Educational Workshops Research Articles

Impact of an Educational Workshop on Dietitians’ and Dietetics Students’ Self-Efficacy, Knowledge, and Assessment Skills in Fluid and Electrolyte Management

Hydration plays a crucial role in maintaining health and physiological functions, yet dehydration contributes to morbidity in chronic diseases. Despite the importance of hydration management, research indicates that healthcare professionals, including dietitians, lack sufficient training and confidence in this area. This study aimed to assess the impact of an educational workshop on dietitians' and dietetic students' self-efficacy, knowledge, and assessment skills related to hydration and electrolyte management. A non-randomized, pre-post observational study was conducted among 191 dietitians and dietetic students attending a half-day continuing education program in Ghana. Participants completed pre- and post-surveys assessing self-efficacy, knowledge, and assessment skills. The Wilcoxon signed-rank test was used to evaluate changes in scores. Data were analyzed using IBM SPSS Statistics Version 29, with significance set at p < 0.05. Out of 191 participants, 141 completed both pre- and post-surveys. Significant improvements were observed in self-efficacy (hydration: Z = 8.64, p < 0.001; electrolytes: Z = 8.66, p < 0.001), assessment skills (Z = 7.57, p < 0.001), and knowledge (Z = 7.45, p < 0.001). Both dietitians and students showed similar improvements across all variables. The workshop significantly enhanced participants' confidence, knowledge, and assessment skills in hydration and electrolyte management, addressing critical gaps in their professional training. The findings underscore the need for ongoing, interprofessional education in hydration care. Targeted educational interventions can effectively improve healthcare professionals’ abilities to manage hydration, with implications for better patient care outcomes. Further research is needed to expand these findings across diverse settings.

Use Of Digital Technologies In Prosthodontic Clinical Practice Among Prosthodontists In Tamilnadu And Pondicherry

Background: Digital dentistry includes treatments performed by means of digital or computer-controlled components rather than using mechanical or electrical equipment. The advancement of digital technology and the commencement of Computer-Aided Design (CAD) and Computer-Aided Manufacturing (CAM) and 3D printing has brought large changes to the traditional manufacturing method, where manual work is carried out after oral impression taking. Aim: To conduct a questionnaire survey on use of digital technology in prosthodontic clinical practice among Prosthodontists in Tamilnadu and Pondicherry. Materials and methods: A cross-sectional questionnaire based online survey was undertaken amongst 183 Prosthodontists in Tamilnadu and Pondicherry (Group 1 – Both private practitioners and teaching faculty, Group 2 – Private practitioners, Group 3 – Teaching faculty). The questionnaire consisted of 21 questions which evaluated their awareness, knowledge and practices towards digital dentistry. Statistical analysis was done using Chi-square test in each group, using Statistical Package for the Social Sciences (SPSS) version 23.0. The p-value 0.05 was considered significant. Results: Majority of the study participants were private practitioners in the age group of 25 – 45 years(93%).Among the three groups private practitioners had good knowledge, practice and awareness about the application of digital technologies. Conclusion: Most of the participants were aware about digital technology in dentistry. The private practitioners showed better understanding about the digital technology. However, to make them familiar with CAD/CAM, dental education programs, workshops and hands on program should be conducted which will enable an emerging dentists who will be well versed with digital dentistry.

The impact of a professional development workshop on healthcare professionals' knowledge and readiness to use telehealth etiquette in virtual care.

Telehealth is a growing part of the healthcare field, and healthcare professionals and trainees require training not only on the clinical skills relevant to telehealth but also on professionalism skills or telehealth etiquette. As healthcare outcomes are influenced by the patient-provider relationship, training healthcare professionals on telehealth etiquette skills is imperative. Forty-eight healthcare professionals across different disciplines, work settings, and experience levels participated in a telehealth etiquette skills educational intervention workshop wherein their knowledge and readiness to use the skills (specific to technology, environment, confidentiality, and communication) were assessed before and after the workshop. Paired sample t-tests revealed that participating in the educational intervention resulted in statistically significant improvements in knowledge and perceived readiness to use telehealth etiquette skills pertinent to technology, environment, and communication. There were no associations between participants' personal factors and post-educational intervention changes. Study findings are significant and suggest that training healthcare professionals in telehealth etiquette have a positive impact. Since there is a known positive association between provider communication and patient satisfaction and a known association between patient satisfaction and healthcare outcomes, gaining telehealth etiquette skills is critical for promoting a positive patient-provider relationship via telehealth.

