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Background: The pulp and paper industry (P&PI) is undergoing significant disruption driven by global megatrends that necessitate advanced tools for predicting future behavior and adapting strategies accordingly. Methods: This work utilizes a multi-criteria framework to quantify the effects of digitalization, changes in social behavior, and sustainability as three major megatrends transforming the P&PI industry, with a specific focus on hygiene tissue products. Thus, the research combines a comprehensive literature review, insights from a Delphi study, and topic modeling to qualitatively and quantitatively assess the present and future impacts of these global megatrends. Results: The findings suggest an urgent need to identify alternative raw materials to prevent potential supply chain disruptions. Moreover, due to shifts in social behavior, it becomes critical for businesses to substantiate their sustainability claims with hard data to avoid the risk of a "greenwashing" perception among consumers. Conclusions: This study provides decision support for strategic planning by highlighting actionable insights, quantitative predictions, and trend analysis, alongside the examination of consumer and market trends. It aims to incorporate diverse stakeholder perspectives and criteria into decision-making processes, thereby enriching the strategic planning and sustainability efforts within the P&PI industry. [ABSTRACT FROM AUTHOR]

Adapting teacher education programs to societal changes is a current issue, especially when viewed through the European frameworks driving transformative reforms. The paper reports how European frameworks and other initiatives in higher education and teacher education aim to support the transformation of teacher education programmes. Multiple European-level interventions have engendered shifts in the conceptual understanding and orientation of initial teacher education programmes across numerous contexts within Europe. The purpose of this paper was to examine the shift of teacher education programmes into competence-based in Kosovo, the youngest country in Europe, in the context of European frameworks as an impetus for transition. This qualitative research is a part of a broader study that involves analysing study programmes, conducting interviews with teacher educators and management staff, and holding focus groups with student-teachers. The goal is to explore the path of contextualizing European-inspired programme reforms in more detail. The findings show that Kosovo is shifting to a competence-based approach to align with EU integration, incorporating European principles for programme improvement. However, the study reveals a notable focus on maintaining programmes' tradition. This leads to tensions and contradictions regarding programme tradition, EU integration goals, and actual implementation.The results provide valuable insights into the significance of educational context and the tacit knowledge of teacher educators and other stakeholders during programme reforms within the context of European initiatives.

This paper represents one of the most recent and pertinent studies conducted in Afghanistan, aiming to address the societal imperative of comprehending the factors behind the fall of the Republic government and the subsequent rise of the Taliban to power. Furthermore, the paper seeks to analyse public attitudes towards the current situation. Employing a quantitative approach, the research utilizes a descriptive-analytical method through questionnaires and the participants include social media activist, students and universities professors, the data collected by online survey according WhatsApp, Facebook messengers, telegram, email and other social media groups from different ethnic groups. The findings of this research have identified several pivotal factors contributing to the ascent of the Taliban to power, including the US-Taliban agreement in Doha, Qatar; political disparities; administrative and financial corruption within the Republic's administration; Pakistan's support for the Taliban; the previous government's accord with the Taliban; ethnic dominance; robust military morale of the Taliban; and proficient war management by the Taliban. Afghanistan, as a multi-ethnic society, witnesses political dynamics predominantly rooted in ethnic affiliations. The majority of respondents express dissatisfaction with the current Afghan situation, displaying significant concerns for the populace. Foremost concerns, in terms of prioritization, encompass poverty; closure of girls' schools; restrictions on women's education and employment; escalation of civil unrest; mono-ethnic rule; ethnic conflicts; emergence of ISIS; ethnic marginalization; violations of citizenship rights; political participation and legitimacy crises; and authoritarianism. Consequently, to address the political crisis and establish a viable system, the research concludes that while Pashtuns lean toward a centralized system, Hazaras, Tajiks, Uzbeks, and Turkmens evince greater interest in a decentralized structure.

