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Diabetes is a chronic and challenging disease and requires personal daily self-management decisions and skills. For that, it is necessary that patients have sufficient information and health literacy to make the right choices and decisions in their self-care. Sequentially, health literacy has great relevance and influence in the daily lives of people with diabetes, since it encompasses the necessary skills to manage disease and health. Health literacy can be a relevant factor to consider when tackling diabetes self-management. Thus, for the prevention and treatment of diabetes, it is essential to promote individual health literacy. The quality of communication and patient-centred communication style seems to be a key aspect for the health literacy.

This chapter will provide an analysis of current educational conditions of Black males within our K-12 school system and the ongoing instructional implications for school leaders working to address literacy leadership and practice. It will provide insight and motivation for school leaders as they navigate political, social, and policy systems that surround the current educational climate and instructional expectations. Readers will engage in a reflective, collaborative, and constructive learning process related to how successful school leaders enhance teaching and learning on their school campuses for Black males and what behaviors are critical to supporting teachers and students through the process. Specifically at the elementary level where foundational decoding, fluency, and comprehension skills are developed and cultivated for early learners we must be intentional with all aspects of the learning process and our instructional pedagogy. This chapter will work to expand the body of knowledge surrounding Black males as we commit to deconstructing existing and reconstructing inclusive, equitable, and just learning environments. Implications for research, policy and practice, including recommendations to support ongoing formal and informal professional learning opportunities for educators to openly discuss their understanding of Black males, challenges they face, and strategies that they have found to be successful will be disclosed.

Comics and graphic novels can disrupt traditional texts by challenging the “worship of the written word” (Torres, 2019), a feature of white supremacy that perpetuates textual hierarchies within educational spaces. Giving all of our students access to contemporary literature that centers Black youth perspectives is not only important in decolonizing literature education but also in presenting a holistic view of Black childhood. They can be used in the classroom as subjects to challenge stereotypical depictions by centering experiences, ideas, and concepts that are often marginalized in traditional curriculum. Within this chapter, we focus on comics and graphic novels as tools to enact students’ multiliteracies and to analyze visual stories depicting BlackBoy adolescence, using the frameworks of BlackBoy Crit Pedagogy (Bryan, 2022), an equity framework that interrogates the interdisciplinary ways that Black boy students' literacy learning can be formed through the teaching and learning of Blackness, maleness, and the schooling experiences of Black boys. We utilize this framework to analyze the use of diverse comics and graphic novels to facilitate critical conversations of bringing inclusive visual texts into the classroom. We invite practitioners to reimagine curricular ideas and content centered on empowerment and Black boy adolescence and how those ideas are presented to youth through a variety of visual narratives.

In an era where health professionals are increasingly demanding, and communicative skills are one of the keys to improve the relationship with the patient. The communicative competencies of assertiveness, clarity in verbal and non-verbal language, and positivity, based on the positive construction of the patient’s health path, improve the therapeutic relationship, as well as the relationship between professionals in the world of health complexity. The ACP Model is validated with extensive application by hundreds of professionals in Portugal who use it daily. Active learning is one of the most effective means of raising awareness and involving the professionals who are learning and implementing the ACP Model.

Although special education was built upon the foundation of the Civil Rights Act of 1964, the discrimination that many racialized students receiving special education services experience cannot be denied. Many culturally, ethnically, and linguistically diverse students receiving special education services encounter labels that perpetuate racism and ableism and lead to inequitable access to services and resources necessary for more positive postsecondary outcomes. By honoring intersectionality and dismantling the singular identity, educators can become change agents and shift the historic oppressive narrative to create a system of empowerment as these individuals transition from transitional kindergarten to age 21 special education programs (TK-21) schools into adulthood.

Digital communication supports are a relevant resource for the promotion of citizens’ health literacy. Aware of this reality, in the last quarter of 2019, health professionals of Inpatient Unit A of the Neurology Service of the Coimbra Hospital and University Centre designed the ‘Digital Neuroteca’, which consists of a digital repository with various educational materials in video format, e-books, pamphlets, manuals, infographics, and directories to websites that include credible information, and other content selected by the health team. The selection criteria consider the clarity and credibility of the information in various areas such as risk factors of neurological disease, strategies, and products to support self-care and available resources. Regarding more complex contents, there is a concern to transform them into information accessible to citizens in general. These contents are accessed by patients/caregivers through a tablet/computer, in the presence of the health professional, and can also be sent by email. We got positive results with an increase of satisfaction of those involved – patients, caregivers, and professionals. Health professionals and patients/caregivers reported high satisfaction with the use of this resource given the clarity of the contents, which facilitate understanding and meet their needs, recognizing this tool as an excellent complement to the process of health literacy promotion.

Humanized digital solutions that provide better access, understanding and use of health services enable better decisions and better patient’s experience focused on humanization of care. This translates into better health literacy in the digital area.

Currently health care is inseparable from digital health, and this evidence was highlighted during the COVID-19 pandemic. For this analysis, a cross-sectional study was carried out, with 335 valid answers in a quantitative and qualitative research to evaluate the opinion of the respondents regarding their digital health use and the means used, as well as the perception of emotions generated before and during the pandemic. A qualitative content analysis was also performed on the open question about the future of health.

The results showed a humanization in digital is essential and that it is necessary to prioritize the human relationship and find the meaning of space, communication and proximity of health face-to-face, respecting as differences.

This chapter will also propose the presentation of challenges and results from the application of health literacy on patient empowerment in the health system, based on humanized digital solutions.

Positive-framed and negative-framed messages were delivered to examine the effect of framing on intertemporal decisions through lab experiments while holding the level of financial literacy constant. The three big questions adopted by Lusardi and Mitchell were utilized to assess the financial literacy of our subjects before they were asked to complete 20 incentivized intertemporal decisions. A small, delayed reward and a slightly bigger one were incorporated into the intertemporal decisions with a delay of 30 days. The ordinary least square (OLS) shows that the negative relationship between financial literacy and discount rates was held when the delayed reward was small. Interestingly, when the delayed reward became slightly bigger, their discount rates were reduced significantly with the negatively framed message. These findings suggest that the negatively framed message can motivate individuals to save for a greater return in the real world. Lastly, subjects with the highest level of financial literacy were not responsive to the magnitude effect, proving that a financial literacy program is essential to strengthen the individual's financial plan and reduce their discount rates in the developing country context.

Scholarly literature on the Internationalization of Education has generated important theories, debates, and insights supporting in-depth understandings of the field, yet we lack comprehensive reviews exploring the design, implementation, and impact of practical approaches. The present review addresses this gap, mapping the literature on international curriculum design, identifying trends and themes across approaches and pedagogies while revealing limitations and lack of attention to issues that inhibit practice in the field. It highlights the privileging of “instrumental,” or quantifiable skills-based curricula, over “transformative” internationalization dedicated to social justice and equity, and observes important disconnects between theory and practice: publications in the field offer critical conceptualizations of what internationalized curricula should achieve and why but with little attention to specific content and teaching practice that would lead to achieving these objectives. The review further analyzes such disconnect in the literature dedicated to decolonial internationalizing pedagogies, while simultaneously illuminating how prevailing decolonial theories of international education erase and ignore parts of the world. It concludes by contending that approaches to the internationalization of curriculum would benefit from increased practical frameworks that could guide educators, practitioners, and students in crucial conversations at the intersections of social justice and International Education.