Abstract The professionalization of policing in England and Wales has been a longstanding ambition, most recently advanced through the Police Education Qualifications Framework. This article undertakes a structured scoping review of literature from higher education, professional learning, and policing studies to examine how reflective practice, simulation-based learning, work-integrated learning, and authentic assessment collectively support this agenda. Drawing on the systematic identification, screening, and synthesis of scholarship across policing, nursing, paramedicine, and social work, this paper demonstrates how these pedagogies underpin the development of reflective, knowledgeable, and ethically grounded recruits. The discussion interprets them as interconnected mechanisms of professionalization: reflection as the foundation of professional identity, simulation as professional rehearsal, work-integrated learning as the bridge between theory and practice, and authentic assessment as the test of competence and judgement. The discussion highlights the synergies and tensions, the implications for professionalization and the opportunities for innovation. The paper concludes that embedding these interconnected pedagogies represents a necessary condition for policing to be recognized and sustained as a modern knowledge-based profession.

Abstract Efforts to prevent Violent Extremism and Radicalization that Lead to Terrorism (VERLT) are fundamentally unsustainable without trust-based partnerships and community inclusion. The article examines the current state, potential, and challenges of community policing (CP) as a form of police volunteerism aimed at preventing VERLT in communities. To explore the grassroots realities of CP initiatives, we gathered qualitative data from three regions of Bangladesh. Our data revealed that despite its functional limitations, CP has emerged as a catalyst in fostering police-public trust, reducing fear and stigma associated with the police, raising awareness, and cultivating a belief in society's collective ability to prevent VERLT. All stakeholders of CP recognize and value the significance of involving women volunteers; nonetheless, the current state of practice is heavily gendered. The article identifies important culturally embedded concerns and political barriers to adopting CP in Muslim-majority countries, to inform appropriate, context-specific policy responses. Finally, the article argues that the conventional, well-known community policing models used in the West may not be effective in Bangladesh. The outlined challenging factors call for an indigenous, decolonial, tailored, community-driven approach that is in respectful harmony with local socio-cultural traditions and expectations.

Abstract In today’s dynamic environment, organizational learning is essential for successful police work. Organizations that prioritize and cultivate learning are classified as learning organizations. In our quantitative empirical study, we investigate whether the German police represents a learning organization. Additionally, we examine the impact of three internal factors, namely organizational commitment, organizational support, and communication quality, on the diverse dimensions of the learning organization. We used data gained from 111 police officers selected to fill leadership positions in the German police forces. Our research suggests that the German police can be described as a learning organization. The internal factors also have a positive effect on almost all the dimensions of the learning organization, but in different ways and on different levels. Our findings can serve as a foundation for identifying appropriate measures to improve the learning culture of police forces.

Abstract While our understanding of the use of force is predominantly based on police accounts, this article explores accounts of those on the receiving end, specifically formerly incarcerated people, who are underrepresented in the use of force and procedural justice literature alike. Using in-depth interviews with nine such participants, we find they are often positive, offering the police ‘credit where credit is due’ and also, at times, excusing descriptions of excessive force. Yet, while offering the police empathy and respect, they describe not consistently receiving it back, citing concerns over excessive force, neutrality, handling of mental health crises, and untrustworthiness, which, for some, was more damaging and significant than the use of force itself. These findings partially evidence a ‘procedural justice effect’, but find important nuances around how procedural justice theory and police legitimacy operate in a marginalized, liminal population. Implications for policy and practice, including participant suggestions, are also discussed.

Abstract The mini-police is an innovative police engagement programme that is aimed at children aged 8–11 years in England and Wales. This article examines the perspectives of children who have participated in the mini-police programme filling a significant gap within the literature. Children voices were captured through a national online survey completed by 248 children who had been in the mini-police and 102 children who had not and 8 child-friendly creative workshops were held in 4 forces involving 56 children. The article suggests that participation in this programme can increase children’s understanding of what the police do, their trust in the police, and their desire to help others. Additionally, findings suggested that other positive impacts of participation include an increased self-identity, confidence, and sense of safety. This article argues that engaging younger children in programmes such as these can help to promote and support positive life course trajectories.

Abstract This operational commentary describes an innovative approach to police volunteering that is currently being piloted in Wales, United Kingdom (UK). The programme, named Virtual Volunteers, is a partnership between students, academics, and administrative staff at the University of South Wales (USW) and Tarian (the Welsh word for ‘shield’), the Regional Organised Crime Unit (ROCU) for the southern Welsh police forces. Students engage in the university intranet to review and answer policing problems posed to them by the ROCU. Such problems include romance fraud, AI-enabled crime, and money laundering. This initiative is untested and while it is currently subject to a number of evaluations it remains in an early developmental stage. The intention here therefore is to record the work that is ongoing, note the progress made in terms of the programme’s development and to recognize its limitations and potential. This commentary will also include some broader insights about the strengths and weaknesses of this form of volunteering.

Abstract In this study, the application of Large Language Models (LLMs) in simulation-based training of law enforcement officers is being assessed. Adaptability, real-time response capabilities and dynamic and personalised learning experiences, which closely simulate real-life policing scenarios, are the hallmarks of LLMs. LLMs adjust scenarios according to trainee input to enhance learning engagement, facilitate better decision-making, and improve skill retention. Finally, the study shows how LLMs contribute to realism in training, especially in high-stakes situations such as crisis negotiation and suspect interrogation. That being said, bias and ethical concerns are currently being investigated in relation to the application of large language models (LLMs). In this study, LLM-driven simulations are assessed using a mixed-methods approach that blends qualitative feedback with quantitative data. Results suggest that LLMs significantly enhance trainee preparedness for unpredictable real-world encounters and thus can present a scalable and low-cost training solution for law enforcement training.