Relevant bibliographies by topics / Informal civic learning

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Informal civic learning'

Author: Grafiati
Published: 3 June 2025
Last updated: 31 July 2025

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Journal articles on the topic "Informal civic learning"

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Cassidy, Lisa. "Nine Ideas for Including a Civic Engagement Theme in an Informal Logic Course." American Association of Philosophy Teachers Studies in Pedagogy 4 (2018): 100–115. http://dx.doi.org/10.5840/aaptstudies201922236.

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A class in informal logic can be an opportunity to do more than just cover the basic material of the subject (such as fallacies, induction, and deduction). Critical Thinking can also foster civic engagement as experiential learning—in the course’s readings, assignments, in-class activities and discussions, and tests. I favor an inclusive understanding of civic engagement: the course theme is engaging (from the French, pledging with) with the concerns of the civis (Latin for the citizenry). The argument made throughout here is that the civic engagement theme is a way of doing experiential learn
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Haren Conely, Linnea M., and Leslie A. Cordie. "The Learning Democracy: The Relationship Between Adult Informal Learning, Lifelong Learning Mindset, and Civic Engagement." Adult Learning 34, no. 3 (2023): 142–56. http://dx.doi.org/10.1177/10451595231161345.

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Using structural regression analyses, data from the U.S. 2017 Program on International Assessment of Adult Competencies (PIAAC) background survey were examined to test the effect of informal learning (observed through everyday activities, such as reading the newspaper or using the Internet to find information about issues) on civic engagement (observed through volunteerism, political self-efficacy, and social trust). Results showed a positive relationship between informal learning and civic engagement with ICT-related activities having the strongest effect. This effect was mediated by presence
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Hollett, Ty, and Christian Ehret. "Civic rhythms in an informal, media-rich learning program." Learning, Media and Technology 42, no. 4 (2016): 483–99. http://dx.doi.org/10.1080/17439884.2016.1182926.

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Mercea, Dan. "Making sense of democratic institutions intertextually: Communication on social media as a civic literacy event preceding collective action." Communication Review 18, no. 3 (2015): 189–211. https://doi.org/10.1080/10714421.2015.1058102.

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Communication on social media preceding coordinated street demonstrations is assayed for evidence of practice-based informal civic learning about conventional politics and mainstream media. This is done to offset a mounting interest in activist self-organisation and self-reflexivity with a scrutiny of networked communication as a civic literacy event. The article proposes that scepticism and criticality directed at media and political institutions provide fertile justification for their challenge, thereby rendering intertextual informal learning an expedient to collective action.
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Mündel, Karsten, and Daniel Schugurensky. "Community based learning and civic engagement: Informal learning among adult volunteers in community organizations." New Directions for Adult and Continuing Education 2008, no. 118 (2008): 49–60. http://dx.doi.org/10.1002/ace.295.

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Armawi, Armaidy, and Raharjo Raharjo. "Evaluasi Program Sosialisasi Civic Literacy Dalam Pembentukan Etika Warganegara Muda." Jurnal Filsafat 31, no. 1 (2021): 1. http://dx.doi.org/10.22146/jf.54421.

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ABSTRACTThis study aims to find out and evaluate the process of civic literacy socialization to establish the ethics of young citizens and the implications towards personal resilience in Surakarta and formulating the socialization model of civic literacy as a form of citizenship education.This research was conducted in Surakarta with the target of community conducting citizenship education activities. This research used field research with descriptive qualitative approach which describes citizenship education practice which is done informally in socialization of civic literacy activities. The
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Keynan, Irit, and Alon Lazar. "Defining the Good Citizen: Online Conceptions of American Members of the Yahoo! Answers Community." International Journal of Social Science Studies 5, no. 4 (2017): 6. http://dx.doi.org/10.11114/ijsss.v5i4.2265.

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Educators invest serious effort in bringing their students to adopt the notions of the 'good citizen'. Based on the growing impact of informal learning through social media, especially when asking for online help in civic education assignments, previous studies called for investigating the role of online platforms as arenas of informal civic education. This paper takes up this gauntlet, analyzing inputs of American members of the Yahoo! Answers online community in response to students' queries concerning the definition of the 'good citizen'. The results show a passive and conformist concept of
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Naval, Concepción, Jorge L. Villacís, and Sara Ibarrola-García. "The Transversality of Civic Learning as the Basis for Development in the University." Education Sciences 12, no. 4 (2022): 240. http://dx.doi.org/10.3390/educsci12040240.

