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This paper aims to explore how one elementary school administrative team responded to their changing student populations to include Latin(x) within their black community. The responses included looping practices, relationship building with families and culturally relevant pedagogies. In particular, this paper considers how the three aspects of the change worked together toward the goal of providing its students with quality educational opportunities and enhancements.

The research presented here is part of a longitudinal (four-year) qualitative study where ethnographic approaches to data collection were adopted.

The four-year immersion in the values of culturally relevant pedagogy created a reciprocal growth in understanding among the teachers and the students of the black and Latin(x) populations, sustained the overarching ideas of deep family connections and contributed to asset-driven curriculum.

A national trend shows rapid changing demographics where Latin(x) families are moving into black neighborhoods and schools. This change in schools’ student populations finds educators facing new challenges in addressing the educational and cultural needs of two minoritized populations. This research adds to the existing scholarship by documenting how one school shifts their learning atmosphere to deeply engage students in culturally relevant pedagogies.

The purpose of this study is to explore the understanding and observance of the program “This School is a Zone of Peace” (SZOP) in schools where conflict and violence are not prevalent.

This paper followed a qualitative research tradition – narrative inquiry. Eight teachers and a school head participated in the study. Data were gathered through nonparticipant observation, photography and focus group discussion with photo elicitation.

The participants elucidated the declaration, “This School is a Zone of Peace,” as a message of assurance to the community that the school is a home for learners that is welcoming and violence free. Furthermore, learners in a school that is a zone of peace are honed holistically with the participation, cooperation and togetherness of the school community members. Teachers at the forefront viewed themselves as mentors, implementers and models. Teachers contended that peacebuilding practices in schools could be sustained through regular implementation, encouraging others to get involved and have commitment.

A handful of articles have illustrated the essence of the School as Zone of Peace program, which pointed out to create a culture of peace in schools; however, it leaned toward the negative conception of peace – the absence of conflict and violence. This study bared additional insights and fresh perspectives of the SZOP initiative observed in schools with different contexts and experiences that may be helpful to policymakers for the enhancement of the adapted program with the goal of peacebuilding to making schools highly functional.

The purpose of this quantitative study was to fill the knowledge gap and to investigate relationships between cultural background and various demographic factors influencing parental involvement behaviors that prompt them to engage in their children's academic activities.

A quantitative research method was used to collect data to answer research questions and explore relationships between variables (Fraenkel et al., 2015). The researchers created the survey on Qualtrics and conducted a pilot study to improve the survey based on the recommendations of the pilot study's participants. Some items were reworded suggested by an expert committee to finalize the instrument. This survey mainly consisted of two sections to collect data on participants' demographics and cultural background. The participants used multiple-choice options to answer items pertaining to family demographics. They were asked to use a 5-point Likert scale: very often = 5, often = 4, sometimes = 3, rarely = 2 and never = 1 to respond to survey items regarding cultural background and parental involvement behaviors.

The correlation coefficient showed a statistically significant relationship between parents' expectations, educational level and their involvement behaviors in children's academic achievement. However, parents' income and cultural background had no statistically significant relationships with parental involvement in their children's academic achievement.

The results of this study have potentially broad implications for educational leaders, policymakers, educators and parents to develop policies for diverse students to enhance their educational achievements.

The researchers reviewed extensive literature and found the gap in regional studies particularly related to one of the fastest-growing, financially stable and highly educated ethnic groups in the country. The researchers developed a brand new instrument on Qualtrics and distributed a survey via online and direct administration to collect primary data from 200 participants.

This study aims to explore the gender differences in working from home (WFH) experiences during the pandemic from the Australia’s construction workforce perspective. Specifically, it explores gender differences in terms of: (1) the respondents’ family responsibilities during the pandemic; (2) their WFH experiences prior to and during the pandemic; and (3) their perceptions of the impacts of challenges associated with WFH on their work activities and performance along with their self-reported work performance when WFH, overall satisfaction with WFH and preference for WFH post-COVID.

This study adopted a survey design to reach the targeted sample population, i.e. construction workforce in the Australian construction industry who has had experienced WFH during the pandemic. Data was collected using an online anonymous questionnaire survey.

The results show notable gender differences in various aspects including family responsibilities, workplace arrangements and perceptions of the impacts of the challenges associated with WFH on work activities and performance. Also, statistically significant associations are detected between gender and the respondents’ self-reported work performance when WFH, overall satisfaction with WFH and preference for WFH post-COVID.

Even prior to the COVID-19 pandemic, little is known about WFH experiences among construction workforce due to the low prevalence of regular and planned remote working in the industry. This is the first study sheds light on construction workforce WFH experiences using gender lenses. The findings have implications for construction-related firms continuing with WFH arrangement post the pandemic, which may include the formulation of policy responses to re-optimize their present WFH practices.

This study aims to examine the impact of socioeconomic factors on electricity usage and assess the feasibility of implementing a mini-grid system in Kasangazi, Malawi. The primary aim is to understand the community’s current and potential utilisation of electrical equipment.

A mixed-methods approach was used to collect quantitative and qualitative data. Information was gathered through structured questionnaires, and energy audits were conducted among 87 randomly selected households from 28 Kasangazi communities. Data analysis relied on descriptive statistics using IBM SPSS version 28.

