This paper evaluates InPlace Learning, an innovative and sustainable blended learning approach

to suicide prevention workforce education in youth services. InPlace Learning combines group
video-guided workshops, follow-up Q&A via web-based 'office hours', and continual learning
through job aids and brief refreshers. Hillside identified 25 programs to adopt InPlace Learning
for suicide prevention training, and 1,162 staff to participate in the training. The purpose of the
first phase of this program evaluation was to evaluate the feasibility of this approach, including
examining adoption and reach of InPlace Learning, as well as education outcomes for staff,
including knowledge, self-efficacy, and transfer of learning.

The program evaluation sample consisted of 556 staff who completed post-training evaluations.
Ten staff shared their experience and feedback through post-training interviews. Results show
that 100% (N =25) of programs adopted InPlace Learning and 64% of staff participated in the
training, showing evidence of reach. Post-training evaluations indicated participants learned
skills in suicide prevention. Self-efficacy in connecting around and assessing and responding to
suicide concerns rose significantly for both clinical and non-clinical staff. Non-clinical staff who
had lower ratings for self-efficacy before training showed the greatest gains post-training. The
perception of transfer of learning to practice was high. Staff interview data aligned with
quantitative findings.

Taken together, these findings indicate that InPlace Learning is a feasible and acceptable
approach to suicide prevention workforce education in youth services with a positive impact on
educational outcomes for staff. Suicide is the second leading cause of death for youth and young
adults aged 10–34, and youth-serving organizations have a critical responsibility to ensure that
their workforce is prepared to prevent suicide and respond to suicide concerns in a consistent
manner using evidence-based and best practices. (Donovan et al., 2023)

The study investigates the views of lecturers and students on assessment practices in two higher
education institutions. The research involved 21 students and thirteen teachers from Uzbek
university and ten students and eight lecturers from Latvian university. The study found that
participants had similar opinions on the importance of varying assessment assignments and
feedback-giving practices. However, different views on peer review, assessment, and students'
learning processes were observed. Despite some differences, teachers at both universities
promoted sustainable assessment practices. Assessment frames learning, creates learning
activity, and orients all aspects of learning behavior. Studies have found that continuous
involvement in assessment for learning (formative) might lead to positive results in summative
assessment. However, some studies identified that beliefs about the importance of formative
assessment and its application might mismatch. Therefore, recent discussions among educators
have revealed that more insights into the assessment practices are required. The study highlights
the need for more comprehensive understanding of assessment practices in higher education.
Sustainable assessment is a concept that emphasizes the importance of continuous improvement
in assessment practices to positively influence students' learning. It not only leads to positive
results in assignments but also enhances the learning process, allowing students to continue
learning after graduating from the higher education institution. One key aspect of sustainability
in assessment is the stimulation of lifelong learning among students.

A variety of tasks that enable learners to demonstrate their knowledge and productive skills
obtained during their studies are essential components of the sustainable assessment process. A
variety of assessment activities could be applied to allow students to evaluate their progress
throughout the course. Brown (2005) explains that although assessment methods might be
influenced by the purposes of assessment, they should encourage students to apply what they
have learned and be practice-oriented.

Assignments at the tertiary level are various, but not all of them contribute to students' learning.
Therefore, Boud and Soler (2016) highlight that it is required that the assignments be aligned
with the learning outcomes of the course and support students in developing their judgments of
their performance. Learners should be actively involved in the assessment process and not
perform the tasks only for the purpose of achieving the learning outcome. Self-assessment might
play a crucial role in this process as students become more responsible for their learning and
professional growth.

Providing feedback on students' performance contributes to sustainability in assessment as well.

The way comments are given might depend on the course learning outcomes, nature of the task,
students' level of knowledge, availability of technology, and several other aspects. Abera et al.
(2017) highlight that using feedback appropriately in higher education context can contribute to
students' learning. Gibbs and Simpson (2005) clarify that teachers' feedback should be timely
and frequent so that students can have an opportunity to see their progress within a course.

