Employing phonemic awareness in language development can lead to transformative educational outcomes. Having mastered this skill, students have a good foundation in language comprehension, writing, and reading, which increases their chances of academic achievement. This change can affect entire classrooms and schools, fostering a culture of literacy and academic performance, rather than just a select few students. The aim of the study is to gather literature that offers substantial information about this topic based on the facts presented. The overwhelming body of research points to the benefits of teaching phonemic awareness in early childhood education. The foundation of transformative education is phonemic awareness, which fosters fundamental language and reading skills. This profound effect emphasizes how crucial phonemic awareness is to the teaching process. Educators can use phonemic awareness to boost students' language development and create a transformative learning environment by putting these guidelines into practice.

Transformative learning is an emerging and unique learning theory for adults. Foreign adult education scholars, represented by Mezirow, have produced significant research results in this field. However, research in this area in China is relatively lacking. This paper interprets the personal story of an English teacher through six stages and combines transformative learning theory to position the roles of adult learners in transformative learning. The author believes that adult learners today must take on six missions and play the roles of discerners, reflectors, communicators, integrators, aspirers, and resilient individuals in the transformative learning process.

Transformative education significantly advances society's growth as an essential doorway to fresh language learning chances. It equips people to succeed in a complicated world by encouraging critical thinking, inclusivity, social responsibility, lifelong learning, and international collaboration. Adopting transformative education can result in a more inventive, sustainable, and equal society where everyone can realize their potential and advance society's interests as educational systems change. This paper aims to gather literature regarding how transformative education becomes a door toward new learning opportunities in societal development especially language. Transformative education may produce a generation of knowledgeable, sympathetic, and proactive students who can bring about constructive social change by prioritizing holistic development. Hence, educators should work to foster a learning atmosphere where all students feel supported and respected. Through integrating social justice ideals into the educational process, transformative education equips students to act as change agents and advocates for equity both within and outside their communities.

Scholars and policymakers see sustainability as depending on the interrelationships between the three pillars of the environment, society and the economy. However, it remains less clear how key stakeholders with a responsibility for educating the next generation perceive the concept of sustainability and act accordingly. In order to gain new insights, this research scrutinises participant perceptions on sustainability and climate change in two eco-schools in England for primary children (aged 5-11 years). Our case study involved individual interviews with classroom teachers and headteachers, group interviews with fourth- and fifth-year students (ages 10-12 years), and in-class observations. We also analysed data from student exercise books and photographs of school grounds to understand participants’ self-reported knowledge and perceptions of sustainability and climate change. Within a framework drawing on theories of science communication and transformative learning (a learning approach based on having challenging experiences), the results show that the integration of sustainability into the curriculum was limited and problematic. That is despite the fact that all students and teachers were aware of the environmental dimensions of sustainability, like climate change and the overuse of natural sources. These findings suggest that schools are no different to other institutional settings when it comes to dealing with the challenges of integrating sustainability into daily practice. We conclude that there is a need for in-service teacher education programmes to enable and motivate teachers to provide richer teaching-learning environments so as to enable effective learning in schools about sustainability and climate change.

The corona (COVID-19) pandemic offers an opportunity for dealing with persistent problems, through a transformative recovery process. It is a crisis that offers opportunities for dealing with three interrelated crises: the ecological crisis (climate change, loss of biodiversity, resource depletion, pollution and ecosystem destruction), the confidence crisis (people losing trust in government, politics, companies, regular news channels, science, each other and the future), and the inequality crisis (the widening of the gap between rich and poor). Our argument is that sustainability transitions will not succeed without a different economy and another social contract with the associated rights and duties of care (for the environment and the well-being of others, including future generations). A different social contract is not only desirable from the point of view of sustainability and fairness, justice and equality, but is also necessary to restore citizens' trust in politics, government, companies and each other. In the paper we discuss mechanisms towards a Natural Social Contract, systemic leverage points for system transformations and possibilities for co-evolutionary governance by actor coalitions interested in transformative change. The combination of those three elements helps to synchronize different agendas and reduce the chance that they will work against each other.