This paper uses speculative methods as a way of imagining futures for higher education in open, non-predictive ways. The complexity and 'unknowability' of the highly technologised, environmentally damaged and politically degraded futures we seem to be facing can mean that our conversations about the future of higher education have a tendency to spiral too quickly into dystopianism and hopelessness. Speculative methods can help open up new kinds of conversation capable of supporting active and fundamental hope. Working within a postqualitative framework, we argue that such approaches support the collaborative imagining of multiple alternatives, and represent a way of advocating for those that are preferable. The paper presents a series of speculative scenarios and microfictions focusing on worlds ruptured by climate change, artificial intelligence, revolution and the technological enhancement of humans, connecting each of these to current critical research focused on climate crisis, 'big tech', rising global injustice and 'big pharma'. It emphasises the vital contribution and place of higher education within such futures, and advocates for speculative methods as an approach to maintaining hope.

The record of past human adaptations provides crucial lessons for guiding responses to crises in the future 1-3 . To date, there have been no systematic global comparisons of humans' ability to absorb and recover from disturbances through time 4,5 . Here we synthesized resilience across a broad sample of prehistoric population time-frequency data, spanning 30,000 years of human history. Cross-sectional and longitudinal analyses of population decline show that frequent disturbances enhance a population's capacity to resist and recover from later downturns. Land-use patterns are important mediators of the strength of this positive association: farming and herding societies are more vulnerable but also more resilient overall. The results show that important trade-offs exist when adopting new or alternative land-use strategies., (© 2024. The Author(s).)

This paper will argue for routine, reciprocal and meaningful partnerships between the University and the local community. Participation in both policymaking and the generation of knowledge has traditionally been dominated by over-represented groups, drawing on the limited expertise of professionals and practitioners. However, an increasing body of research indicates that the inclusion of individuals and communities living with disadvantage enhances the effectiveness of policymaking, delivery of services and generation of research. With a particular focus on the social sciences, this paper argues that the business of Universities - teaching, learning and research - must have a greater regard for the local community and the voluntary, community, faith and social enterprise sector (VCFSE) if they are to play a role in bringing about radical social change. This is even more crucial in the face of wicked problems, such as entrenched poverty, the mental health crisis in young people and the climate crisis, that require a multi-disciplinary, multi-organisational and multi-actor approach to generating solutions capable of disrupting the status quo. Drawing on the principles of coproduction, critical pedagogy and social pedagogy, and rejecting the concept of 'employability', this paper will argue that Universities need to pay more regard to local knowledge and the lived experience of those communities most affected by the consequences of wicked problems. This would promote a community-centric approach to research and pedagogy - and the nurturing of graduates that do not just 'fit into' the capitalist culture of consumerism that is killing us. Otherwise the potential for social change will be limited, the environment will continue to degenerate and social inequalities will persist.

This paper advocates for the integration of the 'sociological imagination', as proposed by the sociologist C. Wright Mills, into pedagogical practices to foster inclusive and democratic classrooms. Departing from narrow evidence-based approaches, it explores how the sociological imagination connects personal experiences with broader societal structures, enhancing critical thinking and social awareness among students. Practical strategies for implementation across diverse subjects are discussed, emphasising its potential to empower school-age students as agents of social change amidst contemporary challenges.

The aim of this article is to highlight the history of social work in Kosovo, regarding the major political climate from 1945 to the present. Unfavorable political developments that have existed in Kosovo for a long historical period have made it impossible to develop the social work profession compared to the countries of the region. Although the Former Yugoslav Federation claimed to be a socialist country, the social differences between states and provinces within this were large. The findings of the paper show that social work did not develop in Kosovo as a profession until specific structures, such as the emergence of the University of Pristina as a legal structure of education for Kosovo Albanians, which has been offering a degree program in social work for almost a decade now. The political orientation and organizational infrastructure are highly relevant for the execution and education of social work. Literature review is the methodological framework of this paper. Education and social work have been shown to be an extraordinary opportunity for the transformation of society.

Transition from the Soviet type of economy to a new market system showed the necessity in reforms at the secondary school level. Based on a literature review, this paper aims to reveal how the thinking about teaching economics has changed over the past three decades (1991-2021), and how this has affected teaching economics as a school subject in the Post-Soviet countries. The article illustrates these with the cases of Russia and Kazakhstan. For this paper, a narrative literature review methodology was adopted and scanned studies included only those published in English and Russian.

