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Students' scientific literacy may be improved by the integration of social issues into biology courses, enabling them to make informed decisions on social issues in the context of their scientific knowledge. Additionally, this may allow students to recognize the connection between science and society. Although there are a number of benefits with having students learn about social issues in biology courses, most undergraduate courses may follow a traditional curriculum, which emphasizes the scientific content without framing it in a social context. Here, we investigated whether undergraduate students have been exposed to social issues in previous biology courses and examined how their perceptions changed before and after taking a biology course that incorporated social issues. In surveys, most students reported having no exposure to social issues in biology courses. Most students, especially females and persons excluded because of their ethnicity or race (PEERs), agreed with the integration of social issues in biology courses before taking the course. Students found reflection essays to be a useful tool in allowing them to think and share their thoughts on social issues as well as relate the course content to their personal lives. These results highlight students' interest in learning about social issues from a scientific perspective and how reflection essays may be used to practice applying their knowledge to real-world issues.

Required undergraduate diversity courses often expose students to topics and worldviews which may push them out of their comfort zones and prompt dissonance and even resistance. This paper reports on interviews with 68 faculty members across 16 humanities and social science disciplines at five predominantly white institutions in the Southern United States, detailing how they navigated discussion of controversial topics in required diversity courses. Most instructors aimed to expose students to critical social issues yet were concerned that resistance could disturb the learning process. We identified 20 unique strategies for handling controversial topics in class that included proactively establishing community and safety and normalizing conflict, and reactively acknowledging and surfacing multiple perspectives, as well as connecting content to students' lived experiences. Some instructors also reported a lack of controversy or conflict in their classrooms, which they variously attributed to student characteristics or their own disinclination to promote heated discussion - which, we argue, calls into question the breadth and criteria of many institutionally defined diversity course requirements. We conclude the paper with implications for faculty, educational developers, administrators, and institutions.

Open Educational Resources (OER) and renewable assignments that create OER are closely related and promote access to knowledge, collaboration, and community engagement. Through both, PhD students can contribute to the advancement of open education while enhancing their own learning and professional development. Despite many advantages, OER and renewable assignments are widely underutilized in U.S. institutions of higher education. To enhance nationwide adoption, PhD programs may be an important context for using and creating OER because many PhD students will become faculty members in the future. This survey research collected data from April to December 2022 to explore the prevalence and perceptions of OER and renewable assignments among the 72 PhD programs in the top 100 ranked social work programs in the United States. Thirty of the 72 programs were represented in the sample. Most of the respondents (68%) reported using OER materials in at least one course, with audiovisual and textbooks the most reported type of OER used. In contrast, a few (6%) of the respondents reported their programs used renewable assignments. Lack of knowledge or awareness was the most commonly cited reason for not adopting OER or renewable assignments. Representatives from programs that had adopted OER had higher perceptions of positive student impact from OER use or creation than those from programs that had not adopted OER (Mann Whitney U = 61.0, p = 0.058). Our findings indicate a reasonably widespread adoption of OER as course materials in social work PhD programs in the United States. There is an opportunity for increased adoption of renewable assignments to both create suitable, high quality OER materials for use in social work PhD programs and to train future social work faculty in the logistics of creating and using OER.

This study examined the effects of students' argumentation standpoints on their argumentation learning in the context of socio-scientific issues (SSIs). To that end, four kinds of argumentation standpoints were defined: affirmative standpoints, oppositional standpoints, multiple standpoints, and non-standpoints. These four kinds of standpoints allow for six possible combinations of any two of the different kinds of standpoints, which enabled us to conduct six kinds of 2-team format debates. The resulting differences of students' four types of arguments (i.e., claims, warrants, rebuttals, and qualifiers) generated in six types of debates were examined. This study invited 208 10th-grade students to participate in a quasi-experimental research design. The results showed the affirmative group students demonstrated superior performance in terms of claims and warrants, and the oppositional group students had the largest number of rebuttals. The students in the debate with combinations of affirmative and oppositional groups exhibited the best performance regarding the generation of claims, warrants, and rebuttals. Based on the results, the present study concluded the standpoint had significant effects on the students' argumentation learning, which suggests that teachers can investigate students' standpoint on the learning topic of SSI and their prior knowledge about the standpoint before teaching.

In light of the increasing frequency of misleading information in social media regarding environmental issues, this study aimed to identify misleading information spread through TikTok videos and to discuss why such content is considered misleading, drawing on relevant literature. Hashtags with large numbers of views, such as #climatechange, #sustainability, #pollution, #biodiversity, #environmentalprotection, #environmentalissues, #energysource, and #environmentalproblems, were used for data collection through web scrapper called Apify (https://apify.com/). A total of 29 misleading videos were found. Content analysis was applied to identify and classify the topics and misleading claims. The topics of misleading videos, according to the most frequent mentions, were energy sources, followed by climate change, pollution, biodiversity, and environmental degradation. Among the misleading claims, videos related to pyramids as nonpollutant power plants and conspiracy related to pollution exhibited the highest frequency. The results show various misleading claims in videos related to environmental topics. Also, emphasized the importance of science education in addressing misleading information. In addition, the importance of an interdisciplinary approach for addressing environmental issues was reinforced.