Education for Sustainable Development (ESD) is a global initiative towards transforming education for sustainability. The integration of SD into the education portfolio is considered to be an important approach that ensures strategic alignment of higher education with SDGs. A document review was used to identify and discuss the difference between transmissive and transformative education in relation to SDGs and in the context of Somali education. In this trajectory, it is expected that the concept of ‘‘transformative education is likely to become more common to meet the emerging social, economic and environmental issues, yet practical challenges remain in Somaliland HE sector. The roadmap towards addressing transformative education for sustainability is not included in the Somaliland national portfolios; particularly ESD has not been presented. In this regard, this paper proposed a generic framework that spotlights the integration of HEIs and the national development goals (NDGs) in Somaliland. Meanwhile, developed and developing countries are prioritizing structural transformation in their HEIs that are tailored to national and regional development programs. Consistent with the Rio + 20 outcomes, the authors analyzed the concept of the ‘‘sustainable university’’ and identified the fact that it is practically divided into three interrelated and complementary categories, namely social-, environmental-, and economic-oriented university in pursuit of actualizing SD. The paper recommends major reforms in the education sector including availing investment portfolios for R&D, renovation of education goals and transforming universities for sustainability

The Internet of Things (IoT) is a disruptive technology innovation that has the potential to link billions of gadgets and alter multiple industries. The Internet of Things (IoT) represents a significant advancement in the networking of devices and systems. However, because IoT devices add new attack avenues and vulnerabilities to networks, their rapid proliferation has also caused serious cyber security concerns. The present study investigates the influence of cyber security on the progress of the Internet of Things (IoT), emphasizing the obstacles, prospects, and future paths towards safeguarding the IoT network. This study attempts to shed light on the crucial role that cyber security will play in determining the direction of the Internet of Things through an examination of recent trends, case studies, and research findings.

The analyses of the socio-economic consequences of the 2000s land redistribution in Zimbabwe have always been biased towards the analyses of the ‘production’ and ‘redistributive’ aspects while other equally important features such as ‘social cohesion’, ‘cooperation’, ‘protection’, and ‘accumulation’ amongst beneficiaries are neglected. Using the Sangwe farm in Chiredzi as a case study, this article departs from the conventional use of the political economy, sustainable livelihoods, human rights-based and neo-patrimonial approaches. It experiments with the transformative social policy approach positing that this approach includes the features which are ignored in dominant analyses. Using both quantitative and qualitative data in an exploratory research design, the article shows that viewed from this social policy perspective, the 2000s land reform was not a mere resounding success nor was it a complete disaster. The programme actually produced mixed results. There is therefore, the need to deploy eclectic approaches in the analysis of its consequences.

There is no doubt that the COVID-19 pandemic has greatly affected the higher education sector in South Africa. However, academics and students’ preparedness and competencies have been considered a major conundrum concerning the integration of online learning in the classroom. The purpose of this paper is to examine the academics’ perspectives on a blend of a metaverse in the higher education sector in the post-COVID-19 era at one of the South African rural-based universities. A survey was administered in 2022 to ten (10) academics and the reports were consulted from four (4) E-learning practitioners to solicit their perceptions regarding the use of online learning and contact classes in the post-pandemic era. A qualitative research approach was employed to comprehend the challenges encountered in a historically disadvantaged rural-based university in Limpopo Province. The findings of this study show that there are major issues and challenges impeding the establishment of effective e-learning education. Consequently, technological continuity as a new normal in the post-COVID-19 era appears to be unattainable due to the challenges encountered by the students and lecturers. The use of Learning Management Systems among academics seems to have deteriorated due to the adjustments in COVID-19 rules and regulations. Furthermore, the findings revealed that most academics believed that contact learning remains irreplaceable throughout generations and ages as some are technophilic. This paper recommends that the incompetence and technological resistance and reluctance in adopting transformative pedagogies may not be used as a stumbling block to consider e-learning as a viable option to discontinue online education.

