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Purpose Human resource development (HRD) research and practice mostly have focused on performance improvement although HRD fundamentally pursues human development as a whole. The purpose of this study is to conceptualize meaningful work in the context of HRD and provide implications for HRD research and practice. Design/methodology/approach This study reviewed the literature on topics such as meaningful work, the meaning of work, workplace spirituality, the value of work and work as a calling, to understand the concept of meaningful work. In addition, this study reviewed existing studies on meaningful work in HRD journals to investigate the current status of meaningful work research within the field of HRD. This study reviewed the related literature such as meaningful work, the meaning of work, workplace spirituality, the value of work and work as a calling, to understand the concept of meaningful work. In addition, this study reviewed the existing studies on meaningful work in HRD journals to investigate the current status of meaningful work research in HRD. Findings The findings of this study identified three main themes in conceptualizing meaningful work, namely, positivity; significance and purpose; and human fulfillment. The authors also suggest that the meaningful work discourse in HRD expands a research boundary of HRD and enables a holistic approach to HRD research and practice. Research limitations/implications For future research, the authors recommend that HRD research deepens its understanding of meaningful work and its related concepts. They also recommend studies pursuing empirical evidence to reveal the significance of meaningful work. Originality/value Given the limited studies on meaningful work in HRD and a lack of understanding of meaningful work, this study proposes a comprehensive understanding of meaningful work, especially within the HRD context. This study also suggests a holistic approach to HRD by stressing a humanistic perspective beyond the performance-oriented HRD.

Over the years, a variety of frameworks, models and literacies have been developed to guide teacher educators in their efforts to build digital capabilities in their students, that will support them to use new and emerging technologies in their future classrooms. Generally, these focus on advancing students’ skills in using ‘educational’ applications and digitally-sourced information, or understanding effective blends of pedagogical, content and technological knowledge seen as supporting the integration of digital resources into teaching, to enhance subject learning outcomes. Within teacher education institutions courses developing these capabilities are commonly delivered as standalone entities, or there is an assumption that they will be generated by technology’s integration in other disciplines or through mandated assessment. However, significant research exists suggesting the current narrow focus on subject-related technical and information skills does not prepare students adequately with the breadth of knowledge and capabilities needed in today’s classrooms, and beyond. This article presents a conceptual framework introducing an expanded view of teacher digital competence (TDC). It moves beyond prevailing technical and literacies conceptualisations, arguing for more holistic and broader-based understandings that recognise the increasingly complex knowledge and skills young people need to function ethically, safely and productively in diverse, digitally-mediated environments. The implications of the framework are discussed, with specific reference to its interdisciplinary nature and the requirement of all faculty to engage purposefully and deliberately in delivering its objectives. Practical suggestions on how the framework might be used by faculty, are presented.

Ecological systems can switch between alternative dynamic states. For example, the species composition of the community can change or nutrient dynamics can shift, even if there is little or no change in underlying environmental conditions. Such switches can be abrupt or more gradual, and a growing number of studies examine the transient dynamics between one state and another—particularly in the context of anthropogenic global change. Hastings et al. review current knowledge of transient dynamics, showing that hitherto idiosyncratic and individual patterns can be classified into a coherent framework, with important general lessons and directions for future study. Science , this issue p. eaat6412 The importance of transient dynamics in ecological systems and in the models that describe them has become increasingly recognized. However, previous work has typically treated each instance of these dynamics separately. We review both empirical examples and model systems, and outline a classification of transient dynamics based on ideas and concepts from dynamical systems theory. This classification provides ways to understand the likelihood of transients for particular systems, and to guide investigations to determine the timing of sudden switches in dynamics and other characteristics of transients. Implications for both management and underlying ecological theories emerge.

The human gut harbors a large and complex community of beneficial microbes that remain stable over long periods. This stability is considered critical for good health but is poorly understood. Here we develop a body of ecological theory to help us understand microbiome stability. Although cooperating networks of microbes can be efficient, we find that they are often unstable. Counterintuitively, this finding indicates that hosts can benefit from microbial competition when this competition dampens cooperative networks and increases stability. More generally, stability is promoted by limiting positive feedbacks and weakening ecological interactions. We have analyzed host mechanisms for maintaining stability—including immune suppression, spatial structuring, and feeding of community members—and support our key predictions with recent data.

Educators play a crucial role in shaping future generations, yet they often encounter significant challenges related to stress, workload, and emotional demands. This study presents a comprehensive framework designed to enhance and sustain teacher well-being by integrating physical, mental, social, and professional aspects. Grounded in interdisciplinary research, the framework addresses essential factors such as workload management, stress reduction techniques, professional growth, and the development of supportive school environments.The paper highlights the significance of institutional policies, mindfulness practices, and community engagement in strengthening resilience and job satisfaction among teachers. Through both qualitative and quantitative analysis, it identifies key interventions and support mechanisms necessary to mitigate burnout and improve overall well-being. By contributing to the expanding body of research on teacher sustainability, this study offers practical insights for policymakers, school leaders, and educators. Emphasizing a holistic approach, the framework seeks to empower teachers, enhance their professional effectiveness, and cultivate a positive and nurturing educational environment.

