People living in prison (PLP) face profound health inequities, with disproportionately high rates of mental health conditions, communicable diseases, and limited access to health-related knowledge. These challenges are exacerbated by social exclusion, institutional constraints, and a lack of training for custodial staff. This presentation explores a participatory intervention carried out in a correctional centre in Pisa, Italy, as part of a broader European initiative (EU-funded PARTNER project) to promote health literacy as a tool for agency, inclusion, and reflection. Using participatory co-creation methods, the programme created safe and inclusive spaces where participants could explore their own definitions of health, share experiences, and contribute to the development of culturally and contextually appropriate health education materials. These sessions prioritised relational reciprocity and fostered conditions for emotional and cognitive engagement, recognising participants not just as learners, but as contributors to a shared understanding of health. Through peer dialogue, storytelling, and interactive techniques, participants were encouraged to reflect critically on their present and imagine future trajectories. This process of personal and collective authorship helped restore a sense of continuity in environments often defined by fragmentation, disempowerment, and institutional control. The intervention also involved correctional staff, highlighting the importance of relational dynamics in shaping health behaviours and attitudes within carceral environments. By positioning health literacy as both a right and a relational process, this intervention shows how participatory methods can support empowerment and inclusion in structurally excluded settings. The experience highlights the transformative potential of engaging people not just as targets of education, but as active co-creators of meaning, identity, and care.

The development of digital technology, especially AI-based natural language processing such as ChatGPT, has opened up new opportunities in the world of education, especially in improving academic literacy skills. This study aims to determine (1) How the use of the Artificial Intelligence (AI)-based ChatGPT platform can improve students' writing skills in learning English (2) The positive impacts and challenges faced by students in using ChatGPT as a writing learning medium. By using a qualitative method with a literature study approach, this study analyzed various scientific articles, books, journals, and previous research reports. The results of the study (1) Based on an in-depth literature study, it can be concluded that the use of the Artificial Intelligence (AI)-based ChatGPT platform can significantly improve students' writing skills in learning English. Through responsive, adaptive, and personalized interactions, ChatGPT provides support in various aspects of writing such as structure, vocabulary, grammar, and style. This platform functions as a virtual tutor, a source of inspiration, and a reflection tool that encourages students to be more confident and active in writing (2) Based on the analyzed literature study, the use of ChatGPT has a significant positive impact on the development of students' writing skills. Students receive assistance in improving their writing structure, expanding their vocabulary, and gaining writing inspiration.

Abstract Managing unintentional insider threat (UIT)—inadvertent mistakes and errors that cause cyber breaches—remains a serious challenge to organisations and businesses. In previous work (Khan et al. in Cognit Technol Work 24:1–29, 2021) we developed a sociotechnical framework for UIT consisting of 45 elements arranged in six categories called ‘pillars’ (for e.g. technical cyber defences, user vulnerabilities, processes, knowledge sharing etc.). In the present paper we report the use of a web-based assessment tool that embodied this model and conducted a mixed methods study to examine its effectiveness as a tool for reflecting on these challenges and the consideration of future organisational responses. Senior leaders were invited to engage with the web-based assessment tool (hosted via a website) for a three-hour session to explore the application of the previously developed sociotechnical framework to identify where participants believed their organisation lay in terms of maturity. Attitudes were assessed through semantic scales and semi-structured interviews pre- and post-session that used the lens of Ajzen’s Theory of Planned Behaviour to explore attitudes, subjective norms and perceived control around the cybersecurity issues identified. It was found that organisations view informal peer structures as beneficial and invest in individual development if it is relevant to the job function already being performed by individuals. Organisations also showed aspirations to continuously improve the state of their technical and sociotechnical defences through investing in people and better technologies. Potential areas for improvement of the assessment tool’s inputs were also identified. We conclude that the web-based tool that was developed from the framework is an effective intervention to change planned behaviour for safeguarding against UIT. More broadly, the work demonstrates how an empirically derived framework for understanding human behaviour can be extended as a tool for reflection and determining future actions to improve organisational safety and security measures.

