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This article analyses contradictions in the Thai engagement with UNESCO discourse by examining how concepts relating to Education for Sustainable Development and Global Citizenship Education have been interpreted in key national policies. Thai education policy discourse signals convergence with certain aspects of the international sustainability agenda while selectively excluding key elements in the name of Thai 'tradition'. Crucially, the Sufficiency Economy Philosophy (SEP) is portrayed as a distinctively 'Thai' approach to modernisation, endorsing hierarchy and inequality. Divergent understandings of key concepts extend to contested notions of democracy, human rights, secularism, and moral education. Analysing these tensions in historical context, we trace the politics of education to Thailand's semi-colonial past, before focusing on contemporary SEP discourse. In conclusion, we situate this case in a wider comparative frame, showing how Thai claims to uniqueness are, in fact, anything but unique.

This paper provides a Latin American perspective on ESD, with a focus on transformative and participatory learning in community contexts. With a long history of critical pedagogies, Latin America provides a fertile ground for exploring alternative forms of education as a means to address deep-rooted challenges in western traditional strands of education. We start by providing an overview of pertinent educational currents present in Latin America, then ground these perspectives in two case studies carried out by the authors -- one from Colombia, the other from Brazil -- which explore grassroots initiatives in community settings that utilise different forms of education and learning. We then propose an integrative model to foster alternative educational approaches that might lead to decolonial and regenerative praxis, finishing with a discussion on how Latin American-rooted regenerative decolonisation perspective and praxis can inform global ESD discourses.

By reflecting on the research journey in an ethno-case study, this study attempts to identify the potential and limitations of critical realist grounded theory (CRGT) that hitherto remain unsubstantiated. My research sought to uncover how a Cambodian NGO's rights-based approach fostered people's transformative learning (TL) towards claiming their rights to development and how various structures influenced the extent of their TL. CRGT enabled the elucidation of the stratified realities, particularly land grabbing that influenced people's TL, through the abduction and retroduction processes. However, using CRGT--which treats people's meaning-making as a point of departure--and progressively focusing on the structures through the same processes led to the lack of empirical data on the structures. Therefore, I suggest some measures to overcome this issue.

In this reflective account, I revisit my geopolitical location, earlier life and career, and academic journey using the ideas of feminist theorist Dorothy Smith as an interpretive frame. Her theorizing and methodology have been transformative, particularly in relation to gaining insight into a paradox. In order to undertake community-engaged research, poorly recognized by traditional academic expectations of scholarship, I had to find a way to survive within the very institution that devalued this approach. Smith's conceptual contributions, particularly her regard for women as subjects (not objects) and experts of their lives, encouraged me to undertake this reflection. And her theorizing of how women's local everyday experiences are connected to complex relations of ruling have brought me new insights. While I had no direct connection with Smith, I experience her passions and ideas as a form of feminist solidarity.

The purpose of this paper is to document dialogic reflections of two researchers (Shin Ji and Eun-Young) who had conducted collaborative projects on education for youth with North Korean refugee backgrounds. By employing duoethnography, conversations were conducted on the following questions: What are the experiences that impacted our researcher identities? What is the transformative learning emerged from our engagement in NK research? How do we become more holistic researchers through duoethnography? During a series of facilitated dialogues both "within" and "between" Shin Ji and Eun-Young, they learned that their personal experiences of marginalisation served as an experiential and emotional foundation for their increased critical awareness of North Korean refugee students: the disparities in position, power and access that the students experienced in the process of resettlement in South Korea. Participating in the duoethnography, the authors also experienced qualitative transformation as they made sense of the ways their identities and NK research were feeding each other. The authors thus concluded that the duoethnography created a third space for them in that it was a personally therapeutic and professionally productive engagement that was able to secure transparency that represents unique insights from each researcher.