Anchor movements rest on the premise that people- and place-based initiatives can be mutually reinforcing. The community development movement, however, has been haunted for years by the people-place dilemma -- the idea that efforts to help people harm efforts to uplift places and vice versa. Most of the literature on the anchor strategy has focused on one horn of the dilemma, namely, the problem that revitalizing a place may lead to rising housing costs that burden and ultimately displace longtime lower-income residents of the neighborhood. In this article, we examine the other horn of the people-place dilemma -- that helping people in disinvested communities may enable them to move elsewhere, leaving behind poorer communities. We examine this issue through a case study of the St. Louis Anchor Action Network (STLAAN), a collaboration of 16 anchor institutions. St. Louis is a classic legacy city that once enjoyed rapid growth but is now characterized by a falling population and high poverty. We document longstanding trends that have drained STLAAN's focus geography of people and resources, as well as more recent growth of an "eds and meds" economy that presents an opportunity to address decades of disinvestment and decline. We document STLAAN's efforts to invest in its focus geography and the people who live there and conclude with research proposals that could help guide anchor initiatives facing similar challenges.

This study comprehensively analyzes the effectiveness of the services provided to disabled people in the Turkish Republic of Northern Cyprus (TRNC) within the legislation framework and the communication barriers experienced by these individuals. The research examines how disability affects individuals' participation in social life and how TRNC legislation limits this participation. While attention is drawn to the communication difficulties faced by disabled people, especially those living in rural areas, it is emphasized that technological innovations and updating existing legislation are of critical importance in solving these problems. The article provides recommendations for education, awareness programs and policy changes to improve services for people with disabilities. This study aims to serve as an essential resource for developing disability policies in TRNC.

Purpose: This study considers the pedagogical dimensions of an event concept ]that combined participatory theatre and social scientific research to approach questions relating to ethnic relations and racism. The article aims to establish, with the help of a practical case example, the notion of public social pedagogy. Approach: Ethnographic research on 24 participatory theatrical events. The analysis utilizes the taxonomy of public pedagogy by Gert Biesta to provide an empirically informed theoretical 'autopsy' of the events. Findings: The analysis shows the pedagogical and societal importance of fostering encounters, encouraging communal discussion and nurturing dialogic competencies. "Public social pedagogy" would specifically address pedagogical processes relating to the public sphere, which revives the tradition of public deliberation. Practical implications: The study directs attention to pedagogical processes within the public sphere which have not been very prominent in social pedagogy or citizenship education. The autopsy of the participatory theatrical events provides perspectives for similar artistic interventions.

Northeastern University's EdD faculty faced unique challenges during the pandemic and racial reckoning following George Floyd's murder. During this period, however, we found opportunities to adapt and improve our program. We prioritized compassion and connection. We made significant strides in curriculum development through design and implementation of three new concentrations. We focused all program elements on how social justice works in a variety of educational settings. We altered our approach to data collection and doctoral supervision. In so doing, we were able to maintain consistency for our students and develop a closer bond with our faculty colleagues.

The year 2020 brought not only the COVID-19 pandemic but also a wave of racial injustice, which impacted many in the U.S. and beyond. Combined, these phenomena have been characterized as dual pandemics, which introduced new demands that forced faculty to redesign aspects of their doctoral programs to ensure sustainability during the pandemic and post-pandemic era. The purpose of this essay is to highlight changes we made to sustain our EdD program during and post dual pandemics. We achieve this by employing Ginwright's (2022) four pivots and brown's (2017) emergent leadership as a framework and to conceptualize how we transitioned from viewing the events of 2020 as problems to embracing the possibilities they offered for the present and future of our EdD program. Practical implications and recommendations for this work are discussed to offer EdD faculty ways to design, develop, and sustain their doctoral programs in the post-pandemic era.

In summer 2020, Northeastern University developed a fully online curricular pathway for incoming fall first-year undergraduate students who could not learn in residence. This pathway included 18 Global Challenge (GC) courses, each designed around project-based learning (PBL), grounded in a complex problem defined by Northeastern University research faculty, and based on the classes' individual research agendas (e.g., social justice, health, the environment). The GC courses were designed to help students develop key intrapersonal and interpersonal skills as well as academic proficiencies. The GC development team conducted a systematic study of the courses during the first three semesters of their development and implementation. The investigation's guiding question was, "To what extent, and in what ways, can learning experience design, online structure, and facilitation support PBL learning, teamwork, and a sense of connection among students in asynchronous courses?" Data sources included student surveys, instructor reflections, and course observations. Findings highlighted the importance of a learning experience design infrastructure to support PBL challenge development; that design supports for challenge development are necessary, but not sufficient, and an online course architecture that reinforces PBL also needs to be developed; that student attention to course resources needs to be scaffolded within the course and optimized for the online modality; and that a system for instructor mentoring in online PBL pedagogy is important to course success.

