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The concept of diversity in education is often a starting point for dialogue regarding the persistent achievement gap in American classrooms. However, simply advocating for diversity without recommending or adopting strategies to achieve diversity does not necessarily create the forum for fruitful dialogue. Various educational institutions and organizations pay lip service to the concept of diversity without actually engaging in practices to increase diversity. The state of education in our nation’s most impoverished and marginalized communities can be affectively addressed through various strategies, including increasing diversity among our teaching force. Nevertheless, even organizations like Teach for America, who recognize the importance of bringing diversity to the classroom, struggle to recruit, train, and retain African-American and Latino male teachers. This is truly a troubling circumstance because educating our African-American and Latino male students have proven to be a task that we as a nation are wholly inept and dreadfully incapable of accomplishing. If we are to provide better educational services for our most at-risk populations of students, we as a society must no longer simply pay lip service to diversity. We must devise complex strategies to bring diversity into our nation's classrooms in order to diversity our teacher workforce, and more effectively recruit, train, and retain African-American and Latino male teachers.

This conceptual paper aims to explore the current state of sustainability communication research, focusing on the challenges of communicating inconvenient truths in an era of scientific mistrust. Therefore, this study aims to (1) examine the existing research landscape in sustainability communication, (2) identify unresolved problems and challenges, and (3) propose strategies for counteract misinformation through targeted communication.

For this, the authors conducted a critical literature review and analyzed the resulting sample (n = 473 journal articles) by means of qualitative content analysis to (1) evaluate existing communication approaches dealing with the communication of sustainability's inconvenient truth, (2) identify stakeholder groups involved in sustainability communication, (3) discuss limitations of current communication approaches and (4) present recommendations on (more) effective communication strategies to address the unresolved issues in sustainability communication.

The analysis reveals that when it comes to sustainability communication and its unresolved problems, literature refers to four key stakeholder groups: (1) science deniers; (2) adaptation skeptics; (3) whitewashers and (4) world saviors. Furthermore, the analysis provides valuable insights into the complex dynamics involved in communicating sustainability, emphasizes the need for tailored approaches to engage and address the concerns of each stakeholder group, and exposes limitations in current communication methods and approaches. Accordingly, the analysis highlights the necessity of developing new theories, models and methods specific to sustainability communication to tackle its unique challenges effectively.

Like our society, communication sciences need a fundamental transformation to meet sustainability communication's new challenges induced by the necessary shift toward sustainable development.

This paper provides a comprehensive overview of the current state of sustainability communication in research, specifically addressing the challenges of effectively communicating unpleasant news in the context of scientific mistrust. It fills a gap in existing literature by examining the progress made in addressing these issues and identifying the emerging challenges that need to be addressed.

Solutions to complex environmental problems rely on the innovative knowledge and expertise of many professions whose members accept their responsibilities towards the environment. The study described here canvases information systems (IS) professionals for their perspectives, knowledge and expertise within the domains of Green IT and Green IS.

Following a review of the Green IT and IS literature, two topics were identified for a Q‐study conducted among IS professionals: topic 1 focussed on which technologies, systems and applications offer the greatest opportunity in solving environmental problems, and topic 2 on what sets of issues affect these green opportunities. Activity Theory was used to interpret the factors emerging from the Q‐study.

Three categories of activities were identified in topic 1 involving ICT support for “teleworking and teleconferencing”, “monitoring, optimising, and modelling” and “influencing human understanding and behaviour”. The topic 2 responses were quite varied.

A Q‐study is both subjective and exploratory, not seeking consensus but rather the breadth of opinion on a topic. The findings of topic 1 indicate three directions for future research and topic 2 identified many issues to consider in pursuing Green outcomes.

The three topic 1 categories of activities identify practical “green” applications of ICT.

The varied issues identified from topic 2 reveal the interconnection of environmental projects with economic and social issues.

Following this study of IS professional the authors call on other professions to apply the expertise of their respective fields to the environmental cause.

The purpose of this study is to identify global trends in disruptive technological change and map the social and policy implications, particularly as they relate to the educational ecosystem and main stakeholders across all levels of education.