Higher education institutions have been following the global trend of advocating open educational resources (OER) for tuition and learning. In the South African context of higher education, there is also an increasingly strong call for decolonisation in educational content. However, there is a lack of knowledge and theories for the decolonisation of learning content. This study sought to establish the possibilities of decolonisation of OER in digital learning. To employ the appropriate lens for the decolonisation of content, the study opted for contextualised theory, contextual knowledge world views, and the African indigenous knowledge frameworks, while following the Transformative Learning Theory. This theory made it possible to follow the decolonisation elements relevant to low-income contexts. Consequently, the decolonisation lesson guided the appropriate systems for the decolonisation of the tuition content. After decolonisation, the concepts of Africanisation and transformative learning were considered by using the Technology Appropriation Model as a guide for adopting and developing OER appropriate for the African context. The study employed the qualitative approach and case study strategy by focussing on one of the largest comprehensive open distance e-learning (CODEL) institutions in South Africa and on the African continent. The study established that CODEL encourages the use of OER for the decolonisation of tuition content. However, there is still a lack of strategies, models, policies, and practical guidelines for the decolonisation of OER. Therefore, the study proposed the decolonisation of an e-learning content model that academia can use to advance the decolonisation of e-learning content.

Purpose: Reflective practice (RP) is a key skill for developing one's professional practice. It has, however, not been unanimously prioritised in public health (PH) competency and education frameworks. Reflection activities are often unstructured in higher education. There is also a dearth of literature on the RPs of undergraduate PH students. This study aims to explore in greater depth how RP helps undergraduate PH students explore their own learning in internships. Design/methodology/approach: Reflection prompts were designed using the DEAL model. 124 written reflection entries from 32 students were collected and analysed thematically using a deductive-inductive approach. The conceptual framework of internship learning goals by Ash and Clayton (2009) was used to guide the deductive analysis. Findings: Three themes were identified: initial engagement with reflective learning; gradual integration of reflective learning, and a transformative phase involving professional development, personal growth, civic learning, growth through struggle, being confronted with differences in expectations, and skill acquisition. Originality/value: This study extends the limited evidence regarding RP in undergraduate non-medical PH education, and contributes toward informing the revision of undergraduate PH programmes, for example, by integrating structured reflection earlier in the curricula, and establishing/supporting mentorship programmes between institutions. The findings call for PH educators to be more intentional in creating opportunities to nurture RP among budding PH professionals.

The article discusses (the restoration of a sense of) continuity as a necessary part of transformative learning. Using the lenses of rhythm theory, biographical learning, and memory studies, it highlights both the individual and social dimensions for making sense of the past after a period of change. Discussing the example of an individual transformation and the social transition of Eastern Europe in the 1980s-1990s, it explores two aspects of the transformation process: the need for stability and the selective and altering nature of our process of remembrance. It advocates for developing the capacity to reflect on how we relate to our past and how we narrate the course of our lives.

This study explores the integration of key Transformative Learning Theory (TLT) principles into design education to foster Visual Literacy (VL) and promote awareness of environmental issues among undergraduate students. Through thematic analysis of 22 illustrated infographics, ideation sketches and supporting textual data created by art and design students, the study examines patterns and insights related to perspective transformation, critical reflection, and visual writing skills. Findings reveal pedagogical efficacy when prompting students to explore counter-narratives to the prevailing negative zeitgeist, resulting in perspective transformation and critical reflection of the design process. In turn, this perspective shift and critical reflection fostered the development of students' abilities to convey complex ideas visually, thus broadening their visual vocabulary to advocate for positive change. Three main categories were considered: Critical Reflection, Perspective Transformation, and Visual Writing Skills, and six sub-categories were identified: Implicit Reflection, Paradigm Shift, Alternative Narratives, Rhetorical Concepts, Intentional Visual-Verbal Communication, and Emotional Visual Language. Implications for scholars include insights into curriculum development and the promotion of ethical and sustainable design practices, while pragmatic applications for faculty offer actionable recommendations for enhancing teaching practices. The study underscores the importance of ethical considerations, diverse perspectives, and real-world applications in nurturing students' growth as innovative, ethical and sustainable designers.

Background and Context: Using a transformative learning framework, this qualitative study examines the perspectives and practices of 70 middle and high school content area teachers who attended two or more summer professional development workshops. Objective: This study describes how teachers' disciplinary perspectives and backgrounds influence their understanding of CT infusion and their implementation of CT-infused lessons. Method: Data sources for this qualitative comparative case study analysis included: retrospective video reflections, implementation surveys, post-PD surveys, and instructional materials. Findings: Analysis revealed differences in terms of disorienting dilemmas teachers faced, shifts in their frames of reference, the form of classroom CT infusion, and their integration of specific CT concepts. Implications: This study contributes a comparative analysis of how teachers from different content areas come to understand CT infusion and implement CT-infused pedagogical practices to support their disciplinary teaching. Findings indicate the importance of including all teachers, STEM and non-STEM, in CT infusion efforts.

