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The Covid-19 crisis has inflicted a disruptive impact on the conventional institutional format of architecture studio pedagogy. As a result, there is a critical suddenness for an alternative approach to ensure continuity. The research pursues is to pursue a multidisciplinary study with a focus on the following domains: architecture, the science of learning and e-learning architecture. Inference from the study would become the basis for a theoretical proposition for improvement of the existing pedagogical framework. Moreover, the literature would add valuable insights to the knowledge base.

An exploratory research approach is used for this study. The inquiry-based approach enlightens on the role of the architect in society. Also, the nature of architectural design education that existed prior to the Covid-19 outbreak is examined. Further, the paper explores the impact of the paradigm shift from institutional mode to e-learning mode overnight. Purposefully multi-disciplinary studies are pursued to develop a broad understanding of the associated domains. This could effectively contribute to developing an effective pedagogical framework. This would facilitate the conduct of architecture studio discourse in a structured manner during the current scenario.

The confluence approach – a theoretical proposition for effective structuring of architecture studio pedagogy has evolved as part of the research. Further, the proposed virtual learning pyramid enlightens on the drive to continue on with augmentation of students existing creative acumen. Which is one of the universally sought-after goals of studio pedagogy even during times of uncertainties.

Pedagogues would find the study very meaningful for the conduct of architecture design studio in e-learning mode. They would also acquire a broad understanding of factors to be considered. The research would pave way for future studies in this area from a multi-disciplinary perspective.

The current Covid-19 crisis deters architecture studio discourse from being conducted in an accustomed institutional format. Therefore, it becomes important for institutions to ensure continuity of architectural education with the help of new measures. In concurrence, the research envisions an alternative approach: virtual design studio using e-learning mode. This would ensure continuity of architectural education even when the instructor and students are separated in either time or place.

The study presents a unique contribution to the limited literature available on architecture studio pedagogy during the e-learning scenario.

The purpose of this paper is to present principles from the complex approach in education and describe some practical pedagogic experiences enhancing how “real world” perspectives have influenced and contributed to curriculum development.

Necessity of integration in terms of knowledge modeling is an historical trend in Engineering and Computer Sciences curricula. Integration of particular technical aspects with wide global aspects is a response to globalization demands. Globalization demands require new approaches, at both educational and teaching levels. Also, educational level embeds a wide range of pedagogical proposals or teaching proposals. Since the 1990s, Engineering and Computer Sciences curricula have emphasized, increasingly, the project‐oriented approach in the Engineering field of knowledge and software engineering contents has migrated to beginners or fresh‐man level in Computer Sciences courses. This approach is called the Complex Approach in education. COOL – “Comprehensive Object‐Oriented Learning” – is an educational project mentored by Emeritus Professor Kristen Nygaard, from the Department of Informatics at Oslo University, which deals with the complex approach in education. Professor Nygaard passed away in 2002. This project was published in 2006 under the title of “Comprehensive Object‐Oriented Learning: the Learner’s Perspective”. This paper analyses theoretical aspects in Nygaard's project and also compares aspects with the author's work teaching Object Oriented Modeling in Computer Sciences and Engineering, at Federal University of Santa Catarina – UFSC, Florianopolis, Brazil. The author's pedagogic proposal, developed on those contexts, since 1997, is supported by Nygaard theory and also by Edgar Morin “Complex Thought” theory adopted by UNESCO, titled Complex Thought cathedra.

Innovation, in terms of Engineering and Computer Sciences curriculum development, is deeply related to the complex approach educational paradigm. Consequently, innovation in terms of pedagogic practices is also deeply related to the complex approach perspective. Complex approach overpasses fragmented view of knowledge towards integrative view concerning curriculum development in technological areas.

The comprehensive object‐oriented learning presented here is applied to Computer Science and Engineering. However its development and application could impact other disciplines and education, especially in relation to technology integration in education.

The paper presents and discusses COOL as a concept and approach for enhanced learning, in a novel manner, taking account of theoretical underpinnings developed aligned to modern thinking.

This paper explores the convergence of Education 4.0 and Industry 4.0 and presents a Twin Peaks model for their seamless integration.