This study explores the use of photovoice as a reflective practice tool for early childhood student teachers in a teacher preparation program. Reflective practice is crucial for professional growth, yet traditional journaling often feels disconnected from real-world experiences for student teachers. Photovoice, which encourages participants to capture and reflect on meaningful classroom moments through photography, offers an engaging alternative. This research investigates the aspects of student teaching that candidates find reflective, how their images express satisfaction and dissatisfaction, and how group discussions develop shared understanding. Using a constructivist framework, seven student teachers participated in a semester-long photovoice project. Data were collected through over 350 images, descriptions, and four group discussions. Findings reveal four key reflective themes: instructional resources, student engagement, classroom environment, and relationships. While photovoice enhanced critical reflection and community building, participants were hesitant to openly discuss negative experiences, reflecting challenges in developing self-assessment. The study concludes that photovoice holds significant promise for enriching reflective practice in teacher education by integrating visual analysis and group dialogue and recommends its inclusion in teacher preparation curricula as a strategy for fostering critical reflection and community building. Received: 2 February 2025 | Revised: 3 June 2025 | Accepted: 12 September 2025 Conflicts of Interest The author declares that she has no conflicts of interest to this work. Data Availability Statement The data that support this work are available upon reasonable request to the corresponding author. Author Contribution Statement Amy Kelly: Conceptualization, Methodology, Investigation, Formal analysis, Writing – original draft, Writing – review & editing, Supervision, Project administration.

This study evaluates pre-service science teachers’ conceptual understanding of global warming using the Content Representation (CoRe) instrument. A descriptive design was employed with purposive sampling of second-year science education students. Data were gathered through eight CoRe prompts eliciting essential concepts, rationales, instructional sequencing, student considerations, decision factors, assessment strategies, and anticipated challenges. Responses were scored with a four-level rubric to derive profiles of strengths and weaknesses. Findings indicate overall understanding at a medium yet tending-to-low level; participants could identify core ideas and justify relevance, but struggled to organize coherent conceptual sequences, connect student context to instructional decisions, and articulate specific indicators of understanding. These results underscore the need to strengthen mechanism-based content knowledge, assessment literacy for conceptual understanding, and evidence-informed practice through microteaching and data-analysis tasks. The study recommends integrating CoRe as a structured reflection tool within teacher education curricula.

In many Indonesian EFL classrooms, students still rely on teacher-directed, exam-oriented routines with limited explicit instruction on self-regulated learning. Self-Regulated Learning (SRL) strategies are critical for academic success, especially in English as a Foreign Language (EFL) contexts. In Indonesia, however, there remains limited research on the deep learning self-regulation strategies used by EFL learners and the impact of gender and academic grade level. This study explores the deep learning self-regulation strategies Indonesian higher education students use in learning English, focusing on gender and grade level differences. Using the Deep Learning Strategies Questionnaire (DLS-Q) and semi-structured interviews, the results show a moderate use of SRL strategies, with Basic Learning Strategies being the most frequent. These strategies involve task planning, goal setting, and self-monitoring. Summarizing and activating prior knowledge were more often utilized by male students through Basic Learning and Deep Information Processing Strategies compared to female students. On the other hand, females appeared to prefer Social Strategies such as group discussions and collaboration with peers. These, along with the lack of variation with grade level, were not significant from a statistical standpoint. This research proposes that employing Deep Learning Self-Regulated Learning (SRL) strategies, using visuals and reflective tools, may enhance student engagement during EFL instruction.

Learning how Systems Engineers (SEs) make architectural design decisions in real-world settings is challenging due to the involvement of interdisciplinary stakeholders, shifting priorities, and multiple trade-offs often across extended project timelines. While interviews, observations, and participatory sessions provided valuable insights in our research, they fell short of capturing the nuanced decision-making patterns, challenges encountered, and strategies adopted by SEs. To address this gap, we developed “Decision Pathways” a board game designed to recreate realistic SE design conditions in a structured and observable environment. Decision Pathways is a team-based, one-hour game where participants take on the role of SEs tasked with designing a system architecture. Gameplay involves selecting a knowledge pathway, navigating stakeholder networks, identifying and purchasing knowledge cards within a limited budget, and adapting architectural designs in response to evolving constraints. All decisions are made under time pressure, and the game concludes with each team presenting a physical architecture canvas. The game is structured around the Octalysis framework to ensure player engagement through motivational drivers such as time scarcity, ownership, unpredictability, constraints, and collaborative challenge. Following iterative design refinement and a pilot with 10 cross-disciplinary PhD researchers, the game was implemented with 54 practicing Systems Engineers from high-tech industry. The sessions yielded rich data on decision-making patterns, organization-wide considerations, knowledge identification and use, and team dynamics including the challenges faced and strategies adopted. Participant feedback validated the game’s realism and identified its value beyond research as a training and reflection tool for both novice and experienced SEs. This paper details the conceptual foundations, design methodology, core mechanics, and empirical insights from "Decision Pathways." The research demonstrates how simulation-based board games can effectively support engineering research, professional development, and reflective practice while offering novel perspectives on complex decision environments. The implementation and results gives ideas for broader applications in systems thinking education and engineering design training.

