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This paper aims to provide an evaluation of the new education system, based on Life Skills and Citizenship Education (LSCE), in Egyptian primary schools. This study analyzes how effective could be the implementation of LSCE in the process of constructing active democratic citizens, in particular, in the case of Egypt, highlighting problems facing the new education approach.

The study methodologies are twofold; the content analysis of the primary one new curriculum “Discover”, to assess the curriculum's strengths and weakness; and the questionnaire to the primary six students, to investigate the relationship among the twelve life skills.

Content analysis of the textbook shows that the learning process based on LSCE is appropriate for the construction of active citizens. The textbook provides Egyptian children with the necessary opportunities to learn and create, through creative participatory methods. The relationship between the social dimension and other dimensions has been proven by means of the chi-square test. The relationship between participation and the two approximately absent skills “resilience and empathy” has been clarified as both are strongly interrelated with participation. The results illuminate a strong relationship between participation and the remaining life skills.

More questionnaires are needed to assess the grade of life skills achievement among students in grade one and two, as it is regarded one of the limitations of the present study, owing to the complicated procedures and the limited time.

The research suggests the formulation of wider project-based activities to be included in the textbooks of all the primary grades. In this regard, real contribution with NGOs and local governments shall be developed to facilitate the involvement of children in actual projects, in accordance with their ages, and to encourage students to participate, as they notice the efficient results of their contribution.

The research stresses on the importance of enhancing participation, as it is proven through the chi-square test that it is strongly related to other skills.

The scarcity of analytical studies to evaluate the effectiveness of citizenship education programs on children, after the application of the new Egyptian education system.

This practitioner article uses human rights education (HRE) to frame issues of social justice, particularly anti-Black racism, depicted in the film Till. Teachers cognizant of the need to address racism in American history often struggle to find resources that are accessible and meaningful for their students (Howard and Navarro, 2017; Vickery and Rodriguez, 2022). Furthermore, the use of film in social studies instruction can be an engaging way for students to develop conceptual knowledge and grapple with sensitive issues in history education (Stoddard, 2012).

Till (2022) is a powerful film that teachers can use to pursue anti-racist goals in their classrooms, and HRE provides an approach to analyze a horrible manifestation of racism in American history as well as frame larger systems of injustice. By using widely accepted standards of human dignity, such as the Universal Declaration of Human Rights, teachers can address dimensions of oppression and inequality with a more “neutral” or objective approach.

Given the current political climate that instills fear in educators who teach about racism, HRE can empower social studies teachers to engage students in analysis of a dominant force in American life.

The lesson plan offered in this article includes a film viewing guide, enrichment opportunities and an activity that connects themes in Till and the Civil Rights Movement to human rights concepts.

This paper aims to find an answer to the questions: To what extent is the implementation of responsible management education (RME) perceived to be adequate for developing responsible leadership skills among business school students? How should it be used effectively to guarantee such an outcome?

The authors conducted semi-structured interviews with 24 management educators working at three public business schools. Thematic analysis was used to analyse the collected data.

The findings show that the implementation of RME alone is not adequate to ensure the development of responsible leadership skills among students in business schools. However, management educators do perceive it as a considerable step towards that outcome if accompanied with internship and training opportunities to exercise and observe how social roles and activities are practiced in business, not-for-profit and civil society organisations.

This study is a pioneering attempt to address the relationship between RME and developing responsible leadership skills among students in non-Western business schools.

The research aims to provide a longitudinal case study to understand how digital transformation can be embedded in municipal reporting frameworks. The central role of such technology becomes increasingly evident as citizens demand greater transparency and engagement between them and governing institutions.

Utilising a longitudinal case study methodology, the research focusses on Turin’s Integrated Popular Financial Report (IPFR) as a lens through which to evaluate the broader implications of digital transformation on governmental transparency and operational efficiency.

Digital tools, notably sentiment analysis, offer promising avenues for enhancing governmental efficacy and citizenry participation. However, persistent challenges highlight the inadequacy of traditional, inflexible reporting structures to cater to dynamic informational demands.

Embracing digital tools is an imperative for contemporary public administrators, promoting streamlined communication and dismantling bureaucratic obstructions, all while catering to the evolving demands of an informed citizenry.

Different from previous studies that primarily emphasised technology’s role within budgeting, this research uniquely positions itself by spotlighting the transformative implications of digital tools during the reporting phase. It champions the profound value of fostering bottom-up dialogues, heralding a paradigmatic shift towards co-creative public management dynamics.

The study explores the current research trends within the responsible leadership (RL) domain and proposes a future research agenda by conducting an extensive review of past research. The study aims to understand recent developments in theories, constructs and contexts in RL literature.

