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The purpose of this study is to reflect on and analyse the sensory experiences related to the transition to remote work during the COVID-19 pandemic. The research seeks to understand how these experiences have influenced the integration of work practices into home and family life and the subsequent adaptations and embodied learning that arise in response.

The authors' research approach incorporates autoethnographic methods to explore the sensory, affective and emotional experiences of transitioning to remote work. The authors draw on principles of embodied learning, as influenced by Gilles Deleuze, and utilise a range of ethnographic tools including note-taking, audio memos, photography, shared conversations and written reflections to gather their data.

The study illuminates the ways bodies learn to accommodate the new organisational contexts that arise when the spaces, affects and forces of home and work intersect. It demonstrates how the integration of work into the private domain resulted in new affective and material arrangements, involving novel sensory experiences and substantial embodied learning.

This study provides a distinct, sensory-oriented perspective on the challenges and transformations of remote work practices amid the pandemic. By focussing on the affective resonances and embodied learning that emerge in this context, it contributes to the emerging discourse around post-lockdown work practices and remote work in general.

This paper aims to explore how young students experience the contribution of a pedagogical assemblage based on design thinking (DT) while contributing to the transition to a more just and sustainable university.

This qualitative research considers the case of two pedagogical experiences developed at Universitat Politècnica de Valencià, Spain. In both experiences, a methodological proposal that includes practices of care, just transitions and DT was implemented. The data obtained through in-depth interviews, surveys and digital whiteboard labels was analyzed under the lens of three relational categories in the context of sustainability.

Learnings are acquired through five categories: place-based learning, prior learning, embodied learning, collaborative teamwork and intersectionality. The research shows how the subjective knowledge of young students positions them as co-designers and leaders of a University that drives a more just and sustainable transition.

The originality of the paper lies in the shift of DT from a human-based approach to a justice-oriented relational approach.

This article explores the scientific construction of library olfactory space, based on the case of the olfactory space in the Jiangsu University library. It specifically focuses on understanding the interaction between the physical architectural space of the library and users’ olfactory perception and behavioral activities, with the ultimate goal of creating a deeply integrated olfactory experience in the Jiangsu University Library.

In this article, an empirical research method was used to gather perceptions from 30 university student users regarding the library olfactory space and to understand their olfactory preferences and requirements for its construction. Through qualitative analysis of the interview texts, the study identified correlations between user perceptions and elements of the library olfactory space.

The qualitative analysis of user interview texts and results from the library olfactory space design experiment contributed to the design proposal for the Jiangsu University Library olfactory space. The design proposal for the Jiangsu University Library olfactory space is provided and includes library architecture, activity context, functional services, olfactory experience design and technological applications.

This case study takes the environment, development strategy and user needs of the Jiangsu University Library as its unique research background and as such is not universal or generalizable to other libraries.

This article differs from others by advocating for the innovative architectural spatial design of libraries through olfactory experience, breaking the traditional perception of libraries as solely through visual and auditory senses.

We argue this method of inquiry better represents the participants' learning, lives and experiences in the formal neoliberal education system prioritising performativity, categorising and ranking students.

The paper explores using poetry as a research method to reveal the learning experiences of adult learners, who have often had disruptive experiences of the formal schooling system and return to study in community-based education spaces. Inspired by Laurel Richardson’s transgressive technique of presenting sociological data through poetry as method, we use poetic representations of these learners' lives alongside case study research methodology. The research was conducted in conjunction with Neighbourhood Houses in Victoria, Australia. Qualitative data were generated through conducting multiple case studies of learners across various adult community education (ACE) sites. In this research, some case studies were presented in the traditional method of writing biography, others were written in the form of found poetry, which we refer to as data as poetry and text. The paper uses found poetry through participant-voiced poems written from interview transcripts. We argue this method of inquiry better represents the participants' learning, lives and experiences in the formal neoliberal education system prioritising performativity, categorising and ranking students. Our findings highlight the benefits of using poetry to communicate data in case study research as it effectively represents the experiences of adult learners' lives in a creative and concise form, transgressing normative practices of writing education research. These poetic representations of data reveal learner experiences in an embodied and agentic way while providing readers with a deep and rich understanding of these crucial adult learning spaces.

