Background:

Sexual health concerns following prostate cancer treatment are common yet often insufficiently addressed in clinical practice, particularly among men who have sex with men. These individuals may face additional barriers stemming from heteronormative assumptions, limited disclosure, and a lack of culturally tailored information. As generative artificial intelligence (GenAI) chatbots become increasingly accessible, patients are using these systems to seek sensitive health information outside traditional care settings. While prior research has focused on the accuracy and safety of chatbot-generated health advice, less attention has been paid to how responses are framed and experienced in sexual minority contexts.

Objective:

This study aimed to describe and compare how 4 GenAI chatbots respond to questions about sexual healthfollowing prostate cancer treatment, with a focus on the needs of a gay man, and to interpret these responses using netnographic and actor-network theory perspectives.

Methods:

A qualitative exploratory study using auto-netnography was conducted. In February–March 2025, the first author interacted once with 4 widely used GenAI chatbots—ChatGPT (GPT-4o; Open AI), Claude (3.5 Sonnet; Anthropic), Copilot (GPT-4 Turbo; Microsoft), and Gemini (2.0 Flash; Google)—while assuming the role of a simulated “mock patient.” Two standardized prompts were used verbatim across all platforms: an initial prompt addressing sexual health concerns after prostate cancer treatment and a supplementary prompt focusing on sexual minority–specific issues, including same-sex practices. Chatbot outputs were treated as system-generated data and analyzed qualitatively, integrating system-generated text with reflexive experiential engagement and attention to interactional framing, emotional attunement, specificity, and performative features. The analysis did not assess clinical effectiveness, safety, or generalizability.

Results:

Across platforms, chatbot responses addressed treatment-related sexual health concerns using generally inclusive language, with variation in emotional tone, specificity, and cultural sensitivity. Interactional features included the scope and framing of clinical information, encouragement of dialogue, self-care advice, and explicit discussion of same-sex sexual practices. No obvious fabricated claims were identified; however, contextual inaccuracies were observed. Responses were mapped along 2 intersecting continua—logical-to-empathetic orientation and general-to-specific framing—yielding 4 interactional styles: structured overview, rational clarity, compassionate perspective, and compassionate precision. This 4-quadrant framework served as an interpretive heuristic and does not constitute an evaluation of quality or effectiveness.

Conclusions:

The findings indicate that contemporary GenAI chatbots, when used as digital adjuncts, may enact communication styles that can be perceived as supportive, culturally sensitive, and LGBTQI+ (lesbian, gay, bisexual, transgender, queer, and intersex) -inclusive in specific sexual health interactions. Although these systems lack ethical consciousness and cannot replace professional care, their performative responses may complement clinical practice by facilitating reflection and access to sensitive information. The study highlights how care-like meanings may emerge through sociomaterial interactions between users and artificial intelligence systems rather than demonstrating generalized performance or clinical reliability.

About the book: 

This open access book responds to the need for rapid and transformative societal change towards a sustainable future. The editorial introduction and conclusion bookend 27 case chapters about urban sites of experimentation and contestation, spaces of conviviality and politics, sectoral movements, and cross-sectoral and transdisciplinary transitions. These short case chapters address the prefigurative politics of present transformations based on wide-ranging empirical and conceptual analyses. They span societal transitions in and across sectors such as energy, food, and transport. Three key insights concern the multi-scalar nature of prefiguration, its entanglement with boundary transgression, and the multiple temporalities of prefigurative politics in the present.

Economic and environmental sustainability, together with flexibility in education, are the main driving forces for integrating virtual reality laboratories into welding education. A multidisciplinary team consisting of welding educators and immersive computing researchers developed a virtual reality laboratory focused on teaching welding processes and welding metallurgy. Fifty students in manufacturing engineering used the virtual laboratory in seven courses offered over 18 months, and 20 educators attended informative and training sessions. The virtual reality laboratory was continuously improved based on the feedback received from students and educators during that period, and the main goal in this work was to assess the eventual benefits of the virtual reality laboratory as an educational tool versus the real campus laboratories. In terms of effectiveness, 74% of the students considered the virtual reality laboratory to be an effective learning tool.

However, when the students were asked if physical laboratories should be replaced by virtual ones, most wanted to continue with physical laboratories, seeing the virtual laboratory as a complementary tool offering additional learning opportunities. Interestingly, despite educators unanimously agreeing on the benefits of the tool, resistance to implementing the tool in their courses was observed.

Adolescent gambling has reached unprecedented levels in recent years, warranting research attention due to its links with other risk behaviors and mental health issues. This study focuses on the risk and protective factors in parent-adolescent relationships affecting gambling behaviors in Swedish adolescents. We investigated the role of parenting practices, parental gambling issues, and parental attitudes toward gambling. Participants included 553 upper secondary school students who completed an online survey about gambling, parental behaviors and attitudes, and parent–child communication. The analytical sample consisted of 57.8% boys with a mean age of 16.8 years (SD = 0.9). Logistic regression models assessed the relationship between these variables, problem gambling, and gambling initiation. Despite legal restrictions against gambling under 18 in Sweden, 49% of adolescents in our sample reported gambling at some point, 25% reported gambling in the past month, and 10% endorsed problem gambling behavior. Our results indicate that parental acceptance and their own gambling behavior are significantly associated with adolescent gambling initiation, suggesting children mimic parental behaviors. Furthermore, parent–child communication and disclosure were associated with both gambling initiation and problems. Enhancing parental awareness is essential to prevent underage gambling initiation and curb future problematic gambling behaviors, given the influential role of parent–child communication, attitudes, and behaviors on adolescents’ gambling habits.

