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The rapid migration to remote instruction during the Covid-19 pandemic has expedited the need for more research, expertise, and practical guidelines for online and blended learning. A theoretical grounding of approaches and practices is imperative to support blended learning and sustain change across multiple levels in education organizations, from leadership to classroom. The Community of Inquiry is a valuable framework that regards higher education as both a collaborative and individually constructivist learning experience. The framework considers the interdependent elements of social, cognitive, and teaching presence to create a meaningful learning experience. In this volume, the authors further explore and refine the blended learning principles presented in their first book, Teaching in Blended Learning Environments: Creating and Sustaining Communities of Inquiry, with an added focus on designing, facilitating, and directing collaborative blended learning environments by emphasizing the concept of shared metacognition.

Recent efforts to solve the problems of education—created by neoliberalism in and out of higher education—have centred on the use of technology that promises efficiency, progress tracking, and automation. The editors of this volume argue that using technology in this way reduces learning to a transaction. They ask administrators, instructors, and learning designers to reflect on our relationship with these tools and explore how to cultivate a pedagogy of care in an online environment. With an eye towards identifying different and better possibilities, this collection investigates previously under-examined concepts in the field of digital pedagogy such as shared learning and trust, critical consciousness, change, and hope.

Future intelligent wireless networks demand an adaptive learning approach towards a shared learning model to allow collaboration between data generated by network elements and virtualized functions. Current wireless network learning approaches have focused on traditional machine learning (ML) algorithms, which centralize the training data and perform sequential model learning over a large data set. However, performing training on a large dataset is inefficient; it is time-consuming and not energy and resource-efficient. Transfer Learning (TL) effectively addresses some challenges by training based on a small data set using pre-trained models for similar problems without impacting neural network model performance. TL is a technique that applies the knowledge (features, weights) gained from a previously trained ML model to another but related problem. This work proposes an Adaptive Learning framework ‘ADAPTIVE6G’, a novel approach for a network slicing architecture for resource management and load prediction in data-driven Beyond 5G (B5G), 6G Wireless systems influenced by the knowledge learning from TL techniques. We evaluated ADAPTIVE6G to solve complex network load estimation problems to promote a more fair and uniform distribution of network resources. We demonstrate that the ADAPTIVE6G model can reduce the Mean Squared Error (MSE) by more than 30% and improve the Correlation Coefficient ‘R’ by close to 6% while reducing under-provisioned resources.

Background The AFHS 4Ms framework is an internationally recognised, evidence-based model promoting person-centred care for adults over 65. In the South West of Ireland, AFHS accreditation has been sought by multiple healthcare sites. This qualitative study explores multidisciplinary staff perspectives on implementation in acute hospital and community settings, to inform broader roll-out across the HSE South West Region. Methods Ten1-to-1 semi-structured interviews with healthcare staff across three distinct settings were conducted in March and April 2025. The interview guide was designed using the normalisation process theory framework. Interviews were audio-recorded, transcribed, and analysed using thematic content analysis with open coding. Results The overarching theme identified was that the 4Ms framework is a supportive and enabling structure that facilitates delivery of high-quality care to older adults in health settings. This theme was supported by 3 additional themes; the adaptability of the framework to facilitate an AFHS culture; resourcing to ensure sustainability of an AFHS: and the impact of the implementation as a driver of high-quality age friendly care. Success was demonstrated by improvement in quality and consistency of patient centred outcomes, staff empowerment, tailored education, integration into practice, stakeholder engagement, and clear leadership. Challenges included adapting U.S. based resources, maintaining momentum, avoiding tokenism, and varied contextual needs across settings. Conclusions This is the first Irish evaluation of AFHS implementation. Successful implementation and sustainability is achievable with appropriate resourcing and demonstrating the impact of the 4Ms framework on staff practice and patient centred care. Despite site-specific challenges, the framework proved scalable with minimal additional costs. A central knowledge-sharing hub and local champions will be essential for effective wider roll-out. Key messages • Empowering staff and embedding the 4Ms framework improves consistency in age-friendly, person-centred care across diverse healthcare settings. • Findings support scalable 4Ms roll-out across Ireland, with local champions and shared learning hubs key to sustainable implementation.

