ABSTRACT Participatory Action Research (PAR) is championed as a transformative methodology fostering empowerment and collective inquiry, yet its application among Technical and Vocational Education and Training (TVET) graduates in contexts of socio-economic precarity exposes tensions around power imbalances, survival pressures, and institutional constraints. Drawing on a Freirean-inspired study with National Certificate (Vocational) [NC(V)] graduates in South Africa, this article interrogates how precarious living conditions hinder sustained participation and how institutions often appropriate participatory approaches for bureaucratic or policy purposes, thereby weakening their radical potential. While recognising these challenges, the article argues for reflexive adaptations such as trust-building, context-responsive participation, and critical examination of structural barriers. Engaging with contemporary debates in Educational Action Research on the risks of depoliticising participatory methodologies, it calls for a rethinking of PAR that explicitly reclaims its political and transformative roots in Freirean pedagogy. Methodologically, the study draws on life narrative interviews, learning cycle group discussions, and the formation of a student movement to foreground the lived struggles and agency of TVET graduates. In doing so, it contributes to current conversations on how participatory methodologies can remain viable and transformative in structurally constrained environments.

Despite global progress in developing integrated mental healthcare on primary healthcare level, particularly in low-and-middle income countries, descriptions of scaling-up efforts remain scarce. The aim of this study was two-fold. First, to describe a collaborative approach to embed a common mental health conditions screening tool and process within district primary health care systems in KwaZulu-Natal, South Africa. Second, to explore perceptions of participating frontline workers and policy makers of the barriers and facilitators to embedding the tool using this collaborative approach as part of a scale-up process. Following a participatory action research approach, a learning collaborative was established that involved (1) mental health service coordinators from each district of the province of KwaZulu-Natal (n = 11), (2) provincial managers and policymakers (n = 4), and (3) members of the local research team. The capacity building programme was co-developed during a series of participatory workshops, and the common mental health conditions screening tool and associated processes were implemented and workshopped iteratively. The development and implementation of this programme as part of scaling up the screening intervention was assessed drawing from workshop proceedings, individual interviews with district coordinators (n = 11), and a focus group discussion (n = 8). Data were transcribed verbatim and thematically analysed guided by the Consolidated Framework for advancing Implementation Research. The participatory development and implementation process resulted in consensus building, curriculum development, situational analyses, training, and continuous quality improvement. The collaborative and co-development approach to the capacity building curriculum was broadly favoured. Outer Settings emerged in terms of a lack of formal guidance documents for district mental health services, limited intersectoral collaboration, and limited community mental health literacy. In terms of Inner Settings, mental health continued to be under-prioritised in district services, with a lack of ring-fenced funding and data monitoring systems. Regarding Individuals, PHC staff were less well-trained and did not always want to engage in mental healthcare, with limited opportunity for capacity development. In terms of Implementation Processes, the flexibility of programme was particularly well illustrated during the disruptions of COVID-19, and adaptations were added to the programme to help address mental health and containing leadership among primary healthcare workers. While this period resulted in virtual workshops, face-to-face meetings were favoured. The scaling-up of an integrated primary mental health screening innovation requires capacity building among mid-level management, and a co-developed, collaborative programme built on continuous quality improvement provides promise in providing flexibility and communal problem-solving for more sustained implementation.

UMKM play a vital role in a regional economy. However, many MSMEs in Payakumbuh City still face significant obstacles, particularly in terms of business legality, characterized by low levels of Business Identification Number (NIB). This situation hinders competitiveness, banking access, and business development opportunities. This community service activity aims to strengthen the legality of MSMEs through education and technical assistance. The method used is a participatory and collaborative approach, involving three main stages: a Business Law Education Workshop, an UMKM Legal Clinic (direct assistance in obtaining a NIB through the Online Single Submission/OSS system), and a Collaborative Discussion with local stakeholders. The results of the activity showed significant improvements, with 11 participants successfully obtaining a NIB and an increase in legal understanding that encouraged independent legal registration. This success proves that technical obstacles and lack of understanding can be overcome with appropriate assistance, resulting in an effective community-based legal assistance model. Thus, this legal strengthening contributes significantly to increasing the administrative capacity and competitiveness of UMKM in Payakumbuh.

