Informal Settings Research Articles

Affordances of Technology for Sustainability-Oriented K–12 Informal Engineering Education

The need for sustainability-oriented K–12 engineering education that expands beyond the classroom and the increased accessibility of educational technologies create an opportunity for examining the affordances of educational technologies in low-stakes informal engineering education settings. In this paper, we share our experiences of using novel technologies to develop sustainability-oriented mental models in K–12 informal engineering education. Through the use of technologies including Augmented Reality (AR), Virtual Reality (VR), Minecraft video games, Tinkercad (browser-based application for computer-aided design (CAD)), and physical computing, we have designed and tested approaches to introduce students to engineering design and engineering habits of mind with an overarching theme of developing sustainability-oriented mental models among K–12 youth in informal engineering education spaces. In this paper, we share our approaches, and lessons learned, and outline directions for future research.

Negativity bias in intergroup contact: Meta-analytical evidence that bad is stronger than good, especially when people have the opportunity and motivation to opt out of contact.

Seventy years of research on intergroup contact, or face-to-face interactions between members of opposing social groups, demonstrates that positive contact typically reduces prejudice and increases social cohesion. Extant syntheses, however, have not considered the full breadth of contact valence (positive/negative) and have treated self-selection as a threat to validity. This research bridges intergroup contact theory with sequential sampling models of impression formation to assess contact effects across all valences. From the premise that positive versus negative contact instigates differential resampling of outgroup experiences when self-selection is possible, we advance and meta-analytically test new predictions for the moderation of valenced contact effects and negativity bias as a function of people's opportunity and motivation to self-select in and out of contact. Our random-effects synthesis of positive and negative intergroup contact studies (238 independent samples, 936 nested effects; total N = 152,985) found significant valenced contact effects: Positive contact systematically associates with lower prejudice, and negative contact associates with higher prejudice. Critically, the detrimental effect of negative contact is significantly larger than the benefit of positive contact. This negativity bias is particularly pronounced under conditions in which one can self-select, is motivated to avoid contact, among male-dominated and prejudiced samples, in contact with stigmatized, low status, low socioeconomic status outgroups, along nonconcealable stigma, with nonintimate contact partners in informal settings and in collectivistic societies. Considering individuals' motivation and opportunity to self-select, together with contact valence, therefore offers a more nuanced and integrated platform to design contact-based interventions and policies across varied contact ecologies. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Women's Role in Informal Support Systems: Supporting Families and Creating Communities in Parent and Baby Groups in Scotland

This article presents findings from two case studies examining the experiences of participants and volunteers in parent/carer and baby groups (playgroups) in Scotland. Through a detailed case study analysis – using participatory observation and a series of semi-structured interviews – this research finds that playgroups: 1) support the development of social capital through long-term connections and sense of belonging and wellbeing; 2) enhance community voluntarism and reciprocity, through capacity building; and 3) develop the skills and confidence of their members related to child development through knowledge exchange and storytelling. It is further contended that despite playgroups importance to the social fabric and contribution to other positive social outcomes, these groups, and the women that run them, have been marginalised as researchers focus attention on more formal early years’ education and child development. This research highlights an important gap in knowledge and focus from social scientists on informal settings and women’s invisible labour, which take place every day and in every community in Scotland. The research aims to inform policy and practice on perinatal support and early-years settings in Scotland and more widely.

Promoting public engagement in interdisciplinary biological systems education by leveraging American sports-inspired bracket contests on social media and web.

The complexity of modern biology poses challenges in fostering interdisciplinary understanding, particularly between practicing scientists and the public. Furthermore, scientists often lack formal training in science communication, despite various motivations to engage the public. The science literacy of the public in the biological sciences can also vary across socio-economic and cultural backgrounds. Leveraging popular culture and informal learning practices to promote active learning offers promising avenues to enhance public understanding of biological systems. Organized sports hold collective recognition across various communities and cultures, serving as a means to bring people together. Notably, the NCAA March Madness event holds widespread national and international popularity, presenting an opportunity to laterally apply this concept to promote science communication within STEM and biology education. An educational social media and web-based contest tool was developed integrating NCAA-inspired brackets with animal biological systems concepts. The tool featured tournament-style matchups based on animal biological systems, interesting animal facts, and a voting system, all housed within a user-friendly interface. To encourage regular user access to the tool, graphic designs were developed for all social media posts to aid in visual recruitment to the voting website. Based on online metrics, the use of social media garnered repeat users across both the public and educators. The latter noted the tool's simplicity and informative content. Application of this social media and web-based bracket contest tool, which leverages informal settings for active learning for use in biology education, can foster science communication to engage audiences, improve comprehension, and promote interdisciplinary biology education.

