This article is a contribution to recording one dimension of the field of death, dying, and bereavement. It offers some personal reflections on the history and current status of formal education in this field at the college and university level in North America. The scope of this reflection looks back on the earliest known examples of formal education in this field that took place in the 1960s and 1970s, provides examples of some of the early pedagogical resources that were created to support and foster those initiatives, and sketches more recent developments as regards introductory or undergraduate survey courses in this field, other death-related courses, programs in thanatology, and efforts to offer certificates or certification for educators and other professionals in this field. The article concludes with some thoughts about what we have learned from and about education in the field of death, dying, and bereavement.

The informal components of education can shape a person\'s capacity to contribute. Such informal components might include cultural backgrounds, work experiences, and extracurricular pursuits. To appreciate the synergy between formal and informal education it can be helpful to explore a particular case of someone who actually combined the two to make the whole more than the sum of its parts.

Recent decades have seen a rapid acceleration in global participation in formal education, due to worldwide initiatives aimed to provide school access to all children. Research in high income countries has shown that school quality indicators have a significant, positive impact on numeracy and literacy-skills required to participate in the increasingly globalized economy. Schools vary enormously in kind, resources, and teacher training around the world, however, and the validity of using diverse school quality measures in populations with diverse educational profiles remains unclear. First, we assessed whether children\'s numeracy and literacy performance across populations improves with age, as evidence of general school-related learning effects. Next, we examined whether several school quality measures related to classroom experience and composition, and to educational resources, were correlated with one another. Finally, we examined whether they were associated with children\'s (4-12-year-olds, N = 889) numeracy and literacy performance in 10 culturally and geographically diverse populations which vary in historical engagement with formal schooling. Across populations, age was a strong positive predictor of academic achievement. Measures related to classroom experience and composition were correlated with one another, as were measures of access to educational resources and classroom experience and composition. The number of teachers per class and access to writing materials were key predictors of numeracy and literacy, while the number of students per classroom, often linked to academic achievement, was not. We discuss these results in the context of maximising children\'s learning environments and highlight study limitations to motivate future research. RESEARCH HIGHLIGHTS: We examined the extent to which four measures of school quality were associated with one another, and whether they predicted children\'s academic achievement in 10 culturally and geographically diverse societies. Across populations, measures related to classroom experience and composition were correlated with one another as were measures of access to educational resources to classroom experience and composition. Age, the number of teachers per class, and access to writing materials were key predictors of academic achievement across populations. Our data have implications for designing efficacious educational initiatives to improve school quality globally.

Taking the \'breakdown\' in regular schooling as a result of the Covid pandemic as a catalyst to reimagine education, this article formulates a theoretical framework, using design research, that enables a fundamental reconceptualization and introduction of new actors into the space of schooling, which is a learning environment that traditionally has maintained rigid boundaries. Recommendations are proposed for bridging formal and nonformal education for practitioners and policymakers, bringing together teachers and youth workers to co-construct a learning environment. In creating a prototype for learning that involves a more joined-up and connected paradigm in education, as well as bridging the gap between learning in formal and non-formal contexts, we create a shift towards reimagining and recognising the importance of a holistic view of education by re-evaluating and supporting a broader range of actors who can participate in the education of children and young people.