There are clear signs that the COVID-19 pandemic has had a straining impact on the higher education sector in South Africa and the far reaches of the world. This chapter examines (Science, Technology, Engineering, Mathematics) STEM lecturers’ experiences with digital assessments and perspectives on the continuity of digital transformation in the higher education sector in the post-COVID-19 era at one of South Africa’s rural universities. In 2022, a survey of ten (10) lecturers was conducted and the reports were also consulted by four (4) e-learning practitioners to obtain their views on the use of online learning and contact courses in the post-pandemic period. A qualitative research approach was used to understand the puzzling issues faced by STEM lecturers at a previously disadvantaged institution in Limpopo Province. The results of this study show that there is a puzzling conundrum that hinders the integration of effective online learning. Furthermore, online education as the new normal in the post-COVID-19 era seems unattainable due to extremely complex and difficult-to-understand mathematical symbols. Software and tools proved to be limitations in terms of establishing an interactive learning environment for students and lecturers on online learning platforms. Lecturers’ use of learning and teaching platforms deteriorated due to numerous unknown challenges, but also the tightening of COVID-19 restrictions. Furthermore, the results showed that science and mathematics lecturers believe that contact learning remains irreplaceable across generations and eras as some are not technology enthusiasts. This paper recommends that the lack of technological systems as well as technological resistance and reluctance to adopt transformative pedagogy and innovative practices, should not be viewed as a thorny issue to end the dominance of online education in STEM courses. Keywords: connectivism, Learning Management Systems, affordances, technological resistance, Moodle, transformative pedagogy

Task-Based Instruction (TBI) is a dynamic approach in tertiary language education that emphasizes the integration of authentic and meaningful tasks to enhance language learning outcomes. This study aims to explore the implementation of TBI in the Philippines, investigate its cognitive benefits and transformative nature, identify pedagogical considerations, and provide recommendations for optimization. The study employed a qualitative research design, with data collected from five private schools in Iligan City. A purposive sampling procedure was used to select 20 participants who engaged in interviews, focus group discussions, and thematic analysis. The results revealed that TBI positively influenced language proficiency, cognitive development, learner autonomy, intercultural competence, and pedagogical considerations. Participants reported enhanced language skills and increased confidence in real-life language use. They also highlighted the development of critical thinking, problem-solving, and decision-making skills through engaging in challenging tasks. TBI was found to empower learners by promoting autonomy, ownership, and self-directed learning. Additionally, it cultivated intercultural communicative competence and fostered appreciation for diverse perspectives. Pedagogical considerations included task design, clear instructions, scaffolding, and feedback, while recommendations focused on optimizing TBI, integrating technology-enhanced learning, and supporting professional development for educators. This research contributes to the growing body of literature on TBI in tertiary language education and underscores its potential for creating transformative learning experiences. The findings provide valuable insights for educators, curriculum designers, and policymakers in enhancing language education practices in the Philippines and beyond.

Brain disorders pose a significant global healthcare challenge due to their complexity and profound impact on individuals and society. This review explores recent advancements in brain disease research, deepening our understanding and progress towards treatments. Technological innovations, like high-resolution imaging and optogenetics, play a pivotal role in illuminating cellular structures and dissecting neural circuits. Genetic analysis identifies dis-ease-associated genes and mutations, yet translating findings to clinical applications remains challenging. Epigenomics, transcriptomics, and proteomics provide molecular insights, un-covering disrupted pathways in conditions like Alzheimer's disease. Stem cell models elucidate developmental mechanisms, and immunotherapies, including CAR T cells, emerge as prom-ising strategies for brain cancers like glioblastoma. Genome editing tools, exemplified by CRISPR, enable precise modification of disease genes in models, deepening our understanding of pathogenesis. Multifaceted approaches integrating human studies, animal models, and bi-oinformatics propel the field forward. However, complexities persist, as disease specificity for cell types or brain regions remains an enigma, and genetic factors interact with environmental influences, highlighting disease intricacies. Ultimately, interdisciplinary efforts combining bi-ophysical and psychospiritual perspectives are essential to fully understand brain health and unlock transformative treatments for these debilitating disorders. A comprehensive under-standing of brain disorders is vital to improve the quality of life for millions and alleviate the global burden of neurological afflictions. Continued collaborative research will lead to an era of improved brain health worldwide.