This session focuses on practical approaches in developing culturally-informed public health surveillance tools for minoritized communities in Europe. Through structured small group discussions participants will examine how standard epidemiological approaches can be adapted to better address health needs of minoritized populations. The session begins with participants forming discussion groups of 4-6 people, each focusing on a specific case study from peer-reviewed literature documenting successful community-informed methodologies. Facilitators experienced in Indigenous health research and community engagement will circulate to provide guidance and encourage discussion. Groups will analyze how mainstream data collection tools can be reimagined by addressing questions of ownership, relevance, and possession of health information. Participants will identify practical strategies for balancing scientific rigor with cultural appropriateness, considering unique contexts of minoritized populations across diverse geographic regions. The collective dialogue following small group work synthesizes insights across case studies, examining commonalities and differences in approaches to community engagement, cultural adaptation, and governance structures. This exchange creates a foundation for developing regionally-appropriate frameworks that can inform future surveillance work. By session conclusion, participants will have gained practical knowledge in co-creating culturally responsive surveillance tools that center Indigenous priorities and perspectives. The collaborative format offers a model for the participatory approaches being discussed, demonstrating how shared learning environments can generate innovative solutions for addressing health inequities through respectful, community-driven data practices. This session exemplifies how public health surveillance can evolve beyond extractive models toward reciprocal partnerships that meet community-identified health needs.

Background Two new prevention strategies to prevent severe Respiratory Syncytial Virus (RSV) have been approved; a vaccine for pregnant women was licensed by the European Medicines Agency in 2023 and a monoclonal antibody, nirsevimab, for infants in 2022. Different European countries are at different stages of recommending and implementing RSV prevention strategies for their pregnant and infant populations. The maternal vaccine, for example, has been part of the routine schedule in the United Kingdom (UK) since September 2024 and Galicia, in Spain, was one of the first regions to introduce nirsevimab. Introducing new vaccinations for infant and pregnant populations presents different challenges in different settings due to varying demographics and service delivery issues. For example, in the UK the maternal RSV vaccine is being offered primarily in hospital antenatal settings, whereas existing vaccines, such as maternal pertussis were offered predominantly through primary care, with some additional hospital delivery. There are pre-existing inequalities in both maternal and infant vaccine uptake. Data from England suggests these inequalities are being mirrored in the maternal RSV programme. Only 53.1% of pregnant women had an RSV vaccine, in data from January 2025 and uptake varied by ethnic group. The lowest coverage is among Black or Black British-Caribbean ethnic group (28.2%) compared to 61.1% uptake among the White British ethnic group (UK Health Security Agency data). The workshop will aim to • Inform participants about country-specific policies on RSV vaccination. • Highlight different challenges that countries have in implementing new RSV vaccinations (including how RSV programmes have been introduced alongside existing vaccinations). • Discuss vaccine uptake inequalities and how different countries are trying to address uptake inequalities when introducing the new RSV vaccinations. • Identify shared learning from the introduction of the new RSV vaccines across different European countries. Added value The sharing of insights from different experiences at early stages of the RSV vaccination programmes will allow countries to learn from each other's successes and challenges. The workshop will be relevant for practitioners, policymakers and researchers supporting RSV programmes across Europe and beyond, facilitate knowledge exchange between different countries and stimulate interest in cross-country collaborative research into RSV vaccine programmes. Format The format will be a roundtable discussion involving brief presentations by the panel members from different countries followed by facilitated discussions with the audience. Following the facilitated discussion attendees will be asked to contribute to a co-produced interactive summary of lessons learned and next steps. The co-produced summary from the workshop will be synthesised into a blog or policy briefing from the European Public Health Association Child and Adolescent Section. Key messages • Share learning from across Europe on the implementation of the new Respiratory Syncytial Virus vaccine programmes including how inequalities are being addressed. • Determine key challenges countries have faced in implementing the new programme which could identify opportunities for cross country learning and policy innovation. Speakers/Panellists Sonia Saxena Imperial College London, London, UK Michael Edelstein Bar-Ilan University, Faculty of Medicine, Safed, Israel Laura Mannion RCSI, Dublin, Ireland

Planetary health explores the complex interconnections between human health and the state of natural systems. From heatwaves and air pollution to biodiversity loss and food insecurity, environmental change is already shaping global health outcomes. By integrating planetary health principles, researchers can contribute to the uptake of innovative solutions and approaches that address both human well-being and ecological resilience. This seminar aims to empower participants to become catalysts for transformative change, bridging disciplinary divides to tackle the urgent health and environmental challenges of our time. The seminar introduces the foundational concepts of planetary health and provides practical examples of how to apply systems thinking and enhance a transdisciplinary approach to research. Participants will strengthen their capacity to embed planetary health thinking into their own research and professional practice, recognizing relevant environmental impacts within their field, and identifying opportunities for more sustainable and impactful health-promoting approaches. This skills building seminar offers a space for shared learning and interdisciplinary dialogue to help align health research with the challenges of a rapidly changing planet. Key messages • This Pecha Kucha seminar introduces the foundations of planetary health and empowers researchers and public health experts to integrate this thinking into their work. • The seminar offers a space for shared learning and interdisciplinary dialogue to help align public health research with the challenges of a rapidly changing planet.