Artefacts of disaster risk reduction: conceptualizing bottom-up initiatives of climate action in informal settlements

PurposeDisaster risk reduction is of prime importance in informal settlements in the Global South, where several forms of vulnerability coexist. Policy and official programmes, however, rarely respond to the needs and expectations of citizens and local leaders living in these settlements. Even though these agents constantly attempt to reduce risks in their own way, we know very little about their activities, motivations and effective impact on risk reduction. Here we seek to conceptualize bottom-up initiatives to better grasp their origins, limitations and success.Design/methodology/approachThrough a four-year action-research project in Colombia, Cuba and Chile, we theorize about the production of change by local agents. Through detailed case studies we explored the activism of 17 local leaders. Through narrative analysis we studied their motivations and explanations. Finally, by documenting 22 initiatives, we revealed effective changes in space.FindingsIn the face of risk and disasters, residents and leaders in informal settings engaged in symbolic, physical and social spaces of interaction. Their actions were guided by trust, emotions, time cycles and activism. Local agency was justified by narratives about risk and climate change that differ from those of authorities and scholars.Research limitations/implicationsThere is still limited understanding of bottom-up initiatives in informal settings. It is crucial to conceptualize their origins, limitations and success. The focus on three specific countries necessitates further research for broader applicability and understanding.Practical implicationsA better comprehension of bottom-up actions is crucial for informing policies and programmes aimed at reducing risk in informal settings. Stakeholders must recognize the political, social and cultural roles of these actions for more impactful climate action.Originality/valueWe borrow Simon’s concept of “artefact” to introduce the notion of “Artefacts of Disaster Risk Reduction”, providing insights into the multifaceted nature of bottom-up initiatives. We also emphasize the simultaneous political and phenomenological character of these actions, contributing to a deeper understanding of their origins and impact.

Current State, Challenges, and Opportunities of the School-Based Sexual and Reproductive Health Education in Indonesia: A Systematic Literature Review

Sexual and reproductive health education for adolescents remains crucial for Indonesia as it is home for more than 44 million teenagers as of 2022, in its way to anticipate demographic bonus in 2030. Government Regulation no. 61 of 2014 concerning Reproductive Health mandates sexual and reproductive health education in formal and informal education settings. By using a systematic literature review (SLR) method, this study assesses the current state of school-based sexual and reproductive health education in Indonesia. Findings reveal that the delivery of sexual and reproductive health education in Indonesian schools is fragmented, spread across various subjects such as Biology, Sports, Religious, Civic and Moral education classes, as well as extracurricular activities. Key stakeholders, including families, teachers, peers, and school principals, play crucial roles in shaping adolescents' understanding of reproductive health. However, challenges such as cultural taboos, easy access to potentially misleading online information, and inadequate teacher training hinder effective education. In addition, Comprehensive Sexual Education (CSE) has been suggested by WHO to be implemented and integrated in the core curriculum, with programs like SETARA pilot project showing promise in improving adolescent knowledge and attitudes towards reproductive health. However, the success of such programs requires cooperation from various stakeholders and a shift in societal norms regarding adolescent sexuality.

Evaluating ‘pocket’ public spaces in Al Wehdat refugee camp, Jordan: challenges and opportunities

