Education Project Research Articles

Methodologies and Procedures for the Audiovisual Creation and Direction of Virtual Reality Short Films with Volumetric Capture. An Innovation Project for Higher Education

Virtual reality (VR) has become a cutting-edge medium for interactive experiences and immersive storytelling. In this setting, virtual reality short films have become more popular. They provide audiences with the chance to fully submerge themselves in three-dimensional environments and experience the staging of fictional events firsthand. This article presents a method for producing virtual reality short films using volumetric capture, which enables the implementation of real-time acting captured in three-dimensional video in virtual space-time.The production process is explained, starting with the idea of creating hybrid virtual reality cinematic experiences that blend various methods and assets, such as volumetric capture, computer graphics, and 360-degree film. For this experience, the production of the second episode of the virtual reality series The Stigma Machine (Martínez-Cano, 2022-currently) was carried out within the framework of the educational innovation project PIEU_B/2023_69: Production of prosocial-immersive audiovisual narratives in virtual reality, which involves 20 students from Miguel Hernández University’s Degree in Audiovisual Communication and the Double Degree in Audiovisual Communication and Journalism.In order to experiment with the students on the various processes and techniques for the audiovisual creation of VR, a review of exceptional examples of VR short films with volumetric capture was conducted during the development of this project. Case studies were analyzed to illustrate the various solutions implemented to create immersive experiences from an emotional approach.The findings highlight future directions for the creation of VR short films with volumetric capture and stress the value of multidisciplinary cooperation between filmmakers, visual artists, and VR specialists in advancing the development of this type of immersive storytelling.

RETRACTION NOTICE: Türkiye’s Efforts for the Education of Syrian Children: Ministry of National Education Project on Promoting Integration of Syrian Kids into the Turkish Education System

RETRACTION NOTICE: Türkiye’s Efforts for the Education of Syrian Children: Ministry of National Education Project on Promoting Integration of Syrian Kids into the Turkish Education System

Integrating LLMs and software-defined resources for enhanced demonstrative cloud computing education in university curricula

This paper explores the integration of Large Language Models (LLMs) and Software-Defined Resources (SDR) as innovative tools for enhancing cloud computing education in university curricula. The study emphasizes the importance of practical knowledge in cloud technologies such as Infrastructure as a Service (IaaS), Platform as a Service (PaaS), Software as a Service (SaaS), DevOps, and cloud-native environments. It introduces Lean principles to optimize the teaching framework, promoting efficiency and effectiveness in learning. By examining a comprehensive educational reform project, the research demonstrates that incorporating SDR and LLMs can significantly enhance student engagement and learning outcomes, while also providing essential hands-on skills required in today’s dynamic cloud computing landscape. A key innovation of this study is the development and application of the Entropy-Based Diversity Efficiency Analysis (EDEA) framework, a novel method to measure and optimize the diversity and efficiency of educational content. The EDEA analysis yielded surprising results, showing that applying SDR (i.e., using cloud technologies) and LLMs can each improve a course’s Diversity Efficiency Index (DEI) by approximately one-fifth. The integrated approach presented in this paper provides a structured tool for continuous improvement in education and demonstrates the potential for modernizing educational strategies to better align with the evolving needs of the cloud computing industry.

Creation of Stem-Centers Within Experimental Activities (Best Practices)

The article is devoted to the analysis of the organization of the creation of STEM centers as innovative educational environments aimed at the formation and development of STEM competencies and creative activity of education seekers, the development of innovative models of education and the professional improvement of pedagogical workers in the STEM direction. It was found that the organization of the creation of STEM centers requires the provision of organizational, scientific-methodical, material and technical conditions and personnel support. It was determined that the organizational conditions include the development and adoption of the necessary regulatory documents that determine the principles of STEM-centers' activities. The scientific and methodological conditions provide for the development and adaptation of educational programs and educational and methodological materials, lesson plans and manuals focused on the integration of STEM disciplines. Material and technical conditions provide for the availability of modern equipment, computer classes, laboratories, workshops, software and other technical means and resources. Staffing requires the involvement of qualified teachers, trainers, instructors, methodologists, specialists in STEM disciplines. The study is aimed at studying the best practices of creating STEM centers within the framework of the implementation of an innovative educational project at the all-Ukrainian level on the topic "Organizational and scientific-methodical conditions for the creation of STEM centers" in 2022-2027. The author of the article provided practical recommendations for organizing the creation of STEM centers, taking into account the results of the survey of basic educational institutions of the innovative educational project and the needs of modern education.

