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With the development of social economy, the problem of female labor force and talent ecology mechanism has become increasingly prominent. They do not assign jobs according to their abilities, but decide their duties according to their interpersonal relationships. The uneven distribution of human resources makes the difference, the impact of the female talent social mobility tends to solidify and the social strata between the contradictions are deepening.

This paper mainly investigates the current situation of female talents social mobility to solve the problem of the social mobility of female talent, and evaluates the main factors that affect female talents social mobility by analyzing the flow of ordinary female labor, enterprise female talents and educational female talents.

Society should pay attention to the social mobility of female talent, carry out comprehensive ecology mechanism in time, take different methods to the management of female talents in different industries, remove the obstacles that affect the social mobility of female talents and create a good ecology mechanism of female talent.

This paper provides corresponding suggestions and countermeasures on the ecology mechanism of female talents social mobility.

This study introduces an ecological framework for disabilities meant to provide a new model of viewing and learning about disabilities and special education. This model projects a multi-systemic view of factors that influence a person's life, where people with disabilities are active actors in the development of the world. The increased awareness about interconnectedness, globalization, inter- and trans-disciplinarity, influences on human experience, greening, sustainability, inequality, inequity and lack of opportunities is shifting how people think about potential and growth.

The methodological approach is qualitative, interpretive research.

In disability studies, the Ecological Model of Disabilities helps reframe this uniqueness as part of the spectrum of human experiences. In special education, the Ecoducation Model helps reframe the learning experience.

This research is conceptual, but it is also all-inclusive, rendering itself to a wide application in educational settings.

The Ecoducation Model for Special Education is specific to the education of children and adults with disabilities, and it is directly compatible with the broader Ecological Model of Disabilities. These ecological models can be applied to all levels of the ecological system, and to different ecodemes of population. Nevertheless, the ecological models need to be locally implemented, with general principles tailored to national traditions, laws and resources.

Advocating for the pursuit of individual well-being within the larger society, both models call for practical changes in a multitude of areas, including legislation and policy, training of professional personnel, sufficient financial input in programs designed for the care of children and adults with disabilities, change in societal mentalities to fight discrimination, disempowerment and isolation. Because the scope of ecological frameworks is incommensurate, being both interdisciplinary and transdisciplinary, further research possibilities are countless. The ecological perspective opens the fields of disability studies and special education to new theoretical and empirical possibilities.

Two epistemological models are described as new frameworks in disability studies: the Ecological Model of Disabilities and the Ecoducation Model for Special Education. Both are original models that look into the education and inclusion of the person with disabilities.

This study aims to explore how the boundary between science and society can be addressed to support the transformation of higher education towards sustainable development (HESD) in the sense of the whole institution approach. It analyses students’ learning experiences in self-led sustainability projects conducted outside formal curricula to highlight their potential contribution to HESD. The students’ projects are conceived as learning spaces in “sustainability-oriented ecologies of learning” (Wals, 2020) in which five learning dimensions can be examined.

Using an iterative, grounded-theory-inspired qualitative approach and sensitising concepts, 13 in-depth semi-structured interviews were conducted exploring students’ learning experiences. Interviews were categorised in MAXQDA and analysed against a literature review.

Results revealed that students’ experiences of non-formal learning in self-led projects triggered deep learning and change agency. Trust, social cohesion, empowerment and self-efficacy were both results and conditions of learning. Students’ learnings are classified according to higher education institutions’ (HEIs) sustainability agendas, providing systematised insights for HEIs regarding their accommodative, reformative or transformative (Sterling, 2021) path to sustainable development.

The education for sustainable development (ESD) debate focuses mainly on ESD competences in formal settings. Few studies explore students’ learnings where formal and non-formal learning meet. This article investigates a space where students interact with different actors from society while remaining rooted in their HEIs. When acting as “change agents” in this hybrid context, students can also become “boundary agents” helping their HEIs move the sustainability agenda forward towards a whole institution approach. Learning from students’ learnings is thus proposed as a lever for transformation.

The purpose of this paper is to explain the issues and variables that influence the bureaucracy’s role and work in the transitional period, which is known with its complexity, uncertainty, instability, ambiguity and asymmetry. This paper highlights the transition from theoretical perspective, giving examples from the Polish experience in transition.

This paper describes the changing roles of public bureaucracies in transitional periods by highlighting their ecology with the transitional period and analyzing the determinants of bureaucracy’s role and functions in terms of participation in policy-making policies, providing consultations to executives and elected officials, working as a mediator in communication and acting as an active participant in the development process giving examples from Poland. Finally, it highlights the way the bureaucracy manages its functions and the internal and external variables that constitute various levels affecting this role in the transition.

Bureaucracy is supposed to function naturally and stably in an unstable environment (transition) as its success in doing these functions and helping the new regime to exceed the transition and achieve its goals depends on many variables (bureaucracy capabilities and skills, history, power, experience, the nature of politics and bureaucratic functions, political support, policy environment, knowledge, cohesion, etc.). Most of these variables were demonstrative in the case of Poland.

This paper will be useful for scholars and policymakers interested in public administration role in the time of transition, especially countries that recently have been experiencing the transition.

This study employs the social ecology model to comprehensively explore the complex challenges young Black men face in South Africa and aims to highlight the importance of collaboration in addressing these multifaceted issues.

A multidisciplinary approach combines insights from sociology, education and the health literature with regard to government reports and academic data, and provides a holistic analysis of challenges faced by young Black men. Furthermore, it emphasises formal and informal learning, social and environmental influences and health disparities.

Young Black men in South Africa encounter complex challenges throughout their developmental journey, including limited family support, educational barriers, financial constraints, societal expectations and health disparities. Therefore, collaboration among stakeholders is essential for creating an equitable and inclusive environment that supports their development.

This research provides a comprehensive understanding of the challenges faced by young Black men in South Africa by emphasising the interconnectedness of informal education, economic empowerment and healthcare. Future research should focus on longitudinal studies, cultural influences and international comparisons, informing evidence-based interventions for a more equitable society.