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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 paper considers how online character education applications can be applied by educational practitioners within the school environment to meet curriculum requirements and increase the learning opportunities for citizenship education.

The Draft Curriculum for Wales 2022 is used as an example of how this can be achieved through innovative applications that are linked to the areas of personal development within the Margerison C-Model.

The five aspects of the framework focus on how practical applications can be used by teachers to enable individual development of character strengths. In particular, reference is made on how technology plays an increasing role in enabling both students and teachers to access learning opportunities.

The paper suggests practical applications to enable the integration of technology into personal and social learning.

This aligns with the United Nations Sustainable Development Goal 4, (SDG4), which highlights social–emotional development and learning as a specific area of educational importance.

The paper indicates ways to enhance identity and life-long learning.

Industry 4.0 or the Fourth Industrial Revolution is characterized by robotic process automation and machine-to-machine communications. Since computers, machines, and robots share information and knowledge more swiftly and effectively than humans, the question is what human beings' role could be in the era of the Internet-of-Thing. The answer would be beneficial to institutions for higher education to anticipate. The literature reveals a gap between the intended learning outcomes in higher education institutions and the needs of employers in Industry 4.0. Evidence is shown that higher education mainly focused on knowledge (know-what) and theory-based (know-why) intended learning outcomes. However, competent professionals require knowledge (know-what), understanding of the theory (know-why), professional (know-how) and interpersonal skills (know-how and know-who), and need intrapersonal traits such as creativeness, persistence, a result-driven attitude et cetera. Therefore, intended learning outcomes in higher education should also develop interpersonal skills and intrapersonal characteristics. Yet, personality development is a personal effort vital for contemporary challenges. The history of the preceding industrial revolutions showed the drawbacks of personality and character education; politicians have abused it to control societies in the 19th and 20th centuries. In the discussion section, the institutions for higher education are alerted that the societal challenges of the twenty-first century could lead to a form of personality education that is not in the student's interest and would violate Isaiah Berlin's philosophical concept of ‘positive freedom’.

The neighbourhoods surrounding social housing are often characterised by poverty, high rates of unemployment, community violence and other social stress factors that are often linked with adverse childhood experiences, including diverse forms of family, community and institutional violence against children. Based on the sociology of childhood, which considers children as active subjects with rights and promotes a critical understanding of their participation in matters that concern them, this chapter reviews participatory research with children, highlighting the importance of hearing their voices, to sustain their key role in building knowledge about them and the contexts in which they live. In this case, children participated in research to provide a deeper understanding of their needs in their neighbourhood, the role of their families and communities and what they needed to improve the quality of their lives.

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.

This paper considers the potential of social media for developing public services. The paper approaches social media as a context that can provide information that might otherwise be unattainable. The focus of analysis is on a special hard-to-reach group of marginalized youths who appear to have isolated themselves from society.

The authors answer the question: How can the experiences of socially withdrawn youth as shared on social media be used to enrich the knowledge base relating to the initiation phase of co-creation of public services? The data retrieved from the Finnish discussion forum are analyzed using the combination of unsupervised machine learning and discourse analysis.

The paper contributes by outlining a method that can be applied to identify expertise-by-experience from digital stories shared by marginalized youths. To overcome the challenges of making socially withdrawn youths real contributors to the co-creation of public services, this paper suggests several theoretical and managerial implications.

Co-creation assumes an interactive and dynamic relationship where value is created at the nexus of interaction. However, the evidence base for successful co-creation, particularly with digital technology, is limited. This paper fills the gap by providing findings from a case study that investigated how social media discussions can be a stimulus to enrich the knowledge base of the co-creation of public services.

By merging good countryside and rural capitals frameworks, a model for reimagining the island's development is formulated, which is then applied to the female perspective to provide valuable insights from a group that is often marginalized in rural areas. As Croatian islands are highly tourism-oriented, this study finds it important to explore possibilities for future island development that can provide balanced and vibrant settlements on the islands.

The present paper synthesizes Shucksmith's (2018) model of a good countryside, which serves as a goal, with Gkartzios et al.'s (2022) capitals framework, which is viewed as a means of attaining a good countryside, specifically a good island. The research is delimited to the island of Brac, Croatia. By conducting interviews with female respondents, this study aims to capture the female perspective on envisioning potential futures of “good” island living, a perspective that is frequently underestimated despite its significant contributions to the creation of an ideal locale.

The results demonstrate that there is a substantial amount of socio-cultural rural capital that is leveraged to strengthen relatedness and rights as development objectives. However, low levels of economic, built and land-based rural capital pose challenges to achieving repair and re-enchantment, which are crucial for settlements that rely on tourism.

These findings bear immense implications for policymakers and planners, underscoring the imperative to account for the perspectives and needs of diverse social groups, including women, in the design and implementation of development strategies for islands. By doing so, a sustainable and equitable future, rich in tourism potential, can be cultivated on the island.

