Naval leadership education at the Royal Norwegian Naval Academy (RNA) has changed significantly over the past decades. In this paper, some Personal Experiential Phenomena from a Military perspective and possible notions of, or differences in Norwegian Naval Leadership Education past and present were examined. Firstly, the article relied mainly on the Brazilian educator and philosopher Paulo Freire’s authorship as a basis for original and critical reflections. Reflective Practitioners use this process to modify and enhance their understanding of Professional Practice. The initial approach in this article was based on the Reflective Practice Research Method. “Which contributes to educators’ professional development and personal growth”. But knowledge of reflective methods alone are not sufficient. This article therefore also employed results from a survey conducted at RNA. Thus, mixed methods were adopted for the study to create a bridge between Personal Reflections and recent findings. Therefore, the survey among today’s Cadets, this paper may shed new light on Naval Leadership Education from both learners’ and educators’ perspectives. It would thus also have relevance for civilian educators within the field of Leadership Education and -studies. Keywords: formation, higher education, liberation, military leadership, oppression

This paper examines the crisis management response of the Norwegian Correctional Service (NCS) at the national directorate level to the Covid-19 pandemic. We conducted a document analysis based on the internal report produced by the NCS to assess their performance during the initial phase of the pandemic. The aim was to extract key learnings to enhance future crisis handling. Our research focused on two main questions: 1. How did the National Crisis Management Unit address the pandemic at the directorate level? 2. What lessons could the NCS draw from this experience to improve its responses to future crises? The analysis suggests that the NCS struggled to effectively mobilize and execute its emergency plans amid the crisis. Additionally, the report highlighted a lack of clear role definitions within the NCS, which blurred the lines between routine functions and crisis-related duties. Our findings indicate that the NCS predominantly displayed reactive tendencies rather than employing a proactive staff methodology, which is critical during crises. These insights offer valuable lessons for other organizations in understanding the dynamics of learning from crises, specifically the factors influencing when, why, and how an organization adapts and improves its crisis management capabilities. Keywords: COVID-19, crisis management, bureaucracy, reactive behaviour, learning

The underrepresentation of African Americans in science, technology, engineering, and mathematics (STEM) fields in the United States is well documented. Statistics show that while African Americans make up 12.4% of the U.S. population, only 37% of African American 18–24-year-olds are enrolled in college, 45.9% complete their degrees within six years, and they earn only 7% of STEM bachelor's degrees. To address this issue from an upstream approach, Tennessee State University (TSU) houses the Tennessee Minority University Research and Education Project (MUREP) Aerospace Academy, a program that aims to inspire underrepresented high school students to pursue STEM degrees and careers. The program provides experiential learning, culturally relevant STEM curricula, engagement with STEM professionals, and family empowerment sessions. The study used a quantitative survey design to investigate the program's impact. Research questions examined how many students the program exposes to National Aeronautics and Space Administration (NASA) STEM careers, the amount of culturally relevant STEM education provided, and the program's impact on students' STEM interest, identity, skills, and knowledge, as well as parents' awareness of STEM opportunities. Preliminary results indicate the program positively impacted students' attitudes and interest in STEM post-secondary subjects and careers. Keywords: Early Exposure, STEM Careers, Underrepresented High School Students, Tennessee Minority University Research and Education Project (MUREP), STEM Degrees0

This paper discusses the need to develop higher education students as global citizens and presents examples of how this need is met at SJSU through institutional goal setting, as well as course and curriculum design that ensure students’ development of global understanding and intercultural competencies. Inclusive and culturally sensitive pedagogies are also discussed as key elements of this course and curriculum design. The paper also presents a host of extracurricular activities and programs, with highlights among them the Global Technology Initiative for STEM majors and the Ed.D. Leadership Program Global Field Experience, two of the most successful programs at SJSU, in hopes that the ideas presented are adaptable to other fields of study at institutions around the world. Keywords: internationalization, globalization, course and curriculum design, teaching and learning in a global context, extracurricular activities, pedagogy

Idiomatics, the scientific study of idiomatic and figurative language, is examined in this article to define the boundaries as a distinct academic discipline. The investigation highlights the significant implications of idiomatics for understanding human behavior, language development, and technological advancements. A six-part approach to language study is outlined, providing a comprehensive exploration of language dynamics and application. The importance of interdisciplinary approaches, methodological frameworks, and global collaboration is emphasized as crucial for solidifying idiomatics as an autonomous academic field. Focused research enables the development of novel methodologies and tools, ultimately improving language instruction, research, and policy-making. The advancement of idiomatics as a distinct field necessitates a concerted effort from scholars, educators, policymakers, and linguists to collaborate on advancing our understanding of language and its role in shaping human culture and society. This endeavor has the potential to unlock the full potential of idiomatics and yield its dividends for future generations. Keywords: Idiomatics, idiomaticity, idiomatic and figurative language, human communication, persuasion