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The social dimension of higher education seems to have been highlighted in the most recent documents of the European Higher Education Area. Furthermore, the interest in providing future graduates with the competences necessary for their future jobs seems to have grown in recent decades. In this context, the key questions are what social competences could help graduates to enter the world of work and how universities can facilitate the development of such competences. In the present article, we clarify the role of civic and social competence in university education and offer some guidelines to
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Yuan, Chien Wen, Benjamin V. Hanrahan, Sooyeon Lee, and John M. Carroll. "Designing Equal Participation in Informal Learning for People with Visual Impairment." Interaction Design and Architecture(s), no. 27 (December 20, 2015): 93–106. http://dx.doi.org/10.55612/s-5002-027-006.

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Informal learning opportunities that complement formal education with diversity and flexibility are abundant in our daily lives. While sighted people take advantage of such learning and may take it for granted, people with visual impairment are sometimes excluded, due to their sight loss, from accessing informal learning, social interaction, and civic engagement. In this sense, they are not equal participants in the highly visual, sighted world. This paper investigates the needs of people with visual impairment, identifies issues, and suggests a direction to support equal participation. We pro
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Grummell, Bernie. "Filtering informal learning in everyday life: invoking ordinariness and moving to civic engagement." International Journal of Lifelong Education 29, no. 5 (2010): 565–79. http://dx.doi.org/10.1080/02601370.2010.512805.

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Dissertations / Theses on the topic "Informal civic learning"

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Wisneski, Kristin Dominique. "Reconnecting Youth with Community and Environment: Keys to Civic Engagement Education Program Success." Thesis, The University of Arizona, 2012. http://hdl.handle.net/10150/228612.

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In an increasingly complex world, there is a need for youth to address scientific issues both locally and globally. While interest and proficiency in science, technology, engineering, and math (STEM) decline, diverse methods to successfully engage, educate, and empower youth based on informal, learner-centric approaches are being tested. The factors potentially contributing to the success of a technology-supported civic engagement program were documented for 20 after school programs using qualitative methods. Using content analysis, the data was coded and tabulated and key variables were const
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Morshedi, Yousef. "Den egyptiska revolutionen och informella lärandeprocesser : Den egyptiska revolutionen och informella lärande om mänskliga värderingar, demokrati och fred. En etnografisk studie baserad på intervju med taxichaufförer, tjänstmän och fredsaktivister." Thesis, Södertörns högskola, Institutionen för kultur och kommunikation, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-17023.

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This thesis aims at studying representatives from three groups in the Egyptian society with an ethnographic method and with regards to their experiences, reflections and stories of the Egyptian revolution. The material of the thesis is based on ethnographic fieldwork and on interviews. The purpose of the study is to explore different themes in the informants’ stories related to society, freedom, social justice, human values, peace and civility. The purpose is also to examine the informants' stories with emphasis on various informal learning processes that occurred in the Egyptian social change
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"School Participatory Budgeting and Student Voice." Doctoral diss., 2018. http://hdl.handle.net/2286/R.I.51789.

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abstract: One of the ideals underpinning public education in the United has been that of educating young people to become engaged democratic citizens. Civics courses have been the main, and sometimes only, sign of public schools attending to their civic mission. An opportunity to offer citizenship education through the experience of democratic governance manifests itself through the implementation of school participatory budgeting. Though promising, the use of school participatory budgeting in the United States is relatively new. The literature is sparse and issues of process design as well as
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Books on the topic "Informal civic learning"

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Klimczak, Susan Ann. Prophetic naming as informal adult education: Decolonizing the imagination with Boston’s new majority. 2009.

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Stitzlein, Sarah M. Learning How to Hope. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190062651.001.0001.

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Democracy is struggling in America. Citizens increasingly feel cynical about our system and doubt they can influence public policy. Distrustful of other Americans and elected officials, some are even turning to authoritarian alternatives. Hyperpartisanship and recent contentious presidential elections have deepened political despair. While some citizens get swept up in optimism during campaign cycles, they often later find themselves frustrated with elected leaders as they wait for change. This book seeks to revive democracy by teaching citizens how to hope. Hope animates life in a democracy,
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Harris, Christopher. A Gramscian historical-materialist analysis of the informal learning and development of black working-class organic intellectuals in Toronto, 1969--1975 (Ontario). 2005.

