WESTMINSTER

Westminster Education Forum: Next Steps for Climate Change and Sustainability Education in England

Why is understanding and preserving 
the world are not valued by all humans?
Mary Cowell

The recent conference on climate change and sustainability education in England provided a critical platform for policymakers, educators, and stakeholders to discuss the future of climate education.

 

Key issues included the rollout of the Department for Education’s (DfE) Sustainability and Climate Change Strategy, which aims for all educational institutions to have a designated sustainability lead and Climate Action Plans by 2025.

Highlights:

  • Discussions on the Government’s new Curriculum and Assessment Review and its impact on embedding climate education in the curriculum.
  • The Climate Ambassadors Scheme, expanding to support students and teachers in leading climate-related initiatives.
  • Introduction of the Natural History GCSE by September 2025, giving students in-depth knowledge about environmental issues and the natural world.
  • Rollout of the Climate Action Planning Sector Engagement and Support Service (SESS), a DfE initiative to provide free, cross-disciplinary support to schools.

Key speakers included:

  • Professor Andrew Charlton-Perez, Co-Lead of the Climate Ambassador Scheme, who discussed its progress.
  • Mary Colwell, Conservationist and Director of Curlew Action, on the ambitions for the new GCSE.
  • Lauren Hyams, Head of Learning at the Natural History Museum, emphasized collaboration across educational settings to empower students in climate action.

This event signals important steps forward in integrating climate change and sustainability into England’s education system.

More details about the programme:

This policy conference will cover critical themes for the rollout of climate change and sustainability education in England, featuring a range of expert speakers from academia, policy, and industry. Key topics include:

  • Climate Ambassador Scheme: Professor Andrew Charlton-Perez (University of Reading) will discuss progress and next steps.
  • Sustainability Education in Schools: Ann Finlayson (SEEd), Professor Sylvia Knight (Royal Meteorological Society), and Kelly Smith (The Royal Society) will examine curriculum design, practical challenges, and collaboration.
  • Natural History GCSE: Mary Colwell (Curlew Action) will outline the aims and ambitions of the upcoming GCSE.
  • Engaging Learners and Teachers: Dr. Cormac Lawler (Manchester Metropolitan University), Naheeda Maharasingam (Rathfern Primary School), and Dr. Deborah Outhwaite (London School of Economics) will share strategies for implementing Climate Action Plans and promoting sustainability in education.
  • Collaboration and Empowerment: Lauren Hyams (Natural History Museum) will explore how to empower young people to take climate action.
  • Pathways to Green Jobs: Martin Baxter (IEMA), Louise Wolsey (London & South East Education Group), and Dr. Paul Warwick (University of Plymouth) will discuss the green jobs market and career opportunities for students.

With contributions from Baroness Bennett of Manor Castle and Lord Redesdale, the event promises to shape the future of climate change education in England.

Book Webinar

Discover Pedagodzilla: Where Learning Meets Pop Culture

The Pedagodzilla podcast brings learning theories to life through pop culture references. From Star Wars and The Muppets to The Matrix, we explore educational concepts through your favorite movies, TV shows, and social media trends. By blending pedagogy with pop culture, we make complex ideas both accessible and entertaining, securing Pedagodzilla’s spot among the top education podcasts.

Now, Pedagodzilla is a book! This first volume transforms our podcast’s key episodes into a guide to essential learning theories. Explore the philosophies behind different approaches, understand their limitations, and delve into social and contextual learning strategies—all while enjoying quirky pop culture trivia.

Join us for an enlightening webinar about this ebook, where we’ll cover educational theory, practical teaching tips, and some fun media insights. 

  • Why we did It?
  • What were the playful and fun elements?
  • Why did they work ?
  • What would we keep the same, and what would we do differently next time?

