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The purpose of this paper is to discuss the need for integrating a focus on digital literacies and digital ethics into sustainability education, proposing a conceptualization of these for sustainability education.

The paper draws on relevant literature in the field of sustainability education and in the field of digital literacies and digital ethics. It synthesizes perspectives in both fields to form a conceptualization of digital literacies and digital ethics for sustainability education.

The paper conceptualizes “digital literacies” as a capacity to reflect on the nature of digital space in relation to sustainability challenges and “digital ethics” as a capacity to reflexively engage with digital space in ways which build rich discourses around sustainability. Critically reflective and exploratory activities in digital space are a means of developing these capacities.

The conceptualization allows sustainability education to account for the increased role digital space plays in shaping views of sustainability challenges. It proposes a pedagogical approach to doing this.

This paper aims to propose an alternative strategy for preparing, recovering and conserving cultural built heritage (CBH) in the context of natural disasters. It presents the idea that disaster preparedness is integral to CBH protection and conservation.

Building upon a review of existing scholarship on CBH, resilience and disaster management, a conceptual model is proposed to assist key stakeholders preparing for the recovery of CBH after natural disasters. It is argued that the protection and recovery of CBH in the wake of natural disasters require a holistic approach and that the theoretical framework of resilience thinking can support such an approach.

The paper discusses how the process of adaptive cycles has a role to play in the development of a holistic understanding of the conservation process. It proposes an adaptive cycle model that is supported by four critical factors: reordering, conserving, shifting and transforming.

Through exploration of systems thinking and resilience theory, the research presented in this paper explores a new approach to the conceptualisation of CBH. The paper presents the first stage of a research project that aims to develop strategies that can support the protection and recovery of CBH in the wake of natural disasters. The proposed model represents a holistic approach for reconceptualising CBH and may, as such, have potential implications that extend from the field of post-disaster recovery into the domain of CBH conservation and protection.

The purpose of this paper is to develop insights about the psychological factors that contribute to lean’s success as a holistic and adaptive system.

The authors use the best-selling book “Thinking, Fast and Slow” (TFAS) (2011) by Nobel-prize winner Daniel Kahneman to provide a familiar lens for readers who might not otherwise be familiar with the psychology theories that are used in this paper to study lean conceptually. With this approach, the paper sheds light on psychological factors that tie together many of the philosophies, principles and practices of lean.

The paper shows how lean’s philosophies, principles and practices provide a synergistic and self-reinforcing system that drives employee thinking and actions. TFAS characterizes thought processes as “fast System 1 thinking” that relies on intuition and “slow System 2 thinking” that is more rational and logical. Lean psychology eliminates waste and adds customer value by supporting, enhancing and taking advantage of beneficial fast thinking and motivating and imposing appropriate slow thinking.

The authors develop the concept of lean psychology to describe the relationship between psychology theories and lean. By applying lean psychology, organizations can go beyond superficially adopting a checklist of tools and techniques to more fully take advantage of lean and improve their operations performance.

The purpose of this paper is to outline a conceptual model for adaptive reuse of heritage assets which has been produced in an effort to fill a gap in information, address the complexity of developing heritage assets and encourage more responsible and responsive treatment of heritage assets. The purpose of the model is to visually articulate the various elements that must be considered to successfully develop a heritage asset.

Based on six years of observation and industry practice, the model reflects a previously undocumented process for developing and adapting built heritage assets employed by many professionals across the UK. The model is further strengthened by drawing from other international theories, concepts, and principles.

The redevelopment of heritage assets is a “wicked problem”. The model established visually articulates current good practice in the field and provides a simplified version of the process.

Presently, there is insufficient contemporary literature which adequately describes or visualizes the complex adaptive reuse of built heritage in a coherent and holistic way. This model is the first to try to visually capture and communicate current good practice for widespread use. It is hoped that the documentation and dissemination of this process will help to advance creative problem solving, increase the appeal of developing heritage assets and elevate the quality of work produced.

Prior COVID-19, the World Health Organization (WHO) reported that less than 50% of the world's population was able to obtain essential health services. These numbers have decreased with the onset of the pandemic. Concurrently, the pandemic has amplified the gaps in access and extended inequality in African contexts. This requires a concerted effort to reimagine and rebuild Africa's healthcare system to inclusively attend to the needs of society's most vulnerable populations. Women in leadership provide an opportunity to do this. Through the advancement of strategic leadership development focused on women and girls, developing African healthcare contexts have the potential to aid in the eradication of endemics like gender-based violence, extend community sustainability, and elevate the collective consciousness for women, girls, and other marginalized populations. Through this chapter, the authors present a compelling and holistic conceptual model and the accompanying practice grounded in transformational and adaptive leadership, systems thinking, and strategic social influence that creates the foundation for the development of women in leadership to advance developing African healthcare contexts. The implications for this emergent strategy advance the field of leadership calling for applied leadership within African healthcare contexts, advance society through a coordinated and integrated approach to healthcare service and patient care, and create direct linkages to the UN Sustainable Development Goal (SDG) 3 – Good Health and Well-being, SDG 5 – Gender Equality, SDG 10 – Reduce Inequalities, and SDG 11 – Sustainable Cities and Communities, while advancing our collective global community.

