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Littérature scientifique sur le sujet « Integrated science education »

Auteur : Grafiati

Publié le 4 juin 2021

Mis à jour le 12 juin 2025

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Articles de revues sur le sujet "Integrated science education"

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Troncale, Len. "Integrated Science General Education Program (ISGE): Bioastronomy Connections." Symposium - International Astronomical Union 213 (2004): 567–71. http://dx.doi.org/10.1017/s0074180900193921.

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A new, NSF-supported, General Education (GE) science curriculum, synthesizes and unifies the key theories and evidence of seven natural sciences using natural systems processes as Integrative Themes. The considerably reformulated subject matter is completely built on interdisciplinary concepts and methods fundamental to newly emerging cross-disciplinary fields like bioastronomy. The year of ISGE study incorporates 15 built-in computer based multimedia features and 10 special learning features to help non-science students learn more science, faster, and with better understanding. Results from seven test course offerings are reported. ISGE intends to be an initial example of the “living, evolving” knowledge bases needed for a space-faring species.

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Duxbury, John. "Integrated science." Physics Education 21, no. 3 (1986): 135–36. http://dx.doi.org/10.1088/0031-9120/21/3/102.

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Frey, Karl. "Integrated Science Education: 20 years on." International Journal of Science Education 11, no. 1 (1989): 3–17. http://dx.doi.org/10.1080/0950069890110102.

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Blackband, Melvyn. "Steps towards integrated science." Support for Learning 2, no. 1 (1987): 32–35. http://dx.doi.org/10.1111/j.1467-9604.1987.tb00292.x.

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Dill-McFarland, Kimberly A., Stephan G. König, Florent Mazel, et al. "An integrated, modular approach to data science education in microbiology." PLOS Computational Biology 17, no. 2 (2021): e1008661. http://dx.doi.org/10.1371/journal.pcbi.1008661.

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We live in an increasingly data-driven world, where high-throughput sequencing and mass spectrometry platforms are transforming biology into an information science. This has shifted major challenges in biological research from data generation and processing to interpretation and knowledge translation. However, postsecondary training in bioinformatics, or more generally data science for life scientists, lags behind current demand. In particular, development of accessible, undergraduate data science curricula has the potential to improve research and learning outcomes as well as better prepare students in the life sciences to thrive in public and private sector careers. Here, we describe the Experiential Data science for Undergraduate Cross-Disciplinary Education (EDUCE) initiative, which aims to progressively build data science competency across several years of integrated practice. Through EDUCE, students complete data science modules integrated into required and elective courses augmented with coordinated cocurricular activities. The EDUCE initiative draws on a community of practice consisting of teaching assistants (TAs), postdocs, instructors, and research faculty from multiple disciplines to overcome several reported barriers to data science for life scientists, including instructor capacity, student prior knowledge, and relevance to discipline-specific problems. Preliminary survey results indicate that even a single module improves student self-reported interest and/or experience in bioinformatics and computer science. Thus, EDUCE provides a flexible and extensible active learning framework for integration of data science curriculum into undergraduate courses and programs across the life sciences.

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Stephenson, Robert. "Integrated science survey." Physics Education 20, no. 4 (1985): 152. http://dx.doi.org/10.1088/0031-9120/20/4/101.

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Forgionne, Guiseppi A. "Providing complete and integrated information science education." Systems Research 8, no. 1 (1991): 59–80. http://dx.doi.org/10.1002/sres.3850080106.

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Forgionne, Guisseppi A. "Providing complete and integrated information science education." Information Processing & Management 27, no. 5 (1991): 575–90. http://dx.doi.org/10.1016/0306-4573(91)90071-s.

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Ahn, Jungyong, Jiyeon Na, and Jinwoong Song. "The Cases of Integrated Science Education Practices in Schools -What are the ways to facilitate integrated science education?-." Journal of The Korean Association For Research In Science Education 33, no. 4 (2013): 763–77. http://dx.doi.org/10.14697/jkase.2013.33.4.763.

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Vázquez, José. "Integrated Science." American Biology Teacher 66, no. 3 (2004): 223–24. http://dx.doi.org/10.2307/4451659.