For a taste of our podcast, visit pedagodzilla.com

UNESCO – DIGITAL LEARNING WEEK

Digital Learning Week is UNESCO’s annual flagship event on ⁠digital learning and the transformation of education. Launched in 2023, building on the foundation of UNESCO’s Mobile Learning Week over the past decade, the event aims to convene the community of digital education leaders, policy-makers, researchers and practitioners from various organizations, including UN agencies, governments, NGOs and the private sector to steer technology for education.

Dr. Alexandra Okada was invited as a guest to participate in the discussions and to present the new e-book, Knowledge Cartography for Younger Thinkers – Sustainability Issues, Mapping Techniques, and AI Tools

UNESCO’s Digital Learning Week presents a unique opportunity to participate in dynamic and thought-provoking discussions, dialogue and the sharing of groundbreaking ideas, and to foster critical and creative thinking to advance the digital transformation of education and to “reimagine our futures together.

Human societies face the dual challenges of digital and green transitions. While technology promises progress, it also introduces ethical issues, particularly with AI, and accelerates digitalization’s impact on climate change. Generative AI’s rapid rise is outpacing regulatory adaptations, and the digital economy’s extractive model and e-waste undermine sustainable development. Education systems must foster human-centered mindsets and digital competencies to align these transitions, ensuring technology supports sustainable and ethical goals.

UNESCO’s 2024 Digital Learning Week enabled presenters, guests, and attendees to explore the linkages between these two transitions to promote the responsible use of digital technology in education.

Ms Stefania Giannini, UNESCO Assistant Director-General for Education, opened the digital week by highlighting the role of digital education in shaping sustainable futures.

Ms Jessica Watson, the lead of Evidence for Emerging Technology from the Department for Education of the United Kingdom, presented  Generative AI in Schools in England: Teacher, Leader, and Student Views.

Ms Fay Skevington, the Head of AI Alignment for Education at the Department for Education of the United Kingdom, introduced  Greening Generative AI: Pedagogical Performance.

The main sessions area available here:

Global Education Meeting 2024

UNESCO will convene the 2024 GEM in Fortaleza on 31 October and 1 November, hosted by the Government of Brazil, back-to-back with the G20 Education Ministers’ Meeting.

Building on the HLSC’s Stocktake that took place on 17 June 2024 and informed by the United Nations Pact for the Future, the 2024 GEM will mark a key moment for education, bringing the entire international education community together, including governmental and non-state actors, to agree on acceleration strategies for the remainder of the 2030 Agenda.

The 2024 GEM will deep-dive into cross-sectoral actions in and through education that contribute to climate and environment; peace; science, technology, innovation and digital transformation; gender equality; and health and well-being—and vice versa. Promotion of equity and inclusion in and through education will be the overarching theme of the 2024 GEM. In doing so, the GEM will pave the way for education’s strategic positioning in the Fourth International Conference on Financing for Development and the World Social Summit in 2025.

At the 2024 GEM, UNESCO will launch the 2024/5 Global Education Monitoring Report to report on the progress made on the SDG4 targets and provide a thematic review dedicated to leadership and education—a critical factor in achieving inclusive and equitable, quality education.

More details: https://www.unesco.org/sdg4education2030/en/global-education-meeting

 

The Next Generation

 

The Next Generation Initiative at the Open University embodies a forward-looking approach towards fostering an inclusive and supportive environment for both students and staff to pursue their career and life aspirations. It encompasses a wide array of initiatives aimed at promoting equality, diversity, and inclusion while facilitating the entire research journey, from its inception to advanced stages of professional development.

The event on February 8th was organized by Professors Lindsay O’Dell and Clare Warren. Dr. Franci Awolowo delivered the keynote, sharing insights on mentorship, character, and collaboration in early career research. Following this, Dr. Margaret Ebubedike led an interactive session focusing on support, barriers, recognition, and development.

Prof. Kevin Shakesheff delivered an inspiring talk on research and innovation. The final panel featured Prof. Richard Holliman discussing impactful and engaged research, Prof. Arosha Bandara addressing digital presence, and Prof. Lindsay O’Dell sharing insights on managing networking.

