This study addresses how AI-generated images of war are changing the making of memory. Instead of asking how AI-generated images affect individual recall, we focus on how they communicate specific representations, recognising that such portrayals can cultivate particular assumptions and beliefs. Drawing on memory of the multitude, visual social semiotics, and cultivation/desensitisation theories, we analyse how visual generative AI mediates the representation of the Russia-Ukraine war. Our corpus includes 200 images of the Russia-Ukraine war generated from 23 prompts across proprietary and open-source visual generative AI systems. The findings indicate that visual generative AI tends to present a sanitised view of the war. Critical aspects, such as death, injury, and suffering of children and refugees are often excluded. Furthermore, a disproportional focus on urban areas misrepresents the full scope of the war. Visual generative AI, we argue, introduces a new dimension to memory making in that it blends documentation with speculative fiction by synthesising the multitude embedded within the visual memory of war archives, historical biases, representational limitations, and commercial risk aversion. By foregrounding the socio-technical and discursive dimensions of synthetic war content, this study contributes to an interdisciplinary dialogue on collective memory at the intersection of visual communication studies, media studies, and memory studies by providing empirical insights into how generative AI mediates the visual representation of war through human-archival-mechanistic entanglements.

Policy reform in many remote or developing nations focuses on quality education and inclusive education practices, yet many schools are ill-prepared to enact these reforms. In this study, we examined the attitudes and observed teaching behaviours of 27 educators towards inclusive education in Vanuatu schools. Attitudes were measured using the Teacher Attitudes to Inclusion Scale (TAIS), and inclusive practices were observed using the Effective Teaching Practices Checklist (ETPC). Both instruments were administered before and after a professional learning (PL) workshop and time provided for the participants to implement their new learnings. Results indicated that participants’ attitudes towards inclusive education were quite high on the TAIS scale and had a nonsignificant change; however, significant gains were observed across all five ETPC subscales (p < .001) of Classroom Organisation and Order, Behaviour Management, Lesson Planning, Lesson Delivery and Reinforcement, and in particular Adaptive Instruction. These findings suggest that although attitudinal shifts were modest, the targeted PL was associated with meaningful improvements in inclusive classroom practices. The results highlight the value of context-specific training to support inclusive education implementation in remote and developing contexts.

Often overshadowed by the GI Bill, the National Youth Administration (NYA) supervised the first federal need-based financial aid program in the United States. Tracing the origin of federal aid back to the era of the NYA reveals that the rationale for need-based assistance rests closer to the core of the American policymaking tradition. This article contributes to previous histories of the NYA by demonstrating how its decentralized implementation empowered local college officials who jeopardized the program’s needs-based intent. Meanwhile, this localized administration also facilitated the NYA’s unusual and relatively successful support for Black college students.

This research explores concertinaing past, present and future interventional creative and pedagogical practices to address the challenges of the Post-Anthropocene era. We argue that the Post-Anthropocene is marked by biotechnological entanglements, environmental violence and digital overstimulation. The discussions herein critique a hyperattentive achievement society characterised by a scattering of attention, a near-constant screen-mediated stream of digital material and tasks and the commodification of leisure time. Enlisting Byung-Chul Han’s concept of hyperattention and themes and motifs from David Cronenberg’s films, the authors propose “FUTURE PROOF re(image)ining” as a collaborative Cli-Fi narrative concept. The project reimagines objects from an initial art installation with a diffusion-based machine learning model. By drawing on a constellation of Taoist philosophical practices, Zen garden design, scholars’ rocks and Cronenbergian themes, the authors propose an exhibition featuring reimagined cave-like gongshi rock structures and objects. A triangulation of spaces for FUTURE PROOF participants to inhabit facilitates an unfolding contemplative-creative trajectory. The concept includes a sensory deprivation cave, a View-Master cave for focused stereoscopic image viewing and a haiku/soundscape cave to initiate experiences. FUTURE PROOF aims to promote deep contemplation, challenging some of the deleterious aspects of Western digital-algorithmic screen culture and cultivating relationality with an always more-than-human world.

In the past decade, there has been increasing scholarly interest in language teachers’ emotional experiences, how they regulate and manage their emotions, and how their experiences and emotion-related practices are related to their cognition, practice, well-being, and professional development. A systematic and critical review is needed to help language teaching professionals to benefit from the insights generated by these studies. This review aims to explore this growing body of research on the emotions of language teachers published between 2015 and 2024 by outlining four major research themes: 1) emotional experience; 2) emotion labour; 3) emotion regulation; and 4) emerging emotion-related concepts. This review critically discusses these themes and draws on relevant research findings to visualise the results in an emotion-focused map of language teachers’ professional development. It concludes by proposing a research agenda to stimulate further inquiry into the emotions of language teachers.

Impending doom. Fire, drought, floods. This is the image of the environmental future our young people are shown and often set the challenged of “What are you going to do about it.” This is an enormous quest. It is directionless ambition without structure. It is the illusion of agency for change. This article showcases the design decisions of curricula and reflections on using of range of cli-fi and concludes with a set of continua that may help fellow educators in developing cl-fi learning activities including storytelling cards, design sprints, and sci-fi prototyping. They are iterations in the reflective approach to creating experiences that envision positive outcomes. These activities draw on research from the Australian Research Council Centre of Excellence for Plants for Space (P4S), which explores sustainable agriculture in extreme environments, like lunar habitats. P4S operates at the intersection of plants, people, technology, and sustainability, fostering critical and creative thinking. By framing sustainable futures in space context, we aim to alleviate environmental anxiety, encourages optimistic, innovative thinking, unconstrained by biological and societal norms. Climate fiction becomes a tool for imagining and realising new technologies, enabling students to create and critique possibilities beyond Earth’s current limitations.

Robin perches on a branch overlooking small humans below who are sat around a campfire. Robin notices. Robin responds. What happens when we notice Robin noticing us?

I land with a thud on the floor of the school and scurry off behind a chair, climb the walls, move away, camouflaging. I sense in ways intangible, magical, unknown.

This paper contributes to the emerging field of Posthumanist Climate Fiction (Posthuman Cli-Fi) by proposing practice-as-research-as-pedagogy for educational futures. This practice involves a generative, relational process of creative writings with more-than-human collaborators in everyday encounters in educational settings. Situated within the entangled realities and speculative futures of climate change, Posthuman Cli-Fi challenges the anthropocentric tendencies of traditional Climate Fiction by decentring human experiences and foregrounding relational ontologies. Drawing on our research in two distinct educational contexts—an urban forest school in London and a wall-less school in Bali—we explore how creative writing practices can engage with the stormy contours of living and educating with pastpresentfutures. Posthuman Cli-Fi offers a situated practice that creates possibilities for attuning to and attending to our shared worlds, offering pathways towards more response-able educational futures.