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The authors investigate the use and potential of a theoretical combination of Realistic Mathematics Education (RME) and the Theory of Didactic Situation (TDS) to support Lesson Study (LS) in upper secondary mathematics.

Case study performed by university researchers, based on theoretical analysis and case studies based on documents and observation from lesson studies.

Even within a project lasting just about three years, teachers (with no preliminary experience of lesson study) engaged in lesson design based on the combination of theoretical perspectives from TDS and RME in ways that confirm the potential of that combination to enrich and focus teachers' professional development within the framework of LS . It is not clear to what extent the intensive and continued engagement of university researchers has been or would be essential for similar and longitudinal realizations of these potentials.

As current European frameworks seek to engage researchers and teachers in collaboration and exchange across countries, networking of major paradigms of research (like TDS and RME) and uses of them as supports for teachers' inquiry (like demonstrated in this paper) is of considerable institutional interest and potential impact on schools.

Teachers' Inquiry in Mathematics Education (TIME) is a prerequisite for the development of Inquiry Based Mathematics Education, which in turn is required in many countries across the world, with the aim of fostering critical and competent citizens.

This combination of (major) mathematics education theories to support and enrich LS has not previously been investigated. While several aspects of adapting to LS Western contexts have been investigated in the past, including the inclusion of perspectives and tools from academic research, the role of university researchers is also quite open. While authors do not offer a systematic study of this role, authors examine how this role may involve development of new practical combinations of different, complementary theoretical tools, which indeed hold potential to support lesson study in a European context.

Despite the relevance of how enterprise architecture (EA) contributes to organizational performance in contemporary digital technology-driven strategic renewal, little is known about the position of EA artifacts. Therefore, this study aims to build an integrative model of EA artifact-enabled EA value supplemented with a research agenda to enhance our understanding further.

This study leveraged grounded theory techniques and a systematic review approach to develop the integrative model and research agenda.

We inductively build a model of the position of EA artifacts in EA value creation. Additionally, we elaborate a research agenda that proposes (1) an investigation of the role of an EA practice in successful strategic change, (2) an examination of how to manage EA practice value generation and (3) longitudinal research to gain insight into the evolution of value creation by EA practices.

This study presents a model of EA artifact-enabled EA value, thereby contributing to our understanding of the mechanisms, inhibitors and success factors associated with EA value. Following our model, the proposed research agenda contains future research areas to help us better understand the mechanisms and interrelatedness of EA practices in highly dynamic environments.

This study aims to explore mental health professionals’ views on adolescent attitudes towards their peers with mental health problems and the influence of parental, familial and societal environments on these attitudes.

A qualitative research design was used. Semi-structured interviews were conducted with seventeen mental health professionals in Bangalore, India, with at least two years of experience working with adolescents. Thematic analysis was used to analyze the interview data.

Mental health professionals reported diverse adolescent attitudes towards peers with mental health issues, ranging from support to bullying and exclusion. Family dynamics, peer influence and societal stigma were identified as significant factors shaping these attitudes.

The remote interviews during the pandemic limited access to non-verbal cues and work settings. The study focused on professionals' views from Bangalore, not capturing the diverse needs of adolescents across India. Additionally, practitioners from urban settings might not represent the challenges of their rural counterparts. The high concentration of female participants hinders generalisability. Variable interview lengths and participant openness might introduce bias, likely influenced by experience and views on mental health awareness.

The findings underscore that adolescents' views on peer mental health are crucial for mental health professionals to design targeted interventions and support systems. Implementing programs that raise mental health awareness and reduce stigma can benefit schools and communities.

This study highlights the necessity of a holistic strategy to tackle adolescent mental health. Creating supportive peer environments, encouraging open family communication, and combating societal stigma can foster a more inclusive and mentally healthy society for adolescents.

This study contributes to the growing body of research on adolescent mental health by providing insights into professionals’ views of peer attitudes. It highlights the need for interventions addressing family stigma, promoting open communication and using social media for awareness.