ABSTRACT Background Acting in a changing world demands a holistic understanding of complex phenomena. Teacher education must therefore equip candidates with both knowledge and skills in integrative teaching and learning. Purpose This study investigates how integrative teaching and learning are reflected in the curricula of Finnish primary teacher education programs during the academic year 2024–2025. Methods The curricula of ten Finnish primary teacher education programs were analyzed using both data-driven and theory-guided content analysis. Results Five categories of courses reflect integrative teaching and learning: explicitly designed courses, subject-specific courses, integrative courses, studies in educational theory, and supervised teaching practice. These revealed four main approaches to integration: general integration, curriculum-driven integration, subject-based integration, and transdisciplinary integration. Conclusions The findings provide tools for reflection and curriculum development in primary teacher education.

Video recording as a data collection method in vulnerable populations - methodological and ethical considerations

Unwrapping success: A scoping review of exam wrappers and metacognitive skill development in undergraduate nursing education.

The integration of Artificial Intelligence (AI) in dental education presents both opportunities and challenges, particularly in reflective portfolio writing-a key pedagogical tool in periodontology. Reflective portfolios enable students to bridge theoretical knowledge with clinical application by fostering critical thinking, self-awareness, and evidence-based reasoning. However, the use of AI in these assignments raises concerns regarding its potential to undermine deep reflection and independent analysis. While AI can facilitate idea generation and organization, it should not replace the fundamental reflective process necessary for professional growth. To address this challenge, incorporating AI literacy into dental curricula is essential. A structured educational framework emphasizing responsible AI use, hands-on training, and interdisciplinary collaboration can guide students in leveraging AI as a supportive tool rather than a substitute for critical thinking. Additionally, implementing rubrics that assess depth of reflection and clinical insight ensures that AI complements rather than detracts from learning objectives. By establishing clear expectations and providing targeted feedback, educators can help students navigate AI-enhanced learning while maintaining the integrity of reflective practice. Initial student feedback suggests a promising integration of AI in periodontal education when used appropriately. As AI continues to shape dental education, its role must be carefully managed to preserve the essential reflective processes that cultivate competent and self-aware healthcare professionals.

This article examines Succession, HBO’s acclaimed drama, as a lens for understanding trauma, identity, and family dynamics shaped by wealth and patriarchy. Using narrative inquiry and thematic analysis, we explore how the Roy siblings navigate love, power, and survival in ways that echo trauma theory, attachment research, and gender studies. Four themes emerge: intergenerational trauma, identity and coping, gender and power, and the emotional cost of privilege. The Roy family’s conditional love, avoidance, and fragile alliances highlight how unresolved pain shapes identity and relationships. We also consider how Succession can serve as a therapeutic tool for reflection and meaning-making.

ABSTRACT Background Research emphasises preschool teachers’ work with multimodal representations to assist children in developing their understanding of science content. However, this can be time-consuming and challenging in terms of preparation and materials. Slowmation is a multimodal representation where children represent and visualise science content through narrated digital animations. More research is needed on preschool teachers’ experiences of using slowmation to teach science. Purpose This study aimed to explore preschool teachers’ experiences of implementing slowmation to teach science content in a preschool context. Sample The study involved five teachers and 17 children (4–5 years) at two preschool departments. Design and methods To reflect on what science content to include in the slowmation as well as to articulate their pedagogical considerations for using slowmations, the reflective tool Content Representation (CoRe) was used. Based on the CoRe, the teachers constructed slowmations with the children. Video-stimulated recall interviews (n = 2) were conducted, allowing teachers to express their experiences. The interview data were then analysed thematically. Results The teachers’ experiences of implementing slowmation are summarised in terms of (re)framing the content, children’s engagement, repeated opportunities to engage with the content, and preparation and support needs. For instance, the slowmation due to its design, provides repetitive learning opportunities for children and addresses children’s interests and engagement. The results have implications for teaching science with slowmation in preschool settings. Further, the results indicate the importance of using a reflective tool such as the CoRe for teachers to reflect on what particular content to include in the slowmations as well as, why and how to use slowmations in preschool. Conclusion Slowmation enhances children’s engagement and understanding of science, offering teachers valuable insights into children’s learning. Despite some challenges, its repetitive structure contributes to visualising and learning science content. Further research from a teacher’s perspective provides additional insights into the conscious use of slowmations in preschool science activities.

