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By examining types of literacies taught by public libraries and the modes through which these programs were offered, this study aims to explore how public libraries might integrate data literacy training for the general public into existing library educational programs.

This study examined programs offered in 30 US public libraries during 2019 and 2020 to better understand types of literacy education announced to the public through library website listings and Facebook Events pages.

While public libraries offered educational programs in literacy areas ranging from basic reading and writing to technology, vocational skills, health literacy and more, data literacy training was not widely offered. However, this study identified many already-existing programs highly compatible for integrating with data literacy training.

This study offered new insights into both the literacies taught in public library programs as well as ways for public libraries to integrate data literacy training into existing educational programming, in order to better provide data literacy education for the general public.

Improving the quality of madrasah in the digital era is a must. This can be committed by strengthening aspects of madrasah governance through implementing management strategies that refer more to the integration of technology and Islamic education. This research focuses on madrasah management strategies through the Madrasah Reform program.

This research uses a case study research design that focuses attention on strategic aspects of developing madrasah through the Madrasah Reform program. The informants in this study were 18 people consisting of three madrasah heads from Madrasah Ibtidaiyah (MI), Madrasah Tsanawiyah (MTs) and Madrasah Aliyah (MA), five teachers and 10 students. Data collection in this study used in-depth and semi-structured interviews with madrasah heads and teachers regarding the implementation of the Madrasah Reform program and also regarding madrasah management strategies at three levels of education.

This study shows that the strategy of managing madrasahs through the Madrasah Reform program in three madrasahs in Indonesia has had a positive impact on improving the quality of madrasahs, although there are still aspects that require development.

This research implies that the quality of madrasah in the digital era is determined by management strategies based on the use of educational technology.

This program has implications for the development of the quality of human resources in educational institutions, especially in relation to digital literacy among students and teaching staff. The use of digital technology, which is one of the main projections of the Madrasah Reform program, is continuously able to change the face of education in a more modern direction, both in terms of governance and the learning process, so that the output of this program, especially what occurs at Madrasah Madani, is significant development in the aspects of digital literacy and technology. Which is the main criterion in facing a digital-based educational context.

For a policy aspect, the success of the Madrasah Reform program at Madrasah Madani can be used as a blueprint or model for implementing this program in Islamic educational institutions, specifically Madrasas in South Sulawesi and in general at Madrasas throughout Indonesia.

This proves that Madrasah Reform program is a program that can be implemented in madrasahs to improve the quality of madrasah management in the digital era while continuing to carry out simultaneous improvements and evaluations of the program.

This chapter explores how the development of football fandom for the Chinese national team and local football clubs is strongly associated with societal changes. Although the performances of Chinese football teams, especially the national team, have failed to impress the world, football remains the most popular because of millions of supporters with loyalty and passion. Most studies related to fans mainly focus on the economic and political implications of spectatorship along with the rise of China. Nevertheless, few articles are available to answer the fundamental questions, such as ‘When did these supporters come out?’ and ‘What were the factors of the development of fandom?’. By going through archival records and published documents over the last decades, this chapter offers a comprehensive and historical analysis of the development of football fandom in the People's Republic of China (PRC) and deals with these unanswered questions. As such, this chapter does not intend to be the most authoritative one but is one of the rare sources to lay down the foundation for research on Chinese football fandom. Furthermore, this chapter also proves that studies on football fandom can be a useful window for observing Chinese society.

This research paper investigates the theoretical frameworks encompassing a nuanced analysis of the digital divide in the Indian educational context, recognising that it is not merely a matter of technology access but also the ability to effectively use the resource for enhancing learning outcomes. This research provides valuable insights for fostering a more equitable and digitally inclusive learning environment by integrating conceptual insights with empirical evidence. The New Education Policy (NEP), India 2020 firmly emphasises the appropriate integration of technology into the teaching-learning process to develop relevant competencies. The pertinent question is, for India to conquer the second digital divide challenge, is the pace of technology accessibility and skill development sufficient?

