Department for Education

Background: Autistic adults experience disproportionately low employment rates, shaped by systemic and structural barriers that extend beyond individual skills. Although research on autism and employment has grown, it remains fragmented across disciplines and undersynthesized. Addressing these gaps requires not only stronger empirical evidence but also reflection on how knowledge in this field is organized and shared. Methods: We analyzed 1279 publications on autism and employment (1982–2025) indexed in Scopus. Document co-citation analysis was conducted in CiteSpace, supported by citation burst detection, dual-map overlays, examination of journal productivity, and international collaboration. Results: The analysis revealed three broad stages of development: individual-focused intervention, sociocontextual framing, and organizational inclusion. Thematic clusters showed a shift from behavioral and skill-based interventions to neurodiversity-informed approaches, emphasizing discrimination, the double empathy problem, and inclusive employment practices. However, research remains fragmented, dominated by Western perspectives, and limited in autistic-led contributions. Conclusions: This scientometric review shows that autism and employment research have shifted from individual-focused interventions toward more systemic and neurodiversity-informed approaches, yet remain fragmented across disciplines and heavily concentrated in Western contexts. To address these gaps, future research should prioritize organizational-level inquiry (e.g., workplace norms, human resource practices, and evaluation systems), strengthen integration between psychology, organizational studies, and policy research, and expand participatory, autistic-led designs that are attentive to global and cultural diversity.

Because organic chemistry asks students to use visual and spatial thinking skills (e.g., three-dimensional structures of molecules) and comprehend various chemical reactions and mechanisms, it naturally needs pedagogical innovations involving technology to result in better academic performance. However, none of the previous studies has investigated the extent to which these pedagogical innovations are effective in improving students’ academic performance of organic chemistry education. This study aims to meta-analytically assess the effectiveness of the pedagogical innovations involving technology in organic chemistry education in developing students’ academic performance. The current meta-analysis handled 26 studies as the corpus of the data retrieved from the database and manual search. The authors initially coded the studies via a template form and inserted all statistical data from a Microsoft Excel sheet into Comprehensive Meta-Analysis (CMA V2) statistics software to calculate Hedges’ g for the corpus data. The findings pointed to the large effect for the overall effect size (g = 0.973). Also, it was found that only subgroups for the use of technological tools within the moderator variable “type of pedagogical innovations involving technology” played a significant role at predicting the students’ academic performance as a result of the treatments. In light of the findings, it can be inferred that the pedagogical innovations involving technology in organic chemistry education are more effective and fruitful in developing the students’ academic performance than nontechnology-based control groups. Further, the current meta-analysis study concludes that high school (for educational level), flipped classroom (for the pedagogical models including technology), digital media (for the use of technological tools), and short-term treatment (for implementation duration) act as the most effective variables to learn organic chemistry via the pedagogical innovations. Future research should focus on other individual and moderator variables to offer more adaptive alternatives for the use of chemistry teachers and lecturers.

The emergency departments are noisy, crowded, and unpredictable environments. Amidst this pressure, often the first to see the patient, to judge the level of urgency, and to start the care pathway is the emergency nurse. Recently, artificial intelligence tools have begun to appear in this environment, promising quicker triage, better risk prediction, and decision-making support. For nurses, this can feel helpful and worrying at the same time.

A persistent difficulty in the field of science of learning is translation of findings into the classroom. Five heads of research labs involved in the science of learning from three different countries (the United Kingdom, France, and Chile) conducted a workshop to discuss challenges for translation in the science of learning field. Presentation slides and notes were thematically analysed using an adapted framework by Miles (2017) to produce a gap analysis. Gaps were identified in relation to: (1) existing theory and knowledge; (2) the research-practice divide; (3) research methodologies; (4) empirical testing and evidence verification; and (5) research with specific populations. Examples from work across the labs illustrated international perspectives on challenges and evidenced possible solutions. Strategies for progress included research into lesser-studied areas and populations, replicating or repeating intervention evaluations, and establishing research partnerships between educators and research institutions.

ABSTRACT This study investigates the role of informal knowledge networks in climate adaptation and ecosystem restoration in coastal Tanzania. Focusing on coral reef and mangrove restoration efforts in Somanga village, the research applies the Shaxson et al. knowledge co-creation framework to analyse how local actors serve as intermediaries, translators, brokers, and innovators. Data collected through photovoice and interviews reveal that knowledge is not merely transferred but is re-contextualised through embodied practice, metaphor and social learning. These processes facilitate the synthesis of scientific and indigenous knowledge, generating hybrid practices tailored to local ecological and cultural contexts. Informal networks, sustained through trust, shared memory and collective action, emerge as key infrastructures for technical innovation and social transformation. Findings highlight increased inclusion of women and youth, shifts in local leadership dynamics, and the development of community-driven pedagogies. Rather than acting as recipients of externally defined solutions, communities mobilise knowledge through participatory processes that embed adaptation within local realities. This research contributes to broader debates on epistemic justice, place-based resilience, and polycentric governance, emphasising the centrality of informal knowledge systems for navigating socio-ecological change.

Large Language Models (LLMs), utilised through a number of software tools, are now widely used by students to support their learning and complete their assignments. Evaluating the intellectual abilities of learners has always been an important compone

Background: Loneliness is a major public health concern, affecting individuals’ mental and physical health. Autistic adults self-report higher levels of loneliness compared with non-autistic adults, yet their lived experiences of loneliness remain underexplored. We conducted an online survey of autistic adults in the United Kingdom, to examine this issue further.

ABSTRACT Neurodiverse children do not always benefit from a typical learning environment and therefore may be at a disadvantage when learning alongside their peers. Many of these children have different preferences when it comes to the formatting of learning materials, which may impact their performance. The current study examined the preferences of 204 adults with diagnosed ADHD, autism, dyslexia, dyscalculia, and dyspraxia to identify formatting preferences for formatting variables previously shown to influence performance: font style, font size, character spacing, line spacing, title design, background colour, reward icon and instruction layout. Preferences were obtained by means of a survey, where participants rated their preferences on 5-point, Likert-type scales (1 = strongly disagree to 5 = strongly agree). Participants were also asked to rank the options provided for each formatting variable from least favourite to favourite. Results indicated consistent preference across all neurodiverse groups, with one category in each being significantly preferred across all groups. The exception to this was background colour, in which each neurodiverse group preferred a different colour.

This article narrates a lived experience of how to write a case study. The essential ingredient to get started is wonder-some sparkle of awe. As International Board Certified Lactation Consultants, we are in privileged position as we witness how families find the strength and courage to overcome puzzling situations to forge their own breastfeeding paths. In addition to a story, the author explains that she also needed a map and compass to write her first case study. She explored the medical literature and read many cases studies where she found guidance on developing the backbone of her first case study. This article explains how writing should be accessible to all-even to those who are not in academia. One does not have to have a PhD to get published.