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This paper aims to present a novel pedagogical model that aims at bridging creativity with computational thinking (CT) and new media literacy skills at low-technology, information-rich learning environments. As creativity, problem solving and collaboration are among the targeted skills in twenty-first century, this model promotes the acquisition of these skills towards a holistic development of students in primary and secondary school settings. In this direction, teaching students to think like a computer scientist, an economist, a physicist or an artist can be achieved through CT practices, as well as media arts practices. The interface between these practices is imagination, a fundamental concept in the model. Imaginative teaching methods, computer science unplugged approach and low-technology prototyping method are used to develop creativity, CT, collaboration and new media literacy skills in students. Furthermore, cognitive, emotional, physical and social abilities are fostered. Principles and guidelines for the implementation of the model in classrooms are provided by following the design thinking process as a methodological tool, and a real example implemented in a primary school classroom is described. The added value of this paper is that it proposes a pedagogical model that can serve as a pool of pedagogical approaches implemented in various disciplines and grades, as CT curriculum frameworks for K-6 are still in their infancy. Further research is needed to define the point at which unplugged approach should be replaced or even combined with plugged-in approach and how this proposed model can be enriched.

This paper presents a pedagogical model that aims at bridging creativity with CT, collaboration and new media literacy skills.

The proposed model follows a pedagogy-driven approach rather a technology-driven one as the authors suggest its implementation in low-tech, information-rich learning environments without computers. The added value of this paper is that it proposes a novel pedagogical model that can serve as a pool of pedagogical approaches and as a framework implemented in various disciplines and grades. A CT curriculum framework for K-6 is an area of research that is still in its infancy (Angeli et al., 2016), so this model is intended to provide a holistic perspective over this area by focusing how to approach the convergence among CT, collaboration and creativity skills in practice rather than what to teach. Based on literature, the authors explained how multiple moments impact on CT, creativity and collaboration development and presented the linkages among them. Successful implementation of CT requires not only computer science and mathematics but also imaginative capacities involving innovation and curiosity (The College Board, 2012). It is necessary to understand the CT implications for teaching and learning beyond the traditional applications on computer science and mathematics (Kotsopoulos et al., 2017) and start paying more attention to CT implications on social sciences and non-cognitive skills. Though the presented example (case study) seems to exploit the proposed multiple moments model at optimal level, empirical evidence is needed to show its practical applicability in a variety of contexts and not only in primary school settings. Future studies can extend, enrich or even alter some of its elements through experimental applications on how all these macro/micromoments work in practice in terms of easiness in implementation, flexibility, social orientation and skills improvement.

The added value of this paper is that it joins learning theories, pedagogical methods and necessary skills acquisition in an integrated manner by proposing a pedagogical model that can orient activities and educational scenarios by giving principles and guidelines for teaching practice.

This research paper aims to explore the influence of social media–based knowledge-sharing intentions (SMKI) on prospective authentic leadership development (ALD) to deal with the future crisis. In the existing literature, to the best of the authors’ knowledge, there is no significant empirical evidence to test the relationship between SMKI and ALD. Thus, this study contributes to the growing literature regarding the role of SMKIs, ALD, social media–based knowledge-sharing behavior (SMKB) and facilitating conditions (FCs). However, in this study, the authors developed a conceptual framework based on technology adoption and leadership theory. It was used to identify preservice educational leaders’ SMKIs and their effect on ALD to deal with an educational crisis during the COVID-19 pandemic. Furthermore, SMKIs are strengthening ALD, directly and indirectly, using SMKB and FCs.

In this study, the higher education students are considered preservice leaders who were enrolled in educational leadership and management programs. However, this study’s target population and sample are students enrolled in educational leadership and management programs. Therefore, higher education students are considered preservice educational leaders. Therefore, a multilevel questionnaire survey approach was adopted to collect data from preservice educational leaders (n = 451 at Time 1 and n = 398 at Time 2) enrolled in education departments in the selected universities in Pakistan. A total of 398 survey questionnaires were finalized with a return ratio of 89%. The partial least square structural equation modeling with SmartPLS 3.2.8 was used for the data analysis.

This research found that SMKIs are positively and significantly connected with ALD. This study also confirms that SMKB significantly and positively mediates the relationship between SMKIs and ALD. Therefore, this study concludes that preservice educational leaders were ready to adopt SMKB.

Social media–based knowledge sharing can be helpful to develop authentic leadership among preservice educational leaders during a crisis. Preservice educational leaders as authentic leaders can prove to be an asset in dealing with the COVID-19 pandemic crisis.

This research integrated the technology adoption model and leadership theory to provide empirical evidence of SMKIs’ direct and indirect influence on ALD through social media–based knowledge-sharing actual use behavior by preservice educational leaders during the COVID-19 pandemic. Moreover, the moderated mediating effect of the FCs was also studied in the relationship between SMKIs and actual user behavior as well as ALD.

A vital testimony of human presence landscape is recognised and protected by international, national and local documents as an identity resource and one of the factors that contribute to the identity building processes (UNESCO, 1994; European Landscape Convention, 2000). The validation of landscape as cultural heritage presents not only new challenges but also opportunities for the heritage sector. In fact, a landscape plays a dual role: as part of the cultural heritage, which has to be preserved for its values, and as a “living” site, where individuals and groups live and work. This implies that the acknowledgement of its cultural significance should not be exclusively determined on the basis of discipline-driven frameworks and benchmarks but should rather be the result of a shared awareness within local communities.

Through the analysis of the vineyard landscape of Langhe-Roero and Monferrato (Italy), the author discusses how the selection of a World Heritage site driven by “outstanding universal values” risks presenting a top-down approach to heritage processes.