In this interview study, the authors examined the process of coaching in the context of a year-long professional development initiative designed to support teachers' expertise in implementing culturally and linguistically responsive practices. Using transformative learning as a theoretical and analytical frame, they investigated 20 teachers' experiences with external coaches and identified relational and resource aspects of coaching that supported or hindered teachers' growth. In addition, data analysis showed how collaborative coaching relationships were related to teachers' movement through the phases of transformative learning. This study has implications for how external coaches work with teachers as part of professional learning and illustrates the importance of rooting the coach-teacher relationship in a shared understanding of teachers' context and lived experiences.

The emergency industry has always been an important and challenging profession. Paramedics and firefighters are exposed on a daily basis to potentially traumatic situations with some of what they experience leading to transformations, changing them deeply and fundamentally. These transformative experiences (Paul [2016]. "Transformative Experience". Oxford: Oxford University Press) where they are required to navigate life and death as part of their profession provide a clear need for transformative learning (Mezirow [1991]. "Transformative Dimensions of Adult Learning". San Francisco: Jossey-Bass; Mezirow [2012]. "Learning to Think Like an Adult: Core Concepts of Transformation Theory." In "The Handbook of Transformative Learning: Theory, Research, and Practice", edited by Edward W. Taylor, and Patricia Cranton, 73-95. San Francisco: Jossey-Bass) in order to improve their professional and private lives. The study uses a qualitative approach where 57 paramedics and firefighters reflected on their experiences working in the field and on the impact these experiences had on them and their private lives. In empirically charting, the transformative experiences and learning processes, the data support the theories of Paul (2016) and Mezirow (1991; 2012) and show there is a need to provide support for existing workers and better preparation before they enter a career. It raises the question whether saving lives is currently a sustainable profession and how it can become a more sustainable profession.

This article investigates stakeholders' learning and transformative action when developing a collaboration platform between a Swedish regional authority organisation (RAO) and civil society organisations (CSOs) to find new ways to provide welfare services. The material is based on 22 semi-structured interviews and observations of seven general meetings at which RAO officials and CSO representatives met. In addition, notes were taken during two workshops with key stakeholders and interviewees, respectively. Learning and transformative action were analysed through a TADS approach. The findings reveal that a signed agreement, stipulating collaboration between the two sectors (public and civil society) became a second stimulus for shared transformative agency. After signing the agreement, conflicts of motives arose, which challenged learning between stakeholders. Surprisingly, it was not the conflicts of motives between the two sectors, but those within each sector that constituted the most severe expansive learning challenges, and consequently also a delay in the development of the collaboration platform that was to provide welfare services. Nonetheless, the conflicts also contributed to small, incremental, steps of transformative action toward what they had set out to do.

The increasing speed of societal, environmental, technological, and workplace changes brings into sharper focus the question of how people shape and learn from transitions, such as so-called 'skilled migration'. Taking a doing transitions and doing migration perspective, I assert that transitions and migration do not simply exist but are constituted relationally through social practices and accompanied by learning processes. This paper reports findings from qualitative research into the question of how people learn and transform their understandings of (life)time when moving to a new country and seeking entry into the labour market. The study used the documentary method to analyse data from 20 biographical-narrative interviews with people who moved to Canada as adults. Findings indicate different modes of dealing with shifts in temporal contexts during migration as decompressing lifetime, losing time, and going with the flow. These modes are associated with positive transformative learning, negative transformative learning, and learning through participation in practices. This study has implications for theorising learning during life course transitions as a socially embedded process. It also points to the need for differentiated support as individuals seek to enter new labour markets or make career changes in the context of migration.

