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In a fast evolving labour market, higher education graduates need to develop employability competences. Key in becoming employable is the ability to reflect on learning experiences, both within a curriculum as well as extra-curricular and work placements. This paper wants to conceptualise how an online learning platform might entail a reflective practice that systematically supports students in reflecting on their learning experiences.

When studying online learning platforms for developing students' employability competences, it became clear that the effectiveness of the platform depends on how the platform guides students' reflective practice. In turn, the authors studied which features (tools, services and resources) of the online learning platform are guiding the reflective practice.

This resulted in the introduction of an online learning platform, containing a comprehensive set of online learning tools and services, which supports students' reflective practice and, in turn, their employability competences. The online platform facilitates both feedback from curricular and work-related learning experiences and can be used as a start by students for showcasing their employability competences. The reflective practice consists of a recurrent, systematic process of reflection, containing various phases: become aware, analyse current state, draft and plan a solution, take action and, finally, reflect in and on action.

Future research revolves around studying the features of online learning platforms and their role in fostering students' reflection and employability competences.

The conceptual model provides concrete indicators on how to implement online learning platforms for supporting students' reflection and employability competences.

This is the first article that analyses an online learning platform that guides students' reflective practice and fosters their employability competences. The authors provide concrete suggestions on how to model the online platform, building further on reflective practice theory.

The purpose of this paper is to apply social theory to the creation of a mass-media communications intervention designed to encourage earthquake-resistant construction in Nepal.

A three-step process was employed in this study: first, a narrative literature review was completed regarding the motivation of protective action. Second, key informant elicitation interviews with 15 community members at five public schools who supported making their buildings earthquake-resistant informed the script for a documentary film. Finally, the film was reviewed with stakeholders, plus 16 community members associated with a school in need of seismic work. Sociograms were used to determine relative closeness of the study participants to the film role models.

Motivating factors identified in the literature synthesis were included in the film, which focussed on effective actions taken by role models, and avoided the use of fear-based appeals. Key informant interviews yielded role-modeling details for the film script, including triggers and obstacles faced by the community members, and outcomes of their actions. Sociogram outcomes guided film editing and increased relative screen time for those community members with whom the study participants felt greater closeness. A pretest-posttest cluster randomized trial (details reported elsewhere) showed greater gains in knowledge, perceived outcome effectiveness, and intended behaviors among intervention film viewers than control participants.

This three-step process yielded the information required by a practitioner to develop a theory-based, culturally appropriate mass-media intervention designed to motivate reduction of disaster risk.

While digital technologies have led to many important social and cultural advances worldwide, they also facilitate the perpetration of violence, abuse and harassment, known as technology-facilitated violence and abuse (TFVA). TFVA includes a spectrum of behaviors perpetrated online, offline, and through a range of technologies, including artificial intelligence, livestreaming, GPS tracking, and social media. This chapter provides an overview of TFVA, including a brief snapshot of existing quantitative and qualitative research relating to various forms of TFVA. It then discusses the aims and contributions of this book as a whole, before outlining five overarching themes arising from the contributions. The chapter concludes by mapping out the structure of the book.

A transition toward sustainable development requires engagement of university students in transformative learning. Therefore, quality frameworks and processes should support deep approaches to sustainable development in higher education. Research and initiatives that connect sustainable development, higher education and quality assurance (QA) are lacking. This study aims to explore to what extent quality assurance agencies in Europe support transformative learning for sustainable development in their frameworks.

The authors conducted a qualitative analysis of national QA frameworks in the European Higher Education Area (EHEA) to assess whether they support transformative learning for sustainable development. First, frequency analysis was undertaken; second, a blended coding approach was used to investigate whether and how transformative learning for sustainable development is addressed.

Overall, the authors found little support for transformative learning for sustainable development in most QA frameworks. One exception is the framework of the United Kingdom, which includes a specific guide on education for sustainable development wherein transformative learning is prominently mentioned. To a lesser extent, some support exists in the frameworks of Estonia, Holy See, Romania, Sweden, Switzerland and Ukraine. Although the transformative learning for sustainable development approach is not explicitly mentioned in most QA frameworks, many of them contain opportunities to highlight it. France and The Netherlands offer guidelines and criteria for acquiring a sustainable development label, while Andorra suggests including the sustainable development goals in institutional quality assessment.

The research provides the first map of how countries within the EHEA support transformative learning for sustainable development in national QA systems.