It is a truism that whole energy system models underpin the development of policies for energy system decarbonisation. But recent reviews have thrown doubt on the appropriateness of such models for addressing the multiple goals for future energy systems, in the face of emergent real-world complexity and the evolution of stakeholder’s priorities. Without an understanding of the changing priorities of policy makers and expectations of stakeholders for future systems, system objectives and constraints are likely to be ill-defined, and there is a risk that models may be inadvertently instrumentalised. Adopting a system architecture perspective, the authors have undertaken a three-year programme of research to explore strategies for decarbonising heat in the UK, with interaction with and elicitation of needs from stakeholders at its heart. This paper presents the procedure, methods, and results of an exercise in which experts from stakeholder organisations across the energy system were interviewed. Analysis of interview data reveals two broad approaches to heat decarbonisation which can be broadly defined as either adaptive or transformative. Specific insights gained from these interviews enabled our modelling teams to refocus their work for exploration with a wider circle of stakeholders. Results suggests that this iterative approach to formalising model-policy interaction could improve the transparency and legitimacy of modelling and enhance its impact on policy making.

This paper reexamines climate justice through the framework of environmental sociology, offering fresh perspectives on the intersection of social and ecological systems in the face of escalating global climate crises. It emphasizes that inequality lies at the heart of global climate politics, often obstructing pathways toward achieving true climate justice. Drawing from established traditions within environmental sociology—such as the new ecological paradigm, the post-growth society, and the environmental justice paradigm—the paper advocates for profound systemic and structural reforms in political and economic systems to tackle entrenched inequalities. By integrating these frameworks, the paper proposes a comprehensive model of climate justice, encompassing material, procedural, compensatory, and transformative justice. This holistic approach not only addresses environmental sustainability but also prioritizes social equity, ensuring that marginalized communities are included in the global response to climate change. The paper thus positions climate justice as a critical component of broader environmental and social transformation.

The COVID-19 outbreaks have caused universities all across the globe to close their campuses and forced them to initiate online teaching. This article reviews the pedagogical foundations for developing effective distance education practices, starting from the assumption that promoting autonomous thinking is an essential element to guarantee full citizenship in a democracy and for moral decision making in situations of rapid change, which has become a pressing need in the context of a pandemic. In addition, the main obstacles related to this new context are identified, and solutions are proposed according to the existing bibliography in learning sciences.

The One Health approach often reaches classrooms through Environmental Education (EE), which aims to guide society's response to current crises (environmental, health, economic, values). However, traditional EE teaching has focused on isolated ecological concepts and standardized solutions, ignoring the multidimensional nature of EE and failing to integrate the interdependence between environmental, animal, and human health. Moreover, teacher training often neglects didactic content knowledge, preventing students from acquiring the systemic vision needed to address eco-social problems and create sustainable solutions aligned with the Sustainable Development Goals (SDGs). This limits teachers’ ability to influence students' concerns and behaviours. In this context, this study aims to reflect on the current state of the issue and propose strategies informed by Science Education research to improve EE teaching, enabling the integration of One Health dimensions through effective didactics to achieve Transformative Environmental Education (TEE). For this purpose, we begin by addressing the limitations identified in recent systematic reviews, shifting the paradigm towards a symbiosis of EE and Science Education through scientific practices. We then present practical examples showcasing successful EE initiatives that foster a deeper understanding of socio-environmental issues, encourage innovative solutions, and nurture engaged citizens from early education onwards. These proposals can support classroom practice and ongoing teacher self-development. Pedagogical strategies include tackling issues that require systemic and critical thinking by developing scientific and epistemic practices while raising awareness of environmental justice. Thus, this study advocates for a new vision of EE, integrating the One Health approach, which could be applied to develop new educational programs, including teacher training. This would lead to a new learning evaluation model and help identify key determinants that trigger pro-environmental behaviours.

Forest education is pivotal for achieving the Sustainable Development Goals and promoting sustainable forest management in the face of global challenges. However, existing programs struggle to keep up with rapidly changing crises and uncertainties that contribute to deforestation and forest degradation. To address these challenges, integrating innovative approaches into forest education is crucial. This paper demonstrates the transformative use of a role-playing game as an innovative teaching method for integrated forest management. The game provides students with practical experience and a comprehensive understanding of landscape approaches, using the Congo Basin as a case study. Our research focuses on sustainable forest governance, stakeholder roles, and valuing natural assets and ecosystem services, supporting the transformation of economic, political, and social/cultural relationships at various scales. We highlight the potential of innovative forest education to foster sustainability, trigger critical thinking, resolve conflicts, and prevent costly forest losses.

