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The purpose of this study is to examine how young people imagine civic futures through speculative fiction writing about artificial intelligence (AI) technologies. The authors argue that young people’s speculative fiction writing about AI not only helps make visible the ways they imagine the impacts of emerging technologies and the modes of collective action available for leveraging, resisting or countering them but also the frictions and fissures between the two.

This practitioner research study used data from student artifacts (speculative fiction stories, prewriting and relevant unit work) as well as classroom fieldnotes. The authors used inductive coding to identify emergent patterns in the ways young people wrote about AI and civics, as well as deductive coding using digital civic ecologies framework.

The findings of this study spotlight both the breadth of intractable civic concerns that young people associate with AI, as well as the limitations of the civic frameworks for imagining political interventions to these challenges. Importantly, they also indicate that the process of speculative writing itself can help reconcile this disjuncture by opening space to dwell in, rather than resolve, the tensions between “the speculative” and the “civic.”

Teachers might use speculative fiction writing and the digital civic ecologies framework to support students in critically examining possible AI futures and effective civic actions within them.

Speculative fiction writing offers an avenue for students to analyze the growing civic concerns posed by emerging platform technologies like AI.

Innovation ecosystems consist of independent and yet interdependent enterprises and actors. This constitutes a challenge for innovation leadership to set the direction to pursue UN SDGs. Enhanced insights and understandings of how collaborative innovation leadership can be conducted in practice are revealed in two cases conducted using a participatory action research approach. Hereby theory and practice are linked by the ecosystem participant actions to reach competitiveness of the offshore wind energy ecosystem compared to traditional/other renewable energy sources pursuing UN SDG number 7 of ‘affordable and clean energy’. The two cases are situated in ports in offshore wind energy innovation ecosystems, respectively in the Baltic Sea and in the North Sea. The first case contains complementary ecosystem participants with both leadership and expert positions. The second case contains both complementary and competitive ecosystem participants with leadership positions. The findings note that both cases can use collaborative innovation leadership through the point of origin in the guiding star of the value proposition at ecosystem level to go beyond their own enterprise self-interest. Next, collaborative innovation leadership is based in heterogeneities of both knowledge domains and individual and organisational behaviours for the innovative imagination of future needed initiatives for collaborative design-based sensemaking. A short-term challenge is present from reduced revenue in own enterprise from future needed initiatives. This short-term impact needs to be addressed for enhanced long-term robustness. The findings are summarised in a model for dissemination of collaborative innovation leadership in ecosystems to pursue UN SDGs in practice.

Information literacy (IL) is clearly important for academic performance, as evidenced by literature. It could be defined as a set of abilities, attitudes and experiences that enable people to recognize when they need information to solve an issue. The importance of investigating students’ IL competencies cannot be overstated. This study therefore aims to look into the IL development and competencies of high school students in Accra, as there appears to be a dearth of systematic study on this in Ghana.

To investigate this phenomenon, the study used a survey research design with a mixed-methods approach and a post-positivist research paradigm. A total of 454 high school students, 3 librarians and 3 heads of ICT departments from three senior high schools in Accra participated in this study. This study used two methods: an audit of the IL programmes and practices available at the selected schools as well as IL literacy assessment through the use of a standardized test instrument. The data collection tools used were a semi-structured interview schedule and a questionnaire.

This study found that high school students in Accra had low IL competencies. Again, the findings of this study revealed that inadequate infrastructure and lack of formalized IL instructions in schools hindered the IL development of students.

The author considers the study original both in conceptualization and design. The main question being interrogated stems from identified gaps in the literature and this study intends to fill these knowledge gaps. This study’s originality also stems from the fact that there is a paucity of information on the subject of study in the context of Ghana. This study recommends the need to integrate IL in the school curriculum to ensure effective and efficient IL instructions in high schools.