Promoting Resilience in Healthcare Workers: A Preventative Mental Health Education Program.

Healthcare workers face greater risks for mental health conditions and chronic stress due to the demanding nature of their roles. The COVID-19 pandemic exacerbated these challenges and increased vulnerabilities to long-term mental health conditions. The present study adapts an existing resilience-based educational workshop program to address the time constraints and unique needs of the healthcare workforce in a post-COVID-19 world. Expanded from its initial focus on resilience, the workshop curriculum incorporates psychoeducation on common mental health issues. Between July 2022 and June 2024, a 15 min "huddle" format offered on-site training to equip HCWs in a large urban health system with coping strategies to prevent, manage, and recover from stress. Attendance and anonymous feedback were collected at each session via brief electronic surveys. Participant responses (n = 1403) obtained immediately post-huddle suggested positive impact on stress management, perceived leadership support, and resilience. Findings show the potential of brief huddles to improve mental health and resilience in healthcare workers and similar workforces. Our findings support the efficacy of brief, evidence-based educational huddles in enhancing resilience, mental health awareness, and coping skills among HCWs. This model holds significant potential for widespread implementation across healthcare and other high-stress workplaces.

The DSAIL-GeJuSTA Data Science Education Workshop: Designing a Data Science Curriculum for the African Continent

The DSAIL-GeJuSTA Data Science Education Workshop was a joint initiative by the Centre for Data Science and Artificial Intelligence (DSAIL) and Gender Justice in STEM Research in Africa (GeJUSTA). GeJUSTA is a programme funded by the International Development Research Centre (IDRC) that is working towards increasing the representation of women in STEM. The workshop was held on 9 November 2023, during the 7th DeKUT International Conference on Science, Technology, Innovation and Entrepreneurship (STI&E) at Dedan Kimathi University of Technology (DeKUT). The conference ran from 8-10 November 2023. The event successfully convened 31 participants. The composition of the attendees was diverse, ranging from data-science educators, industry participants using data science, researchers who use data science and students in a myriad of courses, including engineering and pharmacy. The primary focus of the workshop was to have a discussion with the attendees and share practices around designing data-science curriculum, strategies for achieving gender equity in data-science education, addressing new technological challenges in education and fostering multidisciplinary approaches to data-science education. This report encapsulates the collective vision of the workshop participants, whose contributions have set the stage for progressive strides in data-science education.

Implementasi Program Peningkatan Edukasi di bidang Lingkungan Hidup

The implementation of the Education Improvement Program in the field of Environment is a strategic effort to increase public awareness and knowledge about environmental issues. The program is designed to meet increasingly complex environmental challenges by providing an effective and sustainable education. This study evaluates the effectiveness of various environmental education methods, including seminars, workshops, and media campaigns. Through a data-based approach, the analysis was carried out to measure the impact of the program on changes in participants' attitudes and behaviors towards environmental issues. The results show that interactive and participatory methods are more successful in increasing community understanding and engagement. This finding is expected to be a reference for the development of better environmental education programs in the future.

Report from the child neurology education and training workshop at the International Child Neurology Congress 2024: Expert'saddressing the training gap

This report summarizes the key findings of a workshop undertaken at the International Child Neurology Congress in 2024 by child neurologists with expertise in training education and invested colleagues. The workshop aimed to explore global issues which have impact on access to child neurology training. The major findings supported a great need for more training programs globally, that consensus is needed for the minimum standards of training, and that training programs can be strengthened via global health partnerships especially with collaborations from regions with more available resources. The group concurred that the phenomena of ‘neurophobia’ amongst general paediatricians and medical trainees, was a reality, and creates barriers both working with paediatric colleagues, as well as recruiting specialists to the field. Optimal teaching practices for child neurology should include the expansion of learning through global partnerships and virtual educational resources. Measures must be put into place for fledgling training programs, to support colleagues in less resourced settings and to avoid their burn-out. Collegial and collaborative work is essential to support the future of child neurology across the globe, both to reach the current capacity needs but also to meet the necessary growth in the field.

