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An analysis of traditional authoritarian preservice teacher development approaches in Pakistan demonstrates that they develop teachers as technicians who carbon copy the same authoritarian training model in their classrooms. The more contemporary approaches to teacher education with leadership development focus are mostly limited to in-service teacher education programs. The key dilemma with in-service education is that once the teachers have received higher qualification they tend to move out of the classrooms to assume management positions. What Pakistan requires is classroom teacher leaders who have the capacity to initiate and sustain school improvement. I propose the pedagogy of transformation, which is based on the principles of participation and emancipation suited to develop preservice teachers as active professionals who have the capacity to influence and drive improvements in their own learning and in the learning of the children. The transformation pedagogy encompasses five specific instructional strategies for nurturing teachers’ leadership skills in the current preservice teacher preparation program in Pakistan. These are: encourage active involvement and delegation of authority among preservice teachers, engage preservice teachers in critical analysis and meta-cognitive tasks, building collaborative teams and professional networks among preservice teachers, providing preservice teachers with experience of working with real-life teacher leaders, and develop preservice teachers’ moral and ethical reasoning. I bring the discussion to a closure in the form of a framework which encompasses key elements of the proposed pedagogy. The framework can be adopted or adapted to give due considerations to the complexities of the contexts where it is being implemented.

This paper aims to draw on an in-depth qualitative case study of an undergraduate sustainability education course to show the extent of pedagogical reflection and teaching capability demonstrated in lived practice to support transformative, systemic and capability building learning processes, as advocated in the literature, for effective sustainability education.

Transformative learning and capability building are an essential part of sustainability education according to the growing body of literature. This approach to education, however, necessitates critical, learner-centred pedagogies which challenge traditional transmissive modes of teaching.

This paper finds that pedagogy which supports the learning experiences and outcomes advocated in sustainability education literature requires significant reflection on behalf of the educator and also motivation, capability and experience to do this, thus more research and academic support is needed which focusses on pedagogical development within sustainability education.

Literature on sustainability education often assumes that teachers are capable of reflecting on and transforming their pedagogical practice, and therefore, the pedagogical implications of sustainability education are often understated in research findings. This paper highlights why pedagogical reflection plays a crucial role in the effective implementation of sustainability education.

This case discusses the journey of SELCO Foundation, a Bengaluru based not-for-profit organization. It provides key learning and insights for social transformation and poverty alleviation. With the vision of “creating inclusive development pathways that were socially and environmentally sustainable,” the Foundation fostered and scaled ecosystems for democratization of access to clean energy and sustainable solutions for the marginalized communities. Using decentralized renewable energy (DRE), SELCO’s initiatives had established linkages between SDG7 (Affordable and Clean Energy) and SDG3 (Good Health and Well-being), SDG4 (Quality Education), SDG8 (Decent Work and Economic Growth), and SDG11 (Sustainable Cities and Communities). Throughout its journey, it continuously challenged normative development paradigms and perceptions about gender issues, poverty, and sustainability as a whole through a people-centric approach; empowering individuals, communities, and institutions. The recent COVID-19 pandemic landed a massive blow to the country’s socioeconomic structure. SELCO Foundation’s teams deployed in remote locations for livelihood interventions programs had faced a multitude of challenges due to COVID-19 lockdown. As a response to COVID-19 crisis, SELCO Foundation rallied its resources to support relief efforts across India. It leveraged its expertise in energy by deploying a pan India network of grass-root partners; community-sourced innovations to ramp-up last mile healthcare infrastructure, build community resilience programs, and strengthen existing capabilities. Leveraging sustainable solutions as a medium, SELCO’s transformative work extended beyond access to clean energy, and sought to address complex issues such as healthcare, education, reduction in drudgery in manual jobs, creating opportunities for dignified work and more. Through this case study, this chapter discusses the emergence, journey, and initiatives of SELCO Foundation. It explores a practice-based pedagogy of social transformation, and challenges faced in ecosystem building during the times of the pandemic. The chapter initiates a discussion for a way forward for the social enterprise in times of uncertainties and stringencies in order to continue impacting underprivileged lives to the best.

This chapter introduces how the teaching of leadership, within negotiation, conflict transformation, and peace building uses adult education strategies. In turn, adult education effectively prepares learners, especially those concerned about poverty, and injustice, to be active agents working on behalf of community development. Optimally, the pedagogy of conflict transformation and peace building incorporates the best of both adult and leadership education. The chapter begins with a case study where the ecumenical Services for Peace (SEP) inspired an agricultural cooperative and other response to community need between conflicted communities in Cameroon. SEP did so through using adult education in mediation and peace building strategy that prioritized reflective practice (assessment, monitoring, and evaluation). The chapter then shows how these same and other adult learning activities are used in the authors’ classroom to teach conflict transformation so that students master collaborative skills. As a result, they are potently equipped to act as effective leaders on behalf of social justice concerns.

This autoethnography considers the role of human relationships in the educational process. Approaching learning as a transformational process rooted in human experience and interaction, I explore the central role of emotion in learning relationships. Through an analysis of a learnable moment experienced in a relational communication course on language, I theorize new ways of “doing” learning relationships.

