OLPs emerge from the study: (i) their espoused vision restricts organisational support for workforce development, yet stimulates self‐directed learning; (ii) their enacted workplace curriculum is patchy and opaque, yet offers novel structural features supporting learning and development; (iii) workplace learning practices in OLPs are autonomous, yet not atomised. The paper illustrates how structure and individual agency interact in OLPs to create and configure learning opportunities for workers and informs practitioners about the current learning and development features and practices in OLPs. [ABSTRACT FROM AUTHOR]

The important role of schools in supporting children experiencing bereavement is established, yet less is known about how school curricula include death as part of life and this limits our understanding of the systemic structures that shape children's knowledge and experience of death. To address this gap, this paper discusses an analysis of the Scottish curriculum to explore the extent to which death features in compulsory education for children aged 3 to 15 years. The findings show that whilst death is present across the curricula, certain types of 'knowing' death are promoted, largely situated across religious teaching, which may limit children's engagement with the multiple and complex ways in which death features across individual, social, physical, and relational domains. By integrating the concepts of death systems and death ambivalence, the paper develops new knowledge on the interplay between curricula and sense making around death in children's lives that has practical utility. [ABSTRACT FROM AUTHOR]

Given limited investigation into the state and status of physical education policy research internationally, we suggest there is a need for a more comprehensive empirical review of physical education policy research internationally to inform a future research agenda. The purpose of this scoping review is to map the international peer-reviewed empirical literature detailing policy research in school-based physical education between 2010 and 2020 to understand and make recommendations for extension, where appropriate, of the conceptual boundaries of how to 'do' policy research in this field. We followed a three-phase approach to the scoping review: (i) identifying relevant sources; (ii) charting of sources; and (iii) reporting the findings from the charting of sources. Results were interpreted through two theoretical lenses: (a) Rizvi and Lingard's (2010) framework of policy issues and questions and (b) Diem et al.'s (2014) traditional and critical approaches to educational policy research. Findings are discussed in relation to the charting categories which included: journal; year; affiliations; country of work; funding acknowledgements; research question; policy definition; policy issues; and traditional and/or critical research. We hope this research can be useful to those looking to enter the physical education policy research space, as it introduces them to the research landscape, and to those already engaged in this space looking to fill gaps in the literature. [ABSTRACT FROM AUTHOR]

Community-based participatory action research can facilitate counseling psychologists' engagement in social justice to benefit Black people's mental health. One way to improve Black mental health is to equip credible and trustworthy community members with mental health knowledge and skills to support other community members experiencing mental health challenges. This study presents the Neighborhood Healers Project—a community-based participatory action research project that trains Black adults (Neighborhood Healers Fellows) in Mental Health First Aid (MHFA). During the inaugural 12-month fellowship year, we collected longitudinal qualitative data from N = 20 Fellows on the relevance of MHFA to Black people. In this paper, we examined their responses using reflexive thematic analysis. Findings included two themes with affiliated subthemes: (a) Liberatory Paradigm Shift and (b) For Us By Us: Culturally Relevant Curriculum. We conclude with implications for counseling psychologists. [ABSTRACT FROM AUTHOR]

Objectives: Increasing childhood health literacy (HL) is a crucial means of improving health outcomes and reducing preventable deaths globally. Understanding how to best support children's HL development in schools is essential. However, identifying pedagogical strategies that develop children's HL relies on a fit-for-purpose measure. Currently, no universally accepted approach for measuring HL among children exists. The purpose of this paper was to propose and discuss how a curricular approach to assessing children's HL could provide a means to overcoming the challenges with existing children HL measures. Design/Methods: The discussion is framed by the key components of assessment – outcome of interest, and collection, analysis and interpretation of data – and is underpinned by contemporary HL and educational research. Setting: The Australian Curriculum is used to discuss the approach in practice. Results: A curricular approach to HL assessment suggests that HL assessment may work best when it is relevant to the child and their context, is integrated with other areas of the curriculum, allows children to demonstrate a wide range of HL skills and contains an element of open-endedness. Measurement could be guided by a rubric (underpinned by a taxonomy), and interpretation of scores consistently aligned with the learning intentions outlined in the curriculum. Conclusion: A curricular approach provides a contextually adaptive framework from which HL assessment tools for children can be developed. [ABSTRACT FROM AUTHOR]