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Thèses sur le sujet "Integrated science education"

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Åström, Maria. "Defining integrated science education and putting it to test." Doctoral thesis, Linköpings universitet.Institutionen för samhälls- och välfärdsstudier, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-44858.

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The thesis is made up by four studies, on the comprehensive theme of integrated and subject-specific science education in Swedish compulsory school. A literature study on the matter is followed by an expert survey, then a case study and ending with two analyses of students' science results from PISA 2003 and PISA 2006. The first two studies explore similarities and differences between integrated and subject-specific science education, i.e. Science education and science taught as Biology, Chemsitry and Physics respectively. The two following analyses of PISA 2003 and PISA 2006 data put forward the question whether there are differences in results of students' science literacy scores due to different types of science education. The expert survey compares theories of integration to the Swedish science education context. Also some difference in intention, in the school case study, some slight differences in the way teachers plan the science education are shown, mainly with respect to how teachers involve students in their planning. The statistical analysis of integrated and subject-specific science education comparing students' science results from PISA 2003 shows no difference between students or between schools. The analysis of PISA 2006, however, shows small differences between girls' results with integrated and subject-specific science education both in total scores and in the three scientific literacy competencies. No differences in boys' results are shown on different science education.

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Åström, Maria. "Defining integrated science education and putting it to test /." Norrköping : Swedish National Graduate School in Science and Technology Education, FontD : Department of Social and Welfare Studies, Linköping University, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-15345.

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Ng, Po-mo. "An evaluation of ETV teaching materials in the integrated science subject." Click to view the E-thesis via HKUTO, 1996. http://sunzi.lib.hku.hk/hkuto/record/B42574523.

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Merrill, Christopher P. "Effects of integrated technology, mathematics, and science education on secondary school technology education students." Connect to resource, 2000. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1242752381.

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Prows, Lisbeth S. "Science and literature: An integrated model." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/726.

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Cobbs, Georgia Ann. "The evolution and implementation of an eighth-grade integrated mathematics science course /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487863429090981.

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Ng, Po-mo, and 吳寶武. "An evaluation of ETV teaching materials in the integrated science subject." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B42574523.

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Åström, I. Maria. "Integrated and Subject-specific : An empirical exploration of Science education in Swedish compulsory school." Licentiate thesis, Linköping University, Linköping University, Department of Social and Welfare Studies, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-15343.

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<p>This thesis is an explorative experimental study in two parts of different ways of organising Science education in the Swedish context. The first study deals with the question if students attain higher scores on test results if they have been working with integrated Science compared to subject-specific Science i.e. Biology, Chemistry and Physics. The second study concerns the similarities and differences between integrated Science education and Science education in Biology, Chemistry and Physics, especially in the teaching organisation.</p><p>The introduction describes the nature of integrated curriculum, what integrated learning is, issues about integrated Science education, in what way integration is carried out, between subjects or within subjects, what the opposite to integrated Science is (here named as subjectspecific science education) in the Swedish context and what the Swedish curriculum has to say about integrated Science. Previous studies in integrated curriculum looking at students’ results are referred to, and it is argued for the use of the OECD’s PISA assessment instrument in this study.</p><p>The thesis consists of two studies, one quantitative and one qualitative, within the above framework. The quantitative study is an attempt to find differences in scores on students’ written results on a large-scale assessment in scientific literacy between students studying in different organisations of Science education. The qualitative study is an attempt to describe differences at classroom level between integrated Science and subject-specific Science. This gives a quite rich description of four schools (cases) in a small town and how they organise their teaching integrated or subject-specific.</p><p>No differences in students’ results between different Science organisations were found in the quantitative study in this thesis. Possible explanations for the lack of differences in students’ results are discussed in the article. An additional investigation that attempts to test the variable used in the quantitative study is carried out in the thesis, with an attempt to sharpen the teacher organisation variable. This is done to find out if it is possible that there can be found differences with the sharpened variable.</p><p>The qualitative study gives a glimpse of some differences in the implemented curriculum between schools working with integrated Science education and a school that works subjectspecifically. The teachers do the overall lesson plans in different ways according to which organisation according to integrated or subject-specific Science they work with. When asked in a survey what kind of Science organisation they have, students from the four schools studied answered differently between schools and also, sometimes, within the same school. A further analysis of this second study is carried out by defining a conceptual framework used as structure and a possible explanation for differences between students’ views and teachers’ views on the organisation of Science education. This latter analysis tries to give an enriched description in mainly the two levels of the implemented and attained curricula, and tries to discuss the difference in students’ attained curriculum.</p><p>A final discussion concludes the thesis and concerns an elaboration of the results of the thesis, problems with the main variable involved in the two studies and the possibility that the teacher actions effects also the magnitude of students’ achievement on tests.</p>