ABSTRACT The main objective of this research is to evaluate public ‘pocket’ spaces in Al Wehdat Refugee Camp, Jordan. The paper aims to identify the challenges associated with implementing pocket space upgrades and make visible some opportunities that enhances their socio-economic viability. By doing so, the research seeks to contribute to providing long-term solutions for refugee settlements, going beyond basic shelter provision, and creating community facilities and public spaces to enhance the living conditions and well-being of camp residents. The study addresses three key questions: What are the different types of pocket spaces in the camp? How do community members perceive their potential uses? What are the challenges and opportunities for implementing pocket space upgrades in Al Wehdat camp? The research utilised mapping and semi-structured interviews, which revealed various pocket space types. This exposed distinct pattern of public space appropriation within different camp zones, including informal privatisation of public space, linked to the spaces’ morphology rather than ownership. Community preferences for upgrading strategies differed based on pocket types, with small-scale greening and place-making strategies favoured in informally privatised pockets to maintain privacy, while parks or playgrounds were preferred in mixed-use areas. The research found that the main challenge facing public space upgrades lies in the conflicting dual management structure between UNRWA and the local municipality, necessitating administrative strategies for long-term improvement. Community involvement and heritage preservation proved crucial for sustaining upgrades. While specific to Al Wehdat, the findings offer insights into creating community public spaces in refugee camps and informal settings, potentially benefiting other long-term refugee camps.

재가 노인의 돌봄 유형에 따른 우울 영향요인

Purpose : This study examines how different types of care－formal and informal－affect depressive symptoms in older adults at home. Methods : Using data from the 2020 National Survey on Older Adults in South Korea, which included responses from 498 elderly individuals receiving care, we conducted logistic regression analyses to identify factors influencing depressive symptoms based on the type of care received. Results : The analysis showed significant differences in depressive symptoms between those receiving formal and informal care. In the formal care group, a better subjective perception of health was associated with a lower likelihood of depressive symptoms (OR＝0.47, p＜.001), while an increase in chronic conditions (OR＝1.15, p＝.007) and higher dependency in instrumental daily activities (OR＝1.08, p＜.001) increased the risk of depressive symptoms. Conversely, improved cognitive function was linked to reduced depression risks (OR＝0.96, p＜.001). In the informal care group, similar trends were observed. Notably, family cohabitation significantly influenced depressive symptoms outcomes, highlighting the importance of family support in care dynamics. Access to necessary facilities and adequate care provision also emerged as critical factors in mitigating depressive symptoms risks across both care types. Conclusion : The study underscores the importance of tailored interventions that enhance care accessibility and adequacy, particularly in informal settings, to improve mental health outcomes among the elderly.

From Streets to Tables: Bottom–Up Co-creation Case Studies for Healthier Food Environments in Vietnam and Nigeria

Current food systems fail to provide equity, sustainability, and positive health outcomes, thus underscoring the critical need for their transformation. Intervening in food environments holds substantial promise for contributing to this much-needed transformation. Despite scholars and practitioners often recognizing the necessity for bottom–up approaches, there is a dearth of empirical investigations evaluating the potential of these approaches to contribute to food system transformations in low- and middle-income countries (LMICs). Our study aimed to address this research gap, providing a unique perspective in this regard. Drawing on evidence from two co-creation case studies conducted with small-scale informal fruit and vegetable vendors and poor consumers in Vietnam and Nigeria from January 2020 to December 2021, we explored the relevance of bottom–up community-engaged co-creation processes in intervening within LMICs’ food retail environments. Employing a mixed-methods approach that includes quantitative surveys, qualitative interviews, participatory workshops, and focus group discussions, we demonstrated that bottom–up co-creation processes involving marginalized socioeconomic groups can generate retail-level innovations that are tailored to informal retail contexts, whereas remaining aligned with established top–down theories and literature pertaining to food environments and healthy diets. We provided empirical evidence highlighting how both vendors and consumers respond positively to the co-created innovations. Expanding upon our results, we offered methodological insights applicable to interventions targeted at food environments in LMICs, and considerations for future research or development initiatives in this domain. Our findings revealed the capacity of vulnerable stakeholders to actively engage in public health initiatives and contribute to developing innovative solutions that are context-specific and conducive to the adoption of healthier dietary practices. These results confirm the potential of bottom–up, co-creation, real-world interventions within informal settings to contribute toward fostering inclusive transformation of food systems.

