Digital infrastructure underpins contemporary economic and social life, yet it remains invisible. This is a problem for the digital infrastructure industries: data center and subsea cable companies are deeply concerned about the next generation of their workforce. This is also a public problem: as sectors increasingly depend on digital infrastructure and services, a basic literacy of these infrastructures is needed to ensure continuity of service, sustainability, and resilience.

A critical challenge in this discipline is the growing workforce and training divide between industry operators and academic institutions. Digital infrastructure designers and operators primarily gain expertise through hands-on experience in real-world projects, often independent of formal educational programs. While this practical approach is invaluable, it has created a substantial gap in formal education on digital infrastructure.

In this presentation, we will describe our course, “Building A Sustainable Internet,” which we designed, proposed, implemented, and are teaching at the University of California, Berkeley. This is a unique class, developed and taught by students for students, that dives into the hidden environmental costs of internet infrastructures. In it, we tackle the problem of how to solve sustainability while also balancing pressing issues of social equity, geopolitics, and security. The course introduces students to new technologies and policies that could make the internet more sustainable, equitable, and resilient for everyone. So far we've taught the course for three semester to almost 500 students from 60 different majors. In the presentation, we describe the course, as well as our process of drawing from science and technology studies to make sustainable digital infrastructure accessible for a broad range of students across disciplines.

IncluzivEdu Hub is a pilot project developed in Bucharest, Romania that aims to offer and validate a new model of School for All based on the culture of inclusion in the context of a partnership developed between mainstream and special schools.

The transformative element of this experimental study is the Universal Design for Learning approach that was introduced into classroom work for 132 children from an inclusive school and another 130 students from a special school. The screening, based on the ICF functional profile, brings to the attention of the teacher the child's strengths in relation to his/her developmental needs, the evolution also being understood through the prism of the social factors that can facilitate or hinder development and educational performance.

The screening highlighted numerous emotional difficulties that the children in the experimental group were facing (24%), and also the challenge of identifying a significant number (36%) of high-functioning students whose abilities exceeded the school requirements. Enriching the curriculum with a creative collaborative learning program, TactileImages educational plans, peer-mediation and outdoor activities increased the quality of the educational practice within the pilot project. Alternatively, at the class level, the intervention could be oriented individually, in small groups.

This proposed model is a reaction to the Romanian educational system , which is rigidly focused on the acquisition of knowledge, and can no longer see its beneficiaries, the children and their complex needs.

Sustainability studies and sustainability practices can challenge the learning capacities of any practitioner. For example, marine conservation requires balancing production, biodiversity, and climate resilience—a task demanding not only technical skill but also deep ecological empathy and adaptive cognition. Practitioners confront not only emotionally taxing challenges in practice, but are also overloaded with a meta-level knowledge of the world's ecosystems. This requires formal psychological scaffolding training as a learning intervention, such as embodied grounding techniques. An explorative study suggests that individuals who more actively incorporate psychological techniques can alleviate their sensory attunement or ecological-centric behaviors. This work captures a qualitative analysis derived from reflective journaling of a sustainability practitioner using the autoethnography methodology. The research presents a new method of narrative analysis framing to understand of the role of psychological models and theories in addressing practitioners' cognition and behaviors. The assessment provides insights into the changes in perceptions of sustainability agency, empathy toward environmental ecosystems, social organisms, and the framing of management trade-offs. This work contributes to original findings on sustainability-related pedagogy. Evidence-based research highlights the possible transformation of personal development and mental health well-being of sustainability practitioners. Considering the challenges of environmental education, there is a perceived gap in education regulation and policies that directly implicates the important role of psychological techniques to support successful environmental-centric behaviors.

Introduction. Nurture Groups (NGs) are an evidence-based intervention for children with emotional and behavioural difficulties (Hughes and Schlosser, 2014, Jones et al., 2025). The NG intervention originated in the UK and are typically run by a Teacher and Teaching Assistant (Boxall and Lucas, 2010). In Ireland, the number of NGs in schools are increasing, with Teachers and Special Needs Assistants (SNA) often implementing these. In Irish policy, the SNA role is grounded in support for children’s care needs and independence (Circular 0030/2014). Given the contrast in roles of the SNA and TA, this research explored how SNAs are supporting children’s care needs and independence within the NG setting in mainstream primary schools, and the enablers and barriers to this.

Methods. Case study methodology was employed with second generation activity theory employed as the guiding theoretical framework (Engeström, 2001). Three case studies were conducted. Data collections methods included semi-structured interviews with SNAs and Teachers, structured observations and Likert scale statements. Children participated in an adapted personal construct psychology activity titled ‘Drawing the Ideal SNA’. Reflexive Thematic Analysis (Braun and Clarke, 2021) was employed to analyse qualitative data. Descriptive statistics were used to analyse data gathered from observations and responses to Likert statements.

Results. Key findings include themes relating to the relational approach used by SNAs to provide emotional support and build independence, the qualities and qualifications necessary for the SNA role in the NG, the emotional journey SNAs experience, partnership working, and the influences of the wider school community.