Co-operative education in Malawi: An interview with John Mulangeni

This interview was conducted via Zoom with John Mulangeni, Executive Director of the Malawi Federation of Co-operatives (MAFECO), during our 2023 Co-operative Education Workshop. The aim of the workshop was to gather content for this special issue of the Journal of Co-operative Studies. MAFECO is the umbrella body for co-operatives in Malawi, providing “aid in teaching, regulating, and maintaining co-operatives across the nation” (MAFECO.org). John has worked for over 30 years in the Malawi co-operative movement, including in the Ministry of Trade and Industries. He is a committed co-operative educator, and expert in the co-operative economic sector.

Activism as education in and through the youth climate justice movement

AbstractYoung people worldwide are increasingly participating in a global movement for climate justice, yet to date, little research has examined how youth climate justice activists conceive of and experience activism as education. The present study used in‐depth, semi‐structured interviews with 16 US climate justice activists (aged 15–17) to address the research question: How do youth climate justice activists explain and experience the educative power of their activism? The results of reflective thematic analysis bring to light youths' dual roles as ‘learners of the movement’ and ‘climate justice educators’. As learners, youth described gaining awareness of climate justice directly from the movement, as well as learning a variety of skills (e.g., organising, communication, conflict resolution) through their activist engagement. Simultaneously, youth described their role as educators through a range of activities intended to raise awareness among adult and youth audiences, including educational workshops and trainings, school visits, teach‐ins, curriculum development, talk shows and interviews, creating digital resources, social media outreach and public protest (e.g., strikes, marches and demonstrations). Beyond spreading knowledge of climate in/justice, youth activists were also educators of action and social change processes—noting that learning about governmental institutions and political processes enabled them to exercise their democratic citizenship and equip and embolden other young people to do the same (e.g., via political advocacy trainings). The findings of the present study have implications for creating climate justice curricula that not only attend to the scientific and technological dimensions of the climate crisis, but also enable learners' justice‐driven action and democratic participation.

Family, Friends, and Financial Know-How: Influences on Students' Intentions to Pursue Entrepreneurship, with the Moderating Role of Self-Efficacy

<p>ABSTRACT</p><p>The decline in unemployment rates in Indonesia is a major focus of the government, with entrepreneurship considered a potential solution. This study aims to examine the influence of family economic education, peer groups, economic literacy, and self-efficacy on students' entrepreneurial intentions. The research adopts a quantitative approach, utilizing a survey method with a Likert scale distributed to 292 students actively enrolled in universities in the Greater Jakarta area (Jabodetabek). Data analysis was conducted using <em>Partial Least Square Structural Equation Modeling</em> (PLS-SEM). The results indicate that family economic education and peer groups have a positive and significant effect on economic literacy and entrepreneurial intentions. Economic literacy was found to mediate the influence of family economic education and peer groups on entrepreneurial intentions. Furthermore, self-efficacy moderates the relationship between economic literacy and entrepreneurial intentions, enhancing the impact of economic literacy on entrepreneurial intentions when self-efficacy is high.</p><p>This research offers valuable insights for developing entrepreneurship education programs that involve families and create positive peer interactions among students. It suggests the need for educational institutions to integrate family-based economic education workshops and seminars, as well as establish entrepreneurship clubs and networking events to foster a conducive environment for entrepreneurial growth. Strengthening self-efficacy through personal development programs is also recommended to ensure that students can effectively apply their economic literacy in entrepreneurial contexts. These combined efforts can significantly enhance entrepreneurial intentions among students, contributing to reducing unemployment rates and promoting economic growth in Indonesia.</p>

8076 Advancing Career Development of Physician-Scientists Engaged in Diabetes Research: Insights into the National K12 DiabDocs Program

