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There is growing recognition that children and young people have valuable contributions to make within their schools and communities. This special issue, which focuses specifically on the notion of ‘pupil voice’, brings together a collection of articles and reports presented and developed as part of the 2004–06 ESRC seminar series ‘Engaging critically with pupil voice’ (RES-451–26–0165). The seminar series brought together representatives reflecting a range of practices and research that can be identified as ‘pupil voice’, with the aim of identifying ‘pupil voice’ activities, delineating key advances, gaps and debates in theory, methodology and ethics. The series helped advance records and forums through which ‘pupil voice’ work is documented and can be further developed. This journal considers cross-disciplinary research and practice which explores the complexities of ‘voice’ in varying contexts and how ‘voice’ can be used in school improvement initiatives.

Existing frameworks for biophilic design have similar strategies and attributes as useful checklists for designers; however, the focus has been on adults rather than children, and there remains the need for more guidance related to school design by extension. The application of biophilia would be a design resolution in schools because of its impact on children’s health and well-being, which has been more important since the pandemic started; however, it remains quite unexplored in school design in many countries, including the UK. Biophilic design patterns can be used in school buildings and grounds for greater connectivity between spaces and nature in order to promote children’s well-being. This paper focuses on ten biophilic design patterns under two categories of ‘nature in the space’ and ‘natural analogues.’ This study presents the findings of case studies in various countries. The analysis focuses on the manifestations of biophilia to inform the application of biophilic design patterns for primary schools. Finally, this paper suggests how primary school children could be involved in a co-design process in order to evaluate biophilic design patterns.

There is a growing trend within education establishments to teach electrical power system theory within lectures and back this up with software simulation laboratory sessions. This allows the courses to be taught at a lower cost than if real hardware was implemented. However, the students that are graduating from these programs are missing out on the opportunity to learn about real equipment and issues such as health and safety of voltages above 50V, mismatching component sizes and accuracy. Bespoke electrical power systems teaching equipment is expensive to buy. This paper details a low cost hardware setup that can be used to enforce electrical power system theory. The proposed equipment employs real off-the shelf equipment with some interfacing units which can be reproduced by laboratory technicians to enhance the student learning experience by offering students experience of real machines operating on an electrical power systems network.

At the peak of the COVID-19 pandemic, the estimated daily use of face masks was at its highest, thereby creating huge public health and environmental challenges associated with the indiscriminate disposal of used ones. The present study assessed Abu Dhabi University students’ handling and disposal of single-use face masks during the pandemic. A cross-sectional study using an online survey questionnaire was used to gather data from 255 students from the target group. Face mask type was found to be significantly influenced by both the student’s gender and age, while the participant’s habit of hand washing after handling a used face mask was found to be significantly influenced by the student’s age. The student’s educational level significantly influenced group decisions regarding the most appropriate face mask to use, as well as environmental and health consequences awareness of indiscriminate face mask disposal. While the students are adequately aware of COVID-19’s impact and had good knowledge of face mask use, a high proportion professed to the unsafe disposal of used face masks in public areas, thereby adding to microplastic pollution in the environment and its associated impacts. The study alluded to the need for strengthening the participant’s knowledge, attitude, and practices as precautionary measures that mitigate the environmental effect of the indiscriminate disposal of used face masks. The findings also call for a collaborative partnership among stakeholders toward designing effective educational campaigns to minimize the environmental impacts posed by face mask disposal.

AbstractThe objective of this short communication is to identify and analyze the main barriers to the adoption of green buildings at two traditional Schools/Colleges of Engineering in the state of São Paulo, Brazil. The methodological process employed is the multiple case studies used to diagnose the main barriers to installing green buildings in these two cases. The intention, of the institutions, to adopt greener buildings has been observed, considering the commitment of top management and that the institutions have put forth to accelerate this greening process. However, the barriers to adoption are evident, especially those of a technical and cultural origin. Based on these results, the study proposes possible solutions and guidelines to overcome such barriers, aimed at facilitating the adoption of green technologies in the buildings at Higher Education Institutions (HEIs)/Schools/Colleges of Engineering.

The start of 2019 has seen universities in the United Kingdom come under increasing pressure to demonstrate that their courses offer value for money to the growing number of students who move throu...

Research shows that poor indoor air quality (IAQ) in school buildings can cause a reduction in the students' performance assessed by short-term computer-based tests: whereas good air quality in classrooms can enhance children's concentration and also teachers' productivity. Investigation of air quality in classrooms helps us to characterise pollutant levels and implement corrective measures. Outdoor pollution, ventilation equipment, furnishings, and human activities affect IAQ. In school classrooms, the occupancy density is high (1.8-2.4m(2)/person) compared to offices (10 m(2)/person). Ventilation systems expend energy and there is a trend to save energy by reducing ventilation rates. We need to establish the minimum acceptable level of fresh air required for the health of the occupants. This paper describes a project, which will aim to investigate the effect of IAQ and ventilation rates on pupils' performance and health using psychological tests. The aim is to recommend suitable ventilation rates for classrooms and examine the suitability of the air quality guidelines for classrooms. The air quality, ventilation rates and pupils' performance in classrooms will be evaluated in parallel measurements. In addition, Visual Analogue Scales will be used to assess subjective perception of the classroom environment and SBS symptoms. Pupil performance will be measured with Computerised Assessment Tests (CAT), and Pen and Paper Performance Tasks while physical parameters of the classroom environment will be recorded using an advanced data logging system. A total number of 20 primary schools in the Reading area are expected to participate in the present investigation, and the pupils participating in this study will be within the age group of 9-11 years. On completion of the project, based oil the overall data recommendations for suitable ventilation rates for schools will be formulated. (C) 2006 Elsevier Ltd. All rights reserved.

PurposeIncreased trapped heat in the atmosphere leads to global warming and economic activity is the primary culprit. This study proposes the nonlinear impact of economic activity on cooling degree days to develop a climate Kuznets curve (CKC). Further, this study explores the moderating role of higher education and renewable energy in diminishing the climate-altering effects of economic activity.Design/methodology/approachAll the selected BRICS economies range from 1992 to 2020. The CKC analysis uses a distribution and outlier robust panel quantile autoregressive distributed lagged model.FindingsResults confirmed a U-shaped CKC, controlling for population density, renewable energy, tertiary education enrollment and innovation. The moderating role of renewable energy and education can be exploited to tackle the progressively expanding climate challenges. Hence, education and renewable energy intervention can help in reducing CKC-based global warming.Research limitations/implicationsThis study highlighted the incorporation of climate change mitigating curriculum in education, so that the upcoming economic agents are well equipped to reduce global warming which must be addressed globally.Originality/valueThis study is instrumental in developing the climate change-based economic activity Kuznets curve and assessing the potential of higher education and renewable energy policy intervention.