The goal of this community service project was to raise the socioeconomic standing of coastal communities whose restricted participation in development decision-making has limited their ability to become self-sufficient. The primary problem identified was low participation in educational programs that promote social and economic empowerment. The initiative adopted a participatory community empowerment approach, making the community the focal point of learning, planning, and execution. Capacity development was achieved through instructional interventions, needs mapping, group-based mentoring, and marine-based entrepreneurship training grounded in religious values and sustainable local practices. According to the findings, community involvement in cooperative fish farming has grown, there is greater collaboration between pesantren youth organizations, and small-scale seafood processing enterprises are using local marine resources. Additionally, the initiative increased public awareness of the shared social responsibility to promote local development. In conclusion, the participatory education-based empowerment model successfully enhanced community capacity and fostered long-term socioeconomic development.

Introduction In Philadelphia there are racial disparities in health outcomes during the perinatal period, such that Black infants and their parents experience a disproportionately higher burden of poor outcomes compared to their White counterparts. These excess risks are driven at least in part by high rates of poverty and other manifestations of structural racism. The provision of guaranteed income (GI) or unconditional cash payments during and after pregnancy, is a bold and evidence-based approach to advancing equity in financial security and health. The objective of this protocol paper is to describe the community-centered approach to the design of (a) the Philly Joy Bank (PJB), a perinatal GI program in Philadelphia, and (b) the evaluation of PJB’s impact. Methods PJB was conceived by an established coalition of community partners through a collective impact model. Decisions related to the design and implementation of PJB are made through a consensus building process that centers the voices of Lived Experience Experts (i.e., Black birthing people in Philadelphia). Congruent with the community-driven design of PJB, the evaluation of the impact of PJB is grounded in the principles of community-based participatory research and is co-designed by the community. Results The study purpose is to assess the feasibility and acceptability of PJB (Aim 1); to examine whether and how GI affects ability to meet basic needs and parental stress (Aim 2); and to explore the impact of PJB on parental mental health and the preliminary impact on infant prematurity (low birthweight and preterm birth) (Aim 3). Descriptive statistics, mixed effects regression analyses, and participatory qualitative analysis approaches will be used to achieve study aims. Discussion GI is a promising upstream structural intervention to address persistent health inequities during the perinatal period: a critical period of the life course. Understanding if and how GI improves health for birthing people and their infants can inform implementation and policy to advance health equity.

ABSTRACT Integrating biodiversity into urban areas is a growing policy priority, as EU strategies call for restoring nature and greening cities. There is still limited empirical evidence on how collaborative processes can effectively reshape governance and planning to this end. We present a collaborative planning process co-developed with the Comune di Trento to enhance biodiversity along the Fersina River. Through participatory workshops and co-design processes, stakeholders identified priorities and solutions, leading to (i) a redesigned governance model for planning and managing measures and (ii) an ad-hoc master plan that integrates natural areas – offering a replicable framework for embedding nature in urban planning.

Despite continuous government expenditure on surveillance technologies and checkpoint infrastructure, kidnapping and violent insecurity continue to be widespread along Ugwuogo Road in Enugu State, Nigeria. This study investigates the reasons these security measures have not translated into significant reductions in criminal activity. Adopting a mixed-methods design, the research combines quantitative analysis of 147 recorded kidnapping cases between 2020 and 2025 with qualitative interviews involving local residents, kidnapping survivors, security personnel, transport union representatives, vigilante members, and community leaders. The findings point to three interconnected flaws within the existing security framework: excessive dependence on surveillance technologies without effective operational coordination, the dominance of largely symbolic checkpoint enforcement marked by corruption and weak deterrence, and the systematic marginalization of community-based intelligence structures in formal security planning. Spatial analysis indicates that roughly 78% of kidnapping incidents occurred within a 500-meter radius of official checkpoints, while drone surveillance failed to avert approximately 63% of attacks due to slow response times, predictable deployment routines, and poor inter-agency collaboration. The study contends that security strategies centered primarily on technology, when divorced from intelligence integration, accountability systems, and community trust, are largely ineffective in settings characterized by limited state capacity. To address these gaps, the study proposes a four-pillar framework for sustainable security governance that prioritizes intelligence-led policing, community-based early warning mechanisms, institutional accountability, and the economic disruption of criminal networks. The study contributes to ongoing debates on hybrid security governance in Nigeria by demonstrating the importance of socially embedded and participatory approaches over narrowly surveillance-focused strategies.

