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The paper seeks to introduce the “critical open access literacy” construct as a holistic approach to confront the challenges in open access (OA) as a dimension of scholarly communication.

The paper first introduces the concepts of information literacy (IL) and OA in the context of transformations in the scholarly information environment. Via a theoretical-analytical exercise on the basis of a literature review of the intersections between the two concepts and of the criticisms of OA, the paper discusses the role of critical IL in addressing the challenges in OA and lays the theoretical-conceptual groundwork for the critical OA literacy construct.

The structural nature of the challenges and transformations in the scholarly information environment require new foci and pedagogical practices in library and information studies. A more holistic, critical and integrative approach to OA is warranted, which could effectively be achieved through the re-conceptualization of IL.

The paper specifies the avenues for putting the theoretical conceptualizations of critical OA literacy into practice by identifying possible foci for IL instruction alongside a transformed role for librarians.

The paper extends deliberations on the role of critical IL for scholarly communication and attempts to advance the research fields of the two domains by proposing a new construct situated at the junction of OA and IL.

The purpose of this study is to examine how former K-12 teachers’ perceptions of psychosocial support led to their decision to leave the profession.

The researcher conducted eight interviews with former teachers who had been in the profession for 1.5–26 years and asked them about their thoughts on mental health interventions, leadership and collegial support and the stressors of teaching. The data were analyzed by qualitative analysis.

Former teachers had varying responses, and some of the biggest takeaways were the importance of strong leadership support, the request for more time and overall changes to the system and how teachers are supported overall. Results indicate the ultimate impetus for exiting the profession was not directly the result of mental health support or the lack thereof, yet support for well-being did play a role in job dissatisfaction with the teaching role.

Teacher attrition is a significant issue in many countries. This study focuses on teachers in South Carolina, USA, yet the literature indicates similar problems across the USA and globally. The focus on former teachers was compelling, as most studies focus on current teachers.

This paper posits the need for English language arts (ELA) teachers to foster students’ use of languaging about their relations with ecosystems and peers, leading to their engaging in collective action to critique and transform status-quo systems impacting the climate crisis.

This paper reviews the current theory of languaging theory and research that focuses on the use of languaging to enact relations with ecosystems and others and voice emotions for transforming communities and reducing emissions contributing to climate change.

This review of languaging theory/research leads to identifying examples of teachers having students critique the use of languaging constituting status quo energy and community/transportation systems, respond to examples of characters using languaging in literary texts, using languaging in discussing or writing about the need to address climate change, critiquing languaging in media promoting consumption, using media to interact with audiences and using languaging through engaging in role-play activities.

This focus on languaging in ELA classrooms is a unique perspective application of languaging theory, leading students to engage in collective, communal action to address the climate crisis.

Current assessment models in education have focused solely on measuring knowledge and fail to address the goals of Sustainable Development Goal 4 (SDG4) for a well-rounded, future-proof education. While SDG4 emphasizes quality education, traditional assessments do not account for the diverse skills and intelligence learners possess. This gap between assessment and the needs of SDG4 presents a conundrum for educators: How can we develop assessment strategies that encompass multiple intelligences and prepare learners for the future while ensuring the delivery of quality education as outlined by SDG4? This paper aims to propose integrated assessment strategies as a solution, examining their effectiveness in assessing multiple intelligences and supporting the future-proofing agenda within quality education.

The study used a qualitative research design. Interviews were held up to saturation point with 60 teachers and students purposively selected from schools in ten provinces across the country. Data from interviews were analysed using thematic network analysis. The data were complemented by documentary analysis from the Ministry of Primary and Secondary Education, Zimbabwe documents which included Curriculum Frameworks and policy documents as well as a systematic literature review.

Results indicated that integrated assessment systems provide an avenue for testing deeper learning and help students acquire competencies needed in the world of work, such as problem-solving and teamwork. However, certain conditions mitigate against the effective implementation of integrated assessment in schools.

This study uses the use of a qualitative research methodology, hence the generalizability of results in other settings may not be possible. The data collected from the research findings was manually coded and analysed. However, coding the data manually allowed the researchers to be fully immersed in the emerging themes enriching the study with additional data. This means that in-depth data engagement was ensured.

The paper concludes that integrated assessment provides authentic assessment which prepares learners for the future. The study recommends that the government should redress the teaching-learning environment in schools for effective implementation of integrated assessment systems so that not only one regime of intelligence is tested and future-proofing of quality is guaranteed.

The research contributes to increasing the motivation to deliver quality education by investing in integrated evaluation systems.