Conclusion. Implications of the study’s findings reveal a key need for official policy on NGs in Ireland which defines the SNA role in these. Increased SNA training and supervision should be provided. At the school level, a whole school approach to nurture is recommended prior to establishing a NG.

Effective English communication is crucial in the EFL context globally, yet many learners struggle with fluency, accuracy, and confidence in speaking. Task-Based Language Teaching (TBLT) is one of the most promising learning methods for promoting oral proficiency; however, its efficacy may vary across different educational contexts. This paper examines how TBLT can be used to improve oral communication among first-year EFL students at Djelfa University. Using a one-group experiment design, 33 students were evaluated using pre- and post-tests to characterize six oral communication criteria, including fluency, pronunciation, grammar, vocabulary, interaction, and comprehension. Qualitative data collection in the form of classroom observations was used to supplement the quantitative data to offer a better insight into student engagement and use of the language. Although the sample size included is small, and there is no control group, the results show an improvement in all criteria, which is statistically significant, and fluency and interactive competence achieved the most significant improvement. The findings show that meaningful, communicative tasks can improve accuracy and fluency and can also contribute to motivating learners while helping them build confidence and autonomy in speaking English. This paper forms part of an increasing body of research promoting the incorporation of TBLT in EFL learning, especially in the first few years of university education. It also suggests that in the development of the curriculum, task-based approaches should be embraced to promote efficient, useful, and practical use of language.

Introduction:
Multidimensional Poverty (MDP) extends beyond income to encompass deprivations in education, health, living standards, social inclusion, and empowerment. Despite its significance for equitable development, MDP remains inadequately addressed in higher and teacher education, particularly within inclusive classroom contexts [1]. This study focuses on marginalized districts of West Bengal, such as Jhargram (2023–2024), where over 60% of households in communities like the Sabar earn below ₹3,000 per month, reflecting persistent socio-economic and educational challenges. The study also examines digital inclusion, specifically government-supported smartphone access, as a tool to reduce educational barriers and enhance learning outcomes [2,3].

Methods:
A mixed-method approach was employed, combining secondary analysis of Higher Secondary (HS) examination results (2018–2025) with a primary survey of 500 households. The study assessed the impact of mobile-based learning, cost-effectiveness compared to private tuition, and time-use patterns. Various online platforms, including NDLI, SWAYAM, and NPTEL, were used, alongside experimental demonstrations and supporting materials shared through WhatsApp, Telegram, or direct guidance from class teachers. Curriculum mapping identified gaps in higher and teacher education, informing strategies using MPI-based data, localized case studies, participatory activities, and digital tools.

Results and Discussion:
Findings show a notable improvement in educational outcomes, with Higher Secondary (HS) pass rates projected to increase from 83.75% in 2018 to 90.79% in 2025. Among households earning ≤ ₹36,000 annually, 54% reported that mobile learning significantly benefited their children. Mobile access (~₹2,400/year) was more cost-effective than private tuition (~₹6,000/year) and reduced travel time, allowing students to devote more time to studying or income-generating activities (~₹350/day) and improving nutritional stability. Contextualized, experiential, and data-driven pedagogies enhanced understanding of MDP, critical thinking, and policy awareness, while digital tools improved access for geographically marginalized learners and fostered equity-oriented teaching competencies.

Conclusions:
Integrating MDP into experiential and digitally supported pedagogy enhances inclusive education in marginalized regions. Mobile-based learning improves academic outcomes, reduces costs, and optimizes time for study and income-generating activities. Contextualized, data-driven approaches strengthen critical thinking, policy awareness, and equity-oriented teaching competencies, while digital tools expand access and engagement for geographically and socio-economically disadvantaged learners.

References:
[1] United Nations Development Programme (2023). Human Development Report 2023/2024.
[2] Garzón, J., Burgos, D., & Tlili, A. (2025). Mobile learning and student achievement: A meta-analysis. Educational Technology Research and Development.
[3] Alam, G. M., & Forhad, M. A. R. (2023). Smartphone access and education disparity. Sustainability.

The ongoing global challenge posed by malaria underscores the urgent need for innovative, scalable, and context-appropriate educational tools, particularly in low-resource settings with limited access to laboratory training. In response, we developed a mobile-based digital learning solution—the e-Parasitology Game Collection^©(https://play.google.com/store/apps/details?id=com.DMUHLS.ParasitologyGameCollection)—to support the acquisition of essential diagnostic skills in clinical parasitology. Designed specifically for use in Sierra Leone, the app combines three serious mini-games tailored to build user competence in malaria prevention, symptom recognition, and laboratory diagnosis. Available free of charge on the Google Play Store, the app provides interactive, self-directed training through a simulated public health environment. Users engage in activities such as identifying symptoms and examining virtual blood smears to distinguish between key Plasmodium species affecting humans. This educational tool was field-tested with a cohort of 54 public health students from the University of Makeni (UniMak), including undergraduate and postgraduate participants who had received prior instruction in malaria. Initial results show high levels of engagement and perceived educational value: 90.2% of students agreed the virtual smears were useful for learning diagnosis, while 88.7% considered the skills acquired relevant for their future careers. Notably, over 86% reported improved understanding of species-level identification, a key competency in malaria case management. This initiative is part of a broader effort to build sustainable health capacity in Sierra Leone through gamified and open-access resources that complement conventional teaching methods. The project also demonstrates the potential of digital tools to democratise access to essential diagnostic training, foster independent learning, and support the development of critical health workforce skills in malaria-endemic regions.