Background: Painting is the foundational expression across all art forms and is one of the key creative practices for fostering students' aesthetic ability and creativity within fine arts courses. Collaborative painting in the form of socially shared regulation of learning (SSRL) can be recognized as an effective strategy for enhancing creativity in both individual and group work. However, the absence of contextual experiences and collaborative spaces poses challenges for students in cultivating their creativity in painting. Objectives: The present study explores students' creativity, socially shared regulation (SSR) and positive painting behaviours using an SSRL‐based collaborative painting approach in the metaverse (Meta‐CP). Methods: Via a quasi‐experimental design, a total of 40 Chinese students in fifth grade were recruited and were randomly divided into an experimental group and a control group, with 20 students utilizing the Meta‐CP approach, while the remaining 20 students followed the conventional SSRL‐based paper‐and‐brush collaborative painting (C‐CP) approach. The Meta‐CP approach not only offers an authentic painting context and a collaborative space but also facilitates the collaborative process through the SSRL framework. The data collection included students' creative tendency, painting works and painting process. Results and Conclusions: The Meta‐CP approach effectively enhances students' creativity concerning adventure, curiosity and imagination, as well as results in the creation of more distinctive and logical artistic works. Furthermore, the approach significantly improved the quality of students' SSR. Additionally, students utilizing the Meta‐CP approach displayed more positive painting behaviours compared with those employing the C‐CP approach. Lay Description: What is already known about this topic:Collaborative painting is an effective strategy for enhancing creativity.Socially shared regulation of learning (SSRL) fosters collaborative learning.Students in collaborative painting may lack a contextual and synchronized painting space.The metaverse benefits in terms of contextual experiences and collaborative spaces. What this paper adds:Using an SSRL‐based collaborative painting approach in the metaverse (Meta‐CP) is effective in improving students' creativity.The Meta‐CP approach has the potential to improve students' quality of socially shared regulation (SSR), and positive painting behaviours. Implications for practice and/or policy:The metaverse provides an immersive synchronized painting space for art education to stimulate students' creative potential.The metaverse with proper learning strategies (e.g., SSRL) provides an effective collaborative learning environment for creation. [ABSTRACT FROM AUTHOR]

Background: Social annotation has emerged as a promising educational technology that fosters collaborative reading and discussion of digital resources among learners. While the positive impact of social annotation on students' learning process and performance is widely acknowledged, students' behavioural patterns in social annotation are underexplored. Objectives: This study investigated patterns in students' use of annotation and response behaviours in social annotation activities. We also explored how students' performance in the behavioural, cognitive, emotional, and social dimensions varied based on their behavioural patterns. Methods: We recruited 93 undergraduates who were enrolled in an elective course at a large North American University. Students were tasked with collaboratively annotating the class readings uploaded to Perusall, a social annotation platform, over 7 weeks. We used metaclustering to determine the optimal number of clusters pertaining to student behaviours. We compared the differences among clusters across multiple performance dimensions. Results and Conclusions: Two distinct clusters were identified and defined as initiators and responders. We found that responders had significantly longer active reading time and exhibited greater social annotation effort compared to initiators. However, initiators received more peer acknowledgement, as evidenced by higher upvotes. No significant difference was found in cognitive insight between initiators and responders, but responders demonstrated significantly higher cognitive discrepancy. Additionally, there were no significant differences in positive and negative tones between initiators and responders; however, responders displayed higher levels of prosocial behaviours than initiators. This study has significant practical implications regarding promoting students' collaborative learning experience in social annotation. Lay Description: What is already known about this topic: Annotation and response behaviours are two primary actions in social annotation.Understanding how students navigate through annotations and respond to their peers' contributions is essential for optimizing their learning experience.Social annotation outcomes can be assessed in the behavioural, cognitive, emotional, and social dimensions. What this paper adds: This paper revealed students' behavioural patterns in social annotation activities.This study offered a comprehensive understanding of the various dimensions of performance among students with different behavioural tendencies. Implications for practice and/or policy: The two student clusters, initiators and responders, revealed distinct engagement patterns in social annotation and informed the design of targeted scaffoldings.Responders were not passive learners since they demonstrated significantly longer active reading time, greater social annotation effort, and higher level of prosocial behaviours.Educators might not need to place significant emphasis on monitoring participants' emotional expressions in social annotation.Social annotation platforms should incorporate features that encourage and reward both initiation and response behaviours. [ABSTRACT FROM AUTHOR]

