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This paper aims to analyze the extent to which education for sustainable development (ESD) training enhances university teachers’ professional competence and whether it has the same effect in the digital as in the face-to-face format.

A training concept was developed based on the professional action competence model. Between 2018 and 2021, 19 training sessions were conducted with 183 university teachers: ten in face-to-face sessions and nine in the digital format. Questionnaires were administered before and after the training to determine its impact.

Overall, the training proved to be effective. There was a significant increase in professional knowledge and self-efficacy after the training, but there was no change in motivation. The face-to-face and digital formats proved to be equally effective.

The long-term effect of the training could not be determined.

There should be regular ESD training and coaching for university teachers.

There has been little research on the effectiveness of ESD teacher training, and no comparison between the face-to-face and digital approaches exists. It has been possible to train a relatively large number of university teachers from a wide range of subject areas, about two-thirds of whom have had no previous ESD experience.

Blended solutions for training are growing in popularity, but are they more than just a combination of a range of “real” learning techniques? Is it a learning approach in its own right? Clerical Medical put the new approach to the test. Attracted by the possibility of shortening face‐to‐face training time by delivering basic factual work via CBT or other learning delivery mechanism, the company included a detailed feedback process in the course design to discover levels of effectiveness and delegate responses to the approach. These results were to impact Clerical Medical’s future use of blended training.

The purpose of this paper is to determine an effective approach to developing university vocational lifelong learning (VLL) professionals as researchers.

Two quite different approaches to developing VLL professionals as researchers were piloted, one involving face‐to‐face training and the other distance learning. These approaches were evaluated by the VLL professionals who underwent the training, and the organisers of the training. Qualitative and quantitative research methods were employed in the evaluation.

Evaluation of the two development methods revealed that the fact‐to‐face method was more successful due to its greater impact in the affective domain of learning, although some VLL professionals are able to develop through distance learning with close tutor support via electronic communication. Overall, the evaluation findings indicate that a combination of face‐to‐face and distance learning methods is likely to prove most effective.

The pilot national research study involved small numbers of trainees across the UK. The training may be more effectively carried out at an institutional level.

VLL professionals in higher education are increasingly called upon to conduct and to manage research. There are many calls on their time, and this research project has demonstrated an effective approach to their training in VLL research within a very limited time period.

No methods for developing university VLL professionals as researchers have previously been piloted or evaluated. The research demonstrates the effectiveness of a training method combining face‐to‐face and distance learning.

The main purpose of the paper was to examine whether a short patient training session on various ways of requesting physicians to clarify a piece of previously elicited information during medical consultation would improve information communication, thus increasing patient satisfaction.

A total of 114 adult patients voluntarily participated in the study which was carried out at a clinic in Canada. Half of the participants were randomly assigned to the experimental group and half to the control group. Males and females were evenly distributed in both experimental and control groups. Prior to their medical visits, participants in the experimental group received 10‐15‐minute face‐to‐face training, whereas the control group did not receive any training. The purpose of the training was to facilitate information transmission, with the intention to increase communication effectiveness and patient satisfaction. Immediately after their medical visits, all participants filled out a patient satisfaction questionnaire.

On all four dimensions of patient satisfaction (i.e. overall satisfaction, relationship satisfaction, communication satisfaction and expertise satisfaction), patients who received training scored significantly higher (were more satisfied) than patients who received no training. No consistent gender differences were found in patient satisfaction in both experimental and control groups.

This study applied a psycholinguistics theory, conversational grounding, to the field of patient education and achieved positive results.

The success of the short training session provides health practitioners with a new method to help patients communicate more effectively, thus increasing satisfaction in medical interviews.

Focuses on a means to elicit information from patients in medical consultations.

Knowledge management has been largely used and applied within for‐profit organisations. However, knowledge management is a managerial tool that can also be used to assess the knowledge creation and flow within social initiatives. Presents the Proformação program, analysing it as a case study and using the knowledge management theory to assess it. The proformação program aims to train in‐service unqualified teachers in the Brazilian K‐12 public schools, so as to give them skills and expertise to develop their mission better. Most of these teachers are located in the poorest Brazilian regions, mainly in the rural areas, so the project is based both on distance training and mentoring approach. Along with a more consolidated and traditional model used for a descriptive case study, addresses an innovative way of assessing knowledge creation and transmission, based on the “knowledge spiral” and the SECI methodology. Finally, the main purpose of this case study is to subsidize policy‐makers so as to understand better how to deploy huge training endeavours successfully, avoiding the pitfalls and drawbacks inherent in these kind of initiatives and understanding how to manage better the knowledge creation and flow among the involved players.

