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The contemporary focus on extracurricular activities, here the educational incubator environment, accentuates a need to understand what we offer students in terms of the curricular and extracurricular learning environments when situated in the same higher education institution (HEI). Current research points towards breaking down the invisible barriers and silo thinking. In this conceptual study, we apply the Didaktik triangle as a theoretical and conceptual framing to make comparisons of structurally based conditions for curricular and extracurricular entrepreneurship education (EE). We present a framework that helps bridge the ‘what’, ‘why’, and ‘how’ questions in the two different learning spaces and, thereby, conjoin educators and consultants in possible pedagogical discussions on how they work with the students. The suggested bridge frames a wider ‘why’ and adds a more holistic and cohesive view of the two different types of settings. Our study contributes to the literature on how to bridge the blurred lines between curricular and extracurricular activities and break down the silos. The framework can act as an inspiration for entrepreneurship educators and practitioners who wish to provide more suitable and sustainable structures and develop a holistic learning environment.

Initiating a practical model for embedding transformative learning in education that will promote sustainable development is a challenge for higher education. Siam University decided to assign a task force with the mission to work with communities in order to propose guidelines of learning for sustainability (LfS) based on real-life experiences. Selected communities which have agreed to be the community living labs for teaching and learning activities of the university were chosen based on the Bray and Thomas’ Cube Model. There are differences in sizes (number of members), locations (urban, suburban), and histories (old settlement with long history and rich culture and the newly settlement communities consisting of migrated members). Community-based participatory research (CBPR) was applied in the study. The initial model was developed from the synthesis of experiential work with communities in sustainability-related projects. After revision, the “Learning for Sustainability Action Model” was proposed. Success factors in implementing the model were also suggested.

The recent world refugee crisis has mobilized societies all around the globe and has led to the multiplication of initiatives calling for support to refugees. Given the fact that one-third of the displaced population were children, measures for their immediate integration into schools were taken in most European countries. Although in Greece children with refugee experience first attended schools in 2017, teachers were not adequately prepared to cope with students who had lacked schooling for many years and with whom they couldn’t easily communicate due to language barriers. New teaching methodologies were needed for pre- and in-service teachers to bridge the gap between existing knowledge and the needs of refugee students. In this context, the authors designed a project called “Literacy through Drama” in the reception class of a public school in Volos, Greece involving 12 pre-service teachers. The findings of the study highlight that drama-based informal learning may provide opportunities for pre-service teachers to develop valuable knowledge about learners in authentic settings and pedagogy in practice. Faculties of education could facilitate effective community partnerships with organizations that work with refugee families and children and the school system and propose holistic curricula which include refugee student experiences. Moreover, pre-service teachers could gain skills and knowledge in supporting refugee students, identify refugee students’ needs, communicate in creative ways, and overcome deficit beliefs about refugee students.

This chapter presents a survey of education development in Oceania, a region of diversity held together by its commonalities, shaped by the largest ocean on the planet. The chapter outlines the regional contexts of Oceania and offers a brief historical overview of formal education. Oceania, like most regions, has struggled to mediate between global agendas and national and regional aspirations for sovereignty and self-determination. The chapter recounts ongoing efforts to navigate education in the post-colonial period, efforts to negotiate some of the aspirations of the Millennium Development Goals (MDGs), Education for All (EFA), and other global agendas of the early 2000s with, more recently, the Sustainable Development Goals (SDGs). In this survey, we hope to demonstrate collective efforts to respond to global agendas, to shape and strengthen regionalism, while maintaining sovereignty in a globalized world. We also highlight the evolving identities of the region, in particular the relationships between Australia and Aotearoa New Zealand and the Pacific countries that collectively make up Oceania.

This chapter presents findings from a qualitative study conducted among students from Germany, Hungary, Portugal, France, and Poland on their expectations and experiences of learning in two types of international mobility (physical and virtual) during the pandemic of 2020. The authors identified imprints of internationalization onto the students’ learning. They are of a binary nature and manifest themselves in the following dualities: Duality 1: Expectations (new life experiences) versus reality requirements (empowerment); Duality 2: Formal learning (at university) versus non-formal learning (outside formal environments as a part of daily life); Duality 3: Designing (the digital environment) versus reconstruction (the “old order” of university learning); Duality 4: Latitudes (choice of method, place, and time of learning) versus restrictions (staying at home and family responsibilities). Moreover, internationalization through student mobility programs simultaneously show features of some revolutionary changes and evolutionary transformations that have come about during the COVID-19 pandemic.