Background - Facilitator capacity is critical for the effectiveness of community-based early warning systems (CBEWS) in disaster risk reduction. Facilitators serve as intermediaries translating complex hazard data into actionable insights that enable communities to respond effectively to disasters. In Indonesia, where disaster risk is high, facilitators play an essential role in protecting lives and livelihoods at the grassroots level. Urgency of Research - Despite their importance, capacity-building approaches for CBEWS facilitators often employ top-down training methods that fail to engage facilitators as active agents in their own learning. Current programs lack participatory approaches that leverage facilitators' contextual knowledge and experience, undermining the sustainability and relevance of capacity-building initiatives. There is an urgent need for innovative, participatory approaches that position facilitators as co-creators of knowledge. Research Objectives - This study aimed to describe the process and outcomes of implementing participatory action research (PAR) to enhance the capacity of CBEWS program facilitators in nonformal education settings, investigating how PAR supports facilitator understanding of CBEWS concepts, develops contextual and adaptive facilitation skills, cultivates reflective capacity, and identifies enabling and inhibiting factors. Research Method - This qualitative descriptive study was conducted between 2021 and 2024 across seven disaster-prone Indonesian provinces: Central Java, East Java, West Java, Banten, South Kalimantan, Gorontalo, and Bali. Forty-five CBEWS facilitators participated in PAR cycles involving planning, action, observation, and reflection stages. Data were collected through 60+ hours of participatory observation, 20 in-depth interviews, 8 focus group discussions, and document analysis. Thematic analysis was employed to identify patterns and themes. Research Findings - Three dimensions of capacity development emerged: enhanced understanding of CBEWS concepts applicable to specific disaster contexts; improved contextual and adaptive facilitation skills enabling tailoring of approaches to community needs and creation of inclusive learning environments; and cultivated reflective capacity for systematic practice improvement. Enabling factors included institutional support, facilitator openness to learning, and collaborative researcher-facilitator relationships. Inhibiting factors included limited time for reflection, dual roles as implementers and learners, and organizational barriers. Research Conclusion & Novelty - Participatory action research effectively develops facilitator capacity when supported by institutional commitment and multi-year engagement. This approach provides a viable model for community-based disaster risk reduction programs, contributing to both adult learning theory in nonformal education settings and practical disaster risk reduction implementation.

The concept of a Basket of Territorial Goods and Services (BTGS) is a theoretical-methodological approach aimed at identifying and strengthening the unique material and symbolic elements that contribute to sustainable development in rural contexts. The BTGS considers three main axes: the construction of a territorial image, the valorization of local markets, and governance of territorial development initiatives by diverse social actors. Although the theoretical literature on BTGS has advanced in recent years, the lack of standardized empirical indicators has limited the ability of the BTGS framework to be used in longer-term and comparative monitoring and assessment programs related to sustainable rural and economic development. This study developed and tested an indicator panel for assessing the level of maturity of the BTGS in Southern Brazil. Since the 1990s, the Rural Credit Cooperative of Seara (Crediseara), has implemented a collective action project to enhance the recognition and value of the region's environmental, cultural, landscape, and productive attributes. We piloted the BTGS indicator panel using a participatory approach with 14 civil society organizations, cooperatives, and public institutions. The results indicate a BTGS at a moderate stage of maturity, with Crediseara and the Family Agriculture Forum standing out as important regional governance hubs for rural development. Significant challenges were also identified, such as Indigenous voices being underrepresented in shaping local strategies and the limited collaboration between public policies and local initiatives. The study reinforces the importance of social participation in building sustainable territorial development processes and proposes the BTGS Panel as a strategic tool for planning, monitoring, and political dialogue. The research contributes to Sustainable Development Goal (SDG) 17, particularly target 17.16, by strengthening collaborative models of evaluation and multisectoral governance.

Economic empowerment of rural communities through the strengthening of Micro, Small, and Medium Enterprises (MSMEs) is a crucial pillar in achieving national economic independence. One of the fundamental obstacles faced by MSMEs in rural areas is financial exclusion due to low digital literacy and dependence on conventional cash transaction systems. The Community Service Program (KKN) of students from the State Islamic University of North Sumatra (UIN SU) in Pematang Tengah Village was designed to bridge this gap by optimizing the Indonesian Standard Quick Response Code (QRIS). Through an intensive participatory mentoring approach, students acted as agents of digital transformation who educated, trained, and facilitated 10 local MSME actors in adopting non-cash payment technology. The results of the program show a significant shift from digital skepticism to digital trust. The implementation of QRIS has been proven to increase operational efficiency, financial management accuracy, and strengthen the image of business modernity in the eyes of consumers. This article emphasizes that the role of students is not merely as information deliverers, but as catalysts of social capital that is crucial for the sustainability of digitalization at the village level.