Our findings highlight the benefits of using poetry to communicate data in case study research as it effectively represents the experiences of adult learners' lives in a creative and concise form, transgressing normative practices of writing education research.

This research paper is empirical research and has not been submitted elsewhere for publication.

This article aims to examine the manifestation of coloniality within social studies curricula and explore strategies for rejecting colonial paradigms through teaching praxis. The author presents a curriculum that unveils the narratives of Linnentown, a local Black community, to examine the impacts of colonial legacies on people's everyday lives.

Using the teaching and learning cycle framework, the author demonstrates the integration of sequenced embodied and multimodal activities. Furthermore, the author utilizes the concept of critical place-based education (CPBE) to demonstrate how critical pedagogies within the context of place can cultivate transformative learning experiences.

By guiding students to critically analyze the sociopolitical conditions of Linnentown residents, CPBE, paired with multimodal activities, helps challenge dominant narratives and empowers students to become agents of change in their local communities.

This curriculum fosters a nuanced understanding of structural oppression, empowers students to develop critical awareness and social agency and guides youth in confronting settler colonialism within and beyond their communities.

There is a lack of clarity about what constitutes Science, Technology, Engineering, Arts and Mathematics (STEAM) education and what the arts contribute. In this paper the authors discuss a distinct model, theorised from a five-year study of a particular, innovative STEAM education project (The Imagineerium), and developed by the researchers through working with primary school teachers in England within a second project (Teach-Make). The paper examines how teachers implemented this model, the Trowsdale art-making model for education (the TAME), and reflected on its value and positive impact on their planning and pedagogy.

The paper draws on two studies: firstly, a five-year, mixed methods, participative study of The Imagineerium and secondly a participative and collaborative qualitative study of Teach-Make.

Study of The Imagineerium showed strong positive educational outcomes for pupils and an appetite from teachers to translate the approach to the classroom. The Teach-Make project showed that with a clear curriculum model (the TAME) and professional development to improve teachers' planning and active pedagogical skills, they could design and deliver “imagineerium-like” schemes of work in their classrooms. Teachers reported a positive impact on both their own approach to supporting learning, as well as pupil progression and enjoyment.

The paper argues that the TAME, a consolidation of research evidence from The Imagineerium and developed through Teach-Make, offers both a distinctive and effective model for STEAM and broader education, one that is accessible to, valued by and manageable for teachers.

The purpose of our research is to better understand inquiry-based pedagogy in the context of leadership education. Specifically, we sought to learn about how leadership learning is characterized in an immersive inquiry course, and how inquiry-based pedagogy is experienced by students engaged in interdisciplinary leadership learning.

We used a case study approach as an overarching methodology. The research methods employed to collect data were World Cafe and episodic narrative interview. Further, we used collocation analysis and systematic text condensation as analytical strategies to interpret data.

Our findings led us to four primary conclusions: (1) inquiry-based learning helps to foster an inquiry mindset amongst leadership education students; (2) the challenges and tensions associated with inquiry-based learning are worth the learning gains for leadership students; (3) the opportunity to learn in relationship is beneficial for leadership development outcomes and (4) students’ experiences of inquiry-based learning in leadership education often included instances of transformation.

Limitations of the research were: (1) it is a case study situated within a unique, particular social and educational context; (2) demographic data were not collected from participants, so results cannot be disaggregated based on particular demographic markers and (3) the small sample size involved in the study makes it impossible to generalize across a broad population.

This research has enabled a deep understanding of structural and relational supports that can enable effective inquiry-based learning in leadership education. It also offers evidence to support institutional shifts to inquiry-based pedagogy in leadership education.

Our research demonstrates that use of inquiry-based pedagogy in leadership education has long-lasting positive effects on students' capacity for applied leadership practice. Consequently, participants in this type of leadership learning are better positioned to effectively lead social change that is pressing in our current global context.

There is scant (if any) published research that has focused on using inquiry-based pedagogies in leadership education. This research makes a significant contribution to the scholarship of leadership education.