Reading and Performing The Tempest in a Prison: Hag-seed by Margaret Atwood

This article aims to analyse Margaret Atwood's Hagseed as a rewriting of the educational project orchestrated by Prospero, and as a mirror of the process by which Elizabethan actors created and modified their performance in response to their own and their audiences' needs. Set in a prison and planned as both a rehabilitation for criminals and a vengeance, The Tempest is reenacted and adapted in a collective interpretation to suit the inmates' inner turmoil. Unlike Felix, they cannot leave the prison, but they dream of freedom. Freedom they will find by adapting Shakespeare's characters to their world of imagination and experience. Felix will allow them to find their own way of interpreting the text, which is very different from the attitude Prospero takes throughout The Tempest. In the end, the prisoners involved in adapting Caliban will write a sequel to his story, making him (and themselves) the protagonist and author/s of their own story. Undoubtedly functioning as a metatextual reading of the novel itself in relation to its hypotext, the Pirandellian scene allows us to see how a reader can become an author, and how a subordinate and inarticulate group of people can become confident and self-aware enough to reappropriate their own history. Then the Palimpsest is rewritten, bearing the memory of an educational project, but proposing a new one, more appropriate to our times, with new objectives and new tools.

Reading and Performing The Tempest in a Prison: Hag-seed by Margaret Atwood

This article aims to analyse Margaret Atwood's Hagseed as a rewriting of the educational project orchestrated by Prospero, and as a mirror of the process by which Elizabethan actors created and modified their performance in response to their own and their audiences' needs. Set in a prison and planned as both a rehabilitation for criminals and a vengeance, The Tempest is reenacted and adapted in a collective interpretation to suit the inmates' inner turmoil. Unlike Felix, they cannot leave the prison, but they dream of freedom. Freedom they will find by adapting Shakespeare's characters to their world of imagination and experience. Felix will allow them to find their own way of interpreting the text, which is very different from the attitude Prospero takes throughout The Tempest. In the end, the prisoners involved in adapting Caliban will write a sequel to his story, making him (and themselves) the protagonist and author/s of their own story. Undoubtedly functioning as a metatextual reading of the novel itself in relation to its hypotext, the Pirandellian scene allows us to see how a reader can become an author, and how a subordinate and inarticulate group of people can become confident and self-aware enough to reappropriate their own history. Then the Palimpsest is rewritten, bearing the memory of an educational project, but proposing a new one, more appropriate to our times, with new objectives and new tools.

Pendekatan Kepemimpinan Kependidikan Al-Ghazali dan Ibnu Khaldun: Relevansi dalam Manajemen Agile Modern

Leadership is an individual's personal ability that plays an important role in bringing the organisation to its goals. The complexity of the environment of modern society, along with the pressure of competition between educational institutions, the increasing expectations of parents and the need to introduce changes in the process of working in Islamic educational institutions led to a great deal of interest in agile management methods. Al Ghazali and Ibn Khaldun are great figures who pay great attention to the world of education, including the concept of educational leadership. The presence of leaders in facing these conditions is absolutely necessary so that Islamic educational institutions can still exist to contribute to the intellectual life of the nation. The purpose of this research is to examine the concept of educational leadership of Al-Ghazali and Ibn Khaldun and explain the relevance of these concepts in the context of agile management. This research uses the Library Research method. The author searches for literature sources in the form of books and journals. The analysis used is comparative analysis. The conclusion of this research is the relevance of the concept of educational leadership of Al-Ghazali and Ibn Khaldun in the context of agile management, namely working to achieve the pleasure of Allah swt, holding fast to the goals of Islamic education, having leadership skills, involving customers in educational projects, involving customers in educational projects, teamwork and collaboration, new work processes, regular reflection and continuous quality improvement.