Electric power systems worldwide are undergoing transformational changes and face diverse threats, including energy transitions, technological transformation, climate change, and security threats. As a response, energy authorities and research suggest that power systems should strengthen their resilience, referring to the ability to withstand, adapt to, and recover from external disturbances, and over time, transform to better handle future challenges. When applied to energysystems and energy disruptions, this concept is often labelled energy resilience.However, research on energy resilience in power systems has mostly focused on technical aspects, such as securing electricity access by improving physical and digital properties of the grid. Increasing resilience by expanding and reinforcing the infrastructure, however, requires substantial material resources. Meanwhile,social actors involved in producing, distributing, and using electricity also play acritical role, yet the social dimensions of resilience in power systems remain largely unexamined.

This thesis explores what resilience in Sweden’s power system means from a social perspective, focusing on households and electric utility companies. It examines how these actors interpret ongoing changes and threats related to the power system, and how they adapt to them. In so doing, the thesis advances both theoretical and empirical understanding of the social dimensions of power system resilience. More specifically, it contributes knowledge on how households and utilities can jointly address power system challenges. The research is presented infive articles, three focusing on households and two focusing on electric utilities, and the results are discussed jointly in this cover essay. The articles draw on interviews and focus groups, and use concepts of resilience, social practice theory, and concepts of unlearning and relearning as analytical lenses.

The findings highlight that resilience can be understood as an ongoing process evolving through enacted and discursive negotiations. For households, this negotiation typically happens as they adjust everyday practices such as electric car charging, washing, and heating in times of energy crisis, in the adoption of new technologies, or in response to new price signals. For utilities, negotiations are visible in the employees’ learning processes and their interactions with other actors. These negotiations are shaped by embodied and reflexive knowledge, including practical skills and the ability to critically reflect on roles, responsibilities, and complexity. The thesis also identifies signs of a potential shift in the Swedish power system, in which electricity is becoming re-materialized in the everyday life of the studied households. This shift demonstrates the link between infrastructure governance and households’ expectations and practices concerning electricity.

The thesis suggests that the electricity sector and policymakers should explore socio-technical approaches to resilience, in which households are recognized as key social actors whose practices, preparedness, and adaptability are part of power system resilience. This enables a more resource-efficient power system that can both manage disruptions and maintain a good quality of life.

This study aimed to describe the translation and adaptation of the Dutch screening checklist for child abuse SPUTOVAMO-R into a Swedish context and to evaluate the feasibility of the Swedish screening tool SUBFI in a Peadiatric Emergency Department in Sweden. The study was performed at the Queen Silvia Children's Hospital, Sweden, in 2017–2018; SPUTOVAMO-R was translated and adapted to the Swedish context by three focus groups with 13 participants and an expert group. SUBFI, the Swedish version, was created, then tested in an 8-week pilot study at the paediatric emergency department's paediatric nurse practitioner clinic, with a follow-up feasibility evaluation. The focus groups stressed that a screening tool would provide structure and be helpful in decision-making regarding child abuse and neglect, but the original design of SPUTOVAMO-R required a cultural adaptation. The Swedish version, SUBFI, featured relevant questions for a Swedish setting. After using SUBFI in the pilot study, in which 377 children were screened, the nurses reported it to be adequately formulated and easy to use as a supportive tool, ensuring comprehensive evaluation of every child. SUBFI was experienced as a relevant and user-friendly tool supporting structured assessment of suspected child abuse in Swedish paediatric emergency care. The findings support its clinical value and indicate a need for broader implementation and research.

This paper explores how small and medium-sized enterprises (SMEs) in the Nordic textile industry engage in collaborationand learning to address social sustainability in the context of complex global supply chains and emerging regulatoryframeworks, such as the EU’s Corporate Sustainability Due Diligence Directive (CSDDD). Drawing on theories of workintegrated learning (WIL), collaboration, and boundary crossing, the study conceptualizes social sustainability as a dynamicand relational practice shaped through interaction among diverse actors. Using a qualitative case study approach, the paperanalyzes interviews with stakeholders from Nordic textile SMEs, industry associations, and NGOs. The findings show thatcollaboration—internally and externally—is essential for building capacity, navigating regulatory demands, and fosteringsituated learning. Shared tools such as certifications, supplier manuals, and legal frameworks function as boundary objectsthat support coordination and mutual understanding across organizational and sectoral boundaries. The study proposes amodel of work-integrated learning for sustainable development, illustrating how boundary crossing around shared artefactsenables collaborative learning and knowledge creation. Time, trust, and territory are identified as key preconditions forthese processes, highlighting how SMEs can move beyond compliance and engage in continuous learning to strengthentheir social sustainability efforts.