The paper discusses the options for a conceptual framework to describe how the knowledge created and acquired in VET is changing due to technological innovation and the shift towards a knowledge economy. The discussion sets out from the question how vocational or professional knowledge may be distinguished from other forms of knowledge and what philosophical and epistemological traits may underpin this distinction. Building on an analysis of 'intrinsic' and 'extrinsic' conceptions of knowledge, the paper explores how appropriate descriptors for the classification of theoretical or propositional knowledge as well as practical knowledge may be identified. As a result, a proposal for structuring vocational knowledge is presented. The concluding part addresses the question how the proposed categories may serve to characterise changes in vocational knowledge and explores the requirements for applying the conceptual framework in empirical studies on the effects of technological innovation and societal developments.

This qualitative study examines teacher educators' articulations about their beliefs and motivations for preparing the next generation of teachers. The study also explores how teacher educators conceptualise their roles as the teachers of prospective teachers. Employing case study design, the participants included 10 teacher educators who serve at a highly selective, public, research university in Turkey. The data were collected through semi-structured and in-depth individual interviews. Adopting critical pedagogy as the theoretical framework, the interviews were analyzed by content analysis method with the help of NVivo 10 qualitative data analysis software. The results showed that the teacher educators specifically saw their roles as enacting change, advocating for democracy, equity, and social justice, and promoting the improvement and welfare of societies, in an effort to bring more emancipatory educational practices in the society through pre-service teacher education. This study furthers our understanding of how teacher education programs could improve their professional preparation and practices to push the agenda for social justice and equity in K-12 schools. [This study was presented at the annual meeting of American Educational Research Association (AERA) in New York/USA between April 13-17, 2018.]

The story of the WE enterprise, also known as ME to WE or WE Charity, presents us with a cautionary tale for teachers who welcome social enterprise into schools as a way of bringing community engagement and social justice into their educational programs. Our paper is a cautionary tale that, like all such tales, opens with the statement of a warning about social entrepreneurship in schools. As the narrative unfolds, this warning is disregarded, and the violator ultimately experiences an unpleasant fate. Using the large-scale data available on Instagram, this paper reveals in detail how WE represented itself, how others perceived it, and how it worked in and with schools to achieve its corporate goals. We conclude the tale by discussing how, by delinking education from corporate interests, schools may serve equity and the public good instead of creating brand fanatics in the service of elite interests.

Values are important factors shaping people's perceptions of social-ecological changes and the associated impacts, acceptable risk, and successful adaptation to various changes; however, little empirical work has examined how values interact to influence adaptation decision-making. We drew on 25 semi-structured interviews with community leaders, farmers, fisherfolk, and individuals in the tourism industry in northwestern Pakistan to identify types of adaptations employed by households and explore what values were present in these households' adaptation decisions. Our results show that households frequently employed environmental management and livelihood diversification to adapt to a wide range of social-ecological change. We found that multiple values influenced household adaptation and that employing an adaptation strategy often involved a tradeoff of values. We also found that household adaptations were embedded in multi-scalar social, cultural, economic, and political processes that could constrain or conflict with such adaptations. Overall, our research illustrates the complex influence of values on household adaptation decisions and highlights the need to further understand how adaptations are aligned, or misaligned, with stakeholders' diverse values in order to inform more equitable adaptation to social-ecological change., (© 2021. The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.)

Since joining The Organization for Economic Co-operation and Development (OECD), Indonesia has been actively shaping its education policy following the recommendations derived from the results of the Program for International Student Assessment (PISA). In response to the consistently low PISA reading scores, in 2015 the Indonesian Ministry of Education and Culture launched a literacy program called the School Literacy Movement. However, PISA results in 2018 indicated that the literacy score of Indonesian students was lower than their score before the SLM program. This paper will analyze the conceptual problems behind the failure of the SLM. Using Paulo Freire's concept of critical literacy as an analytical framework, this paper will investigate the basic assumptions of the SLM concerning the concept of human and his/her relations to the world and its implications on the program's appreciation of students' agency as learners. This article explores how a literacy practice with problematic concepts of human fails to become a humanization movement, instead the literacy practice only becomes a tool for the state to pursue economic targets under the pressure of global neoliberalism. In doing so, this paper seeks to explore how the neoliberal framework inherent in PISA has shaped a literacy program in one of its participating countries.