SOCIAL NETWORKING SYSTEMS IN ENHANCING METACOGNITIVE AWARENESS: POST-PANDEMIC INFORMAL LEARNING AMONG IRANIAN ADULT EFL LEARNERS

In the current context of enhanced distance learning and reliance on technology in education, there is a greater need to investigate the linguistic and cultural resources embedded in learners’ use of social networking systems (SNS) as legitimate pedagogical platforms - both in formal and informal settings. Within new and unique configurations of teaching and learning in the post-pandemic era, a more context-sensitive learning style is needed to ensure a sustainable platform of education for language learners, one that would be responsive to future challenges. This paper is a critical exploration of how Iranian EFL learners have used SNS tools to construct and develop their metacognitive awareness in response to the pressures of distant/online learning triggered by the pandemic, how it has facilitated new approaches that are more efficient than formal face-to-face classrooms, and how such learning constitutes a substantial investment into their future education. This qualitative case study involves an in-depth investigation of adult EFL (English as a foreign language) students from three English language centres in Tehran, Iran through semi-structured interviews to identify their perceptions of their metacognitive development in the last two years subsequent to the pandemic. Findings are likely to inform policymakers, school leaders, EFL teachers and students in terms of how to create a more optimised environment that will enhance both teaching and learning.

Lightlore: An Adaptation Framework for Design and Development of xAPI-Based Adaptive Context-Aware Learning Environments

The age of pervasive computing has initiated a boom in the development of adaptive context-aware learning environments (ACALEs), i.e., systems that are capable of detecting a learner’s context and providing adaptive learning services based on this context. Many of the existing educational systems were developed as standalone applications for specific or a small range of adaptive educational scenarios. It would be extremely helpful for developers and educators to have a unified framework that provides an infrastructure for the development of ACALEs. In this study, we propose Lightlore—an adaptation framework that enables the development of different types of ACELEs for a wide range of learning scenarios in formal and informal settings. We first used scenario-based design (SBD) as the design methodology for creating a conceptual model of Lightlore. Educational scenarios were adopted from the results of a previous literature review. We then developed a proof-of-concept implementation of Lightlore, with a hypermedia system for learning data structures that uses the adaptation service of Lightlore. This implementation is essentially an adaptation infrastructure and a programming API for creating new (or transforming existing) adaptive and context-aware educational services. It exploits the experience API (xAPI), a modern e-learning standard and learning record store, thus making coupling with existing learning environments easier. We expect that diverse types of users will benefit from using Lightlore, such as learners, educators, learning environment developers, and researchers on educational technologies.

Student responses to climate knowledge: enabling climate concern to flourish

Purpose This paper aims to examine a co-produced initiative implemented at the [University Name] between September 2022 and April 2023. The student-led project (Climate, Conversations and Cake: The 3C’s) addressed environmental and climate crisis awareness through monthly gatherings where, in partnership, students, academic staff and professional personnel gathered to share food, engage in conversations and partake in joint activities. Design/methodology/approach This paper draws upon a mix of student and staff feedback, gathered through surveys and written/verbal reflections, to explore the value and impact of this project. Findings The project received two [University Name] student Union awards for teaching sustainability and for student welfare, and was a finalist in the UK and Ireland Green Gown Awards. The 3C’s provided a platform for emotional expression by fostering a safe and supportive environment and encouraged students to reflect, share, apply and deepen their learning experiences in an informal setting characterised by compassion and empathy. This paper highlights the importance of developing supportive and compassionate pedagogical practices which recognise and normalise climate concern. Originality/value The findings contribute to the growing body of literature on co-produced projects within higher education institutions, showcasing the potential of such initiatives to encourage meaningful engagement and empower students in addressing the pressing challenges of climate crisis. In addition to providing an evidence base for the value of such initiatives, through outlining the specifics of this student-led project, a framework that can be used by other institutions to develop their own initiatives is offered.

Culturally Responsive Learning : Linguistic Landscape Study of MINHA Tebuireng Jombang, Indonesia

This study aims to explore the learning of various values through the MINHA Islamic linguistic landscape, the learning of exemplary values of figures through the linguistic landscape of MINHA figures, and the learning of multicultural communication from information boards and sign names. The research employed Linguistic Landscape Research with a qualitative approach. The linguistic data used in this study were obtained from images containing written text and videos providing information about Islamic history, figures, and guidelines. The data collection methods included observation and interviews. The findings revealed that three groups of linguistic features could serve as educational tools in MINHA, including linguistic features related to Islam, characters, and instructions for using MINHA and its facilities. The diverse values embedded in these linguistic features can enhance the effectiveness of learning by catering to students with varied backgrounds. The use of language in public spaces, such as in MINHA, constitutes a form of Linguistic Landscape, which may manifest as stickers on buildings in formal or informal settings. Linguistic Landscape (LL) serves as a tool to promote multilingualism and highlight the benefits of language.