Abstract Disclosure: K.D. Dasani: None. F.K. Bishop: None. S.H. Golden: None. L.M. Laffel: None. R.G. Mirmira: None. A.K. Steck: None. S.M. Willi: None. D.M. Maahs: None. L.A. DiMeglio: None. Background: In July 2022 the NIH established a multi-center National K12 “Diabetes-Docs: Physician-Scientist Career Development Program” (DiabDocs) to support mentored research experiences and tailored career development training for cohorts of physician scientists focused on diabetes research. DiabDocs scholars are board-certified or board-eligible physicians with training in pediatric or adult endocrinology or in another area tied to diabetes research and care. The program addresses the shortage of physicians engaged in diabetes research and is open to scholars at any eligible institution in the United States. Methods: The DiabDocs program was implemented by two multi-center Program Directors (MPD), in collaboration with an Executive Leadership Committee (ELC) comprised of experienced basic science and clinical/translational physician-scientists. Additional faculty from 19 different institutions have engaged in advisory and reviewer roles. The program solicits Letters of Intent (LOIs) annually from interested candidates followed by invitations for full applications; a program retreat features educational workshops and diversity training; and a Study Section selects Scholars. Currently, the program is in its third recruitment cycle for additional scholars to start Summer 2024. Additional career development programming is available through a series of interactive webinars. The program also has a strong commitment to diversity, equity, and inclusion, including a “DiabDiversity” program to support in-person engagement in DiabDocs experiences by under-represented in medicine trainees. Results: After two successful recruitment cycles in 2022-2023 that reviewed 24 LOIs, 11 scholars were selected. The funded scholars (6 Adult and 5 Pediatric Endocrinologists) include 3 individuals self-identifying as underrepresented in medicine and 7 females. For the 2023 application cycle, 24 LOIs were received (11 from Adult and 9 from Pediatric Endocrinology, 2 in combined Pediatric/Adult Endocrinology, and 2 from other specialties). Conclusions: The DiabDocs program aims to identify, recruit, and support outstanding early career physician scientists. The program provides a national network with resources for protected research time, career development programs, and national mentorship to develop cohorts of skilled professionals contributing to the advancement of diabetes research. Presentation: 6/2/2024

On the poverty of academic imagination: a response to Bentley & O'Brien

Many years ago, I taught a course at the University of Aberdeen on the ‘4As’ of anthropology, archaeology, art and architecture (Ingold 2013). As we had been discussing flint-knapping, I invited the master-knapper, John Lord, to give a demonstration. We watched in awe as he skilfully detached flakes from a flint nodule of irregular shape to reveal the classical, bifacial form of an Acheulean handaxe. Then it was our turn to use wooden or antler hammers to detach flakes from fragments of flint. After an hour or two, none of us had made any headway. What looked simple in practised hands would have required years to learn, not a single afternoon! Nevertheless, the workshop taught us an important lesson. As Bentley and O'Brien (2024) remind us, mastering the skills to make an Acheulean biface requires hundreds of hours of practice. The question is, why does it need so long? What is going on during these many hours?

Management Roles in Promoting Safety Awareness Among Teaching Staff in TVET Institutions

The recent government focus on Technical Vocational Education and Training (TVET) underscores its pivotal role in developing a highly skilled workforce. TVET institutions primarily offer diploma and certificate courses in technical and vocational fields, which involve teaching and learning activities in workshops and laboratories. These settings pose inherent hazards which present risks to both students and staff. Therefore, ensuring safety awareness is essential to prevent industrial accidents. This quantitative cross-sectional study examines the impact of the management's roles in promoting safety awareness among teaching staff in selected Government TVET Institutions. The study focuses on three critical independent variables representing the management's duties: safety policy, safety and health committee functions, and safety training. Data were collected through self-administered questionnaires distributed to 119 teaching staff across four institutions in the central, northern, and east-coast regions of Peninsular Malaysia. The findings highlight the significant role of management in shaping safety awareness among teaching staff within Government TVET Institutions. Based on these results, it is recommended that institutions prioritize implementing robust safety policies, enhancing the effectiveness of safety and health committees, and investing in comprehensive safety training programs to further increase safety awareness levels among staff members.

Future school administration as perceived by school principals in distance learning: Developmental suggestions

This study aimed to examine perceptions of school principals regarding future school administration in distance learning and to provide developmental suggestions for future school administration as perceived by school principals in distance learning. To achieve this goal, the researchers employed a qualitative design via personal interviews. The sample consisted of (20) school principals selected purposefully from those who had more than 15 years of experience. According to the results, principals look at the future school administration in distance learning as participatory and teamwork-based collaborative participative administration, with a response percentage of 65%. They believe that future school administration in distance learning is a process based on planning and organization, with a response percentage of 55%. The results also revealed that the most important developmental suggestion lies in training and qualifying the administrative and educational staff regarding the use of technology in education, with a response percentage of 60%. In addition, the respondents suggested to provide suitable strategies to administer the distance learning process, with a response percentage of 50%. In light of the results, a set of recommendations was proposed, most notably, building effective strategic plans should be developed by school principals, with clear future visions and standards that increase teachers' awareness of the importance of education technology. Furthermore, conducting educational workshops on effective distance learning strategies that increase students' interaction and the importance of e-culture for teachers and students and the need to integrate technology into the educational process and its curricula to keep pace with the current era.