The Norwegian Police University College (NPUC) is introducing sustainability leadership as a part of its police leadership studies. At present, the NPUC has no curriculum that contains any literature on sustainable leadership in the police. Thus, our two research questions were: 1. What has been written in the research literature about sustainable leadership in the police? 2. How is the concept of sustainable leadership in the police used in learning and education of police students? We decided to conduct a systematic literature review using the search terms sustainable leadership and police. We searched the databases Academic Search Premier, Criminal Justice Abstract with Full Text, PsycInfo and Scopus as they seemed to be the most relevant databases in order to answer our research questions. The results from this search were only eight unique studies that dealt with our topic of interest. The identification of studies via databases and registers was conducted in accordance with the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) statement. We draw the conclusion that there is an almost complete lack of research and curriculum literature on sustainable leadership in the police that probably will lead to unforeseen challenges for education and learning for NPUC´s students. Keywords: sustainable leadership, police, learning, education, systematic review

Over the past decade, education literature has extensively discussed collaborative, student-led, and interdisciplinary methodologies. Despite numerous studies on these aspects of education, concrete examples integrating all three elements are scarce. Chemistry and Art, a course developed at Brown University, addresses this gap by integrating all three methodologies into one practical educational setting. Utilizing the Karen T. Romer Undergraduate Teaching and Research Award (UTRA) Program, this student-centered course involves students as co-creators, enhancing the curriculum through their unique perspectives. Students also lead original research, the outcomes of which directly translate into teaching materials for the course. The course employs a case study method, traditionally used in professional schools, to engage students with real-life cases, fostering critical thinking and problem-solving skills. This method includes hands-on laboratory activities linked to lecture content, enriching the learning experience through active, student-led discovery and facilitated research. Taught by faculty from diverse disciplines, the Chemistry and Art course and its development demonstrate the positive impact of combining methodologies on student engagement and educational outcomes. Despite its success, methods used to create this course face challenges such as scalability in larger classes and resource limitations for student-led research. Future directions include developing comprehensive assessment tools, scaling activities for larger groups, and expanding interdisciplinary outreach. This adaptable model can be implemented in various undergraduate institutions, promoting student-led outcomes, collaboration, interdisciplinary learning, and effective integration of case studies into courses. Keywords: Collaborative Education, Student-led Learning, Interdisciplinary Methodologies, Case Study Approach, Higher Education

The purpose of this study is to investigate teachers’ viewpoints and conceptualizations of resilience and to explore their experiences of resilience. This is a qualitative study that uses a focus group and individual interviews. Participants were teachers who work at a primary school that has multiple risk factors, such as being at a low socioeconomic status, being in a challenging area, having disadvantaged students, and having insufficient physical facilities. A semi-structured interview form was employed in the data collection process and inductive content analysis was used in the analysis of data. According to the findings, participants defined resilience as an individual, operational, and conceptual personality trait. They described themselves as resilient and stated their resilience levels have changed over time. It was also concluded that they encountered various risk factors and had some protective factors. Their suggestions were for the educational system, teachers, administrators, and parents to foster teacher resilience. Implications for future practice and research were discussed. Keywords: Primary school teachers, risk and protective factors, teacher experiences, teacher resilience

Higher education is considered a field in which students, teachers, and researchers develop a broader view of concepts in a detailed and profound manner. Education in Africa has been seen as a field of continuous progress due to the historical and cultural entity of the continent. Efforts to keep educational content innovative and modern have been documented by many researchers in the field of digital narratives in education. Digital narratives are a new method of reporting various content in education. This research aims to unveil the promoted skills and domains in which digital narratives are incorporated in African higher education. To achieve the said aim, a qualitative document analysis was performed on several selected studies performed in African contexts. The findings suggest that digital narratives aid in improving motivation, self-confidence, cultural exposure, expression, and analytical skills among students. Keywords: digital narratives, higher education, African education, skills, motivation, skills.

In this study, it was aimed to examine the relationship between secondary school teachers' curriculum fidelity and their views on central exams. The study was designed with relational survey model. The population of the study consists of Turkish language, mathematics, science, English language and social studies teachers working in secondary schools affiliated to Diyarbakır Provincial Directorate of National Education during the 2021-2022 academic year. The sample of the study consists of 517 secondary school teachers randomly selected from these field of studies. "Curriculum Fidelity Scale", "Scale of Views on Central Examination" and "Open-ended Questionnaire Form" were used as data collection tools. The data of the study were collected online between 28.06.2021 -14.03.2022. As a result of the study, it was determined that there was no significant relationship between secondary school teachers' curriculum fidelity and their views towards central exams. However, no significant relationship was found between the curriculum fidelity of secondary school teachers working in Supporting and Training Courses and their negative views towards central exams. On the other hand, a positive and significant relationship was found between the curriculum fidelity of secondary school teachers working in the Supporting and Training Courses and their views towards the central exams. Keywords: Curriculum, Curriculum fidelity, high-stakes tests, secondary school teachers,