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The purpose of this paper is to expand the competence-led structuring and understanding of sustainability education by analysing the practices of professional individuals who have completed university education geared to the development of sustainability change-makers.

The research scope was initially on examining professional practices following the boundary work theory. Social practice theory was used as a methodological approach in conducting and analysing thematic interviews with 19 sustainability-focused master’s programme alumni. The interviews were analysed against the theoretical framework while also noting findings that fell outside of this framework.

A framework for understanding materials, competences and meanings of practices connected to the professional field of sustainability was introduced. The framework suggests that in the practices of sustainability-educated professionals, meanings emerge as a top priority and are conveyed using position-based materials and various complexes of competency.

The authors suggest that boundary theory informs well the emergence of the professional field of sustainability, and the utilisation of a practice theory furthers the understanding of sustainability professionalism and its education.

The authors’ suggest that practice theory could thus provide deeper insights on how sustainability science alumni use their education after graduation, how they practice their profession and in return offer applicable reflections to sustainability education.

Research using practice theory in reflection on sustainability education and the professional practice of sustainability has not been widely conducted and in the authors’ opinion brings value to the education and practice of sustainability and to the research of sustainability education.

This two part article is an account of research that examined the choices that student nurses made, from an intrapersonal perspective, when they experienced difficulty putting theory into practice. The research employed four major data collection tools, these being student diaries, interview schedules, the Personal Orientation Inventory. All of these tools were designed to either allow the student to explore their subjective experience of the theory practice gap in more depth, or to make a statement regarding the individuals level of intrapersonal functioning.Phase one of the research found that those students who had difficulty expressing their anger, fear or sadness had greater difficulty putting theory into practice. This finding was substantiated as the students who had functional scores in relation to feeling reactivity, spontaneity, acceptance of aggression and self‐regard, appeared more able to put theory into practice.In phase two of the research, nine students involved themselves in a peer support group, the purpose of which was to allow the students to explore their intrapersonal choices and work through their dissonant clinical experiences. All of them reported that this forum was a useful tool for the development of the individual nurse and their ability to underpin their everyday practice with theory.The second part of the article to be published in issue 3,3 will focus upon the integrated model for nurse education from a behaviour change perspective and the implications this has for educationalists.

This second part of a two‐part article is an account of research that examined the choices that student nurses made, from an intrapersonal perspective, when they experienced difficulty putting theory into practice. Part one focused upon the result of a two phase research study. Phase one of the research found that those students who had difficulty expressing their anger, fear or sadness had greater difficulty putting theory into practice. This finding was substantiated as the students who had functional scores in relation to feeling reactivity, spontaneity, acceptance of aggression and self‐regard, appeared more able to put theory into practice. Phase two of the research supported these findings and also that a peer support group was a useful tool for the development of the individual nurse and their ability to underpin their everyday practice with theory.The second part of the article will focus upon the integrated model for nurse education from a behaviour change perspective and the implications this has for work and education of nurse educationalists.

International figures on university expenditure on the development of next generation learning spaces (NGLS) are not readily available but anecdote suggests that simply retrofitting an existing classroom as an NGLS conservatively costs $AUD200,000, while developing new buildings often cost in the region of 100 million dollars and over the last five years, many universities in Australia, Europe and North America have developed new buildings. Despite this considerable investment, it appears that the full potential of these spaces is not being realised.

While researchers argue that a more student centred learning approach to teaching has inspired the design of next generation learning spaces (Tom, Voss, & Scheetz, 2008) and that changed spaces change practice (Joint Information Systems Committee, 2009) when ‘confronted’ with a next generation learning spaces for the first time, anecdotes suggest that many academics resort to teaching as they have always taught and as they were taught. This chapter highlights factors that influence teaching practices, showing that they are to be found in the external, organisational and personal domains.

We argue that in order to fully realise significant improvements in student outcomes through the sector’s investment in next generation learning spaces, universities need to provide holistic and systematic support across three domains – the external, the organisational and the personal domains, by changing policies, systems, procedures and localised practices to better facilitate changes in teaching practices that maximise the potential of next generation learning spaces.

This research aimed to examine the current status of artificial intelligence's (AI's) integration into Chinese adult education, by analyzing the influences that AI has had on current adult education practices in China and by discussing the opportunities and challenges that adult education in China is faced with under the rapid AI development in the past 12 years.

This research employed systematic literature analysis. CNKI (China National Knowledge Infrastructure) Chinese Journals Full-text Database was used to collect scholarly publications on the use of AI in adult education in China that was published in the past decade. Data analysis included the following steps: identifying key words and phrases, detecting underlying meanings, searching for logical connections and relationships, collecting and connecting evidence to the research questions, and drawing logical and credible conclusions.

The findings indicated that AI has been gradually integrated into Chinese adult education through innovations and explorations and AI's influence is broad and profound. More specifically, the following five main themes were identified. The field's understanding of AI technology and AI's influence on adult education has evolved and become more comprehensive; AI challenges traditional Chinese adult education practices by helping to actualize personalized learning and precision education; AI transforms adult learning resource development; AI helps to turn learning environment into an open intelligent learning system; and lastly, AI urges the shift of adult educator's role in adult learning.

