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This article presents a case study that explores digital experiences in statistics teaching within Danish lower secondary school, focusing on the development of students' statistical concepts. The study tracks the progress of a student named Frida, who engages with the digital tool TinkerPlots over the span of a year. Frida developed a unique 'plot--stack--drag' technique that significantly influenced her conceptual development during this period. Her routines with the tool not only supported her in some instances, but also created conflicts due to their impact on her personal goals and anticipations. This article delves into the educational implications of the dialectical relationship between students' development of tool-based routines and their personal goals established during the process. The research findings highlight the profound impact of interactions between students and digital tools, such as TinkerPlots, on shaping students' understanding of statistical concepts. This underscores the importance of educators' heightened awareness of students' personal goals and anticipations influenced by digital tools, which, in turn, opens the door to innovative learning opportunities.

Purpose: To analyse the experiential learning approach to induce attitudinal change in the Ethiopian agricultural extension system to transform services from a top-down teaching to a participatory and interactive way. Design/Methodology/Approach: Reconstruction of three training of trainers' pilot trainings in a regional Ethiopian extension system from 2017 to 2020. The article analyses authors' reflections and trainees' self-assessment of the process and learning outcomes in view of the experiential and transformative learning perspective. Findings: The article showcases how theories are translated to concept development and application of an innovative training of trainers' pilot. It describes the actors, processes, outcomes and main learnings of a repeated training of trainers. Experiential learning-based training has the potential to activate individual agents as starting points that enable transformative changes in the Ethiopian extension system. In order to increase that potential, such a design should consider the prerequisites inside the extension system and among its agents. Practical implications: The study offers insights for practitioners working towards enhancing the competences of agricultural advisors. Based on learned lessons, it serves as a guidance in the design of training the trainer approaches in similar contexts and whenever reorganisation of advisory services is required. Theoretical implications: There is a need to include the long-term dynamics of knowledge and attitudes between individuals and their organisations; the way how organisations learn and transform themselves and how systematic reflections can be used to better assess the effectiveness of innovative training methods for more participatory advisory systems. Originality/Value: The iterative sequence of theories, concepts, application, and outcomes, and referring back to concepts, and the clear demonstration of peer learning processes.

The article explores how different concepts of "nature" were applied in secondary education in Germany around 1900 by examining the discussions on and practices in particular boarding schools. It will first scrutinise Enlightenment debates on "human nature" and how they were perceived in German secondary education in general and boarding schools in particular. While Goethe's term of a "pedagogical province" was central to the debates, the utopian concept had only low impact on social reality. Second, the paper will examine how the growing criticism of bourgeois urban culture and traditional education at the end of the nineteenth century was associated with a different perception of "nature" as natural environment and how newly founded boarding schools played an important role in promoting such perception amongst the middle class. In a third section, it will illustrate how this development did not stand in contrast to major social trends. It was rather, as will be argued in the conclusion, part of a more general transformation in educational discourse and practice in Germany around 1900. It can first and foremost be characterised in a shift from an inward-looking understanding as "human nature" to an outside focus on "natural environment" and "authenticity".

Purpose: This study explores the use of advisory services by farm managers and its linkages with the economic, environmental and social performance of farms. Design/methodology/approach: Using cluster analysis we determined groups of farms according to their sustainability performance and explored the correlations between contacts with advisory services and a set of farm-level sustainability indicators. Findings: There exist significant differences in the number of farmers' contacts with advisory services across countries, type of farms, farmers' degree of agricultural education, utilized agricultural area, legal type of farm ownership and economic size of the farms. We identified three groups of farms that have different sustainability performance, are different in farm characteristics and relate differently to advisory services. The number of contacts with advisory services is positively related to the adoption of innovations, the number of information sources utilized and the adoption of farm risk management measures. We find no clear linear relationship between advisory services and environmental sustainability. Theoretical implications: This study derives hypotheses to analyze causalities between indicators of farm-level sustainability and advisory services. Practical implications: Results suggest the importance of taking into account the heterogeneity of farming systems for the design, targeting and evaluation of advisory services. In addition, results confirm the importance of selection of indicators that can be used in multiple sites. Originality/value: We used a harmonized indicator of advisory services and a harmonized set of farm-level sustainability indicators in nine different EU countries that could be used to evaluate the role of advisory services in the achievement of multiple objectives in different groups of farms in multiple sites.