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Both as a teacher and as a member of the educational advisory committee of a large ITV company, the author has a particular interest in radio and TV educational programmes. When in Japan last summer, his attention was drawn to the educational programmes on TV — all the more so since these were going out very late at night. Through the good offices of Japanese colleagues he was able to visit the Tokyo headquarters of the Japanese State Broadcasting Corporation, NHK, for discussions with the director of educational programmes.

TWELVE MONTHS — and a good many headaches — ago I wrote here to introduce a new venture in educational broadcasting: the BBC's television series, ‘Engineering Science’ for the General Course. Reading that article now I am surprised at how confident I managed to sound, for in spite of a strong belief in the educational possibilities of television I was, to say the least, apprehensive about this particular assignment. This new type of television programme required a new way of thinking and new production techniques. The audience — students and lecturers alike — had, for the most part, little experience in the use of television as an aid to learning. The college organisation was usually not geared to take account of this inflexible intruder. Even the syllabus was new.

Reviews some characteristics of video‐based educational materials by describing the intellectual heritage of the movement to include media analysis and media productions as basic skills for the information age. Identifies the opportunities and challenges that management educators face in their use of video‐based tools in both business settings and higher education.

The purpose of the study was to ascertain how preschool children consume media, which types of media content they are sensitive to and how children affect the shopping behavior of their parents. In other words, the study aimed at revealing whether distinctions occur among the selection of the media, among preferences of media products and forms, among concepts within advertising, among the attractiveness of media contents, among the types of influence by advertising products and among the means by which boys and girls have impact on their parents.

The paper is focused on the analyses of the perception of advertising messages and media consumption of children aged from two to seven years (N = 55) and their parents (N = 55) in the Czech Republic. The semi-structured interviews with the parents and children were used as the main research method. The children’s drawings focused on popular advertising were used as a supplementary method. The final findings were subjected to qualitative analyses – to thematic content analyses.

The analyzed interviews have revealed four key factors which frame and express the Czech preschool children’s reception and consumption of the media and their consumer behavior: media, media format and media content choice of preschool children; ritualization of the media consumption processes in preschool children; identification of advertising appeals within the media content in preschool children; and influence of media (and a social and cultural environment) on shopping behavior of preschool children. The findings are summarized in the table and visualized in thematic map.

The sample size is small; therefore, it is not possible to generalize the results to all preschool children.

The study provides an explanation of the perception of media messages by preschool children from a broader perspective, from the children and their parents’ point of view.

This paper draws on the results of telephone surveys conducted to assess the impact of the coronavirus disease 2019 (COVID-19) pandemic on the young people of two longitudinal cohorts (aged 19 and 26 years old at the time) of the four countries that participate in the Young Lives research programme: Ethiopia, India, Peru and Vietnam. We first review the pandemic experiences of these four countries, which differed significantly, and report on the responses of the individual young people to the pandemic and the measures taken by governments. Our main focus is on how the pandemic and policy responses impacted on the education, work and food security experiences of the young people. Unsurprisingly the results show significant adverse effects in each of these areas, though again with differences by country. The effects are mostly more severe for poorer individuals. We stress the challenges that COVID-19 is creating for meeting the United Nations’ Sustainable Development Goals, in particular in making it more difficult to ensure that no one is left behind.

What does it take to successfully implement new educational innovation in schools, and what roles does lesson study play there? In order to answer this question, this study investigated the implementation of Sesame Street's Dream–Save–Do (DSD) curriculum that was designed to help children in a Japanese elementary school learn to pursue their own dreams.

The authors first reviewed available documents on the DSD curriculum in the district, and then conducted DSD class observations. The authors also interviewed the students, teachers, the principal, the lead teacher at the school, the school district staff in charge of the operation as well as the Sesame Japan staff in order to collect the data for the study.

The study found that students were highly engaged in open-ended discussions about their future dreams and how to achieve them in observed DSD classes. The implementation of the new curriculum benefited from utilizing lesson study as the main arena for curricular innovation. A further analysis of the data suggests that the success of the curricular innovation owed much to an inside-out implementation process that situated the iterative lesson study cycle of the teachers as the key driver of change while external actors supported the lesson study process in an inside-out fashion.

The study implies that guiding an educational innovation to success requires not only institutionalized lesson study, but also cross-institutional collaborative dialogues to support the lesson study process with mutually established trust among key players of the innovation. Further studies are needed to investigate how this model sustains as principals and how this model works (or do not work) in other pilot schools and beyond.

This study implies that what matters most is that the school embodies a vision shared among teachers, school leaders and external curriculum developers, all working together across institutions in a spirit of collaboration. This type of inside-out implementation would be a path to ensure and sustain the success for those who plan any new educational innovation.

What matters most was found to be that the school embodies a vision shared among educators, school leaders and external curriculum developers working together across institutions in a spirit of collaboration.