Background: With the growing integration of technology in education, the adoption of blended learning (b‐learning) has gained attention. B‐learning combines traditional classroom teaching with online components, holding potential to enhance student outcomes and educational efficiency. Yet, current research predominantly concentrates on higher education institutions in urban areas, creating a void in understanding its impact on K‐12 education, particularly in rural settings. Objectives: This qualitative study aims to propose recommendations for successful implementation of blended learning in rural K‐12 areas by addressing the key stakeholders influencing its adoption and identifying the main factors affecting its success. Methods: We performed a content analysis of grey literature documents detailing the implementation of b‐learning in K‐12 education. Additionally, interviews with crucial stakeholders such as teachers, principals, and experts in rural schools in South America provide insights into the challenges and prospects of b‐learning adoption in these contexts. Results and Conclusions: The study identifies pivotal stakeholders for effective b‐learning implementation, outlining their roles and addressing challenges inherent in rural settings. Recommendations for enhancing b‐learning's implementation in developing countries are also proposed. The research underscores the significance of involving diverse stakeholders such as governmental bodies, school leaders, educators, students, and families to ensure a holistic and efficient approach to blended learning. Lay Description: What is currently known about this topic: Blended Learning Definition and Benefits: Blended learning combines face‐to‐face and online instruction, enhancing student engagement and personalization by providing diverse learning pathways.Growth in K‐12 Implementation: Blended learning gained traction in K‐12 education, boosting academic outcomes, driven by recognition of learner diversity and potential in meeting students' needs.Contextual Challenges: Implementation challenges arise in low‐income households and rural areas, including limited access to technology and internet connectivity, impacting student engagement and success. What does this paper add: Focusing on Rural Dynamics: This study helps to fill a gap by investigating blended learning in rural K‐12 settings, spotlighting key players and success drivers in these unique contexts.Recommendations from Various Sources: By combining interviews and grey literature, this research generates comprehensive, practical recommendations grounded in both empirical insights and real‐world perspectives.Insights into Rural Hurdles: This paper extends the discussion on blended learning by addressing specific rural barriers, proposing family involvement, private sector partnerships for training, and tailored pedagogical strategies. Implications for practice or policy: Leadership and Collaboration: Effective school leadership and collaboration with local governments are pivotal for fruitful blended learning implementation, ensuring defined roles, responsibility, and accountability.Adaptable Curriculum Design: An adaptable, centralized curriculum aligns with recommendations, fostering efficient tracking of student progress and enabling customized learning.Engagement‐Centric Pedagogies: Recommendations spotlight interactive, student‐centered teaching methods, tailored to diverse student needs, nurturing active participation and elevated learning outcomes. [ABSTRACT FROM AUTHOR]

This paper takes the wind turbine of the new energy pumping unit as the study subject, which mainly analyzes realistic wind speed estimation on the windward side of the wind turbine and then proposes a wind turbine speed control method based on wind speed estimation. The support vector regression (SVR) model is built first in this study, and the parameters of the SVR model are optimized by the particle swarm algorithm. The SVR II wind speed prediction model is constructed and the working characteristic curve of the wind turbine is generated by gathering wind speed and output power data from the wind turbine at the assigned test location. The prediction model can compensate for the disturbance of system inertia and make the output wind speed more accurate. The effective wind speed acting on the turbine surface can be obtained by substituting the predicted wind speed into the optimal blade tip velocity ratio equation. Suppose the wind turbine is in maximum power tracking control. In that case, the optimal speed can be given directly by the model SCR III, and the speed can be tracked in real-time by the controller to accomplish the largest wind power capture. The optimal speed tracking control uses the calculated effective wind speed if the wind turbine is under constant power output control. In this paper, 14,000 sets of characteristic samples were extracted within the range of wind speed variation of 4–20 m/s, and model verification was carried out for models SVR-I, SVR-II and SVR-III. Finally, the predicted effective wind speed value and the actual value are within ±0.3 m/s of each other. In practical engineering applications, the forecasted effective wind speed value can entirely substitute the actual value. This work put forward a maximum power tracking control approach that can satisfy new energy pumping units' energy conservation needs. [ABSTRACT FROM AUTHOR]

This article examines the characteristics, implementation and contribution of narrative pedagogy to the professional development of novice teachers through the example of two case studies. A holistic analysis of each case reflects a narrative pedagogy model, which includes four stages of the teaching-learning process: telling a personal life story, eliciting and analysing issues, interpreting and contextualising, and reflecting/integrating personal and theoretical knowledge. Findings show that (1) narrative pedagogy relies on a dynamic curriculum (2) the role of the instructor is changed in the learning process (3) It can bridge the gap between emotional-personal and theoretical knowledge. [ABSTRACT FROM AUTHOR]

Inquiry-based project learning is an internationally recognised pedagogical approach where children work collaboratively to research and discover the answers to their questions through discussion, representation, and evaluation. This paper explores the findings from Phase One of a qualitative study examining how this approach has been interpreted in early childhood settings in Aotearoa/New Zealand. The findings from an online questionnaire sent to all settings registered on the New Zealand national data base revealed that the international discourse surrounding this approach has been a key influence in this context. There was, however, also evidence that more localised approaches that value indigenous knowledges, in alignment with the national early childhood curriculum, Te Whāriki (Te Whāriki. He whāriki mātauranga mō ngā mokopuna o Aotearoa: Early childhood curriculum. Ministry of Education. https://www.education.govt.nz/assets/Documents/Early-Childhood/Te-Whariki-Early-Childhood-Curriculum-ENG-Web.pdf) have been developed. Whilst participants identified pedagogical and practical challenges of undertaking inquiry-based approaches, the educational value of this approach for children was also strongly championed. [ABSTRACT FROM AUTHOR]