The community service program in Dusun Bendrong aimed to foster environmental awareness through the planting of timber and fruit seedlings as a response to declining forest quality and reduced water availability caused by vegetation loss. This program sought to enhance community participation in forest conservation while strengthening local wisdom related to environmental stewardship. The activity was conducted in three stages: pre-activity observation and coordination with the Village Head and community leaders, joint planting of 14 seedlings by Student Community Service (KKM) participants and local residents, and monitoring and evaluation to assess implementation and participant understanding. The results showed that all seedlings were successfully planted, with high levels of participation from both students and community members. The activity increased awareness of forest conservation and highlighted the importance of collective action in maintaining environmental sustainability. Timber trees contributed to forest restoration, improved water absorption, and reduced erosion risk, while fruit trees provided additional economic and social benefits for the community. Overall, this participatory approach proved effective as a sustainable model for community service programs that integrate environmental conservation and community empowerment.

Abstract The Anthropocene has become a significant framework for understanding the scale and impacts of human activity on Earth (Crutzen, 2002; Steffen et al., 2007). Whether or not it is officially recognised as a geological epoch, the term denotes a planetary state in which human actions destabilise climate systems, cause biodiversity loss, and raise urgent questions of justice, responsibility, and care (Haraway, 2016). This article, adapted from a keynote delivered at the Scottish Educational Research Association ( sera ) conference in Dundee in December 2024, examines how education can respond to socio-ecological change in this context. Focusing on environmental pedagogy (or ecopedagogy), it argues that effective educational responses to the Anthropocene must move beyond the transmission of information to cultivate systemic literacy, ecological responsibility, and justice-oriented practice. These orientations are framed as conditions of learning in the Anthropocene, shaping how learners and communities engage with uncertainty, interdependence, and uneven geographies of power. Drawing on the Natural Environment Research Council ( nerc )-funded gallant (Glasgow as a Living Laboratory for Accelerating Novel Transformation) project, the article explores how place-based, participatory approaches can support learning that connects knowledge-making with action and advocacy. The paper argues that while education cannot resolve the challenges of the Anthropocene, it can equip learners and communities to navigate systemic crises and to build capacities for resilience, care, and solidarity in the face of planetary change.

A general framework for designing and assessing sustainable and diversified cropping systems: Bridging knowledge-driven, model-aided, and participatory approaches

Social dimensions of Managed Aquifer Recharge: A scoping review.