The authors conducted a two-stage meta-analysis of 1,155 scholarly, peer-reviewed articles. The investigation involves a systematized literature review for data identification and collation adhering to defined selection criteria, and a network analysis to scrutinize data, consolidate information and unveil correlations and patterns from the literature review to produce a set of recommendations.

The study unveiled educational trends related to disruptive technologies and delineated four principal clusters representing how these technologies are transforming the education ecosystem. Additionally, a series of transversal aspects that reveal a societal vulnerability toward future prospects in the realms of ethics, sustainability, resilience, security, and policy were identified.

The findings spotlight an enlarging chasm between industry (and society at large) and conventional education, where many transformations triggered by disruptive technologies remain absent from teaching and learning systems. The study further offers recommendations and envisions potential scenarios, urging stakeholders to respond based on their positions concerning disruptive technologies.

Expanding from the meta-analysis of pertinent literature, this paper offers four collections of curated resources, four mini case studies and four scenarios for policymakers and local communities to consider, enabling them to plot courses for their optimal futures.

The purpose of this paper is to critique the book Galileo's Mistake: The Archaeology of a Myth by Wade Rowland; providing additional insights into the subject of the work and trial of Galileo Galilei in the seventeenth century and its relevance to the modern world.

The case of Galileo is presented as a case study in modern change management.

The story of Galileo as passed down to us through the centuries has become mythologized and distorted as an example of a clash between religion and science. The facts as they are presented by the author reinforce this myth by applying modern arguments about the relative scope, practice and meaning of both science and religion in a situation where such arguments could not have been applied and were not relevant. Careful consideration of the wider global context reveals more plausible dimensions to the story.

The Galileo case study is a useful vehicle for teaching concepts about truth, knowledge, complexity theory and the potential and reasons for resistance to new ideas.

The paper aims to teach the importance of critically examining facts as they are presented, in terms of both content and context; of considering the wider, global implications and the motivations, strengths and weaknesses of the various players involved in any situation.

Despite extensive published research into the relationship between open innovation (OI) activities and performance, the nature and direction of the relationship remain inconclusive. The purpose of this paper is to investigate the relationship as to how firms’ inbound and outbound OI activities, as well as their interaction influence incremental and radical innovation performance. The authors also consider the potentially mediating roles of knowledge learning and organizational capabilities in such a relationship.

To investigate this relationship, data were collected from a cross-industry survey of 304 leading Taiwanese-based firms. Three-stage least square analysis was employed to test the model.

Analyses reveal that knowledge learning and organizational capabilities mediate the OI activities-innovation performance relationship. In addition, a firm focussing on inbound activities enhances its radical innovation performance, but hinders its incremental innovation performance, while focussing on outbound activities produces the opposite effects. Among the findings, it is worth emphasizing that the effect of the interaction between inbound and outbound activities on innovation performance can be counter-productive.

The findings demonstrate that existing studies only partially explain the effects of OI activities on innovation performance. Understanding how OI activities influence innovation performance will facilitate more informed decision making, leading to more effective use of OI activities.

The results suggest that managers need to consider knowledge learning and organizational capabilities in order to fully capture the potential effects of OI activities. Managers also need to be aware of the limitations of OI activities.

The theoretical model presented here offers a timely contribution to the theory base underpinning the development of OI activities for innovation performance.

Information may well be an asset, but the sheer volume of what we have to navigate makes it challenging to determine those elements which are relevant to us. The credibility of news media outlets as our gatekeepers and first form of resistance to polluted information is increasingly questioned. Scientific research indicates that the quality of news offerings from news media outlets would benefit by triangulating news stories with a more diverse set of offerings and, in the process, build journalists' trust or otherwise in the sources of these offerings. Without the network effects of the Internet, false or incorrect information probably would not be such a successful phenomenon. Public opinion is quick to portray social or mainstream media platforms as guilty parties but tends to ignore the equally detrimental ramifications of their exploitation of social capital. A more reflective approach is required. This essay suggests that it is in our interest to reboot our societal consciousness and explore the underlying cybernetical dimensions, even if these appear to be confrontational for interested stakeholders in our current misinformation crisis.