Purpose: Organizations will be key to realizing the "transformative change for humanity" now being called for. However, the complexity calls for new ways of facilitating change and organizational learning; it also calls for moving beyond sustainability to develop practices that restore and regenerate the world in which we live. Above all, it calls for the development of new frameworks, practices, mindset and capabilities to hold space for and facilitate such transformation, to dance with the "Logic of Life." The purpose of this study is to contribute to advancing the current leading frameworks and practices of facilitating learning and development towards the enabling of regenerative transformative change in organizations and society. Design/methodology/approach: This study is based on an exploratory qualitative analysis of a facilitation prototype that expands the current framework and practice of Appreciative Inquiry Summits toward regeneration. Findings: This study presents four paradoxes of regenerative facilitation to guide the dance for life in complex ecosystems. It also identifies that the dance needs to be widened, towards inviting more frequently the ends of the four paradoxes noted as regenerative, negative emotions, inner and more-than-human. Originality/value: This study explores the intersection of practices and frameworks for facilitating complexity with principles from regenerative leadership and complexity theory, potentially making an important contribution to the urgent and widespread need to facilitate a regenerative transformative change for humanity, society and our organizations.

Employing neoliberal governmentality as a conceptual frame, this paper presents evidence from the mushrooming English language academies from Pakistan to demonstrate that how neoliberal rationality as a normative order of reason governs the minds of learners and teachers without governing. Drawing on the analysis of an open-ended interview protocol and semi-structured interviews, the findings suggest that learning more English is believed to render them competitive in the current linguistic market. The rationality is deeply interwoven with the logic of the market. English is considered instrumental for social survival, a tool that promises all forms of social, cultural, and economic capital. The paper discusses that how the knowledge that neoliberal rationality internalises, apparently governs participants' discourses, actions, and their self-technologies. Self-technologies manifest in their conduct of relentless self-development and self-entrepreneurship. Recurrent neoliberal lexicon embodies their subjectivities. The power of neoliberalism 'inserts itself into their actions and attitudes, their discourses, learning processes and everyday lives' (Foucault [1980]. "Power/Knowledge: Selected Interviews and Other Writings", 1972-1977. New York: Pantheon Books). The study concludes that the transformative potential and promises attached to English learning are facile because English does not exist in some neutral social space; instead, it operates in a polarised society where the roots of socioeconomic inequalities are fundamentally structural than access to English.

This mixed-methods study examined how WiseGuyz, a gender-transformative healthy relationships program, can support positive sexual health self-efficacy (SHSE) among adolescents. 570 adolescent boys provided data on SHSE from before to after the program, and 20 adolescent boys participated in interviews and focus groups to discuss their sexual health education needs. Results showed that boys who participated in WiseGuyz reported a significant increase in SHSE from pretest to post-test and that WiseGuyz was different from typical school-based sexual health education in terms of content and facilitation and increasing program engagement. These findings indicate the potential for gender-transformative interventions in supporting positive SHSE.

Human beings are born creative, however, as they grow and interact with society, they often become less creative or are taught to be uncreative. Children are naturally full of curiosity and creativity; they perceive their surroundings in unique ways. However, the environments in which they grow up often stifle their creativity. In modern society, it is crucial to employ creative teaching methods to bring out the best in students and foster their creativity. Creative teaching also serves to increase students' interest in the subject matter. According to the National Advisory Committee on Creative and Cultural Education, the primary task in teaching creativity is "to encourage young people to believe in their creative potential, engage their sense of possibility, and instill the confidence to try." Creativity in teaching plays a vital role in enhancing students' learning experiences. Research in educational contexts suggests that confidence, enthusiasm, and commitment are common qualities found in creative teachers. This article explains how creative teaching develops creativity and increases interest among students in learning, the barriers to creative teaching in the classroom and concludes with recommendations to develop creativity in teachers.

National canons of history sparked intense debate among historians over the last years, history educators have regularly shown concerns regarding these canons. The main arguments are that history is instrumentalized for political purposes, and that canons are incompatible with multiculturality. In this study, the cases of the Netherlands and Belgium (Flanders) are used to discuss these concerns. The aim of this article is to gain a more complex understanding of the use of canonical discourse in the setting of history education. The current study actualizes and reconsiders Banks' typologies of knowledge, and applies them to multicultural history education. Hence, the canon debates in the low countries are contextualized from an international perspective of debates on canon and history teaching. It is argued that both national canons specifically intend to confront popular knowledges and historical myths with academic historiographic discourses. More particularly both canons seek to include discourses on minority groups and multiculturality, which may benefit the use of transformative knowledge in history education. The use of canonical discourses however must not be reduced to transmission. Beside qualification history education also strives towards socialization and subjectivation. It is discussed how a thoughtful use of canonical discourse may add to realizing these purposes of education.