This paper aims to identify and explore the learning objectives outlining the core knowledge for forensic accounting education. Bloom's taxonomy is used to outline and analyze the core knowledge for forensic accounting education (e.g. fraud examination, litigation support, business valuation, and IT forensic accounting) in 15 Australian universities that provide forensic accounting courses. Furthermore, this paper applies a qualitative method to forensic accounting curricula, handbooks, and syllabi. These educational documents were retrieved from Australian universities. The findings report learning objectives under core content knowledge distributed over Bloom's cognitive areas. This study also provides a unified set of learning objectives to harmonize forensic accounting courses' teaching and learning processes. The most promising contribution of the paper is to provide a set of learning objectives in all forensic accounting subtopics. The main implications of this paper are relevant to forensic accounting educators, students, standard setters, researchers, regulators, and curricula designers. [ABSTRACT FROM AUTHOR]

Accessible Summary: What is known on the subject: Restraining and secluding health consumers for safety reasons continue to be used in psychiatric inpatient facilities even though they have no therapeutic value and have negative effects on consumers, families and staff.Six Core Strategies (6CS) for reducing seclusion and restraint have been developed to address this problem but there are very few effectiveness studies in inpatient adolescent psychiatric facilities. What the paper adds to existing knowledge: We used a mixed methods approach to evaluate the implementation of 6CS in an adolescent psychiatric facility. The implementation was successful. It eliminated the use of seclusion, substantially reduced the use of restraints and significantly reduced staff absenteeism.Using thematic analysis on feedback surveys, we identified five dominant themes that described consumers' and carers' experiences during their stay at the facility: communication, service delivery, flexibility, consistency and internal feeling states. What are the implications for practice: This study provides support for the feasibility of a comprehensive and broad‐based intervention program such as 6CS to reduce seclusion and restraint practices in inpatient mental health facilities.This study also demonstrates the value of using surveys to gather consumer and carer feedback and improve outcomes for service users. Introduction: Seclusion and restraint practices are routinely used in psychiatric facilities but are controversial for ethical, legal and safety reasons, and can cause significant harm to consumers, staff and organisations. Six Core Strategies (6CS) for reducing seclusion and restraint were developed to address this problem but very few studies have examined their effectiveness in adolescent settings. Aim/Question: To evaluate the implementation of 6CS in an adolescent inpatient psychiatric facility. Method: We retrieved archival data from an acute adolescent psychiatric ward that implemented the 6CS. Using a mixed methods approach, we evaluated outcomes on the use of seclusion and restraint, nursing staff sick leave and feedback surveys. Results: Findings showed an elimination of seclusion, and a significant reduction in restraint use and staff absenteeism in the 12 months after project implementation. Thematic analysis of feedback survey responses identified communication, service delivery, flexibility, consistency and internal feeling states as dominant themes in consumers' and carers' experience on the unit. Discussion: The 6CS is feasible and may be effective in reducing seclusion and restraint, which in turn may have a positive impact on staff wellbeing. Implications for Practice: Implementation of the 6CS with executive support, combined with staff and programmatic changes at a local level is recommended. [ABSTRACT FROM AUTHOR]

This paper presents a new visualisation of tensions in developing and delivering undergraduate higher education. It links qualitative research on academics' perceptions of education in one English research-intensive university to known models of knowledge, curricula, pedagogies, student engagement and identities to propose a new conceptual framework. Reworking the 1980s Clark triangle, with its apices of academic oligarchy, state authority and market denoting system tensions, a common apex now merges state and market agendas, and societal pulls are introduced at the third. The paper acknowledges today's complex higher education environment and responds to critiques about the original triangle's static nature, recognising oscillation within the space and adding a fourth apex representing students' identities. The adapted model, supported through academics' lived experiences, makes explicit the spectrum of choices and desired educational outcomes. It offers an important aid to debates on the purpose of higher education and learning and teaching policy and practice. [ABSTRACT FROM AUTHOR]

This paper explores the work of a particular document in issuing educational values. The document is the report Embedding Values and Attitudes in Curriculum: Shaping a Better Future, launched in 2021 and published by the Organisation for Economic Co-operation and Development (OECD). Inspired by a practice-oriented method of document analysis and the concepts of modifying work and contexting, we show how the issue of values is modified and transformed through the text. We illustrate how different data is used in the transformation with examples from the Nordic countries. Our analysis revealed five modifications that transformed the issue of values from a global societal issue embedded in international and national regulations to an issue defined by the OECD's Learning Compass and its nine competencies. The report gives prominence to the individual learner and competencies needed to navigate towards a future of well-being. Hence, the issue of values is reduced to universal competencies, and the report can manoeuvrer its argument to avoid issuing values as something controversial. Finally, we argue that the ways in which values are issued implies a curriculum design that is not compatible with the traditional curriculum format based on didaktik and Nordic ambitions. [ABSTRACT FROM AUTHOR]