Scopus database is used for the data collection on RL and patterns from 1998–2022. In total, 138 articles were covered for a systematic literature review (SLR) of RL behaviors. Further, the search was extended, and 109 more articles were included for bibliometric analysis of RL using R software. In total, 247 papers were reviewed.

The results present the consequences and antecedents of RL behaviors with external and internal stakeholders. Literature also indicates that researchers are more attentive to empirical studies with internal stakeholders, such as responsible leaders' impact on employee outcomes. Among theories, stakeholder theory's normative integrative and instrumental perspectives are used with RL.

The first limitation of the study is that this study collected data only from the Scopus database and the choice of language was English. Future studies may use other databases, languages and keywords. Instrumental and integrative RL behavioral styles would help balance organizations' financial and social goals.

This research enhances the literature on RL by combining content and bibliometric analysis to develop a more systematic and comprehensive understanding of integrative and instrumental leadership behaviors.

The purpose of this study is examined whether coproduction appears spontaneously in the literature on public sector innovation and governance, the citizens’ role in coproduction and the implication of citizens’ participation in the governance of innovation networks.

The review complied with preferred reporting items for systematic reviews and meta-analyses (PRISMA) protocol. The search was performed in the Ebsco, Scopus and WOS databases. The authors analyzed 47 papers published from 2017 to 2022. Thematic and content analysis were adopted, supported by MAXQDA.

The papers recognize the importance of the citizens in public innovation. However, only 20% discuss coproduction, evidencing the predominance of governance concepts related to interorganizational collaborations – but not necessarily to citizen engagement. The authors also verified the existence of polysemy regarding the concept of governance associated with public innovation, predominating the term “collaborative governance.”

The small emphasis on “co-production” may result from the search strategy, which deliberately did not include it as a descriptor, considering the research purpose. One can consider this choice a limitation.

Considering collaborative governance as a governing arrangement where public agencies directly engage nonstate stakeholders in a collective decision-making process that is formal, consensus-oriented and deliberative (Ansell and Gash, 2007), the forum where the citizen is supposed to be engaged should be initiated by public agencies or institutions and formally organized, as suggested by Österberg and Qvist (2020) and Campomori and Casula (2022). These notions can be useful for public managers concerning their role and how the forums structure should be to promote collaboration and the presence of innovation assets needed to make the process fruitful (Crosby et al., 2017).

Despite the collaborative nature of public innovation, the need for adequate governance characteristics, and the importance of citizens in the innovative process, most studies generically address collaborative relationships, focusing on interorganizational collaboration, with little focus on specific actors such as citizens in the governance of public innovation. Thus, it is assumed that the literature that discusses public innovation and governance includes the discussion of coproduction. The originality and contribution of this study is to verify this assumption.

This paper aims to contribute to the understanding of novelty emergence in the context of an “off-line” open innovation system. Several contributions address novelty generation implying open innovation that is typically mediated by IT systems, while fewer address open innovation that takes place off-line, through new forms of collaboration happening in the so-called “physical spaces” and in widespread creativity contexts involving whole cities and territories. This research aims to clarify what the critical elements for novelty generation are, and how and why they interact in producing novelty.

This paper presents the case study of the Blackshape, a high-tech start-up that has become the Italian symbol of a new bottom-up economy that is grounded on high-education, a mix of territorial competencies and young initiative, and produces the development or growth of territories experiencing present or foreseen economic retardation for various reasons. This is a case in which novelty is emergent and takes place through exaptation. The case is used to elaborate an inductive understanding of the process of novelty generation through exaptation and follows a “conceptual composition” format (Berends and Deken, 2019).

This paper shows that initiatives building widespread creativity on the territory play a prominent role for emergent novelty generation, as they provide the context that sustains the efforts to keep on trying of entrepreneurs, welcomes unforeseen interaction and keeps interesting people on the territory that can be involved in random encounters. This paper adds that crucial contributions for the definition of the innovative project come from contributors that are expected to provide suggestions in other areas. Such prominent contributors are engaged in a sense “by mistake”, and here the randomness perceived by the actors experiencing it, because they are perceived to be able to provide some contributions, while they provide others that are more important to the project. This paper argues that such “perceived randomness” sustains a mechanism of selection of novelty generation partners that allows to go beyond the ability of actors themselves to design and foresee other actors’ contribution into the project. Finally, two other elements play a role: how the project is narrated, as well as, how the entrepreneurial team communicates their entrepreneurial competence for the project.

This theoretical understanding builds on only one case study; further research might validate the critical role of our understanding of novelty generation elements and help develop their dynamics further.

