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Toward the construction of a new paradigm in teacher education in a globalized and digitalized society where it is intended to value knowledge and teacher professional development sustained by collaboration and cooperation, training policies and models based on technology-enhanced active learning will be required. This chapter aims to analyze the dimensions that can affect these training models within a new educational paradigm, at the level of professional development and increase of technological skills, collaborative processes for the creation of communities of practice, and promotion of active learning that contribute to innovative hybrid environments and transformative learning. In the Covid-19 post-pandemic, it is crucial to study and mobilize the experiences developed in the educational field exploring how these can be harnessed to build this new educational paradigm. This work aims to contribute with a reasoned reflection and insights concerning learning models and methodologies in teacher education that contribute to transformative active learning. Focusing on the link between preservice and in-service teacher education, the interrelation among teacher education and evaluation, and the construction of innovative technology-enhanced learning environments, for instance through the active training model.

Active shooter incidents have risen considerably in recent years, elevating public and law enforcement focus on improving response to these incidents. The contemporary policy for reacting to an active shooter event is for the officers who first arrive on the scene to move quickly to engage and neutralize a shooter, prioritizing victim safety and minimizing loss of life. This study provides a preliminary understanding of the police view regarding their role in active shooter events and their experiences with active shooter training.

We conducted a survey of 413 sworn personnel across three US cities. Analyses examine differences in officers’ training experiences across the agencies and predictors of a sense of duty to prioritize victims’ lives over that of officers.

Officers’ training experiences differed by agency, yet most officers supported a duty to sacrifice their lives to prioritize victims’ safety during active shooter incidents. Officers with more years of experience have lower odds of supporting a duty to sacrifice their lives to save victims during an active shooter situation relative to less experienced officers. Respondents who recall officer safety among the top three most memorable topics from their recent active shooter training also have lower odds of supporting a duty to sacrifice.

The authors add knowledge about police officers’ experiences with active shooter training and officers’ opinions about their role in responding to active shooter incidents. We discuss implications of the findings relative to police culture and training and suggest directions for future research.

Changes in society, the economy and health require a response from higher education regarding the training of professionals, specifically, future teachers. In this sense, active methodologies constitute, in line with the 2030 Agenda for sustainable development, a key strategic element in teacher training, given the need to educate for sustainability and social responsibility (SR). This study aims to examine innovative teaching-learning experiences based on the use of active methodologies and the interaction with sustainability and SR on the part of university students in Education.

The methodology constitutes a systematic review of the qualitative, inductive and exploratory literature, on the basis of the PRISMA declaration principles. The sample is composed of research published between 2011 and 2021 in the world’s most important scientific databases in the educational context (WoS, Scopus and Eric-ProQuest).

This study reveals the methodologies that are most commonly used in ecological literacy, their implications for the acquisition of competencies in terms of curriculum sustainability and their relationship with the UN Sustainable Development Goals and SR. Higher education must reflect and demonstrate awareness of its social mission and pedagogical effectiveness, to transform education, taking as a reference the sustainability and SR in the university student’s curriculum.

One of the main limitations of this study is the scarcity of research studies that include, jointly, the key descriptors analysed in this contribution such as teacher training, active methodologies, sustainability and SR. Another limitation to observe in this work is related to having considered as inclusion criteria solely research published in open access journals, since other research published in closed access journals is omitted.

This work demonstrates the usefulness of active methodologies in the training and professional development of future Education students in “sustainability”.

This study aims to contribute to the project to overhaul Common Training for Nuclear Workers (Commune Intervenant du Nucléaire – CIN) aimed at service providers involved in maintenance on nuclear power plants (NPPs).

The study is devised as a methodology for designing and assessing a training system (work operation scenarios and steering method) and draws on a qualitative methodology through group interviews and observations during situational training. More specifically, the aim is to devise a training system that would enable trainees to gain a better understanding of activity in the nuclear sector, its execution, its challenges and its requirements, and to make them able to think and act individually and collectively to contend with the various types of work situations.

The results of this study confirm the relevance of providing different pedagogical orientations that emphasise the activity over the previous task-oriented and top-down approach. The instructors–trainees and trainees–trainees interactions take place in an open and dynamic space with an important interindividual variability to promote active learning that is based on the joint discovery and analysis of real work by the collective. In this context, the co-presence of the participants is more important than the task at stake. Moreover, this new way of learning is a challenge for the instructors and trainees, as well as for training designers.

Moreover, this new way of learning is a challenge for the instructors and trainees, as well as for training designers, and has to be taken into consideration when designing training programs.

This operational research work is being conducted by researchers, as well as industry professionals, and enjoys special access to the constrained environment of NPPs. Several studies conducted by the Organisational and Human Factors team of EDF Research and Development (Couix and Boccara, 2015; Fucks and Boccara, 2014) have focused on the effectiveness of training. In particular, they found that to be effective, training must faithfully reflect the real-life work situations of the future environment in which the worker trainees will be active.