Introduction

The purpose of preschool has changed from being a place where children stayed while their parents or caregivers were gainfully employed elsewhere to being a place where children are expected to spend part of their day, irrespective of the parents’ or caregivers’ employment status. Public preschool is generally available from the age of three. In Sweden, Denmark and Norway as well in Finland is preschool a key aspect of the welfare system and all children, from the age of one, have access to preschool (Eurydike, 2019; European Education and Culture Executive Agency, 2025).

Children’s agency is a right recognised to all children. Children have the right to participate in planned teaching that is based on their previous experience. Such participation should involve the children in the teaching, enable them to influence it, and allow them to learn from and with each other (Sheridan & Williams, 2018b). The leadership role of preschool teachers includes leading teams of colleagues as well as groups of children. The latter requires that the preschool teacher both listens to and interacts with the children to ensure that they have actual agency in the teaching situation (Brodin Olsson & Kultti, 2022).

When the Swedish Education Act (SFS 2010:800) came into force and preschools became part of the general school system, the concept of teaching was implicitly included (year 2010) in the Preschool Curriculum (Doverborg et al., 2013). The aim was to achieve a uniform conceptual framework for the school system, which has included preschools since 2010. However, it took time to implement the concept of teaching into preschool practices. Although the concept of teaching was included in the Education Act (SFS 2010:800), it was not explicitly stated in the 1998 Preschool Curriculum. The concept of teaching was not explicitly stated until the 2018 Preschool Curriculum (Lpfö18), probably due to the fact that teaching in preschools can take place both in planned and spontaneous ways.

The present thesis combines the youngest children’s agency with preschool teaching practice. It also combines educational research and childhood sociology. These two perspectives form the basis of the research field known as Early Childhood Education and Care (ECEC). The concept of children’s agency is based on sociology of childhood research (Kampmann, 2003; Lager, 2021; Mayall, 1994; Mayall, 2002; Qvortrup, 2011).

Research on work-integrated learning at University West is characterised by the fact that it is carried out in collaboration with the surrounding society and aims to demonstrate the learning of professionals in working life. Research in the field of work-integrated learning focuses on the relationship between learning, knowledge development and working life. In order to promote professional development, it is crucial that researchers and professionals meet to jointly reflect on and develop knowledge and understanding (Hedrén, 2022; Seitl, 2018).

Aim and research questions

The overall aim of the thesis is to contribute knowledge about how preschool teachers and other pedagogical staff understand the concepts of children’s agency and teaching in relation to the context of preschools.The study assumes that a preschool department constitutes an activity system within which the preschool teachers’ professional duties are subject to both opportunities and limitations, which affect how the teachers promote and/or hamper the children’s agency. Based on the overall aim of the thesis, four research questions have been formulated, which have guided the research process.The research questions are:• How do preschool teachers and other pedagogical staff define teaching and the concept of children’s agency?• How do preschool teachers organise and conduct their teaching?• How is children’s agency expressed in teaching sessions?• How do preschool teachers and other pedagogical staff learn and acquire knowledge about teaching and children’s agency?

Theoretical framework

The theoretical framework of this thesis consists of the third generation of Cultural-Historical Activity Theory (CHAT) (Engeström, 2015; 2016). Central concepts in this theory are communication, mediated tools and artefacts. The concept of learning is discussed from the point of view that learning is the individual’s own process in which participation in a practice creates conditions for both the individual’s and the collective’s learning. In an activity theoretical approach symbols (sociohistorical artefacts) and gestures (a cultural perspective) are important tools which, if they are understood, can become mediated tools ix(Engeström, 2015). For younger children, objects that inspire a sense of safety, so-called transitional objects, can function as mediating tools. In their study, Chang-Kredl et al. (2024) underline the role of transitional objects for children’s well-being.

This thesis highlights how preschool teachers respond to children’s questions and what kind of dialogue preschool teachers use in the teaching sessions. Three types of dialogue are identified, namely the monologic dialogue, the quasi-authentic dialogue, and the authentic dialogue (cf. Dysthe, 1996). It is important to remember that every child needs support to learn how to answer questions (Dysthe, 1996; Wank, 2021).

In this thesis, teaching in preschool and children’s agency are studied in two departments in one preschool. Each department is regarded as an activity system where traditions, contradictions and working methods are in constant motion (Nilsson & Alnervik, 2015). One type of contradiction created in these two activity systems is found in relation to didactic decisions, where each department has its own specific conditions, as well as implicit and explicit rules.

Method

In the present thesis, an observational study has been conducted, followed by a thematic analysis. Video observations are made of the teaching provided by the preschool teachers. It is challenging to capture how children’s agency is understood and used during preschool teaching. Video as an observation method is considered to provide the best possible conditions for capturing children’s agency during actual teaching sessions. Video observation makes it possible to study the interaction between teachers and children (Flewitt, 2006; Heath, et al., 2010). The video-stimulated reflection (VSR) method was conducted in three steps, called VSR 1, VSR 2 and VSR 3, and enabled more teachers, in addition to the teacher directly involved in the video-recorded teaching session, to participate in the study (cf. Cutrim Schmid, 2011). VSR 1 involved the preschool teacher delivering the studied teaching session and the researcher. VSR 2 involved the same persons as VSR 1, plus the preschool teacher’s teams (those working in the department). VSR 3 involved the same persons as VSR 2, plus the preschool’s principal. Upon completion of the first analysis, a meeting was organised during which the researcher presented the analysis and carried out a second interview to receive the participants’ feedback.