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Martin, Jennifer L., and Sarah E. Torok-Gerard. Educational Psychology. ABC-CLIO, LLC, 2019. http://dx.doi.org/10.5040/9798400644078.

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A comprehensive introduction to educational psychology, this volume is inclusive of all of the essentials—covering history, profiles, theories, applications, research, case studies, current events, issues, controversies, and more. Focused on human learning and teaching, the field of educational psychology informs a range of educational challenges, including instructional design, curriculum development, organizational learning, special education, student motivation, and classroom management. In this book, two veteran professors in the fields of education and psychology, offer a clear and concis
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Bhargava, Rahul. Community Data. Oxford University PressOxford, 2024. https://doi.org/10.1093/oso/9780198911630.001.0001.

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Abstract Community Data offers a new toolkit for data storytelling in community settings, one purpose-built for goals like inclusion, empowerment, and impact. Data visualization has spread into new domains it wasn’t designed for—community organizing, education, journalism, civic governance, and more. The dominant computational methods and processes, which have not changed in response, are causing significant discriminatory and harmful impacts, documented by leading scholars across a variety of populations. Informed by fifteen years of collaborations in academic and professional settings with n
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Hicks, Mark A. Religious Education in the Traditions. Edited by Michael D. Waggoner and Nathan C. Walker. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780199386819.013.11.

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This chapter explores the history, purpose, and aims of religious education in the United States, defined as devotional-based education that promotes religious identity formation. The chapter first differentiates between secular education and religious education in the United States, then considers how issues of theology, social culture, expression of religious freedom, civil rights, personal identity, technology, and demographic shifts shape religious identity formation. The chapter concludes with a discussion of how rituals within religious traditions connect the aspirations of a tradition w
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Taking Stock of Regional Democratic Trends in Asia and the Pacific Before and During the COVID-19 Pandemic. International Institute for Democracy and Electoral Assistance, 2020. http://dx.doi.org/10.31752/idea.2020.70.

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This GSoD In Focus Special Brief provides an overview of the state of democracy in Asia and the Pacific at the end of 2019, prior to the outbreak of the pandemic, and assesses some of the preliminary impacts that the pandemic has had on democracy in the region in 2020. Key fact and findings include: • Prior to the outbreak of the COVID-19 pandemic, countries across Asia and the Pacific faced a range of democratic challenges. Chief among these were continuing political fragility, violent conflict, recurrent military interference in the political sphere, enduring hybridity, deepening autocratiza
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Book chapters on the topic "Informal civic learning"

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Mercea, Dan. "Informal Civic Learning." In Civic Participation in Contentious Politics. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-50869-0_7.

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Schugurensky, Daniel, and John P. Myers. "Informal Civic Learning Through Engagement in Local Democracy: The Case of the Seniors' Task Force of Healthy City Toronto." In Learning through Community. Springer Netherlands, 2008. http://dx.doi.org/10.1007/978-1-4020-6654-2_5.

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Friedman, Alan J., and Ellen F. Mappen. "Formal/Informal Science Learning through Civic Engagement: Both Sides of the Education Equation." In ACS Symposium Series. American Chemical Society, 2012. http://dx.doi.org/10.1021/bk-2012-1121.ch009.

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Nkatha, Mercy, and Jonas Yawovi Dzinekkou. "‘University Mtaani’: A Case Study of Service Learning and Civic Engagement for Social Transformation in Nairobi’s Informal Settlements." In Palgrave Studies in Education Research Methods. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-86402-6_10.

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Eitrem Holmgren, Linda. "Moving Forward–Trajectories Towards Gender-Just Transversal Citizenship in Northern Ireland." In Rethinking Peace and Conflict Studies. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-83475-2_6.

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Abstract This chapter explores how transversal politics in women’s cross-community activities in contemporary Northern Ireland can be utilised to inform a multi-tier citizenship that promotes gender-equal citizen participation. It discusses ways of moving forward—both in terms of channelling women’s voices and political grassroots work into formal politics, and by bridging the gap between the region’s feminist and women’s sectors. The impact of Brexit on women’s rights and funding for grassroots organising is problematised, together with the shrinking community space for women. The potential f
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Kioupkiolis, Alexandros, and Νaya Tselepi. "Transformative Commons and Education in Greece. Τhree Case Studies." In Educational Commons. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-51837-9_13.