Background: Evolution is a unifying theme in biology and its understanding is essential to address sustainability problems. However, many people across the world do not understand evolution. Textbooks are among the most widely used educational resources and the way they depict evolution may greatly impact students' scientific literacy in evolution. In this paper we investigate which evolution concepts are addressed in European science textbooks, from the 1st to the 9th grade. A content analysis using the 'Framework for the Assessment of school Curricula on the presence of Evolutionary concepts", was performed on textbooks from eight European countries: Belgium, Cyprus, Czech Republic, Greece, Italy, Netherlands, Portugal and Slovenia. At least two experienced coders per country independently analysed the texts, images and activities, discussed the results and reached a final consensus. Results: Our results show that textbooks lack or rarely address concepts considered important for evolution understanding, notably the processes driving evolution and their daily life implications, limiting opportunities for education for sustainability. Conclusions: We recommend that science textbooks emphasize evolution and its processes since the first school years. This recommendation is particularly relevant for the analysed textbooks from Cyprus and Belgium, that cover less than 45% of the concepts important to evolution literacy. [ABSTRACT FROM AUTHOR]

Against the background of a longstanding collaboration between Gunther Kress's research group in London and my own research group in Stockholm, I reflect, in this paper, on the role of Kress's ideas in our joint development of a social semiotic, multimodal, and design-oriented approach to learning, an approach which sees learning as performative, and as an activity in which learners create their own learning paths. I first discuss how, for Kress, this path has three elements, the affordances of the learning resources available to the learner, the learner's 'interest' which turns aspects of these resources into 'prompts' for learning, and the learner's active interpretation and transformation of these aspects, the results of which can then be recognized and valued as 'signs of learning'. However, recognizing learning also needs to take account of the dimension of time, so as to make it possible to assess whether learners have gained knowledges and skills they did not have at an earlier stage. I then discuss the role of context in Kress's thinking about learning. For Kress, context is another vital aspect of a social semiotic theory of learning. On the one hand, Kress focuses here on the specific, unique contexts in which individual learners create their own learning paths. On the other hand, he recognizes that signs will always carry social and political relations. Reflecting on the dynamic relation between individual learners and the way institutions regulate ways of learning, I discuss both the continued role of institutional learning contexts and their hidden curricula, and the way emerging technologies facilitate individual learning paths and interactive, participatory forms of learning. [ABSTRACT FROM AUTHOR]

Background: Nursing education programs continue to face an immense amount of change over a short period of time. The introduction of the National Council of State Boards of Nursing (NCSBN) clinical judgement model (NCJMM), the Next Generation (NGN) version of the National Council Licensure Examination for Registered for Registered Nurses (NCLEX-RN), and The Essentials: Core Competencies for Professional Nursing Education from the American Association of Colleges of Nursing (AACN) have nursing programs quickly adjusting curriculum to meet national nursing education agency's recommendations for future nurses. Methods: This paper provides reflection and interventions for nursing educators and leaders to consider as they navigate the post-pandemic healthcare demands of new graduate nurses. Implementing activities encouraging critical thinking to build clinical judgement is paramount for undergraduate nursing curriculum. Conclusion: Curriculum must match the required knowledge and skills of their discipline. With the growing acuity of illness and diversity of those seeking healthcare, nursing knowledge does not merely represent textbook content, but a mindset which can analyze the full clinical picture and plan of care accordingly. [ABSTRACT FROM AUTHOR]

Purpose: While sustainability experts point to interrelated social, economic and environmental goals, students may think about sustainability primarily as natural resources. To prepare students to tackle global challenges to well-being, this paper aims to show that educators need to assess and address students' shortcomings in considering socioeconomic dimensions. Design/methodology/approach: This study coded essays on the meaning and components of sustainability written by 93 undergraduate and graduate students in environmental policy, business and engineering courses at US and Austrian universities. Then, the study reviewed a teaching strategy using diverse experts, case studies and assignments. Finally, the analysis evaluated students' final projects proposing sustainability legislation with social, economic and environmental dimensions. Findings: Students usually connect sustainability with limited natural resources affecting current and future generations, but seldom think that sustainability means acting on prominent socioeconomic challenges like poverty, food insecurity, pandemics and violence. Teaching in diverse courses through multidimensional case studies and legislation broadened and deepened students' understanding and preparedness to act. Originality/value: Despite experts' attention to the interconnected Sustainable Development Goals, educators and policymakers need information on whether students associate sustainability with socioeconomic challenges. Open-response questions can reveal gaps in the respondents' sustainability beliefs. In a wide range of courses, teaching can use diverse experts and multidimensional case studies and legislative assignments. [ABSTRACT FROM AUTHOR]