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Kochheiser, Karen Lynn. "An analysis of women's ways of knowing in a 10th grade integrated science classroom /." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487946776021463.

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Jones, Shelly M. Meier Sherry Lynn Blosch. "Characterization of instruction in integrated middle school mathematics and science classrooms." Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3088024.

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Thesis (Ph. D.)--Illinois State University, 2002.<br>Title from title page screen, viewed January 3, 2006. Dissertation Committee: Sherry L. Meier (chair), Beverly S. Rich, Jeffrey E. Barrett, Franzie L. Loepp. Includes bibliographical references (leaves 165-177) and abstract. Also available in print.

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Livres sur le sujet "Integrated science education"

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Ball, Russell. Integrated science assignments. Cambridge University Press, 1990.

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Nova Scotia. Dept. of Education. Curriculum guide: Integrated science 10. Nova Scotia Dept. of Education, 1993.

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Friedl, Alfred E. Teaching science to children: An integrated approach. 3rd ed. McGraw-Hill, 1995.

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Friedl, Alfred E. Teaching science to children: An integrated approach. 2nd ed. McGraw-Hill, 1991.

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Teaching science to children: An integrated approach. Random House, 1986.

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1939-, Butzow John W., and Kennedy Rhett E, eds. More science through children's literature: An integrated approach. Teacher Ideas Press, 1998.

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Henderson, Sandra. Global climates--past, present, and future: Activities for Integrated Science Education. U.S. Environmental Protection Agency, Office of Research and Development, 1993.

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Henderson, Sandra. Global climates--past, present, and future: Activities for Integrated Science Education. U.S. Environmental Protection Agency, Office of Research and Development, 1993.

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1939-, Butzow John W., ed. Science through children's literature: An integrated approach. 2nd ed. Teacher Ideas press, 2000.

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1939-, Butzow John W., ed. Science through children's literature: An integrated approach. Teacher Ideas Press, 1989.

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Chapitres de livres sur le sujet "Integrated science education"

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Wei, Bing. "Integrated Science." In Encyclopedia of Science Education. Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_164.

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Wei, Bing. "Integrated Science." In Encyclopedia of Science Education. Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6165-0_164-1.

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Venville, Grady. "Integrated Curricula." In Encyclopedia of Science Education. Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_193.

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Venville, Grady. "Integrated Curricula." In Encyclopedia of Science Education. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_193-3.

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Bilyalova, A. A., D. A. Salimova, and T. I. Zelenina. "Digital Transformation in Education." In Integrated Science in Digital Age. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-22493-6_24.

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Niaz, Mansoor. "Nature of Science in Science Education: An Integrated View." In Chemistry Education and Contributions from History and Philosophy of Science. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-26248-2_3.

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Dinov, Ivo D. "Integrated, Multidisciplinary, and Technology-Enhanced Science Education." In Encyclopedia of the Sciences of Learning. Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_1704.

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Debru, Claude. "Making Education More Inclusive and More Integrated." In Progress in Science, Progress in Society. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-69974-5_4.

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Paweska, Richard F. "A New Model for Integrated Computing Science Undergraduate Education." In Computers and Networks in the Age of Globalization. Springer US, 2001. http://dx.doi.org/10.1007/978-0-387-35400-2_5.