Many elements in our understanding of novelty generation have typically been understood as resulting from luck and randomness, leaving, therefore, very little hope to actors’ interest in supporting them. This paper claims that such elements and such dynamics can be sustained and novelty generation can indirectly be supported, for instance, by suggesting a high openness and sharing of one’s own project even to accidentally encountered actors, as one’s own ability to foresee how they might contribute to the project is very poor.

This paper provides a tentative understanding of the elements and dynamics of novelty generation through exaptation building on theoretical elaboration that is inductively triggered and stimulated by empirical evidence.

The purpose of this study was to investigate a framework for the implementation of freedom of information (FOI) legislation in South Africa, against Article 19’s nine principles of FOI legislation.

This qualitative study used semi-structured interviews to collect data from six experts selected by means of the snowball sampling technique and content analysis. The study used a modified Delphi design consisting of two rounds of interviews.

The results showed that little effort is made by government officials to demonstrate commitment to the implementation of FOI legislation.

The passing of FOI is expected to reduce corruption, increase public participation, reduce the level of secrecy and increase transparency and openness. This is not the case as the implementation of this socioeconomic right in South Africa is faced by numerous challenges, such as a lack of political will, secrecy laws providing for the opposite of what the FOI legislation seeks to achieve, poor legislative interpretation and a lack of clear policies. The study proposes a framework aimed at addressing these challenges.

The study provides a framework for the implementation of FOI legislation. The framework was developed under the guidance of Article 19 principles of freedom of information legislation.

The research questions probe into the heart of participatory learning’s scholarly landscape. They inquire about historical trends, shifts in research interest, and regional contributions, highlighting the global reach of participatory learning discourse. The study also reaches into the most cited papers, emphasizing their pivotal role in shaping the field’s trajectory.

The research design of our study involves a retrospective analysis focused on the topic of participatory learning in education. A retrospective analysis is a methodological approach that entails examining existing literature, data, and publications within a specific field to identify trends, patterns, and insights over a defined period. In the context of participatory learning in education, this research design allows us to gain a comprehensive understanding of the evolution, contributions, and emerging directions within this pedagogical approach.

The culmination of this study lies in formulating 75 thought-provoking future research questions. These questions are designed to guide the future trajectory of participatory learning research, addressing existing gaps and propelling the field toward new horizons. The findings of the study contribute to a panoramic view of participatory learning’s evolution, global impact, and potential for reshaping education. It is a compass for researchers, educators, and policymakers navigating the intricate landscape of participatory learning in education.

Themes and topics are thoroughly explored, unrevealed the multidimensional nature of participatory learning research. The investigation spans time, revealing enduring themes while unveiling emerging areas of inquiry that capture the attention of researchers and practitioners. Current trends and focus areas are scrutinized, offering insights into the ever-evolving scholarly pursuits within participatory learning.

This comprehensive study investigates the evolution and impact of research on participatory learning in education from 1995 to 2023. The research objectives encompass a broad spectrum, including trend analysis, geographical distribution assessment and identification of influential papers, thematic exploration, and the formulation of future research questions. Through a meticulous examination of published literature, this study aims to shed light on the development of participatory learning as a transformative educational approach.

This study’s originality lies in its comprehensive analysis of participatory learning in education from 1995 to 2023, revealing temporal trends, global contributions, influential papers, thematic nuances, and emerging trends. By amalgamating these dimensions, it offers a holistic view of participatory learning’s evolution, impact, and future directions, enriching the understanding of this transformative educational approach and guiding further research and practice.

Crowded urban regions pose a complex urban challenge that can adversely affect urban residents, encompassing aspects like mental and physical well-being, overall livability and quality of life. The complexity in determining the factors influencing the crowding perception, which encompass subjective and situational psychological factors alongside physical and environmental attributes, imparts ambiguity to planners' approach. This study aims to unravel the intricate interplay between crowding and the physical attributes inherent in the built environment.

This literature review analyses theories linking urban planning and environmental psychology to uncover gaps in the relationship between urban design principles and residents' perceptions of crowding. It also explores influential variables affecting crowding perception and diverse methodologies across contexts.

The study built upon a broad literature review which is expected to summarise and classify the variables of urban planning components and approaches according to their impacts on the psychological perception of crowding. Furthermore, highlighting a number of recommendations that can be considered a guide for planners and urban designers to enhance the urban experience and reduce the perception of crowding.

This study seeks to improve the overall experience of crowding in densely populated urban areas. It accomplishes this by identifying influential factors and comprehending the associated outcomes in such contexts. Furthermore, it bridges perspectives from various fields to examine relevant policies and strategies to mitigate crowding consequences.