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Climate change poses risks to society and the demand for carbon literacy within small and medium-sized enterprises is increasing. Skills and knowledge are required for organizational greenhouse gas accounting and science-based decisions to help businesses reduce transitional risks. At the University of Copenhagen and the University of Northern British Columbia, two carbon management courses have been developed to respond to this growing need. Using an action-based co-learning model, students and business are paired to quantify and report emissions and develop climate plans and communication strategies.

This paper draws on surveys of businesses that have partnered with the co-learning model, designed to provide insight on carbon reductions and the impacts of co-learning. Data collected from 12 respondents in Denmark and 19 respondents in Canada allow for cross-institutional and international comparison in a Global North context.

Results show that while co-learning for carbon literacy is welcomed, companies identify limitations: time and resources; solution feasibility; governance and reporting structures; and communication methods. Findings reveal a need for extension, both forwards and backwards in time, indicating that the collaborations need to be lengthened and/or intensified. Balancing academic requirements detracts from usability for businesses, and while municipal and national policy and emission targets help generate a general societal understanding of the issue, there is no concrete guidance on how businesses can implement operational changes based on inventory results.

The research brings new knowledge to the field of transitional climate risks and does so with a focus on both small businesses and universities as important co-learning actors in low-carbon transitions. The comparison across geographies and institutions contributes an international solution perspective to climate change mitigation and adaptation strategies.

This study aims to examine the integration of AI in student engagement and its benefits in the learning environment.

The study employed a quantitative research method, analyzing data from a sample of 720 students. The econometric data analysis used the structural equation modeling (SEM) technique.

The results show that facilitating conditions and performance expectations positively affect students’ attitudes toward AI, whereas the negative impact of perceived risk is statistically weak and only marginally significant at the 90% level. On the other hand, the main findings are that attitudes significantly influence the use of AI, which consequently increases students’ productivity, performance, and self-efficacy.

Through the integration of new variables in the TAM and UTAUT models, steps are suggested for institutions to take to increase the acceptance and efficiency of AI.

This study introduces a novel approach to AI integration within higher education, presenting an innovative model that significantly enhances the discourse on AI’s tangible impacts on educational processes.

Despite a growing awareness of the gap between professional expectations and competence, there has been no comprehensive appraisal of sustainable food systems (SFS) education within dietetics and nutrition programs to date. Dietitians and nutritionists play important roles in promoting sustainability yet many perceive themselves to be inadequately trained. The purpose of this study was to explore how, and to what degree, SFS education is incorporated into accredited nutrition and dietetics programs in the United Kingdom, Australia and Canada.

A content analysis of course descriptions from program websites was conducted between 2021 and 2022. Courses were reviewed, analyzed and evaluated using a novel sustainability metric.

SFS is integrated into the education environment of some, but not all, dietetics and nutrition programs to varying degrees (no, partial and full). Partial and full integration was present in a small percentage of courses, with a larger percentage in nutrition programs. SFS education was offered more often through a single unit than a dedicated course. Twelve best practice examples of courses dedicated to SFS were identified. In the UK, their focus was nutrition and diet, contrasting food and food systems in Australia and Canada.

These findings provide insight into SFS education for professional societies, instructors and program directors. Through intentional curricular design considerations supported by this study, program leads can take small conscious reorganizational steps to integrate SFS. This study offers a sound methodology to initiate and benchmark further assessment and a novel approach for other professions looking to equip their future workforce through SFS education.

To better understand the nature and effective delivery of quality health-care globally, this paper aims to study the role of quality leadership on patient care quality (PCQ) delivered in hospitals, including the intervening role of technology integration and two country-level factors – national culture and infrastructure development – in North America (Canada, Mexico and the USA).

PCQ comprises four facets: interpersonal, technical, environmental and administrative quality. Using survey data and interdisciplinary theoretical support (e.g. quality management and the Global Leadership and Organizational Behavior Effectiveness Project [GLOBE] model of national culture), this paper tested for moderated mediation between hospital quality leadership and the four-facet PCQ model with technology integration as the mediator and national culture and infrastructure development as moderators.

Results show that technology integration partially mediates the relationship between hospital quality leadership and PCQ and that national culture and infrastructure development shape the role of hospital quality leadership on PCQ. Hence, these national factors must be considered holistically to understand the impact of hospital quality leadership on patient care.

To improve PCQ, hospital leaders should broaden their understanding of quality health-care to include technology integration and an awareness of cultural and institutional differences across nations.

This paper used primary data from hospital quality leaders and the four-facet PCQ conceptualization across three large North American nations, offering a more global understanding of service quality in health-care.

In light of a largely negative discourse, this study aims to identify the various ways in which PhD mums have been supported in a range of contexts to develop a comprehensive typology of positive support, as well as to identify patterns that transcend institutional, national and disciplinary borders.

The study is guided by ecological systems theory which allows for the investigation of the various interrelated systems that influence (in this case) doctoral researchers. A mixed-methods survey elicited the first-hand experiences from recent and current PhD mums across the world.

The authors have identified a range of potential supports for PhD mums, but note a careful balance is needed to ensure that PhD mums are supported in their roles as both mother and doctoral researcher, where support in one domain does not contradict nor ignore support for the other.

This study complements the existing knowledge body, which consists mainly of localised studies, by providing a birds-eye view of issues that transcend national, geographic and disciplinary borders. A topography provides a visual map of the various sources of potential support and the complicated relationships between them.