Across Australia many young people are taking action to address the issue of climate change and educating others through leading grassroots activism on local and global issues of sustainability. This paper discusses findings from an online document analysis that investigated three case studies of how youth-led organisations in Australia are leading and developing human rights-based education for sustainability (EfS) to empower others to enjoy and exercise their rights in keeping with the guidance of the 2011 UN Declaration on Human Rights Education and Training. This paper discusses how these organisations represent their activism online to empower young people to lead democratic action to achieve climate crisis justice. Drawing on a conceptual framework developed by Jensen & Schnack, the authors argue that the data suggests that the young activists in these case studies demonstrate high levels of 'social action competence' through raising awareness and taking action.

This paper presents the conceptual framework for positioning a government-funded higher education institution (HEI)in the Philippines as a regenerative university. It grounds the notion that academia should rethink and redefine Sustainable Development Goals (SDGs) through regenerative development and futures thinking. While Davao Oriental is home to a rich biological, social, and cultural heritage, this paper outlines how an academic institution can contribute to its protection, conservation, management, and regeneration. The end goal is to mainstream regenerative futures in the university's four-fold functions: instruction, research, extension, and production. Consequently, the paradigm shift aims to influence local communities to engage in a shared regenerative future that would equally benefit the environment and human societies.

The Fourth Industrial Revolution (4IR) merges the physical, digital, and biological spheres, reshaping societies and individuals worldwide in unprecedented ways. With the fast-moving globalization and rapid rate of technological development of the 4IR, the world is also facing unprecedented social, economic, and environmental challenges. As the 4IR continues to reshape industries across the globe, there is an increasing need for educational systems to adapt and equip students with the necessary skills to thrive in this rapidly evolving landscape. With its diverse socio-economic context and pressing environmental concerns, a specific emphasis on design education is required to develop a skilled workforce capable of driving sustainability in the 4IR. Given the needs of the 4IR, students need to possess a set of skills that are highly sought after. These skills, commonly known as the "4Cs," encompass communication, creativity, critical thinking, and collaboration. Design education plays a substantial role in preparing students for the demands of the 4IR, as it cultivates a holistic and interdisciplinary approach to problem solving, innovation, and sustainable development. This paper explores the place of design education in nurturing the 4Cs skill sets for achieving 4IR sustainability, focusing on how design education can address the unique challenges and opportunities faced in the 4IR era.

An examination into the origins of rights' discourse and contemporary debates around child labour in developing countries, illustrates some of the problems with the discursive uses that children's rights is put to, and its weakness as a means of addressing issues of social justice. Addressing the discourse around child labour, and how this is related to wider conceptions of the individual in post-European Enlightenment thought, enables some enquiry into the nature of these problems. Arce (2015) reveals the scale of child labour as a social issue, and that it occurs predominantly in developing countries, with almost a fifth of the global total of child labourers residing in Africa. Whilst it has a global impact that transcends national borders, the framing of the discourse around it occurs within parameters set by European actors. In this paper we argue that, if children's rights campaigns wish to do more than reinforce existing global systems of domination and subordination, there needs to be a focus on children's place in a nexus of social relations that themselves need radical rethinking. Such a project, we argue, could more usefully provide a starting place for conceptions of social justice that pay adequate attention to the needs of childhood.

Since the Second World War, racial integration has been the dominant way of framing racial justice. Those who advocate integration believe that racial justice would be achievable if Blacks were given an equal opportunity to compete on par with Whites. However, racial integration was critiqued most radically and vocally during the 1970s and early 1980s Black Power era. While the Black Power movement never coalesced into a unified critique of integration, it radically shifted debates within the Black public sphere. The attack on Black radicalism and the rise of neoliberalism combined to create a condition in which critiques of capitalism and demands for radical social transformation were increasingly seen as outdated, irrelevant, or a promotion of totalitarianism. This paper focuses on how the ideology of integration manifests in Derrick Darby and John Rury's (2018) book, "The Color of Mind." The ideology of integration is the hegemonic system of explicitly or tacitly held beliefs that misrepresents significant aspects of social reality by assuming that racial justice is solely, or even primarily, about integrating Blacks and other racialized groups into liberal capitalism. Darby and Rury reproduce the ideology of integration by framing racial justice as a fight for integration. To move beyond the ideology of integration, we must seriously engage the Black radical tradition, which requires philosophically reconstructing reasonable, but radical arguments within the Black radical tradition.