The systemic exclusion of migrant children in education persists, driven by monolingual policies and a critical implementation gap between inclusive rhetoric and classroom reality. My fieldwork in Buryatia, Russia, highlighted how institutional designs invalidate multilingual identities.

This action research study investigated whether gamified virtual learning environments (VLEs) can serve as a micro-level tool to foster inclusive, multilingual peer interaction, thereby addressing symptoms of broader systemic failure.

The study was conducted in a language studio with a diverse group of migrant and local children. I designed and facilitated a series of collaborative tasks within a gamified virtual world, collecting data through participant observation, feedback surveys, and analysis of in-world communication.

Preliminary findings indicate a significant increase in engagement and cross-linguistic collaboration. The VLE lowered affective filters, allowing learners to use their full linguistic repertoires strategically. It created a "third space" where multilingualism was an asset for problem-solving rather than a barrier.

While not a systemic solution, such digital tools demonstrate that inclusive practice is possible. However, their scalability depends on macro-level policy changes: mandated teacher training in digital pedagogies, curricular flexibility, and official recognition of multilingualism. This research underscores the need to bridge innovative classroom practice with evidence-based policy reform to dismantle barriers to inclusive education.

In the context of the continuous advancement of inclusive education, how to provide stable support for students with diverse learning needs has become an important issue. And teaching assistants play a crucial role in providing behavioral support, promoting learning participation, and offering emotional support. However, teaching assistants often occupy a marginalised professional position, facing role ambiguity and limited professional support while being expected to provide relational care and supportive connections (Sinnema et al., 2025). Current research mainly focuses on inclusive teaching strategies or students' learning outcomes, while there is relatively limited attention paid to the emotional experiences of educational support personnel who are mainly teaching assistants and their impact on the stable implementation of inclusive education. Inspired by the theory of emotional labour, this study aims to explore the emotional experience of teaching assistants in inclusive educational contexts from their perspective as education support staff, and to examine how emotional needs, supports structures, and support continuity are related. This study adopts an exploratory qualitative research design. Collecting data through semi-structured interviews, approximately 10 - 15 teaching assistants working in special education setting will be recruited. A brief reflective journal will be incorporated to enhance the triangulation of data. The data will be analysed using a reflexive thematic analysis. It is anticipated that the study will reveal ongoing emotional pressure experiences by teaching assistants when supporting diverse student behaviours, tensions between emotional demands and professional role expectations, and the impact of limited institutional support on cumulative emotional load. The study is expected to further highlight the link between support structures and service continuity, and suggest that support staff emotional sustainability may influence the stability of inclusive education implementation. This study strengthens understanding of support staff roles and offers insights for school-level support system development in inclusive education.

Recent advances in generative artificial intelligence (GenAI) offer new possibilities for supporting teachers in instructional design; however, comparative empirical evidence on the performance of different models in discipline-specific lesson planning remains limited. This study evaluates five widely accessible GenAI models—ChatGPT (GPT-5.2), Claude (Sonnet 4.5), DeepSeek, Google Gemini 1.5, and Microsoft Copilot—in generating secondary-level chemistry lesson plans using role-assigned prompting (RAP). The instructional context was framed around the socio-scientific issue (SSI) of microplastic and nanoplastic impacts.

All models received the same role-assigned prompt (RAP) to act as experienced chemistry teachers and design curriculum-aligned lesson plans for 11th-grade students, which were then evaluated by five veteran chemistry teachers using an analytic rubric. The author-developed rubric, based on relevant theory, evaluated eight criteria, including learning outcome alignment, 5E model adherence, teacher–student role clarity, inquiry support, chemical accuracy, SSI integration, assessment quality, and language appropriateness.

Significant differences in model performance were observed. Claude produced the most comprehensive and pedagogically robust plans, with strong alignment to learning outcomes, effective SSI integration, and thorough assessments. ChatGPT offered structurally coherent plans aligned with the 5E model, but content depth was moderate. DeepSeek generated organized and practical plans, yet showed inconsistencies in 5E alignment and learning outcome coherence. Gemini and Microsoft Copilot performed weaker, with limited alignment to learning outcomes and more superficial chemistry content.

Overall, while all models generated broadly implementable lesson plans, their pedagogical quality varied significantly. The findings highlight the importance of model selection and prompt design in leveraging GenAI for chemistry education and suggest that RAP can be an effective strategy for enhancing instructional outputs.