Spatial reasoning is critical to early mathematics learning, but it is unclear how early elementary educators learn to teach and are supported in teaching its comprising skills. One view of the available supports can be found by examining the alignment of spatial reasoning skills and mathematics education standards, as standards provide the content of the intended curriculum children are expected to learn at each grade level. This study used content analysis methods to investigate how spatial reasoning might be taught through broadly adopted early elementary education standards in the United States, the Kindergarten through Grade 2 Common Core State Standards for Mathematics. The paper describes the frequency and degree of explicitness with which 38 spatial reasoning skills are therein represented. Findings indicate that most standards implicitly relate to some form of spatial reasoning through a pedagogical reach of teaching expertise, but few standards contain explicit spatial linkages. The implications and limitations of this analysis are discussed in relation to teaching spatial reasoning in early elementary grades and students' opportunities to learn these critical skills. [ABSTRACT FROM AUTHOR]

Although critical discourse analysis (CDA) sets out to investigate both oppressive and progressive discourses, the vast bulk of published studies seem to prioritize the former. This paper is a response to scholarly calls to engage with (non)oppressive discourses by integrating positive impulses in critical discourse analysis, and thus contribute to the growth of positive discourse analysis (PDA), a complement to CDA, which attends to the emancipatory mechanisms of resistance. Using a combination of theoretical tools, this paper takes a case study approach to explore the potentials of 'complexification' [Macgilchrist, F. (2007). Positive discourse analysis: Contesting dominant discourses by reframing the issues. Critical Approaches to Discourse Analysis Across Disciplines, 1(1), 74–94], a counter-discursive strategy for propelling marginal discourses into the dominant official school discourse. Specifically, the paper discusses three layers of complexification found in a selected Moroccan EFL textbook which has been developed, approved and distributed by the Moroccan Ministry of Education, and has been required to be used in every school, public or private. The analysis highlights the role this textbook plays in promoting emancipatory and progressive discourses about Amazigh social actors, and hence, signals a new shift in analytic focus by illuminating a concrete application of PDA in education curricula. [ABSTRACT FROM AUTHOR]

Introduction: It is necessary to re‐imagine nursing curriculums utilizing a postmodern approach, as outdated teacher‐centred methods of nursing education with emphasis on memorization versus critical thinking no longer meet the needs of the contemporary learner and the current challenges of the healthcare environment. There is an explicit need to redesign nursing curriculums that are future‐oriented, adaptive and flexible and serve the learners' best interests. Background: Distilled from a decade of teaching experience in an undergraduate, second‐degree entry, accelerated nursing program, this paper describes the construction of a learner‐centred, postmodern, concept‐based nursing curriculum that aims to foster learners' inquiry skills, critical thinking, problem‐solving, and experiential learning—all which develop learners' autonomy, self‐direction, and lifelong learning. The objective is to foster learners' transformational and emancipatory learning and metacognition. Discussion: An extensive review of the current trends, contemporary nursing knowledge for the past decade (2013–2023), and seminal literature on theories and frameworks paralleled with the review of current and future trends in Canadian and global health care, including the socio‐economic, politico and environmental contexts, led to the formulation of a concept‐based curriculum. Grounded in the constructivist paradigm, the curriculum applies interperetivist, critical, feminist, and indigenous lenses. The Strength‐Based Nursing framework was selected as the core guiding framework. The curriculum's four curricular themes and foundational pillars were adopted directly from the framework to provide a starting point for concept development. These initial themes were then juxtaposed with relevant nursing, and social theories, policies, and frameworks, ensuring a robust coverage of modern nursing knowledge and allowing for the core concepts of the curriculum to emerge. A total of 21 concepts and 192 sub‐concepts were developed. Conclusion: Implications for future practice require nursing educators to receive support and professional development opportunities in developing skills and confidence in entering a classroom as co‐learners and facilitators. [ABSTRACT FROM AUTHOR]

To inform a new European-based online master's programme in active aging and age-friendly society, a scoping review was performed to identify previously reported learning needs and learning outcomes on this topic. Four electronic databases (PubMed, EBSCO [Academic Search Complete], Scopus, and ASSIA) were systematically searched, along with gray literature. Dual, independent review of an initial 888 studies led to 33 included papers which underwent independent data extraction and reconciliation. Just 18.2% of studies employed a student survey or similar to determine learning needs, with the majority reporting educational intervention objectives, learning outcomes or curriculum content. Main study topics were intergenerational learning (36.4%), age-related design (27.3%), health (21.2%), attitudes toward aging (6.1%), and collaborative learning (6.1%). This review found limited literature on student learning needs in healthy and active aging. Future research should elucidate student- and other stakeholder-determined learning needs, with robust evaluation of post-education skills, attitudes, and practice change. [ABSTRACT FROM AUTHOR]