Expanding student access to higher education: Examining the strategic processes for enhancing access to higher education from TVET colleges to universities of technology

In this article, the vexed issue of expanding access to higher education in South Africa is explored by investigating the pathways between technical and vocational education and training (TVET) colleges and universities of technology (UoTs). Central to this examination is the Unfurling Post-School Education and Training (UPSET) project, which seeks to formalise these pathways and establish a more inclusive and adaptable higher education system. Drawing on Hall’s (1996) theory of articulation and the concept of relational autonomy, the article highlights the transformative potential of strategic collaborations between TVET colleges and UoTs. Using a qualitative case study conducted at a university of technology in the Western Cape province, South Africa, the article describes the complexities of developing jointly offered higher certificates (HCs) in the post-school sector. It emphasises the strategic role of the UPSET project in revitalising existing practices and cultivating deliberate processes and practices to expand access to vocational education. The article contends that UoTs are ideally positioned to facilitate jointly offered HCs based on their integration of theoretical and practical knowledge and their robust industry affiliations. Furthermore, the article highlights various epistemological approaches to developing HCs in UoTs. It argues for a more integrated higher education system that values both vocational and academic pathways and contributes to social justice and economic empowerment in South Africa.

The Role of Music Education in Activating the Theory of Multiple Intelligences in Our Educational Curriculum

Despite the acknowledgement of most researchers and those concerned with education and training issues regarding the importance of Gardner's theory in multiple intelligences, its implementation and application in education and training systems still face significant challenges and there is barely any noticeable impact of this theory. In terms of curriculum development there remains a lack of focus on fostering different types of intelligences and interdisciplinary educational projects that cater to the aspirations of all learners regardless of their talents—be it kinesthetic musical visual-spatial interpersonal intrapersonal etc. This goal remains out of reach. The same observation applies to educational activities in our classrooms, which are still far from embracing the spirit and philosophy of this theory. They neither acknowledge the various forms of intelligences nor aim to create any interaction between them. Furthermore, they fail to focus on enabling all learners to excel in the areas where they are naturally gifted. In this context, this study aims to emphasize the importance of the theory of multiple intelligences in improving our educational systems by examining the potential interactions between musical intelligence and other forms of intelligences based on scientific research findings. Additionally, it seeks to clarify how these interactions occur during an activity within the components of music education. Keywords: Intelligence, Multiple Intelligences, Musical Intelligence, Educational Activities, Music Education

Bibliographical Exploration of Public Relations and Diplomacy: Public, Organisational, and Civil Society Perspectives

Abstract: This paper aims to describe, infer and interpret the corpus of references extracted from the book “Diplomacy, Organisations and Citizens. A European Communication Perspective” (Sebastião & Spínola, 2022), a collective volume published as an output of a three-year research and educational project exploring the intersection of public relations with public, organisational and civil society diplo¬macy, from a European perspective. A mixed methods approach of quantita¬tive and statistical techniques in conjunction with social network analysis (SNA) was applied to a corpus formed out of 785 unique entries corresponding to the book references. Borrowing from bibliometric approaches, the techniques of di¬rect citation networks, co-citation networks, and topic networks were used to map perspectives used in the book. Results point to a clear linguistic preference for English, to a saliency of journal articles overlapping with the increase in re¬search accessibility through digitalisation, to a clear dominance of a few journals coming from the fields of public relations and public diplomacy, and to a clear alignment of the perspectives on public, organisational and civil society diplo¬macy at the intersection of public relations and diplomacy, albeit from a debatable European perspective. The research is relevant to any scholar or practitioner in¬terested in how public relations and the democratised forms of diplomacy intersect and influence each other. It can also serve as a roadmap to how the explo¬ration of the bibliographical universe of a research project can be used as a self-reflection and evaluation tool. Keywords: public relations, public diplomacy, organisational diplomacy, civil society diplomacy, bibliography, social network analysis.

Studying the Implementation of Equity Projects in Science Education in Divisive Political Contexts

ABSTRACTThe implementation of equity‐oriented reforms is never simply a technical matter: it involves directly engaging with the norms and politics responsible for reproducing inequitable opportunities and outcomes, and with efforts to promote educational justice. To date, there has been little research on how leaders in science education navigate the political environments of schooling to engage in equity work in their local contexts. The current political divisions within and among states regarding teaching about racial equity provide an important and timely context for such study. This study examines equity projects that science education leaders engage in and how these relate to recently passed legislation in several states regarding teaching about race and its ongoing role in shaping American society and institutions. It relies on survey data from science education leaders in 33 states, focusing on their familiarity with and involvement in different kinds of equity projects in science education, along with their perceptions of what supports and what hinders their equity‐focused work. Employing a mixed methods approach, including descriptive analysis, hierarchical linear modeling, and thematic analysis, we found that engagement in equity projects varied widely across and within states. However, in states with laws promoting equity, leaders were engaged in more racial equity‐related projects than in states with legislation that restrict discussion of matters of race, so‐called “gag orders”. These findings underscore the significance of the broader political environments in shaping science education leadership and present opportunities for researchers in the field to support leaders in navigating them.

