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Transitioning from education to employment is a pivotal stage that can significantly impact the lifelong career trajectories of young individuals with disabilities. We invite researchers to submit manuscripts exploring the critical transition from school to work, as well as post-secondary education with a special focus on individuals with disabilities. This Research Topic aims to create an interdisciplinary dialogue by welcoming contributions from a wide range of fields, including but not limited to education, psychology, sociology, public policy, occupational therapy, and vocational rehabilitation. Our goal is to deepen the understanding of the multifaceted challenges and opportunities faced by transition-age individuals with disabilities and to develop inclusive strategies that promote successful employment outcomes. We seek research that addresses various dimensions of this process, such as the effectiveness of educational programs, the role of family and community support, the impact of policy and legislation, and the use of assistive technologies. We also encourage studies that examine the social and psychological aspects of this transition, including self-advocacy, resilience, and the development of work-related skills and identities. This Research Topic seeks to explore the transition from school, as well as post-secondary education, to work for individuals with disabilities. We invite contributions on: • Educational Programs: Effectiveness of special education and inclusive curricula; • Vocational Training: Career preparation and mentorship programs; • Employment Support: Job coaching and supported employment models; • Technology: Innovations and workplace accessibility; • Policy and Legislation: Impact of employment policies and legal frameworks; • Family and Community: Role of family support and community resources; • Social and Psychological Factors: Self-advocacy, resilience, and social skills; • Employer Practices: Inclusive workplace practices and employer attitudes. This scope aims to encourage interdisciplinary research that informs inclusive employment practices and policies for individuals with disabilities. The types of manuscripts for the topic include original research, review, position, and conceptual paper.
In many parts of the world, various forms of extended education are emerging to respond to parents' care needs before and after the school day as well as to enhance learning and provide children with meaningful leisure time. Despite this growing field, research is still limited. In this Research Topic, we want to bring together researchers from different parts of the world to contribute to research-based knowledge about these educational offers and settings. The extended education sector is expanding and is under increasing pressure to deliver quality services for children youth and families. it is essential to ensure that the leadership is in place to ensure effectiveness of services working in tune with all stakeholders in a synergistic way. The previous discourse on Extended Education discusses the diversity within these educational offers and activities while highlighting the existence of shared values and structural similarities that help establish a common understanding of what Extended Education entails. This implies that while these programs may vary significantly across different contexts and countries, there are fundamental principles or characteristics that are widely recognized and agreed upon. Moving forward, the Research Topic suggests the importance of focusing on specific topics within Extended Education. One such topic highlighted is leadership, which plays a crucial role in shaping the nature and relevance of extended educational activities. Leadership in Extended Education is depicted as operating at the nexus of various stakeholders, including families, schools, and the broader community. It emphasizes that effective leadership in this context involves understanding and responding to the diverse needs of children, parents, and other members of the community. Essentially, leaders in Extended Education must navigate the complexities of multiple stakeholders and their varying needs to ensure that educational activities are well-designed and successfully implemented. We aspire to publish 10-12 articles focusing on leadership in extended education, encompassing various facets of leading within this domain. Firstly, our attention will be directed towards the formulation of policies surrounding leadership, providing a foundational framework for leaders. Secondly, we will explore different styles of leadership, with a particular emphasis on collaborative approaches deemed pertinent in this context. Confidence and trust in leadership emerge as especially crucial within extended education, given the intricate interplay between families and schools. Moreover, we aim to delve into the theme of children and parents as leaders within extended education, amplifying their voices and acknowledging their role in shaping extended educational activities. Their input and influence are instrumental in defining the landscape of extended education initiatives.
