Adaptable methodology of action learning: creating a trusted space for collaboration and action

Good medical leadership is vital in delivering high-quality healthcare, and yet medical career progression has traditionally seen leadership lack credence in comparison with technical and academic ability. Individual standards have...

The transformative potential of integrating African Indigenous Knowledge Systems (AIKS) into contemporary research practices. It highlights the limitations of traditional text-based methods and argues for the value of Action Research and Learning (AR/AL) methodologies as a framework for fostering collaboration between researchers and African communities. The paper examines how AR/AL and technology can bridge the gap between embodied knowledge and digital representation, fostering knowledge co-creation and empowering African communities. Ethical considerations are highlighted, ensuring cultural sensitivity and respect for intellectual property rights. The paper concludes by discussing the broader impact of AR/AL on African communities, including fostering knowledge sharing, building research skills, and advocating for policy change. This approach empowers African communities to become stewards of their sustainable development.

This paper uses action learning as a basis for producing research data that help explore the relationship between learning and listening in public organizations. The regional government of Gipuzkoa in northern Spain is engaged in a sustained effort to change the way it interacts with and interprets the future needs of society. Based on grounded theory and on a review of key concepts about critical action learning, a reflexive analysis of the implementation of the methodology of action learning with policy makers was conducted. The paper explores the learning journey participants undertake when implementing a governmental programme of citizen engagement, and shows that a space for criticality resulted in participants learning to listen to each other, and consequently to society, in ways which had previously been beyond reach. The paper concludes by discussing the learning implications for listening to society.

Background: Children's holistic development includes physical, cognitive, socio-emotional, moral and affective development and lies in early childhood development education (ECDE). According to research, children learn through different age-appropriate teaching and learning pedagogies. Therefore, the importance of implementing a play-based methodology in the early years. This study was underpinned by the theory of play as a spiral of learning.Aim: This study aimed to demonstrate how a play-based pedagogy could be utilised to enhance holistic development in young children.Setting: Three ECD centres in Gauteng, South Africa participated in the Thutopapadi (play-based learning) research. The action learning set (ALS) consisted of one Grade R teacher and two practitioners; the Grade R facilitator and three North-West University researchers.Methods: We employed a qualitative approach within the participatory action learning and action research (PALAR) design to interrogate the extent to which a play-based pedagogy could be useful in enhancing the holistic development of young children. Transcriptions of meetings held by the ALS and photovoice were used to generate data. The participants reflected on and communicated about themes discussed during the ALS. We used the principles of thematic content analysis to analyse the generated data.Results: The results of this study proposed that to support holistic development in young children, practitioners and parents should maximise the use of a play-based methodology in both social and learning environments.Conclusion: Follow-ups should be made to ensure that the pedagogy that is being used in early childhood development education centres corresponds with the needs for the development of young children.

ABSTRACTThis account of practice details how an action learning methodology was successfully implemented within a corporate business environment in order to aid its emergence from bankruptcy. The need to quickly develop and adopt new knowledge and business practices was critically important to the survival of the business. The business had been underperforming for several years and was in the process of emerging from bankruptcy. An action learning methodology was implemented to enable an accelerated process of organizational learning and business process transformation. Ultimately, action learning proved to be critically important for the adoption of the new approach to the business. The action learning process was responsible for tailoring the new approach to fit within the already established operating framework of the business. The new knowledge and processes that resulted from action learning were also central to an improvement in the performance of the business and a successful emergence from bankruptcy.

Background: Although the coronavirus disease 2019 (COVID-19) pandemic has significantly subsided, its educational repercussions persist, particularly in rural South African contexts. The abrupt transition to remote learning in 2020 disproportionately affected learners, particularly in under-resourced areas, resulting in significant learning loss – especially in reading among English First Additional Language (FAL) learners. Objectives: This qualitative study aimed to explore how the free voluntary reading (FVR) approach can be used to mitigate the COVID-19-induced reading loss among Grade 10 English FAL learners in a rural Free State school. Method: Grounded in Krashen’s Input Hypothesis Theory, the study adopted the Participatory Action Learning and Action Research methodology to engage two English FAL teachers and ten Grade 10 learners through purposive sampling. Data generated through semi-structured interviews, focus group discussions, and classroom observations were analysed using reflexive thematic analysis. Results: Findings reveal that the FVR approach significantly fostered improved reading confidence, motivation, comprehension, imagination, and vocabulary development. Conclusion: The study concludes that FVR is a viable pedagogical strategy for addressing reading deficits in rural English FAL classrooms. It recommends integrating a reading period into the school timetable and revitalising school libraries to ensure the successful implementation of reading interventions. Contribution: Beyond its role in post-pandemic recovery, this study affirms FVR as a research-supported approach for promoting sustained literacy development in English FAL contexts, thereby contributing to evidence-based practices in language education.