Development of an educational program in pelvic floor health for women: A consensus using the Delphi method

ObjectivePelvic floor health education workshops for women appear to improve women's knowledge and pelvic floor symptoms. Our aim was to obtain expert consensus on the content and format of a pelvic floor health education program using the Delphi method. Material and methodsA two-round Delphi study was conducted involving French-speaking multidisciplinary experts in pelvic floor dysfunction management. The first round questionnaire contained 44 items (31 about the program's content and 13 about the materials). They were also consulted about the optimal format of the program (duration and number of workshops) as open questions. Participants rated their level of agreement with each item on a Likert scale from 1–9. Consensus was defined by a level of agreement≥80% and a median≥7. Non-consensus items were reworked and resubmitted to the experts for the second round. ResultsOf the 110 experts contacted, 52 responded for the first and second rounds. Sixty-one percent of the proposed items met with consensus in the first round and 60% in the second. The final program comprises 33 items: eight on anatomy, four on biomechanics, nine on urinary and defecatory physiology, seven on risk factors, and five on materials. The format selected by the experts consisted of four or five 75-minute health education sessions with a paper summary hand out at the end of the program. ConclusionsThis study defined the content of a pelvic floor health education program for the general population of adult women validated by a consensus of experts. After validation of an English version, it should be evaluated in international interventional studies. Level of evidenceLE5 (expert opinion).

Cultural adaptation and validation of the French version of the Antwerp pelvic floor knowledge questionnaire

AimsThe Antwerp Pelvic Floor Knowledge Questionnaire (APFK-Q) is a self-administered tool used for assessing women’s knowledge of the pelvic floor, an essential element of pelvic health education initiatives. The aim of this study was to validate the French version of the APFK-Q and to assess its psychometric properties. MethodsAcceptability of the cultural adaptation of APFK-Q in French (translation/back-translation) was assessed in two groups of women: one group not working in the healthcare sector (non-healthworkers, n = 112), and another of student midwives (n = 29). Twenty-three of the non-healthworkers agreed to take part in a test–retest step to assess reproducibility. Agreement of responses was measured for each question using Cohen’s kappa coefficient. Sensitivity to change was assessed before and after a pelvic-floor health education workshop. The proportion of correct answers was compared before and after the workshop using McNemar’s Chi2 test. Readability and the reading level required for optimal comprehension were assessed using the Flesch Reading Ease Score (FRES) and Flesch-Kincaid Grade Level test, respectively. ResultsSeventy percent (n = 72) of the non-healthworkers and 72 % (n = 21) of the students reported no comprehension difficulties. Agreement was very good (k > 0.8) for 46 % of the items and good (0.6–0.8) for 25 %. The proportion of correct answers was significantly higher for 72 % of the items after the pelvic-floor health education workshop. The French version of the APFK-Q was judged to be easy to understand according to the FRES test, with a score of 60.6. The school level required for optimal comprehension was estimated at 8th grade. ConclusionThe French version of the APFK-Q is an acceptable, reproducible, and easily understandable questionnaire that provides a broad description of women’s knowledge of the pelvic-floor sphere. Sensitivity to change was confirmed for most items, making it a useful tool for assessing the impact of pelvic-floor health education initiatives.

Privacy Awareness and Social Media: Personal Data Protection among Facebook** and Instagram** Users

This study investigated the level of awareness of personal data protection among Facebook** and Instagram** users. The research evaluated the number of Facebook and Instagram users who have taken precautions to secure their personal data, why they did so, and the identification of regulatory authorities responsible for data protection in Nigeria. The Privacy Calculus Theory was used as the theoretical framework. The survey research design was used for this study, with the web-based questionnaire as the instrument for data collection. A sample size of 396 was drawn from the student population at the University of Port Harcourt. The data were analyzed in tables using frequency and percentage. The results indicated that users are strongly aware of the significance of safeguarding personal data on Facebook and Instagram. The users acknowledged implementing precautionary steps to safeguard their personal data. However, they still need to determine the specific agencies and regulatory entities accountable for ensuring the safety of personal data. In order to tackle this problem, the study recommended that the University management and student bodies should organize specific educational workshops to promote understanding of the pertinence of safeguarding personal data on social media platforms (Solove, 2021), create easily accessible materials and guidelines on the University of Port Harcourt portal designed for social media users, outlining the best methods for protecting personal data, including personal data protection awareness in its orientation programs and student events and also set up a system for reporting potential data breaches and offer assistance to affected users. ** – A social network owned by “Meta”, which is recognized as extremist in Russia

Improving Healthcare in South Texas Rural Communities: An Interprofessional Initiative for Primary Care Dental and Medical Residents.

