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Both as a teacher and as a member of the educational advisory committee of a large ITV company, the author has a particular interest in radio and TV educational programmes. When in Japan last summer, his attention was drawn to the educational programmes on TV — all the more so since these were going out very late at night. Through the good offices of Japanese colleagues he was able to visit the Tokyo headquarters of the Japanese State Broadcasting Corporation, NHK, for discussions with the director of educational programmes.

TWELVE MONTHS — and a good many headaches — ago I wrote here to introduce a new venture in educational broadcasting: the BBC's television series, ‘Engineering Science’ for the General Course. Reading that article now I am surprised at how confident I managed to sound, for in spite of a strong belief in the educational possibilities of television I was, to say the least, apprehensive about this particular assignment. This new type of television programme required a new way of thinking and new production techniques. The audience — students and lecturers alike — had, for the most part, little experience in the use of television as an aid to learning. The college organisation was usually not geared to take account of this inflexible intruder. Even the syllabus was new.

This chapter introduces the topic of cooperation and co-innovation between the audiovisual media and education sectors. It first discusses the emergence of educational film approximately a hundred years go – together with a new institutional framework, industry media, rulebooks, etc. It then discusses the ways public service media have addressed educational programming over the decades, including developing complex cross-media strategies and educational content databases more recently. The second half of the chapter is dedicated to the emergence of educational digital games, with their own institutional setups, production cultures, and training programmes. The chapter points, however, to a relative lack of cooperation between commercial game producers and educational institutions to date.

Reviews some characteristics of video‐based educational materials by describing the intellectual heritage of the movement to include media analysis and media productions as basic skills for the information age. Identifies the opportunities and challenges that management educators face in their use of video‐based tools in both business settings and higher education.

The purpose of the study was to ascertain how preschool children consume media, which types of media content they are sensitive to and how children affect the shopping behavior of their parents. In other words, the study aimed at revealing whether distinctions occur among the selection of the media, among preferences of media products and forms, among concepts within advertising, among the attractiveness of media contents, among the types of influence by advertising products and among the means by which boys and girls have impact on their parents.

The paper is focused on the analyses of the perception of advertising messages and media consumption of children aged from two to seven years (N = 55) and their parents (N = 55) in the Czech Republic. The semi-structured interviews with the parents and children were used as the main research method. The children’s drawings focused on popular advertising were used as a supplementary method. The final findings were subjected to qualitative analyses – to thematic content analyses.

The analyzed interviews have revealed four key factors which frame and express the Czech preschool children’s reception and consumption of the media and their consumer behavior: media, media format and media content choice of preschool children; ritualization of the media consumption processes in preschool children; identification of advertising appeals within the media content in preschool children; and influence of media (and a social and cultural environment) on shopping behavior of preschool children. The findings are summarized in the table and visualized in thematic map.

The sample size is small; therefore, it is not possible to generalize the results to all preschool children.

The study provides an explanation of the perception of media messages by preschool children from a broader perspective, from the children and their parents’ point of view.

This chapter establishes the conceptual and analytic framework for the book. It relates not only to much of the existing work in evolutionary and institutional economics, but also to work in cultural science and cultural semiotics domains as well as in media convergence and transmedia studies. The central concept it first deploys is ‘innovation systems’ as applied in national, regional, international and sectoral contexts. It then builds on the general theory of economic evolution by Kurt Dopfer and Jason Potts and reviews the tools this theory provides to carry out a meso-level analysis of industries co-innovating and converging. It then proposes a new concept – ‘cross-innovation’ – to refer to the emergence of new structures and ‘rules’ at the boundaries of existing industries.

Purpose – The web provides scholars with mechanisms to publish new types of outputs, including videos. Little is known about which scholarly videos are successful, however, and whether their impact can be measured to give appropriate credit to their creators. This article examines online academic videos to discover which types are popular and whether view counts could be used to judge their value.

Methodology/approach – The study uses a content analysis of YouTube videos tweeted by academics: one random sample and one popular sample.

Findings – The results show that the most popular videos produced by identifiable academics are those aimed at a general audience and which are edited rather than having a simple format. It seems that the audience for typical academic videos is so small that video production in most cases cannot be justified in terms of viewer numbers alone.