The U.D.C.A. on the Road to Environmental Sustainability in Its Infrastructure and Environment

The Universidad de Ciencias Aplicadas y Ambientales U.D.C.A. has been walking a path from Sustainable Development to Environmental Sustainability, which is evidenced through initiatives in infrastructure and its environment, according to the Institutional Educational Project, which recognizes the Campus as a Living Classroom. In this opportunity, the process that is being advanced in terms of infrastructure and environmental management with three initiatives will be presented: 1. The U.D.C.A. environmental memory trail, an ecological trail under construction, which allowed articulating teaching, research, and social projection from a research seedbed of Environmental History, which collects environmental information related to biological, ecological and cultural aspects of the species of fauna and flora that are present on Campus. 2. The Tingua Refuge, an emblematic site of the UniversityUniversity recognized for its conservation of wild species such as Tinguas and ducks, where classroom projects are being developed with students of the Environmental Analysis Technology program to measure the quality of the water as a first step for its ecological restoration process, to turn it into a bio-indicator of environmental health for the UniversityUniversity. 3. The development of infrastructure as an axis of change toward the environmental sustainability of the University is part of the University's Infrastructure Master Plan, which defines the conditions under which the U.D.C.A. advances the necessary actions in environmental, urban, rural, and architectural aspects to adapt the academic spaces.

School canteens healthier for children and the planet in the Valencian Region

Abstract Issue SchoolFood4Change (SF4C), an EU Horizon 2020 project in 12 EU countries, aims at making school meals healthier for children and the planet through innovative and sustainable food procurement, promotion of planetary health diets and cooking, and a Whole School Food Approach. In the Valencian Region two subsequent market dialogues (MDs) were organised to explore a new school food procurement and feeding model. Description In our context, most children have lunch at school daily. SF4C sees schools as catalysts for a systemic change. Two intersectoral MDs were conducted with the participation of public authorities, food procurers, cooks and schools. The first one MD1, 23 attendees, used a gamification dynamic through building blocks. MD2, 58 participants, used a World Cafe methodology to analyse nutritional, environmental, educational, social and economic determinants. Results MD1 highlighted the need to increase food education in the curricula, value regional products and cuisine, improve culinary training and reduce food waste. It suggested establishing percentages of local and organic products in tenders and improving communication between the public administration and the educational community. MD2 emphasised the objective of promoting the Mediterranean diet and sustainability in canteens. To that end, participants identified the importance of establishing requirements in public tenders, annual planning of procurement, optimising logistics and integrating the canteen into the educational project. This would enhance predictability, economic sustainability, and social support for a new innovative model. Lessons Structured interaction between stakeholders was essential to devise innovative and sustainable solutions. The creation and dynamization of intersectoral working groups is an effective public health strategy to build networks for the co-creation of viable alternatives to achieve a healthier and more environmentally sustainable school feeding. Key messages • Structured interaction in intersectoral working groups is an effective public health strategy for the co-creation of viable alternatives to make school feeding healthier for children and the planet. • Tailored innovative and sustainable solutions entail a framework for structured discussions, specific context analysis, negotiations between stakeholders and locally adaptation of good practices.

Veggies4myHeart – educational project to promote vegetable knowledge and consumption in preschoolers

