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The literature introduced the concepts of sustainability and digitalisation as one, mixed-combined and named as digitainability. By linking digital divide, sustainability, and digitalisation, the authors aimed to: (i) identify variables that might influence the digital divide index; (ii) determine variables to model sustainable development goals; and (iii) create a model to explain digitainability through education. Analysing the sample of 13 EU developed countries, the authors created three econometric models and analysed the manner of how education might shape the inclusivity in a new and ever-growing Society. The results generated an inter-connected model that shows that new Society depends on the users’ medium or high skills because of their strong and positive influence on the digital divide index. The scientific contribution reveals solutions for an inclusive future, not far from the demanding requirements of the present. The theoretical implications shape the necessity to collaborate with policy makers to optimise the educational public system requirements in order to form prepared specialists for high-demanding markets in which they will work. The orientation of managerial implications of top leaders from companies must address an adapted mindset to collaborate with the academic environment to discover and understand the truth about the challenges of the new Era.

Winner of the \"Outstanding Academic Title\" recognition by Choice for the 2020 OAT Awards. The Choice OAT Award represents the highest caliber of scholarly titles that have been reviewed by Choice and conveys the extraordinary recognition of the academic community. Advancing Diversity, Inclusion, and Social Justice through Human Systems Engineering highlights how scholars and practitioners of HSE (inclusively defined to span many fields) can apply their theories and methods to understand and support healthy communities, include and empower diverse populations, and inspire strategies for a more inclusive future. This volume brings together experts from human factors, ergonomics, psychology, human-computer interaction, and more to demonstrate how these fields can be applied to societal challenges and solutions. Through a blend of research reports, literature reviews, and personal narratives, this volume explores these issues from the individual to the global scale, across diverse populations, and across multiple continents. Features Draws upon human factors and ergonomics theories and methods to evaluate, understand, and confront systemic threats to inclusion and social justice Offers actionable methodologies, strategies, and recommendations for conducting human-centered research, design, and training with marginalized or vulnerable populations Offers a venue for reporting and reconsidering the work of human factors and ergonomics from the perspectives of diversity, inclusion, and social justice Dr. Rod D. Roscoe is an Associate Professor of Human Systems Engineering, and a Diane and Gary Tooker Professor for Effective Education in STEM, at Arizona State University. His research identifies ways to improve educational efficacy and access by understanding relationships between learning theory, technology innovation, and user experience. He also investigates engineering education and the preparation of future engineers to address the ‘human side’ of engineering and design. Dr. Erin K. Chiou is an Assistant Professor of Human Systems Engineering at Arizona State University. Her research seeks to improve automation for more resilient and sustainable futures. Her work focuses on the social psychological factors in human-automation interaction and system design, with applications in complex and safety critical systems including defense and healthcare. She directs the Automation Design Advancing People and Technology laboratory. Dr. Abigail R. Wooldridge is an Assistant Professor of Industrial and Enterprise Systems Engineering at the University of Illinois at Urbana-Champaign. Her research aims to improve patient safety and quality of care as well as healthcare professional well-being. She analyzes and models complex sociotechnical systems and team cognition in healthcare to understand and improve how individuals with diverse backgrounds, perspectives, and training can work together across the patient journey. Section 1: Understanding and Supporting Healthy Communities Human Systems Engineering for Societal Transformation: A Tale of Two Cities Nancy Cooke Inclusive Decision Making: Applying Human Factors Methods to Capture the Needs and Voices of Marginalized Populations Jacklin Stonewall, Michael C. Dorneich, Linda Shenk, Caroline C. Krejci, and Ulrike Passe HFE in Underdeveloped Countries: How Do We Facilitate Equitable, Egalitarian, and Respectful Progress? Andrew Thatcher and Andrew Todd Researcher Reflections on Human Factors and Health Equity Richard J. Holden, Tammy Toscos, and Carly N. Daley The Intersection of Human Factors Engineering and Health Equity Deliya B. Wesley, Christian Boxley, Stefanie Kurgatt, Christopher J. King, and Kristen E. Miller Using Work Domain Analysis to Advocate for Social Justice: Meeting the Needs of Resource-Constrained Societies Natalie C. Benda and Ann M. Bisantz Section 2: Including and Empowering Diverse People A Human Factors Engineer’s Journey Into Enhancing LGBT Status in Academia Ellen J. Bass All are Welcome but Terms and Conditions Apply Audrey Reinert ‘Nothing about Us without Us’: Transforming Participatory Research and Ethics in Human Systems Engineering Rua M. Williams and Juan E. Gilbert Ergonomic Analysis of Working Conditions of a Recycler Community in Medellín, Colombia Yordán Rodríguez and Jaime Gaviria Guiding Technology Design to Empower Older Adults to Actively Engage in Society Maurita T. Harris, Qiong Nie, and Wendy A. Rogers Inclusive Wearable Design: Developing a Set of Characteristics of Socially Acceptable BCI Devices for Women France Jackson, Isabel Laurenceau, and Juan E. Gilbert Section 3: Inspiring Strategies for an Inclusive Future Automation, Work, and Racial Equity: How Human Systems Engineering Can Shape the Future of Work Shannon C. Roberts, Laurel Smith-Doerr, Shlomo Zilberstein, Henry Renki, Enobong H. Branch, and Tiamba Wilkerson The Learning Research and Development Center Summer Undergraduate Research Internship: A Diversity Internship in the Learning Sciences Natasha Tokowicz Facilitating a Sense of Belonging for Women of Color in Engineering: The Case for Virtual Internships Golnaz Arastoopour Irgens Leading an EDI Strategy in a UK University: Reflections from an HFE Professional Sarah Sharples Developing an Effective Diversity Training Intervention: Best Practices and Challenges Preeya Ninan, Jennifer Feitosa , and Fabrice Delice Reimagining Community-based Research and Action in Human Factors: A Dialogue across Disciplines Rupa S. Valdez and David S. Edmunds