Despite increasing support for models in physical education, ambiguity exists concerning the role of teachers in the implementation of models. Very generally, some scholarship seems to suggest that teachers should work as technicians and use models in an instrumental manner. Other scholarship suggests that teachers should use models in ways that are responsive to the contexts in which they are working. This suggestion positions teachers more as craftspeople. Ambiguity is problematic given that teachers have been identified as 'key players' when it comes to the implementation of models. How teachers are positioned in research may have a significant impact on further research and pedagogical practices. This paper has two specific aims. First, we aim to provide a detailed map of how scholars have positioned teachers within physical education models literature. Second, we aim to provide a reinterpretation of our findings using Deweyan theory. The scoping review conducted here is based on the framework provided by Arksey and O'Malley [2005. "Scoping Studies: Towards a Methodological Framework." International Journal of Social Research Methodology 8 (1): 19–32]. It involved: (1) the development of a research question which was: in which ways does PE models literature position teachers? (2) the identification of potentially relevant literature through searches of the Web of Science, SPORT Discus and Google Scholar databases. The search terms used were: 'Physical education' AND 'Models-based practice;' OR; 'Pedagogical model;' OR; 'Instructional model;' OR; 'Curriculum model;' OR; 'Model;' OR; 'Teacher,' and literature needed to be published between 2010 and 2021 in English, (3) the selection of literature for the review. This occurred as an iterative process that involved going back and forth between the potentially relevant literature and our research question, (4) charting of the literature, done through inductive thematic analysis. This involved a close inspection of the included texts and the identification of recurring types of positioning in the corpus, and (5) a theoretical reinterpretation of teacher positioning achieved in models scholarship. In the physical education scholarship on pedagogical models, teachers are positioned as: (1) resistant to using models; (2) incapable of using models correctly; (3) mechanical reproducers of models; (4) struggling implementers of models; (5) needing models to change their ordinary practices; (6) capable of using models correctly with support; (7) adapters of models, and (8) collaborators with researchers when implementing models. Three issues are raised for discussion. The first relates to the potential disempowerment of teachers achieved by models. The second relates to the relationship between teachers and researchers. The third relates to how models themselves are conceived. The paper is concluded with two general reflections that follow from the issues raised in the discussion. [ABSTRACT FROM AUTHOR]

Wearable sensor technologies are becoming increasingly relevant in health research, particularly in the context of chronic disease management. They generate real-time health data that can be translated into digital biomarkers, which can provide insights into our health and well-being. Scientific methods to collect, interpret, analyze, and translate health data from wearables to digital biomarkers vary, and systematic approaches to guide these processes are currently lacking. This paper is based on an observational, longitudinal cohort study, BarKA-MS, which collected wearable sensor data on the physical rehabilitation of people living with multiple sclerosis (MS). Based on our experience with BarKA-MS, we provide and discuss ten lessons we learned in relation to digital biomarker development across key study phases. We then summarize these lessons into a guiding framework (DACIA) that aims to informs the use of wearable sensor data for digital biomarker development and chronic disease management for future research and teaching. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to assess the quality of the planning and implementation of the evaluations of programs for gifted students, the findings obtained, and their validity. We conducted a thorough investigation and an international comparative analysis of foreign content starting points in the field of evaluation of programs of gifted education programs, in which we have presented modern didactic mechanisms that strive to renew the evaluation of program implementation, based on the tendency to improve the situation in the case of implementation of programs, for the gifted students. The literature search identified 713 documents (program evaluation), of which 485 were substantively relevant (evaluation of gifted programs). In the meta-analysis, the descriptive method was supplemented by a content analysis of the gifted programs. The evaluation found that coordinators are dissatisfied with the approach to identifying gifted students and that they have difficulty interpreting policy requirements and respond very pragmatically, and that the implementation of curriculum adaptations is poor. Based on the research findings, four suggestions were made: (i) increase the use of differentiated instruction and personalized learning, (ii) clearly define expectations for instruction for gifted children and align these expectations with the roles and responsibilities of gifted coordinators, teachers, and principals; (iv) develop and implement a plan for clear and regular communication with parents and students. [ABSTRACT FROM AUTHOR]