Abstract Vegetable consumption among children is below recommended. Given the critical role of vegetable consumption in health promotion, it is essential to identify effective strategies to promote this intake. The Veggies4myHeart project aims to increase vegetable knowledge and consumption in preschool children through nutrition education strategies (NES). Veggies4myHeart is a prospective longitudinal study with children aged 2 to 6 years who attend preschools in the Leiria district. A questionnaire was applied to the parents to characterize the sample. NES were used: children’s story, digital game, vegetable-themed sticker booklet and the food wheel. The intervention consisted of 5 food education sessions, each focusing on one selected vegetable (lettuce, carrot, red cabbage, cucumber, and tomato). Sessions to assess knowledge and consumption of vegetables were held pre-and post-intervention. Knowledge was evaluated through a taxonomic categorization questionnaire. Consumption was assessed by recording the number of portions of each vegetable consumed. Wilcoxon test was used to compare pre-and post-intervention vegetable knowledge and consumption. ANOVA test was used to compare NES. Between 2018 and 2024, 649 children (52,5% female, mean age 4,36 ± 0,942) from 17 preschools participated. After the intervention, there was a statistically significant increase in vegetable knowledge (p < 0,001) and a statistically significant increase in the consumption of vegetables (p < 0,001). There are statistically significant differences between NES, with the digital game having greater vegetable knowledge (p < 0,001) and consumption (p < 0,001) than the others. The Veggies4myHeart project effectively increased vegetable knowledge and consumption in preschoolers. It is essential to continue the intervention to promote consumption and familiarity with vegetables, as well as the involvement of parents and preschool teachers, due to their prominent role as models for acquiring healthy eating habits. Key messages • The NES used proved useful, contributing to increased knowledge and consumption of vegetables. • The Veggies4myHeart project is an asset for preschool-aged children to become familiar with vegetables.

Influence of vegetable knowledge in preschooler’s vegetable consumption: Veggies4myHeart project

Abstract Background Vegetable consumption among children is below recommended. Food rejection, especially vegetables, is common in preschool-aged children. Impoverished food knowledge is associated with this rejection. The Veggies4myHeart project aims to promote vegetable consumption and knowledge among preschoolers’. This study assesses the project’s effectiveness in increasing vegetable knowledge and consumption and whether increased knowledge influences vegetable consumption. Methods Veggies4myHeart is a prospective longitudinal study with children 2-6 years old attending preschools. Two preschools participated in a five-week intervention in the 2023/24 academic year. A distinctive pedagogical tool was tested in each preschool: a storybook and a digital game. Knowledge and vegetable consumption were assessed before and after the intervention. Knowledge was evaluated through a questionnaire with taxonomic categorization. Consumption was assessed by recording the portions of eight vegetables (carrot, lettuce, red cabbage, cucumber, tomato, onion, beetroot, and red bell pepper). Wilcoxon test was applied to compare vegetable knowledge and consumption before and after the intervention. Spearman’s correlation was used to examine the association between knowledge and vegetable consumption before and after the intervention. Results 98 children (55.1% female, mean age 4.15 ± 0.868 years) participated. Statistically significant increases in both knowledge and total vegetable consumption were observed post-intervention in both preschools (p < 0.001). A moderate correlation of 0.412 (p = 0.013) in the storybook group post-intervention suggests that increased knowledge may contribute to increased vegetable consumption. Conclusions This study demonstrates the potential of the Veggies4myHeart project as an effective strategy to promote knowledge about vegetables among preschool children, highlighting the critical role of educational interventions in promoting healthier dietary patterns. Key messages • To increase vegetable knowledge may lead to higher consumption in preschool children. • Veggies4myHeart demonstrated its effectiveness as an educational project for preschool children.

Skills and competences of sexuality educators. Evidences from a qualitative research in Italy

Abstract Background The scientific literature recognizes the strategic role of educators in sexuality education projects in schools. If, however, there is often a discussion about the most effective professional figure (teachers, school experts or external experts), there is a little attention to the skills and competences that an educator should possess and to which he or she must be trained. Adopting a Comprehensive Sexuality Education (CSE) approach, which is evaluated as the most effective, it is necessary to consider a skill set for educators that should not be limited to the knowledge in the area of sexual health promotion and risk prevention. Methods In order to build evidence-based competencies and skills, a qualitative study was conducted. A total of 72 educators involved in school-based CSE interventions in 4 Italian Regions, in 24 middle and secondary schools (68 classes), during 2 consecutive school years were enrolled. Before, during, and after the activities in the classrooms, qualitative feedback was collected, through reflective journals written by educators themselves. These data were analyzed through a qualitative approach, according to the principles of empirical phenomenology. Results The phenomenological evidences confirm the need to overcome the conception of educator as instructor equipped only with knowledge in the field of sexual health. It is considered fundamental to possess and develop pedagogical competences and skills, such as: caring attitude, teaching skills, theoretical awareness, capacity to manage the unexpected. Moreover, educators reported the necessity of an initial and continuous training on these dimensions considered as the most challenging. Conclusions The research confirms the complexity of the competency profile of CSE educators. Therefore, their professional development should include tailored designed multi-disciplinary training programs, with particular attention to the pedagogical dimension. Key messages • Comprehensive sexuality education requires an adequate professional figure intended not as an instructor aimed only at risk prevention and health promotion, but as a real caring educator. • Pedagogical skills and competences should be included in the training processes for sex educator, through adequate activities.