At its core, the Next Generation programme seeks to address prevalent issues within the research landscape, not just locally but also on a national and global scale. It aligns with contemporary discussions and initiatives within the broader academic community, including the R&D People and Culture Strategy, which underscores the importance of nurturing talent, enhancing career opportunities, and fostering a diverse and dynamic research workforce.

One of the key motivations to join the Next Generation program lies in its commitment to expanding access to research careers and ensuring that individuals from diverse backgrounds have equitable opportunities to thrive in this domain. By prioritizing stable career paths, promoting interdisciplinary collaboration, and facilitating seamless transitions between academia and industry, the program aims to dismantle barriers that may deter aspiring researchers from pursuing their ambitions.

Participation in the Next Generation program is open to all stakeholders within the academic community, including students, early-career researchers, faculty members, and administrative staff. Engaging with the program may involve various activities such as attending workshops, seminars, and networking events focused on career development, diversity, and research excellence. Additionally, individuals can contribute to shaping the program’s initiatives by providing feedback, proposing new ideas, or actively participating in its implementation.

Furthermore, the Next Generation program emphasizes the importance of cultivating a positive and inclusive research culture, where individuals feel empowered to contribute their unique perspectives and talents. Recognizing and rewarding achievements at all levels, fostering mentorship opportunities, and promoting confidence among aspiring researchers are integral aspects of creating an environment conducive to personal and professional growth.

In summary, the Next Generation program represents a holistic approach towards nurturing the next wave of researchers and leaders in academia and beyond. By fostering a supportive and inclusive environment, the program aims to unlock the full potential of individuals, regardless of their background or circumstances, and pave the way for a more diverse and innovative research community.

LINKS: https://research.open.ac.uk/governance/plan/activities/the-next-generation 

https://research.open.ac.uk/sites/research.open.ac.uk/files/files/ou-research-plan-2022-2027.pdf 

United Nations 2023

SDG 2023 Summit – evento das Nações Unidas para acelerar o progresso em direção aos objetivos de desenvolvimento sustentável 2030.

  By Alexandra Okada &
Rossana Moura

English version

O evento das Nações Unidas “SDG2023 summit”, realizado de 18 a 19 de setembro de 2023, em Nova Iorque, marca o início de uma nova fase de aceleração para o avanço dos Objetivos de Desenvolvimento Sustentável (ODS). Durante este evento, os participantes discutiram compromissos políticos de alto nível, enfatizando ações transformadoras e dinâmicas, cruciais para alcançar os ODS até 2030.

O evento reuniu uma vasta gama de figuras influentes, incluindo presidentes  líderes governamentais, representantes de organizações internacionais, do setor privado, universidades, ONG e sociedade civil, para abordar tanto os fatores catalisadores como os obstáculos. Através de uma série de reuniões de alto nível, os participantes envolveram-se no intercâmbio de conhecimentos para enfrentar desafios globais e delinear estratégias para impulsionar a transformação a nível local e global, garantindo a sustentabilidade. Embora cada país tenha as suas prioridades, necessidades e capacidades únicas, muitas nações estão a traçar caminhos semelhantes em direção aos ODS, todos com o objetivo comum de superar desafios comuns entre várias crises.

O recente relatório divulgado na ONU (2023) destaca que a meio caminho da Agenda 2030 lançada em 2015, o progresso até 2023 está significativamente desfasado. As projeções indicam que é pouco provável que o mundo alcance os ODS até 2030. Ferramentas universais, baseadas na ciência, adaptadas e aplicadas a diferentes contextos para enfrentar barreiras e impedimentos comuns, serão essenciais para acelerar as transformações rumo aos ODS. Este enquadramento do futuro serve como um apelo à ação para transformações que garantam um mundo inclusivo, equitativo e pacífico.