Ethical considerations guide the entire research process. Children should have the opportunity to participate on their own terms and in accordance with their understanding. The researcher applied the principle that it was her responsibility to interact with the children and to take the role as an adult wanting to take part in the children’s world (cf. James & James, 2008).

Results

The results are presented in three themes, and each chapter is based on empirical data from two studies, named as study A and study B. In the first theme, How are the concepts of teaching and children’s agency understood? the focus in on teaching. The concept of children’s agency is problematised in the light of how it is understood and discussed by the preschool teachers and their colleagues in relation to teaching. How children’s agency is expressed in teaching is described in the second theme, Children’s agency in teaching sessions. How work-integrated learning is made possible is shown in the third theme, Work-integrated learning through participation in a professional practice, which also presents existing challenges.

The first theme shows that the participants in the study emphasise that they assume an active role in teaching. In this theme children’s agency is related to the preschool’s structure and organisation, and smaller groups of children as well as a playful learning approach are seen as positive for children’s agency. It is also beneficial that adults coordinate their perspective with that of the children during teaching sessions. In the absence of such coordination the children’s agency tends to be reduced.

The second theme shows that teachers and children are influenced by each other and that children’s agency is related to how they can influence their situation. In the described teaching sessions, it is shown that children are inspired by each other and that they were given room to act with their bodies. The theme shows that children’s participation and influence are central aspects of how children are offered agency during teaching. In the sub-theme Artefacts, interaction, participation and children’s agency, it is shown how preschool teachers ask questions that give children the opportunity to achieve a shared understanding of what is happening during the teaching. This sub-theme highlights that the concepts of power and resistance are also central aspects of children’s agency. In the sub-theme Children’s participation in discussions promotes children’s agency, it is shown that when the preschool teacher addresses the individual child during the teaching his or her goal can be to either correct the child or coordinate his or her perspective with the child’s perspective. In cases where the preschool teacher addresses an individual child to coordinate perspectives this action promotes the child’s agency. Conversely, the child’s agency is reduced when the preschool teacher corrects the child’s actions. This theme highlights that the children’s agency is enhanced when the preschool teacher asks questions of an authentic nature.

The third theme shows that the preschool teachers’ education is believed to have contributed to their understanding of how they can promote children’s agency during teaching. Continuing education also takes place within the organisation through collegial learning, for example participation in learning groups. Collegial learning is beneficial when people with the same education discuss a common content. When people with different educational backgrounds discuss these issues, learning takes place more at the individual level. Preschool teachers emphasise that they benefit the most from discussions with people having the same education as themselves. The empirical data show that the discussions between the researcher and the teachers have generated new insights for the teachers. From a research perspective focusing on work-integrated learning the study shows that there are substantial advantages to using video as a documentation method, in combination with reflective discussions.

Discussion and conclusion

In the past, teaching in preschool settings was the subject of criticism and debate (Bergmark & Westman, 2022; Melker et al., 2018; Persson et al., 2022). At present, preschool teaching, both in spontaneous situations and in planned form, is considered to be a natural and integral part of the preschool curriculum (SKOLFS 2018:50; SKOLFS 2025:23). The present thesis shows that children’s agency in relation to preschool teaching is not entirely unproblematic. If children’s agency is to be enabled in a teaching situation, the preschool teacher must be sensitive to the child’s response and navigate between the group and the individual. This requirement may cause a didactic conflict if a ready-made programme is being used for the preschool’s teaching. In order to avoid negative consequences that hamper children’s agency, it is crucial that the teacher uses their professional knowledge and, when necessary, breaks any negative rules of a fixed educational programme, which is often marketed as resting on a scientific basis and proven experience. The reflective discussions, held between the preschool teachers and the researcher about what happens during teaching and how children’s agency can be understood, have generated an increased shared understanding of the complexity of teaching and how children’s agency can be expressed.

The theoretical framework, third-generation Activity theory, offers the opportunity to study teaching in relation to an activity system. In this thesis, children’s opportunities for agency in each activity system, as observed in teaching situations in study A and study B, respectively, are discussed. The choice to show how the activity systems interact with each other is made to show how children’s opportunities for agency in preschool teaching practice can be expressed in two activities and activity systems (cf. Berglund, 2009; Engeström, 2001; Nilsson & Alnervik, 2015; Hakkarainen, 1999). The teaching sessions are unique, but also provide common examples of how teaching can be expressed in preschool. A particular pedagogical challenge concerns the difficulties in creating dialogues between preschool teachers and children, as well as between the children (cf. Wank, 2021).

Since the present study shows that children’s agency can be promoted by using mediating tools and artefacts during teaching sessions, it is also relevant to investigate the structures that surround the studied activity system, i.e. teaching practice in preschool. Previous research highlights that children’s agency in teaching is dependent on the teacher’s approach and the framework of the activities. Agency depends on the structures surrounding the activities (Giddens 1979; James & James, 2008).

