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This study aims to investigate the potential of an empathetic mindset aimed at empowering undergraduate students to work toward sustainable development (SD), addressing both theoretical and practical dimensions.

A mixed quantitative and qualitative research method was used in this study. Cross-sectional quantitative survey data on students’ mindsets and actions toward SD was collected to examine the theoretical relationship between belief and behavior. Qualitative inquiry using focus-group interviews explored students’ on-site learning experiences.

This study provides evidence for the impact of an empathetic mindset on education for sustainable development (ESD). Results showed that students with a more empathetic mindset showed better attitudes and behaviors toward SD actions. Findings suggest that developing an empathetic mindset improves students’ attitudes toward taking substantial action to protect the environment.

This study introduces a novel perspective extending the application of empathetic mindset in ESD.

This paper aims to describe a case between practitioners and social marketing academics to grow and scale a programme that engages with primary schools, teachers, children and the education network, inspiring students to become marine leaders and ocean champions.

Over a six-year period, the authors first applied collective intelligence to work with stakeholders across society to better understand the barriers and solutions to teaching children (6–12 year olds) about the ocean in schools. Following this, a Collective Impact Assessment of the Explorers Education Programme took place to grow the impact of the programme.

The Explorers Education Programme has grown its numbers higher than pre-pandemic levels. In 2022, the Explorers Education Programme had the largest number of participating children, reaching 15,237, with a growth of 21% compared to pre-pandemic levels in 2019 and 79% compared to 2021. In 2023, the programme won the “Best Education Outreach Award” category of the Education Awards in Ireland.

This research stresses the importance of measuring impact. The long-term impact of the Explorers Education Programme at societal, environmental and economical levels takes a much longer time frame to measure than the six years of these research collaborations.

The collaborative approach between academics and practitioners meant that this research had practical implications, whereby necessary and effective changes and learnings could be directly applied to the Explorers Education Programme in real time, as the practitioners involved were directly responsible for the management and coordination of the programme.

The value of collaborations and engagement between academia and practice cannot be underestimated. The ability to collectively reflect and assess impact moves beyond “an” intervention, allowing for more meaningful behavioural, social and system changes for the collective good, inspiring the next generation of marine leaders and ocean champions.

Halfway into the United Nations (UN) sustainable development goals (SDGs) timeline, we deemed fruitful an injunction into current teacher education (TE) practices at higher educational institutes (HEIs). The scoping literature review used all known English nomenclature interrelating to environment, sustainability, development, and education as regards TE. We explicated and modelled the data through timelines favourable to UN initiatives within a spatiotemporal metric. Thematic research topics and research methodologies strictly pertaining to TE were rigorously researched and delineated. Our study aims to elucidate a grander picture of the trends-as-patterns of environmental and sustainability education in teacher education (ESE-TE) research in HEI and potential contributions to come.

The spatiotemporal study adopts a scoping review as an investigative tool to probe current research trends on ESE-TE in the academic literature with respect to thematic research topics and research methodologies midway through the SDGs.

A total of 2,142 research papers spanning five decades, 152 journals and 96 countries were screened equally by two researchers. Of the 788 papers deemed eligible (i.e. English-language, peer-reviewed, pre-service/in-service TE that explicitly mentioned ESE-TE research), data from 638 studies have been included in the authors’ study.

Comprehensive trends in the international literature of all known environmental and sustainable education nomenclature specific to international ESE-TE research throughout the time period (1974 – 2021) were identified. Value is accrued by illuminating international trends in research topics and methodologies, exposing gaps in the history of the subfield, and predicting future trends for Agenda 2030 (e.g. SDG 4 – education) to mature the field.

This study aims to explore the use of a double diamond design method to engage the industry in a sector-wide response to the issues of food waste as constructed by consumers. This particular design method is achieved by an exploration of a collective intelligence-participatory design (CIPD) project to engage industry participants in understanding and responding to consumers’ perceptions of the role of packaging in reducing food waste.

Using the UK Design Council’s double diamond design method as a guiding conceptual principle, the project recruited industry participants from medium to large food businesses across various food categories. Two scoping workshops with industry were held prior to the initiation of a 12-stage project (n = 57), and then two industry workshops were held (n = 4 and 14). Eighty participants completed an online qualitative survey, and 23 industry participants took part in a Think Tank Sprint Series. The Think Tanks used participatory design approaches to understand barriers and opportunities for change within food industry sub-sectors and test the feasibility and acceptability of package designs to reduce consumer waste.

For CIPD to work for complex problems involving industry, it is vital that stakeholders across macro- and micro-subsystems are involved and that adequate time is allowed to address that complexity. Using both the right tools for engagement and the involvement of the right mix of representatives across various sectors of industry is critical to reducing blame shift. The process of divergence and convergence allowed clear insight into the long-term multi-pronged approach needed for the complex problem.

Participatory design has been useful within various behaviour change settings. This paper has demonstrated the application of the double diamond model in a social marketing setting, adding value to an industry-wide project that included government, peak bodies, manufacturing and production and retailers.

The research paper examines the complex relationship between gamification, student engagement and academic performance in educational environments. The study employed a structural equation model that highlights important connections among key constructs within the educational setting.