To ensure sustainability in assessment, university teachers are required to provide students with
quality feedback on their performance; however, learners could also be encouraged to seek
feedback from other resources rather than teachers. Peer feedback is one such possibility for
learners as it allows them to become responsible for their learning and develop evaluative
judgements on the quality of learning processes of their peers. Being more responsible for their
learning will facilitate ongoing and proactive learning as a student effectively builds and rebuilds
their knowledge and skills base as circumstances change. (Makovskaya, 2022)
This research investigates the influence of sustainability education (SE) on tertiary students'
views, knowledge, behavior, and agency to contribute to sustainability transitions. The study
focuses on key elements of the "learning system" – the learner's personal context, the teaching
context (SE compared to regular education), and learning outcomes. The research was guided by
a unique conceptual framework linking theories in education and learning, environmental
psychology, and sustainability transitions. Key transversal findings include resistance to SE,
converging views and attitudes towards an "anthropocentric environmentalist" perspective,
limited empowerment and occasional disempowerment from SE, a focus on personal behavior
change rather than professional action/agency, and a limited incidence of wider agency.
Cumulative and deeper learning for sustainability occurred with repetition of SE and a greater
connection to a student's lifeworld.

The current ad hoc approach to SE in HE is ineffective in creating widespread agents for change.
Influences that foster transformative learning for sustainability and the development of
competency and agency for sustainability are identified, and recommendations are provided for
educational policy and praxis to enhance student learning and agency for sustainability
transitions.

Educators require a deep understanding of students' existing sustainability dispositions that

influence their ability and willingness to develop the required competencies and agency to
contribute to sustainability transitions. Higher education institutions (HEIs) have a key role in
fostering learning and the transition to sustainable development (SD) by building the skills and
capabilities of graduates as decision makers and change agents.

This paper presents a research study investigating the impact of higher education (HE) and
Environmental Sustainability (ESD) on tertiary students' views, knowledge, behavior, and
development of their capacity to contribute to sustainability transitions. The study aims to create
a paradigm shift towards a holistic view involving systemsthinking, a stronger ecological
orientation, and further research to measure the transformation and impact of education for
sustainable development. The challenges of implementing ESD in HE are well researched, but
less is documented regarding actual learning outcomes from current ad hoc approaches and
pathways for more effective sustainability teaching praxis. The research focuses on key elements
of the "learning system," including the teaching context of SE compared to regular education, the
personal context of the learner, and student learning outcomes. The research aims to investigate
tertiary students' sustainability perspectives, the relationship between sustainability education in
the tertiary curriculum and students' sustainability perspectives, and the conditions that facilitate
transformative learning in sustainability education. The research is contextualized in three
theoretical/empirical fields: education and learning, environmental psychology and behavior, and
the role of actors/sectors in sustainability transitions. (Sidiropoulos, 2022)
This paper explores the key challenges in 21st-century learning, particularly in the context of
sustainable higher educational institutions. The authors, Shabir Hussain Khahro and Yasir Javed,
from Prince Sultan University, Saudi Arabia, discuss the progress made in the field of
information technology (IT) in various sectors, including education. They argue that universities
must address enrollment, finance, and student support concerns while transitioning to virtual
settings. They suggest that faculty should be interactive, engaging, and thought-provoking, while
students should have the choice in how they learn and display it. Technology usage should be
interesting, efficient, and responsible to improve the learner's experience. The authors also
emphasize the importance of understanding how education will affect their future and global
impact. The paper is an open access article distributed under the Creative Commons Attribution
(CC BY) license.

The concept of 21st century skills refers to the ability for students to use skills and knowledge in
relevant areas of interest, evaluate, analyze, communicate, and resolve issues in various contexts.
These skills are connected to gaining in-depth learning through modern pedagogy, which enables
fostering global awareness in students by utilizing the potential of ICTs in the classroom. The six
components of the 21st century learning framework are character education, citizenship,
communication, critical thinking, collaboration, and creativity and imagination.

The COVID-19 pandemic has challenged the validity of conventional models, placing pressure
on institutions to revise their business plans. Schools and colleges are rushing to revamp their
classrooms and curricula to make it possible for students of all ages to complete their coursework
from home. This presents enormous practical and logistical challenges for students, instructors,
and parents, particularly women. However, it also presents several possibilities to rethink what
learning looks like in the twenty-first century.

The 21st century learning framework proposes three key areas to improve teaching and learning
in the 21st century: field knowledge, meta-knowledge, and humanistic skills. Field knowledge is
crucial for learners as it provides the core knowledge of the field and multi-field knowledge.
Meta-knowledge helps learners improve creative thinking, problem-solving, and collaboration.
Humanistic skills include jobs, ethical responsibilities, and cultural values for 21st-century
learners.

