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This paper presents emerging findings from an ongoing research project which aimed to explore online lesson study (OLS) as a vehicle for teacher collaborative professional learning.

Two parallel OLS cycles with two OLS teams were facilitated by the author using Zoom and Google Drive as digital collaborative tools. Each OLS team comprised three primary teachers who taught in three different schools, with both teams' research lessons taking cross-curricular science, technology, engineering and maths (STEM) focus. In order to explore the influence of OLS on teachers' collaborative professional learning outcomes in STEM, a qualitative case study approach was adopted, with data drawn and thematically analysed from OLS meeting transcripts, semi-structured interviews with teachers and the author's reflective diary. Boundary crossing is used as a theoretical lens to ascertain the potential of OLS as a vehicle for teacher collaborative professional learning.

Findings suggest that OLS facilitated collaborative learning and positively contributed to teacher participants' co-construction of knowledge in relation to STEM teaching approaches.

The study described in this paper represents the first OLS conducted in the Irish context and also represents the first inter-school lesson study (LS) conducted in the Irish primary context.

The purpose of this paper is to reflect upon social marketing and its implications for the contemporary marketing practices (CMP) classification scheme.

The paper adopts a theoretical approach. Examples from the public engagement with science are used in the reflection.

A phenomenon not commonly associated with social marketing is the growing number of science communication, outreach and public activities to engage the public with science. These scientific initiatives, established to drive knowledge‐based societies around the world, are charged with changing the public's behaviour towards science. This analysis shows the application of the CMP classification explicitly to the broader context of social marketing.

This paper examines how complex multiple exchanges, and social and environment influences, associated with social marketing provide a broader context to examine marketing practice. Further investigation is needed as to whether a sixth aspect of marketing practice is required to fully capture social marketing practice.

“Contactless service” refers to the use of technology in providing products or services without a salesperson. This study explores the mechanism underlying Millennial and Generation Z (M/Z generations) consumers' preference for contactless service over salespersons in retail stores. In addition, this study tests differences between the M/Z generations.

The researchers predict characteristics to be antecedents of young consumer's preference for contactless service over salespersons and that the effects are mediated by technology self-efficacy. Next, a moderating variable (perceived consumer conformity) is added in the path between technology self-efficacy and the preference for contactless service. The hypotheses are tested among 142 Gen Z and 137 Millennial respondents.

The results show that M/Z generations’ characteristics significantly influence the preference for contactless service, except for security seeking. Also, interests in new technology and safety seeking are perceived higher by M/Z generations. The influence of technology self-efficacy on the preference for contactless service is moderated by social conformity.

As retail technology rapidly develops, the service industry is expected to change from the past, where salespersons played an important role, to contactless services. This study has academic and practical values, for the authors clarify the underlying psychological mechanisms of why young consumers prefer retail technology rather than communication with salespersons.