The paper is a desk research, using secondary data from the Unified District Information System for Education (UDISE+), the Indian Government database of schools. A structured dataset has been created for all years, where states are grouped in descending ranking order of availability of infrastructure and teachers trained. A colour key segregates the States into three zones demonstrating their different levels of performance – high (green), moderate (blue) and low (yellow). The purpose is to identify state/s that have moved from one zone to another and, thereafter, analyse the reasons behind the movement.

Almost all states remained in the same digital resource availability zone for the four years studied, except for a limited few. Despite government interventions through higher budget allocation and targeted policies, growth rates of teacher training in computer usage slowed down post-COVID-19. A high positive correlation between Teachers' training in computer usage and the availability of computer and Internet facilities in schools indicates that an increase in digital infrastructure in schools is highly linked to teachers' training in computer usage and would ultimately translate into better use of digital resources to impart equitable education opportunities.

Primary data collection through interviews might have added to the critical findings. Therefore, researchers are encouraged to test the proposed propositions further on a case-by-case basis for any state under consideration.

Enhancing digital infrastructure in schools and building digital competence in teachers must be understood in the context of the learning organisation and the beneficiaries' attitudes at the meso-level to expand stakeholder motivation towards digital internalisation. This requires continuous engagement with education institutions as professional learning organisations, which will thereby help develop a decentralised context for teacher competency building. Collaboration, continuous monitoring of the outcomes of professional development programs, and sharing best practices are crucial in improving teacher readiness for digital education.

Access to tangible resources, such as computers, Internet connectivity and educational software, and developing intangible resources, such as teacher digital competencies, will play a pivotal role in shaping students' learning experiences. By studying the discrepancies in digital resource accessibility and teacher technology adoption, this research endeavours to add to the efforts towards enhancing the educational landscape.

This paper seeks to address a critical issue in the Indian education system and contribute to the ongoing effort to prevent the widening of the second and third digital divide in schools, and help achieve UN SDG Goals 4 and 10.

Given the scientific and practical difficulties inherent in measuring and comparing socioeconomic deprivation (SED), and the further complexity added in cross national measurements, the main aim of this paper was to check the validity of SED measures used in PISA 2018 dataset. The SED measure used in PISA 2018 was the PISA index of economic, social and cultural status abbreviated as the ESCS index. This assessment was important as PISA analysis is based on variables derived from this instrument and the ESCS index and these reports influence and reflect international and comparative education policies and practice.

This study critically evaluates the socioeconomic status measures in the PISA 2018 dataset, focusing on their convergent validity and cross-national comparability. Using responses from over 600,000 students in 73 countries, it examines the validity of SES indicators and their comparability across countries. The study employs principal component analysis to construct local SES measures and compares them with the existing Economic, Social, and Cultural Status (ESCS) index. It explores the relationship between these SES measures and academic achievement in reading, science, and mathematics, aiming to understand their predictive validity in diverse educational settings. Statistical analyses were conducted using the IEA’s IDB Analyser and SPSS, ensuring robustness and generalisability across the diverse participant countries.

Our research findings challenge the assumed superiority of local measures over broader constructs like the Economic, Social, and Cultural Status (ESCS). It suggests that standardised measures like ESCS may provide more reliable predictions of academic achievement across various educational contexts, underscoring the complex relationship between SES measures and academic performance.

Our novel analysis shows that local and cross-national SED measures are poorly correlated. Our findings raise questions about the measures' validity while acknowledging the methodological challenges. We provide empirical evidence to support ongoing debates on the topic.

This chapter shows the prevalence, trends and heterogeneity in maternal smoking around birth in the United Kingdom (UK), focussing on the war and post-war reconstruction period in which there exists surprisingly little systematic data on (maternal) smoking behaviours. Within this context, the authors highlight relevant events, the release of new information about the harms of smoking and changes in (government) policy aimed at reducing smoking prevalence. The authors show stark changes in smoking prevalence over a 30-year period, highlight the onset of the social gradient in smoking as well as genetic heterogeneities in smoking trends.

This paper aims to consider the role of social media platforms as educational technologies given growing evidence of harms to democracy, society and individuals, particularly through logics of efficiency, racism, misogyny and surveillance inextricably designed into the architectural and algorithmic bones of social media. The paper aims to uncover downsides and drawbacks of for-profit social media, as well as consider the discriminatory design embedded within its blueprints.