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Berlin, Donna F., and Arthur L. White. "Integrated Science and Mathematics Education: Evolution and Implications of a Theoretical Model." In International Handbook of Science Education. Springer Netherlands, 1998. http://dx.doi.org/10.1007/978-94-011-4940-2_29.

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Actes de conférences sur le sujet "Integrated science education"

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Voci, Denise, and Matthias Karmasin. "Sustainability and Communication in Higher Education." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12831.

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Sustainability Sciences need communication to communicate knowledge effectively and to engage audiences toward sustainable development. Therefore, the present study examines to what extent media and communication aspects are integrated into sustainability science's curricula of higher education institutions in Europe. For this purpose, a total of n=1117 bachelor and master's degree programs and their related curricula/program specifications from 31 European countries were analyzed by means of content analysis. Results show that the level of curricular integration of media and communication aspects in the field of sustainability science is not (yet) far advanced (18%). This leaves room for a reflection on the perceived (ir-)relevance of communication as a crucial discipline and competence in the sustainability science area, as well as on the social and educational responsibility of higher education institutions.

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Rao, A. Ravishankar, Yashvi Desai, and Kavita Mishra. "Data science education through education data: an end-to-end perspective." In 2019 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2019. http://dx.doi.org/10.1109/isecon.2019.8881970.

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Droppa, Marjorie, Wei Lu, Shari Bemis, Liette Ocker, and Mark Miller. "Integrated STEM learning within health science, mathematics and computer science." In 2015 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2015. http://dx.doi.org/10.1109/isecon.2015.7119932.

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Rubini, Bibin, Didit Ardianto, and Indarini Dwi Pursitasari. "Teachers’ Perception Regarding Integrated Science Learning and Science Literacy." In Proceedings of the 3rd Asian Education Symposium (AES 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/aes-18.2019.82.

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Magee, J. J., and Li Han. "Integrating a science perspective into an introductory computer science course." In 2013 3rd IEEE Integrated STEM Education Conference (ISEC). IEEE, 2013. http://dx.doi.org/10.1109/isecon.2013.6525219.

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Rai, Sanish. "Improving computer science lab feedback methods." In 2020 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2020. http://dx.doi.org/10.1109/isec49744.2020.9280738.

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Eastburn, Mark. "Science week: Our Student Investigative Projects." In 2014 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2014. http://dx.doi.org/10.1109/isecon.2014.6891018.

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Prato, Anthony, Hunter Best, and Isaiah Scurry. "4th Family STEM program: Sports science." In 2016 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2016. http://dx.doi.org/10.1109/isecon.2016.7457471.

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Buzydlowski, Jan W. "Hip, Hip, Array: Teaching Programming for Data Science is the same as Computer Science--Just Different." In 2019 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2019. http://dx.doi.org/10.1109/isecon.2019.8882101.

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Lambrix, Patrick, and Mariam Kamkar. "Computer science as an integrated part of engineering education." In the 6th annual conference on the teaching of computing and the 3rd annual conference. ACM Press, 1998. http://dx.doi.org/10.1145/282991.283105.

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Rapports d'organisations sur le sujet "Integrated science education"

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African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.