Critical infrastructure (CI) plays an essential role in reading, reacting and responding while dealing with natural disasters. This study address food supply chain resilience by proposing an FSC resilience model that explains the food product and transport flow via production, processing, distribution and retailing in circumstances of (CI) collapses post a natural disaster.

A combination of qualitative methods was conducted to obtain a comprehensive overview of the food and beverage sector in Puerto Rico. The full dataset comprised of seven focus groups for a total of 52 participants and 12 in-depth interviews.

FSC resilience is seen in this study through the managerial actions taken by members of the Chain: innovating, transforming, adapting, and flexibilising business models and operations.

This study is the first to address FSC resilience from the perspective of net food importer economy in the context of natural disasters and prolonged Critical infrastructure (CI) breakdown, and the first one in proposing an FSC resilience model that explains the food product and transport flow via production, processing, distribution and retailing in circumstances of CI collapses post a natural disaster.

While the South Pacific is often cited as highly vulnerable to the impacts of climate change, there is comparatively little known about how different groups perceive climate change. Understanding the gaps and differences between risk and perceived risk is a prerequisite to designing effective and sustainable adaptation strategies.

This research examined three key groups in Samoa, Fiji and Vanuatu: secondary school teachers, media personnel, and rural subsistence livelihood-based communities that live near or in conservation areas. This study deployed a dual methodology of participatory focus groups, paired with a national mobile phone based survey to gauge perceptions of climate change. This was the first time mobile technology had been used to gather perceptual data regarding the environment in the South Pacific.

The research findings highlighted a number of important differences and similarities in ways that these groups perceive climate change issues, solutions, personal vulnerability and comprehension of science among other factors.

These differences and similarities are neglected in large-scale top-down climate change adaptation strategies and have key implications for the design of disaster risk reduction and climate change adaptation and therefore sustainable development in the region.

The research was innovative in terms of its methods, as well as its distillation of the perceptions of climate change from teachers, media and rural communities.

This paper aims to shed light on how children's literature in Africa deserves to be studied because African writers “decolonize” the minds of African children and children and adults around the world.

This paper defines children's literature from an African perspective and the “decolonization of the mind.” This is done to examine how two African writers provide narratives for children inspired by their cultures. They deal with themes, characters and symbols that interest children and adults.

Achebe and Youssef crossed many borders: the world of children and adults, animals and humans, vice and virtue, supernatural and real. Their stories take the reader on journeys that involve enriching, engaging and inspiring adventures.

Youssef and Achebe are prolific writers. Providing a survey of what is available in Arabic and Nigerian literature for children, is beyond the scope of this paper.

This paper sends a message to those in charge of the curriculum in schools in Egypt, the Arab countries, Africa and the world at large: decolonize the syllabi in schools because the world is not black and white. Literature for children that encourages critical thinking is available by African writers in Egypt, Nigeria and elsewhere.

The works discussed show that African writers are creative, and their works inspire the African child with pride in his/her identity, culture and heritage.

To the best of the author’s knowledge, no one has compared Egyptian and Nigerian literature for children before. Youssef and Achebe provide evidence that “Good literature gives the child a place in the world … and the world a place in the child.” – Astrid Lindgren.

The purpose of this paper is to assess the socioscientific issue (SSI) method as a way of improving seventh graders’ nutrition know-how on dietary supplements (DS), and to describe how students experience learning nutritional issues through the SSI method.

Participants were seventh graders from three different classes (n=43). Health education intervention lasted 7 h and it embodied the three-staged model: the scenario, the inquiry and the decision-making stages. The study was qualitative in nature. The data were collected through a questionnaire before and after the intervention. The data were analyzed using summative content analysis.

Intervention tended to deepen students’ know-how on vitamins and rational use of DS. Students’ experiences of learning nutritional issues through the SSI method were generally positive. The scenario stage was considered current and authentic. The inquiry stage and decision-making stage helped in understanding the societal connections between the study task and the rational use of DS.

SSI method enhances students’ knowledge about the rational use of DS. E-learning environment gave students possibilities to work collaboratively. Especially, possibilities to discuss with peers and share own experiences supported learning.

To solve the need of dietary supplements (DS) is a complex nutritional issue for society and for individuals. Since consumption of special diets has increased among adolescents, the rational consumption of DS is relevant and interesting learning topic at secondary school.