The authors used a method of a technological audit, framed through the lenses of technoskepticism and discriminatory design, to consider the unintended downsides and consequences of Twitter and Instagram.

The authors provide evidence from a variety of sources to demonstrate that Instagram and Twitter’s intersection of technological design, systemic oppression, platform capitalism and algorithmic manipulation cause material harm to marginalized people and youth.

The authors contend that it is a conflict of professional ethics to treat social media as an educational technology that should be used by youth in educational settings. Thus, they suggest that future scholarship focus more on addressing methods of teaching about social media rather than teaching with social media.

The paper concludes with recommendations for educators who might work alongside young people to learn about social media while taking informed social actions for more just technological futures.

This paper fulfills an identified need to challenge the direction of the field of social media and education research. It is of use to education scholars, practitioners and policy makers.

The purpose of this research is to analyse the level of knowledge about the Sustainable Development Goals (SDGs) of pre-service teachers in Early Childhood and Primary School Education at the University of Valencia (Spain) and the origin of this knowledge over several academic years, as well as to compare it with that of students of the Degree in Environmental Sciences at the same university.

A questionnaire was designed, validated and administrated to 1,040 students of Degree in Early Childhood Education, Primary School Education and Environmental Science of the University of Valencia to analyse their knowledge of the SDGs and their evolution over three academic years (2019–20, 2020–21, 2021–22).

Statistical analysis shows that most of the participants are either unaware of the SDGs and their importance or have insufficient knowledge of the SDGs and their linkages.

The need to continue promoting teaching resources to favour the implementation of education for the SDG in initial teacher training is highlighted.

Pre-service teachers can become agents of change if they understand the magnitude and complexity of the socio-environmental crisis and get involved through their educational action in the required measures to advance in the construction of more sustainable societies.

This study aims to emphasize the necessary training and involvement of students of the Degree in Early Childhood Education, Primary School Education and Environmental Science at the University of Valencia to advance in the transition to Sustainability.

This chapter delves into sustainability-related competences in innovation management for further education as part of the European lifelong learning initiative. Despite extensive research in primary and secondary education, adult education often remains overlooked. Competence-based learning is a favored approach to integrating knowledge, skills, and attitudes across various domains. Through thematic analysis and deductive coding, the study examines 72 innovation management-related further education programs conducted in Baden-Württemberg, Germany, between June and December 2022. The findings unequivocally demonstrate the inclusion of sustainability competences in innovation-related further education. Notably, Strategic Competence emerges as the most prevalent, while Normative Competence appears least frequently. This research significantly advances the convergence of further education in innovation management, responsible management education, and competence-based learning, emphasizing the importance of sustainability competences in adult learning contexts. By shedding light on this underexplored domain, the study prompts further exploration and development of sustainable educational practices for lifelong learning.

The current body of research has separately examined ethics education design and evaluation, as well as the development of ethical identity in managers. However, a notable deficiency in the literature lies in the absence of a comprehensive investigation into the interconnections between these two areas. This conceptual paper aims to address this lacuna.

Building on the theoretical foundations of identity control theory, this paper presents a conceptual model that outlines the dynamics of ethics education for managers, whether outside the organization or as a human resource development (HRD) initiative. Drawing upon a diverse range of literature sources, the model places significant emphasis on the interactive nature of identity formation, taking into account both individual agency and the educational context.

The conceptual model developed based on identity control theory illuminates the functioning of ethics education and its impact. The model illustrates the multifaceted nature of the relationship between ethics education and the development and sustenance of ethical identity in managers. It underscores the iterative process of identity control, wherein managers continuously navigate their ethical identities in response to internal and external influences.

While ethics education in management and HRD studies is widely acknowledged, there is a significant gap in understanding the psychological mechanisms that explain the maintenance of self-identity and the dynamic interplay between individuals and their social environment. This gap is particularly relevant to educational programs, which not only shape the social environment for trainees but also aim to foster the development and preservation of their individual identities.