Toward the construction of a new paradigm in teacher education in a globalized and digitalized society where it is intended to value knowledge and teacher professional development sustained by collaboration and cooperation, training policies and models based on technology-enhanced active learning will be required. This chapter aims to analyze the dimensions that can affect these training models within a new educational paradigm, at the level of professional development and increase of technological skills, collaborative processes for the creation of communities of practice, and promotion of active learning that contribute to innovative hybrid environments and transformative learning. In the Covid-19 post-pandemic, it is crucial to study and mobilize the experiences developed in the educational field exploring how these can be harnessed to build this new educational paradigm. This work aims to contribute with a reasoned reflection and insights concerning learning models and methodologies in teacher education that contribute to transformative active learning. Focusing on the link between preservice and in-service teacher education, the interrelation among teacher education and evaluation, and the construction of innovative technology-enhanced learning environments, for instance through the active training model.

This paper aims to describe a new e‐learning service for Glasgow City Council's 37,000 staff.

The paper explains the reasons for the new e‐learning service, the form it takes and the advantages it has brought.

The paper reveals that more than 17,000 courses have been implemented and that 26 generic e‐learning courses are available under the headings of communication and life skills, leadership, team development and personal development.

The paper highlights how IT training, which cost £200 per head when delivered face to face, can now be completed at a desk with courses built internally at a cost per head of £2.20.

The paper details a 6 percent improvement in customer service since the introduction of Glasgow Cares, the city council's first internally built course.

The paper reveals that the new e‐learning service is enabling the council to take more control of its training needs in‐house.

Social constructivism in teacher education highlights the importance of social interaction between preservice teachers (PTs) and their cooperating teachers (mentors) for effective mentoring. Mentoring relationship between PTs and mentors had to take a different path due to the pandemic when face-to-face education shifted to online education. The purpose of the present study was to explore online mentoring experience from the perspectives of PTs.

The methodology was qualitative. 35 randomly selected PTs were interviewed after the completion of an eight-week online school experience course. Data obtained from focus group interviews were analyzed using pattern coding.

Overall, the PTs mostly had a positive online mentoring experience. They reported receiving sufficient contextual and technological support when needed with limited professional support. However, they expected their mentors to allocate more time and their university supervisors (USs) to control practicum schools and to provide more online teaching samples and guidelines. They indicated that when they did not receive supports this was entirely due to the pandemic.

This research could inform USs and mentors who coordinate mentoring programs at schools and universities so that they might take an urgent step to restructure mentorship training, putting emphasis on the online aspect. Given the number of the participants, this research is limited in scope.

This research contributes to a body of research that investigates how online mentoring may be more effective. To create positive online mentoring relationships, following suggestions are provided to mentors: providing ongoing online support to PTs to overcome online mentoring challenges, spending an extra hour with PTs for reflection and making use of multiple contexts for PTs' professional ownership.

The purpose of this paper is to determine the patterns of transitional employment (TE) aspirations and training and development (T&D) needs of women within local government.

A quantitative survey methodology was used to identify aspirations in a sample of 1,068 employees from the Australian Local Government Association.

Mature‐aged women were very interested in continuous learning at work despite their limited formal education. Their training preferences consisted of informal delivery face‐to‐face or online in the areas of management or administration. Younger women were interested in undertaking university courses, while a minority were interested in blue collar occupations.

Through the identification of patterns of TE and T&D aspirations, long term strategies to develop and retain women in local government may be developed. Findings suggest that mature‐aged women would benefit from additional T&D to facilitate entry into management and senior administration positions, as well as strategies to facilitate a shift in organizational climate.

Mature‐aged women were found to be a potentially untapped resource for management and senior administrative roles owing to their interest in developing skills in these fields and pursuing TE. Younger women may also benefit from T&D to maintain their capacity during breaks from employment. Encouragement of women in non‐traditional areas may also address skill shortages in the local government.

Mature‐aged women were found to be a potentially untapped resource for management and senior administrative roles owing to their interest in developing skills in these fields and pursuing TE. Younger women may also benefit from T&D to maintain their capacity during breaks from employment. Encouragement of women in non‐traditional areas may also address skill shortages in the local government.

The purpose of this paper is to evaluate technological strategies (i.e. online training and university safety system) used at one southeastern four-year university to enhance campus safety. This paper investigates if an online training influenced rape myth acceptance (RMA) and if participation in the university safety system was associated with perceptions of campus safety.

Data from college students were collected via a survey that was distributed through the school’s e-mail system. The survey asked respondents about their perceptions of safety, experiences on campus, attitudes, and utilization of campus resources. In total, 1,583 students participated in the survey. Analyses were limited to 889 respondents not missing data.

RMA did not differ between those who completed the online training and those who did not complete the training. Regarding perceptions of campus safety, respondents who opted to receive emergency notifications were not significantly different from those who did not receive the notifications. Respondents who had the safety application felt safer on campus compared to those who did not have the application. Respondents who participated in the training, received notifications, and had the application felt safer on campus.

This study highlights the potential utility of the safety application as well as the limited effect of the online education program on RMA.