O plano de aceleração envolve várias etapas cruciais:
1.Desenvolver Planos Nacionais com Envolvimento Público: É essencial criar planos nacionais que envolvam ativamente o público. Isto significa envolver os governos locais, as empresas, as indústrias, os investidores institucionais e a comunidade em geral no processo de planeamento.

2.Utilização de Alavancas Econômicas e Financeiras: Devem ser aproveitadas as ferramentas econômicas e financeiras nacionais e internacionais. Isto inclui fornecer incentivos para fazer mudanças e melhorar os processos de tomada de decisão.

3.Investir em dados e ferramentas baseadas na ciência: Para acelerar o progresso, são necessários investimentos em dados, ferramentas baseadas na ciência e aprendizagem política. Essas ferramentas fornecem a base para uma tomada de decisão informada.

4.Promover novas parcerias: É crucial estabelecer parcerias que melhorem a interface entre a ciência, a política e a sociedade. Estas parcerias aumentam a utilização de provas científicas e criam confiança tanto na ciência como na informação pública.

5.Garantir a responsabilização: Os mecanismos de responsabilização a nível internacional, nacional e local são essenciais para acompanhar o progresso e responsabilizar as partes interessadas.

O apoio a estas ações pode provir de conselhos consultivos científicos, sistemas consultivos para governos e iniciativas de ciência aberta. A colaboração através de parcerias transnacionais alinhadas com objetivos e pontos de entrada específicos é vital. Os decisores políticos, grupos de interesse público, intervenientes da indústria e educadores devem ter acesso aberto ao conhecimento científico, incluindo publicações, dados e software. Isso garante que a ciência sirva como um bem público e beneficie a sociedade como um todo.

Um dos principais focos do evento foi a exploração de “alavancas” críticas necessárias para alcançar a transformação. Estas alavancas abrangem a governação, a economia, as finanças, a ciência, a tecnologia, a educação e as ações individuais e coletivas. Estes esforços são sustentados por iniciativas robustas de capacitação de múltiplos atores intervenientes.

A transformação, apoiada por diversas parcerias, é um elemento fundamental do programa de aceleração. Conforme afirma o relatório da ONU (2023), “As transformações ocorreram no passado e continuam nos últimos tempos. Este conhecimento pode inspirar e informar a tomada de decisões estratégicas por parte de vários intervenientes sociais. Ajuda a conceptualizar e enquadrar as transformações desejadas no seu contexto e a utilizar as alavancas necessárias para concretizar essas transformações”.

Estamos honradas por ter sido convidadas para fazer parte da delegação presidencial do Brasil na recente Cúpula dos ODS das Nações Unidas. Essa delegação, que também incluiu o MCTI IBICT Instituto Brasileiro de Informação em Ciência e Tecnologia do Ministério de Ciência, Tecnologia e Inovação, e a ONG Anjos Digitais, nos possibilitou estarmos ao lado de líderes, conselheiros e representantes de diversas organizações e governos.

Juntas, discutimos projetos realizados pelo IBICT; e Anjos Digitais na Educação Aberta para Sustentabilidade, inclusão digital e a equidade de gênero. Foram discutidas também as iniciativas de Escolarização Aberta e a ODS – Open Schooling Declaration, para inovar a aprendizagem como parte de projetos financiados pela Comissão Europeia em colaboração com instituições brasileiras desde 2015 liderados pela Universidade Aberta da Inglaterra.

Fazer parte desta delegação foi uma oportunidade notável visando contribuir para causas importantes relacionadas com a educação e a Agenda 2030.
É uma oportunidade notável estarmos aqui hoje entre líderes de governos, ONGs, OSCs, empresas e universidades. O programa de aceleração está firmemente enraizado e conta com nosso apoio.

Links:

References:
Independent Group of Scientists appointed by the Secretary-General, Global Sustainable Development Report (2023): Times of crisis, times of change: Science for accelerating transformations to sustainable development, (United Nations, New York). 