The purpose of this article is to contribute to the scholarship of teaching and learning in sociology by examining a set of course redesign improvements made in a Social Problems course at the undergraduate level. These improvements center on increasing students' critical thinking skills by integrating research-based, innovation-driven learning and student-centered strategies into a four-part course assessment redesign. Using a primarily case study approach, we examine quantitative data in the form of an interdisciplinary pre- and post- Critical thinking Assessment Test (CAT) from students enrolled in one iteration of the redesign for this particular course. Results from this analysis highlight the potential of these pedagogical improvements to foster the development of critical thinking skills and as an example of how assessment data can be used to guide further iterations of a course.

Global environmental challenges brought on by over-consumption, limited resources, and climate change will task teacher education programs to prepare teacher candidates with new paradigms in problem-solving, collaboration, and innovation. Skills such as collaborating across cultures and borders, thinking critically and creatively, reflecting on deeply embedded assumptions, and negotiating uncertainty will all be needed to surmount these challenges. EcoJustice education addresses these needs. When combined with critical place-based pedagogies, skills, and attitudes associated with global citizenship may also develop. Four preservice teachers participated in a research trip to Lesvos, Greece, to learn about and aid in the refugee crisis there. Participants documented their experiences via critical reflections and dialogues and analyzed these data. Findings suggest that through engagement in a critical place-based learning experience, preservice teachers challenged conceptions of their role as Americans and shifted towards a more global, EcoJustice consciousness.

Social media serves as a virtual platform for young people to foster community and amplify marginalized voices, allowing them to actively engage with societal issues and take on roles as activists, advocates, and allies. A 2021 study (McDaniel, 2022) on teens revealed diverse literacy practices employed to address social justice, civil unrest, police brutality, state-sanctioned violence, the global pandemic, and other challenges faced by diverse communities. In a comprehensive three-month multi-case study focusing on the online literacies of teens of Color, the author examined how one youth, Tatum, an 18-year-old Black social justice activist, utilized social media for critical literacy practices and civic engagement. This paper emphasizes Tatum's multiliteracy practices and explores the intersection of justice-oriented activism, social media literacies, and youth identity work. The study advocates for the importance of recognizing youth of Color's multiliteracies and how it enriches teachers' pedagogical practices, providing critical insights for educators.

This paper adopts a biopower lens to examine emergency declarations that posit race or racism as problems to be addressed through mathematics education. We argue that attending to "slow emergencies" of racism must avoid sustaining mathematics education as a self-evident cause and cure for societal problems. We analyze how declarations of emergency reanimate racializing hierarchies by reordering spaces, temporalities, and subjectivities. To explore these concerns, we compare three race-explicit emergency declarations in US mathematics education during World War II with recent emergency declarations of pandemic-related learning loss, disengagement, and a racial reckoning. We juxtapose past and present to spotlight what we outline as distinct biopolitical working arrangements. The analysis maps how emergency declarations rearrange hopes, fears, diagnostic techniques, and intervention strategies--sometimes inadvertently reracializing students in attesting to damage or demanding redress. Our purpose is to foster deliberation over paradoxes and possibilities of addressing racialization and racism in mathematics education transnationally.

Global mindedness is increasingly crucial for individual, national, and global flourishing, and thus obtains great emphasis in school education. This study aimed to examine the associations between adolescents' global mindedness and three-dimensional school education aims (aims for academic achievement, employability, and narrow-sense holistic development). We further explored the role of adolescents' tolerance that might explain the associations. A total of 2448 15-year-old Finnish adolescents were selected and two-level hierarchical liner modeling was employed. Results showed that (1) academic achievement aim played a positive role in adolescents' global mindedness, whereas narrow-sense holistic development aim and employability aim showed insignificant and negative effect on it, respectively; and (2) adolescents' tolerance mediated the associations of these three school education aims and global mindedness. Findings identified the fundamental contribution of academic achievement aim to global mindedness, and imply schools to integrate global education with academic education, as well as to forbid the discouragement for tolerance and global mindedness in employability education.

In recent years, new expectations have been placed on universities, demanding academic contributions towards solving large-scale, interdisciplinary challenges. This is in conflict with existing insights from university governance research, which emphasises that scientific communities focus on reproducing disciplinary practices that are unsuitable in addressing societal challenges, because the problems associated with them are usually large-scale, complex and interdisciplinary. In light of this seeming paradox, we revisit the question of how--and on which theoretical grounds--universities may still be able to develop suitable internal governance mechanisms that allow them to address complex societal challenges effectively. Because university leaders are usually unable to coerce individual researchers to address such challenges in their research simply through their bureaucratic powers, we will argue that university leaders can, however, leverage individual researchers' agency to deviate from routine and disciplinary practice by developing novel or legitimising existing interdisciplinary scripts necessary to deal with such societal problems. Specifically, we outline that university managements can create a dual role consisting of the communication of legitimising interdisciplinary research on societal challenges, as well as providing for the necessary degree of interdisciplinary coordination by convening researchers around these topics.

