Participatory Research Research Articles

Developed in conversation: a duoethnographic evaluation of a participatory action research project

ABSTRACT We as authors represent two organizations engaged in a research-practice partnership (RPP) focused primarily on an intergenerational participatory action research project (PAR). Given the way we co-constructed our work in this partnership, we desired a co-constructed approach to evaluating the work as well. This paper uses duoethnography as a methodology to evaluate our PAR process and partnership, with a goal of examining the degree to which our work aligned with and departed from established principles of community-based research and critical participatory action research. Findings showed that our process and partnership aligned with some principles, but there is room for growth if we hope to fully support co-researchers on future PAR projects. We see the potential for duoethnography to facilitate ongoing, critical reflection and relationship building across RPPs. We also see it as a powerful mode of evaluation for RPPs because of its ability to surface insights that may get missed through more traditional evaluation methods.

Enhancing Equity in Clinical Research: A Multifaceted Proposal for Spondyloarthritis.

Clinical research advances medical knowledge and improves healthcare outcomes. However, disparities in research participation hinder progress. The Unmet Research Needs in Spondyloarthritis Conference IV highlighted critical insights and strategies to enhance equity in clinical research. Talks focused on engaging underrepresented communities and addressing disparities in rheumatic diseases, particularly spondyloarthritis (SpA), to ensure research results are generalizable and inclusive. Disparities in SpA management, such as greater back pain severity among Black and Hispanic Americans and sex-based differences in pain management, emphasize the need for equitable research. Dr. Elizabeth Ferucci discussed the racial disparities in rheumatologic care, highlighting the importance of early access to rheumatologists and culturally informed primary care to improve outcomes. Dr. Hani El-Gabalawy's talk on engaging Indigenous communities stressed the importance of community consent and reciprocal benefits. Dr. Sarfaraz Hasni's presentation on mitigating disparities in research participation underscored the need for inclusive practices and strategies to promote diverse representation. Finally, Dr. Edith Williams emphasized institutional approaches to fostering equity, including diverse recruitment practices and institutional review board alignment with diversity priorities. Strategies to enhance equity in clinical research include community engagement, addressing logistical barriers to participation, and ensuring diverse research teams. These approaches can dismantle barriers for underrepresented communities, making research more accessible and reflective of the broader population. The SpA research community must commit to creating structures that foster inclusivity, ensuring medical advancements benefit all populations, especially historically underrepresented groups. The principles and strategies proposed serve as a roadmap for achieving equity in SpA research.

Words and Images Matter: Perspectives on Suicide, Mental Health Concerns and Alcohol and Other Drug Use Depiction.

The way in which topics like suicide, mental health concerns and alcohol and other drug use are communicated matters. It has the potential to have either a positive or negative impact on people and communities, particularly those with a lived experience of these concerns. This article draws on the findings of a qualitative study designed to explore the experiences and perceptions of stakeholders on the imagery and language used to depict suicide, mental health concerns or alcohol and other drug use. The focus group method was used as a form of participatory action research to gain an in-depth understanding of the experiences and views of those who use or are impacted by language and imagery about suicide, mental ill-health and AOD use, including those with lived experiences of these topics. A series of 10 focus groups were created in February and March 2022 with media and other professional communicators; people identifying as having a lived experience of suicide, mental ill-health or alcohol and other drug use; mental health and suicide prevention sector professionals; and people from priority populations (n = 49). From these focus groups, principles were developed as well as exemplars of helpful and less helpful depictions. Rather than prescriptive or static rules, the participants indicated that safe representations require an ongoing engagement with the principle of "do no harm". A positive conclusion arose-that words and images have the potential to promote help-seeking, challenge stigma or stereotypes and create change.

Pemanfaatan Media Cetak dan Sosial untuk Meningkatkan Literasi dan Numerasi Siswa di Desa Namanjahe

This research aims to improve students' literacy and numeracy skills in Namanjahe Village through the utilization of print and social media. The approach used is participatory action research, where researchers are directly involved in activities to address the educational challenges faced by students. Based on interviews and observations, several issues were identified, such as low literacy rates, limited use of educational technology, and a pragmatic mindset that hinders mathematical thinking. The action plan includes introducing print media and social media in classroom activities, demonstrating how to use blogs, creating engaging learning environments, and participating in religious education activities at TPQ Al-Hidayah. The results of the program show that the use of diverse media can stimulate student interest and help improve their literacy and numeracy skills. However, consistent support and follow-up are still needed to ensure long-term impacts on student learning outcomes.