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AbstractThis chapter offers a summary account of three case studies conducted in Greece by the research team of Aristotle University, in 2021–2023, in the context of the Horizon 2020 research project SMOOTH. The studies considered practices of commoning in diverse educational settings from the perspective of their transformative effects and their contribution to the democratic empowerment of young students in the classroom and beyond. In two cases, in the private institutions of the School of Nature (kindergarten) and the Big Bang School (elementary school) in Thessaloniki, activities of educa
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Di Rienzo, Paolo. "Narrative Approach in the Portfolio Method for Adult Education. Guidance for the Recognition of Competences in the Perspective of Lifelong Learning." In Re-thinking Adult Education Research. Beyond the Pandemic. Firenze University Press, 2023. http://dx.doi.org/10.36253/979-12-215-0151-3.10.

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The present paper is a contribution to the broad field of adult education within a lifelong learning perspective. It starts from literature and theories in this field, and develops a reflection based on empirical work, related in particular to the use of qualitative methodologies in the guidance process for adults engaged in the recognition of strategic competences acquired in non formal and informal learning contexts of civil service. The lifelong learning perspective places the valorisation of experience, reflective and transformative learning at the center to remove barriers that hinder adu
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Gal, Iddo, Jim Ridgway, James Nicholson, and Joachim Engel. "Implementing Civic Statistics: An Agenda for Action." In Statistics for Empowerment and Social Engagement. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-20748-8_4.

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AbstractThe first three chapters of this book have identified societal demands for understanding Civic Statistics (Chap. 1), described specific features of the statistical and mathematical information citizens receive about civic issues (Chap. 2), and mapped out the facets and tools (skills, knowledge, mental and motivational tools) needed to critically understand such statistical and mathematical information about society (Chap. 3). The present chapter examines issues that are essential for promoting necessary changes in the teaching and learning of Civic Statistics, which are needed for empo
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Naeini, Saeed Saviz, and Reda Snaiki. "Rapid Prediction of Storm Wave Run-Up Using a Hybrid Physics-Informed Machine Learning." In Lecture Notes in Civil Engineering. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-61519-1_13.

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Tedjosaputro, Mia. "Architecture Student Profiles Across Different Learning and Teaching Environments." In Lecture Notes in Civil Engineering. Springer Nature Singapore, 2025. https://doi.org/10.1007/978-981-96-4749-1_23.

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Abstract The abrupt shift at the beginning of pandemic in 2019 highlighted the rise of the adoption of flexible learning (especially online) into mainstream education. The study develops an argument on a dual continua of student preferences constructed from learners’ cognitive and social learning and teaching (L&T, henceforth) styles, within the context of architecture pedagogy. This research aims to build considerations of incorporating hybrid and online L&T techniques to support offline L&T post-pandemic, which is also informed by the collected data. The research data was collect
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Conference papers on the topic "Informal civic learning"

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Bartlett, Tara. "Determining the Impact of Informal and Formal Civic Learning Opportunities on Post–High School Civic Engagement." In 2022 AERA Annual Meeting. AERA, 2022. http://dx.doi.org/10.3102/1894698.

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Liu, Mei-Hui. "Informal Civic Learning and Taiwanese Adolescents' Expected Participation in Legal Protest: A Mediation Analysis." In 2024 AERA Annual Meeting. AERA, 2024. http://dx.doi.org/10.3102/2106001.

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Patrut, Monica. "CIVIC EDUCATION THROUGH ONLINE ENVIRONMENT: LEARNING ABOUT 2012 ROMANIAN ELECTIONS." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-212.

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Civic education has as main objective the preparing of active and capable citizens to contribute to the development and well-being of the society. In order to achieve this objective there is a focus on the accomplishment of political literacy, on the development of critical thinking and analytical abilities, on the cultivation of democratic attitudes and values, on the stimulation of active participation in community and society. The Strategic Framework for European Cooperation in the field of Education and Professional Development stipulates the promotion of civic education in order to consol
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Kirrane, Maria, John O'Halloran, Mark Poland, Sandra Irwin, and Pat Mehigan. "Innovative approaches for research led education: UCC’s Green Campus Living Laboratory Programme." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.33.

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Ireland’s National Strategy on Education for Sustainable Development (2014-2020), highlights the need to equip students with “the relevant knowledge (the ‘what’), the key dispositions and skills (the ‘how’) and the values (the ‘why’)” to contribute to a more sustainable future (Department of Education and Skills, 2014). Delivering on this challenge requires embedding sustainability within both the formal and informal learning that occurs on campus (Hopkinson et al. 2008), while also integrating sustainability both within and across disciplines (Byrne et al., 2018). UCC is a global leader in su
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Vasconcelos, Lia Teles, Anabela Ramalho Durão, Isabel Abreu Dos Santos, Marinez De Oliveira Xavier, and Maria Albertina Raposo. "Novos desafios educativos: (re)significar o processo de ensino-aprendizagem no caminho para uma cidadania global." In INNODOCT 2021. Editorial Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/inn2021.2021.13322.