The aim of this research is to explore emotional processes occurring during educational dialogues on civic and social issues (EDCSI) by asking what factors arouse emotions in EDCSI, how do these factors interact, how do they affect the participants, and how this effect can be explained from the perspective of group therapy. EDCSI involves a complex set of emotions at the individual, inter-personal, and group levels that cannot only be explained by already existing frameworks used in educational research. Thirty-three students discussed civic and social issues using digital media in two different settings: a three-day learning seminar for secondary school students and an undergraduate university course. Using a cued retrospective reporting protocol, the students were interviewed and asked to refer to their overall experience in the discussions and to emotional moments they experienced. The analysis of the interviews shows that factors that arouse emotions pertain to the personal, interpersonal, and group dimensions, and often interact with each other. The emotional processes described by the participants were consistent with factors identified in the field of group psychotherapy such as instillation of hope, universality, imitative behaviors, and interpersonal learning. We therefore claim that research about emotional processes in group therapy may contribute to understanding the multi-level emotional processes occurring in EDCSI and that psychotherapy practices may inspire educators in designing and facilitating EDCSI.

Today, efforts in WAC/WID to address social issues are gaining traction. Parallel to the shift in WAC/WID is a shift in STEM. Practices in STEM are responding to larger social concerns that include recruiting more diverse populations and improving research in consideration of its value and consequence to various publics. Rather than conceive of STEM as a homogeneous group or as representing narrow interests of progress, the social context of STEM is also gaining traction, though the uptake is slower. STEM instructors often lack the knowledge to incorporate social issues into their curriculum, much less address social change through writing instruction. This article contributes to the social turn in WAC/WID STEM in two ways. First, it examines STEM students' attitudes toward science to find out how they view the social in science since its importance in STEM is increasing, but instruction is lagging. And second, given our results, we suggest grant-writing as one way to facilitate the social into STEM writing pedagogy because of its critical importance as a genre in the field.

The 2017 general comment (GC21) to the United Nations Convention on the Rights of the Child (UNCRC) on children in street situations, provides a framework of legal guidance for governments developing policies aimed at protecting street-connected children and sets up the rationale for more awareness raising and public education to counter negative and deficit attitudes towards street-connectedness. Within this framework, the media has a role to play in either challenging conceptualisations of street-connected children as out-of-place within the public and predominantly adult domain described by urban streets, or in reinforcing ideological constructions of citizenship and normalised notions of childhood that result in negative stereotypes of these children. GC21 recommends that interventions targeted at street-connected children should be ethically responsible -- adopting child rights approaches aimed at using accurate data/evidence that upholds the dignity of children, their personal integrity, and their right to life. As such, these approaches should also extend to how organisations engage with and utilise the media to represent street-connected children. Focusing on media representations of street-connected children during the six pandemic-affected months of February to July 2020, this paper provides a review of the content of the sources to provide an insight into the structural barriers that face street-connected children because of how they are positioned in society, during the pandemic and in general, and the extent to which the media reinforces or counters the rescue or removal narratives that can lead to inappropriate intervention responses.

This study explores a "design fiction" approach in an educational context by applying it to a third-year industrial design studio class. The "Food Futures" project is conducted with thirty students in the design studio. We approached the future of food using a design fiction approach since the combination of food and design is a highly complex and social issue that requires a systems-level change. The project started with a design fiction workshop to adapt the approach to the class. After the students had written their briefs in the context of the future storyworlds, the project continued with weekly critique sessions. The data is collected through the project outcomes, recordings, and questionnaires. A methodological discussion about using this approach in the educational context is presented based on the collected reflections. We argue that design fiction can be used in studio projects for research and idea-generation phases to support divergence processes through building storyworlds. Furthermore, we examined how this approach can be integrated into design education based on how students defined their limitations considering their visualisation techniques and design intervention levels (product, product-service-system, spatio-social) within future storyworlds. Imbued with the ability to envision socio-technical environments, we see design fiction as a useful tool for adapting industrial design education to emerging approaches such as systemic design and transition design.

This research will explore preschool children's metaphorical perceptions and views about the concept of "global problem" in the context of education for sustainable development. The study will involve 20 preschool children, who are aged between 60 and 70 months and are attending a public kindergarten in Izmir, Turkey, during the Spring of 2021-2022 academic year. The data collection process involved semistructured interviews. Interviews were carried out with 20 preschool children on their perspectives and perceptions of "global problem," which was interpreted via content analysis. The findings of the qualitative analysis provided participants' perceptions and views related to global problems. The sample group was formed via convenient and criterion sampling method. The data were collected through a demographic information form and a semi-structured interview form which includes a metaphor sentence and open-ended interview questions. The results suggest that the preschool participants created themes (pillars), sub-themes and eighteen metaphors regarding the concept of "global problem" during the metaphor formation process. It was found that children's metaphors and views regarding the global problem were placed under the themes named "social-cultural," "environmental" and "economic." It was also found that the participants placed their metaphors and views regarding the "global problem" under the "social-cultural" theme most frequently.