Maximizing students’ content and language development: The pedagogical potential of translanguaging in a Chinese immersion setting

BackgroundRecent studies highlight the benefits of translanguaging for emergent bi/multilinguals (EMLs), enhancing their understanding of academic content in a new language. Despite the growth of Chinese immersion programs in the U.S., research on translanguaging and its impact on teacher and student experiences in this context remains scarce. AimsThis study aims to explore how Content and Language Integrated Learning (CLIL) teachers implement pedagogical translanguaging to support students’ learning in academic content and language within a Chinese immersion context in the U.S., and to understand the perspectives of teachers and students on translanguaging. SampleParticipants were two Chinese CLIL teachers and six of their students from a Chinese immersion school in the U.S. MethodsUsing a participatory design research methodology that combines ethnographic methods with multimodal conversation analysis, we documented the use of pedagogical translanguaging and triangulated data from field notes, classroom artifacts, and interviews. ResultsFindings reveal teachers utilized diverse communicative resources and exercised translanguaging shifts to enhance students’ grasp of advanced vocabulary and academic concepts, facilitating complex idea articulation in Chinese. Both teachers and students valued these strategies for deepening subject understanding and supporting their learning of the Chinese language. ConclusionsThe study highlights the importance of continuous professional development for CLIL teachers to effectively implement pedagogical translanguaging, supporting students’ learning in an immersion setting.

Transferable skills in tourism and hospitality

A multi-stage, multi-method approach using participatory research methodology that considers the perspectives of tourism and hospitality professionals, and academic experts is used to develop an integrated model of transferable skills gained by working in the industry. Grounded in career construction theory, this study is anticipated to provide a comprehensive understanding of essential skills in the tourism and hospitality industry. It also aims to reshape the image of working in the industry into a more positive one, emphasizing the opportunities of the sector not only as a career but also as a steppingstone to learn transferable skills needed in different sectors, and ultimately contribute to the long-term and sustainable development of the tourism and hospitality sector.

What is it like to be a twin of a person with profound intellectual and multiple disabilities?

ABSTRACT Background The aim of this study was to establish the perceived quality of life in twin siblings of individuals with profound intellectual and multiple disabilities (PIMD) living in Poland. Method Semi-structured interviews were conducted with siblings of people with PMID. The interviews were subjected to thematic analysis according to grounded theory methodology principles. Findings The results of this study yielded insights into the quality of life of twin siblings of persons with profound intellectual and multiple disabilities. Inquired about their lives in the capacity of siblings, the interviewees provided a narrative around their experiences as twins of individuals with PIMD. Conclusion Research participants described both positive and negative experiences, indicating that having a sibling with profound intellectual and multiple disabilities affected their quality of life in diverse ways. In addition, the obtained results may be of cognitive merit to practitioners and researchers working with families of people with PIMD.

Imposed Invisibility: Unraveling Identities Through Negotiations of Categories among People Raised in Germany by Polish Parents

While recent studies have focused extensively on the reflexive use of categories and methodologies in research on migrants and refugees, they have paid less attention to individuals whose parents are migrants. Previous studies have noted that the terms second generation migrants and migrant descendants are centered on migration, thereby homogenizing experiences and deepening social exclusion of the people they define. However, we have less understanding of research participants’ perceptions of these categories. Additionally, the focus of most research has been on non-white descendants of migrants, which risks aligning scientific discourse with mainstream narratives that problematize some groups while silencing others. This article bridges this gap by examining the perception of research categories among people raised in Germany by Polish parents. It presents interviewees’ negotiations of categories in the context of their status as an invisible minority as well as their access to various class resources. Drawing from autobiographical narrative interviews, the study first demonstrates how the positioning of interlocutors as invisible begins at the micro level through everyday interactions with the mainstream society and their families. It then reveals the mechanisms of this process: ascribing identifications, creating an anti-migrant environment, exerting pressure on integration, and limiting resources. It argues that invisibility limits interlocutors’ possibilities to negotiate a sense of belonging and express self-identification. Engaging participants in category negotiations and autobiographical narrative interviews, along with considering the class perspective, expands the space for reflecting on identity and helps to align categories with participants’ lived experiences.