A promising solution for reducing costs for students, especially textbook costs, is Open Educational Resources (OER). We explored community college faculty members' perceptions of using OER compared with publisher textbooks. In this comparative context, we investigated how OER impacted faculty, their instructional decisions, and their students as well as other aspects of OER faculty considered beneficial. The data is from a larger mixed-methods research study conducted in one large community college with multiple campuses in the Virginia Community College System (VCCS). Interviews were conducted with four faculty members who taught both an OER and non-OER section of the same course in the same semester. Three interconnected themes emerged from faculty responses. The first theme was the customizable content and format of OER facilitated access to and for diversity. The second theme was the ease of access with OER supported student engagement with the content and with each other. The third theme was faculty engagement with OER promoted transformative and reflective pedagogies. Findings provide important insight into the contribution of OER materials to equity, diversity, and inclusion beyond the barrier of financial costs. Practitioners should be encouraged by OER's potential benefits to students and instructors.

The changes brought about by the COVID-19 pandemic have compelled schools to transform their pedagogies, with two seemingly contrasting trends emerging: the growing digitalisation of schools and the increased recognition of outdoor education. Our study, based on the experience of a European project, addressed the following questions: What digital competences can be fostered through school garden-based learning activities? Which UN Sustainable Development Goals (SDGs) can be addressed by combining garden and digital activities? How do these practices align with the framework of transformative pedagogy? To answer these questions, we conducted a qualitative content analysis of 16 learning activity lesson plans designed and implemented by teachers from Slovenia, Greece, Portugal, and Spain. The findings indicate the activities contributed to exploring diverse online sources of information and integrating them into shareable digital products while developing SDG 4 (quality education), SDG 3 (health habits), and SDG 12 (sustainable consumption and production), among others. These activities align with the principles of transformative pedagogy, as they encourage students to think and interact globally while empowering them to take action at a local level. These results also emphasise the importance of enhancing students' decision-making abilities and providing opportunities for reflective questioning, less frequently identified in the activities.

In this paper we reflect on our experiences teaching human geography across two modules that pedagogically centre student reflexivity through content that has potential to be dis-comforting. Drawing upon student experiences on two final year option modules, relating to social and spatial exclusion and "race", ethnicity and multiculture, we reflect on how learning experiences on these modules "stay with" students in ways that are potentially transformative. The paper draws upon our own reflections as teachers, alongside anonymous student work and crucially the student voice, through a questionnaire distributed to previous graduates. Foregrounding the student voice is a key contribution here, whereby we assess student relationships with taught content beyond their studies. Bringing this data together, we draw upon border pedagogy to suggest that discomfort is integral to a transformative approach, but how scaffolding is necessary to enable such learning experiences. We also acknowledge, though, that such learning experiences are not experienced equally and there are limits to such approaches, particularly within contemporary higher education institutions.

A growing body of literature suggests that 'intercultural education' is an important tool for transformative learning about oneself and the other. Yet little is known about the challenges and opportunities of intercultural education in practice, particularly in light of an increasing focus in Western education policy on testing and standardisation. This article uses ethnographic and focus group research in an ethnically diverse secondary school in East London to empirically explore the opportunities and challenges of intercultural education in practice. It highlights similarities between the concept of intercultural education and Martin Buber's theory of the 'I-Thou' encounter, suggesting that this dialogical relation has the potential to transform stereotypes and develop personhood. The research findings show how teachers at the East London secondary school employed dialogical techniques to encourage critical perspectives among their students and to cultivate their trust, a key element of I-Thou encounter. The findings also, however, draw attention to the deleterious impact of the marketised education paradigm on the dialogical relation, demonstrating how a policy focus on attainment and the narrow national curriculum limit opportunities for dialogue in the classroom and erode trust between teacher and student. The article argues that there is a clear and urgent imperative for change within the Western education system if Buber's dialogical pedagogy is to bear fruit and transformative learning is to take place.