This paper reflects on the failure of a recent action learning intervention with a UK television company. The aim of the project was to gain insight into the reasons why the viewing figures of their factual programming channels were in decline and to develop a new strategy enabled by the action learning methodology. Unfortunately, this intervention was not successful and resulted in the project being cancelled after only one set meeting. The purpose of this paper is to reflect on the reasons for this failure and to share my thoughts with others in the action learning community. The paper concludes that the reasons for this failed intervention were due to: my presence being considered by some set members as a threat to their credibility; a resistance to engage in the process of assumption breaking and reflective practice; and due to the perceived time it takes to apply the action learning methodology.

The need to identify and suitably prepare teachers to undertake school leadership roles especially as principals is now well documented in the literature. Similarly documented is the general concern about the lack of suitable applicants willing to consider the role. This study raised the question of what might be learnt when a purposefully-selected cohort of 31 teachers drawn from executive, non-principal roles participated in a year-long, multi-phased leadership development program: The Flagship Program of the Association of Independent Schools of New South Wales, Australia (AIS). The design of the program was informed by internationally acknowledged principles of good practice in leadership preparation. Evaluation of the program combined action learning methodologies working with participants with more formal evaluation of each of the program’s stages to investigate participant growth and program effectiveness. The action learning component undertaken with the direct involvement of all participants and with the support of the Australian Institute for Teaching and School Leadership (AITSL) was able to pinpoint what the participants themselves saw as important and what was less so at this stage of their preparation for school leadership roles. In so doing, the study adds a valuable participant perspective to the overall literature on leadership preparation.

Purpose This paper aims to examine the development and implementation of an educational tool designed to facilitate participatory methodologies within university extension programs, focusing on sustainability and climate action. It explores how a prototype application can integrate community-based participatory research (CBPR) and participatory action research (PAR) within university extension programs to promote active learning in climate action. The question guiding this study is: “How can participatory methodology be fostered by integrating CBPR and PAR in university extension programs using an application to promote active learning in climate action initiatives?” Design/methodology/approach This applied research connects theory and practice through an app facilitating sustainable actions between universities and nongovernmental organizations. The case study used participant observation and design-based research for application development, following CBPR and PAR frameworks guided by Kolb’s cycle. Data was collected through direct observation of student activities and action implementations. Findings Results indicate that integrating these methodologies yields environmental benefits, and the proposed application serves as a bridge between community needs and solutions higher education students can offer. The pilot implementation with university students and a nongovernmental organization demonstrated that participatory methodologies significantly enhance engagement and practical application of sustainability concepts. The application facilitated collaboration, data collection and action planning, leading to substantial environmental impact, including a reduction of 450 kg of CO2e through material reuse. Originality/value This study demonstrates how integrating participatory methodologies and experiential learning through technology effectively engages students and communities in sustainability actions.

The purpose of this text is to present phenomenon of educational poverty and social inequali-ty, through review of situation in Italy and Serbia. The text seeks to investigate elements of convergence and differentiation in the policies of the two countries examined. Also, it presents challenges and recommendations on how to tackle educational poverty and social inequality, focusing on successful education action (new teaching methods and cross-disciplinary ap-proaches) and transferring best practices, innovative approaches and participatory action learning methodology. Authors highlighted a comparison between educational poverty and early school leaving from education and training. The aim is to define the best practices in use in both countries and which could be the most useful and interesting themes to research for future progresses in the field of educational poverty protection. Through the analysis of the legal framework, strategic documents, international project, national initiatives and re-ports it's obvious that great efforts are being made in Italy and Serbia, but the process of tackling educational poverty needs to continue and constantly improve.

This study explores the challenges, strategies, and successes experienced by teachers in Tagum Central District through the School Learning Action Cell (SLAC) initiative, which aims to empower educators and improve teaching practices. SLAC is a professional development program designed to support continuous learning among teachers by providing collaborative spaces for reflection, sharing of best practices, and problem-solving. Through semi-structured interviews with 15 teachers and 5 school leaders, this research examines how SLAC operates in the district, the barriers teachers face, and the strategies they use to overcome these obstacles. The findings reveal that while SLAC fosters teacher collaboration, professional growth, and improved instructional quality, it is not without its challenges. Time constraints, lack of resources, and varying levels of support from school administrators emerged as significant barriers. However, teachers reported that SLAC has led to improved teaching practices, increased confidence, and greater engagement in student-centered learning. The study concludes with recommendations for enhancing SLAC’s effectiveness, including the need for institutional support, resource allocation, and professional development programs that address specific needs of teachers.