Expanded learning means that participants in an activity system alter their actions based on new experiences and knowledge, but should not be interpreted as automatically leading to improvement work (Alnervik, 2013). In recurring discussions, researchers and preschool teachers have exchanged experiences and created knowledge about how children’s agency can be expressed in preschool teaching. These discussions have been conducted during video-stimulated reflections and feedback analyses. The abductive approach, where theory and empirical data meet, has led to an oscillation between children’s agency as a scientific concept and confirmation by the study participants of the reasonable nature of the analysis. In research focusing on work-integrated learning an abductive approach contributes to innovative thinking for the researcher, and to development of practice where preschool teachers and researchers learn from and with each other. Innovative thinking is in line with how work-integrated learning is viewed at University West, where an interprofessional approach to developing new practice is in focus (Sandblad, 2021; Truong, 2024).

Reflection is found to be important for work-integrated learning to be expressed. Through reflection, new insights are created that lead to new knowledge that can lead to change (Hedrén, 2022; Sandblad, 2021; Truong, 2024). In relation to the present thesis, a change is shown to take place when the preschool teachers state that the study has contributed insights to them individually, as well as to their teams collectively, thus providing everyone with an increased awareness of the concept of agency. The participation of preschool teachers in the study has not only increased their individual knowledge, it has also contributed to the working group’s collective learning (cf. Engeström, 2016).

The concept of trustworthiness includes explaining approaches, methodological considerations and ethical positions to the reader (cf. Weed, 2008). The meaning of the concept of trustworthiness has been a key word in the research process. In the present thesis, children’s participation in research has guided the choice of method. The position is that children should be offered the opportunity to participate in research based on their conditions and needs, and that they should have the opportunity to participate on their own volition (Menning & Kampmann, 2021; Swedish Research Council, 2017). However, when the children are as young as one to three years old, they obviously cannot understand the meaning and implications of participating in research. Instead of obtaining their informed consent, one must strive to make them feel comfortable in the research situation. To this end, my ambition was to be a natural part of the children’s group, talking to them and in particular letting them tell me freely about their preschool and everyday life. This approach is in line with how Engdahl (2014) acted during her fieldwork. A possible problem with this approach could be that the children view me as a teacher in their group, although I do not believe this happened. Instead, the children told me about what they were doing or invited me to play with them. By participating in the children’s playing activities and speaking with them, encouraging them to talk about their experiences and actions, I was given the opportunity to take part in their perspectives (cf. Bird, 1994; Corsaro, 2011). In order not to enter the preschool teacher’s role during the fieldwork, inspiration was drawn from how Dysthe (1996) problematises the dilemma of going from teacher to researcher, which includes adopting an analytical view of one’s research and not entering into the role as a teacher. Throughout the research process, I continuously reflected on my role as a preschool researcher with a background as a preschool teacher. My background contributed to the choice of study object, in particular my ambition to highlight the complexity of the preschool teacher’s professional assignment.

This thesis explores how managers’ interpretations of leadership influence workplace learning (WPL) within the framework of Work-Integrated Learning (WIL). Adopting a pragmatic perspective, leadership is understood as a situated, interpretative practice that emerges through action and its consequences in real work settings.

The research design was sequential, beginning with a systematic literature review (Study I) that identified key insights and research gaps, followed by two empirical studies. Study II was conducted in two industrial companies with distinct organizational contexts, providing insights into how managers perceive their conditions for enacting leadership that supports WPL. Study III focused on a state-owned organization with a specific social mandate to support individuals with reduced work capacity, which enabled an analysis of how inclusive leadership can develop over time and become embedded in organizational routines.

The findings show that leadership influences WPL through relational practices such as attentive listening, negotiations of meaning within the scope of work, and role‑modeling behaviors, which interact with organizational conditions and evolve through continuous interpretation and action.

The thesis extends Tynjälä’s model of workplace learning by illustrating how managerial support, the enactment of work, and potential WPL outcomes interact with organizational affordances. Furthermore, Inclusive Leadership theory is used as an analytical framework to illuminate how participation and psychological safety can become sustainable when they are continuously reinforced through leadership practices and supported by an enabling organization. The thesis contributes to WIL research by introducing the manager as a central actor in how WPL is negotiated and co-constructed in working life. This broadens WIL’s traditional focus on educational settings and demonstrates how leadership can create conditions for WPL, and how WPL can be supported through inclusive leadership in organizational practice.

Comparative thinking is a fundamental human drive and a hallmark of contemporary life. For social action, such as the learning and use of additional languages, a target for appraisal (an L2 attribute) is evaluated in relation to a comparison standard (an appraiser's standpoint). An appraiser can be the person themselves, another person, a social group, people in a particular social context, or, in the broadest sense, people in society itself. While the range of potential appraisers is wide, in the L2 Motivational Self System (L2MSS), parsimony has meant that the category of “other people” who function as appraisers is narrow. In this article we explore the role of socially focused appraisals in L2 motivation. In an age of algorithm-driven sociality, and at a point where generative AI is crossing an ontological line from “machine” to semi-human actor and “participant” in social life, we consider how social influence can extend beyond the standpoints of significant others. We explain how, in varying forms, “other people” can exert an influence on the L2 learner's motivation. In the paradoxical situation of researching an enterprise that is inherently social but lacking a conceptual apparatus to investigate social influence, we set out imperatives and make recommendations.

