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Service-User and Carer (SUC) involvement in health care education is becoming the norm. Simultaneously, voices highlighting the risks of tokenism continue. The authors critique dominant frameworks for SUC involvement and present a case study of teaching collaboration between a lecturer and SUC Advisory Group in Clinical Psychology training. The authors argue that epistemic justice gives a constructive lens for making SUC participation meaningful.

Members of the University of Surrey SUC Advisory Group and a lecturer delivered a learning session, themed around barriers to accessing mental health services. In the first academic cycle, SUC members remotely facilitated group discussion around a core barrier, e.g. social class. Following feedback, the same session in the next cycle consisted of Trainee debate stimulated by SUC videos that foregrounded intersectionality in considering barriers and solutions.

In critically evaluating our collaboration, processes fostering epistemic justice included ring-fenced time for planning, leadership by SUC members, creating governance mechanisms on use of videos and SUC receiving payment. To deepen epistemically just practice, SUC teaching input should be invited routinely and SUC identity explicitly contrasted to academic staff.

The authors provide a framework for evaluating the richness of SUC involvement on a post-graduate training programme. This focus on epistemic justice allowed more nuanced reflections on equitability than current SUC involvement models allow for.

The purpose of this paper is to examine how a clinical interview protocol with failure artifact scenarios can capture changes in high school students’ explanations of troubleshooting processes in physical computing activities. The authors focus on physical computing, as finding and fixing hardware and software bugs is a highly contextual practice that involves multiple interconnected domains and skills.

This paper developed and piloted a “failure artifact scenarios” clinical interview protocol. Youth were presented with buggy physical computing projects over video calls and asked for suggestions on how to fix them without having access to the actual project or its code. Authors applied this clinical interview protocol before and after an eight-week-long physical computing (more specifically, electronic textiles) unit. They analyzed matching pre- and post-interviews from 18 students at four different schools.

The findings demonstrate how the protocol can capture change in students’ thinking about troubleshooting by eliciting students’ explanations of specificity of domain knowledge of problems, multimodality of physical computing, iterative testing of failure artifact scenarios and concreteness of troubleshooting and problem-solving processes.

Beyond tests and surveys used to assess debugging, which traditionally focus on correctness or student beliefs, the “failure artifact scenarios” clinical interview protocol reveals student troubleshooting-related thinking processes when encountering buggy projects. As an assessment tool, it may be useful to evaluate the change and development of students’ abilities over time.

This study aims to provide an overview of the regenerative concept and how this can be implemented in adventure travel. It looks into the history of sustainable adventure tourism and showcases best practice examples. This study is encouraging operators within the adventure tourism industry to adopt a regenerative approach.

A comprehensive literature review on the paradigm of regenerative tourism has been conducted and applied to the adventure tourism industry. Three case studies of selected adventure tourism operators have been selected to enforce this concept.

With nature being an essential element of adventure travel, the industry has a long history in terms of sustainability. While tour operators, destination management organisations and other stakeholders are working towards sustainable products, consumers are still convenient and not willing to restrict themselves. The attitude behaviour gap is also noticeable in this segment and a rethinking is necessary. Through the pandemic and the climate crisis, among other aspects, a shift within the tourism industry is inevitable. Adventure tourism can be a role model in this process and good examples from the industry give hope for change. A concept that focuses on the solutions to address the polycrises is regenerative development, which is based on an ecological worldview and a living systems thinking and aims to restore locally visited communities and environments. Numerous operators have already taken measures to help local communities, such as starting projects for nature conservation or encouraging social justice.

This is a conceptual review without an empirical foundation. The best-case examples are based on an Anglo-Western perspective.

To the best of the authors’ knowledge, this study is the first to provide an overview of the current state of research into sustainable adventure tourism and categorise it within the concept of regenerative tourism.