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In recent years, rewilding has been attracting growing attention as novel, process‐oriented concept supporting ecosystem restoration and biodiversity conservation. Rewilding aims to strengthen the adaptive capacity of ecosystems by restoring natural processes and withdrawing anthropogenic interventions. Yet, diverging understandings, conceptions and definitions of rewilding result in a somewhat fuzzy concept. So far, the scientific discussion focused primarily on biological and ecological effects and success factors of rewilding. However, particularly in Europe, which is characterised by densely populated areas and a long history of landscape cultivation, rewilding affects also socio‐economic and socio‐cultural dimensions Based on a synthesis of current scientific publications, we argue that rewilding should be understood as an increase in wildness, that is restoring the autonomy of natural processes and self‐sustaining ecosystems in order to overcome the improper dualistic understanding of human‐nature relationships in which humanity is outside of nature. We identify knowledge gaps and emphasise the need for inter‐ and transdisciplinary research on rewilding to develop a holistic approach to biodiversity conservation and ecosystem restoration. In this context, we particularly emphasise the temporal dynamics of changes in landscapes, which are often long‐term and therefore difficult to monitor, the openness of rewilding processes and the associated uncertainty about end states, as well as the complexity of human‐nature relations and the associated value pluralism. Read the free Plain Language Summary for this article on the Journal blog. Read the free Plain Language Summary for this article on the Journal blog.

Women leaders encounter societal and cultural challenges that define and diminish their career potential. This occurs across several professions including healthcare. Scant attention has been drawn to the discursive dynamics among gender, healthcare leadership and societal culture. The aim of this study is to assess empirically gendered barriers to women's leadership in healthcare through the lens of sociocultural characteristics. The comparative study was conducted in Greece and Malta. The interest in these countries stems from their poor performance in the gender employment gap and the rapid sociocultural and economic changes occurring in the European-Mediterranean region. Thirty-six individual in-depth interviews were conducted with health-care leaders, including both women and men (18 women and 18 men). Directed content analysis was used to identify and analyze themes against the coding scheme of the Barriers Thematic Map to women's leadership. Summative content analysis was applied to quantify the usage of themes, while qualitative meta-summative method was used to interpret and contextualize the findings. Twenty and twenty-one barriers to women's leadership were identified within the Greek and Maltese healthcare settings, respectively. Prevailing barriers included work/life balance, lack of family (spousal) support, culture, stereotypes, gender bias and lack of social support. Inter-country similarities and differences in prevalence of the identified barriers were observed. The study appraised empirically the gendered barriers that women encounter in healthcare leadership through the lens of national sociocultural specificities. Findings unveiled underlying interactions among gender, leadership and countries' sociocultural contexts, which may elucidate the varying degrees of strength of norms and barriers embedded in a society's egalitarian practices. Cultural tightness has been found to be experienced by societal dividends as an alibi or barrier against sociocultural transformation. Findings informed a conceptual framework proposed to advance research in the area of women's leadership.

Background/purpose. This research aimed to: 1) develop a model of innovative leadership characteristics for school administrators in a multicultural society, and 2) evaluate the model’s suitability for practical implementation. Materials/methods. This study employed the Delphi technique and an exploratory sequential design consisting of five steps. Step 1 involved qualitative research, while Steps 2 through 5 focused on quantitative methods. The Delphi technique was used to gather qualitative data from anonymous experts and qualified individuals. In this study, qualitative data were collected from teachers and school administrators through a literature review, which informed the development of open-ended questions and interviews. Results. The research findings indicated that, within the context of a multicultural society in Thailand, the innovative leadership characteristics of school administrators encompassed six key dimensions: administrative knowledge, administrative ability, technological competency, personality, awareness of global social changes, and understanding of Islamic culture. The school administrators must understand the culture and way of life of students, parents, and the community. They should be courageous in thinking, acting, and making decisions, demonstrate a spirit of sacrifice, and serve as positive role models. Additionally, administrators need to stay up-to-date, possess management knowledge and skills, and be proficient in technology. They must also be capable of organizing internal management systems, including budgeting, facilities, staff cooperation, the internal environment, organizational culture, and resource management. Conclusion. The research concluded that six key characteristics define innovative leadership among educational administrators in Thailand’s multicultural society, all of which are essential for effective leadership, community engagement, and institutional success.