Dear Mr Sobukwe: examining Robert Mangaliso Sobukwe’s pan-African vision and how it has influenced youth movements in South Africa today

Pan-Africanism is experiencing a resurgence amongst young people in post-1994 South Africa. In this article, I explore how people across different generations interpret the legacy of a critical figure in South African history, Robert Mangaliso Sobukwe. The participants in this research and I represent a sliver in the changing interpretations of Sobukwe’s legacy in South Africa after 1994. I have chosen an epistolary form as the key organising framework to share my ethnographic research, mirroring Sobukwe’s own prolific letter writing practice throughout his life. The article presents letters written by two participants in my research to Sobukwe, followed by a response letter from me. This forms a dialogical conversation between me, the researcher, the participants in my research and Robert Sobukwe. The research essay contains elements of auto-ethnography, allowing me to engage closely with how Sobukwe has impacted my own thinking about justice in South Africa. I focus on education, a key tenet in Sobukwe’s pan-Africanist vision. The article shows the ongoing erasure of Black liberation fighters from contemporary South Africa and the impact of coloniality in education.

40 Trust, belonging and understanding - The experiences of families who use languages other than English (LOE) that are hospitalized on general paediatric inpatient units

Abstract Background Despite recognition that social determinants are critical to health outcomes, many groups, including those with lower incomes, racial/ethnic minorities, and other historically marginalized populations, continue to experience significant social and structural barriers to care. There is need for research that incorporates patient and stakeholder engagement in developing, testing, and disseminating interventions to improve outcomes for patient populations that have been marginalized in the health system. Patients who use a language(s) other than English (LOE) for healthcare communication are at increased risk for experiencing adverse events and worse health outcomes in healthcare settings, including in paediatric hospitals. Canadian census data indicates 12.7% of Canadians predominantly speak a language other than French or English. This work aims to generate knowledge to improve health outcomes for children and families who speak LOE. Objectives (1) To understand the lived experience of families who speak LOE around the hospitalization of their child and (2) To understand the perspectives of patients and families who speak LOE on how the healthcare system can improve care during hospitalization. Design/Methods The premise of this study is participatory research. We designed a qualitative study involving children hospitalized in the General Paediatric Inpatient Unit at the Hospital for Sick Children. The study includes family caregivers of children age 0 to 18 years who identify as speaking LOE. Children and families could speak any language that we were able to obtain interpreter support for. We excluded patients that spoke a traditional Indigenous language as we noted this work required a separate study in partnership with the Indigenous community. We conducted semi-structured virtual individual interviews with children and families post-discharge with a medical interpreter. An interview guide was developed and transcripts were analyzed using thematic analysis. We took several steps to ensure an effective study design given our goals of participatory research including ensuring patient and family engagement throughout the design process. Results 19 families participated in the interviews and 16 different languages were represented amongst our participant groups. Our study is unique in especially unique in it's ability to recruit and interview individuals with so many different primary languages. Our study provides rich insight into opportunities within the paediatric inpatient setting for quality improvement to address the health disparities experienced by patients and families who use LOE for healthcare communication. Our analysis of the interviews identify several themes that provide insight into the lived experience of patients and families who use LOE for healthcare communication. 1) Inconsistent interpreter use affects communication “in the moment” and the ability to develop an “overall understanding” of the current clinical situation and broader healthcare context. Our participants note a "snowball effect" when interpreters are not consistently utilized. 2) In addition to language, multiple additional social factors contribute to an increased sense of vulnerability and modulates how families “trust” the healthcare system. 3) Despite families expressing positive experiences, they noted that they did not, nor expect to feel like they “belonged” within the healthcare system. It is critical to recognize the complex interplay between many factors surrounding our participants’ identities. Though they use a LOE for healthcare, the intersectional marginalization they experience was thoroughly represented during our conversations Conclusion Our research aimed to take a participatory approach to consider the lived experience of patients and families who use LOE for healthcare communication. This work builds on the current literature on patient and family centered care, experiences of families who speak LOE and participatory community-based research in the paediatric hospital settings. Our study's findings support the development of a research and intervention agenda in Canada to improve health outcomes for patients and families with LOE.