Development of lesbian, gay, bisexual, transgender, queer/questioning, intersex, asexual, and other gender and sexual minority (LGBTQIA+) identities and a disability identity is critical for positive mental health outcomes for LGBTQIA+ autistic individuals. To understand identity development and evaluate the resonance of support among a large sample of LGBTQIA+ autistic adults. A sequential mixed-methods, participatory approach. Data collection for both phases occurred remotely. LGBTQIA+ autistic adults completed the qualitative phase and the survey (Ns = 57 and 107, respectively). Phase 1, the qualitative phase, included semistructured interviews and focus groups based on queer, crip, and intersectionality theories. Questions related to identity exploration and development. Themes regarding barriers and supports were used to develop a survey, used in Phase 2, to collect quantitative data to confirm the resonance of the findings. Participants described exposure, personal research, trial and error, and individuals external to the LGBTQIA+ and autistic communities as contributing to their evolving identities. If these contributing factors were positive, people described experiencing narrative gain, whereby they felt a sense of relief and pride over their identities, and if they were negative participants reported going through a journey toward self-acceptance. Occupational therapy practitioners can support LGBTQIA+ autistic adults in the identity development process by fostering connections with other LGBTQIA+ autistic individuals, providing accessible sexual health education supporting personal research and providing accessible resources, offering opportunities to explore identities through creative means, and creating supportive environments and safe spaces for self-exploration. Plain-Language Summary: Identity development is the process of understanding who you are. Occupational therapy practitioners can help support positive identity development for LGBTQIA+ autistic clients. In Phase 1 of the study, we talked to 57 LGBTQIA+ autistic people and asked them how they learned they were LGBTQIA+ and autistic. We used what we learned from those people to create survey questions, and we asked another 107 LGBTQIA+ autistic people whether the findings from our conversations in Phase 1 resonated with them as well. LGBTQIA+ autistic participants reported that they found it helpful to be exposed to people with diverse LGBTQIA+ and autistic identities; to be connected with articles, blogs, and people online who held diverse LGBTQIA+ and autistic identities; and to trial different identities. They also said it was helpful if people who were not LGBTQIA+ or autistic were supportive during this process. When people had more help, they had better acceptance of themselves. When people had less help, they said they had to learn to accept themselves. Positionality Statement: In this article, we use the term LGBTQIA+ (lesbian, gay, bisexual, transgender, queer/questioning, intersex, asexual, and other gender and sexual minority identities) to refer to a spectrum of marginalized sexual orientations (e.g., lesbian, gay, bisexual, asexual), gender identities (e.g., transgender, nonbinary, agender), and biological variations in sex characteristics (e.g., intersex). We recognize that these identities are distinct but often interrelated, and unless otherwise specified we use LGBTQIA+ inclusively to reflect participants' self-identification. The first author is a White, straight, cisgender female with a history of generalized anxiety disorder. The second author is a mixed-race, queer, cisgender woman who is multiply neurodivergent, including autism, attention deficit hyperactivity disorder, and posttraumatic stress disorder. The third author is a White, queer, nonbinary autistic person. The fourth author is a White, straight, cisgender female. The research team has varied experience and expertise in conducting research. The first author has a PhD and is a licensed occupational therapist, the second author has worked for many years in research laboratories as a research assistant and coordinator and is a licensed occupational therapist, the third author has a background in quantitative designs and statistical analyses and has worked as a research assistant, and the fourth author worked as a research assistant while in graduate school and is a licensed occupational therapist.

For Black adolescent girls, hair is a significant aspect of gender and ethnic identity, influencing both intrapersonal reflections and interpersonal interactions. Gendered racism and Eurocentric beauty standards marginalize Black girls and their hair, causing them to experience high rates of hair-related harassment and discrimination. These experiences negatively affect the self-esteem of Black girls, which has critical implications for various health behaviors. The purpose of this article is to describe the development of a culturally relevant digital toolkit aimed at promoting hair esteem and self-esteem. The development of the toolkit for Black girls was grounded in a youth participatory research approach and co-created with Black adolescent girls who were part of an existing youth advisory board (YAB). Existing literature and YAB discussions were used to create the "Hair-Esteem Toolkit for Black Girls." The toolkit includes hair empowerment strategies alongside activities and resources designed to enhance self-esteem among Black girls. This study emphasizes the development of the toolkit and the importance of centering Black girls in intervention development. The resulting toolkit marks a potential first step toward addressing hair discrimination and empowering Black girls.

A participatory system dynamics approach to assess transboundary nutrient pollution: modelling the water-energy-food-ecosystems nexus in the Lielupe River Basin, Lithuania and Latvia

This article aims to conduct a systematic literature review on the application of the Action Research (AR) methodology in Supply Chain Management (SCM) within the automotive sector. To achieve this, a comprehensive bibliometric analysis was carried out using publications indexed in the Web of Science (WoS) database, following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol. This approach enabled the identification of patterns in scientific production, temporal evolution, geographical distribution, institutional collaboration networks, the most influential authors and sources, as well as keyword co-occurrence and co-citation analyses. The results reveal a limited adoption of AR in automotive Supply Chain Management, highlighting a notable gap in the scientific literature. This shortcoming underscores the need to explore research avenues that integrate participatory, iterative, and transformation-oriented approaches in the design, implementation, and evaluation of collaborative supply chain processes. Accordingly, this study outlines the current state of the art at the intersection of AR and SCM in the automotive sector and provides a foundation for future research agendas in complex industrial environments, with particular attention to dynamic capabilities and organizational resilience. Keywords: Action Research (AR), Supply Chain Management (SCM), Automotive Sector, Bibliometric Analysis, PRISMA, Research Agenda

Reimagining peer-led support in doctoral nursing and midwifery education: A collaborative autoethnographic case study.

A roadmap for federated learning projects using health data to guide sustainable artificial intelligence development in the European Union.