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Motivating students and / or researchers to learn and preparing them to deal with the complexity and uncertainties of this rapidly changing world seems to be the biggest challenge facing teachers and educators. The challenges that society poses to us bring the School and teachers an opportunity to redefine their role and their ways of acting. In the midst of an information age, with increased access to information technologies and facing technological challenges, the ability to learn and make sense of experiences and forms of knowledge also requires innovation in education and (re) signifying
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Abdulkareem Salih, Sarah. "Nearby Pocket Settings for Social Learning on Tropical Universities Campuses." In 5th International Conference on Architectural and Civil Engineering Sciences (CIC-ICACE'25). Cihan University-Erbil, 2025. https://doi.org/10.24086/icace2025/paper.1601.

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Abstract— Nearby pockets on university campuses, known as nearby pocket settings, have become essential for enhancing the academic experience by encouraging casual social learning activities. However, universities in tropical countries, such as Malaysian public universities, predominantly emphasize formal indoor learning, neglecting informal social education that aligns with modern academic goals. Therefore, this study seeks to identify the design factors influencing students' social learning experiences in nearby pocket settings on university campuses in a tropical context. Data were collecte
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Ciocan, Vera. "The librarian – promoter of European values." In Universitas Europaea: Towards a Knowledge Based Society Through Europeanisation and Globalisation. Free International University of Moldova, 2025. https://doi.org/10.54481/uekbs2024.v2.40.

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The European Union is an inclusive and integrative association of European states, founded on pluralism, tolerance, justice, solidarity, respect for human dignity, democracy, the rule of law, freedom, equality, and human rights. The EU entails understanding and respecting these values, cooperating to strengthen the Union's economic, political, and cultural position, and promoting the multicultural model. In the context of our country's efforts to align with the values and principles of the European Union, libraries and librarians have a crucial mission: to educate, inform, and inspire generati
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Orsini-Jones, Marina, Bui Thi Ngoc Thuy, Jenny Wells, Andrew Preshous, Thi Thom Thom Nguyen, and Farida Butt. "Action-research and role-reversal-informed creation of a Zoom breakout room guide for e-CIIC mediators." In Collaborative Online International Learning Virtual Exchange. Coventry University, 2023. http://dx.doi.org/10.18552/glea/2023/0008.

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This paper reports on how a Zoom breakout room (BoR) guide for E-CIIC (e-Classroom Interactional and Intercultural Competence) mediators was created as an unexpected outcome of project ViVEXELT (Vietnam Virtual EXchange for English Language Teaching). ViVEXELT was funded by the British Council and the National Foreign Language Project in Vietnam (digital learning innovation fund pilot – response to COVID-19, 2021-2022). The grant was awarded to provide research and insights to respond to specific questions about remote or digital capacity building during/post COVID not yet investigated in Viet
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Polmear, Madeline. "Macroethical development in civil engineering education." In SEFI 50th Annual conference of The European Society for Engineering Education. Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1234.

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This short research paper presents the early stage of an ongoing project in engineering ethics education. Given the impact of civil and architectural engineering and the profession’s obligation to uphold public welfare and trust, students must understand macroethics, engineering’s responsibilities to the human, natural, and built environment. The Bachelor’s curriculum plays a key role in developing ethical responsibility, as a site of professional socialization and the only institutionalized training most engineers receive. Students are also exposed to ethics, values, and the societal impacts
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Ilić, Bojana Ćulum, and Brigita Miloš. "“I FEEL LIKE ANOTHER I HAS GROWN”: BIOGRAPHICAL LEGACY OF THE COMMUNITY-ENGAGED LEARNING IN HIGHER EDUCATION." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end028.

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"Anchored in a qualitative approach, yet informed by the constructivist theoretical perspective, this paper addresses a research issue related to the transformative potential and biographical legacy and impact of community-engaged learning model (service-learning) on twelve students who participated in the Gender, Sexuality, Identities - From Oppression to Equality course. This course is the first such in Croatian universities that, integrating the community-engaged learning model, covered the thematic areas of human rights, gender equality, gender-based violence and gender theory. For student
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Reports on the topic "Informal civic learning"

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Millican, Juliet. Civil Society Learning Journey Briefing Note 3: Methods for Supporting or Countering Informal Social Movements. Institute of Development Studies, 2022. http://dx.doi.org/10.19088/k4d.2022.153.