This study takes a transformative learning lens to gain insights into Western foreign teachers' identity as educators and professional confidence in online teaching at a Sino-British university. The biographical narrative interpretive method was used for data collection and analysis. The researcher gathered critical incidents during the pandemic through in-depth interviews with six Western foreign teachers. Western foreign teachers encountered dual-dimensional challenges: one related to cultural differences in teaching and the other caused by a shift to online teaching. Western foreign teachers' belief in their professional identity as educators anchored by their pedagogical and curricular rationales helped them overcome workplace challenges. Through action-taking and critically reflecting on their experiences, Western foreign teachers gained skills and competencies that promoted their confidence in transnational education. This study developed a framework to explain teacher identity as educators and professional confidence development in teaching as an iterative process led by transformative learning. The reflective practice serves as a medium to help Western foreign teachers construct experiences in unfamiliar situations. The study makes a practical contribution to understanding Western foreign teachers' professional development, which can be used for recruitment and retention.

This paper explores the transformative potential of Large Language Models Artificial Intelligence (LLM AI) in educational contexts, particularly focusing on the innovative practice of prompt engineering. Prompt engineering, characterized by three essential components of content knowledge, critical thinking, and iterative design, emerges as a key mechanism to access the transformative capabilities of LLM AI in the learning process. This paper charts the evolving trajectory of LLM AI as a tool poised to reshape educational practices and assumptions. In particular, this paper breaks down the potential of prompt engineering practices to enhance learning by fostering personalized, engaging, and equitable educational experiences. The paper underscores how the natural language capabilities of LLM AI tools can help students and educators transition from passive recipients to active co-creators of their learning experiences. Critical thinking skills, particularly information literacy, media literacy, and digital citizenship, are identified as crucial for using LLM AI tools effectively and responsibly. Looking forward, the paper advocates for continued research to validate the benefits of prompt engineering practices across diverse learning contexts while simultaneously promoting potential defects, biases, and ethical concerns related to LLM AI use in education. It calls upon practitioners to explore and train educational stakeholders in best practices around prompt engineering for LLM AI, fostering progress towards a more engaging and equitable educational future.

Informed by a combined framework of 'translanguaging' and 'epistemic injustice', this paper examines how a group of teachers and students from diverse linguistic and cultural backgrounds negotiated their knowledge participation through translanguaging in an English medium instruction (EMI) degree program at a Chinese university. Data were collected over a 12-month classroom ethnography, including lesson recordings, stimulated recalls, and reflexive journals. A thematic analysis of the data reveals that transnational teachers and students actively employed translanguaging to challenge the prevailing hegemony of Western thinking and knowing in the EMI environment. We identified three key translanguaging capacities that facilitated transformative knowledge negotiation: (1) counteracting testimonial injustice; (2) providing hermeneutical resources; and (3) enhancing the sensitivity of trans-epistemic practices. Our study attests to the value of translanguaging as a transformative strategy to generate epistemic access for transnational students engaged in EMI learning, informing efforts to foster educational equity in the internationalization of higher education and to empower transnational teachers and students to reclaim their epistemic contribution capacities in the EMI context.

Written in narrative format and guided by concepts and methods borrowed from intuitive inquiry, a transpersonal and holistic approach to scholarship, the article offers insights into the research process of art teachers who were completing their graduate studies in art education during the pandemic year of 2020-2021. By engaging in an arts-based inquiry that brought them to explore aspects of their inner life, also shedding light on our shared cultural and social conditions, the student-scholars demonstrated the transformative potential of creative investigations as a vehicle for self-knowledge and healing. The article points to the importance of connecting artistic endeavor with transformative learning as both reach beyond cognitive responses to knowledge. Our findings support the vision that self-discovery processes lead to integration and social awareness which informs teaching.

This article shows how a student centered pedagogy called the Improvisational Theater Art Form (ITAF) empowers transformative awareness, growth, and change. In this particular study representative of a larger body of work, 30 undergraduate researcher/participants created improvised games and scenes as expressions of their inner selves to explore "habits of the mind" negatively affecting social living and daily life. ITAF draws upon action research, transformative learning theory, improvisational theater, a democratic learning environment, and learning through play. The purpose of this article is to show how ITAF inspired learners to study the nature of the self, achieve progressive growth and development, and advance the craft of transformative learning and education.