ASSIK (Anak Setara SIaga Kebencanaan)

The ASSIK project conducted research and development work in Jakarta, with colleagues from ROCHMI (Research of Community Mental Health Initiatives, University of Indonesia) and Disability innovation centre (UNESA, Surabaya).

This included a very enjoyable workshop with teachers on creating Indonesian songs to support disaster risk reduction, which we will build on in our future work.

Disaster risk reduction in Jakarta, the capital city of Indonesia, is a critical area of focus due to its vulnerability to various natural hazards. Jakarta faces multiple disaster risks, including floods, earthquakes, landslides, and urban fires, which are exacerbated by factors such as rapid urbanization, population growth, and climate change.

Floods are among the most recurrent and severe disasters in Jakarta. The city’s location in a low-lying coastal area, coupled with intense rainfall and insufficient drainage systems, leads to frequent flooding during the rainy season. These floods not only disrupt daily life but also cause significant damage to infrastructure and pose a threat to public safety.

To address the disaster risks in Jakarta, various disaster risk reduction strategies have been implemented by the government and other stakeholders:

  1. Flood Control Measures: Jakarta has invested in flood control infrastructure, including dams, reservoirs, and floodgates, to manage water flow during heavy rainfall and prevent inundation of urban areas.
  2. Urban Planning and Land Use Regulations: City authorities are working on urban planning and land use regulations to control haphazard development and prevent construction in high-risk areas, such as flood-prone zones and earthquake fault lines.
  3. Early Warning Systems: The city has established early warning systems for floods and other hazards to provide timely alerts to residents and authorities, allowing for quick evacuation and response.
  4. Community Engagement: Disaster risk reduction efforts in Jakarta involve community engagement and awareness programs. These initiatives aim to educate residents about disaster preparedness, response measures, and the importance of cooperation during emergencies.
  5. Climate Change Adaptation: Jakarta is also focusing on climate change adaptation measures to build resilience against the impacts of rising sea levels, increased rainfall intensity, and more frequent extreme weather events.
  6. Green Infrastructure: The city is promoting the use of green infrastructure, such as parks, green roofs, and permeable pavements, to enhance water absorption and reduce the risk of flooding.

Despite these efforts, challenges remain in effectively managing disaster risks in Jakarta. The city’s rapid urbanization and limited resources pose obstacles to comprehensive disaster risk reduction. Additionally, the relocation of vulnerable communities from high-risk areas is a complex and sensitive issue that requires careful planning and consideration.

Continued collaboration between the government, communities, universities non-governmental organizations, and other stakeholders is essential to enhance disaster risk reduction efforts in Jakarta and build a safer and more resilient city for its residents.

The Open University WELS – ECYS, Rumpus Research team led by Prof. Kieron Sheehy  is glad to participate in ASSIK.

THE GREEN FORUM OPEN EXHIBITION

THE OPEN EXHIBITION ABOUT CLIMATE CHANGE AND SUSTAINABILITY EDUCATION  (CCSE) was held at the Library on the 27th to 29th of March.

The exhibition received two large external audiences.

First on the 27th of March, the Green Forum Network  launched the CCSE movement and the green catalogue at the open exibition.


There were members of 20 organisations who attended the event in-person and 24 others who participated online.

Second,  67 delegates supported by BETT Brazil  visited the library to know about the OU projects  and green initiatives in Education across the world  including funded-research projects led by the UK and Brazil.

Various opportunities were discussed to enhance CCSE movement.

See what one of the international visitors  found about the open exhibition.
The interview is in Portuguese, but the transcription in Youtube can be automatic generated in English.