The World Health Organization (WHO) plays an important role in developing evidence-based and ethically sound guidelines to assist health workers, programme managers and policy-makers, particularly in countries with limited capacities to create their own. While the development of these guidelines follows rigorous methods, contextualizing recommendations is often necessary to ensure their applicability, feasibility and acceptability at the country level. The adaptation and adoption of global guidelines should happen in a transparent, systematic and participatory manner to maintain credibility while ensuring the ownership necessary for implementation. Here, we present an example from Estonia that showcases the process, requirements and outcomes of implementing WHO guidelines through effective contextualization. The work in Estonia showed that contextualization can shorten guideline development time and reduce costs. To support countries in contextualizing guidelines, including those developed by WHO, to local contexts while maintaining trustworthiness and relevance, the WHO Regional Office for Europe has developed a handbook based on the GRADE-Adolopment approach to guide this process. Furthermore, a rapid assessment of 21 of the 53 Member States in the WHO European Region revealed that many countries need guidance and support to build capacity for contextualizing guidelines. To address the capacity gaps, we suggest a way forward that encompasses four areas of further work: standardizing methods; institutionalizing guideline programmes and initiatives; promoting continuous and shared learning; and providing support and identifying resources. Strengthening countries' capacities to contextualize global guidelines is crucial and will become especially relevant during future health threats, such as pandemics, climate change and conflict situations.

The Robert Koch Institute (RKI) is Germany's national public health institute. It has been working for a number of years on One Health topics such as zoonotic diseases and antimicrobial resistance, as well as wider areas relevant to climate change such as environmental health. Climate change has, however, only been a specific area of focus since 2019. This was signalled through the creation of a coordination role called One Health Climate Change (OHCC). In addition, a number of projects on climate change have been initiated independently of one another during this time across the RKI. Since summer 2021, RKI has been more active in its strategic development and set up a climate change and health working group of over 50 members of staff representing all departments. This offers a hub structure for pulling the relevant work and activities together under one umbrella, thereby promoting exchange, cooperation and cohesion across RKI. The RKI is currently at an early and dynamic phase in its journey as a key Climate Actor. It is developing a strategy on the topic, guided by the “IANPHI Roadmap for Action on Health and Climate Change” in order to further strengthen its contribution in this area. This presentation will share how RKI has developed its strategy and its action plan for implementation, as well as some of the successes and challenges in their development. The presentation aims to: • promote shared learning between national public health institutes on climate change and health strategy development; • provide an opportunity for shaping future planning at RKI through audience input; • stimulate thinking on how national public health institutes can remain in exchange with key stakeholder groups and open to learning and adaptation of their strategies in order to be effective Key Climate Actors over the long term.

The post-COVID-19 educational landscape requires novel teaching strategies to cultivate skills in a global environment where knowledge can be shared between similarly demanding and evaluated universities. This research focuses on the Collaborative International Online Learning (COIL) strategy at a Higher Education Institution in Mexico. Its objective is to assess the COIL approach to generate advice on improvement opportunities for other COIL experiences at the global scale. Answers to a survey applied to students and educators participating in a COIL experience were analyzed using a mixed-method approach. It consisted of an ordinal answer scale part and open questions. Additionally, the opinions of the COIL management personnel of the universities participating in the ERASMUS + project were collected in a focus group. Our findings show that the COIL program is a ground-breaking platform that benefits students and faculty. The opportunity to collaborate with international peers is highly appreciated. However, we identified some areas that require improvement, such as providing better faculty training and support for adapting courses, increasing the opportunities for student-instructor and student-student interaction, improving the organization between implementing instructors, and promoting guidelines flexibility inside organizations. We found that implementing COIL enhances students’ competency development by contextualizing knowledge, fostering collaboration and innovation among universities, creating an international professional network for students and instructors, and nurturing future skills. The results reported in this work constitute valuable insights for developing effective digital communication in education globally.