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Since the criminalisation of coercive control (CC), there have been a growing number of cases in the UK; however, there continues to be minimal research, understanding and education about this type of abuse. Hence, it is unsurprising that young people are at the highest risk of CC as they enter their first intimate relationships with limited awareness of the risks. The aim of this study is to explore how 16- to 24-year-olds in the UK understand CC in intimate relationships.

Semi-structured interviews were conducted with 23 young people to explore their knowledge of CC, sources of knowledge and learning opportunities. Reflexive thematic analysis was used to examine the interviews.

A total of 14 participants had heard of CC. Participants attributed victims and perpetrators behaviour to individual and environmental factors, including societal and gendered expectations. Young people explained that their knowledge came from experiences, online sources and family and friends. However, participants recognised the importance of credible messengers and sources, and some were sceptical of information shared online. Most had not learnt about CC in formal education but expressed the importance of incorporating it into the secondary curriculum.

To the best of the authors’ knowledge, this study is the first to explore how young people understand CC in the UK. The findings highlight the need for better understanding and formal education around CC, provide a platform for future work and encourage the incorporation of young voices in developing interventions.

This desk research critically reviews the existing literature to be dialogued with interviews with several experts on multicultural education in Indonesia to provide input for policymaking and practical strategies. Through a systematic review of academic literature, policy documents and reports, this study aims to provide insights into the challenges and opportunities associated with multicultural education and propose action-based and actionable solutions to promote tolerance, understanding and unity among diverse cultural groups.

Using a systematic review methodology, this study analyzed existing literature and involved semi-structured interviews with several experts on multicultural education in Indonesia. By searching academic databases and online repositories, relevant literature was synthesized to generate insights into the current state of multicultural education, key challenges and potential solutions. Thematic analysis identified recurring themes and patterns across the literature, allowing for a nuanced understanding of the complexities surrounding multicultural education in Indonesia.

This research highlights the importance of promoting tolerance and unity among diverse cultural groups in Indonesian education, highlighting curriculum reform, teacher training and community engagement, despite institutional barriers and sociocultural prejudices.

The findings of this study suggest that to maximize the impact of multicultural education in Indonesia, there is a need for comprehensive teacher training programs, equitable resource allocation and localized curricula that reflect Indonesia’s cultural diversity. Policymakers should focus on developing strategies that address the unique challenges of implementing multicultural education in diverse regions, ensuring that all students have access to culturally relevant and inclusive education.

The successful implementation of multicultural education has the potential to promote social harmony and inclusivity in Indonesia by fostering a deeper understanding and appreciation of cultural diversity. Addressing the identified challenges and gaps could lead to more cohesive and tolerant communities, reducing social tensions and conflicts rooted in cultural misunderstandings. This research calls for sustained efforts to ensure that multicultural education becomes a cornerstone of Indonesia’s educational system, contributing to the country’s broader goals of unity in diversity.

This research contributes to existing literature on multicultural education by synthesizing insights from diverse academic sources. By systematically reviewing literature, this study offers a comprehensive understanding of challenges and opportunities in Indonesia and provides evidence-based recommendations for policymakers, educators and stakeholders. Emphasizing the importance of promoting tolerance and unity, this study offers practical strategies for realizing these goals in Indonesian society.

This study aims to examine the association between mobile payment usage and financial anxiety and explore the mediating role of financial behavior. Moreover, this research also compares the moderating effects of financial education and financial knowledge.

A sample of 18,584 consumers from the 2021 National Financial Capability Study in the USA was analyzed. Structural equation modeling (SEM) was employed to explore indirect associations between mobile payment usage and financial anxiety. Two undesirable financial behaviors, overspending and overindebtedness, were used as mediators between mobile payment and financial anxiety. Moreover, multi-group analyses were conducted for two financial knowledge groups and two financial education groups to examine the heterogeneity. A robustness test is employed to ensure the reliability of the results.

The SEM results showed that the positive association between mobile payment and financial anxiety was mediated by overspending and overindebtedness in a parallel multiple mediation relationship. In addition, financial knowledge moderated the relationships between financial behaviors (overspending or overborrowing) and financial anxiety, while financial education moderated the associations between mobile payment use and overspending and between overspending and financial anxiety.

This study is limited by its use of cross-sectional data, which restricts conclusions on causality and temporal dynamics. Additionally, the study does not account for the potential bidirectional relationship between financial anxiety and mobile payment usage, which warrants further exploration. The mediating variables examination focus mainly on overspending and overindebtedness, suggesting the need to explore other factors like budgeting and saving. Finally, the study’s findings may not generalize to other populations, highlighting the need for research in diverse cultural contexts.

Consumers should be cautious of increased financial anxiety linked to overspending and debt. Platforms can help by enabling spending limits, sending alerts and providing detailed expenditure analysis. Stricter controls on loans and government regulations may also be needed to curb overindebtedness. Additionally, financial knowledge does not mitigate these risks, so even knowledgeable users should be cautious. Financial education programs should address debt management alongside overspending to provide a more comprehensive understanding of financial well-being.