Practical implications – For the typical scholar, videos should be produced for niche audiences to support other activities rather than as an end in themselves. For dissemination videos, in contrast, view counts can be used as a good indicator of failure or popularity, although translating popularity into impact is not straightforward.

This paper draws on the results of telephone surveys conducted to assess the impact of the coronavirus disease 2019 (COVID-19) pandemic on the young people of two longitudinal cohorts (aged 19 and 26 years old at the time) of the four countries that participate in the Young Lives research programme: Ethiopia, India, Peru and Vietnam. We first review the pandemic experiences of these four countries, which differed significantly, and report on the responses of the individual young people to the pandemic and the measures taken by governments. Our main focus is on how the pandemic and policy responses impacted on the education, work and food security experiences of the young people. Unsurprisingly the results show significant adverse effects in each of these areas, though again with differences by country. The effects are mostly more severe for poorer individuals. We stress the challenges that COVID-19 is creating for meeting the United Nations’ Sustainable Development Goals, in particular in making it more difficult to ensure that no one is left behind.

What does it take to successfully implement new educational innovation in schools, and what roles does lesson study play there? In order to answer this question, this study investigated the implementation of Sesame Street's Dream–Save–Do (DSD) curriculum that was designed to help children in a Japanese elementary school learn to pursue their own dreams.

The authors first reviewed available documents on the DSD curriculum in the district, and then conducted DSD class observations. The authors also interviewed the students, teachers, the principal, the lead teacher at the school, the school district staff in charge of the operation as well as the Sesame Japan staff in order to collect the data for the study.

The study found that students were highly engaged in open-ended discussions about their future dreams and how to achieve them in observed DSD classes. The implementation of the new curriculum benefited from utilizing lesson study as the main arena for curricular innovation. A further analysis of the data suggests that the success of the curricular innovation owed much to an inside-out implementation process that situated the iterative lesson study cycle of the teachers as the key driver of change while external actors supported the lesson study process in an inside-out fashion.

The study implies that guiding an educational innovation to success requires not only institutionalized lesson study, but also cross-institutional collaborative dialogues to support the lesson study process with mutually established trust among key players of the innovation. Further studies are needed to investigate how this model sustains as principals and how this model works (or do not work) in other pilot schools and beyond.

This study implies that what matters most is that the school embodies a vision shared among teachers, school leaders and external curriculum developers, all working together across institutions in a spirit of collaboration. This type of inside-out implementation would be a path to ensure and sustain the success for those who plan any new educational innovation.

What matters most was found to be that the school embodies a vision shared among educators, school leaders and external curriculum developers working together across institutions in a spirit of collaboration.

Guiding an educational innovation to success requires not only new ideas and effective curriculum plans but also a social structure that allows teachers to engage in effective implementations of the desired curriculum. Lesson study is often considered to be a within-school or school-to-school collaborative process. It is rarely connected to outside agents that bring in new ideas for educational innovation. This study found how inside- and outside-school actors can work together to actualize educational innovation, and what roles lesson study play there.

Real estate sustainability is of high importance around the globe, as effects of global warming are accelerating. Development cannot be denied to any country, irrespective of their status. The emerging economies around the world are putting new stress on the environment as they develop. Romania is one of the developing countries, and will it be able to switch to sustainable development in the near future? This chapter aims to highlight Romania's perspective regarding real estate sustainability. The chapter has shown that (1) even though the country submitted to various conditions that were part of policies concerning the environment and greenhouse gas emissions when it became a member state of the European Union in 2007, progress with the implementation of such conditions is rather slow and behind schedule; (2) both the private and public sectors have not shown the required interest in using low or zero carbon dioxide materials in real estate development and developers' primary aim is to maximise profits and, therefore, make minimum adjustments to comply with the current demand and expectations with respect to energy efficiency and green buildings; (3) illegal deforestation is high, which has a big impact on the environment, and regarding waste management, the country has key challenges and, thus, is at risk of non-compliance with the 2020 municipal waste recycling targets; and (4) air quality is poor and continues to be a problem due to pollution from the transport and energy sectors. In light of these findings, Romania needs to increase its energy production from fossil fuels to renewables and have a better recycling policy and a higher awareness regarding the environment. Further efforts aimed at developing new programmes in education and subsidies policies to encourage a more sustainable future are needed.