In the United States miscegenation is not merely a subject of literature and popular culture. It is in many ways the foundation of contemporary imaginary community.The Romance of Raceexamines the role of minority women writers and reformers in the creation of our modern American multiculturalism.The national identity of the United States was transformed between 1880 and 1930 due to mass immigration, imperial expansion, the rise of Jim Crow, and the beginning of the suffrage movement. A generation of women writers and reformers-particularly women of color-contributed to these debates by imagining new national narratives that put minorities at the center of American identity. Jane Addams, Pauline Hopkins, Onoto Watanna (Winnifred Eaton), María Cristina Mena, and Mourning Dove (Christine Quintasket) embraced the images of the United States-and increasingly the world-as an interracial nuclear family. They also reframed public debates through narratives depicting interracial encounters as longstanding, unacknowledged liaisons between white men and racialized women that produced an incestuous, mixed-race nation.By mobilizing the sexual taboos of incest and miscegenation, these women writers created political allegories of kinship and community. Through their criticisms of the nation's history of exploitation and colonization, they also imagined a more inclusive future. As Jolie A. Sheffer identifies the contemporary template for American multiculturalism in the works of turn-of-the century minority writers, she uncovers a much more radical history than has previously been considered.

Linda Darling-Hammond concludes the Kappan series on the future of education with a review of why the education system is fraught with inequities. She then recommends a series of policies that could bring about lasting change. These include creating organizational structures in which all communities can thrive, ensuring that every school provides a healthy setting to learn and develop, and preparing and enabling educators to provide both academic and developmental support.

If the future of preK-12 education is going to be better than the past, then we need to rethink our fundamental assumptions about what we want from our schools and what we expect those schools to look like. Educators should embrace three core commitments in particular: 1) to treat students as learners whose agency is respected, whose diversity is embraced, whose selves are deeply known, whose joy is cultivated, and whose holistic growth is the paramount concern of the adults who care for them; 2) to promote learning that is purposeful, authentic, and connected to the broader human domains of which those learners are part; and 3) to create learning communities that enable deep relationships, cultivate democratic values and dispositions, and model the kind of society and environment we want to create.