Attitudes and awareness in autonomous decision on medical treatment or inclusion in clinical trials amongst Slovenian adolescents: an online survey

BackgroundIn Europe and elsewhere in the world, activities are taking place to improve the awareness of children and adolescents (hereinafter: adolescents) regarding their rights and obligations in autonomous decision-making about their own medical treatment and participation in clinical research.MethodsThe cross-sectional survey of adolescents was carried out using an anonymous online questionnaire. We obtained consent from the Commission of the Republic of Slovenia for Medical Ethics. Participating young people were invited through the network of primary and secondary schools, the Society of Dystrophy of Slovenia and through the dissemination of electronic messages. The online questionnaire was open from April 25 to May 6, 2023. Young people aged 13 to 20 joined the survey. The association between several factors and awareness of the minimum age limit was tested by univariate logistic regression. All statistical testing was performed at a significance level of 0.05.ResultsThe responses of 458 respondents were analysed, of which 281 were male. Only 8.3% of participating adolescents knew the age limit set by law for autonomous decision-making about medical treatment at 15 years old. Most answered that a medical institution should inform them about their rights (62.4%). Only 5.02% responded that they do not need their parents’ consent when making decisions; 2.6% of respondents answered that they autonomously decided to undergo treatment without their parents’ knowledge. The majority obtained information about treatment from a doctor (more than 70%); 42.8% were in favour of new forms of treatment, especially chronic patients (more than 70%); 44.8% had already heard about clinical research, most of them through the media (55.4%); 70% of the respondents answered correctly about making an autonomous decision about participation in research at the age of 18. About three-quarters (75.6%) of respondents who had heard of clinical research believe that an individual should be paid for participating.ConclusionsOur research showed insufficient awareness of the age limit of adolescents regarding medical treatment decisions and clinical research. The prevailing view is that health professionals should inform young people more about their rights. Most adolescents believe they should be paid to participate in clinical research.

Strengthening Community Resilience in the Face of Environmental and Economic Challenges in Southeast Mexico

Objective: The problems in the sustainable management of natural resources in their fishing practices in the community of Aztlán Quinta Seccion Palomillal in Tabasco, Mexico, are analyzed to develop community solutions and improve sustainability and socioeconomic results. Theoretical Framework: It is based on the theory of sustainability (World Commission on Environment and Development, 1987, p. 43), the natural resources management model (Natural Resources Commission, 2012, p. 3) and the theory of participatory research (Reason & Bradbury, 2008, p. These frameworks are the context in which fishing practices are developed in the community, serving as a relevant case study for southeastern Mexico, facilitating the analysis of the problems and proposed solutions. Method: A qualitative case study design focused on community-based participatory research was applied, involving key community actors, including fishermen and leaders of the fishing cooperative. Data collection was through semi-structured interviews, focus groups and participant observation. The interviews were designed to learn about challenges in resource management, while focus groups facilitated discussions about possible solutions. Participant observations were carried out during community meetings and the sociocultural and environmental context. Results and Discussion: The problems of sediment accumulation, the presence of invasive species, the lack of adequate infrastructure and low educational levels were identified. There is an urgency to implement strategies that combine traditional knowledge with modern practices to improve the sustainability of fishing activities. The importance of community participation is highlighted. Research Implications: It has significant practical and theoretical implications for sustainable resource management in rural fishing communities and can be applied in other similar rural contexts and contributes to the theoretical development of community-based participatory research. Originality/Value: An innovative community-based participatory research approach is applied for sustainable natural resource management in a rural fishing community, replicable for sustainable resource management in vulnerable contexts.