The purpose of part 3 of this paper is to demonstrate what are the individual's preferences in change management, where they are naturally located on both the creative thinking and change management continua, how they can improve their creative thinking skills and how organisations can improve profitability be adopting the appropriate change management paradigm.

The paper determines how the Practical or Concept preference for gathering and using information impacts on how we think creatively; summarises Dr Kirton's work on adaptive and innovative thinking; demonstrates how the two models are linked and where different preferences are located on the creative thinking and change management continua; considers how individuals with different profiles approach change management in an organisational context; introduces the change preference model and consider the implications on effective change management; considers how to overcome the limitations of individuals profiles on their ability to think creatively; and finally defines the prevailing change management paradigm and how a modification to the definition of change and the resulting paradigm will enable organisations to improve their management of change and, as a result, profitability.

The paper finds that individuals have more flexibility and ability in creative thinking and change management than they might currently perceive; whereas organisations can improve their management of change significantly be adopting the appropriate change management paradigm and using a whole‐brained or holistic approach.

The paper enables the reader to determine what their current approach to creative thinking and change management is, and how they and organisations can become more effective.

Co-authored by three South African academics working in higher education development, this chapter uses the transition from professional practice to academic contexts as an entry point into a discussion of transitions broadly. We reflect on the role of mentoring in supporting the multiple transitions which dual professionals navigate and what this means for the provision of inclusive, quality education (SDG 4) with a focus on higher education. In reflecting on this Sustainable Development Goal, we approach the topic of mentoring from a critical perspective which allows us to attend to the themes of power, access and equity that it invokes. The body of scholarship on the transition experiences of practitioners into academia has challenged the assumption that professional expertise translates into teaching expertise in the classroom. The opening vignette contextualizes this challenge. The vignette protagonist offers to support an academic colleague and approaches a mentoring expert to explore her guiding principles for mentoring within and beyond the classroom. The dialogue surfaces the need for mentoring that considers the various transitions that dual professionals navigate. We engage critically with international literature on the role and positionality of dual professionals in academia and reflect on selected concepts from this literature to highlight the importance of an adaptive mentoring approach for meeting academics in transition at their point of need. We offer a synthesis of literature on holistic approaches to mentoring, critically reflecting on how they enable inclusive quality education for the benefit of society.

In this chapter, the author delves deeper into adaptive and sustainability challenges, specifically discussing the roles of management and leadership in addressing these problems. Both responsible leadership and management are essential for tackling sustainability challenges. Leadership focuses on establishing a vision and inspiring others to attain it, while management is concerned with devising and executing strategies to realize that vision. Addressing wicked problems necessitates collaboration, engagement and innovative solutions, involving both leadership and management. To effectively conquer sustainability challenges, organizations must embrace a more holistic and sustainable approach to management and leadership. This might include collaborating with stakeholders to discover innovative solutions that prioritize sustainability and social responsibility. Resolving wicked problems calls for a distinct management and leadership approach that is cooperative, systemic, and sustainable.

International development practice has had as its dominant paradigm the rational-analytic model of project planning, management and evaluation. This is reflected in the widespread adoption by donor agencies of results-based management (RBM), side by side with conventionally used tools for monitoring and evaluation (including logical framework analysis (“logframe”), logic model and results frameworks). Donor agencies rely upon such tools to generate the evidence base for measuring “success” across the spectrum of their work, even though projects differ enormously in their nature, scope and time-span. Process-led capacity development projects and input-led infrastructural or straightforward service delivery projects require very different yardsticks of performance monitoring and appraisal. Drawing on insights from the complex adaptive systems (CAS) literature, the purpose of this paper is to explore how projects focused on capacity development necessitate a more eclectic approach, including – but not restricted to – RBM methodology.

Using the insights of CAS theory, and with particular reference to projects which have capacity development as their prime focus, this paper explores a broadening of conventional project management practices.

The paper posits an integrative approach to managing international development projects focused on capacity development – one which would recognise the values of instrumental utility and goal-setting associated with the application of the tools of RBM, while situating that within a more open, system focused and holistic approach to projects and their outcomes, placing emphasis on context, adaptability and learning.

The research enquiry presented is discursive rather than empirical, and builds on established theory and constructs of three distinct conceptual fields: first, the RBM approach to project and programme implementation; second, the “complexity” strand of organisational management literature; and third, the capacity development strand of international development discourse.

The paper intersects disciplinary boundaries between project management, organisational studies and international development theory and practice.

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.