Background

Shortness of breath is a cardinal symptom of heart failure. However, little is known about patients’ subjective experiences and how patients with chronic heart failure manage shortness of breath. This study aimed to describe the experiences and management of breathing and shortness of breath in patients with stable symptomatic chronic heart failure.

Methods

This qualitative study used a descriptive design. Data were collected through assessment tool assisted interviews, using the Experiences of Breathing and Shortness of Breath (Exp-BeSoB). Outpatients with stable heart failure in functional classes II−III who were on optimized medical treatment were included. Qualitative content analyses were conducted.

Results

Forty-five participants (median age, 74 years), 37 (82%) reported normal breathing and wellness at rest. Varied personal and multidimensional experiences of shortness of breath were found. Shortness of breath was described as a lack of air and energy and associated with physical exertion and environmental factors. Different, frightening, and challenging shortness of breath experiences also emerged. Participants developed management strategies, that they found effective. Three themes representing patient experience were identified: Shortness of breath as a life-threatening experience, Difficulty breathing slows the body down, grabbing one’s focus and Breathing is not a problem and of no concern. Applied personal management strategies differed within and between the themes.

Conclusions

Shortness of breath in stable heart failure can present in various ways and can be effectively managed. Results highlight the importance of clinicians exploring the patients’ breathing symptoms, their thoughts about the symptom, emotional and existential dimensions, impact in daily life, and management strategies, which might help to identify patients’ needs for breathing care. Further research is needed.

Weld quality in friction stir welding (FSW) is difficult to maintain because rapid changes in heat input and material flow can generate transient surface defects during welding. These defects cannot be detected in real time using conventional inspection approaches, resulting in increased inspection time and higher production cost. Real-time visual monitoring is therefore required to support stable and efficient production. This study investigates whether modern convolutional neural network (CNN) models can provide reliable, in-situ segmentation of FSW surface defects together with accurate geometric measurements during welding. A multi-class dataset of weld-surface video frames was created and annotated for flash, burrs, voids, galling, tool interaction, and weld-zone regions. Several CNN-based segmentation models were evaluated, and a lightweight architecture suitable for real-time deployment was selected and integrated with a high-dynamic-range industrial camera on the FSW setup. The system performs continuous segmentation and extracts weld width and defect area from live video at approximately 25 frames per second. Quantitative validation against optical-microscope measurements demonstrated near microscope-level accuracy, with sub-millimetre weld-width deviations and defect-area errors below 6 %. These results demonstrate that real-time visual segmentation can provide reliable weld-quality monitoring in FSW, support early defect detection, and establish a practical foundation for future automated process-control strategies in manufacturing environments. 

Wi-Fi technology has evolved significantly since its introduction in 1997, advancing to Wi-Fi 6 as the latest standard, with Wi-Fi 7 currently under development. Despite these advancements, integrating machine learning into Wi-Fi networks remains challenging, especially in decentralized environments with multiple access points (mAPs). This paper is a short review that summarizes the potential applications of federated reinforcement learning (FRL) across eight key areas of Wi-Fi functionality, including channel access, link adaptation, beamforming, multi-user transmissions, channel bonding, multi-link operation, spatial reuse, and multi-basic servic set (multi-BSS) coordination. FRL is highlighted as a promising framework for enabling decentralized training and decision-making while preserving data privacy. To illustrate its role in practice, we present a case study on link activation in a multi-link operation (MLO) environment with multiple APs. Through theoretical discussion and simulation results, the study demonstrates how FRL can improve performance and reliability, paving the way for more adaptive and collaborative Wi-Fi networks in the era of Wi-Fi 7 and beyond.

This perspective paper explores how transdisciplinary research can advance leadership for climate action. Based on a two-year collaborative inquiry, we argue that dominant, individual-centric models—typically rooted in charisma, hierarchy, and expertise—are inadequate for addressing crises entwined with justice, democracy, and sustainability. Instead, we conceptualize leadership as relational and collective, emphasizing reflexivity, co-production, and social learning. Examples from academia and mutual-aid networks illustrate co-leadership practices, with implications for advancing a new form of transformational leadership for climate action.

The study herein discusses the wire-cut electrical discharge machining (WEDM) with the addition of biosilica from maize cobs for the precision cutting of AA7075 aluminum and silicon carbide (SiC) metal matrix composites. The new, harmless addition of biosilica as a dielectric agent not only supports the sustainability of the process but also enhances surface quality and cutting speed. A Taguchi L9 design was used to conduct an experiment investigating the effects of peak current, gap voltage, and pulse-on time on material removal rate (MRR) and surface roughness (Ra). The optimal machining parameters were determined using Grey Relational Analysis and an artificial neural network (ANN). These model developments aimed to predict performance outcomes. The findings indicated that the dielectric fluid with biosilica increased MRR by 25% and simultaneously decreased Ra by 15% when compared with the typical dielectric. SEM and AFM analysis confirmed surface uniformity improvement and reduced microcrack formation. The artificial neural network model, trained using the backpropagation method on the experimental data, produced predictions for material removal rate and average roughness with an R² of 0.96, indicating that the model is highly reliable. In conclusion, the present research not only reveals a non-conventional machining process but also provides an eco-friendly approach to optimizing wire EDM of metal matrix composites with nano-reinforcement