Technological problem solving can refer to solving problems with technology as well as to solving technological problems. Both processes require technological literacy – “the ability to use, understand and make decisions about technology” – and engineering literacy – “the ability to solve problems and accomplish goals by applying engineering design process” (Sneider & Purzer 2014, 8). Dakers (2023) suggests that technology education poses students with two kinds of problems: problems of embodied applied problem-solving and problems of virtual creative problem-solving, with the former being much more common than the latter. In embodied applied problem-solving someone has typically already solved the problem and the students are expected to learn to do the same following certain rules and procedures. Through the problem-solving process students typically learn declarative and procedural knowledge (know-that and know-how). In virtual creative problem-solving, the problem needs first to be invented or discovered in order to be solved. This invention can lead to genuinely new problems with no model solutions or pre-defined problem-solving procedures and hence also leads to the learning of know-why type of knowledge. Curiosity, the desire to know, can relate to any type of knowledge: know-that, know-how and know-why. Technological problem-solving can elicit curiosity in myriad ways and directions. In general, curiosity is fuel for learning and wisely used technological problem-solving can motivate students to learn not only about the technologies at hand but also about the natural or social phenomena the problem relates to. Creativity, on the other hand, is best fostered by the use of open problems with sufficient freedom for students to define the problem and go about solving it. This special issue welcomes both theoretical and empirical contributions on the ways technological problem-solving can be used to foster creativity and/or curiosity. We hope to see manuscripts related to many different subjects or disciplines at all levels of education. Topics to be addressed can include – but are not limited to: Exploring how technological problem-solving can be used to elicit creativity and/or curiosity in specific subjects or themes. Investigating how the technological problem-solving process can be guided to allow sufficient freedom and variety to foster creativity. Discuss how technological problem-solving processes should be assessed to support the achievement of curiosity and/or creativity-related learning goals.
The 21st century is the era where most technologies for education are being created; emerging technologies have been promising teaching and learning innovations for decades. At the same time, inclusive education has the aim to create equal opportunities for everyone, which can sometimes become counterintuitive for individual learning needs and learning experiences, especially, when it comes to learners with specific needs. While assistive technologies have been extremely helpful for specific types of disabilities in the context of special education, this is not always the case in terms of educational technologies (tools and conceptual frameworks), that are at times too generic and not easily applicable to specific contexts. On the other hand, current technological developments such as generative artificial intelligence, while potentially bringing new opportunities and avenues for research and development, if left underproblematized and undertheorized, might even increase existing divides, and favor different types of exclusion. The most widely used models and frameworks for inclusive education generally provide a descriptive frame of reference for an aspirational view (i.e. Universal Design for Learning). However, actionable, innovative pedagogical strategies and methodologies that go hand in hand with emerging technologies are not easily available. This is true also in terms of creating individual learning experiences fitted for specific needs in terms of planning, implementing, and assessing learning outcomes. Furthermore, aligning inclusive learning principles with those of individual needs and plans of different learners requires careful reconsideration in line with different tools, modalities, spaces and pedagogies. Moreover, with new, emerging technologies inclusion issues and problems might even increase if we do not carefully consider related risks and challenges: for instance, we can already witness an emergence of an exponentially increasing gap between genAI-supported and unsupported languages. With emerging technologies such as generative AI, we should be able to create theoretical, conceptual, and technological artefacts that can tackle these gaps, and provide strategies and tools ranging from policy to practice, focusing on educators and learners – especially in special and inclusive education. This Research Topic invites theoretical, empirical, and conceptual contributions that expand our understanding of how emerging technology such as Gen-AI can, on one hand, create opportunities and on the other, create challenges and widen the divide for inclusive education. Key topics: Generative AI and inclusive education: theory, practice, and policy Emerging technologies and special education: prospects for teacher professional development Ethics and policies for the use of Generative AI in special and inclusive education Reconceptualizing innovative education in the context of emerging technologies Challenges, risks, and visions for educational future in the context of inclusive education