This research aims to explore the connection between gamification, student engagement and academic performance in educational settings. The study employs various statistical techniques such as factor analysis, Kaiser–Meyer–Olkin (KMO), Bartlett’s test, component transformation matrix, correlation and regression analysis, descriptive statistics, ANOVA, coefficients and coefficient correlations, residual statistics and confirmatory factor analysis (CFA) to analyze the data.

It was found that active participation by the instructor and good time management skills have a positive impact on student engagement levels (β = 0.380, p < 0.001; β = 0.433 and p < 0.001). However, peer interaction does not significantly predict student engagement (β = −0.068 and p = 0.352). Additionally, there is a positive correlation between student engagement and performance (β = 0.280 and p < 0.001).

The study highlights the importance of innovative design to fully utilize gamification. Future research should consider design, user characteristics and educational context. The findings can guide informed decisions about gamification in education, fostering motivation and learning objectives.

The study presents a reliable tool for assessing student engagement and performance in educational settings, demonstrating high Cronbach’s alpha and robust reliability. It identifies student engagement and time management as significant predictors of Global Learning Outcome. The findings can inform decisions on implementing gamification in educational settings, promoting intrinsic motivation and aligning with learning objectives.

The research highlights the transformative impact of gamification on educational practices, highlighting its potential to enhance student experiences, motivate, promote diversity and improve long-term academic performance, highlighting the trend of integrating technology into education.

In today’s ever-changing education landscape, it is essential to incorporate innovative techniques to keep students engaged and enthusiastic about learning. Gamification is one such approach that has become increasingly popular. It is a concept that takes inspiration from the immersive world of games to enhance the overall learning experience.

This paper aims to explore the possibility of the use of TikTok for delivery virtual literacy instruction for Z generation to support their learning.

A review of papers related to TikTok and library instruction is presented, and some libraries that use TikTok to deliver instruction are observed.

Some libraries already use TikTok as a supplementary of social media to deliver instruction, due to the nature of TikTok is for short video up to 3 minutes, therefore it is good if librarian can design instruction in chunking basis, or bite size so users will easily engage.

The use of TikTok for library instruction is still new, and this will bring value to libraries, especially academic library when they want start to use TikTok for their instruction.

The aims of this research include (1) to identify the scores of reading literacy in 34 provinces and (2) to determine the impact of ICT literacy with other variables on reading literacy in Indonesia.

Thematic maps and Spatial Autoregressive Regression were applied to 2019 AKSI Survey data.

The results showed that only D.I. Yogyakarta, DKI Jakarta and Kepulauan Riau have a high percentage of reading literacy scores in the excellent category. The ICT literacy and teachers' competency scores significantly affect the percentage of reading literacy. Meanwhile, the percentage of lack of learning materials and GRDP per capita has no significant effect.

Previously, the national exam has been used to determine the quality of education in Indonesia, but it is ineffective because it only measures cognitive aspects. In 2015, the Ministry of Education initiated the AKSI survey, which measures cognitive (reading, math and science literacy) and non-cognitive aspects, as an effort to improve the quality of education in Indonesia. Some literature states that reading literacy is the most basic indicator for determining the quality of education, but in Indonesia, it is the lowest achievement. To improve reading literacy scores, the government has to utilize technological advances through School Digitization. However, this should be supported by the ICT literacy of students. Presently, there is no study to evaluate the impact of ICT literacy on reading literacy, which is also affected by regional value differences.

This chapter presents a survey of education development in Oceania, a region of diversity held together by its commonalities, shaped by the largest ocean on the planet. The chapter outlines the regional contexts of Oceania and offers a brief historical overview of formal education. Oceania, like most regions, has struggled to mediate between global agendas and national and regional aspirations for sovereignty and self-determination. The chapter recounts ongoing efforts to navigate education in the post-colonial period, efforts to negotiate some of the aspirations of the Millennium Development Goals (MDGs), Education for All (EFA), and other global agendas of the early 2000s with, more recently, the Sustainable Development Goals (SDGs). In this survey, we hope to demonstrate collective efforts to respond to global agendas, to shape and strengthen regionalism, while maintaining sovereignty in a globalized world. We also highlight the evolving identities of the region, in particular the relationships between Australia and Aotearoa New Zealand and the Pacific countries that collectively make up Oceania.

This study aims to investigate the connection between digital literacy and women’s empowerment in the rural Himachal Pradesh. It explores how improved digital skills contribute to increased empowerment among women with a specific focus on the role of education in enhancing digital literacy.

This study included 250 rural participants who completed structured questionnaires. Analytical tools, including independent-sample t-tests and partial least squares structural equation modeling, were applied to the data to gain insights into the relationship between digital literacy and women’s empowerment.

This study revealed a significant positive link between digital literacy and women’s empowerment in the rural Himachal Pradesh context. Education has emerged as a key factor that influences women’s digital skills and empowerment levels.

This research adds novelty by examining the digital literacy–women’s empowerment nexus in rural Himachal Pradesh and emphasizing the impact of education. The combination of statistical methods offers a robust approach to understanding this relationship and underscores the importance of digital inclusion and education for gender equality and women’s progress.