Neoliberalism has been the hegemonic ideology that has fundamentally transformed planning over the last four decades. Neoliberalism has significantly restructured pre-existing organisations, such as universities that were initially expanded during the period of industrial capitalism. From Foucault's perspective, universities work as components of the dominant control apparatus to subjectively normalise people to docile bodies in the capitalist society. In planning schools, new planning students are introduced to the discipline and its values, norms, knowledge, and practices. This article explores how neoliberalism has changed planning education and subsequently practice in favour of the market operation by detaching planning from its intellectual and theoretical context, and used planning as its scapegoat to conceal its failures. Following the Global Financial Crisis (GFC) in 2008 and the global pandemic of COVID-19, several thinkers, economists and politicians have declared that 'neoliberalism is dead' and pointed to the necessity of a new doctrine to address the adverse side effects of neoliberalism that include social inequality and climate change. Planning was initially developed to address the environmental issues and social inequality that resulted from industrial capitalism. This article suggests that planning education should traverse neoliberalism by retrieving its critical and theoretical knowledge to redefine its role in the post-neoliberal era.

This study documents secondary pre-service teachers (PSTs) who examined Black Lives Matter (BLM)-themed young adult literature (YAL) embedded in contemporary realistic fiction and graphic novels, as part of coursework for an online YAL course required for secondary teacher certification. An analysis of instructor mentoring, online discussions, literature evaluations, and interviews demonstrates enhanced awareness of the need to implement BLM-themed literature, against the grain of rigid curricular requirements and policies that ban critical race theory (CRT) dialogue in numerous school districts. Moreover, PSTs identified these texts as a source to guide CRT to raise awareness of the history and permanence of systemic racism and its influence on contemporary society and the implementation of culturally relevant literature.

Purpose: Several studies uncover how the period leading up to the 2016 election and the Trump administration affected college students, in particular those targeted by the rhetoric and policies in this tense sociopolitical environment. This article builds on this scholarship and examines how the broader sociopolitical context shaped how targeted and nontargeted students perceived and experienced the campus climate. Research Methods/Approach: We interviewed 21 students who had taken a higher-education course at one institution to gather their perspectives of campus climate. Students commonly referenced undocumented students and students of color as directly affected by policies and rhetoric during this time. We subsequently considered self-identified students of color and undocumented students as belonging to targeted groups and those who did not as nontargeted. Findings: Students described how the sociopolitical climate between 2016 and 2018 directly and indirectly influenced campus climate based on their perceptions and experiences. Students shared how discourse toward minoritized communities increased overt marginalization in the United States and on campuses. Immigration policies were frequently mentioned as impactful, and nontargeted students expressed major concerns for their targeted peers and family members. A few students also described how the polarized sociopolitical climate outside the university created divisions among students. Implications: Institutions should seek ways to ameliorate concerns and tensions students may feel as a result of challenging sociopolitical and campus climates. In addition to supporting students from targeted communities, institutions should provide opportunities for nontargeted students to learn more about issues affecting targeted communities.

Despite reports of increasing levels of climate change related distress, there remains limited evidence regarding effective interventions for individuals and communities. The current study aims to contribute to this discussion by presenting opinions from study participants who self-identified as having a professional interest in climate anxiety. An international interdisciplinary survey was conducted, with qualitative and quantitative responses from 230 participants, from a range of professional backgrounds, including a range of mental health practitioners, along with climate activists, artists, educators, academics and scientists and others interested in the climate anxiety space. A wide range of potential components of climate anxiety interventions were suggested by participants, including supporting people to connect with others and nature, emotional validation in a group setting, and moving toward climate action. Reflexive thematic analysis of qualitative data resulted in five themes: 'Climate anxiety is a healthy response to the current situation', 'Climate anxiety will continue to increase until there is climate action', 'Climate anxiety interventions should be individualised', 'Climate anxiety interventions need to include the community and societal level' and 'Climate-aware practitioners are required'. These themes provide a significant contribution to the discourse on climate anxiety interventions. They emphasize the need for an understanding of climate anxiety as a legitimate response to the current situation and the imperative of community and society levels being included in intervention strategies. Results from this study provide insights from diverse perspectives to provide valuable guidance for future research and practice in the development of effective interventions for climate anxiety.

Background: Engineers are professionally obligated to protect the safety and well-being of the public impacted by the technologies they design and maintain. In an increasingly complex sociotechnical world, engineering educators and professional institutions have a duty to train engineers in these responsibilities. Purpose/Hypothesis: This article asks, where are engineers trained in their public welfare responsibilities, and how effective is this training? We argue that engineers trained in public welfare responsibilities, especially within engineering education, will demonstrate greater understanding of their duty to recognize and respond to public welfare concerns. We expect training in formal engineering classes to be more broadly impactful than training in contexts like work or professional societies. Data/Methods: We analyze unique survey data from a representative sample of US practicing engineers using descriptive and regression techniques. Results: Consistent with expectations, engineers who received public welfare responsibility training in engineering classes are more likely than other engineers to understand their responsibilities to protect public health and safety and problem-solve collectively, to recognize the importance of social consequences and ethical responsibilities in their own jobs, to have noticed ethical issues in their workplace, and to have taken action about an issue that concerned them. Training through other parts of college, workplaces, or professional societies has comparatively little impact. Concerningly, nearly a third of engineers reported never being trained in public welfare responsibilities. Conclusion: These results suggest that training in engineering education can shape engineers' long-term understanding of their public welfare responsibilities. They underscore the need for these responsibilities to be taught as a core, non-negotiable part of engineering education.