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This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&D), academies of science, ministries of science and technology, policies, recognition of research, and participation in the Science Granting Councils Initiative (SGCI), the following countries demonstrate the highest commitment and political willingness to invest in science: Botswana, Ethiopia, Kenya, Senegal, South Africa, Tanzania, and Uganda. In addition to existing policies in Science, Technology and Innovation (STI), the following countries have made progress towards Open Data policies: Botswana, Kenya, Madagascar, Mauritius, South Africa and Uganda. Only two African countries (Kenya and South Africa) at this stage contribute 0.8% of its GDP (Gross Domestic Product) to R&D (Research and Development), which is the closest to the AU’s (African Union’s) suggested 1%. Countries such as Lesotho and Madagascar ranked as 0%, while the R&D expenditure for 24 African countries is unknown. In addition to this, science globally has become fully dependent on stable ICT (Information and Communication Technologies) infrastructure, which includes connectivity/bandwidth, high performance computing facilities and data services. This is especially applicable since countries globally are finding themselves in the midst of the 4th Industrial Revolution (4IR), which is not only “about” data, but which “is” data. According to an article1 by Alan Marcus (2015) (Senior Director, Head of Information Technology and Telecommunications Industries, World Economic Forum), “At its core, data represents a post-industrial opportunity. Its uses have unprecedented complexity, velocity and global reach. As digital communications become ubiquitous, data will rule in a world where nearly everyone and everything is connected in real time. That will require a highly reliable, secure and available infrastructure at its core, and innovation at the edge.” Every industry is affected as part of this revolution – also science. An important component of the digital transformation is “trust” – people must be able to trust that governments and all other industries (including the science sector), adequately handle and protect their data. This requires accountability on a global level, and digital industries must embrace the change and go for a higher standard of protection. “This will reassure consumers and citizens, benefitting the whole digital economy”, says Marcus. A stable and secure information and communication technologies (ICT) infrastructure – currently provided by the National Research and Education Networks (NRENs) – is key to advance collaboration in science. The AfricaConnect2 project (AfricaConnect (2012–2014) and AfricaConnect2 (2016–2018)) through establishing connectivity between National Research and Education Networks (NRENs), is planning to roll out AfricaConnect3 by the end of 2019. The concern however is that selected African governments (with the exception of a few countries such as South Africa, Mozambique, Ethiopia and others) have low awareness of the impact the Internet has today on all societal levels, how much ICT (and the 4th Industrial Revolution) have affected research, and the added value an NREN can bring to higher education and research in addressing the respective needs, which is far more complex than simply providing connectivity. Apart from more commitment and investment in R&D, African governments – to become and remain part of the 4th Industrial Revolution – have no option other than to acknowledge and commit to the role NRENs play in advancing science towards addressing the SDG (Sustainable Development Goals). For successful collaboration and direction, it is fundamental that policies within one country are aligned with one another. Alignment on continental level is crucial for the future Pan-African African Open Science Platform to be successful. Both the HIPSSA ((Harmonization of ICT Policies in Sub-Saharan Africa)3 project and WATRA (the West Africa Telecommunications Regulators Assembly)4, have made progress towards the regulation of the telecom sector, and in particular of bottlenecks which curb the development of competition among ISPs. A study under HIPSSA identified potential bottlenecks in access at an affordable price to the international capacity of submarine cables and suggested means and tools used by regulators to remedy them. Work on the recommended measures and making them operational continues in collaboration with WATRA. In addition to sufficient bandwidth and connectivity, high-performance computing facilities and services in support of data sharing are also required. The South African National Integrated Cyberinfrastructure System5 (NICIS) has made great progress in planning and setting up a cyberinfrastructure ecosystem in support of collaborative science and data sharing. The regional Southern African Development Community6 (SADC) Cyber-infrastructure Framework provides a valuable roadmap towards high-speed Internet, developing human capacity and skills in ICT technologies, high- performance computing and more. The following countries have been identified as having high-performance computing facilities, some as a result of the Square Kilometre Array7 (SKA) partnership: Botswana, Ghana, Kenya, Madagascar, Mozambique, Mauritius, Namibia, South Africa, Tunisia, and Zambia. More and more NRENs – especially the Level 6 NRENs 8 (Algeria, Egypt, Kenya, South Africa, and recently Zambia) – are exploring offering additional services; also in support of data sharing and transfer. The following NRENs already allow for running data-intensive applications and sharing of high-end computing assets, bio-modelling and computation on high-performance/ supercomputers: KENET (Kenya), TENET (South Africa), RENU (Uganda), ZAMREN (Zambia), EUN (Egypt) and ARN (Algeria). Fifteen higher education training institutions from eight African countries (Botswana, Benin, Kenya, Nigeria, Rwanda, South Africa, Sudan, and Tanzania) have been identified as offering formal courses on data science. In addition to formal degrees, a number of international short courses have been developed and free international online courses are also available as an option to build capacity and integrate as part of curricula. The small number of higher education or research intensive institutions offering data science is however insufficient, and there is a desperate need for more training in data science. The CODATA-RDA Schools of Research Data Science aim at addressing the continental need for foundational data skills across all disciplines, along with training conducted by The Carpentries 9 programme (specifically Data Carpentry 10 ). Thus far, CODATA-RDA schools in collaboration with AOSP, integrating content from Data Carpentry, were presented in Rwanda (in 2018), and during17-29 June 2019, in Ethiopia. Awareness regarding Open Science (including Open Data) is evident through the 12 Open Science-related Open Access/Open Data/Open Science declarations and agreements endorsed or signed by African governments; 200 Open Access journals from Africa registered on the Directory of Open Access Journals (DOAJ); 174 Open Access institutional research repositories registered on openDOAR (Directory of Open Access Repositories); 33 Open Access/Open Science policies registered on ROARMAP (Registry of Open Access Repository Mandates and Policies); 24 data repositories registered with the Registry of Data Repositories (re3data.org) (although the pilot project identified 66 research data repositories); and one data repository assigned the CoreTrustSeal. Although this is a start, far more needs to be done to align African data curation and research practices with global standards. Funding to conduct research remains a challenge. African researchers mostly fund their own research, and there are little incentives for them to make their research and accompanying data sets openly accessible. Funding and peer recognition, along with an enabling research environment conducive for research, are regarded as major incentives. The landscape report concludes with a number of concerns towards sharing research data openly, as well as challenges in terms of Open Data policy, ICT infrastructure supportive of data sharing, capacity building, lack of skills, and the need for incentives. Although great progress has been made in terms of Open Science and Open Data practices, more awareness needs to be created and further advocacy efforts are required for buy-in from African governments. A federated African Open Science Platform (AOSP) will not only encourage more collaboration among researchers in addressing the SDGs, but it will also benefit the many stakeholders identified as part of the pilot phase. The time is now, for governments in Africa, to acknowledge the important role of science in general, but specifically Open Science and Open Data, through developing and aligning the relevant policies, investing in an ICT infrastructure conducive for data sharing through committing funding to making NRENs financially sustainable, incentivising open research practices by scientists, and creating opportunities for more scientists and stakeholders across all disciplines to be trained in data management.