Universities have been challenged by the technological society of the future to improve their
educational processes, particularly with regard to how new technologies may help teaching and
learning. Assessing whether students learn better with or without new technologies is essential
for understanding the effectiveness of teaching and learning in the 21st century.
(Khahro & Javed, 2022)
The COVID-19 pandemic has prompted rapid innovation in higher education institutions, with
the global sector prioritizing sustainable institutions and incorporating the United Nations'
Sustainable Development Goals (SDGs). However, the pandemic may have altered this focus. A
systematic review of eight manuscripts on sustainability during the COVID-19 pandemic
highlights potential learning and teaching risks, as priorities may have shifted due to rapid
digitalization and emergency remote teaching practices. The manuscripts focused on Goal 4,
inclusive and equitable quality education (50%), Goal 8, decent work and economic growth,
Goal 9, industry, innovation, and infrastructure (37.5%), and Goal enabling through integrating
and embedding sustainability into the curriculum (12.5%). The implications of this systematic
review highlight the need to rebuild efforts to focus on the Sustainable Development Goals,
particularly considering the evolving higher education landscape during COVID-19. The lack of
contextualization to current higher education conditions should be of concern for sustainability
scholars. This systematic review provides a critical foundation for accelerating our understanding
of achieving SDGs in higher education during and beyond the pandemic.

The United Nations' Agenda 2030 for Sustainable Development has emphasized the importance
of sustainability in the global community. The 17 Sustainable Development Goals (SDGs) and
169 associated targets have provided a universal framework for individuals, organizations, and
societies to address independently and collectively. Sustainability has gained a fundamental role
at the educational level, with Education for Sustainability (EfS) being the practice of embedding
sustainable knowledge development in discipline contexts.

In higher education, the role and importance of sustainability have grown in recent years, with
institutions developing bespoke strategic plans aligned to their SDG response. These plans value
the role of creating an organization that is sustainable economically, socially, and
environmentally in an increasingly complex world. Higher education is also recognizing its role
in developing future leaders who have the knowledge and skills to create and sustain in their
future career pathways.

However, the COVID-19 pandemic has created a pause in the implementation of some strategies.
Universities have had to adapt to new teaching methodologies, and many were not sufficiently
prepared. Many universities have sustainability within their key strategies, visions, and missions,
such as Harvard University's mission to advance solutions to evolving global health and
environmental challenges and the University of Tasmania's sustainability vision.

The pandemic has had significant implications for higher education, with a focus on pivoting
educational outcomes toward online and digital curricula to enable education during lockdowns
and emergency remote teaching. Rapid system-level changes have led to declines in student and
staff wellbeing. The pandemic has created a need for critical divergence from the pre-pandemic
 social missions of universities and higher education institutions, diverting organizational
resources away from non-core strategies such as sustainability. (Crawford & Cifuentes-Faura, 2022)

Reference:
Crawford, J., & Cifuentes-Faura, J. (2022). Sustainability in Higher Education during the COVID-19 Pandemic: A
Systematic Review. In Sustainability (Switzerland) (Vol. 14, Issue 3). MDPI.
https://doi.org/10.3390/su14031879

Donovan, S., Maggiulli, L., Aiello, J., Centeno, P., John, S., & Pisani, A. (2023). Evaluation of sustainable,
blended learning workforce education for suicide prevention in youth services. Children and Youth
Services Review, 148. https://doi.org/10.1016/j.childyouth.2023.106852

Khahro, S. H., & Javed, Y. (2022). Key Challenges in 21st Century Learning: A Way Forward towards
Sustainable Higher Educational Institutions. Sustainability (Switzerland), 14(23).
https://doi.org/10.3390/su142316080

Makovskaya, L. (2022). Towards Sustainable Assessment in Higher Education: Teachers’ and Students’
Perspectives. Discourse and Communication for Sustainable Education, 13(1), 88–103.
https://doi.org/10.2478/dcse-2022-0008

Sidiropoulos, E. (2022). The Influence of Higher Education on Student Learning and Agency for Sustainability
Transition. Sustainability (Switzerland), 14(5). https://doi.org/10.3390/su14053098