This paper presents a model that analyses the relationship between the coach's emotional competences and the training climate as predictors of the youngsters' emotional competences and psychological well-being. In the present study, 309 athletes and 17 coaches participated in the study. A general predictive model was estimated with path analysis and the maximum robust likelihood (MLR) estimation method. The results showed that the coach's emotional competences are associated with autonomy-supportive climates ([beta] = 0.15, p < 0.005). This climate is related to youth's emotional competences ([beta] = 0.30, p < 0.005) and lower emotional ([beta] = -0.27, p < 0.005), behavioural ([beta] = -0.51, p < 0.005), and social ([beta] = -0.33, p < 0.005) symptomatology. These results have important practical implications in designing interventions that promote coaches' emotional competences given its association with autonomy-supportive climates, which in turn are related to athletes' emotional competences and psychological well-being.

This study was conducted to examine the effect of mathematical modelling activities on the mathematical modelling skills of secondary school students in the context of STEM education. The study was designed according to the embedded design, one of the mixed research methods. The study group of research consists of 66 eighth-grade students studying in a public school in the central district of a large province in the south of Turkey in the 2020-2021 academic year. While the criterion sampling method, one of the purposeful sampling methods, was used to determine the quantitative study group of the research, the maximum variation sampling method was used to determine the qualitative study group. On the other hand, in the context of STEM education, mathematical modelling problems, evaluation rubric and semi-structured interview forms were used as data collection tools in the research. As a result of the research; It was concluded that mathematical modelling activities in the context of STEM education positively improved the mathematical modelling skills of secondary school students. In addition, it has been concluded that the students who receive education with mathematical modelling activities applied in the context of STEM education gain different interdisciplinary perspectives, experience positive developments in their thinking skills, adapt to group work more easily, and increase their interest in engineering and technology.

The current study aims to understand the expectations of pre-service preschool teachers regarding what kind of environment we will live in in the future and the reasons behind these expectations in terms of sustainable development (SD). To this end, the current study was conducted based on a phenomenological model with the participation of 77 pre-service preschool teachers. The participating pre-service teachers were first asked to draw the future environment they expect to see. Subsequently, they were interviewed and asked to explain their drawings and why they hope to see that environment in the future. According to the study, most pre-service teachers have negative expectations about the future environment. On the other hand, there are a few positive and technology-oriented expectations. Furthermore, a significant portion of the participants explained the environmental dimension of SD. On the other hand, a small number of participants preferred to explain different pillars together by creating cause-and-effect relationships. Given the obtained findings, it is suggested that environmental education should be more widespread at every level of schooling. The political, economic, and social pillars of SD should be more extensively incorporated into the existing curriculums.

The present paper inquires whether a meticulous program designed to resolve Interdisciplinary Societal Dilemmas through dialogic argumentation advances epistemic practices. To delineate how epistemic practices are manifested in classroom discussions, we adopted the Actor-Network Theory (ANT), which explores the interactions and agencies of human and non-human actors. ANT analyses uncover the power these actors exert on each other and help recognize the networks that these actors create or dissolve. They also delineate how epistemic practices emerge and are shaped in these networks. We identified four epistemic practices in the discussions: (1) taking a reasoned position, (2) integrating knowledge from different disciplines, (3) weighing pros and cons before taking a complex position, and (4) role-playing in a democratic game. We show that the type of discourse developed in the program was mostly dialogic argumentation. In addition, we demonstrate how teachers often inhibit these advancements. Indeed, in the case of integrating knowledge from different disciplines, teachers' role is central, but the emerged actors' network is often nondialogic. Moreover, we show how non-human actors shape the interactions in networks as well as the formation of knowledge and agency. We conclude that: (a) the design of activities for resolving interdisciplinary societal dilemmas provides many opportunities for advancing epistemic practices, (b) these practices are mostly advanced through dialogic argumentation, but (c) more efforts should be invested in affording interdisciplinary argumentation.

As a result of the COVID-19 pandemic, formal education underwent a period of rapid transformation. Beyond this period, the virtual learning environment proposed a reevaluation of curriculum design and didactic strategies. The Classroom Laboratory NTNU-WUT Joint Course (CL) was introduced as a novel learning experience for students at West University of Timisoara (WUT) and the Norwegian University of Science and Technology (NTNU). This experimental course was proposed as part of the Romania-Norway collaboration and incorporates Virtual Project Based Learning (VPBL) in cross-cultural and cross-disciplinary online learning groups. This study aims to describe the learning experiences of Romanian students enrolled at WUT in the CL course during the 2021-2022 academic year. In a quasi-experimental design, 24 Romanian students participated in a seven-week transversal CL course, collaborating with Norwegian peers to develop a solution for a social problem. Students made significant gains in all three dimensions targeted by VPBL: skill development, self-regulation of learning, and group interactions in the online environment. In addition, the learning of students was compared based on the field of science they are pursuing (STEM and non-STEM). The results indicate that students enrolled in STEM disciplines demonstrated greater benefits from this instructional approach, as evident in their progress across the three dimensions of PBL. The qualitative analysis of the students' journals reveals a positive learning experience in terms of knowledge acquisition, skill development, and affective engagement. In conclusion, CL and VBPL are valid strategies for online university-level instruction.