The COVID-19 pandemic has invited us to envision education anew, embracing a new era of instructional practices and learning environments. This study explores language teachers' and students' experiences in the post-pandemic landscape, providing valuable insights into the challenges, adaptations, and opportunities. Grounded in socio-cultural perspectives and educational theories, such as Vygotsky's socio-cultural theory and Deci and Ryan's self-determination theory, the study employs Interpretative Phenomenological Analysis (IPA) to comprehensively analyze secondary data sources. Findings reveal the significant role of social interaction and cultural context in language learning, amid reduced face-to-face contact and increased reliance on technology. The study uncovers the intricate interplay between individual, interpersonal, and environmental factors, shedding light on educators' and learners' challenges. Autonomy, competence, and relatedness emerge as crucial for intrinsic motivation and optimal learning outcomes. While acknowledging limitations related to secondary data sources, the study offers a comprehensive overview of the literature, informing language education practices in the post-pandemic era. It contributes to understanding the complex dynamics and interactions within language education and calls for future research using primary data collection methods to explore experiences and perspectives further. By understanding post-pandemic experiences, this study aims to shape education policies, practices, and pedagogical approaches, supporting effective language learning and the well-being of educators and learners in this transformed educational context.

We examine how external triggers, including the digital imperative and the need for more sustainable resource and stakeholder employment, spark the development of transformative sustainable business models. Drawing on the resource-based view and the shared value approach we conceptualize a multifaceted framework that helps to identify key determinants and coherent layers of transformative sustainable businesses models. Our theoretical arguments integrate recent research findings on external dynamics, such as digital technological advances and rising global competitive dynamics, with internal capabilities on both the organizational and the individual level, allowing for a more complete understanding of transformative potentials on the firm level. We propose that key determinants of sustainable transformative business models adhere to both, innovative value-creating reconstructionist and sustainable shared-value logic, and include elements such as co-creation with customers, usage-based pricing, agile and adaptive behavior, closed-loop resource employment, asset-sharing, and collaborative business ecosystems. At the same time, organizational, economic, and environmental layers encompassing sustainable business models need to be both horizontally and vertically coherent to unfold their full potential.

We introduce the Transformation Flower Approach (TFA), a Theory of Change that attends to multiple value creation and institutional change as a dual design challenge. We highlight how the TFA integrates social scientific theories and models relevant for transformative change (in particular focusing on pathways, leverage points, governance, power, and values) and demonstrate its practical value by an application to the ongoing transformation of the Dutch food system. By providing a holistic, transdisciplinary and practically relevant approach that aims to support new social contract formation, the TFA goes beyond other transformative change approaches. Based on the notion of pathways, it offers a toolbox that aids in working towards desired futures, involving both incumbents and challengers in an effort to harness untapped yet proximal potentials in a forward-looking way. By embracing an innovation approach, it not only promises to circumvent resistance to change, but also serves as a step-by-step approach to identify options for multiple value creation and effective cooperation. We demonstrate the analytical and practical value of the TFA by discussing action perspectives at various levels and scales in the context of the Dutch food system transition, including (1) area-oriented approaches, (2) acceleration agendas for specific transformation pathways, and (3) actor-specific transformation flowers. In developing these, we emphasize the importance of interdependencies between leverage points. Our approach helps to identify opportunities to link transformative options (the what), actors (the who) and levers (the how) in dynamic interaction to embark on transformative pathways.