The American Association on Intellectual and Developmental Disabilities (AAIDD) has published terminology and classification manuals since 1921. Their goals over the last 100 years have been consistent: To fulfill the Association's continued responsibility to be the primary repository of intellectual disability-related research and best practices; to publish a scientific definition of intellectual disability (ID) and its assumptions based on research and one that provides a long, stable definitional history; to provide a singular focus on ID and the lives of people with ID and their families; and to communicate professional standards, ethics, and best practices regarding diagnosis, classification, and planning supports. Consistent with these historical goals, the goals of the 12th edition of the AAIDD manual (Schalock et al. 2021) are to: (a) integrate material published in the 11th edition (Schalock et al., 2010) of the AAIDD manual with post-2010 developments and historical markers; (b) develop a user-friendly manual that combines the theoretical and conceptual thoroughness of a manual with the practical aspects of a user's guide; (c) describe a systematic approach to the diagnosis, optional subgroup classification, and planning of supports for people with intellectual disability based on conceptual models, a clear rationale and purpose, and evidence-based practices; (d) combine current empirical knowledge and best practices into an integrative approach to intellectual disability; and (e) provide practice guidelines that frame best practices, increase understanding, and facilitate precise, valid, and effective decisions, recommendations, and actions. The content of the 12th edition reflects the transformation that is occurring in the field of ID. This transformation, which is occurring to various degrees internationally, is characterized by using precise terminology, incorporating a functional and holistic approach to ID, embracing the supports model and evidence-based practices, implementing outcome evaluation, empowering individuals and families, understanding better the multidimensional properties of context, and incorporating an explicit notion of professional responsibility (Schalock et al., in press). As a result of this transformation, the manual contains both modifications of previous concepts and terminology, and the addition of new terms and concepts. These modifications and additions are reflected in the definition of intellectual disability, the evidence-based approach to diagnosis and optional postdiagnosis subgroup classification, the operationalization of systems of supports, and the incorporation of an integrative approach to ID. Throughout the manual, human functioning is viewed from a systems perspective towards understanding human functioning, which includes human functioning dimensions, interactive systems of supports, and human functioning outcomes.

Why did you do this work?Our tertiary paediatric service provides complex care for multi-national patients. To promote holistic patient-centred care we hold weekly psychosocial multidisciplinary meetings. As a team, we envisaged that a quality improvement project could develop our processes.The overall aim was to improve the effectiveness of our psychosocial meetings.The objectives were to: identify and implement strategies during psychosocial meetings to ensure most effective use of time, enhance inter-disciplinary communications and promote a holistic approach to care.What did you do?Anonymous qualitative survey was conducted to understand staff experiences of the meetings. Quantitative measures were also set up to provide a baseline of meeting effectiveness criteria. This alongside listening events supported further idea generation and multidisciplinary working. Ideas were implemented through iterative test cycles. In chronological order, these included: the creation of an online shared patient list, a newly appointed psychologist who also acquired the role of chairing the meetings, a move from virtual to hybrid format, consistent minuting, and encouraging broad multidisciplinary team (MDT) attendance. To evaluate the impact a second survey was conducted one year later, after the changes were implemented.What did you find?The number of respondents increased from 11 to 19 between the two time points. Staff perceived that representation from MDT professions was initially only 27%; this increased to 90%. Staff satisfaction with the meetings improved from 36% to 68%. Initially 18% of respondents reported that the meetings were effective; this improved to 71%. 71% reported that the implemented changes were effective, with 65% reporting that they had positively influenced patient care.Many highlighted the importance of having dedicated time and space to come together, share insights, and ensure a holistic approach is integrated alongside medical management. Respondents reported that the introduction of a new and embedded psychologist, who now chairs the meetings, has fostered more family-centred discussions and encouraged consideration of broader systemic factors.It was suggested that functional enhancement of the electronic record system could lead to more effective meetings. Respondents expressed mixed feelings about the hybrid format due to unreliable audio-visual technology.What does it mean?This project highlighted the benefits of having effective psychosocial meetings. It demonstrated that implementing changes in response to feedback results in an improved staff experience of psychosocial meetings, better inter-professional communication and, in turn, perceived patient care. This study was for a single service, but learning could be transferred to similar contexts. It would be beneficial to complete a further quality improvement cycle around use of technology to better support the meetings.

Why did you do this work?The Darzi review shows A&E services are overstretched and at breaking point.1 Integrated models of care aim to reduce reliance on unsolicited emergency hospital attendances and provide comprehensive and timely care. New models of integrated care, often composed of multi-disciplinary teams (MDTs) play a unique role in delivering holistic and convenient care in paediatrics by bringing secondary paediatric expertise into primary care settings. However, it is often difficult to assess the optimal makeup of an MDT, due to limited data on the case mix. This study aims to describe the typical cases seen and discussed and offer a model of auditing case mix which can be used more widely to inform future local service development.What did you do?Baseline data was collected over a 14-month period from a GP Child Health Hub (also known as an Integrated Neighbourhood Team) in North West London between April 2022 and February 2024. A total of 108 cases were recorded, analysed, and categorised into three case types: a) Paediatric medical/surgical case (pathway, diagnostic, investigation, treatment query); b) Interface interagency case- who should do what, when and where, and in what order; and c) Simple referral on to other agencies as appropriate.What did you find?58/61 (95%) of the cases were interface agency cases between April 2022 to November 2023 however, only 15/58 (26%) of the interface agency cases were aged 5 and under. Data is missing on the case mix between December 2023 to February 2024, highlighting data limitations on MDT case mix.71/108 (66%) cases were of children aged over the age of 5 years from April 2022 to November 2023, whilst 37/108 (34%) cases were of children aged 5 years and underAll cases were medical staff referrals between April 2022 – January 20231 social nurse referred a case under 5 (3-year-old) in February 20231 key worker (family solutions) referred a case for a child over 5 years in August 2023What does it mean?This typology helps describe the case mix in terms of MDT decisions and actions taken on referred cases and acts as a baseline for further involvement of professionals in a particular locality. This could help further develop integrated neighbourhood team development for babies, children and young people in the future.ReferenceDarzi A. Independent investigation of the NHS in England. 2024. GOV.UK. [online] Available at: https://www.gov.uk/government/publications/independent-investigation-of-the-nhs-in-england.