This study is not without limitations. Contextualized in China, this study shares the limitations with other single country studies. One such limitation is “cumulation” issue. This study should be replicated in other country contexts to further validate the generalizability of the five main themes identified in this research.

The five themes identified in this study can help understand the promises and challenges that AI brings to the field of adult education in China. These five themes can also serve as an integrated lens through which one can make sense of AI's integration into other countries' adult education practices.

This paper fulfills an identified need of understanding the current status of AI's integration into and influence on the field of adult education in China.

An innovative technology called consciousness-based education (CBE) is being introduced in schools worldwide. The approach includes both an experiential and an intellectual component. However, research studies exploring learning in CBE are rare. The purpose of the paper is to explore how organizational learning takes place in schools, which adopt CBE in addition to their ordinary curriculum. Moreover, the ambition of the approach regarding quality is examined.

A multiple-case study has been carried out. Four schools using CBE have been studied: a private school in Fairfield, Iowa, USA; a governmentally funded free school in Skelmersdale, United Kingdom; an independent school in Melbourne, Australia, and a primary school in Lelystad, the Netherlands. In total, 26 in-depth interviews have been performed, mainly with teachers and students but also with principals and experts in the CBE pedagogy. In addition, three focus-group interviews with primary school pupils were conducted and observation during classes was included. The data were analyzed by the constant comparative technique from the grounded theory approach.

Categories characterizing organizational learning in the CBE schools have been identified. These findings are related to theories of the learning organization, resulting in a framework depicting different components of learning.

The study provides a framework illustrating organizational learning in schools that utilize CBE which affords an overview of the technology and can serve as a vantage point for further research. Since this is a qualitative case study, the effectiveness of the CBE approach and its impact on learning outcomes were not assessed, and the possibilities to generalize the findings are limited.

CBE has not previously been studied from an organizational learning perspective.

The purpose of this paper is to investigate the role Australian University marketing students’ cultural backgrounds play in their learning and their perceptions of assessment and explores whether current assessments appropriately address the differing needs of a culturally diverse student population.

The paper adopts a qualitative approach utilising five focus groups, each comprised of 12 students.

Results indicate learning environments, learning and assessment approaches and assessment tasks each bring their own benefits, constraints and challenges to studying in a culturally diverse environment. Principles are presented for adoption by marketing educators in order to foster a vibrant, inclusive learning environment which meets the educational needs and wants of a culturally diverse student cohort.

The number of students representing different global regions or countries limited this study. With the exception of students from Australia and the Asian region, there were minimal students representing other cultural backgrounds despite every attempt being made to be culturally inclusive across global regions.

The paper presents the principles of C.U.L.T.U.R.E. and recommends their integration into learning approaches and assessment practices across Schools and Faculties at the tertiary level.

This paper fulfils an identified need to study a culturally diverse student cohort's perceptions and attitudes towards learning approaches and assessment practices and their perceived relevance to the provision of core graduate business and generic skills necessary for employability in the global marketplace.

This monograph is written with the management trainer, development adviser or OD consultant in mind. People engaged in other types of training may find ideas and approaches which are useful in a different context. A precise definition of who “management” are may be difficult, but the one I wish to work from would include “managers, supervisors and any person engaged in management work”. Such a definition would include supervisors in an office but exclude their subordinates. This definition would also include professional staff in for example marketing, or operations research, who are involved in the processes of management within an organisation, even though they had no responsibilities for subordinates. This monograph is written in four sections, each dealing with a particular aspect of design.

Restorative practice programs in the USA and Western elementary and secondary schools have been the focus of intensive, large scale field research that reports positive impacts on school climate, pro-social student behavior and aggressive behavior. This paper aims to contribute to a gap in the research by reporting a case study of transformation of an urban middle school in a multi-year implementation of restorative practices.

This paper reports how Creative Response to Conflict (CRC) supported the transformation of Middle School 217, in Queens, NY, from a school with one of the highest suspension rates in New York City to a model restorative school. CRC’s model, which incorporates the themes of cooperation, communication, affirmation, conflict resolution, mediation, problem-solving, bias awareness, bullying prevention and intervention, social-emotional learning and restorative practices, helped shift the perspective and practice of the entire school community from punitive to restorative.

Implementation of a full school advisory program using restorative circles for all meetings and classes and development of a 100% respect program committing all school community members to dignified and respectful treatment aided the transformation. Key to MS 217’s success was the collaboration of multiple non-profit organizations for provision of peer mediation training, after-school follow-up work, staff coaching and preventative cyberbullying training through the Social Media-tors! Program.

Challenges to the restorative practices implementation are reviewed with attention to the implementation online during COVID-19.

Next steps in the program post-COVID are articulated as a best practice model for other schools interested in adopting MS 217’s commitment, creativity and community-building to become a model restorative school.