A high-level literature review is conducted to identify and discuss the important challenges and opportunities offered by both Education 4.0 and Industry 4.0. A novel Twin Peaks model is devised for the convergence of these domains and to cope with the challenges effectively.

The proposed Twin Peak model for the convergence of Education 4.0 and Industry 4.0 suggests that the development of these two domains is interdependent. It emphasizes ethical considerations, inclusivity and understanding the concerns of stakeholders from both education and industry. We have also explained how continuous incremental adaptation within the proposed Twin Peaks model might assist in addressing concerns of one sector with the opportunities of the other.

First, Education 4.0 and Industry 4.0 are reviewed in terms of opportunities and challenges they present. Second, a novel Twin Peaks model for the convergence of Education 4.0 and Industry 4.0 is presented. The proposed discovers that the convergence is adaptive, iterative and must be ethically sound while considering the broader societal implications of the digital transformation. Third, this study also acts as a torch-bearer for the necessity for more research of this kind to guarantee that our educational ecosystem is adaptable and capable of producing the skills required for success in the era of IR4.0.

The chapter analyzes tendencies and initiatives regarding entrepreneurship development and support at European Union and Romanian levels, and also the role and importance of education by investigating the existence of specific training courses for entrepreneurs and guiding successors from family-owned technology-based businesses. The purpose of the analysis is to determine the tendency to involve graduate students in entrepreneurial field and to provide solutions to streamline entrepreneurship education and educational institutions.

The chapter focuses on the difficulties faced by the Romanian family-owned and technology-based businesses (in general) and small businesses in particular – the aim of this chapter is to reveal that – while [technology] entrepreneurship and small business management are topics fairly well covered by the engineering curricula of the Romanian technical universities – the problem of business succession (either property or management succession) is not discussed; therefore, there is no wonder that entrepreneurs are not prepared to make the related decisions; even worse, they are not aware of the capital importance of planning the succession process well in advance, and – as result – their decisions in this regard are precarious.

Conclusions can be useful to engineering professors, university managers and policymakers as well as young people who want to pursue an entrepreneurial path or are about to take over the management of the family business; they should realize that entrepreneurship is not just starting-up a business, but it involves a way of strategic thinking which leads to attitude formation and development of useful skills in the field of business development and management.

This paper aims to analyse the reform syndrome, bottle‐neck effects and their impacts on teachers and school education in the last ten years and highlight the direction of new developments.

The paper examines educational reforms in Hong Kong in the last decade.

Echoing the international trends of educational reforms, Hong Kong, as an international city, has initiated a series of educational reforms in the past decades. The experiences of educational reforms in Hong Kong may provide a good case for understanding the dynamics of educational reforms and drawing theoretical and practical implications for research, policy formulation and implementation not only in Hong Kong but also in other international communities.

From the analysis of the reform syndrome, particularly the bottle‐neck effect, there should be seven key aspects for policy‐makers, educators and stakeholders in Hong Kong to address the emergent key issues in educational reforms and work for the further development of their education system in the coming few years.

In this chapter I argue that education cannot escape being influenced by the economic, political and cultural effects of globalization. Through an examination of the policies of national governments, agenda of international organizations such as the World Bank and UNESCO, the global practices of privatization, accountability and managerialism, I demonstrate that education is being used as a tool of neo-liberal economic reform, a process that increases inequalities and marginalizes the already unheard voices. I argue that any analysis of globalization and its impact on higher education requires stepping back from all interactions and practices and asking basic questions about what these terms imply, why they function the way they do, and whose interests they serve. A critical analysis of the transformation of universities and thus the knowledge produced is essential as it affects and infiltrates our very consciousness. I argue that while higher education is being restructured under the neo-liberal economic rationality it is important for educators to find out what will be gained and what will be lost before going ahead with such restructuring. I also contend that the neo-liberal economic rationality of globalization has framed the restructuring of education in such a manner that its function has changed from production of knowledge to production and management of wealth. As a result of accepting the dominant discourse of the globalization agenda without much critical analysis or debate regarding its consequences, education has lost its basic function of producing democratic citizens.

The unparalleled crisis due to the COVID-19 pandemic has displaced the existing normal in every field of higher education. Especially architecture education with high dependence on institutional studio based pedagogical participation has been affected. Consequently, there is a critical necessity to reinvigorate pedagogical approaches in order to ensure continuity of pedagogical pursuits.