Controversial issues characterize life in democratic societies, and they often arise unexpectedly in the classroom, without being planned for by the teacher. However, controversial issues are rarely addressed beyond a mandatory curriculum and are often avoided. The aim of this exploratory study is to investigate what teachers identify and address as unplanned controversial issues in the classroom and the content of such issues. Unplanned controversial issues identified fell into three categories (1) mainstream controversy, (2) teacher-initiated controversy, and (3) controversial pedagogy. The findings suggest that more attention needs to be paid, among other things, to the political dimension of education, teacher vulnerability, and who the person in teaching is.

The purpose of this paper is to test the effects of citizens’ support for two rival and opposing conceptions of political involvement, political consumerism and stealth democracy, on their attitudes about demand response (flexible consumption) and prosumerism (self-production) in the context of making of Finnish energy policy. Stealth democracy represents an established view on the role of citizens in energy policy making: the energy sector has traditionally been presented as a technocratic domain reserved for experts and businessmen. By contrast, political consumerism can be seen as an expression of “energy democracy”.

The data is based on a postal survey and an internet survey that were conducted in 2016 among a random sample representing Finns who were between 18 and 75 years. The dependence of the support for demand response and prosumerism on the endorsement of political consumerism and stealth democracy will be tested statistically (Pearson chi-square).

The endorsement of demand response mainly depended statistically on citizens’ attitudes towards political consumerism and stealth democracy. However, comparing electricity prices and changing electricity suppliers did not depend on adherence to political consumerism and stealth democracy. Nevertheless, in these cases, support was higher among the supporters of political consumerism than among supporters of stealth democracy. By contrast, the endorsement of prosumerism, for instance, in terms of factors that influence citizens’ decisions to invest in electricity generation in their households, depended statistically on citizens’ attitudes on political consumerism and stealth democracy.

It might be that the variables used in this study to measure stealth democracy are not specific enough. More generally, Finns’ willingness to support for stealth democracy may be based on or at least encouraged by the misunderstandings of democratic politics: more information is needed on the level of knowledge that citizens have about normative principles of democratic decision-making processes.

The implication of this study for energy policy making is that there are (at least in Finland) good preconditions for developing a decentralized energy system: citizens are ready to adopt a more active role as energy citizens in terms of demand response and prosumerism – irrespective of their attitudes on macro-level attitudes on governmental institutions. Democratization of the energy system could strengthen the legitimacy of energy policy making.

Citizens’ attitudes indicate that their potential for involvement needs to be strengthened in the spirit of energy democracy: the idea of energy democracy needs to be seen in terms of the demand for increased accountability and democratization of the energy sector that was previously not seen as requiring public involvement and was most often depoliticized and dominated by technocrats. However, strengthening energy democracy through demand response and prosumerism is not without its problems: utilization of these devices requires a relatively large amount of resources which depend on the individuals’ socio-economic position. Thus, energy democracy cannot replace but complement electoral participation as a form of energy policy involvement.

The contribution of this study is to fill a part of the research gap linking to ongoing energy transitions. As a socio-technical transition can take place only if citizens support and participate in it, we need to better understand citizens’ attitudes on energy consumption and production and energy policy involvement. Citizens’ attitudes on energy production and consumption are becoming more and more critical for managing the energy sector as a result of that the share of wind power and solar power is increasing in the energy system. In a decentralized energy system, citizens have to be prepared to change their modes of operation. To the best of the authors’ knowledge, the originality of this study is to test the impact of citizens’ political attitudes on the endorsement of demand response and prosumerism.

In a world where innovation became a “buzzword” and everyone within companies is required to foster innovation, the engagement of people toward innovation is fundamental to prompt individual motivation and actions to make innovation happen. However, despite the relevance of the relationship between engagement and innovation, the literature on the topic appears still fragmented. The purpose of this study is to provide an overview of the topic through a systematic literature review.

A final sample of 108 papers has been selected and analyzed through co-citation and text mining analyses. The former enabled the analysis of the structure of the theoretical foundation of the filed, while the latter facilitated a systematic and unbiased content-driven review of the literature.

The results of the analysis indicated two main areas of interest describing the relationship between engagement and innovation. On the one hand, there is the focus on “engagement as an attitude,” intended as the capacity of individuals to generate and realize innovation. On the other hand, there is a stream of literature focused on “engagement as involvement,” which refers to co-innovation paradigms, involving both internal and external stakeholders.

From an academic perspective, this paper highlights the relevance of the “human-side” of innovation, proposing avenues for future research that dig into the relationship between people's engagement and innovation dynamics. Moreover, it shows how the recent developments in the innovation management literature are coherent with this emerging relevance of the human perspective in innovation.

From a practitioner’s perspective, this paper helps managers by highlighting the two different approaches that they can have in terms of engagement. The study aims to help them in identifying the kind of engagement they are looking for in their employees and other innovation stakeholder having the support to find relevant studies in that direction.

The study unveils how the evolution of both areas over the years is strictly related to the megatrends of innovation fields, which are the main areas of knowledge not covered yet. Therefore, a research agenda is proposed.