To meet the calls of the International Labor Organization and National Institutes of Occupational Safety and Health, this paper discusses how to build Occupational, Health, Safety (OSH), and Well-Being competence by expanding education to non-traditional undergraduate disciplines. The authors provide (1) theoretical background on why this would benefit society as a whole, (2) learning theory strategies for teaching OHS and Well-being outside of traditional majors, (3) case studies of how this can occur in undergraduate classes and (4) opportunities and challenges for the future.

ackground: The swift assimilation of Artificial Intelligence (AI) across multiple industries is altering the worldwide economic terrain. Unprecedented opportunities and difficulties are brought about by this revolutionary technology, which has an impact on innovation, trade, labor markets, and security. Objective: The goal of this study is to thoroughly investigate the economic effects of AI by exploring how it may affect labor markets, innovation, trade internationally, and security. The goal is to offer insights that support strategic decision-making and policy formation by examining current trends, opportunities, and difficulties. Results: The research highlights the dual character of artificial intelligence's influence, highlighting both its potential to spur economic expansion and its drawbacks, including the loss of jobs, a lack of standards, and security issues. The study highlights how crucial cooperation is to overcoming these obstacles and realizing AI's full potential. Conclusion: The balancing opportunities and risks becomes critical as AI continues to change the economic landscape. The report promotes proactive steps including ethical AI design guidelines, ongoing worker retraining, and flexible regulatory strategies. As we shape an AI future that puts inclusion, creativity, and responsible governance first, collaboration emerges as a key theme.

The food system, the most important driver of planetary transformation, is in a deep crisis. Therefore, seeking a sustainable and socially-fair transition pathway becomes an issue of utmost priority for our own survival. The consideration of food as a commodity, a social construct that played a central role in driving this crisis, remains the uncontested narrative to lead the different transition pathways what seems rather contradictory. By exploring the normative values in the transition landscape, this paper seeks to understand how relevant is the hegemonic narrative of “food as commodity” and its alternative of “food as commons” to determine transition trajectories and food policy beliefs. Applying the Multi-level Perspective framework and developing the ill-studied “agency in transition”, this research enquired food-related professionals that belong to an online community of practice (N=95) on valuation of food dimensions and agency in food transitions to check whether the valuation of food is relevant to explain personal stances in transition. Results suggest the socially-constructed view of food as commodity is positively correlated to the gradual reforming attitude, whereas food as commons is positively correlated to the counter-hegemonic transformers regardless the self-defined position in the transition landscape (regime or niches). At personal level, there are multiple loci of resistance with counter-hegemonic attitudes in varied institutions of the regime and the innovative niches, many of them holding this discourse of food as commons. Conversely, alter-hegemonic attitudes are not positively correlated to this alternative discourse and they may inadvertently or purportedly reinforce the ‘‘neoliberal narrative’’. Food as commons, a different narrative whose rationale is explained in the paper, seems to be a relevant framework that could enrich the multiple transformative constituencies that challenge the industrial food system and therefore facilitate the convergence of movements that reject the commodification of food.

Background: Globally, women’s responsibility for unpaid care work (UCW) remains a barrier to gender equality and women’s empowerment. Rwanda, a low-income country, has a legal and policy framework for promoting gender equality but remains a patriarchal society with women responsible for UCW. Reseaux des Femmes, a local NGO, has been delivering a programme targeted at reducing and redistributing the UCW of women with the objective of gender transformational change. However, there has been no impact evaluation of their intervention to date. Methods/Design: The impact evaluation will be a proof-of-concept critical realist cluster control trial (CRcCT) to evaluate for which women, how and under what circumstances the intervention reduces and redistributes women’s UCW, promote gender equality and women’s empowerment, and improves women’s quality of life. Four clusters of villages in each of five districts in Rwanda will be randomly allocated to the intervention or control arms, and all eligible households, those headed by a couple with at least one child under 12 years, will be recruited. This will yield a sample of around 550 intervention households and 550 control. Discussion: This protocol describes the design of mixed-methods research to evaluate an intervention in Rwanda aimed at reducing and redistributing the time women spend on UCW, thereby promoting gender equality and women’s empowerment. This paper will contribute to our understanding of interventions for transforming gender relations from a scholarly perspective. From a policy perspective, it will act as a proof of concept of Reseaux des Femmes’ Programme.