The systematic development of Relational Capital as part of Intellectual Capital is a critical element for career success. In two Austrian Master’s programs in digital technology and innovation at FHWien der WKW, an innovative teaching approach integrated AI-assisted learning with individual coaching. A customized GPT model was deployed as a structured reflection tool, assisting students in assessing and strategically developing their professional networks over the course duration. While traditional lecture time was reduced to two hours, instructional resources were redirected to AI-assisted learning and to group-coaching to enhance learning outcomes. This case study examines the use of generative AI as a dialogic tutor in a master's program on digital economy. Drawing on anonymized AI-student transcripts, coaching reflections, and structured prompts, the paper explores how AI supports strategic development of Relational Capital. Findings indicate high learner acceptance, evolving trust strategies, and improved metacognitive learning outcomes. AI shows strengths in guiding students through structured career planning exercises. However, concerns over trust and confidentiality emerged and lead students to adopt anonymization techniques to protect sensitive professional relationships. Beyond Relational Capital development, this study also highlights key pedagogical implications. AI’s effectiveness depends on high-quality learning materials, and students required training in prompt engineering to navigate information overload. The role of educators shifted towards facilitating learning processes, mentorship and strategic guidance, focusing on critical engagement with AI-generated content. This case study contributes to the discourse on AI integration in higher education. It demonstrates its role not only in developing Relational Capital but also in shaping self-directed learning behaviors and pedagogical innovation.

Background: An important but challenging aspect of citizen, patient and caregiver patient engagement is including diverse perspectives - particularly those experiencing health inequities. When people who experience structural marginalisation are excluded from the design of health services, we risk creating a healthcare ecosystem that reinforces health inequities. Despite growing research and practice on knowledge coproduction, few have addressed the role of power relations in patient engagement and offered practical steps for engaging diverse patients in an inclusive way with a goal of improving health equity. Approach: To fill this knowledge gap, we have co-developed a new conceptual tool, the Power Wheel. We did this by drawing on theoretical concepts of power, our diverse experiences as patient partners throughout the health system, and our experiences co-designing a novel model of patient engagement that is equity promoting, Equity Mobilizing Partnerships in Community (EMPaCT). The output of our participatory action is the Power Wheel tool which can be used to analyse the interspersion of power in the places and spaces of patient engagement with a goal of improving health equity. Results: The Power Wheel consists of three dimensions (place, space and influence) and each dimension has different levels through which power can be understood, configured and reconfigured through ongoing reflection and analysis. Place determines which level of decision-making is open for discussion. Places hold different degrees of social, political and economic power depending on their level: micro, meso or macro. Space determines the social relationships between people that shape conversations around decision-making. Social and cultural forces determine the dimensions of space and can take three forms: closed, where decision-making occurs without patient engagement; invited, where patient partners are invited into healthcare spaces to contribute their perspectives on a predetermined topic or area of study; and created, informal or formal places where patient partners come together around a common need, and create their own boundaries around priorities, policies and programmes. Influence is the degree to which decision-making is shared towards a common goal. It can take four forms: inform, where patient partners are provided with information about what is being done and what it means for them; consult, where patient partners are involved in providing input on a specific project; collaborate where their input is taken into account when decisions are made; and decide, where decisions are made by patient partners and implemented by institutions and projects. Implications: The Power Wheel is an action-oriented tool that supports better praxis (reflection + action) in equity-promoting citizen/patient engagement. In this presentation, we share how practitioners, researchers, clinicians and decision-makers can use the Power Wheel as a reporting tool to share their patient engagement practices, as a reflective tool to analyse the various dimensions of power within their patient engagement practices, and as a transformative tool to identify tangible actions to modify spaces and places of patient engagement for equitable health systems redesign.

Student feedback is a common component of teaching evaluation in higher education, yet many faculty members struggle to interpret and apply it in meaningful ways. Without a structured process for reflection, feedback can feel ambiguous, overwhelming, or even adversarial. This paper introduces a structured, research-informed Reflective Practice Process designed to help faculty engage with student feedback constructively and translate it into intentional teaching improvements. The six-step process guides faculty through instructional planning, formative feedback collection, self-assessment, student feedback interpretation, collaborative reflection, and instructional refinement. The accompanying Reflective Practice Workbook scaffolds each step with prompts, comparative reflection tools, and action planning templates. By shifting the focus from performance appraisal to professional development, this approach helps faculty move beyond defensiveness, make sense of student input, and engage in a continuous cycle of instructional inquiry that enhances both teaching effectiveness and student learning. The process is adaptable across institutional contexts and can support faculty development efforts at the individual, departmental, or programmatic level.

