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The aim of this study is to explore the extent to which a transnational pedagogical training affected university teachers' approaches to teaching, as well as their efficacy beliefs and cultural perceptions, and to examine how such training could stimulate teachers' pedagogical-development processes beyond the specific context.

An explanatory sequential mixed-methods design was adopted for the study. Quantitative data were collected through an online self-reported questionnaire from two-independent samples, both before (n = 119) and after (n = 110) the training. Qualitative data were collected after the training through episodic narrative interviews with five teachers.

The quantitative and qualitative findings indicate contradictory aspects of the teaching approach and perceived culture. While the questionnaire responses highlighted the dominance of teacher-centred teaching approaches and an individualistic culture, a thematic analysis of the interview data showed that teachers experienced pedagogical development as (1) increasing student engagement, (2) improving their own teaching practices, (3) a community activity and (4) an institutionalised process.

The design of the current research may have limited the authors’ potential to deeply investigate the effect of the transnational pedagogical training, as only snapshots of the teachers' perceptions were elicited. Future studies might consider a within-subject longitudinal design to thoroughly follow teachers' trajectories in learning and development over time.

The research findings suggest that transnational pedagogical training initiatives are to be promoted amidst these uncertain times. Even though the focus of the study was not to explore the teachers' perceptions of teaching development during the pandemic, the current results imply that the mentioned training helped teachers in tailoring their pedagogical practices to suit the unexpected online teaching settings.

The study adds to the relatively new literature on the perceived effect of transnational pedagogical training initiatives. This study’s findings contribute to the body of knowledge related to pedagogical development in fragile and conflict-affected contexts.

The purpose of this paper is to compare the construction of health knowledge in the Finnish national curriculum and recent Finnish health education textbooks, at primary and secondary levels of education. The authors examine the visual and textual content of the textbooks in an attempt to identify their pedagogical style and approach to health education.

The study is part of an international, European Union funded, FP6 STREP Project, Biohead‐Citizen. Conceptual health knowledge construction is analysed evaluating the emphasis placed on a biomedical model or on a health promotion ( HP) approach. Pedagogical style of the text and illustration is classified as either neutral, persuasive, participative or injunctive, out of which especially persuasive and participative reflect the constructionist approach.

The textbooks cover a wide range of health topics and meet the core contents of the national curriculum. The approach used was primarily that of HP and used a persuasive and participative approach. The pedagogical style of text, tasks and illustrations reflected current pedagogical thinking.

The study encourages future research to explore the effects of pedagogical construction on materials and learning in health education.

The paper usefully analyzes the pedagogical properties of recent Finnish health knowledge textbooks.

The purpose of this paper is to present design principles for holistic design of online degree programmes (ODPs) in higher education (HE). The study adds to previous research on online programme design by examining how the digital competence and pedagogical strategy of a HE organisation can inform holistic ODP design.

This paper presents a case study placed in the context of a Finnish applied HE organisation. Design-based research (DBR) process is used to create holistic design principles for new ODPs. Theoretical framework for the study is digitally competent organisation (Kampylis et al., 2015) and pedagogical strategy is innovation pedagogy (Kettunen et al., 2013).

Design principles for pedagogically informed holistic design of ODPs are presented as a three-tiered model comprising organisational, pedagogical and ODP layers. Each layer includes various principles for holistic design to integrate an organisation's pedagogical strategy in a digitally competent context to create quality ODPs.

The paper presents a case study from a HE organisation in Finland, but results are applicable to a wider global audience.

As a contribution to practitioners, this paper presents a three-tiered holistic design of ODP in HE organisation, where the design principles are categorised in organisational, pedagogical and ODP design layers. In addition, suggestions to managers, instructional designers and educators are made for the holistic design of ODPs.

Building the sense of community in ODPs and offering continuous support in pedagogy and technology are valuable for the well-being of the staff, students and the wider society.

The paper draws relationships between holistic design of ODPs, digital competence and pedagogical strategy. The paper provides managerial and operational viewpoints to managers, administrators and educators of HE organisations that plan to create new ODPs with a holistic focus on the educational organisation, its pedagogical strategy and digital competence. Recommendations for further development, possible applications and research of ODP education are made.

The purpose of this paper is to suggest how well-being messages are recontextualized into school-based contexts from an analysis of national policy and state curricular approaches to health education as reported in the findings of two selected case studies as well as community concerns about young people’s well-being.

A cross-sectional review of Australian federal and state-level student well-being policy documents was undertaken. Using two case examples of school-based in-curricular well-being programs, the paper explores how discourses from these well-being policy documents are recontextualized through progressive fields of translation and pedagogic decision making into local forms of curriculum.