From ‘strong recommendation’ to practice: A pre-test post-test study examining adherence to stroke guidelines for fever, hyperglycaemia, and swallowing (FeSS) management post-stroke

BackgroundThe Quality in Acute Stroke Care (QASC) Trial demonstrated that assistance to implement protocols to manage Fever, hyperglycaemia (Sugar) and Swallowing (FeSS) post-stroke reduced death and disability. In 2017, a ‘Strong Recommendation’ for use of FeSS Protocols was included in the Australian Clinical Guidelines for Stroke Management. We aimed to: i) compare adherence to FeSS Protocols pre- and post-guideline inclusion; ii) determine if adherence varied with prior participation in a treatment arm of a FeSS Intervention study, or receiving treatment in a stroke unit; and compare findings with our previous studies. MethodsPre-test post-test study using Australian acute stroke service audit data comparing 2015/2017 (pre-guideline) versus 2019/2021 (post-guideline) adherence. Primary outcome was adherence to all six FeSS indicators (composite), with mixed-effects logistic regression adjusting for age, sex, stroke type and severity (ability to walk on admission), stroke unit care, hospital prior participation in a FeSS Intervention study, and correlation of outcomes within hospital. Additional analysis examined interaction effects. ResultsOverall, 112 hospitals contributed data to ≥1 one Audit cycle for both periods (pre=7011, post=7195 cases); 42 hospitals had participated in any treatment arm of a FeSS Intervention study. Adherence to FeSS Protocols post-guideline increased (pre: composite measure 35% vs post: composite measure 40 %, aOR:1.2 95 %CI: 1.2, 1.3). Prior participation in a FeSS Intervention study (aOR:1.6, 95 %CI: 1.2, 2.0) and stroke unit care (aOR 2.3, 95 %CI: 2.0, 2.5) were independently associated with greater adherence to FeSS Protocols. There was no change in adherence over time based on prior participation in a FeSS Intervention study (p = 0.93 interaction), or stroke unit care (p = 0.07 interaction). ConclusionsThere is evidence of improved adherence to FeSS Protocols following a ‘strong recommendation’ for their use in the Australian stroke guidelines. Change in adherence was similar independent of hospital prior participation in a FeSS Intervention study, or stroke unit care. However, maintenance of higher pre-guideline adherence for hospitals prior participation in a FeSS Intervention study suggests that research participation can facilitate greater guideline adherence; and confirms superior care received in stroke units. Nevertheless, less than half of Australian patients are being cared for according to the FeSS Protocols, providing impetus for additional strategies to increase uptake.

A Survey of Surrogates and Health Care Professionals Indicates Support of Cognitive Motor Dissociation-Assisted Prognostication.

Prognostication of patients with acute disorders of consciousness is imprecise but more accurate technology-supported predictions, such as cognitive motor dissociation (CMD), are emerging. CMD refers to the detection of willful brain activation following motor commands using functional magnetic resonance imaging or machine learning-supported analysis of the electroencephalogram in clinically unresponsive patients. CMD is associated with long-term recovery, but acceptance by surrogates and health care professionals is uncertain. The objective of this study was to determine receptiveness for CMD to inform goals of care (GoC) decisions and research participation among health care professionals and surrogates of behaviorally unresponsive patients. This was a two-center study of surrogates of and health care professionals caring for unconscious patients with severe neurological injury who were enrolled in two prospective US-based studies. Participants completed a 13-item survey to assess demographics, religiosity, minimal acceptable level of recovery, enthusiasm for research participation, and receptiveness for CMD to support GoC decisions. Completed surveys were obtained from 196 participants (133 health care professionals and 63 surrogates). Across all respondents, 93% indicated that they would want their loved one or the patient they cared for to participate in a research study that supports recovery of consciousness if CMD were detected, compared to 58% if CMD were not detected. Health care professionals were more likely than surrogates to change GoC with a positive (78% vs. 59%, p = 0.005) or negative (83% vs. 59%, p = 0.0002) CMD result. Participants who reported religion was the most important part of their life were least likely to change GoC with or without CMD. Participants who identified as Black (odds ratio [OR] 0.12, 95% confidence interval [CI] 0.04-0.36) or Hispanic/Latino (OR 0.39, 95% CI 0.2-0.75) and those for whom religion was the most important part of their life (OR 0.18, 95% CI 0.05-0.64) were more likely to accept a lower minimum level of recovery. Technology-supported prognostication and enthusiasm for clinical trial participation was supported across a diverse spectrum of health care professionals and surrogate decision-makers. Education for surrogates and health care professionals should accompany integration of technology-supported prognostication.