In this article, the author explores how people living in this cultural landscape articulate their understandings of heritage values, and she addresses issues concerning their participation in decision-making processes, questioning whose values and meanings do the “outstanding universal value” legitimise or not.

What the author argues is that the World Heritage listing's focus on extraordinary values risks constructing heritage around a consensus that privileges only some actors, whose voices and stories enliven the prestige of the wine production of this cultural landscape, omitting other values, memories and practices from the identity and meaning making processes. Does the identification and representation processes validated through World Heritage status capture how a landscape is understood by individuals and groups living within it? If not, how do these differences affect people's engagement? A further point of discussion is whether individuals and groups want to be engaged in decision-making processes and on which terms.

There is a growing worry about people possibly isolating themselves in online bubbles and avoiding contact with ideas that differ from their beliefs, creating a scenario of ideological polarization. To investigate into this matter, this work aims for a reflection about the contingency of communication in social media. Does social media make the experience of communication in the digital space more contingent (providing it with more possibilities, with people accessing different contents and ideas) or less contingent (reducing the available possibilities, making people isolate themselves)?

This is a theoretical work, constructed through bibliographical reviews. To reflect about the question that are posed, the author selected Niklas Luhmann's social systems theory to approach the concept of contingency. In addition to that, the author presented the main arguments of the debates about echo chambers and online bubbles. In the end, the author combined the two reviews together using elements of the Luhmannian theory and drew some conclusions about the initial question.

The study concluded that social media have an ambivalent potential regarding contingency in the digital space: it can both expand or reduce the available possibilities of communication, depending on criteria like topic, potential of diffusion and focus of attention. There is no one-side effect.

The approach at echo chambers does not reflect “the” form of contingency in social media, but “a” form. Therefore, the study cannot provide any general conclusions about the relation between contingency and social media. The digital space is a large one, and more studies are required to achieve more substantial propositions.

The research has an originality value both for systems theory and social media studies. First, because, as far as the author knows, no other system-theoretical argument has taken the connection between contingency and social media as a primary analysis object. Second, because of a theoretical interpretation effort, the studies of echo chambers indicate mixed results about the phenomenon of online isolation, but no attempt was made to make sense of these mixed results from a specific sociological theory. The author did that by using Luhmann's theoretical framework, which proved to be a good tool for explaining and unifying these different results on a more abstract level.

Roma form the largest ethnic group in Europe. Currently, between 10 and 12 million Roma live in Europe, 6 million of which live in the European Union.

In this chapter, the authors analyze the socioeconomic and health problems faced by the Roma population, their causes and the barriers to Roma access to adequate medical care.

Roma population is generally younger than the general population, but with a lower life expectancy, due to poor living conditions and the increased prevalence of chronic and acute diseases. There are numerous barriers to accessing medical services by the Roma patients, such as language, low education, lack of information, discrimination in medical institutions, lack of medical insurance or identity documents and the relationship with medical staff.

Health mediators represent the link between communities and medical staff, with the role of reducing the negative consequences of the language barrier, sociocultural differences and tensions between ethnic groups.

The authors also present the results of a study conducted in Romania that aimed to analyze the role of health mediators as intercultural facilitators who contribute to increasing the quality of medical care provided to Roma patients and their ability to respond culturally appropriate to the health needs of the Roma patients.

The authors conclude that the medical staff has an ethical obligation to provide culturally sensitive medical care, since the ethnic origin, the level of education, the language proficiency and the cultural values of the patients are essential for a functional doctor–patient relationship. The activity of the health mediators is an important element in the health policies aimed at increasing the cultural competence of the medical staff and improving the medical care provided to the Roma population.

While recent academic research on entomophagy has predominantly focused on adults, the purpose of this child-centred research is to obtain a better understanding of young consumer acceptance of insect-based foods.

Two qualitative studies were conducted with a total of 43 French children aged 8–13 years. Study 1 (n = 22), based on semi-directive interviews, and Study 2 (n = 21), based on focus groups, included projective techniques and exposure to different types of insect-based products to help children express their feelings and thoughts.

The evidence shows that in Western children’s minds, insects are considered as culturally non-edible. Children predominantly reject insects as food because of their sensory properties and the disgust they arouse. However, their interest in eating insect-based food is embedded within experiential contexts specific to childhood, in particular the peer group, which makes insect-eating fun and challenging, and the family, which offers a protective and reassuring setting.

The authors advocate changing children’s sensory perception of insect-eating food through sensory and participatory activities. Manufacturers and policymakers should also draw on children’s peer culture to associate insect-eating with positive social experiences and foster peer influence.

Drawing on cognitive psychology theories and the literature in food science on food rejection, the authors contribute to emerging consumer research on alternative food consumption (AFC) focusing on cognitive, emotional and social factors of acceptance or rejection of insect-based foods by children.

This paper proposed an adaptation of the theory of planned behavior (TPB) model to study the factors influencing organic food purchase behavior in an emerging market. This research introduced household norms as an important factor that reflected the influence of household activities and family pressure on individuals to perform organic food purchase behaviors. The role of trust in organic food as a direct and a moderating factor was examined in the proposed framework as well.

The study proposed a model with 10 hypotheses from the literature review. The hypotheses were tested using data collected from 407 organic food customers in Hanoi, Vietnam. The partial least squares structural equation modeling (PLS-SEM) approach was used for analysis.

The results indicated that household norms played an important role influencing purchase intention and behavior. This research also showed that trust in organic food directly affected purchase intention and played a moderating role on the attitude towards organic food and purchase intention relationship. However, trust in organic food did not show moderating effects on other relationships in the model.

More context-specific reasons may be incorporated into the research model to better explain consumer purchase behaviors.

The role of household norms and its impact under TPB has not been investigated for organic food purchase behaviors, particularly in emerging markets.