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In England, climate change and sustainability education (CCSE) is predominantly taught with a focus on knowledge in school geography and science. However, whole-school approaches to CCSE exist which encompasses curriculum, campus, community and culture. Drawing on conceptualisations of the ecological approach to teacher agency we explored the ways in which the leadership of a whole-school approach to CCSE was implemented across four case study schools.

Four case study schools were identified as having implemented CCSE across the areas of classroom, culture, campus and community, with opportunities to share good practice. During visits to each school, we completed a series of 15 interviews with teachers who had roles leading geography (n = 4) and science (n = 4) curricular; school leaders (n = 4) and sustainability coordinators (n = 3). We engaged with a range of school curricula and policy materials and toured each site.

At the heart of an effective approach to whole-school CCSE are leaders who create the conditions for teachers to achieve agency and enact curriculum making as a social practice. School leaders themselves are critical in ensuring the culture, professional norms and expectations are established and nurtured. Over time, teachers are able to identify and create spaces of agency in relation to CCSE which reach beyond their immediate communities.

This research brings together teacher agency, curriculum making and leadership practices to better understand why some schools achieve agentic cultures as part of whole-school CCSE.

Motivated by recent research on the pivotal role of artificial intelligence (AI) in the interplay of financial activities and ESG issues, we examine ChatGPT’s ability to assist the public, investors, corporate boards, shareholders and companies with ESG-related issues.

We conduct a preliminary test of ChatGPT’s knowledge of ESG by feeding ChatGPT with questions from three sources: Bloomberg, Corporate Finance Institute and Alison.com. We compare ChatGPT-4o mini to random guessing, Google’s Gemini and ChatGPT-4o. We test ChatGPT-4o mini’s familiarity with Bloomberg terminal functions related to ESG.

We find ChatGPT’s accuracy is 100% on Bloomberg questions. We also find that ChatGPT-4o mini’s performance is slightly better than that of Gemini and ChatGPT-4o. However, we document that ChatGPT-4o mini sometimes fabricates non-existing functions, which is evidence of hallucinations, a built-in flaw of ChatGPT. Lastly, we show that ChatGPT-4o mini can analyze Bloomberg terminal screen images, assess companies’ actual ESG reports and draft CEO compensation contracts with integrated ESG metrics.

Our study is the first attempt to test ChatGPT’s knowledge in the domain of ESG. Our findings suggest the potential use of ChatGPT by the public to educate themselves on ESG issues, by investors to integrate ESG in portfolio construction, by corporate boards to incorporate ESG metrics in CEO compensation contracts, by companies to file ESG reports to regulators, by ESG-conscious shareholders to engage the management, etc.

This paper aims to document a novel course titled Harm Reduction Design Studio. The course introduced the harm reduction problem space to design students for designing objects, social worlds, infrastructures and ecologies that shape human and nonhuman social interactions within them.

Extending tenets drawn from social movements for harm reduction from the focus on drugs and habits begins the reparative work of undoing past harms, living well in the present and reducing future harms. This course introduces history, theory and practice of harm reduction in relation to health, well-being, social connection and safety.

The course was piloted from August to December 2024 in the Department of Science and Technology Studies at Rensselaer Polytechnic Institute in Troy, New York, USA.

Society-wide implications for mainstreaming harm reduction are far-reaching. For instance, the U.S. National Science Foundation has recently called for ways to “incorporate ethical, social, safety, and security considerations” into research design to mitigate potential harms of scientific research and amplify societal benefits. This course prepares students to think upfront about incorporating harm reduction into the design of technological artifacts.

This course presents a replicable model for bringing harm reduction and design pedagogy together in the shared spirit of encouraging the readership of Drugs, Habits and Social Policy to widen participation in design practice.

The purpose of this paper is to provide a critical perspective on how the COVID-19 crisis shaped inclusive leadership behaviors of global business leaders.

Using quantitative and qualitative methods, the authors analyzed 240 CEO statements in 120 multinational enterprises from six countries (France, India, Japan, South Korea, UK, USA), pre- and mid-COVID-19.

Results show that CEO emphasis on inclusive leadership increased during the pandemic. More substantively, the authors identify three key behaviors of inclusive leadership – fidelity, calmness and collective resilience.

The authors provide empirical evidence of inclusive leadership behaviors by global business leaders. In doing so, the authors integrate inclusive leadership into societally engaged international business research.

The purpose of this article is to introduce qualitative research in literacy that has been significant in educators understanding difference in young people’s literacy learning.

The approach has been to select influential investigations that have impacted over time and to summarise the insights provided.

This article foregrounds research that helps educators understand learner difference as positive resources and that contests approaches which perpetuate deficit discourses.

The article offers a distinctive and selective reading of literacy studies to highlight and remind readers of what is known about language and literacy learning that should not be ignored in designing further research nor in interpreting existing studies.