Sustainable development awareness and integration in higher education: a comparative analysis of universities in Central Asia, South Caucasus and the EU

Education for sustainable development in universities is shaping the agenda in this area, demanding continuous improvement in quality. There is a trend towards integrating sustainability issues and the implementation of sustainable development goals into higher education. Universities responsible for educating SD professionals must teach knowledge and develop skills in line with the SDGs. However, there is insufficient attention to this in educational programs; more often it is implemented through disparate initiatives. The article presents research conducted in universities in the countries of Central Asia (Kazakhstan, Kyrgyzstan, Tajikistan, Uzbekistan), South Caucasus (Georgia, Armenia) and the European Union (Italy, Bulgaria, Poland). The awareness of students and teachers about the SDGs, the problems of implementing SD were assessed, and ways to solve these problems were analyzed. Countries were divided into clusters for comparative analysis. The results show that students generally have limited knowledge about the global sustainable development goals, while teachers have a higher level of awareness. The article examines the contribution of education to raising students' awareness in the countries studied and their attitudes towards integrating sustainability into the curriculum. The questionnaire showed that the educational intervention significantly influences students’ intention to engage in sustainability. Overall, students demonstrate positive attitudes towards incorporating sustainability issues into their education. The results of a study conducted in higher education institutions in Central Asia, South Caucasus and the European Union showed that students are generally unaware of the sustainable development goals, their information received through the Internet, media and university studies is insignificant, while teachers are better informed. Students and teachers expressed the greatest concern about environmental, social and economic problems. At the same time, students of engineering, technical and medical fields are more informed about the SDGs compared to pedagogical and socio-humanitarian fields. To increase awareness, universities are encouraged to integrate sustainability education into various disciplines, conduct seminars, round tables, promote student participation in projects and research, and promote international cooperation and knowledge sharing.

Teacher Collaboration for Student-Centered Project-Based Curriculum Development in the Supplementary School: What Do Teachers Need?

ABSTRACT This study explores what teachers need to collaboratively create student-centered, project-based learning (PBL) curriculum for learners in a congregational school. Participatory action research methods including GLA/GLU (group-level assessment/group-level understanding) were used to inform the outcomes of this study. Analysis of the data suggests four areas of focus: time (structured time for planning, sharing, and reflection); content studies (curriculum study and core content topics); technology-building skills; and continued PBL methodology. The findings of this study suggest a growth mindset for teachers empowering them to create robust, authentic, relational curriculum with positive outcomes for both them and their learners.

A Collaborative Approach to Promote Sustainable Learning for Vulnerable Learners in Zimbabwean Rural Secondary Schools

Purpose. Many children who attend rural schools are faced with challenges which make them vulnerable. Vulnerability does not only affect those learners, but it also disrupts the teaching and learning process; that is teachers and other learners and the well-being of people in the community. Arguably, the responsibility of supporting learners who are vulnerable so that they can attain an education which is sustainable rests in the hands of the entire community. The purpose of this study was to explore how a collaborative approach utilising community capitals can promote sustainable learning for vulnerable learners in Zimbabwean rural secondary schools. The study used the Community Capitals Framework (CCF) as the analytical framework for the study. Methodology. The study employed a qualitative methodology using Participatory Action Research (PAR) and Critical Emancipatory Research (CER) paradigms. Data were generated through discussion meetings and photovoice with learners, teachers, and parents from two rural secondary schools in Zimbabwe. Fairclough’s (1992) critical discourse analysis principles and a photovoice methodology were used for data analysis. Results. Results show that there is a need to develop a good learning environment, community engagement, and untap opportunities in local capitals to support the vulnerable learners, enhancing sustainable learning. The study also stresses the need for a positive relationship and engagement with communities, alongside leveraging all the types of capital in the community, including human capital, cultural capital, built capital, and social capital to mitigate some of the risks that learners may face. Conclusions. From the study, it is evident that a stakeholder-supported approach and leveraging on community capital is an appropriate way of addressing learner vulnerability and fostering learning in the rural secondary schools in Zimbabwe. The involvement of the community can also be used as a force to encourage the development of an environment conducive to learning that will foster the achievement of the education goals for vulnerable learners.