This paper brings together studies on the future and design methodologies to develop a novel proposal for prospective analysis in the field of education. We apply mixed research methods in combination with design methodologies to open up new routes for studying the evolution, impact and behaviour of trends in future scenarios. Our research is based on an analysis of qualitative data from secondary sources and interviews with experts, which we transform into quantitative data using fuzzy logic models applied to uncontrolled Internet data environments. Our goal is to verify the validity of the DEFLEXOR method, which addresses the need to identify educational opportunities based on future scenarios defined using megatrends detected in various fields. Our conclusions highlight that combining qualitative and quantitative approaches with the methodological principles of design thinking, together with automated calculations arising from creative reflection by experts, constitutes a powerful methodology for developing specific prospective studies.

This article analyses the narratives and counter-narratives which characterised the struggle between the Chicago Public School Board (CPS) and the Chicago Teachers' Union (CTU) preceding the 2019 Chicago teachers' strike. This was an extraordinary event which has received little scholarly attention. The paper explores the types and uses of the discourses put forward in the struggle through the lens of Nancy Fraser's 'politics of needs interpretation'. Fraser's framework was conceived and is typically applied to social welfare policy, so this paper provides a new perspective and understanding of its theoretical application in its examination of competing educational claims. Analysing key CPS and CTU texts which are in the public domain, I argue that different actors in the struggle competed for ownership of an expert discourse on student need in Chicago. The paper draws attention to the way a teachers' union consciously used social movement framing to foreground an inclusive view of the working class. The CTU's refusal to accept the dominant conceptualisation of education as performativity was an assertion of teacher professionalism. Placing the social reproductive needs of their students and families at the centre of their demands for better education provision in Chicago was a radical reimagining of education. In conclusion, Fraser's theory is found to be a helpful tool when considering who has the legitimate authority to determine education needs.

In a neoliberal era of education, there has been a shift of policy focus to performativity and evidence-based practice, coupled with neoconservative ideology of a more traditional knowledge-led curriculum. The resultant, extant education policy context has received criticism due to its teach to test culture, the concomitant narrowing of curriculum and the highly prescribed, scrutinised and 'authorised' pedagogic practices prevalent in schools. The paper draws on empirical qualitative data from three modern foreign languages (MFL) secondary school teachers in high poverty contexts in the North West of England. The study examines how these teachers describe their pedagogical practice within the confines of the current policy landscape and how they respond to curriculum and assessment requirements. The paper concludes that, despite the limiting effects of the prescriptive approaches in the current educational system, there are opportunities for teachers to promote unauthorised pedagogies in their classrooms that respond to their specific contexts. However, it acknowledges a shift in teachers' professional identity and questions the current discourses associated with teachers' professional knowledge. In response to this, I call for better recognition of the politicised and antidemocratic nature of current education policy and for us to equip teachers to become public intellectuals with the professional confidence to act for social change by reclaiming pedagogic discourses and practices that benefit pupils living in poverty.

In recent years we have seen increasing youth activism on climate and other sustainability issues. This paper presents a theoretical framework for further research on young sustainability activists as public educators. The point of departure is taken in Latour's argumentation concerning the need to create new attachments to the Earth. In line with this, we highlight the importance of aesthetics and experiences conceived as integrated sense-perceptional, emotional and intellectual faculties. The second part of the paper moves into social movement theory, to explore what role the Youth for Sustainability movement may have in creating new attachments to the Earth. Drawing on Melucci, emphasis is put on the movement's collective identity making. Furthermore, following Rancière, the ability to interrupt the distribution of the senses is stressed. Examples of youth activism for sustainability are presented and interpreted, which points to the potential of children and young people to act successfully. The last part of the paper moves into pedagogical theories to explore how this kind of youth activism fostering new attachments to the Earth can be conceived as public pedagogy. We thereby refer to Biesta's distinction between pedagogy for the public, pedagogy of the public and pedagogy for publicness.