In this article, we illustrate the experience of three literacy educators who harnessed online, collaborative platforms to cultivate community within their classrooms and with their colleagues. Through the use of creative practices including digital poetry, selfie collage, and curriculum sharing through video conferencing, the authors invited their students and professional peers to reflect on their perspectives and experiences related to social issues through the use of multimodal and media resources for composing. This article includes examples of creations from this context, including mentor text work, as well as implications for creativity and collaboration with students and colleagues.

Since the beginning of the 21st century, design education has been gaining momentum across disciplines as a means to equip students with skills relevant in the job market as well as to tackle wicked problems. One of the core assumptions behind integrating design education to other disciplines focuses on the need for hands-on and experiential opportunity exploration and collaborative learning, often prevalent in studio-based settings. However, as the Covid-19 pandemic has shown, physically accessing the campus or the studio is not always feasible, so how might this impact multidisciplinary design education? Acknowledging the notion that we no longer can take face-to-face learning for granted, this paper ask what aspects of design (thinking) education could be delivered in blended environments. I contribute to this body of knowledge by investigating students' perceptions of their learning about design methods and processes in a problem-based blended learning course focusing on design and multidisciplinary teamwork. Visual learning diaries of forty-seven students were analyzed to better understand how blended learning can support or hinder learning about applying design to societal issues. Data analysis revealed three aspects -- triggers for personal development, exploring ambiguity, and technology as providing structure -- that form the concept learning frame. This concept sheds light on how the students perceived blended learning elements influencing their learning about how design could be applied to societal issues. Findings contribute to further dissolving the physical-digital dichotomy in design studio and education. Pedagogical implications focus on how blended learning can promote student agency in design education across disciplines.

The scholarship of teaching and learning is primarily concerned with improving student learning. Of course, we want our students to learn our disciplines, we want them to become critical thinkers, and we want them learn to write. But this study looks at how learning impacts a student's optimism or pessimism. We believe that it is an important topic in today's world and provides an important new topic in the scholarship of teaching and learning. This study is co-authored by two team-teachers and three honors students. Using an Introduction to Politics course as case material, the study provides a pre and post-test measuring student optimism versus pessimism on a wide variety of political issues facing Generation Z students. Then we provide a content analysis of honors essays which were collected during the semester and interviews with our three honor student co-authors. We draw initial conclusions about optimism versus pessimism in teaching and argue that a larger research agenda around this topic would benefit the scholarship of teaching and learning literature.

Social media can contribute to an inclusive society, but they are also asymmetrical and polarised communication spaces. This requires competent teachers to build critical digital citizenship. The aim of this article is twofold: to present web scraping and text analytics as tools that define teachers' digital competences, and to investigate which posts on Twitter and Instagram are most viral in relation to education, disability and inclusion. A total of 48,991 publications in Spanish and English were analysed, corresponding to the period from 13 October 2021 to 1 May 2022. The 100 most viral posts were selected, and correlations were identified between the sentiment, gender and influence associated with the content, its temporal and geographic space. The results show that economic and political influence groups are the most viral, relegating non-profit organisations or individuals with altruistic outreach to second place; only on international days is this trend reversed. Bots do not interfere to impose messages; it is artificial intelligence algorithms that overshadow vindictive and humanistic content. The most influential people are predominantly male, associated with institutional accounts in the political sphere. It is concluded that Big Data and Business Intelligence tools help teachers to analyse relevant educational and social issues, and to acquire a collective ethic in the face of new educational challenges.

College dropout proves to be a critical problem in undergraduate programs that directly affects students and the related community, due to direct economic losses and significant social costs. This article addresses a systematic review of the literature on predictors of student dropout intention in higher education, focusing on scientific production in Q1 and Q2 journals from 2018 to 2023, performing a bibliometric review and analyzing the available empirical and theoretical data on the phenomenon of college dropout intention and its affecting factors. The bibliometric results and those related to predictors of dropout intention introduced in previous studies are presented. The largest number of researchers studying this phenomenon are from Germany, however, the United Kingdom is the country with the largest number of publications. Previous research can be grouped into two categories: studies analyzing psychological factors of dropout intention and those related to academic and social integration.

Ann Oakley, pioneering social researcher for nearly 60 years, is Professor of Sociology and Social Policy at IOE (Institute of Education), UCL's Faculty of Education and Society (University College London, UK). This article explores the innovation and influence of her work and the work of her close colleagues at the Social Science Research Unit (SSRU) and its Evidence for Policy and Practice Information and Coordinating Centre (EPPI-Centre). It describes advances in research and knowledge that have their roots in listening to what women have to say about their lives. The resulting novel research methods have straddled academic boundaries--between qualitative and quantitative methodologies, between disciplines, and between academia and wider society--to enhance understanding of complex social issues and approaches to addressing them within the public sector. The impact of this work is seen in terms of influencing science, knowledge management, policy decisions, professional practice and the general public. These achievements come from approaches that are outward looking and straddle academic disciplines to produce evidence that is relevant to policymaking and to practice, with the ultimate aim being to improve day-to-day life.