This study explored the association between mobile payment use and financial anxiety and how undesirable financial behaviors like overspending and overindebtedness mediate this process. Furthermore, multi-group analyses were employed in financial education subsamples and financial knowledge subsamples. Based on the findings, implications were discussed for individual users, government regulation and education programs of mobile payment.

Universities strategically organize themselves around sustainability, including transformative goals in teaching and learning. Simultaneously, the role of online education has become more prominent. This study aims to better understand the purpose and process of creating online sustainability education (OSE) and to identify challenges and opportunities for implementing these courses and programs to achieve universities’ broader transformative sustainability goals.

This study uses a multiple case study design to research three universities in diverse geographical and institutional contexts (Finland, the USA and Colombia). Qualitative data was collected by interviewing program-related experts (n = 31) and reviews of universities’ strategic documents.

The findings suggest that despite important advances, further attention is merited regarding aligning the purpose of OSE with student learning outcomes, clarifying the values underlying the process of online program/course creation and developing transformative and process-oriented approaches and pedagogies to implement OSE. The authors also highlight emerging challenges and opportunities in online environments for sustainability education in different institutional contexts, including reaping the benefits of multilocality and diverse student experiences regarding sustainability issues.

There is a paucity of studies on university-level sustainability education in relation to online environments. This research expands on the existing literature by exploring three different geographical and institutional contexts and shedding light on the relationship between the practical implementation of OSE and universities’ broader sustainability goals.

Inspired by the neoclassical economic theory and endogenous growth theories, where former studies suggest that the economic growth of a country can be observed through the combination of three factors. Those three factors include capital, the number of labour forces (human capital) and technology. This research was initiated to study the impact of technical and vocational education and training (TVET) sector on the socioeconomic and employment growth of TVET trainers in Pakistan, which is also supporting the Sustainable Development Goals (SDGs).

In this study, quantitative research methods and survey research design have been used. Data were collected using an adapted survey questionnaire from 520 participants. The participants of this study were TVET trainers from different skill-based organizations. Whereas, the collected data was analysed using SPSS 27.0, and the Spearman correlation was used to analyse the relationship and strength of association between the constructs.

Findings of this study indicate that the skill-based education through the TVET sector has a highly positive impact on TVET trainers’ employment, socioeconomic growth of vocational trainers and quality standards of living of the TVET trainers. Whereas, the findings also revealed that this skill-based education has a relatively weak relationship with the traditional content-based education as compared to other targeted variables in the skill development sector which influence the socioeconomic growth of the TVET trainers in Pakistan and similar contexts.

This study highlights that the TVET has a significant impact on the socioeconomic growth and development of TVET trainers in the context of Pakistan. From the results, international agencies, economists, politicians and policymakers in Pakistan will get some valuable insights to develop policies accordingly which will promote TVET in the country and make a significant contribution to the socioeconomic growth of TVET trainers in particular and the country in general.

This study also promotes the economical sustainability and value creation among vocational education trainers in TVET and skill-based organizations to further strengthen their professional development and growth in Pakistan.

This is one of the few studies which specifies the impact of the skilled-based education and training sector on the socioeconomic growth and development of TVET trainers in Pakistan, particularly in rural contexts or less privileged areas.

This study examines the interrelations among educational level, financial literacy, financial inclusion and informal financial business practices of female entrepreneurs in Lima, Peru, focusing on their intentions toward business formalization. Additionally, it explores the influence of legal formalization on both business formality and tendencies toward informality intentions.

The methodology involved a self-administered survey among 118 female entrepreneurs in the small vendor “Bodega” sector, with statistical analysis conducted via partial least structural equation modeling.

The study’s outcomes validated the significant role of financial literacy and inclusion as mediators between educational level and formalization intentions. Notably, legal formalization did not significantly alter these dynamics.

Limitations arise from the study’s explanatory power and lack of predictive capability for all dependent variables, likely due to sample specificity. Additionally, the quantitative research approach does not allow for a deeper understanding of these phenomena.

We advocate reevaluating prevailing attitudes toward legal formality and informal practices, emphasizing tailored public policies for older female entrepreneurs and access to formal financing independent of legal registration. This underscores the need for enhanced educational levels for young women and coordinated efforts among institutional actors to more effectively promote formality.

This research contributes original insights into the emphasis on informal practices over mere legal registration, especially pertinent to female entrepreneurship. It also highlights the counterintuitive significant inverse relationship between age and formalization intentions, enriching the discourse on entrepreneurial motivation.

The purpose of this conceptual paper is to define and explore the roles of mentors, the responsibilities and even misconceptions of their position in partnership schools, the characteristics of effective mentors, the gaps that exist in current mentor training and the need for updated and forward-thinking flexible and accessible mentor training as it relates to improvements in University Teacher Preparation Programs and their partnership schools.