To enhance primary care dentistry and medicine residents' didactic knowledge, communication skills to address patient's healthcare needs, and collaboration among healthcare professionals, while increasing confidence in integrating primary care skills into their clinical practice. An Interprofessional Education workshop was organized to enhance didactic knowledge and learning of 42 primary care dentistry (PCD) and family and community medicine (FCM) residents on topics including addressing facial and dental trauma in adults, managing patients with alcohol use and abuse, pain control and prescription opioid use in dentistry, and opioid use disorder and treatment. An online survey was administered before and after the workshop to assess changes in knowledge, confidence, and future intentions to incorporate targeted primary care skills learned during the workshop into clinical practice and to elicit residents' perceptions of workshop quality. Overall scale means were assessed by chi-square tests for knowledge scales and analysis of variance for confidence and career intentions scales, significance levels were set at 0.05. Pre-workshop assessments were completed by all attendees while post assessments received a response rate of 83.3%. Both PCD and FCM residents reported an increase in their knowledge (p<0.05) and confidence (p<0.05) in providing care for patients with facial/dental trauma, identifying signs of opioid abuse, addressing alcohol abuse, and understanding the referral processes following the workshop. While an overall increase was noted regarding intentions to incorporate skills learned during the workshop into practice by the PCD (pre-course=4.33, post-course=4.42) and FCM (pre-course=4.55, post-course=4.73) residents, the differences were not statistically significant differences. The interprofessional education workshop for PCD and FCM residents enhanced their knowledge, confidence, and future intentions to incorporate primary care skills into clinical practice and improve patient outcomes.

The Influence of Intercultural Communication by the Banua Niha Keriso Youth Commission on the Preservation of Nias Cultural Values in Tangerang City

This study examines the impact of intercultural communication by the Banua Niha Keriso Youth Commission (KNBK) on preserving the cultural values of the Nias tribe in Tangerang City. The research was conducted through a series of cultural activities, educational workshops, and dialogue sessions over six months, involving 150 participants from the Nias community. The findings reveal a significant positive influence of intercultural communication on the preservation of Nias cultural values, especially among the younger generation. The implications highlight the necessity of continuous cultural education and active community engagement to sustain cultural heritage in urban settings

Immersive citizen science experiences and their role in changing perceptions of coastal wetlands

Abstract Citizen, or community, science initiatives are increasingly recognised as an effective strategy to connect society with nature, science and environmental issues. However, different approaches to the delivery of the programmes can have different impacts on participant awareness, perceptions and behaviour change—especially when working with ecosystems perceived as less popular or uncharismatic, such as coastal wetlands, mangroves and saltmarshes. Using the HSBC Blue Carbon Citizen Science Programme as a case study, we compared two groups of corporate employees from Australia and New Zealand (N = 89) who participated in either: (a) a short duration citizen science experience including educational workshops and fieldwork in a local wetland; or (b) in educational workshops‐only. Questionnaires assessed the impact on participants' knowledge and perception towards wetlands, as well as their likelihood of adopting sustainable behaviours. Results revealed that participants' knowledge and understanding of environmental concepts increased, independent of the type of experience attended. However, the citizen science experience was more effective at fostering participants' intentions to make behaviour changes, with 64% of citizen science participants implementing sustainable changes at home or work, compared to 45% of workshop‐only participants. Our results highlight the importance of immersive citizen science experiences that, even of short duration, can have a valuable role enhancing participant knowledge, perception, and importantly, intention to make long‐term behaviour changes. With the increasing challenges faced by coastal systems globally, incorporating hands‐on, immersive experiences into educational programmes can be a strategic solution to improve ocean and climate literacy, while facilitating the actions required for a sustainable future. Read the free Plain Language Summary for this article on the Journal blog.