To make the open exhibition interactive and fun; a small group of secondary school students visited the library to explore how to make the exhibition more interactive and fun for young people; supported by Dr. Okada’s team they developed three activities to engage young visitors:

1. Voting on the three best posters.

2. Drawing their views about CCSE learning with fun.

3. Replying to the question  “what are the key challenges of CCSE”?

The young people highlighted 18 ideas.

key problems: poverty, deforestation; child forced marriage, corrupt government, bad education; car pollution; sea pollution

potential solutions: climate justice; digital literacy, students-centred learning, emergency services; meanigful learning, international collaboration

future-challenges:Where will we get food? How to find solutions for climate change? How will we travel?  How can education improve? How could teachers be better prepared?

The posters winners were:

  1. Relevant global challenge to be explored in education:
    Disaster-risk reduction education
  2. Participatory and democratic approach led by university with shools:
    Mock COP27 Inverness
  3. Significant project for inclusion and equity in education:
    Catch-Up Programme
  4. Innovative use of technology for critical thinking to protect  humans and environment:
    Protecting Life in Amazon

They invite you all to share your comments about  how to make The CCSE open exhibition  more exciting supported by open schooling?  See the posters bellow and provide your views in comments…

Lets us know if you would like to celebrate “Outdoor Classroom Day” on the 18th of May.

 

The Empowerment Framework, Play and Fun!

Children’s Research Centre

👉Join Dr Natalie Canning for the launch of ‘The Empowerment Framework’. If you are interested in how you can identify children’s empowering behaviours to support their learning and development then this webinar is for you!
17/01/23 19:00-20:30 GMT
Link:https://bit.ly/3PRrfeH

Children’s Empowerment in Play is an accessible insight into the vital place of play in children’s development. The book focuses on three main themes of participation, voice and ownership, and explores ways to positively and naturally develop play in early years settings.

 

Call for papers – Special Issue: Fun participatory science, arts, and emerging technologies

Open Schooling 2030 for emancipatory education
with fun participatory science, arts, and emerging technologies

The Agenda 2030, also known as the 17 Sustainable Development Goals, is a program established by the United Nations, with the commitment to seek solutions to global challenges and promote peace and prosperity in today’s adverse world. For this, education plays a central role in empowering this and the next generations for the collaborative construction of a better and sustainable future for all (UNESCO, 2021). Consistently, open schooling is an approach promoted by the European Union that aims to establish partnerships between schools, universities, companies, research centers and civil society towards more scientifically literate communities for sustainability (EC, 2018; HAZELKORN et al., 2015).

Education open to partnerships is key to enable students to discuss problems and solutions within and outside schools, including research and innovation related to real life by interacting with expert professionals, citizens of their communities and families. In open schooling underpinned by the CARE-KNOW-DO principles (Okada, 2020), students are engaged to identify and discuss real-life problems that they CARE about, need to KNOW about and DO something about. This approach aims to transform education so that young people are involved in acquiring knowledge for decision-making in authentic contexts and developing scientific skills for problem-solving in an innovative, enjoyable and responsible way supported by – natural, social and formal – sciences and technologies.

Open schooling aims to prepare young people to develop competences to respond to relevant real-life scenarios supported by curriculum knowledge and fun participatory approaches for enhancing science with and for society. In this context, emancipatory education for independent thinking with fun (Okada & Sheehy, 2020) enables less favored students and also less represented learners of society to develop a critical awareness of their contexts and the world to transform it with the joy of search and discovery (Freire, 1967; 1984). Learning in an emancipatory and fun way allows students to be protagonists of their own story with intrinsic motivation and genuine pleasure through cooperation with others. Learning supported by the pedagogy of autonomy with fun allows apprentices to become transforming agents with enthusiasm, initiative and driving energy to innovate their reality and shape a better world (Freire, 1996; 2009).