Recovering Anticolonialism as an Intellectual and Political Project in Education

AbstractIn this essay, Michalinos Zembylas revisits the tension between decolonization and other social justice projects in education scholarship, focusing in particular on the arguments for and against the notion of decolonization as land return. While different colonized communities are justifiably projecting their own political priorities in struggles against specific colonial forms of domination, Zembylas argues that education as scholarship and practice would be well served to recover the anticolonial as a shared intellectual and political project for understanding the different practices and experiences of resistance to colonialism and imperialism around the world. Anticolonial thought and praxis offer education scholars, activists, and practitioners an intellectual and political framework of connectivity and anticolonial solidarity that neither erases differences between decolonization and other political projects, nor fails to foreground community building between fields, approaches, and geographical regions. Instead of seeing different political projects as competing against one another — e.g., by considering social justice projects that do not prioritize land return as misguided or misplaced — anticolonialism seeks to theorize and act against a broad range of colonial practices and by‐products that include racism, militarism, resources exploitation, land dispossession, and so on.

The Strategies for Involving Community in Sustaining Government-Funded School Projects in Morogoro Region

The main objective of the study reported in this study was to determine the strategies for involving community in sustaining government-funded school projects in Morogoro region. The study used case study research design to determine the strategies from a total sample of 23 comprising of 10 headmasters, 1 ward councillor, 2 Ward educational officers and 10 school board chairmen who were selected using interviews (Semi-structured Interview) and documentary review were technique. Both interviws guide and open ended questionnare were used for collecting qualitative data which were then analzyed using thematic approach which allowed identification of key themes and patterns that emerged from the participants' perspectives on the community engagement strategies. Findings have revealed that community involvement in government- funded school projects is critically low in Morogoro region despite the recognized importance of community engagement in enhancing educational outcomes and project sustainability. It is therefore suggested that the formed project committee members should play a vital role in enhancing community ownership, fostering buy- in, and ultimately contributing to the successful achievement of project objectives.

Norwegian science teacher educators’ views of the master’s thesis and the supervision process

ABSTRACT The aim of this article is to investigate Norwegian science teacher educators’ views of the master’s thesis and the supervision process in connection with the recent change to five-year master’s programmes. Interviews with fourteen science teacher educators from the seven teacher education institutions offering a master’s specialisation in science education were analysed inductively through thematic analysis. The teacher educators’ perceptions were represented by four themes: development of personal traits, academic competence, value for classroom practice and value for the teaching community. Furthermore, they emphasised being project leaders and having competence in science education and relational competence when supervising master’s theses. The science educators are positive about the general features of the master’s thesis, such as developing personal traits and more research-competent colleagues of teachers. However, the study revealed that many supervisors expressed a lack of competence and supervision experience, and we suggest involving teacher educators in research projects in education.

Sustainability of Treatment Programs Utilizing Medications for Opioid Use Disorders in Incarcerated Young Adults.

The epidemic of opioid overdose brought a major health crisis to the front line of public health in the United States. Early efforts have focused on the prevention of production, distribution, and consumption of the drugs. However, there is little information about youth populations at risk for opioid overdose and their response to targeted treatment plans. The San Bernardino County Youth Opioid Response (SBCYOR) coalition in collaboration with the San Bernadino County (SBC) Probation Department organized a safety net system for at-risk youth by improving communication among county resources. This program mainly focused on individuals aged 12 to 24 years in the county's detention centers along with educational and prevention projects such as naloxone programs for first responders in the region. To describe the impact of the SBCYOR program on at-risk youth, we compare the frequencies of patients referred and treated with medications for opioid use disorder (MOUD) at the SBC Probation Department, which was responsible for individuals from age 12 to less than 18 years, with those from the West Valley Detention Center (WVDC), which was responsible for adults (18 to 24 years of age), from September 2020 through June 2022. Similar proportions of youths were referred for treatment of opioid use disorder (OUD) at the respective sites (3.7% SBC Probation Department, 3.6% WVDC). Of these, however, 78.0% were treated with MOUD at SBC Probation Department compared with only 7.1% at WVDC. SBCYOR coalition partners were able to transform their services into a comprehensive medical and behavioral health program for the incarcerated youth population at risk for OUD.