The present world is captivated by the global challenges of climate change, environmental and ecological degradation, challenges related to migration, inequality, conflict and unrest. The development process failed to appreciate and signify the role of non-value, non-materialistic and altruistic value of both living and non-living natural entities. Thus, a significant disconnect or gap between public policy and human well-being has been observed. The departure of human beings from their true self has also distanced humans from the rest of the species and ecosystem. The essence of altruistic value and its recognition is plausible only through the upliftment and evolution of the inner self. The interconnectivity of the inner and outer world can be perceived through self-evolution. A public policy that is driven by the force of self-enhancement and realization, connecting and synthesizing human and non-human interactions selflessly, is required for revolutionizing the development paradigm. Against this backdrop, Gandhian philosophy that values the individual and his relationship with his true self becomes instrumental in ethical transformation. The self-transformation, manifestation and realization of truth and love are deeply embedded in Gandhian Revolution. Gandhian philosophy is a phenomenal illustration of self-transformation based on self–realization and soul force (Satyagraha) that acts as a driving force for a paradigm shift. Gandhian thoughts recognize the otherness of others (either human beings or nature), embedded in the notion of ‘Sarvodaya’. Based on spiritual inquiry and ethical value judgement, and cosmic interdependence, the Gandhian notion constitutes a building block for a non-violent socioeconomic system guided by empathy and the law of non-possession. The twin models, ‘The trusteeship model’ and ‘Economy of Permanence’, advocate a spiritual inquiry and ethical value judgement in economics and governance. Addressing the economic problem of scarcity and choice, the attributes of decentralization, self-sufficiency and self-reliance envisage that individuals are satisfied with minimum consumption. In addition, non-violence, truth and love create a subsequent balance in ecology and the environment. Ethical responsibility is not just limited to socio-economic and political systems but also integrates environmental and ecological sustainability.

The purpose of this paper is to explore the role of student‐community engagement in ensuring relevance of higher education to civil, social, economic and moral issues. It reviews the literature around three inter‐related themes: calls for higher education institutions to engage with their communities; the kinds of attributes university graduates should possess for employability and citizenship; and the pedagogies of experiential learning and reflection informing student and community engagement.

This paper evaluates and draws together international literature related to three areas: calls for universities to engage with their communities, attributes which students engaged in co‐generative community relations might develop, and pedagogies which inform and develop such engagement.

The paper draws a number of conclusions related to pedagogy, citizenship and the need to develop quality indicators of engagement and impact. The overarching conclusion is that student‐community engagement founded on principles of mutual reciprocity enhances student attributes and is an important aspect of the modern university. Higher education needs to both retrieve the traditional civic role of the university, and also look forward to creating new approaches, so that universities are “of” the community and developing graduates as citizens.

The paper includes policy implications for curriculum development in relation to fostering graduate attributes and citizenship.

Through an exploration and integration of literature related to themes of university community engagement, graduate attributes and pedagogies of experiential reflective learning the paper signposts an agenda of change for universities in the twenty‐first century.

The purpose of this paper is to describe processes of learning from personal experiences of mental distress when mental health service users participate in occupational therapy education with tutors and students who have also had experiences of mental distress.

A post-structural theoretical perspective was applied to stories which emerged from the research process. Semi-structured group and individual interviews were used with three service users, three students and three tutors (including the author) who had all had, at some time in their lives, experiences of mental distress.

Stories based on previously hidden personal experiences of mental distress began to shift dominant understandings. Further, as educators, service users challenged whose authority it is to speak about mental distress and permitted different narrative positions for students and tutors. However, technologies of power and technologies of self of powerful discourses in professional education continued to disqualify and exclude personal knowledges. Learning from stories requires a critical approach to storytelling to expose how hidden power relations maintain some knowledges as dominant. Further, learning requires narrative work, which was often hidden and unaccounted for, to navigate complex and contradictory positions in learning.

Although storytelling based on personal experience can help develop a skilled and healthy mental health workforce, its impact will be limited without changes in classrooms, courses and higher education which support learning at the margins of personal/professional and personal/political learning.

Learning from stories of mental distress requires conditions which take account of the hidden practices which operate in mental health professional education.

The purpose of this research is to focus on how students from different cultural and linguistic backgrounds encounter online learning environments, and to assess the extent to which cultural factors impact on learners' engagement with online learning.

The study explores how a culturally diverse cohort of students engage with the organisational, technological and pedagogical aspects of online learning depicted in Conole's (2004) “framework for e‐learning”. A total of 241 students in online learning programs in a large university in South Australia were surveyed, yielding a response rate of 65 percent.

Analysis indicated that cultural differences do have an impact on participant satisfaction with organisational and technological issues, with local respondents indicating significantly more positive perceptions than international respondents. Significant also was a reported lack of peer engagement and intercultural communication.

First, the study was restricted to students in one large university in Australia, using one in‐house online learning system, and studying business courses. Future research could replicate the study across a range of universities and across different countries, which would enhance generalisability. In addition, researchers can expand the model used in this study, testing other variables which impact on online learning.

These differences in reported engagement with online learning reflect differences in students' experience of online courses as culturally inclusive, and have implications for the quality of online education. These reported experiences may be linked to the amount of communicative interaction among students.

The paper examined the cultural aspects of student engagement with the organisational, technological and pedagogical components of online learning. Its findings suggest a direction to improve the quality of learning for all students by constructing a culturally inclusive online learning environment.

Assessments are a technical key element of new governance strategies. The implementation of output steering methods into the German education system is accompanied by an attempt to substitute approved semantics by implementing an external re-description of educational processes. As education cannot rely on causal technology, terms such as market, competition, entrepreneurship, and commodification render the organizations of the education system into a paradoxical situation. Their typical practice of loose coupling is frustrated by accountability and responsibility claims. The new order to “tightly couple” is accompanied by the call for technical solutions and management competencies of the staff. What happens when organizations have to cope with expectations they cannot meet? This chapter discusses the question of how the semantic shift from the term professional to classroom manager profoundly affects the essence of established pedagogical thinking and acting.