PurposeThis trigger article explores established European gender-mainstreaming urban planning frameworks of urban parks to analyze and identify ways that could be applied or adapted for Arabian Gulf cities. It aims to accelerate the mainstreaming process, increasing women’s participation and inclusion in urban spaces, paving the way for future research.Design/methodology/approachAnalytical frameworks are created by reviewing legal and policy evolution, city-issued guidelines and European cities’ case studies (Barcelona, Berlin, Paris and Vienna) engaged in gender mainstreaming in urban planning. These analytical tools are then applied to assess two Arabian Gulf parks (Al Azaiba Wadi Park, Muscat, Oman, and Dahl Al-Hamam Park, Doha, Qatar), suggesting a possible future research methodology.FindingsSuccess factors in European cities include integrating female perspectives, detailed user analysis, specific planning solutions and political will. Despite differing social and cultural contexts, commonalities exist for female park users in Europe and the Arabian Gulf. This trigger article proposes a methodology for assessing the potential effective application or adaptation of European established frameworks in the Gulf context to accelerate gender mainstreaming.Research limitations/implicationsThe paper proposes a methodology for future research, noting limitations such as limited input on design preparation processes in Gulf City park case studies, a lack of feedback from park users and only a brief overview of sociocultural differences. Future research should explore nuanced cultural contexts, including historical processes and gender dynamics, thorough literature review, expanded case study analysis and participatory approaches. The proposed methodology aims to demonstrate how European frameworks can guide gender-mainstreaming efforts in diverse contexts, facilitating collaborative solutions for inclusive urban planning.Practical implicationsDrawing from decades of European gender-mainstreaming activities, the paper distills urban planning principles and best practices for application or adaptation in the Arab Gulf.Social implicationsEnhancing the park experience for women through planning and design boosts gender equality in cities, benefiting their physical and social well-being.Originality/valueAn original methodology is suggested for adapting well-developed European gender-mainstreaming frameworks to Arabian Gulf parks. Authored by a male, this paper aims to advance gender issues in planning while exploring the role men can play in contributing to such.

Past CO2 emissions have been causing social costs and continue to reduce wealth in the future. Countries differ considerably in their amounts and time profiles of past CO2 emissions. Here we calibrate an integrated assessment model on past economic and climate development to estimate the historical time series of social costs of carbon and to assess how much individual countries have reduced global wealth by their fossil and industrial-process CO2 emissions from 1950 to 2018. Historical social costs of carbon quantify the long-lasting wealth reduction by past CO2 emissions, which we term ‘climate wealth borrowing’, as economic output has been generated at the expense of future climate damages. We find that the United States and China have been responsible for the largest shares of global climate wealth borrowing since 1950, while the per-capita pattern is quite different.Historical CO2 emissions could lead to future climate damages and harm human inclusive wealth. This analysis proposes the concept of climate wealth borrowing and quantifies the country-specific present value of climate change impacts arising from energy and industrial CO2 emissions of the period of 1950–2018.

Peripheral sensorimotor stimming activity, such as rocking and fidgeting, is widely considered irrelevant to and even distracting from learning. In this critical-pedagogy conceptual paper, we argue that stimming is an intrinsic part of adaptive functioning, interaction, and cognitive dynamics. We submit that when cultural resources build from students’ own sensorimotor dynamics, rather than subjugating them to hegemonic corporeal norms, learners’ intrinsic sensorimotor behaviors may be embraced and empowered as mental activity. This call for transformative inclusive pedagogy is of particular importance for neurodivergent children whose sensorimotor engagements have historically been ostracized as disruptive. Following a conceptual analysis of stimming that builds on a range of neuro-cognitive empirical studies drawing on post-cognitivist embodied cognition theory, we imagine inclusive educational futures that disrupt sedentary instructional design to elevate minoritized learners’ sensorimotor activity. As proof of concept, we present an example inclusive embodied activity, balance board math, a pedagogical tool designed to elicit stimming as thinking. We propose a set of design heuristics for realizing stimming’s pedagogical potential.

PurposeDrawing on social exchange theory and socio-emotional selectivity theory, this paper examines the role of occupational future time perspective (OFTP) in the relationship between age-inclusive HR practices (AIHRP) and the thriving of older workers.Design/methodology/approachA two-wave cross-sectional design was adopted with bootstrapped parallel multiple mediation analyses. In addition, polynomial regression with response surface analysis was used to examine the extent to which combinations of focus on opportunities and remaining time relate to thriving at work. Data were collected from 310 older workers working in 13 companies located in Portugal.FindingsAIHRP have direct effects on OFTP dimensions (i.e. focus on opportunities and remaining time), and indirect effects on the two thriving dimensions (i.e. learning and vitality) via focus on opportunities. The positive relationship between AIHRP and learning was mediated by remaining time, while no significant mediating effect on vitality through remaining time was found. Additionally, surface analysis showed that overall thriving and learning increase more sharply when focus on opportunities is higher than remaining time, rather than vice versa.Originality/valueThis paper contributes to the literature by showing the importance of personal resources like OFTP in the relationship between AIHRP and the thriving of older workers. It also provides further support for the distinctiveness of the two OFTP dimensions as remaining time was not linked to vitality, whereas focus on opportunities was linked to both thriving dimensions.