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Shaping the COVID decade: addressing the long-term societal impacts of COVID-19. The British Academy, 2021. http://dx.doi.org/10.5871/bac19stf/9780856726590.001.

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In September 2020, the British Academy was asked by the Government Office for Science to produce an independent review to address the question: What are the long-term societal impacts of COVID-19? This short but substantial question led us to a rapid integration of evidence and an extensive consultation process. As history has shown us, the effects of a pandemic are as much social, cultural and economic as they are about medicine and health. Our aim has been to deliver an integrated view across these areas to start understanding the long-term impacts and how we address them. Our evidence review – in our companion report, The COVID decade – concluded that there are nine interconnected areas of long-term societal impact arising from the pandemic which could play out over the coming COVID decade, ranging from the rising importance of local communities, to exacerbated inequalities and a renewed awareness of education and skills in an uncertain economic climate. From those areas of impact we identified a range of policy issues for consideration by actors across society, about how to respond to these social, economic and cultural challenges beyond the immediate short-term crisis. The challenges are interconnected and require a systemic approach – one that also takes account of dimensions such as place (physical and social context, locality), scale (individual, community, regional, national) and time (past, present, future; short, medium and longer term). History indicates that times of upheaval – such as the pandemic – can be opportunities to reshape society, but that this requires vision and for key decisionmakers to work together. We find that in many places there is a need to start afresh, with a more systemic view, and where we should freely consider whether we might organise life differently in the future. In order to consider how to look to the future and shape the COVID decade, we suggest seven strategic goals for policymakers to pursue: build multi-level governance; improve knowledge, data and information linkage and sharing; prioritise digital infrastructure; reimagine urban spaces; create an agile education and training system; strengthen community-led social infrastructure; and promote a shared social purpose. These strategic goals are based on our evidence review and our analysis of the nine areas of long-term societal impact identified. We provide a range of illustrative policy opportunities for consideration in each of these areas in the report that follows.

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