Cultivating Digital Skills: Assessing Trainee Digital Skills and Individual Needs

It is widely recognised that having applicable digital skills is crucial to a lot of professions and is highly relevant to economic growth and digital transformation. Additionally, a lot of digital training does not consider, the specific needs of the individual. As such, this paper presents an adaption for means of digital skills assessment and training readiness, and practical skills appraisals, which allows training to be modified to individual needs. This paper focuses on a skills' assessments (appraisals) for working professionals that are not in traditionally IT specialist roles such as physio therapists and food technicians, specifically in how working professionals can be assessed and better prepared for digital upskilling. An adapted framework is motivated by using concepts of digital skills' assessment by Van Laar et al. (2018), which includes adapting their established set of measures for 21st century Digital skills. The results and findings, to date, are based upon twelve skills appraisals and six short training sessions, across six participants. Resulting in qualitative data in the form of researcher observations and participant narrations over skill-based activities with non-IT based professionals. Participants were recruited primarily from a regional skills support scheme focused upon digital skills' development, for people in employment. The aims of this paper are to report the findings of active research and to provide initial insights regarding strategies for digital trainers. The suggested approaches are intended to highlight areas of interest and focus for trainees. These approaches should benefit skills development and delivery for a large population of non-IT based professionals.

Equitable community-based participatory research engagement with communities of color drives All of Us Wisconsin genomic research priorities.

The NIH All of Us Research Program aims to advance personalized medicine by not only linking patient records, surveys, and genomic data but also engaging with participants, particularly from groups traditionally underrepresented in biomedical research (UBR). This study details how the dialogue between scientists and community members, including many from communities of color, shaped local research priorities. We recruited area quantitative, basic, and clinical scientists as well as community members from our Community and Participant Advisory Boards with a predetermined interest in All of Us research as members of a Special Interest Group (SIG). An expert community engagement scientist facilitated 6 SIG meetings over the year, explicitly fostering openness and flexibility during conversations. We qualitatively analyzed discussions using a social movement framework tailored for community-based participatory research (CBPR) mobilization. The SIG evolved through CBPR stages of emergence, coalescence, momentum, and maintenance/integration. Researchers prioritized community needs above personal academic interests while community members kept discussions focused on tangible return of value to communities. One key outcome includes SIG-driven shifts in programmatic and research priorities of the All of Us Research Program in Southeastern Wisconsin. One major challenge was building equitable conversations that balanced scientific rigor and community understanding. Our approach allowed for a rich dialogue to emerge. Points of connection and disconnection between community members and scientists offered important guidance for emerging areas of genomic inquiry. Our study presents a robust foundation for future efforts to engage diverse communities in CBPR, particularly on healthcare concerns affecting UBR communities.

Redefining Science for Sustainable Development the Nexus of Endogenous Knowledge Systems and Scientific Paradigms

This article explores the integration of Western scientific paradigms and endogenous knowledge systems as a pathway to more inclusive and sustainable development. While Western science, rooted in positivism and empiricism, has driven technological progress, it often overlooks the socio-cultural and ecological contexts specific to local communities, particularly in the Global South. Endogenous knowledge, with its holistic and relational approaches, provides valuable insights for sustainable development. Through a theoretical and conceptual analysis, this paper advocates for epistemological pluralism, which fosters the co-production of knowledge across disciplines and cultures. The study also examines the decolonisation of science, addressing the historical marginalisation of indigenous knowledge and proposing institutional reforms that validate these systems in mainstream development practices. It highlights the importance of interdisciplinary collaboration and participatory research to ensure local communities play an active role in shaping sustainable development strategies. The findings emphasise the need for policy shifts, interdisciplinary research, and institutional changes to ensure equitable inclusion of indigenous knowledge in global sustainability agendas, offering a more culturally sensitive and resilient approach to development.