A systematic approach is used to conduct an interdisciplinary study. The research mainly attempts to externalize the basics of virtual design studio composition. In concurrence role of instructional design in providing an underlying framework for enabling virtual discourse is also explored. Primarily, the process commenced by identifying objectives and queries which needed to be addressed. In order to deal with the concerns rationally, the research used exploratory approach. The primary data were based on focus group interactions. The secondary data were based on relevant subject-oriented literature reviews; explicit information based. Explanatory mode of analysis is used to interpret the outcome.

A pedagogical design; an instructional design process model for effectively structuring the virtual design studio has evolved as part of the research. In addition detailed insights have been derived about the key integrals that make up the constituent phases of the virtual design studio.

The research provides insights into the methodological structure of virtual design studio. The inferences would provide the pedagogues a comprehensive and rational overview to envision and conduct architecture studio discourse virtually.

The study presents a unique contribution to the limited literature available on virtual design studio pedagogy and instructional design in virtual mode.

Brigham Young University has been consistently accredited by National Council for Accreditation of Teacher Education (NCATE) since 1954. Our accreditation reports of past years focused on input information – general goals, complicated organization diagrams, and clinical performance assessments. When NCATE moved from inputs to outcomes with evidence grounded in measurable data, we worked collaboratively among teacher education faculty, faculty from the arts and sciences colleges, and public school partners to overhaul our assessment system and design new instruments. Our current accreditation reports include course and clinical assessments aligned with specific program outcomes, statistical charts detailing the levels at which these outcomes are being met, and documentation of programmatic decisions based on the findings of our assessments. Moving from input descriptions to output evidence was a painful process. However, we have come to appreciate the usefulness and value of our experiences, the tools that emerged, and the new decision-making processes we now engage in. This chapter is a recounting of our frustrations and the lessons we learned as we moved toward a culture of data-based decision-making.

The purpose of this paper is to trace the development of school autonomy and accountability and related multiple changes and impacts in key areas of school education in Hong Kong since implementing school-based management (SBM) from 1990s.

To explore the evolution and the uniqueness of autonomy and accountability in the Hong Kong school system, the paper begins with an historical account, followed by an evaluation of the effects of SBM as shown in policy documents, local research, international reviews and illustrative findings from a case study. The local and international implications of SBM for research and practice are then discussed.

This paper shows the links between school autonomy and accountability by exploring the potential effects of both of these factors on educational management and student achievement, which are increasingly emphasised in educational policies. The investigation shows that the assumed links and effects are not always consistent or empirically supported. The positive effects that school autonomy has on school governance and management, teachers’ work, school-based curriculums and student learning are all significant when there is also strong leadership, comprehensive continuous professional development and a positive, collaborative school climate. These key elements work alongside school autonomy to facilitate positive change.

School autonomy and accountability should be viewed as necessary, but not sufficient, conditions for school improvement and development. Further characterisation of the processes happening in schools is needed to explore the different realisations of school autonomy and accountability.

This investigation of school autonomy and accountability in Hong Kong provides the international audience with a deeper understanding of the dynamics involved in the development of SBM.

Global challenges that the world faces today call into question people's understanding of sustainability and the actions to be taken to meet that ideal. The role assigned to education in promoting sustainability by international documents has yet to be applied to national strategies in many countries. This paper aims to promote a strategic approach and to identify techniques for analysis to be used in development of quality education programs, tailored to specific needs in protected areas and to sustainability goals in a particular social context.

Using an adult education approach and social science methodology, a proposal for a research framework is offered, seeking a better understanding of the role of education in improving sustainable protected area governance. Within the framework of sustainable development and lifelong learning concepts, the existing gap in the field is discussed and a brief review of the issues present in Serbia as a country in transition is given.

This approach may be modified to specific contexts and goals, and applied with this purpose to other similar social environments, especially in countries in transition within the region. It may lead to creating more adequate education programs and increased capacities for managing protected areas.

The paper moves away from a project‐driven, ad hoc and rather scholarly to an integral approach to capacities for sustainable protected area governance, including an institutional, organizational and individual level and a lifelong learning perspective. It also promotes a specific, contextual and participatory definition of sustainability, rather than seeking for a universal one.