The paper evaluates the reach and viability of the call to "decolonize academia" and assesses what can be done in academic institutions by way of decolonizing practices. By distinguishing colonialism from coloniality, it stresses the material and structural dimensions of the latter as an on-going reality, and thus argues for the impossibility of "decolonizing" the academy as we know it. From this stance, it identifies an array of expressions of coloniality in the academy and presents a critique of metaphorical and/or allegedly performative approaches to decolonization. In doing this, the paper seeks to offer philosophical instruments for a thorough, self-critical reflection and intervention on academic institutions and teaching and research practices, in the understanding that these must be but a part of broader processes of social transformation.

In this paper, an attempt was made to locate the role of internationalisation in African Higher Education Institutions (HEIs). It is argued that comprehensive international, intercultural, and global dimensions in the affairs of African tertiary institutions provide for a more nuanced and diversified higher education landscape. Through a desk study approach, dwelling mainly on existing literature, the paper examines the issues of internationalisation from the perspectives of diversity and inclusion, as well as the roles of the relevant key players within those institutions to practically deliver internationalisation strategies that will put the institution on a global pedestal while remaining locally and regionally relevant. More importantly, strategies for achieving comprehensive internationalisation are discussed drawing inferences from literature and documentary sources. The interrogation of these sources in relation to the expectations of the current and future HEIs to remain socially relevant and sustainable is carried out. HEIs in Africa must contribute to socio-economic change and engage with their quad-helix and eco-system partners to ensure that high end skills training, knowledge production, entrepreneurship and innovation are accelerated. In so doing, African HEIs must embrace diversity in its fullness including welcoming differences in gender, race, culture, nationality and providing platforms of engagement that allow for inclusion, and breaking silos to allow for a nuanced agenda of internationalisation.

This paper uses six common aspects of utopias to evaluate the theory of Wild Pedagogies. Individuals--and especially writers--generate utopian ideas in times of upheaval and change. The climate crisis has created a need for exactly this kind of radical thinking. In an education system that is designed to uphold the neoliberal consensus, the development of the theory of Wild Pedagogies challenges the domestication of current pedagogies. Wild Pedagogies attempt to privilege the planet's more-than-human presence, whose voices desperately need to be heard, by emphasizing the role of nature as co-teacher. This paper finds that the theory of Wild Pedagogies performs as an abstraction, rather than an iteration, of outdoor learning. It provides an overarching philosophical framework that challenges the status quo, and its tenets fulfill the criteria needed to achieve a utopia for the Anthropocene.

This paper presents a research project that was conducted in Athens, Greece in 2018 and 2019. The main objective of this project was to address students' views on Greek society and education in the context of the socio-economic crisis, their prospects, and their aspirations for educational and social transformation. The paper concentrates on students' views on education and discusses the role of schools in creating democratic societies. It provides a closer insight into possible ways of thinking about education, and food for thought for any attempts to deconstruct or initiate radical change in the education system. It looks at the potentialities and possibilities of deploying critical pedagogy as a mode of resistance for transformative and empowering education within the Greek education system. It concludes that during times of multiple crises, critical pedagogy is clearly relevant and has a responsibility to rethink its views and practices, build active resistance and engage in fostering educational and social change that can lead to a more just, equal and fair society.

This work challenges the mainstream media's notions of presenting the region of India-administered Kashmir and enables one to view the culturally diverse, shifting frontier through a different lens. The paper challenges the representation of Kashmir in the mainstream national and international print media, which serve as an instrument and power's pedagogical tool for the public. The media is used to shape people's imagination and elicit certain political or apolitical positions as well as reinforce predispositions and behaviours according to agenda. Hence, the media's perspective needs to be examined closely. This work replaces the framework of ethnonationalism, which contours the media's representation of Kashmir, with an alternative framework of civic nationalism, which will bring about a different understanding of the region for the public. This framework not only unravels the conflict from twelfth century onwards, but also illuminates historical reasons for the present-day conflict, which is a vital component in conflict resolution. Unpacking the theory of Civic Nationalism and presenting evidence of Kashmir's diversity by delving into the heterogenous region's social, economic, cultural, and political spaces, the paper aims to unravel this comprehensive framework which counters the hegemonic, pedagogical national and international medias' narratives on the conflict. The authors not only attempt to enliven aspects of the region's social history and contextualise/reframe the oppressed people's movement for self-determination from the Civic Nationalism framework, but also decode the present-day conflict by unravelling its root causes.