This study aims to identify the political alignment and political activity of the 11 Presidents of Britain’s most important scientific organisation, the Royal Society of London, in its early years 1662–1703, to determine whether or not the institution was politically aligned.

There is almost no information addressing the political alignment of the Royal Society or its Presidents available in the institution’s archives, or in the writings of historians specialising in its administration. Even reliable biographical sources, such as the Oxford Dictionary of National Biography provide very limited information. However, as 10 Presidents were elected Member of Parliament (MP), The History of Parliament: British Political, Social and Local History provides a wealth of accurate, in-depth data, revealing the alignment of both.

All Presidents held senior government offices, the first was a Royalist aristocrat; of the remaining 10, 8 were Royalist or Tory MPs, 2 of whom were falsely imprisoned by the House of Commons, 2 were Whig MPs, while 4 were elevated to the Lords. The institution was Royalist aligned 1662–1680, Tory aligned 1680–1695 and Whig aligned 1695–1703, which reflects changes in Parliament and State.

This study establishes that the early Royal Society was not an apolitical institution and that the political alignment of Presidents and institution continued in later eras. Furthermore, it demonstrates how the election or appointment of an organisation’s most senior officer can be used to signal its political alignment with government and other organisations to serve various ends.

Given the extensive evidence of femvertising's positive effects in Western cultures, this paper aims to investigate how femvertising may influence customers' perceptions and brand-related outcomes in a patriarchal context such as Pakistan.

Qualitative methodology was employed in this study, which was based on in-depth interviews involving 17 consumers (including both male and females). Thematic analysis was used to analyse the data.

Results indicated that male and female consumers revealed varied and sometimes contradictory perspectives on the perception, understanding and behaviour towards femvertised adverts, which are governed by patriarchal gendered norms.

This study contributes to the body of knowledge by exploring the consumer perception towards femvertising in a patriarchal context, where gender disparity is evident. It also draws attention to the underlying cultural elements contributing towards the formation of those perceptions.

In recent years, negative spokesperson incidents have raised significant concerns in academia and industry. While several studies have addressed celebrity endorser scandals, comprehensive analyses of current knowledge are lacking. Therefore, this study systematically reviewed the related literature to better understand trends and suggest future research directions for advancing this field.

This study employs the theory–context–characteristics–methodology (TCCM) framework to examine 76 articles on celebrity endorser scandals.

Utilizing the TCCM framework, this study presents a comprehensive research framework, revealing that (1) the celebrity endorser scandal effect primarily includes associative learning, attribution of responsibility, and moral reasoning; (2) entertainment celebrities and athletes have received significant research attention; (3) both individual- and relationship-level characteristics serve as crucial moderators, with focal brand and related brand being the primary outcome variables. Additionally, this study outlines enterprise response strategies, encompassing the reformation of existing spokesperson relationships and the establishment of future spokesperson connections; and (4) quantitative approaches dominate the field.

This study integrates and expands existing research on celebrity endorser scandals while proposing future research opportunities to advance the field.

Education is widely recognized as a key domain for the promotion of the sustainable development goals (SDGs), prompting an increased focus on sustainable development in foreign language education. Despite increased attention, guidelines about SDGs are often primarily policy-based without concrete guidance, and the integration of education for sustainable development (ESD) within higher education curricula has been slow. This paper aims to mitigate this gap by providing an outline for the curriculum development for three elective English courses integrating SDG themes.

The paper begins by introducing the SDGs, ESD and its application to language education. From there, this paper outlines three content and language integrated learning courses that integrate global issues into their curriculum. Finally, there is a discussion and consideration of various factors to consider when implementing global issues into an English language classroom.

Following practical examples of how to integrate global issues into an English language classroom, considerations such as socio-cultural context, teaching context and the expertise of the instructor are discussed.

This paper covers a variety of social topics related to sustainable development in addition to the often addressed environmental topics. Many guidelines about integrating SDGs into education are policy-based without concrete guidance, so this paper aims to provide practical examples and considerations.