The increasing social pressure for decarbonization has placed businesses under considerable scrutiny to actively reduce carbon emissions. A critical step towards achieving this objective is to shift conventional production and consumption systems to more sustainable alternatives. Thus, there is the emergent need to understand the patterns and drivers of the transformative business models (BMs) that underpin that shift. This study adopts a mixed-methods approach that integrates different literature streams--including Sustainability Transitions Theory (STT), Strategic Niche Management (SNM), and the Business Models approach--and stakeholders’ interviews to investigate the key elements of business models that lead towards sustainable practices. This research examines the organizational arrangements of European start-ups operating between 2014 and 2020. The transformation towards decarbonized production and consumption is characterized by efficient combination of business strategies that incorporate advanced technologies (ATs), such as artificial intelligence (AI), machine learning (ML) and its algorithms, along with sustainable elements, resulting in transformative business models. By exploring the driving elements behind the transition to low-carbon approaches, this study fills a significant gap in the existing literature on business models. The findings from this research also hold relevance for policymakers to promote decarbonization.

In an era of rapid technological advancements, complex global challenges, and intense market competition, the ability to generate and scale innovative solutions has become a critical imperative for organizations, policymakers, and societies worldwide. However, the existing academic landscape has lacked a cohesive, multidisciplinary framework for comprehensively understanding the multifaceted nature of innovation. Innovationology, a newly established scientific discipline, aims to address this gap by providing a unifying, transdisciplinary approach to the study and practice of transformative innovation. This comprehensive article introduces Innovationology as a cutting-edge science that integrates insights from diverse fields, including management, psychology, sociology, economics, and technology studies. Innovationology posits that innovation is a multilayered, context-dependent phenomenon, shaped by the intricate interplay of individual, team, organizational, and ecosystem-level factors. By synthesizing the latest theoretical advancements and empirical evidence, this article presents a holistic model of Innovationology that illuminates the key determinants of radical, game-changing innovations capable of disrupting existing industries and creating new market spaces. The article delves deep into the individual cognitive, behavioral, and motivational drivers of innovativeness, the team dynamics and organizational structures that foster collaborative innovation, and the ecosystem-level characteristics that catalyze the emergence and scaling of transformative innovations. Importantly, the article explores the crucial role of contextual factors, such as socio-cultural norms, institutional support, and resource availability, in shaping innovation outcomes. This article also establishes the epistemological foundations of Innovationology, grounding it in a transdisciplinary, holistic, and pragmatic approach to knowledge generation. Innovationology embraces a pluralistic epistemology that acknowledges the complexity and context-dependence of innovation, drawing on diverse methodological approaches to capture the multifaceted nature of this phenomenon. Furthermore, the article outlines the object of Innovationology, which is to provide a comprehensive, evidence-based understanding of the drivers, processes, and outcomes of transformative innovation. Innovationology seeks to elucidate the multilevel determinants of innovation, the dynamic interplay between various factors, and the contextual influences that shape innovation trajectories. By establishing a unifying, transdisciplinary framework, Innovationology aims to bridge the gap between innovation theory and practice, empowering a wide range of stakeholders to unlock the transformative potential of innovation. Importantly, this article outlines the practical applications of Innovationology, providing comprehensive strategies and evidence-based interventions for cultivating innovative mindsets, designing innovation-conducive organizational systems, and navigating the challenges of innovative ecosystems. The implications of Innovationology for entrepreneurs, corporate leaders, policymakers, and innovation scholars are discussed in detail. By establishing Innovationology as a distinct, authoritative scientific discipline, this article sets the foundation for a more holistic, context-sensitive understanding of innovation and its multifaceted drivers. The insights generated by this new science can empower global organizations, institutions, and policymakers to address the complex, interconnected challenges of the 21st century through the strategic deployment of transformative innovations.

This case study explores the transformative effects of emergent digital technologies, particularly augmented reality (AR), on literacy engagement and reading for pleasure. The United Arab Emirates Ministry of Education implemented the UAE Storytime programme, utilising AR to create an interactive literacy experience for young learners. The programme incorporated bilingual episodes, featuring stories based on local and global contexts, with 3D objects and interactive games to enhance understanding. The results indicate a positive correlation between the use of AR and literacy engagement. A high proportion of learners scanned the QR codes to access the AR objects, which enhanced their engagement and understanding of the stories. The programme fostered a learner agency, engaged family members in the learning process, and established a sense of global community. The study recommends the integration of similar initiatives into the curriculum to promote collaboration, creativity, and holistic learning experiences.