Students diagnosed with mental illness are progressively composing the makeup of our universities' student bodies. With more "mad" students making their way into the academy, this has encouraged many in Mad Studies to consider the challenges they confront in pursuing post-secondary studies. The purpose of this structured literature review of the Mad Studies canon is to tease out themes apropos to the education of adults through a critical pedagogy lens. Themal categories were organized around: Mad Studies course development and curriculum, popular culture and arts-based education, contesting the university seeped in sanism, surveilling mad bodies/minds, the university demands resilience, the politics of course instruction/teaching, mad disclosures, educational policy, and threat and risk management. This paper concludes by discussing the glaring voids in the literature and recommendations for future research. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to provide curriculum support to religious educators working in Catholic schools. The paper provides a practical response to research advocating serious attention be given to religious educators because they are at the "coalface" of Catholic education, increasingly confronted by content and policy decisions, the diverse values and needs of their students, and other competing cultural and social challenges. Religious educators play a significant role in the evangelising mission of the Catholic Church as interpreters of Scripture and Tradition and can positively or negatively influence the quality of their students' learning and its application. Entitled RECALL, the support offered to religious educators in this paper is research-led and utilises educational, standards-based principles. It is a community-minded approach that aims to build religious literacy and deepen the religious educators' awareness and connections to the legacy of the Catholic Faith Tradition. The desired outcome is to inspire evidence-based conversations encompassing faith and reason, the perceived value and reality of the identity and mission of the Catholic Church, and its impact on Catholic culture and education. Intended to enhance rather than replace existing professional formation, the approach has structures, pedagogical processes, and practices that draw from a set of overarching theoretical considerations. Furthermore, the approach employs three guiding questions for categorising and analysing Catholic content. The questions are: (i) "Who are we as Catholics and what is our mission?" (ii) "What do we believe?" and (iii) "How do we practice?" The proposed curriculum support to religious educators may foster a culture of learning in Religious Education that is focused on improving and progressing the quality of educational outcomes for students. The premise is that if religious educators are supported to engage with the great Gospel narrative, their students may do the same. [ABSTRACT FROM AUTHOR]

This paper illustrates the use of curriculum mapping as a process that can support productive boundary encounters between lecturers in an initial teacher education (ITE) programme as part of curriculum review. Using mathematics as the context, lecturers in a 1-year primary graduate ITE programme developed a curriculum map to identify the mathematical thinking opportunities available to their pre-service teachers in their courses and across the programme. The coordinated approach to curriculum analysis/mapping expanded lecturers' definition of mathematical skills and reasoning and their awareness of opportunities their students had to engage with mathematical ideas. The mapping process included collaborative discussions, document analysis and iterative development of a curriculum map. In an overcrowded curriculum, which responds to government policies and university initiatives such as embedding critical literacy, mathematical foundations and cross-disciplinary study, the mapping process has potential to meet multiple demands and agendas. In our study, the mapping process and the map offered purposeful and productive grounds for learning and development. They were central to facilitating dialogic boundary encounters between programme lecturers resulting in the re-conceptualisation of course and programme curriculum boundaries. We expect study findings will be of interest to programme leaders, lecturers and researchers facing the challenge of identifying and supporting the development of competencies and multi-literacies that span courses and programmes. [ABSTRACT FROM AUTHOR]

For centuries, aesthetic experiences have played a significant role in health and wellbeing. Aesthetic experiences typically involve creating and participating in the arts (song, dance, music, media, etc.) and through communing with nature. They are multisensory, imaginative, and contemplative. Aesthetic experiences work to restore emotional and physical balance in the lives of individuals and communities. They are also holistic in their ability to heal the fragmentation of body, mind, and spirit. Despite ample historical, cultural, and scientific evidence, modern industrial cultures have disavowed this link between aesthetics, holism, and healing. This is reflected in current curriculum practices that focus solely on developing the mind, to the exclusion of body and soul. This paper reaffirms the relationship between aesthetics and holistic healing and considers what this may mean for curriculum. Examples are drawn from Greek mythology, Indigenous wisdom, nature, neuroaesthetics, and the concept of pilgrimage, among others. Connections are also made to the author's experiences in using aesthetic curriculum in his middle school and graduate school classes as a way to promote holistic learning and healing. [ABSTRACT FROM AUTHOR]

Actual accounts of the experiences of Aboriginal and Torres Strait Islander peoples since colonization remain largely misunderstood and misrepresented within Australian education systems and the broader social consciousness. Culturally sensitive practice and ethnic diversity are challenging topics to teach social work students when truth-telling is absent. Social workers need to develop an understanding of intergenerational trauma experienced by Aboriginal and Torres Strait Islander peoples, critically reflect on perpetuated stereotypes, and confront internalized beliefs about peoples of diverse ethnic and cultural identities in preparation to work respectfully with Indigenous communities. A course focused on building students' knowledge and skills for culturally responsive practice is described in this paper, along with suggestions for enhancing teaching and learning. The paper argues for the importance of truth-telling about Australia's continuing racism in social work education to create cultural safety for service users. [ABSTRACT FROM AUTHOR]