Due to the COVID-19 pandemic, several educational institutions were thrust into a forced culture change as learning, teaching, and assessment moved from traditional face-to-face (F2F) instruction to remote delivery with a profound effect on pedagogy. This paper uses transformative learning theory to explore various aspects of academics' transition from face-to-face to remote teaching. Findings from an online cross-sectional survey of academics in higher education institutions (n = 95) indicate that academics were confronted with a disorienting dilemma that challenged previously unquestioned teaching experiences, beliefs, and values upon transition to remote teaching. This was followed by reflection, adoption, and implementation of different modes of instructional delivery. The results indicate statistically significant differences in critical reflection, openness, and teaching differently based on race. As higher education institutions transition to a "new" phase of instructional delivery, re-thinking professional development and support for the transformed academic in a new operating environment that remains prone to disruptive events becomes imperative.

The experience of "interbeing" -- or a deep, authentic feeling of the continuum between our inner-selves, each other and the natural world -- gives a profound sense of interconnectedness. Teachings of "interbeing" have roots in ancient knowledges yet offer insight into how we might respond collectively and purposefully to the challenges of today. It is also proposed as a core meta-competency contributing to resilience and wellbeing for young people, creating a sense of unity in response to fragmented and technologically mediated environments. This article explores what learning activities and environments support experiences of "interbeing" and how these might be integrated into secondary school education, focusing on transformative, place-based learning. We present findings from participatory action research in an Australian secondary school undertaken as a pilot program focused on building resilience and wellbeing for students -- and contribute ideas for transformative learning practices that support resilience in the face of uncertain futures.

Purpose: The purpose of this study is to present an innovative and transformative online approach to sustainable development in management education. Design/methodology/approach: A case study and action research were carried out in a Brazilian business school during an academic semester. Specifically, in the context of a discipline entitled "Socio-environmental Management in Companies", several pedagogical strategies were designed and implemented to ensure undergraduate students' learning. This study involved the collection and analysis of both quantitative and qualitative data from multiple sources, which were analysed using descriptive statistics, thematic and content analysis techniques. Findings: By assessing the strategies, tools and resources used during the course, the findings of this study show that the discipline supported the students' transformative learning towards sustainability. Research limitations/implications: This study has both theoretical and practical implications by describing and evaluating an innovative and engaging pedagogical approach to sustainable development in management education. Originality/value: The approach developed through this research provides educators and higher education institutions with innovative strategies for transformative learning towards sustainability in management education. Moreover, the approach can be adapted and implemented in other fields of knowledge.

Like other workplaces, bullying occurs in academia. Additionally, women report more frequent and severe forms of bullying than men. The purpose of this qualitative study was to unearth women academics' learning because of being bullied. We discuss the learning context and explore the learning that occurred. Understanding these factors can augment the literature on bullying in academia. As a result of being bullied, women fundamentally changed their perceptions of themselves, others, their respective institutions, and their priorities. This study reveals how women can gain skills and have negative and positive changes in worldview. We offer practical suggestions for faculty, administrators, and institutions to promote learning from the experience of being bullied.

There is a need to better understand the complex landscape of adolescent literacy intervention as a shared responsibility across all educational stakeholders. To address this need, we examined the self-reported literacy beliefs and practices about secondary readers and literacy intervention among a group of educators (including administrators, teachers, and specialists) who participated in a year-long professional learning series focused on providing adolescents with rich and responsive literacy learning opportunities. We found that educators' beliefs and practices shifted as they developed shared understandings of asset-based mindsets and ways of supporting students' situated literacy learning and comprehension within disciplinary contexts. We offer suggestions for how to create shared learning opportunities for educators across roles and discuss implications for future research.

Several ethnic groups in Thailand consider themselves oppressed; arguably, Thai society lacks suitable platforms for multiple voices and perspectives. "Vivid Ethnicity," a mobile museum constituted by Mahidol University, addresses this issue. Adapting Kenneth Burke's concept of the "dramatistic pentad," communication theory, and the concept of transformative learning developed by Jack Mezirow, "Vivid Ethnicity" creates a theory of exhibition geared toward critical thinking and creative praxis. Ethnographic performances combined with participatory workshops are shown to be key factors in opening up conversations and encouraging audience to construct their own meaning.