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In 2018 key concerns included shrinking civic space and the impact of this on democracy. Developments between the two periods, particularly the COVID-19 pandemic, the Black Lives Matter and decolonisation movements, have only increased emphasis on commitments made as part of the Grand Bargain to localise and decolonise. This invariably means working more frequently with local partners and civil society organisations in the delivery of international aid to advance Open Society and Human Rights agendas. These three briefing notes summarise key considerations emerging from the ‘Working with Civil
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Bailey Bond, Robert, Pu Ren, James Fong, Hao Sun, and Jerome F. Hajjar. Physics-informed Machine Learning Framework for Seismic Fragility Analysis of Steel Structures. Northeastern University, 2024. http://dx.doi.org/10.17760/d20680141.

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The seismic assessment of structures is a critical step to increase community resilience under earthquake hazards. This research aims to develop a Physics-reinforced Machine Learning (PrML) paradigm for metamodeling of nonlinear structures under seismic hazards using artificial intelligence. Structural metamodeling, a reduced-fidelity surrogate model to a more complex structural model, enables more efficient performance-based design and analysis, optimizing structural designs and ease the computational effort for reliability fragility analysis, leading to globally efficient designs while maint
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Gupte, Jaideep, Louise Clark, Debjani Ghosh, et al. Embedding Community Voice into Smart City Spatial Planning. Institute of Development Studies, 2022. http://dx.doi.org/10.19088/ids.2022.005.

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Public participation in spatial planning is a vital means to successful policymaking and can be enhanced by combining geospatial methods with participatory learning and action. Based on a pilot study in Bhopal, India involving urban authorities, civil society organisations and experts in an informal settlement during Covid-19 lockdowns, we find that the obstacles to sustaining public participation are not technological, but arise from a lack of awareness of the added value of ‘second order solutions’. We outline key approaches that emphasise short-term, feasible, and low-cost ways to embed com
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Clark, Louise, Jo Carpenter, and Joe Taylor. Insights for Influence: Understanding Impact Pathways in Crisis Response. Institute of Development Studies, 2023. http://dx.doi.org/10.19088/core.2023.016.

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The Covid-19 Responses for Equity (CORE) programme was a three-year initiative funded by the Canadian International Development Research Centre (IDRC) that brought together 20 projects from across the global South to understand the socioeconomic impacts of the Covid-19 pandemic, improve existing responses, and generate better policy options for recovery. The research covered 42 countries across Africa, Asia, Latin America, and the Middle East to understand the ways in which the pandemic affected the most vulnerable people and regions, and deepened existing vulnerabilities. Research projects co
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Keen, David. Key Considerations: Humanitarian Responses to Famine and War in Sudan. Institute of Development Studies, 2024. http://dx.doi.org/10.19088/sshap.2024.055.

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The Republic of Sudan is suffering a catastrophic famine. The entire country is in food crisis or food emergency. In July 2024, the Integrated Food Security Phase Classification (IPC) declared famine in the Zamzam camp for internally displaced people in North Darfur, near El Fasher; between 500,000 to 800,000 people live in the camp.1 The IPC also reported that 755,000 people in Sudan would be ‘in catastrophe’ (IPC phase 5) in the period to September 2024, while 25.6 million people face crisis conditions, the worst levels of food security ever recorded by the IPC in Sudan.2 The significant hum
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Kessler, Matthew, Annsofie Wahlström, Hanna Weiber-Post, and Ylva Carlqvist Warnborg. Exploring the future of meat : navigating complex topics for better decision making. SLU Future food, Swedish University of Agricultural Sciences, 2023. http://dx.doi.org/10.54612/a.55n5kd18dl.

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This report draws on insights gleaned from putting together the project The future of meat – storytelling and dialogues for improved decision making from 2021-2023, integrating lessons from expert interviews, podcast production, and facilitated workshops. The project was initiated by the SLU Future Food platform at the Swedish University of Agricultural Sciences (SLU), and developed and produced by TABLE, which is a food systems collaboration between the University of Oxford, SLU, and Wageningen University and Research. The aim of the project was to reflect on our own viewpoints and to foster
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