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This paper aims to increase related knowledge across personal, social and ecological dimensions of sustainability and how it can be applied to support transformative learning.

The paper provides a reflexive case study of the design, content and impact of a course on eco-justice that integrates relational learning with an equity and justice lens. The reflexive case study provides a critical, exploratory self-assessment, including interviews, group discussions and surveys with key stakeholders and course participants.

The results show how relational approaches can support transformative learning for sustainability and provide concrete practices, pathways and recommendations for curricula development that other universities/training institutions could follow or learn from.

Sustainability research, practice and education generally focuses on structural or systemic factors of transformation (e.g. technology, governance and policy) without due consideration as to how institutions and systems are shaping and shaped by the transformation of personal agency and subjectivity. This presents a vast untapped and under-studied potential for addressing deep leverage points for change by using a relational approach to link personal, societal and ecological transformations for sustainability.

Service robots can offer benefits to consumers (e.g. convenience, flexibility, availability, efficiency) and service providers (e.g. cost savings), but a lack of trust hinders consumer adoption. To enhance trust, firms add human-like features to robots; yet, anthropomorphism theory is ambiguous about their appropriate implementation. This study therefore aims to investigate what is more effective for fostering trust: appearance features that are more human-like or social functioning features that are more human-like.

In an experimental field study, a humanoid service robot displayed gaze cues in the form of changing eye colour in one condition and static eye colour in the other. Thus, the robot was more human-like in its social functioning in one condition (displaying gaze cues, but not in the way that humans do) and more human-like in its appearance in the other (static eye colour, but no gaze cues). Self-reported data from 114 participants revealing their perceptions of trust, anthropomorphism, interaction comfort, enjoyment and intention to use were analysed using partial least squares path modelling.

Interaction comfort moderates the effect of gaze cues on anthropomorphism, insofar as gaze cues increase anthropomorphism when comfort is low and decrease it when comfort is high. Anthropomorphism drives trust, intention to use and enjoyment.

To extend human–robot interaction literature, the findings provide novel theoretical understanding of anthropomorphism directed towards humanoid robots.

By investigating which features influence trust, this study gives managers insights into reasons for selecting or optimizing humanoid robots for service interactions.

This study examines the difference between appearance and social functioning features as drivers of anthropomorphism and trust, which can benefit research on self-service technology adoption.

In transnational families worldwide, different family members have varying degrees of mobility, as well as different physical and emotional experiences with relatives and places throughout their lives. For this reason, in recent decades, increasing attention has been placed upon the experiences of migrants' descendants growing up across borders.

Based on data from a multi-sited ethnography and a survey, this chapter explores the experiences of children growing up in Chinese transnational families split between Zhejiang province and their parents' immigration countries, located mainly in Europe. First, it introduces the migration context and methods, presenting the profiles and basic information of the 77 Chinese migrants' descendants who participated in a ‘Roots-seeking Journey’ summer camp held in their family area of origin in China, in 2018. Second, it explores their heterogeneous early childhood paths and conditions, paying particular attention to mobility, care strategies, intergenerational relations and transnational ties. Finally, this chapter introduces the concept of fluid childhoods, and reflects on the key role of care-related mobility and communication technologies in shaping their early life paths and experiences as well as further transnational engagement.

In digital education curricular initiatives, some teachers are taking on key roles when appointed as instructional coaches (ICs) and become crucial in the sustainability of the initiative by coaching teachers. This study aimed to find out the difficulties ICs are facing when mentoring teachers in the development of the digital skills and to identify the coaching activities the coaches offer.

Employing a mixed-methods research design focusing on a qualitative approach, the research team conducted 6 focus groups with 38 ICs from 12 primary schools in Switzerland. Quantitative descriptive data were collected through a survey submitted before and after the focus group.

The results indicate that (1) the professional development (PD) activities offered to teachers vary greatly depending on the instructional coach characteristics and the school to which the teachers belong, (2) the in-service training of ICs should include coaching and leadership skills and (3) distributed leadership to ICs could facilitate the adoption of technologies by teachers and support change in the school.

Some ICs offer activities with a low involvement of the teacher. ICs' training programs should provide strategies to better take advantage of PD activities. The authors suggest training ICs in PD activities, aligned with Gibbons and Cobb's (2017) such as analyzing classroom video or lesson study involving a group of teachers working together with an expert to improve a lesson. District and school leaders should provide ICs with explicit guidance and more resources to achieve systemic change. ICs should also be empowered by being involved in the development of the school's continuing education training plans.

This study presents a new perspective about understanding and applying in-service teacher PD in the context of a digital education curricular initiative.

The purpose of this paper is to focus on the reforms in the public-holiday-policy system and their influence on the domestic tourism in China. The major reforms in the Chinese holiday system in the last 20 years and the overall changes in the demand for domestic tourism are analyzed in this paper to provide a better understanding of China’s holiday-system reform for policy makers in the future.

This paper summarizes the development and reform of the holiday system in China. Policy review and domestic tourism statistics were applied to study the intrinsic relationship between the holiday system and the domestic tourism. The statistics of domestic tourism are cited, including the growth rates of both urban and rural tourists, the domestic tourism expenditure per capita, etc. Finally, this research explains the trends of these rates in a comprehensive background.

The increasing length of holidays positively affects the domestic tourism demand by increasing the leisure time. Yet, the holiday-tourism activities lead to a series of problems, such as a huge pressure on transportation, overloaded tourist attractions, and threats to safety precautions. Paid leave, price leverage, and more reasonable tourist-attraction arrangements will be effective in easing China’s holiday rush.

Through studying the intrinsic relationship between the holiday system and the domestic tourism, this paper points out the problems of excessive concentration of domestic tourism demand in a particular time, caused by the holiday system. Solutions and suggestions are provided on the basis of the analysis.