Environmental change is increasingly challenging the habitability of places around the world, particularly with regard to resource-dependent rural areas in the Global South. Apart from objectively measurable, bio-physical indices, it is likewise important to look at individual and group-specific perceptions of habitability, which are embedded in their respective socio-cultural context(s). Migration as a well-established household risk diversification strategy has the potential to increase people’s adaptive capacity, their well-being, and can shape the way people perceive the habitability of places. This study utilizes a human-centered approach in order to unravel the impacts of migration on culturally-embedded and subjective perceptions of habitability in a rural community in Northern Ghana which faces increasing pressure of environmental changes. Based on qualitative empirical research, we utilize place attachment, social status, and community cohesion as exemplary socio-cultural dimensions with particular relevance in this specific local context to showcase 1) the subjectivity and cultural embeddedness of habitability perceptions and 2) the respective potential of migration to influence such perceptions to both positive and negative ends. Positive migration impacts on the underlying socio-cultural context(s) can serve to undergird (collective) responsibility and adaptive action towards improving local habitability in parallel to encouraging efforts that strive to maintain cultural integrity. Integrating this knowledge in future habitability assessments can pave the way for context-sensitive and locally-adjusted resilience-building strategies that take the potential benefits and disadvantages of migration into account.

The ISSP Position Stand on Career Development and Transitions of Athletes draws attention to viewing athletes from the perspective of their career development and their broader historical and socio-cultural contexts. The particular focus of this paper is on career transitions as turning phases in career development. Successfully coping with transitions both within and outside of sport allows greater opportunity for an athlete to live a long and successful life in sport as well as being able to adjust effectively to the post-career. Alternatively, failure in coping with a transition is often followed by negative consequences (e.g., premature dropout from sport, neuroses, alcohol/drug abuse, etc.). Therefore, helping athletes prepare for and/or cope with career transitions should be of primary concern for coaches, managers, athletes' parents, and sport psychology consultants. In this paper we emphasize the role of contextual factors in career development/transition research and practice. Based on the literature review, we propose six statements and related recommendations for athletes and their significant others, as well as for researchers and consultants

School counselors play a crucial role in preventing, disclosing, and intervening in child sexual abuse cases (CSA) and in maintaining safe and protected school environments. However, research on their experiences coping with CSA remains limited. The purpose of the present study was to describe and analyze the coping experiences of Israeli Jewish and Arab school counselors with CSA disclosure, particularly the consequences for their processes of professional identity construction (the ongoing process through which they develop and refine their sense of self in their profession). Semi-structured interviews were conducted with 21 Israeli Jewish and Arab school counselors working in elementary schools (grades 1–6) with significant experience in coping with CSA. Two themes surfaced, reflecting the counselors’ professional identity construction: (1) Counselors’ professional identity transformation following encounters with CSA among their students; (2) Integrating professional knowledge, attitudes, and engagement behaviors into professional identity. The findings describe a trajectory of transformation and professional development among the counselors, beginning with defining and refining their professional roles and followed by the integration of professional knowledge, attitudes, and behaviors into their professional routines. Arab counselors also highlighted specific sociocultural challenges within this process, relating to the gap between cultural values and role expectations. Implications for future research, policy, and practice are discussed.

PurposeThis paper aims to explore how gender differences in entrepreneurial intentions (EI) change when entrepreneurship education (EE) is added to the force field of macro-social stimulants and inhibitors of female EI in the particular context of the United Arab Emirates (UAE).Design/methodology/approachThe study is based on a pre-post survey with entrepreneurship students and students with a similar profile enrolled in other courses (N = 246) at three universities. The three main hypotheses are evaluated through independent-samples t-tests and a hierarchical multiple regression analysis.FindingsThe findings indicate a negative effect of gender stereotypes on female students’ EI in the UAE, regardless of the course type. Furthermore, entrepreneurship courses appear to be more successful than other courses in raising the EI of students in general and female students in particular. Finally, adding EE to the equation of macro-social inhibitors and stimulants of female EI in the UAE seems to tip the balance in favor of the influence of economic affluence, rapid modernization and proactive governmental policies to stimulate the entrepreneurial spirit among female residents. That is, at the end of the entrepreneurship courses, there was no significant gender difference in EI anymore and female students are significantly more likely to experience a positive change in EI than male students.Research limitations/implicationsThe literature review identifies the need for future studies to evaluate the impact of variability in sampling and methods among previous studies on gender effects in EE. Building on the findings, future studies could identify which aspects of EE are pivotal for customizing female students’ specific local interests and needs. The study is limited in the sense that the data set did not enable tests of moderators at the course level (which mostly requires more qualitative data) and individual level. In addition, the sample is not representative for all female residents in the UAE at large.Practical implicationsThis study might stimulate (UAE) policymakers to increase the scope and quality of EE. In turn, university administrators are recommended to find ways to compensate the self-selection effect (overcome likely opt-out by female students) when entrepreneurship courses are elective.Originality/valueThis exploration was inspired by the strong emphasis that Julie Weeks put on the gendered impact of macro-level factors in business enabling environments (Weeks, 2011). The empirical analysis builds on a conceptual framework that integrates Krueger’s model of EI, theory on gender stereotypes in entrepreneurship and previous literature on the role of EE (reinforcing or mitigating stereotypes). The study is executed in the relatively unexplored context of the UAE, which offers strong macro-social inhibitors for ánd stimulants of female entrepreneurship.

