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Stemming from a critical approach towards technology (understood as a producer of meanings, subjectivity and agency, and, thus, shaped by power relations) and taking into account the role of broader societal norms and structures in technological uses and gratifications, this chapter explores the (re)negotiations of gender and sexual identities among Portuguese young adult app users. It focuses on if app usage allows these users to break heterocisnormativity and hegemonic notions of masculinity. For that purpose, the study conducted six focus groups involving 31 participants and 25 semi-structured interviews with young adults (18–30 years old). The scripts were designed to collect data about mobile app usage practices and what meanings interviewees attribute to used platforms, navigating through imaginaries, meanings, appropriations, incorporations and mostly negotiations. Analytically, this study contributes to an enhanced understanding of how apps might change young adult lives concerning gender and sexual identities and to challenging uses and gratifications theory, which, after almost 80 years since its first formulations, has gained new impetus with the ongoing digitisation process and the so-called interactive technologies that integrate it.

The combination of previously unassociated terms in a metaphor can helpfully illustrate particular characteristics of a person, phenomenon or practice. However, it can also obfuscate because the focus on some elements may come at the expense of others. The metaphor of the landscape is somewhat ubiquitous in academic literature, and this paper is specifically interested in the ‘higher education landscape’, which is widely used in scholarly – as well as media and policy – writing. By applying thematic analysis to a sample of publications which invoke the term, this paper comprises what Haslanger calls a descriptive and ameliorative approach to investigate both how and why this metaphor is used. By considering these publications cumulatively, we can identify that the higher education landscape enables scholars to simultaneously acknowledge higher education's temporal, social and political positioning, its state of what can feel like permanent and wide-ranging flux, and its diverse cast of interrelated actors. In this way, it serves as a useful and evocative container metaphor for higher education's activities and constituents and the interrelationships and tensions between them. At the same time, its somewhat indiscriminate and indeterminate use can conflate and mask the detail and nature of these dynamics, and it is possible to discern in its application a collective sense of nervousness and uncertainty about higher education more generally.

The objective of this article is to articulate a research agenda in architecture and urbanism by reviewing the contributions to Archnet-IJAR: International Journal of Architectural Research from 2022 to 2024. The article aims to develop a robust classification into established, evolving and emerging knowledge spaces. Such a classification seeks to offer insights into the role Archnet-IJAR plays in shaping current and future global research trends in architecture and urbanism.

A combination of bibliometric and textual analysis was employed, utilising tools such as VosViewer and Infranodus to map thematic structures and research trends. The examined articles were categorised into established, evolving and emerging knowledge spaces to assess how the journal dynamically adapts to and reflects global shifts in architectural and urban discourse. This classification offers a strategic lens into the influence of Archnet-IJAR on research trajectories and shaping the future landscape of scholarship in architecture and urbanism.

The study identifies three primary areas of discourse: sustainability and resilience, technology and innovation, and community-centred design. Key trends include the rise of AI and smart technologies, the impact of the COVID-19 pandemic on design strategies, and the integration of SDGs into architectural education and practice. Established knowledge spaces such as urban morphology and cultural heritage remain foundational while evolving spaces such as sustainability and resilience are gaining prominence. Emerging spaces such as smart technologies and bioclimatic architecture appear to be the future trajectory of research in the field.

The study focuses on three years (2022–2024) of analysing Archnet-IJAR content within an overarching contextualisation over the past decade. However, this may not capture longer-term trends.

The study presents a critical classification of architectural and urban discourse, highlighting the evolving nature of the field in response to global challenges. The notion of the knowledge spaces as a unique conceptualisation that integrates various thematic areas is emphasised.

Using longitudinal data of children in Nepal, this study examines the relationships between dropouts, grade repetition and the causes of dropout, such as entrance age, to derive concrete recommendations to improve the basic education completion rates in Nepal, one of the targets of Sustainable Development Goal 4 (SDG4).

The data for this study were drawn from school records kept in the target schools, home visit surveys and interviews with principals and teachers. After comparing the repetition experience and the frequency of repetitions between graduates and dropouts, the study analysed the dropout patterns of individual children. The study then examined the effects of repetition and entrance age on children’s schooling.

The results identified a large group of children who dropped out of school without any repetition, with only 15.9% of the children repeating a grade immediately before dropping out. The findings indicated that harsh family environments, being overage and low educational expectations were factors in sudden dropout.

Collecting longitudinal data is difficult in developing countries, and few studies use such data. The question of access to education has been re-ignited by the COVID-19 pandemic; this study used longitudinal data to thoroughly analyse children’s dropout patterns and provide specific recommendations that will contribute to the achievement of SDG4.

The purpose of this study is to gain a better understanding of the conditions and motivations that influence teachers to adopt innovations.

Using Diffusion of Innovation theory (Rogers, 2003) and Self-Determination theory (Ryan and Deci, 2017), data from two surveys (n = 568; n = 108) and qualitative follow-up interviews of Early Adopter teachers (n = 16) were triangulated to discern relationships among their identification as Early Adopters, satisfaction of their basic psychological needs (BPN) and their implementation of an educational innovation.

Early Adopters had a positive and statistically significant relationship with the implementation of the innovation. Satisfaction of teachers’ BPN had the largest impact on innovation.

The findings are preliminary and based on a small sample size of teachers. Reliability of the measure of BPN was not as high as the standard, but it did have the largest impact on implementation. Additional studies should explore the connections among Early Adopter teacher motivation, leadership and the satisfaction of their BPN.

School leaders should leverage the influence of Early Adopters to support innovation, and they should provide additional time, training and resources to supports teachers’ BPN.

This study examines how to identify and support Early Adopter teachers as enablers of change within schools. We know of no other studies that have used both Diffusion of Innovation theory and Self-Determination theory to understand the motivations of Early Adopter teachers.