Ultrasonic Vibration–Assisted Friction Stir Welding (UVaFSW) represents a next-generation solid-state joining technology designed to overcome the limitations of conventional friction stir welding by integrating ultrasonic energy to promote refined microstructures and superior joint integrity. This study presents a systematic optimisation and metallurgical investigation of UVaFSW applied to aerospace-grade AA2060-T8E30 Al–Li alloy, linking process design, microstructural evolution, and mechanical performance through Response Surface Methodology (RSM). A Central Composite Design was employed to model the effects of tool rotational speed (TRS), traverse speed (TTS), axial force (AF), tilt angle (TA), and ultrasonic vibration amplitude (Amplitude, µm) on ultimate tensile strength (UTS), elongation (EL), and hardness (HV). The optimised parameters (TRS=1200 rpm, TTS=2 mm s⁻¹, AF=6 kN, TA=2°, Amplitude=15 μm) yielded UTS=449.8 MPa, EL=12.9%, and HV=129.1, achieving~90% joint efficiency with R² > 94%. Metallurgical characterisation revealed that an intermediate-amplitude (15 μm) deformation induced intense dynamic recrystallisation, refined grains to ≈4.6 μm, and homogenised the S′–Al₂CuMg and Al₆(Mn, Fe) precipitates, simultaneously enhancing strength and ductility. This work establishes a quantitative link between ultrasonic amplitude, microstructural evolution, and mechanical optimisation in Al–Li alloy UVaFSW, demonstrating its potential to produce defect-free, high-efficiency joints for sustainable aerospace manufacturing.

  Overwhelming evidence of children’s and young adults’ vulnerability in Irish society at large was produced in Irish journalist Mary Raftery’s TV documentaries States of Fear (1999) and Cardinal Secrets (2002), which revealed the shocking abuse suffered by children in so-called reformatory and industrial schools as well as clerical abuse that had been swept under the carpet for several decades. Significantly, Raftery’s findings led to the setting up of the Commission to Inquire into Child Abuse (in 2000) and the Murphy Commission of Investigation into the Catholic Archdiocese of Dublin (in 2002).

In the former, commonly known as the Ryan Report, it was concluded that between the 1930s and the 1970s, reformatory and industrial schools, operated by Catholic Church orders and funded and supervised by the Irish Department of Education, were guilty of systematic abuse such as ritual beatings, rape and psychological terror. The reformatory and industrial schools were operating until the 1970s. Arguably, when these schools were closed, one social ill was replaced by another: youth homelessness.

Homelessness, including youth homelessness, has been called ‘perhaps the most extreme form of poverty and social exclusion today, with those residing “out of home” amongst the most vulnerable in society’, and since the 1970s, it has been a growing problem in Ireland. As Michael Punch informs us, ‘[b]etween 1996 and 2002 homelessness in Ireland increased by 123 per cent to 5581 people’.

Siobhán Parkinson’s young adult novel Breaking the Wishbone deals with the uncomfortable issue of youth homelessness in Dublin from the perspectives of young adults. Published in 1999, at the height of the Celtic Tiger and coinciding with the disturbing revelations in documentaries such as Raftery’s States of Fear, Breaking the Wishbone seems both to tap into the climate of questioning the state of affairs in Ireland and to pave the way for, and indeed insist on, social reform in many areas.

In this paper, I will explore the ways in which the novel highlights youth homelessness while at the same time giving young adults a voice in a society that does not seem to care about their well-being.

Comparative thinking is a fundamental human drive and a hallmark of contemporary life. For social action, such as the learning and use of additional languages, a target for appraisal (an L2 attribute) is evaluated in relation to a comparison standard (an appraiser's standpoint). An appraiser can be the person themselves, another person, a social group, people in a particular social context, or, in the broadest sense, people in society itself. While the range of potential appraisers is wide, in the L2 Motivational Self System (L2MSS), parsimony has meant that the category of “other people” who function as appraisers is narrow. In this article we explore the role of socially focused appraisals in L2 motivation. In an age of algorithm-driven sociality, and at a point where generative AI is crossing an ontological line from “machine” to semi-human actor and “participant” in social life, we consider how social influence can extend beyond the standpoints of significant others. We explain how, in varying forms, “other people” can exert an influence on the L2 learner's motivation. In the paradoxical situation of researching an enterprise that is inherently social but lacking a conceptual apparatus to investigate social influence, we set out imperatives and make recommendations.

INTRODUCTION

Throughout history industrial revolutions were synonymous with new technological advancements, from the steam engine to automation and robots (Xu, 2018). This focus reached its peak with Industry 4.0 with the integration of high-tech industrial strategies and technologies like artificial intelligence (AI), blockchain, and the internet of things (IoT) (Barata & Kayser, 2023). However, in the new era of Industry 5.0, technological innovation is expected to align with human-centric, sustainable, and resilient forms of work(European Commission, 2021). This shift places greater emphasis on lifelong learning, upskilling, and reskilling as keys to successful transformation. At the same time, concerns about work-related health and stress outcomes remain central in industrial environments(Eurofound, 2021).