Purpose It has been demonstrated that AI-powered, data-driven tools’ usage is not universal, but deeply linked to socio-cultural contexts. The purpose of this paper is to display the need of adopting situated lenses, relating to specific personal and professional learning about data protection and privacy. Design/methodology/approach The authors introduce the results of a case study based on a large educational intervention at a fully online university. The views of the participants from degrees representing different knowledge areas and contexts of technology adoption (work, education and leisure) were explored after engaging in the analysis of the terms and conditions of use about privacy and data usage. After consultation, 27 course instructors (CIs) integrated the activity and worked with 823 students (702 of whom were complete and correct for analytical purposes). Findings The results of this study indicated that the intervention increased privacy-conscious online behaviour among most participants. Results were more contradictory when looking at the tools’ daily usage, with overall positive considerations around the tools being mostly needed or “indispensable”. Research limitations/implications Though appliable only to the authors’ case study and not generalisable, the authors’ results show both the complexity of privacy views and the presence of forms of renunciation in the trade-off between data protection and the need of using a specific software into a personal and professional context. Practical implications This study provides an example of teaching and learning activities that supports the development of data literacy, with a focus on data privacy. Therefore, beyond the research findings, any educator can build over the authors’ proposal to produce materials and interventions aimed at developing awareness on data privacy issues. Social implications Developing awareness, understanding and skills relating to data privacy is crucial to live in a society where digital technologies are used in any area of our personal and professional life. Well-informed citizens will be able to obscure, resist or claim for their rights whenever a violation of their privacy takes place. Also, they will be able to support (through adoption) better quality apps and platforms, instead of passively accepting what is evident or easy to use. Originality/value The authors specifically spot how students and educators, as part of a specific learning and cultural ecosystem, need tailored opportunities to keep on reflecting on their degrees of freedom and their possibilities to act regarding evolving data systems and their alternatives.

Background: Participation in meaningful activities is important for quality of life among youth with disabilities; yet participation is often restricted during adverse times. This study aimed to explore the effectiveness of the Pathways and Resources for Engagement and Participation (PREP) intervention among ultra-Orthodox Jewish Israeli youth with disabilities during the COVID-19 pandemic. Methods: A 20-week single-subject research design with multiple baselines measuring participation goals/activities was employed with two youths (15 and 19 years old) combining quantitative and qualitative descriptive data. Changes in participation levels were measured biweekly using the Canadian Occupational Performance Measure; COPM; participation patterns were measured using the Participation and Environment Measure—Children and Youth; PEM-CY pre- and post-intervention; parents’ satisfaction was measured using the Client Satisfaction Questionnaire, CSQ-8. Semi-structured interviews were conducted post-intervention. Results: Both participants significantly improved participation in all selected goals and participation patterns, and were highly satisfied with the intervention. The interviews revealed additional information on personal and environmental barriers, factors supporting intervention, and intervention effects. Conclusions: The results indicated that an environment-centered and family-centered approach can potentially improve the participation of youths with disabilities within their unique socio-cultural context, during adverse times. Flexibility, creativity, and collaboration with others also contributed to intervention success.

Grandmothers exist in all societies. Especially in the non-western Majority World, where Elders are both highly respected and responsible for transmitting their knowledge to younger generations, there is extensive anecdotal evidence of Grandmothers’ role in health promotion and healing. However, due to Eurocentric and reductionist views of families and communities, in the extensive past research on maternal, child and adolescent health issues across Africa, Asia, Latin America and the Middle East, and in Indigenous societies in North America, Australia and New Zealand, scant attention has been given to the role of Grandmothers. This paper addresses this oversight and supports the imperative to decolonize health promotion in the non-western world by building on non-western worldviews, roles and values. Based on an eclectic body of both published and gray literature, this review presents extensive evidence of Grandmothers’ involvement across the life cycle of women and children and of the similar core roles that they play across cultures. While in some cases Grandmothers have a negative influence, in most cases their involvement and support to younger women and children is beneficial in terms of both their advisory and their caregiving roles. For future research and interventions addressing maternal, child and adolescent health, the conclusions of this review provide strong support for: adoption of a family systems framework to identify both gender-specific and generation-specific roles and influence; and the inclusion of Grandmothers in community health promotion programs dealing with different phases of the life cycle of women and children.