Since March 2020, the global COVID-19 pandemic has disproportionately impacted refugees by compounding preexisting and systemic health, social and economic inequities. In Canada, approximately 50,000 Syrian refugees arrived between 2015 and 2020 and were in the process of rebuilding their lives when the pandemic started. This study aims to explore the impact of the COVID-19 pandemic for Syrian refugees in Canada and identify supports needed.

Drawing on frameworks for refugee psychosocial adaptation and social integration and a qualitative descriptive design, the study used thematic analysis to examine semi-structured interviews with 10 Syrians.

Findings indicated four themes that provide a snapshot of impacts relatively early in the pandemic: facing ongoing development, inequity and insecurity during integration; disruption of settlement, integration and adaptation due to the pandemic; ongoing adaptation and resilience during integration in Canada; and ongoing needs and solutions for integration and adaptation.

This study builds upon growing research concerning Syrian refugees and psychosocial adaptation, particularly during the pandemic. The findings highlight the impacts of the pandemic on a population already facing inequities in a resettlement country. While the findings emphasize the resilience of the Syrian refugee community, the study also demonstrates the need for ongoing supports and justice-oriented action to fulfill resettlement commitments, especially in the face of additional stressors like the COVID-19 pandemic. Implications for policy, practice and future research are discussed.

Governments frequently utilise tourism as a means of enhancing the economic participation of Aboriginal and Torres Strait Islander Peoples in Australia. Yet, the ‘systemic wickedness’ (Carson & Koster, 2012) of problems, purportedly addressed by government policies for Indigenous Australians more broadly, can arguably be seen as inhibiting the creation of a thriving and sustainable Indigenous tourism sector. For too long, authors have questioned the appropriateness and effectiveness of tourism policy developed for Aboriginal and Torres Strait Islander peoples (Hudson, 2016; Whitford & Ruhanen, 2010), and importantly, over and above governments’ apparent poor understanding of what ‘works’ and under what conditions, is the absence of First Nations peoples voices in driving the development of the First Nations sector. Utilising a wicked policy lens, this chapter explores Indigenous tourism policy in Australia and discusses the extent to which one particular initiative, the inaugural Queensland First Nations Tourism Plan (QFNTP) 2020–2025 addresses a range of complex and wicked policy challenges.

Education tends to colonize. Established authorities (teachers, curricula, and examinations) instruct newcomers, extending conditional membership. This presents a dilemma for teachers seeking to instill in their students habits of critical, creative, and lateral thinking. In Australia as elsewhere, blueprint educational documents embody lofty aspirational statements of inclusion and investment in people and their potential. Yoked to this is a regime routinely imposing high-stakes basic-skills testing on school students, with increasingly constrictive ways of doing, while privileging competition over collaboration. This chapter explores more informal, organic learning. This self-study narrative inquiry explores my career in terms of a struggle to be my most evolved, enlightened self, as opposed to a small-minded, small-hearted mini-me. To balance this, I examine responsible autonomy (including my own), rather than freedom. This chapter also explores investment in humans, with the reasonable expectation of a return on that investment. It draws and reflects upon events in or impacting my hometown, Sydney, Australia, focusing largely on WorldPride, the Women's World Cup, and a referendum on an Indigenous voice to parliament, all of which took place as I compiled this chapter. Accordingly, the narrative focuses primarily on sexuality, gender, and race. I explore the capacity of my surroundings to teach me and my capacity to learn from my surroundings. The findings and discussion comprise diary-type entries of significant events and their implications for (my) excessive entitlement. The final section of this chapter reviews what and how I have learned.

This paper aims to present the continuous Nigerian Government’s failure to protect the lives and property of its citizens against the incessant itinerant herders’ violence, despite its numerous programs in attempts to end the carnage. It sought also to examine the relationship between this government’s failure to meet its responsibility and the ineluctable self-defense mechanisms adopted by the people of Plateau State, Nigeria.

The research was both quantitative and qualitative. The study was conducted in four of the 17 Local Government Areas of the state: Bassa, Jos-south, Riyom and Barkin Ladi. A sample size of 400 was determined using Yamane Taro’s sampling size formula. Four hundred respondents were interviewed using a Google questionnaire (found at this link: https://forms.gle/tu96ZDwP85e8JsGu8). In this study, a total of seven key informant interviews and nine focus group discussions were conducted.

The finding revealed that most indigenous ethnic groups were dissatisfied with the government’s handling of the nomadic herders’ aggression. Therefore, 99.1% of Berom, 99.0% of Irigwe and 92.9% of other ethnicities argued that the government’s failure to protect them is a tacit permission for self-defense. On the contrary, 60.0% of the Fulani were satisfied with the government’s strategies in ending the aggression and 95.0% of them argued that the government’s failure to protect its citizens is not an implied permission for self-defense. It was also found that a relationship exists between the government’s lack of capacity to end the nomadic herders’ aggression and implied consent for self-defense in Plateau State, Nigeria.

This is a research paper that uses primary data. The findings are germane to ending the challenge of recurrent aggression of nomadic herders on other Nigerians. The study concludes that the government must live up to its responsibility of the protection of its citizens’ lives and property, failure to do so is an implicit permission to the citizens to defend themselves. It also recommended that the government should return displaced people to their communities.