Pedagogic messages about well-being in Australia are often extra-curricular, in that they are rarely integrated into one or across existing subject areas. Such messages are increasingly focused on mental health, around phenomena such as bullying. Both case examples clearly demonstrate how understandings of well-being respond to various power relations and pressures emanating from stakeholders within and across official pedagogic fields and other contexts such as local communities.

The paper focusses on presenting an adaptation of Bernstein’s (1990) model of social reproduction of pedagogic discourse. The adapted model demonstrates how “top-down” knowledge production from the international disciplines shaping curriculum development and pedagogic approaches can be replaced by community context-driven political pressure and perceived community crises. It offers contemporary insight into youth-at-risk discourses, well-being approaches and student mental health.

Teaching excellence remains a contested term in English higher education (HE). This paper begins by reflecting on its complex and sometimes blurred meaning, charting the divergence between academic interests in the complexity and contextual questions relating to practice development and organisational and sectoral shifts which have been driven by managerialism, accountability and “top-down” ideas of change. The authors argue that this divergence, epitomised in the development of the teaching excellence framework, has led to a confused, if ubiquitous, use of excellence to identify organisational and sector-led ideas of what it means to deliver quality teaching. However, these frameworks have become progressively detached from the complexity of practice investigated by those interested in pedagogy. The paper aims to discuss this issue.

This is a conceptual paper which brings together literature from teaching excellence, organisational science, time and HE to develop an alternative approach to pedagogic development.

Based on a critique of the current, confused conceptualisation of teaching excellence, the authors offer a different narrative which demonstrates how a reconsideration of the factors is important in developing critical and challenging teaching opportunities. Based on a “bottom-up” system focusing on dialogue, sustainability and “unhasty” time, the authors argue for a re-establishing of a holistic approach in HE providers based on emergent pedagogies as opposed to teaching excellence.

This paper demonstrates why teaching excellence has become conceptually fractured in an English context, and why a new approach to pedagogic development needs to be considered to establish a more positive and critical approach at both the institutional and sectoral levels. This paper outlines a possible approach to developing such renewal.

This article draws upon evidence from a contemporary study of all-through schools (ATS) in three countries. ATS combine at least two stages of a child's education in a single establishment. Many admit children aged 3–19. Most children join the school at nursery or kindergarten level and continue there for their entire education before moving on to further or higher education. ATS are also called all-age, in some contexts, because they bring children of all ages together into the same school environment. Models of ATS vary internationally; hence, there is not one definition of an ATS. This article takes a comparative look at ATS in Iceland, Spain and Wales. The purpose of this article is to explore innovative pedagogies in ATS and to explore how far deeper learning occurs because of the integrated and inclusive model of schooling. The study focused on pedagogical practices in ATS and examined how far these innovative practices are considered by teachers to foster deeper learning outcomes.

The article draws upon a three-year comparative research project that explored pedagogy, leadership and well-being in ATS. The article investigates pedagogy with a cross-cutting focus on enquiry and deeper learning from the perspective of leaders and teachers. Using focus groups and lesson observations, a qualitative case-study approach was utilised to gather evidence about the teaching and learning processes adopted in ATS. Semi-structured interviews were also conducted with school leaders. The analytical approach adopted was one of constant comparison with the prime aim of eliciting common themes across the data sets. In relation to the pedagogy theme and an exploration of pedagogical innovation, research questions included (1) How far do ATS foster innovative pedagogies?, (2) What are the leadership conditions that support innovative pedagogies? and (3) To what extent do innovative pedagogies promote deeper learning?

Within and across the three education systems under investigation, the study found that all-through schooling engages students in a positive learning environment and provides innovative pedagogical processes associated with deeper learning. The article provides evidence about how deeper learning functions in ATS from different parts of the world and reflects on the way deeper learning is promoted by leaders and teachers, resulting in deeper learning for students. The evidence from this study reinforces that opportunities for pedagogical innovation and deeper learning within ATS occur because of flatter structures, more fluidity between different phases of learning and greater cross-over of teacher expertise. The study also highlights how leadership is a critical factor in creating the conditions for collective professional practices that foster pedagogical innovations to secure deeper learning. Findings suggest that leading for deeper learning is fundamentally concerned with creating the conditions for innovative learning environments that are equitable, inclusive, diverse and cross age ranges.

Contemporary empirical studies of the deeper learning environments within ATS remain relatively rare; hence, this study provides new comparative and contemporary evidence that illuminates the nature of the pedagogical innovation and the leadership practices that support pedagogical innovation in these schools. It also highlights how professional collaboration and cross-phase working are at the heart of innovative pedagogies that support deeper learning. The study outlined in this article provides critical, new insights about pedagogical innovation and deeper learning within ATS settings.