“Not everything is on the hostess”

Abstract Drawing data from the recordings of natural conversations and meta-pragmatic comments, and combining the neo-Brown and Levinson approach and the relational work framework, this paper explored how Saudi female friends manage friendly informal settings and hospitality despite culture-specific politeness expectations. The analysis focused on just one of the discursive strategies in which the direction of displaying hospitality is turned around, i.e. displayed by the guests rather than the host(ess). This strategy constituted a noticeable behaviour among the 13 close friends observed in this study. Cooperative conjoint hospitality was particularly useful for maintaining and enhancing rapport, in-group membership, and solidarity among the friends and minimising hospitality obligations of the hostess. The analysis demonstrated how such behaviour was consistent with the politeness norms negotiated in the close friends’ community of practice (CofP) but differed from the politeness norms in the wider culture.

Examining AI competence, chatbot use and perceived autonomy as drivers of students' engagement in informal digital learning

PurposeDigital technology's integration into education has transformed learning frameworks, necessitating the exploration of factors influencing students’ engagement in digital informal settings. This study, grounded in self-determination theory (SDT), proposes a model comprising artificial intelligence (AI) competence, chatbot usage, perceived autonomy (PA), digital informal learning (DIL) and students’ engagement.Design/methodology/approachThe study collected survey data from 409 participants at Saudi Arabian universities, ultimately using 387 valid responses for analysis. This dataset was subjected to a thorough examination to confirm the validity of our proposed model. To decipher the complex interactions within our model, we utilized partial least squares structural equation modeling (PLS-SEM). The study adopted a disjoint two-stage method to formulate a reflective-formative higher-order construct (HOC).FindingsThe study's findings showed that cognitive learning (CL), metacognitive learning (MCL) and social and motivational learning (SML) are the essential components of DIL. Significantly, the study determined that AI competence, chatbot usage, PA and DIL markedly affect students’ engagement. Moreover, the R2 value of 0.592 for student engagement indicates the model's robustness in explaining 59.2% of the variance, highlighting its effectiveness in identifying key drivers of student engagement in DIL contexts.Originality/valueThis research enhances understanding by detailing the intricate relationships among AI competence, chatbot usage, and students’ engagement in informal digital learning. It extends SDT to emphasize intrinsic motivations and AI capabilities, introducing reflective-formative HOCs for comprehending educational intricacies. It provides practical strategies for enhancing AI abilities and chatbot use in education, promoting personalized, engaging and autonomous digital learning spaces, thereby advancing educational theory and practice.

Perspectives of English Education Graduates in Shaping Corpus-Based Research Courses for EFL Teaching: An Exploratory Research

This study investigates the implementation of Corpus-Based Research (CBR) in English language instruction in Papua, Indonesia. Through interviews with six graduates of an English Education study program who experienced in teaching across primary, secondary, and tertiary education levels in diverse formal and informal settings, the research explores the perceived relevance and importance of CBR. While some participants acknowledged the potential benefits of CBR, others noted limited familiarity and encountered challenges in its integration. However, a subgroup exhibited enthusiasm for CBR, recognizing it as a valuable tool to tailor teaching materials. These findings align with earlier research and highlight the adaptable nature of teachers' attitudes. Additionally, participants emphasized the need for early CBR introduction in teacher training and ongoing professional development. They recommended support systems and access to resources for effective CBR integration. The study informs the development of CBR-integrated courses, addressing Papua's unique educational landscape. It underscores the importance of comprehensive training and support to facilitate CBR incorporation into language teaching

Seeing mathematics together: A comparative case study of youths and facilitators collaborating to learn mathematics in informal settings

BackgroundThis comparative case study examined the use of math walks with middle grade youths and adult facilitators in an informal STEM learning space. Math walks are place-based walking tours where youths and facilitators critically examine and ask math-related questions about their environment. MethodDrawing on situated theories of learning and frameworks for understanding group participation, we examined how facilitators constrained or supported youths’ mathematical thinking as they participated in math walks at the local zoo. ResultsUsing interaction and stance analysis, we identified, analyzed, and compared three contrasting cases: In the first case, the facilitator may have overly constrained youths’ mathematical thinking by asking leading questions and not providing time for youths to discuss their personal interests. In the second case, the facilitator may have underly constrained youths’ mathematical thinking by allowing youths to ask too many new questions without refining or developing any one specific question. In the third case, the facilitator supported mathematical thinking by praising youths’ work, layering on mathematical terminology, and providing clear and actionable instructions for how youths could refine their mathematical questions. ConclusionsFindings support efforts to understand how adult facilitators can support youths in seeing mathematics within and asking mathematical questions about the world around them.