Over recent years, research on workplace learning and work-related health in industrial settings has expanded considerably, leading to multiple systematic reviews across diverse subtopics. These reviews have investigated various learning interventions (e.g., technical training, digital learning, stress-targeted programs), different health and well-beingoutcomes (e.g., occupational stress, burnout, job satisfaction), and varied industrial contexts (e.g., manufacturing, automotive, smart factories). However, the evidence across these reviews has not been synthesized at a higher level, leaving uncertainty about the overall relationship between workplace learning and employees’ health, the consistency of findings across different contexts and methodologies, and the quality of the evidence (Lagrosen & Lagrosen, 2018).

An umbrella review—a systematic synthesis of multiple systematic reviews and meta-analyses—is needed to provide a comprehensive overview of this broad field (Fernandez, 2025; Abdellatif, 2025). By combining evidence from these reviews, this umbrella review will clarify relationships among workplace learning interventions and work-related health outcomes In industrial settings by identifying patterns of consistency and discrepancy in findings. It will also evaluate the methodological quality of available reviews, map the evidence landscape across different learning interventions and health outcomes, and highlight critical knowledge gaps that need further investigation. This overarching perspective is essential for understanding how different types of workplace learning impact work-related health across industrial settings and for informing evidence-based policy and practice in the Industry 5.0 era.

Primary systematic reviews focus on specific interventions or outcomes, while this umbrella review synthesizes findings from multiple reviews to address broader questions:

• What is known about workplace learning and work-related health in industrial settings? 

• Where do reviews converge or diverge? 

• What gaps remain in the review evidence? 

• What is the quality and certainty of the synthesized evidence? 

The answers will guide future research practices, organizational strategies, learning initiatives, and policies supporting human-centric industrial transformation.

Aim:

This umbrella review synthesizes existing systematic reviews and meta-analyses on workplace learning practices and work-related health outcomes in industrial settings, with a focus on Industry 5.0. Specifically, we aim to (1) map existing review evidence on learning interventions and health outcomes; (2) identify consistent and divergent findings across reviews; (3) assess methodological quality and evidence certainty; and (4) highlight evidence gaps for future reviews or research. To our knowledge, no umbrella review of this scope has been published.

[. . .]

This article examines the inherent dualism within the HR profession, where two distinct yet interdependent dimensions emerge: a rational, results-driven and an empathetic, emotionally attuned dimension. These dimensions are here conceptualized as homo economicus (the rational actor) and homo emoticus (the emotion-driven counterpart).

Drawing on critical theory, the analysis explores how certain ideas become dominant and authoritative within HR practice, shaping its priorities and decision-making processes. The article ultimately argues that for HR to evolve into a more inclusive and balanced function, it must integrate instrumental rationality with emotional competence, ensuring it effectively serves both organizational objectives and employee well-being.

Background

Adolescents are growing up in a digital age, and it is common for them to have access to the internet. Social media use among adolescents has surged over the past twenty years. At the same time, there has been a rise in mental health issues among this age group. This qualitative systematic review aims to explore how digital media use influences adolescent mental health in a digitalized era.

Methods

A literature search was undertaken to locate articles published between January 2013 and November 2023 which examine the relationship between adolescents’ mental health and digitalization. A total of 384 full text articles were scanned for eligibility, of which 48 had a qualitative research design. 19 articles with a qualitative design were reviewed using thematic analysis.

Results

The findings of this study highlight the ways in which digital media use influences adolescent mental health. Four specific themes become visible through thematic analysis. Digital media use influences life circumstances by shaping daily activities and acting as a source of information and knowledge; it influences relationships with other individuals where mental health behaviors are simultaneously promoted and challenged in the digital interaction between adolescents; it influences individuals by supporting and challenging individuality and uniqueness while at the same time making individuals susceptible to anonymous and negative online scrutiny, harassment, and bullying; and finally, digital media use influences adolescents to construct strategies for good mental health in both online and offline settings.

Conclusion

Adolescents use digital media to manage their mood, create identities, and raise awareness on social issues, which can empower them and improve mental health. Digital media also has a negative impact on adolescents; it disrupts sleep and family time and contributes to a fear of missing out, body image issues, social comparison and cyberbullying. This qualitative systematic review highlights a need for future research into adolescent online strategies, how adults mediate digital media use and the role of digital industries in shaping behaviors. Teachers, parents, and health professionals can play an important role in supporting adolescents’ use of digital media in ways that promote their mental health.

Introduction:

This first special issue of CIWIL concerns research that contributes to an extended understanding of work-integrated learning (WIL) with a particular focus on global engagement and societal development. Research on WIL is growing, although the term WIL mostly has been used as an umbrella concept for different pedagogical models related to students’ academic learning in relation to working life (e.g. Areskoug Josefsson et al., 2024). However, some recent trends of diversification of WIL research into different directions and contexts can be seen (Areskoug Josefsson et al., 2024; Rafiq et al., 2024). A more inclusive approach to WIL is today formulated as a transdisciplinary research field, defined by issues focusing on the relationship between work and learning. (Lundh Snis et al., 2025). [. . .]