Security education, training and awareness (SETA) programs are the key to addressing “people problems” in information systems (IS) security. Contrary to studies using conventional methods, the present study leveraged an “event” lens and dimensionalized employees' perceptions into three sub-dimensions: perceived novelty, perceived disruption and perceived criticality. Moreover, this research went a step further by examining how pedagogical and communication approaches to a SETA program affect employees' perceptions of the program. This study then investigated whether – and if so, how – these approaches impact employees' perceptions of the SETA program and their subsequent commitment to it.

Utilizing a factorial-based scenario survey, this study empirically tested a model of the above relationships via covariance-based structural equation modeling.

The results of this research showed that pedagogical approaches were more effective than communication approaches and that employees' perceptions of the SETA program accounted for a large variance in their commitment to SETA.

First, this research deepens understanding of the protection of information assets by elaborating on the different approaches that organizations can take to encourage employees' commitment to SETA. Second, the study enriches the SETA literature by theorizing a SETA program as an organizational “event”, which represents a major shift from the conventional approach. Third, the study adds to the theoretical knowledge of the event lens by extending it to the SETA context and investigating the relationship among three event strength components.

The purpose of this paper is to present the 2030 SDGs Game as a pedagogical tool for the promotion of interdisciplinary education. Based on the simulation of possible world outcomes for the year 2030, the game induces participants to reflect on the socioeconomic and environmental consequences of actions and facilitate the exploration of the interconnected nature of the Sustainable Development Goals.

Starting with a review of the main benefits and constraints of interdisciplinary learning approaches, this paper discusses how pedagogical attitudes have change over time and suggests the use of the 2030 SDGs Game as a powerful tool for sustainability education. Composed by a set of cards with different projects and goals, the game connects participants to the principles of the Agenda 2030 and is suitable for a wide range of educational settings. In the case study presented in this paper, the game was played by 20 students from five different faculties of the University of Liverpool (UK).

The participatory nature of the game, where players learn through the experience of play, is functional to support the co-creation of knowledge of the “active-learner-centred” approach, and facilitate the development of problem-solving attitudes, soft skills and team-working abilities.

To the best of the authors’ knowledge, this paper presents, for the first time, the 2030 SDGs Game as a pedagogical tool for interdisciplinary sustainability education. The game is relatively easy to play and is suitable to be used in a wide range of educational settings.

Various technology-enhanced learning software and tools exist where technology becomes the main driver for these developments at the expense of pedagogy. The literature reveals the missing balance between technology and pedagogy in the continuously evolving technology-enhanced learning domain. Consequently, e-learners struggle to realise the pedagogical value of such e-learning artefacts. This paper aims to understand the different pedagogical theories, models and frameworks underpinning current technology-enhanced learning artefacts to pave the way for designing more effective e-learning artefacts.

To achieve this goal, a review is conducted to survey the most influential pedagogical theories, models and frameworks. To carry out this review, five major bibliographic databases have been searched, which has led to identifying a large number of articles. The authors selected 34 of them for further analysis based on their relevance to our research scope. The authors critically analysed the selected sources qualitatively to identify the most dominant learning theories, classify them and map them onto the key characteristics, criticism, approaches, models and e-learning artefacts.

The authors highlighted the significance of pedagogies underpinning e-learning artefacts. Furthermore, the authors presented the common and special aspects of each theory to support our claim, which is developing a hybrid pedagogical approach. Such a hybrid approach remains a necessity to effectively guide learners and allow them to achieve their learning outcomes using e-learning artefacts.

The authors found that different pedagogical approaches complement rather than compete with each other. This affirms our recommended approach to adopt a hybrid approach for learning to meet learners' requirements. The authors also found that a substantive consideration for context is inevitable to test our evolving understanding of pedagogy.

This paper aims to highlight a reconstructive lens on one white teacher’s critical approach to teaching literacy. This work equally highlights the importance of anti-racist approach to critical pedagogies centered on a humanizing ethic of cariño.

Drawing on portraiture and qualitative methods, this paper uses the reconstructive analysis of one white teacher’s efforts to disrupt white supremacy through critical pedagogies.

The author posits that Mr Hope was able to take on critical approaches to teaching literacy and design anti-racist pedagogies by honoring his students’ lived experiences. An ethic of cariño is embodied to design critical pedagogical choices and interactional moves that center the experience of immigrant-origin Latinx youth.

This study contributes to a growing body of literature on reconstructive discourse analysis. The author suggests that taking a “reconstructive” approach to discourse analysis requires that researchers move beyond a narrow focus on transcripts of classroom interaction. The author suggests that a reconstructive lens requires that focus is not solely placed on the interactional level of the transcript, but rather that interactional data be put in conversation with other data sources.

The author offers pedagogical implications for anti-racist teaching perspectives and offers key elements to critical pedagogies that engage Latinx students and center their experiential knowledge as a catalyst for curriculum design.

To date, few studies have explored how teachers of immigrant-origin Latinx students are intentionally resisting white supremacy and crafting anti-racist approaches to critical pedagogies.