The study indicates that every household in Kasangazi uses non-renewable energy sources: 60 households use disposable batteries for lighting, 20 for radios and all use firewood, freely sourced from local forests, for cooking and heating water. The study shows that firewood is the community’s preferred energy source, illustrating the challenges faced in the fight against deforestation. Most household income comes from farming, with smaller contributions from businesses, employment and family remittances. Access to higher education is scarce, with only one out of 349 family members receiving tertiary education. Despite the constraints of low education levels and income, there is a demand for larger electrical appliances such as stoves and refrigerators. This underscores the need for mini-grid solutions, even in less technologically advanced, agriculture-dependent communities.

This study underscores that in Sub-Saharan Africa, factors like household size, income and education levels do not significantly influence the electricity demand but should be taken as part of the fundamental human rights. Rural populations express a desire for electricity due to the convenience it offers, particularly for appliances like refrigerators and stoves. Mini-grids emerge as a viable alternative in regions where grid electricity provision is challenging. It is concluded from this paper that the issue of using renewable energy should not only be taken for environmental preservation but also to promote energy access, augmenting efforts in supplying electricity to the remotest parts of the country.

This study aims to describe key elements that are critical to virtual qualitative research especially while working with practitioners as participants.

This paper takes a reflexive researcher approach using a case study to explore how researchers adopted a qualitative research approach using digital technology. We use five principles suggested by Boland et al. (2022) as a framework to consider and reflect on our experiences as researchers and those of our participants.

We highlight the gatekeeper’s support, trusted relationship with the organisations, interpersonal skills of interviewers, stringent measures of securing data and shared experiences of interviewee and interviewers helped complete virtual research. We recommend that four key factors such as digital competency, feasibility, flexibility and resilience should be considered while undertaking or commissioning virtual, qualitative research studies.

Social care practitioners and qualitative researchers increasingly negotiate with digital technologies to undertake their work. In this paper, we evidence how online qualitative approaches can be effective provided challenges are dealt with diligently in each stage of the research process.

This chapter traces the journey of the Faculty of Education through the pandemic, charting some of the challenges and opportunities in leading teaching and learning, research, international and engagement activities while maintaining its staff's health and emotional well-being. The chapter concludes with six significant educational challenges amplified during COVID-19 that must be addressed. These insights provide a road map for how higher education and academia can emerge from the pandemic fit for purpose and ready to contribute to our nation's and the world's future.

Purpose: The research determines how the COVID-19 pandemic affected India’s burgeoning education technology sector and how the new normal responded to this advancement worldwide.

Need for Study: India’s education sector saw a boom in Ed-Tech funding during the pandemic. The Indian Education industry adopted technology as a partner and succeeded in being called as the Ed-Tech capital of the world. The country has a strategic edge in online education that, if explored and researched upon, can be deployed for market growth at a global level.

Research Methodology: The researcher prioritised rigorous original quantitative and qualitative methods of investigation on technology applications in educational contexts during COVID-19 pandemic and drew its conclusions after conducting a comprehensive literature review and collecting and analysing the data from numerous journals and published expert articles on the sector.

Findings: The study found that despite the global pandemic, the Ed-Tech industry was an expanding marketplace for start-ups in India. After the pandemic, the market expanded rapidly, and by 2025, it is expected to have quadrupled in size, expenditure, and investment. It is expected that the global e-learning business, which the outbreak of the COVID-19 pandemic has bolstered, will grow to over 400 billion US dollars by 2026.

Practical Implications: The study sets forth the various Ed-Tech categories, outlining their user bases, growth projections, and the innovative technologies employed in developing these products. The research’s long-term investment projections are envisioned to aid consultants in positioning themselves for profitable operations in the era of digital Ed-Tech disruption worldwide.

Practitioners and management researchers have chorused the salvific tendencies of spiritual intelligence. Whilst the emergence of spirituality and its derivatives in the workplace is widely acclaimed, the conflict that exists between spiritual ideals and the capitalist ethos of modern organisations raises questions about dark manifestations. This incongruence necessitates the consideration of the misuse of spiritual intelligence.

This paper adopts conceptual lens and theoretical arguments to interrogate the assumption of absolute constructiveness that is accorded spiritual intelligence in its framing and discusses the potential of a dark side.

The dark side of spiritual intelligence is its deployment to achieve self-serving purposes, to harm, rather than to help others. More practitioners and management researchers must acknowledge that spiritual intelligence and workplace spirituality may have dark manifestations and incorporate this reality in the assessment of organisations and the individuals within them.

This exploratory article joins the sparse extant literature on the dark side of spiritual intelligence and workplace spirituality. It contributes to the literature by offering critical insights into spiritual intelligence and the need to integrate the potential for misuse in the existing models.

The new Italian National Recovery and Resilience Plan (NRRP) has prioritised a new healthcare model that will establish the additional community healthcare facilities (CHFs). The paper proposes a methodology for supporting decision-making on location of the future facilities according to new parameters that consider how proximity to healthcare benefits communities. Rethinking the spatial parameters for locating future CHFs, focusing on fragile areas, creates a novel decision support system.

The methodology is based on multifactor analysis and on geographic information system (GIS) mapping to simulate the potential and risks associated with the proposed location of CHFs, focusing on territorial contexts of metropolitan cities, medium-sized cities, and Inner Areas, characterized by different fragilities. This method aims to innovate urban planning practices by updating the practice of per-capita urban planning standards and promoting implementation of the 15-minute city model.

The method defines new spatial parameters useful to inform the appropriate location of CHFs in Italy's Inner Areas. This offers a new integrated approach to spatial design mixing urban planning and healthcare dimensions.

The methodology will bring about an integrated urban planning approach, which guides both transformative urban choices and health services' implementation according to the needs of communities.