This paper provides reflections on the implementation of an active support staff training programme for staff working in community residential facilities for adults with an intellectual disability. Outcomes for the people with an intellectual disability were consistent with recent research findings indicating that active support can lead to improved opportunities for participation in everyday activities within the home. We propose that the success of the training programme was largely influenced by three key elements: ensuring that there is expertise in, and support for, this approach to service provision among key service managers, provision of in vivo one‐to‐one practical staff training in addition to classroom‐based theoretical input, and inclusion of elements of person‐centred planning approaches in combination with active support. Future research should focus on how best to maximise the effectiveness of active support staff training.

The purpose of this paper is to determine if a police academy using adult learning techniques instills higher levels of perceived competence in recruits than an academy using traditional pedagogical methods.

The study took advantage of a timeframe when two academy models using different approaches to learning were employed in Massachusetts. Recruits (N = 97) were surveyed before entering the academy and just prior to graduation to assess their levels of perceived competence across three domains of training topics (i.e. “Policing in Massachusetts,” “Investigations” and “Patrol Procedures”).

Results were mixed in terms of the academy model's effects on recruit competence levels. In terms of investigations, participants experienced a greater level of growth in an adult-learning setting. Regarding general topics grouped into the “Policing in Massachusetts” category, such as constitutional law, recruits taught with traditional pedagogy experienced more growth. For patrol procedures, taught using similar hands-on methods, results showed comparable levels of growth for all recruits over time. Overall, recruits in both the traditional and adult-learning-based academy experienced similar growth trajectories in self-perceived levels of competence. Findings suggest that a mixed approach to training may provide optimal results for police recruits.

Prior research on academy curricula has been limited to cross-sectional analyses. Further, little effort has been made to analyze the impacts of academy training from an andrological and/or “adult learning” theoretical lens. This study evaluated the effects of a new, overhauled recruit academy curriculum over time to expand the literature in both of these areas.

The construction site operates under a hazardous environment that requires a high level of understanding in building systems to minimise accidents. However, the current building education generally adopts paper-based learning approaches that lack hands-on experiences. Furthermore, to achieve Industrial Revolution 4.0 in line with any unforeseen pandemic, the most optimum solution is to transition from physical to technological-based building education. This paper aims to address the problems by proposing a game-based virtual reality (GBVR) for building utility inspection training.

The feasibility of the GBVR for building the utility inspection training approach is validated on a sample of undergraduate engineering students through user experience (survey) and performance-based comparisons against traditional paper-based training method.

The results show that the developed GBVR training has higher system usability in terms of visual output and knowledge retention than paper-based training due to visualisation technologies. The GBVR training method has also higher user-friendliness because of the higher motivational and engagement factors through the adoption of virtual reality and game-based learning.

GBVR training required a longer training duration and achieved a lower performance score (effectiveness) but can be improved by transitioning into hands-on tasks. This study has the potentials to be extended to vocational training platforms for competency development in the construction workforce by using cutting-edge extended reality technologies.

This paper portrays the benefits of integrating virtual reality technology in building education to overcome the low practicality and engagement of paper-based training.

The purpose of this paper is to design an exoskeleton robot and present a corresponding rehabilitation training method for patients in different rehabilitation stages.

This paper presents a lightweight seven-degrees-of-freedom (DOF) cable-driven exoskeleton robot that is wearable and adjustable. After decoupling joint movement caused by a cable-driven mechanism, active rehabilitation training mode and passive rehabilitation training mode are proposed to improve the effect of rehabilitation training.

Simulations and experiments have been carried out, and the results validated the feasibility of the proposed mechanism and methods by a fine rehabilitative effect with different persons.

This paper designed a 7-DOF cable-driven exoskeleton robot that is suitable for patients of different body measurements and proposed the active rehabilitation training mode and passive rehabilitation training mode based on the cable-driven exoskeleton robot.

Engagement in meaningful active and relationships is important for quality of life but, for those with intellectual and developmental disabilities, engagement depends on the quality of support received from those around them. This paper describes the process of implementing person‐centred active support in the Avenues Trust, and the findings from the evaluation of the implementation in six pilot residential services. Attention was paid both to training staff and to the motivational structures within the organisation. Both the quality of support provided by staff and the level of engagement increased significantly after the introduction of person‐centred active support. In addition, people experienced decreased self‐stimulatory and injurious behaviour, increased opportunities for choice and control, and higher levels of participation in tasks of daily living, without compromising their community involvement. Staff experienced more and better practice leadership, and staff morale improved within the services, with staff generally more positive about management, more satisfied and less likely to leave. Lessons learnt about the implementation are provided.

Importance of Training and Development, Few would disagree that one of the most critical challenges facing the Third World is the training and development of its people. This challenge is being faced daily by thousands of training professionals in all parts of the developing world; in addition consultants from the West and from the developing countries are struggling with the questions of what kind of training and how much is appropriate in each situation.