The authors detail the process of interviewing a diverse population of mentors and teacher candidates (TCs) who have participated in our professional development (partnership) schools. See Appendices A and B for parallel questions posed during each interview process. Following the interviews, data were gathered in both text and video-based formats to create mentor training video modules to improve the current state of mentor training in our program. Themes were identified following an analysis of both interview intakes, and modules were created to align with these themes.

Following the first rounds of implementation, the authors have reflected and noted that a need for an even more diverse population of both mentors and interns to be interviewed is necessary moving forward. The authors do note an appreciation by mentors and university partners in the quality, flexibility and accessibility that this new video module-based mentor training program provides.

The video-based mentor training modules that the authors detail honor the needs of both new and returning mentors. Via the interviews with teacher candidates, mentors are able to empathize and understand how to be better mentors to their future TCs. Via the scenarios and questions that follow each thematically driven module, mentors are able to independently reflect on their current practices and ways to improve their roles. At any point in the internship year, mentors can return to the video training modules to review and thus improve their practice.

Mentors, university supervisors, teacher candidates and site coordinators (those individuals who identify mentors in their buildings) note improvement in their ability to communicate effectively as a result of being presented with video modules and reflections about the role of mentors from both mentors and TCs.

The authors were called on by leadership in the College of Education at the University to create this original mentor training video module. It is unique to the College of Education at the University. Great value exists in its accessibility, adaptability (we can upload new videos at any time) and representation of both the mentor and TC perceptions, suggestions and experiences in our program.

The primary aim is to renew academic discourse on financial education in business families. It emphasizes the need for effective financial literacy programs to foster a healthier relationship with money, addressing both technical aspects of finance and its psychological and relational impacts among family members.

This perspective article explores the impact of money education within business families. It discusses the psychological effects of money education on family dynamics and decision-making in family businesses. The research draws on previous studies, surveys and practical examples to highlight the importance of financial education and its implications on family and business sustainability.

Financial education is essential in business families as it enables more meaningful discussions on money and wealth, fostering informed decisions and decreasing conflict. Yet, it is often overlooked. There is a need for academic research into effective strategies for financial education for family members and the effects of financial literacy, or its absence, on various aspects of the business and the family system. The article presents a selection of pertinent questions for future research in this domain.

This article contributes to the family business field by underscoring the gap in scholarly research on money education within family businesses. It advocates for comprehensive financial education strategies that balance technical knowledge with an understanding of the psychological and relational aspects of money.

This study aims to build a comprehensive model for developing higher education institutes (HEIs) brand equity by examining the impact of HEIs intangible resources, brand management aspects, attachment strength and student’s contemporary citizenship behavior (CCB).

Data were gathered through a self-administered questionnaire from Indian students and alumni (n = 703). The study examines the proposed comprehensive model through serial and multiple mediation analysis.

The study unfolded “service quality? brand image? attachment strength? word-of-mouth? brand equity” as the most significant path to develop HEI’s brand equity.

This study pioneers an empirically validated mechanism for developing brand equity in HEIs, addressing gaps identified by previous studies and offering a theoretical framework that elucidates how HEIs can leverage intangible resources through strategic brand management to foster attachment and influence positive student behaviors, thereby contributing to the development of HEI brand equity.

HEIs need to understand that relying solely on tangible aspects leads to short-lived effects. To maintain a lasting competitive advantage, HEIs should focus on crafting a rich historical narrative, retaining talented faculty and staff and earning respect from the public to build a lasting reputation.

This study develops the mechanism for developing brand equity of HEIs using its valuable, rare and inimitable intangible resources. Along with the introduction of novel constructs like competence, heritage and word-of-mouth to existing study, the proposed conceptual model is premised on the theory of self-congruence, social-exchange theory and CCB.

How parents experience school governance is increasingly shaped by its changing requirements as well as their positioning by leaders and policy makers within a marketised education system. In order to make sense of these experiences, they are situated within a wider policy context in which both neoliberalism and increased centralisation are juxtaposed. Policy has a significant influence on leadership, yet the relationship between them is complex, and while the impact of the former on the latter is clearer, this is less so in terms of the extent to which governance (as a form of leadership) shapes policy, and this is explored further in this chapter. It considers the prescriptive nature of current policy and how this not only hinders the ability of governance to influence policy but facilitates and reproduces the neoliberal ideology underpinning it. The implications of neoliberalism and increased centralisation, with their associated policy technologies, such as performance management and accountability for school governance are considered, including the underrepresentation of certain parents and the ‘professionalisation’ of governing boards. Through a critical exploration of this professionalisation of governance, this chapter makes an original contribution to our understanding of the complex relationship between leadership and policy. It uses Foucault’s work as a conceptual framework, drawing on his tools of governmentality, discipline and surveillance. It has significance not only in terms of governance in the school system in England, but within the wider global policy context in which the influence of both market-oriented policies and centralised policies is evident.