With a runtime of 47 years, Saturday Night Live has long served as a societal mirror that captures and creates popular culture. In recent years the show has been criticized for its lack of diverse hosts, cast and staff. Out of 930 episodes only seven episodes have been hosted by an Asian host, four of whom identify as Chinese. This research examined those four episodes through quantitative analysis, finding that the qualities of each of the hosts' characters range from just below neutral to moderately positive. The use of stereotypes and satirical racial humor varied. Jackie Chan and Lucy Liu's episodes had the highest concentration of both overt and covert stereotypes, while Awkwafina had a similar number with a lower concentration. The infrequency of Chinese representation on the show is a social issue. Such a small sample size does not allow for conclusions to be drawn. Rather, this research paints a picture of how the four Chinese hosts are portrayed on SNL as influenced by their own unique identities and the year of their appearance. In addition, the insights this case study offers has implications for shows performed in colleges and K-12 schools. Directors and sponsors of school based shows can learn from this case study how to avoid perpetuating stereotypes and how to advance diversity, equity and inclusion at their institutions.

Social problem-solving skills are the individual's way for better social adaptation. Therefore, the study aimed to investigate the characteristics of Palestinian adolescents' social problem-solving (Positive orientation, negative orientation, rational style, impulsive style, and avoidance style) in connection to some demographic variables (i.e. gender, age, family composition, father's education, and mother's education). As an instrument, Social Problem-Solving Inventory--Revised (SPSI-R) was applied to 410 Palestinian adolescents whose ages (12, 15, and 18 years old). The results showed that the Palestinian adolescents had the highest level of positive orientation and the least level of negative problem orientation towards solving social-problems. In addition, the finding showed that there were no differences between girls and boys in positive orientation, rational style and impulsive style, while females had a tendency towards negative orientation and avoidance style. There were no differences attributed to age in negative orientation, rational style, impulsive style, and avoidance style. However, it was found that positive orientation was prominent in 18 years old. There was no difference in adolescents' family composition in their dealing with social problems. Also, there was no difference in solving social problems attributed to the father's education. However, there was no difference in negative orientation, positive orientation, rational style, and impulsive style attributed to mother's education. However, there was a relationship between the mother who has elementary school and avoidance style

This study advances our understanding of the role social studies methods courses can play in supporting pre-service teachers' development of their awareness of civic identities. Specifically, this study examines the use of interactive civic activities in developing preservice teachers' awareness of how their civic identities shape their social studies instruction. We analyzed data from preservice students' written memos, class activities, and conversations. Findings show that different instructional activities elicited differences in pre-service teachers' reported civic identities. Additionally, we found that identities were fluid relative to the issues presented, with students identifying with multiple identity types depending on their knowledge of and orientation to the social issues. Findings indicate that further research is needed to investigate a possible relationship between perceptions of civic identities and socio-political climates, exploring the intersection between place-based theories of learning and civic identity development in preservice teachers.

The world is in a period of rapid change. Climate chaos is leading to floods, droughts and exacerbating inequality. In this article, we ask, in such a context, what is the role of mathematics education and, in particular, what can mathematics teacher educators (MTEs) do in supporting teachers to respond to global challenges, and the associated injustices, within their mathematics classrooms? We review work done within critical mathematics education and develop a model for reflection on the role of the MTE. We report on work taking place in one university in the UK where, since 2015, MTEs have been encouraging teachers to address global issues in their classrooms. One role which has emerged for an MTE is in supporting the translation of scientific work on climate change into classroom tasks. In England, the spaces for such work are being squeezed in an education system increasingly subject to conservative political forces. We conclude the article by considering possibilities for MTEs to provoke a generic questioning of assumptions, which we argue is possible even within such constraints.

This research aims to examine from the perspective of pre-service teachers how values, which have a great function in ensuring social order and welfare, maintaining healthy interpersonal relations, adapting the behaviour of the individual with the expectations of social life, and preventing possible social problems, are affected by the pandemic process.The research was carried out using phenomenology method, which is a qualitative research method. The study group of the research consists of twenty-five pre-service teachers. While determining the study group, easily accessible sampling method was used. In the research, a questionnaire containing four open questions developed by the researchers was used as a data collection tool. Content analysis was used in the analysis of the data. As a result of the research, it was determined that the pandemic positively affected some values such as altruism, benevolence, solidarity, gratitude, resignation, cleanliness, giving importance to being healthy, and negatively affected some values such as hospitality, freedom, equality, kindness, perseverance, and aesthetics. On the other hand, it is seen that some values such as patience, solidarity, savings and being scientific take their place among the values that both erode and gain from due to the differences in the perspective of pre-service teachers towards life. In addition, it was concluded that the pre-service teachers have a concern that the eroded values will force humanity to face problems such as various health problems, an asocial life, emotional deprivation, depression, digital addiction, selfishness, unemployment, anxiety, and impoliteness in the future.

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.