While exploring the information experience within multispecies families, the subjective nature of humans and non-human entities, living beings and non-living objects becomes evident. This paper aims to reveal the underlying significance of information within socio-physical living environments shared among humans, cats and dogs as companions.

Gaining inspiration from the information experience approach and posthumanism, this is a phenomenological paper. Empirical material related to lived experiences of participating families were gathered through multispecies ethnography methods, followed by phenomenological reflections. The paper has been written based on excerpt-commentary-units and the inclusion of videos and images as an approach to convey the richness of the lived experiences and multiple perspectives.

Findings are organised into three main sections, each capturing lived experiences of information and its utilization from various frames. The paper shows how living beings, both human and animal, use their physical, sensual and moving bodies to acquire and convey information to and from each other. Moving beyond the living beings, the study discusses how non-living objects in the physical environment of a multispecies family also shape information. Material objects, spatial locations and even plants became sources of information for the family members. Lastly, the paper delves into the social environment of the family, where all members, human and animal, are actively shaped by information within their social interactions and companionship.

Considering information distributed across species and material objects in a shared, more-than-human environment, the article suggests implications for an information experience approach. It emphasizes how information shapes the in-between humans, animals and their environment, highlighting their reliance on each other for understanding and living a good shared life. There is a need for future research to explore the information experience within the internal subjective minds of members of multispecies families, bridging the gap in the understanding of these external information and their internal information processes.

This paper aims to examine how an alternative accounting system developed by a marginalised group of women enables them to counter oppressive systems built at the intersections of gender, class and race.

The authors draw on diary notes taken over a period of 13 years in France and Senegal in the context of the first author's family interactions with a community of ten Black immigrant women. The paper relies on Black feminist perspectives, namely, Lorde's work on difference and survival to illuminate how this community of women uses the creative power of its “self-defined differences” to build its own accounting system – a tontine – and work towards its emancipation.

The authors find that to fight oppressive marginalising structures, the women develop a tontine, an autonomous, self-managed, women-made banking system providing them with cash and working on the basis of trust. This alternative accounting scheme endeavours to fulfil their “situated needs”: to build a home of their own in Senegal. The authors conceptualise the tontine as a “situated accounting” scheme built on the women's own terms, on the basis of sisterhood and opacity. This accounting system enables the women to work towards their “situated emancipation”, alleviating the burden of their marginalisation.

This paper gives visibility to vulnerable women's agentic capacities through accounting. As no single story captures the nuances and complexities of accounting, further exploration is encouraged.

This paper contributes to the counter-accounting literature that engages with vulnerable, “othered” populations, shedding light on the counter-practices of accounting within a community of ten Black precarious women. In so doing, this study problematises these counter-practices as intersectional and built on “survival skills”. The paper further outlines the emancipatory potential of alternative systems of accounting. It ends with some reflections on doing research through activist curiosity and the need to rethink academic research and knowledge in opposition to dominant epistemic standards of knowledge creation.

Compared with traditional methods relying on manual teaching or system modeling, data-driven learning methods, such as deep reinforcement learning and imitation learning, show more promising potential to cope with the challenges brought by increasingly complex tasks and environments, which have become the hot research topic in the field of robot skill learning. However, the contradiction between the difficulty of collecting robot–environment interaction data and the low data efficiency causes all these methods to face a serious data dilemma, which has become one of the key issues restricting their development. Therefore, this paper aims to comprehensively sort out and analyze the cause and solutions for the data dilemma in robot skill learning.

First, this review analyzes the causes of the data dilemma based on the classification and comparison of data-driven methods for robot skill learning; Then, the existing methods used to solve the data dilemma are introduced in detail. Finally, this review discusses the remaining open challenges and promising research topics for solving the data dilemma in the future.

This review shows that simulation–reality combination, state representation learning and knowledge sharing are crucial for overcoming the data dilemma of robot skill learning.

To the best of the authors’ knowledge, there are no surveys that systematically and comprehensively sort out and analyze the data dilemma in robot skill learning in the existing literature. It is hoped that this review can be helpful to better address the data dilemma in robot skill learning in the future.