Drawing primarily on the Japanese context, this study aims to highlight this setting to emphasise the potential for tertiary-level self-access language centres to develop lifelong global citizenship, self-reflection and cross-cultural collaboration.

This inquiry calls on the community of practice approach to account for the shared interests motivating lifelong cross-cultural participation, the quality of social engagement between actors, and the material and cognitive tools called upon to realise global citizenship’s shared enterprise.

As argued here, embracing various cultures and inclusive participation can lead to a broader understanding of global citizenship, avoiding narrow-minded views of globalism through shared knowledge and critical practices. Further, self-access provides a cost-effective, technology-mediated alternative to bilateral student mobility, whereby digital community-building occasions cross-cultural practice that may be extended throughout a learner’s life, irrespective of their financial status or place of study.

This study is one of a select few drawing on the community of practice framework within the context of lifelong global citizenship. Nevertheless, such an approach remains primed for future development. With a social constructivist philosophy in view, the authors suggest complementary qualitative research approaches that highlight the socially situated nature of both disciplines.

The concept of lifelong learning and learning culture in education generally refers to the continuous acquisition of knowledge and skills throughout one's life, extending beyond formal education while learning culture is the creation of learning opportunities, resources and support systems that empower individuals to continuously enhance their knowledge and skills. Lifelong learning and a learning culture contribute significantly to the realization of SDG 4 by promoting inclusive, equitable and quality education that prepares individuals for a lifetime of learning and adaptation in a changing world. This paper aims to identify the level of understanding of school’s community regarding these concepts and measuring the implementation level and readiness of primary schools across Malaysia.

Employing a mixed-methods approach, the initial qualitative phase involved interviewing teachers to know their level of understanding regarding the concept of lifelong learning and learning culture. The subsequent quantitative phase assessed the readiness and implementation level of 35 primary schools across Malaysia.

An interview that been done has successfully collected the viewpoints of teachers about lifelong learning and learning culture. A survey administered to primary schools affiliated with the MUSLEH organization affirmed the readiness and implementation level of schools in which it was found that most of the schools has high degree of awareness and understanding regarding the significance of the concepts to be implemented in the education system.

This study's contributions extend beyond academia, offering insights for educators and policymakers alike. The findings can inform education ministries, curriculum developers and stakeholders, aiding them in providing substantial support to educators aligning with the principles of the Sustainable Development Goals (SDG).

Citizen engagement can promote value creation in urban development projects. This potential stems from the granting of decision-making authority to citizens, labeled citizen enfranchisement in this study. Citizens are focal stakeholders of urban development projects and enfranchisement grants them an explicit say on such projects. Despite this potential for enhanced value creation, there remains limited understanding about how project organizations enfranchise stakeholders in the front end of urban development projects.

In this research, we designed a multiple-case study to analyze two novel citizen engagement processes in Northern-European cities. In these processes, citizens were enfranchised in ideating, designing, and making selections on urban development projects. We followed a multimethod approach to data collection. The collected datasets include document data, interview data and observation data.

Our findings demonstrated a distribution and redistribution of decision-making authority throughout the phases of the citizen engagement processes. Citizens’ voices were amplified throughout the project front end, although episodes of decision-making authority held by the cities took place periodically as well. By granting explicit decision-making authority to citizens, citizen enfranchisement facilitated a more democratic urban development process, promoting value creation.

In contrast to the earlier research, the findings of our study illustrate citizen engagement taking place at so-called higher levels of stakeholder engagement. In particular, our study reveals a granting of de facto decision-making authority to citizens, also known as citizen enfranchisement. These findings contribute to the earlier research on stakeholder engagement in projects, where the influence of stakeholder engagement has often been considered symbolic or limited.

The study examines the effectiveness of an academic integrity training program called Academic Integrity Training (AIT) in improving students’ academic integrity among final-year students.

The research design used was one group pretest and posttest (n = 40) students in research proposal courses.

Analysis with stacking and racking analysis showed a change in the distribution of the Logit Value Person (LVP) and Logit Value Item (LVI) values on the side of the subjects and items used for this study. Testing with a paired sample t-test yielded a value of t = −3.059 and a significance (p) = 0.004, indicating that there was a significant increase in LVP at the pre-test (M = 2.52 & SD = 1.56) and post-test (M = 3.33 & SD = 2.09) in the subject of the study.

The study results concluded that this academic integrity training program can improve students' academic integrity and is designed and implemented with the right personal approach to suppress academic dishonesty, especially the problem of plagiarism among graduate students submitting thesis proposals.

Academic dishonesty has been a major problem in higher education over the last two decades. Various strategies have been attempted to address the condition, but no program has been found to directly address the problem on the personal order or individuals who do so.