The challenges that higher education has faced in recent decades affect the complexity of the leadership required within university organizations, especially concerning the leadership of educational development (Bolander Laksov, 2019). It is not uncommon that academic development/faculty development/educational development centers engage in activities and projects aiming to support the development of educational leadership (e.g. Crone et al., 2023; Serbati et al., 2024). Educational leadership tends to rotate over time (McGrath et al., 2019), and can be enacted by many different roles--both formal, such as heads of departments, middle managers, professors, deans and academics in senior leadership positions--and informal, such as collegial leaders, program leaders, and academic developers. Recent research points towards the lack of a clear nomenclature as well as research on the area of leadership with an impact on academic development (Fields, Kenny & Mueller, 2019). This special issue invites research, theory, and reflection on leadership of, for, with, and through academic development. Contributions could be conceptual and critical work about definitional issues or include analyses of how academic development is led from different perspectives and the meanings and outcomes of diverse approaches. Contributions could also empirically explore how different institutional leadership practices enable academic development or how collaborations between academic developers and formal or informal leaders enact leadership. Narratives from academic developers’ perspectives on leadership and empirical case studies where leadership significantly impacted (positively or negatively) teaching and learning are also welcome. Examples of contributions could include analysis of empirical qualitative or quantitative studies, discussing how leadership may be evidenced and documented, review studies, as well as analyses of policy work and strategy documents, and where there may be a longitudinal perspective. Contributions should add value by linking to theoretical perspectives enabling a deeper understanding of how leadership in academia may affect academic development, or how academic development impacts leadership. Emphasis in the papers should link to theoretical frameworks that deepen our understanding of academic leadership, specifically linking to academic development. This is a call for proposals for an International Journal for Academic Development (IJAD) Special Issue on ‘Leadership of, for, with, and through academic development,’ due for publication in 2026. The extended timeline is intended to give authors opportunity to not only reflect on previous initiatives, but also to design and execute new studies into academic development work on how leadership contributes to academic development while still having time to go through IJAD’s regular review process for possible later publication. At this stage, we are inviting proposals of up to 500 words, outlining the academic development activity under scrutiny, the purpose of the study, and the research approach to be taken. Members of the editorial team will provide brief feedback as an indication of the extent to which your proposed study may fit the parameters of the Special Issue. Proposals that might be considered outside those parameters may still be appropriate for a regular issue of IJAD. Authors are welcome to submit full manuscripts without going through the proposal process. ALL manuscripts will go through IJAD’s review process as normal once they are submitted
The quality of the healthcare system directly depends on the quality of medical education, which consequently implies that investment in the professional educational development of medical doctors indispensably increases the quality of the higher education system. Considering that medical doctors simultaneously conduct three roles, including that of a healthcare professional, scientist and medical educator, as well as the fact that education for becoming a medical teacher is not a mandatory part of medical curricula on neither undergraduate, graduate, or postgraduate levels, lifelong learning programmes that aim towards professional educational development are of the utmost importance. Moreover, considering the complex roles and responsibilities of medical educators, there is a growing necessity for introducing highly organized institutional strategies for professional educational development, which are usually implemented through separate organizational units, such as offices for faculty development or centres for medical education. In recent years, medical education has faced a complete change in the teaching and learning paradigms, including the introduction of e-learning, flipped classroom, interprofessional education, mentoring programmes, virtual reality, artificial intelligence, and clinical simulation. These changes have consequently imposed the need for concurrent introduction of innovations and curricular changes on all levels of medical education, as well as the implementation of professional educational development of medical educators. Therefore, the aim of this Research Topic is to present innovations, trends and current challenges in undergraduate, graduate, and postgraduate medical education, as well as the lifelong learning possibilities for the professional educational development of medical doctors, which are implemented through faculty development strategies. This Research topic invites researchers to explore the innovations, trends, and current challenges in medical education, as well as the possibilities of professional educational development of medical teachers. We welcome submissions of the following article types: Brief Research Report, Data Report, Mini Review, Original Research, Perspective, Policy and Practice Reviews, Review, and Systematic Review. Finally, our Research topic includes, but is not limited to the following topics in medical education: • Professional educational development / faculty development / improving teacher competencies current trends and challenges in undergraduate, graduate and postgraduate education • Innovative learning methods • E-learning and technology assisted learning • Teaching and learning skills, including clinical and communication skills assessment, including entrusted professional activities, objective structured examination, etc. • Virtual reality and clinical simulation • Artificial intelligence • Mobility and internationalization • Curriculum design and integration • Resident education and mentoring • Continuous medical education • Patient and public health education