This special edition explores a range of innovative practices, challenges and recommendations for education supported by open schooling with Responsible Research and Innovation (Okada & Sherborne, 2018; Almeida & Okada, 2019). Our goal is to bring together innovative studies on authentic learning – that is – with real-life issues that include apprentices, educators, professionals and policy makers and civil society managers in the various areas supported by emerging sciences, arts and technologies. The objective of this special edition is to address transformative initiatives in education through open schooling based on theoretical and empirical studies in various settings supported by formal, informal and non-formal learning scenarios. This special edition is open for articles with diverse real-life socio-scientific issues related to the AGENDA 2030 (UNESCO, 2015), the European missions (EC, 2021), and the global challenges (EC, 2018) which include, for example, food, health, environment, climate change, energy and science-society.

We look forward to receiving papers that present distinctive participatory methods involving the partnership between school, university and society with different settings, for example, online, offline, hybrid and onlife(Floridi, 2015) practices. They may also include community-based participatory research, collaborative project-based learning, collective inquiry mapping, citizen science, environmental citizenship among others. We invite studies about open schooling through a variety of emerging technologies that create opportunities for learners to explore APPs, robotics, coding, FabLab, MakerCulture, Artificial Intelligence, Inquiry narratives, phenomena-based learning, self-assessment and co-evaluation instruments, educational policies, contextualised and significant curricula, methodologies for teacher education, interdisciplinary, transdisciplinary and emancipatory scenarios, among others.

Articles can be published in English, Portuguese, French and Spanish. We invite  research groups, academics and practitioners interested in sharing research studies including quantitative and qualitative research methods, case studies, and well-founded conceptual work.

About the Journal

The Open Access Journal “Diálogo Educacional” (top score in Brazil A1) is a four-monthly publication, peer-reviewed in a double blind review system with national and international printed and online circulation.
Submit your manuscript online until January 31st to be published on the platform in June 2023.
For author submission guidelines and further details, please see the submission page:
https://periodicos.pucpr.br/dialogoeducacional/about/submissions

References

Floridi, L. (2015). The onlife manifesto: Being human in a hyperconnected era (p. 264). Springer nature.
Freire, P. Role of education in humanization. Series Articles, 1967.
Freire, P. Cultural action for freedom. 7. ed. Rio de Janeiro: Peace and Earth, 1984.
Freire, P. Pedagogy of autonomy: knowledge necessary for educational practice. 9. ed. São Paulo: Peace and Earth, 1996.
Freire, P. Pedagogy of hope: a reunion with the pedagogy of the oppressed. 16. ed. Rio de Janeiro: Peace and Earth, 2009.
Hazelkorn, et al.. 2015 (org.). Science Education for Responsible Citizenship. Luxembourg: Publications Office for the European Union.
EC (2018). Open schooling and collaboration on science education. [https://ec.europa.eu/info/funding-tenders/opportunities/portal/screen/opportunities/topic-search;callCode=H2020-SwafS-2018-2020]. European Commission
Okada, Alexandra and Matta, Claudia Eliane (2021). Teacher training for professional education through a course of extension on emerging Technologies with open schooling. Revista Diálogo Educacional, 21(71) pp. 1794–1819.
Okada, Alexandra; Souza, Karine Pinheiro de; Struchiner, Miriam; Rabello, Cíntia and Rosa, Luziana Quadros da (2023). Open schooling to empower Brazilian teachers: Emancipatory fun in education for a sustainable innovation ecosystem. In: Holliman, Andrew J. and Sheehy, Kieron eds. Overcoming Adversity in Education. London: Routledge, pp. 234–248.
Okada, Alexandra and Sheehy, Kieron (2020). The value of fun in online learning: a study supported by responsible research and innovation and open data. Revista e-Curriculum, 18(2) pp. 319–343.
Okada, Alexandra and Sherborne, Tony (2018). Equipping the Next Generation for Responsible Research and Innovation with Open Educational Resources, Open Courses, Open Communities and Open Schooling: An Impact Case Study in Brazil. Journal of Interactive Media In Education, 1(18) pp. 1–15.
UNESCO (2021). UNESCO and Sustainable Development Goals https://en.unesco.org/sustainabledevelopmentgoals