Fellow Perceptions of Program Culture Conveyed Through Virtual Interviews: Aligning Perceptions With Reality.

Due to the COVID-19 pandemic, medical education training programs had to rapidly switch to a virtual interview (VI) format for the 2021 application cycle. Studies have demonstrated a gap in applicant perceptions of program culture through the VI. The objectives of this study were to assess the perceptions of culture from VIs compared to direct experience after beginning training and explore VI gaps in representing culture. An anonymous questionnaire was emailed to first-year neonatal-perinatal medicine fellows who participated in the 2020-2021 and 2021-2022 VI process. Demographic and interview data and information regarding the presentation of and gaps in the portrayal of program culture through VIs were collected. Responses were evaluated using descriptive statistics, the Wilcoxon signed-rank test, and qualitative analysis. Eighty-five survey responses were received. In determining how well the respondent perceptions of program culture from the VI aligned with their direct experiences, respondent scores showed a median of 80 (scale of 0-100%) with an IQR of 57.5-90. There were significant differences in the perception of fellow-faculty relationships (p = 0.044), the priority placed on fellow teaching (p < 0.001), respect and value for fellows (p = 0.001), and fellow work-life integration (p = 0.004). Nineteen percent of respondents reported not meeting with fellows during their VI and only 15% reported usage of social media in their VI. Respondents noted fellows to be the most important people contributing to perceptions of program culture and provided possible solutions to address challenges in representing culture. Despite the small number of respondents, the quantitative and qualitative results offer enlightening information on the gaps in presenting culture through VIs. Notably, the perception of program culture from the VI did not align well with direct experience, particularly in areas addressing fellow relationships and the value placed on fellow teaching, respect, and work-life integration. Increasing fellow involvement, arranging informal settings, and the usage of social media may be important tools to improve accuracy in the representation of culture through VIs.

Navigating stormy waters: a middle power perspective

Abstract Structural shifts in patterns of international production, trade, and investment have been spurred by the globalization of supply chains. Today, however, a range of factors, including wars and sanctions, the increasing divide between Western and Chinese approaches to the economy, the increasing links between economic security and national security, and between trade and environmental regulation, are contributing to the fragmentation of international economic frameworks and growing populist and protectionist sentiment. Competition for advantage through industrial subsidies and the setting of digital and environmental standards risks enshrining a less-than-global economic order. In many fields, however, multilateral cooperation, rulemaking, and enforcement in serving shared objectives, in various international organizations, multi-stakeholder forums, and by the private sector, continues to function well. In this ever-more complex international context, where clubs, coalitions, and informal networks among nations are increasingly prevalent, middle powers are wise to remain both agile and resolute in ensuring that national interests are advanced through smart diplomacy, encompassing working with like-minded in caucuses and informal settings that serve to build broader consensus, engaging business and other stakeholders at home and abroad in support. Canada’s experience and current efforts provide a constructive example for middle powers.

Space for all: a multinational study on the status of astronomy education

ABSTRACT Existing research in astronomy education is largely centred on undergraduates. We conducted this qualitative study to explore examples of astronomy education internationally, providing context to the quantitative study by Salimpour et al. (2021). Our methods included an online survey (N = 68) and 10 interviews with select participants to discover the methods of learning and teaching astronomy in K12. We used thematic analysis to contrast international astronomy education efforts in formal and informal education settings. Interview participants provided examples of programmes that disrupt representation gaps in astronomy fields and promote STEM connections amongst historically underserved populations. The present study will inform future studies and collaborations between educators, astronomers, and informal spaces, and provide examples of astronomy integrations in coursework and community. This, along with the ongoing work of Salimpour and Fitzgerald, can provide multinational curricular and pedagogical examples of leveraging astronomy as a ‘gateway science’ and inform interdisciplinary/transdisciplinary approaches to teaching science.