Guiding an educational innovation to success requires not only new ideas and effective curriculum plans but also a social structure that allows teachers to engage in effective implementations of the desired curriculum. Lesson study is often considered to be a within-school or school-to-school collaborative process. It is rarely connected to outside agents that bring in new ideas for educational innovation. This study found how inside- and outside-school actors can work together to actualize educational innovation, and what roles lesson study play there.

The purpose of this study identified the priorities, challenges and different aspects of the mitigation phase according to policymakers for planning and better management of reducing risk within the cultural, religious, social and political conditions of Iran.

In the present qualitative study, 19 policymakers in different levels of the disaster management organizations were selected based on purposive sampling. Semi-structured and face-to-face interviews were used to identify the participants’ views. The findings were analyzed using thematic analysis.

The present situation and the challenges of the mitigation phase were the main themes in this study. Risk perception, training and media were the sub-themes. Political, legal, social and cultural challenges of the mitigation phase were also sub-themes.

The findings of this study indicated that different aspects should be considered to minimize the risk of earthquake. In addition, all kinds of media, including visual, written, audio, instrumental, group and multimedia, should be used for enhancing public awareness so that readiness for earthquakes can be considered as a permanent mission of the citizens, who are always concerned about earthquakes.

This paper reports the findings of a qualitative study on teachers' perspective about school principals' role during the pandemic in the context of Greece. In particular, information is provided on school principals' communication and leadership aspects in tackling the pandemic crisis as well as the obstacles observed in this particular setting.

Data were collected through the focus group interview tool and included 19 teachers from primary and secondary education in Greece. Due to the circumstances of the pandemic crisis, the interview process was held using the Zoom software environment. The data collection tools included a common semi-structured interview protocol developed specifically for this study based on the current theoretical sources of school principals' role in tackling the pandemic crisis.

The findings of this study indicated the important aspects of trust, collaboration, and positive climate, together with school principals' external dimension that included the outreach of the local community, parents, private organizations, etc. during the pandemic crisis. Finally, obstacles connected to the students' lack of technological equipment were also observed and addressed by school principals.

The findings of this study could not be generalized since the study proceeded with convenience sampling. Furthermore, the data were collected while the world was in lockdown during the second pandemic wave.

This piece of research adds to the empirical aspect of school principals' role during the pandemic crisis from a different perspective and reports that researching school principals' role in tackling crises has grown considerably.

The emergency of the COVID-19 pandemic has affected organizations differently, leading to adopting alternative business operation models, including digital technologies. The rapid adoption of digital technologies during the COVID-19 pandemic demonstrates how adaptive technologies intersect with human and social institutions in potentially risky or inequitable ways. However, the sustenance of the digital transformations (DTs) induced by the COVID-19 crisis is still unclear. Thus, this study aims to evaluate the sustenance of DTs accelerated by the emergence of the COVID-19 pandemic response in the Tanzanian context amid the crisis.

The study used a qualitative approach that included a literature review and semi-structured interviews with Information and Communication Technology (ICT) personnel from selected public institutions in Tanzania. The interviews elicited interviewees’ perspectives on the following: the digital revolution that occurred during the COVID-19 outbreak; how it affects their work; and the country’s future digital landscape. Additionally, a literature analysis established and generalized the practices used by the governments during the COVID-19 crisis.

The results show that there is enormous, colossal press toward adopting digital solutions. The use of digital technologies, such as digital payments, e-commerce, telemedicine and online education, has attracted the attention of businesses and individuals in Tanzania. Consequently, the move has enabled the country to cope with the cascading impacts of the COVID-19 pandemic and progressive economic recovery to achieve its development goals. Furthermore, the findings offer policy strategies for taking the induced DTs to the next level and sustaining it.

This study reports the lessons from the DTs induced by COVID-19 and their sustenance. It also contributes toward forward-thinking reforms and policy measures that could help Tanzania and the likes harness the DTs'’ potential in the wake of the pandemic.

Resources are provided for teachers in various ways and forms, from funding and support resulting from national and regional policy to specific components in an educational system like books and microcomputers. Underlying such a transactional process are models of communication and assumptions about communication. Among these assumptions lie that of assuring that teachers need to know in order to teach effectively, that the provision of structures to inform teachers is a desirable feature of an effective educational system, that the choice of communication media is affected by cost factors which constrain free curricular choice, and that each of the broadcasting media used to enrich the process of teaching has attractive and frustrating features. In using systems like educational broadcasting, interactive video, cable and satellite TV, and videotext, teachers and educationalists can readily see the potential benefits and challenges of each medium, both in terms of their use in teaching and in terms of how and what they tell teachers about availability and cost and appropriateness to particular tasks. In looking at these issues, it is argued that there are many opportunities for enriching teaching but that at the same time there is a risk of abuse (e.g. education as entertainment, ideological manipulation, skills‐based learning instead of conceptual learning, lack of integrated media planning).