Evidence-based teaching practices improve student learning, increase retention, and reduce achievement gaps, and are intended to make science instruction more learner-centered (LC) and equity-minded (EM). Teaching philosophies are one way for instructors to reflect on approaches, broader ideas, and values related to their teaching and their students’ learning. The Teaching Philosophy Rubric (TPR) is a novel reflection tool that measures the LC and EM of university science instructors’ teaching philosophies. We developed the TPR as a tool for early-career post-secondary science educators to more clearly chart areas of growth in their teaching philosophies. We anticipate this tool will be useful to developing university science instructors, both as a means of self-reflection and for guidance in preparation of job application or promotion documents. In this article, we asked: What is the evidence of validity and reliability for the TPR? Following best practices in its development, including triangulating data and iteratively revising based on expert feedback, we found that the TPR is a powerful tool for assessing the LC and EM of early-career science educators’ teaching philosophies, particularly when used as a means of pedagogical reflection.

Abstract Climate change impacts and stresses young people and although their pro-environmental behaviours have been studied their perspectives have not been widely heard. This creative output is a lo-fi comic engaging with themes of imagined alternative futures in climate fiction. It was constructed to provide an example of a multimodal text with a low barrier to entry for use in the classroom, to complement the study of solar punk texts. The methodology of an autoethnographic art provides a tool for reflection and provides a suitably rebellious outlet for their perspectives, a departure from factual poster assignments on environmental issues. This particular perzine discusses the challenges faced by young people in addressing environmental issues and sustainable practice with limited personal agency.

ABSTRACT This interview with Romanian artist, architect, and educator Iosif Király, conducted by Cristina Vatulescu, explores his long-standing engagement with archives, memory, and time through visual art. It focuses on his early work with the subREAL collective, especially their innovative use of the discarded photo archive of Arta magazine in post-communist Romania. These forgotten materials became both artistic media and tools for historical reflection, challenging dominant narratives and anticipating the “archival impulse” in contemporary art. The conversation also examines Király’s more personal projects on aging, family memory, and the body’s material transformation. Through collage and photographic juxtaposition, he reimagines aging as a site of beauty and history, rather than decline. Across these works, Király reflects on the ethical, political, and aesthetic dimensions of working with images and archives, raising questions about visibility, authorship, and cultural value. His practice ultimately invites a reconsideration of what is deemed obsolete, urging us to find meaning in the ambiguous and overlooked.

‘Student life’ designates a period that, loved or hated, forms a common experience for just over half of the inhabitants of Stockholm. 1 There are presently around 100,000 students studying at Stockholm's 18 universities and colleges. These are people who will not only eventually join that 53%, but who, during their studies, experience fundamentally different economic, temporal, and spatial conditions than the adult population at large. 2 Whilst often viewed and discussed through the lens of lifestyle, the distinctiveness of student life is more productively thought of as biopolitical: as managed, governed, facilitated, and co-produced, rather than simply chosen or performed. 3 One of the biopolitical technologies that shapes student life is architecture, or to be more specific, housing. Beyond their student loans, which insulate students to some degree from full-time work during studies, students in Sweden are eligible for (although by no means guaranteed) student housing. Alongside housing for the elderly, the disabled, and the newly arrived, student housing is categorised as ‘special housing’ within the building code, which is thus accorded exceptional status in the eyes of the State and its regulatory apparatus. This essay, written by the architecture practice Secretary, interrogates the way in which the exceptionalised architecture of student housing limits, molds, and makes flexible ‘the student body’, in particular interrogating a trajectory that leads from the inception of ‘fit-for-purpose’ student housing in Stockholm in the 1940s through to today's shortages, deregulations, and exclusions. We explore the latter development under the terms of an emergent ‘spatial austerity’ that substitutes spatial resources for individualised flexibility, which we critique in theory and through the design of possible alternatives, referring to work we did within the frame of a collaborative practice-based research project conducted with Vera Arkitekter for Vasakronan and Vinnova, from 2021 to 2023. Can, we ask here, spatial austerity be resisted through acts of reprogramming and the more static tool of typology? What is the role of architectural representation in such a task? In search of an expansionist architecture capable of relieving its inhabitants of the stress of individualised flexibility and housing a functionally diverse student body in the third decade of the twenty-first century, we seek to show that the floorplan and the rendered visualisation can operate as tools for critical reflection.