Mental health problems are associated with decreasing the quality of various aspects of life. Cases of mental health problems (e.g., depressive symptoms) have increased continuously. Researchers predicted depression to be the first cause of world burden diseases in 2030. One of the determinant factors of mental health is parents\' education levels, but there have been contradictory research findings. The current research investigates the effect parental education attainment has on children\'s mental health.
We used public data from two waves of the Indonesia Family Life Survey (IFLS) conducted in 2007 and 2014. There were 767 participants aged 15-19 years old (M = 16.80, SD = 1.37) in 2007. All participants were re-interviewed in 2014. We examined the highest level of the parents\' formal education in 2007 and the children\'s mental health in 2014 to find the longitudinal effects. We used depressive symptoms and happiness as representative variables of mental health. The structural equation model (SEM) was used to examine the hypothesis, and we prioritized predictive testing over the models\' goodness of fit. We have built 12 models of combinations of children\'s and parents\' sexes and different independent variables.
The hypothesis testing showed the longitudinal effects that fathers\' education in 2007 has on daughters\' depressive symptoms in 2014 (β = -.203, p < 0.01), while there were longitudinal effects from mothers\' education in 2007 on their daughters\' depressive symptoms (β = -.163, p < 0.01) and sons\' depressive symptoms (β = .096, p ≤ 0.05) in 2014. Testing the happiness models showed that fathers\' education in 2007 influenced the happiness of all of participants (β = .167, p < 0.01), including both sons (β = .206, p < 0.01) and daughters (β = 149, p < 0.01). On the contrary, no significant correlation was found between mothers\' education and children\'s happiness across all three categories of participants.
The general results of this study showed that parents\' education levels were associated with their children\'s mental health, but there are different associations found through the different combinations of children\'s and parents\' sexes.

In recent years, the interest in the use of serious games as teaching and learning tools in traditional educational processes has increased significantly. Serious Educational Games (SEG) and Learning Analytics (LA) are gaining increasing attention from teachers and researchers, since they both can improve the learning quality. In this article, we aimed to examine, summarize and characterize the current state of the art related to the application of LA to SEGs through a systematic literature review based on a methodological instrument called PRISMA. A qualitative analysis was performed in which 80 significant papers were selected from the ScienceDirect, SpringerLink, Web of Science, and IEEE-Xplore databases. From this analysis, we identified the main features of an efficient use of SEGs in terms of success factors and learning outcomes; we also discussed the benefits and challenges of integrating LA approaches into these environments. Consequently, a new multidimensional taxonomy for using SEGs to categorize these major features was proposed. The findings of this review reveal that SEGs have a beneficial effect on students\' behavior, cognition and emotion; but more future works and empirical studies investigating data science techniques are needed to improve the usability of educational games. This research and the suggested guideline recommendations may be of value to researchers and practitioners willing to deploy SEGs contributing thus to the continuous improvement of digital learning in formal education.

Based on ethnographic research among the Samburu of northern Kenya, this article examines the association between formal education and the abandonment of female genital mutilation/cutting (FGM/C). It challenges the notion that Samburu continue cutting out of \"ignorance\" of the health and legal implications of cutting. The findings show that, rather than a causal effect of \"knowledge\" on cutting-related attitudes and behavior, formal education can replace FGM/C as a source for status, respect, and adulthood. In addition, alternative expectations apply to formally educated Samburu. Challenging the reproduction of the \"ignorant pastoralist\" narrative in anticutting campaigns is important because of the harm such narratives inflict on pastoralist communities.

The global spread of COVID-19 has caused disruptions in many aspects of our lives. Education systems worldwide have changed dramatically. Numerous countries have encouraged schools to shift to e-learning and, as a result, parental involvement in their children\'s education has changed. This study focused on parental involvement in children\'s education during the COVID-19 pandemic. The study applied a qualitative phenomenological approach following a constructive social framework, whereby the researcher pursued an understanding of the world in which she lives and works. The primary tool employed to collect relevant data was in-depth interviews with six parents who voluntarily participated in the study in the western province of Saudi Arabia. Thematic analysis is applied to analyse the collected data. The study found that parental involvement in children\'s schooling has been affected by the COVID-19 pandemic. Furthermore, the interviews revealed that parents would prefer to keep to their chosen role rather than fulfil the teaching role imposed on them by COVID-19. This paper contributes to the application of Hoover-Dempsey and Sandler\'s model of parental involvement in children\'s schooling, illustrating that an external force drives parental involvement. More specifically, many parents have been forced to change the form of their participation due to the unforeseen shift to e-learning.

Antibiotic resistance is one of the biggest threats to global health, food security and development. Urgent action is needed at all levels of society to reduce the impact and spread of antibiotic resistance. For a more sustaining approach, education in children, college students, citizens and caregivers are essential. The One-Heath approach is a collaborative, multisectoral and transdisciplinary strategy in which, no single organizations or sector can address the issue of antimicrobial resistance at the human-environment interface alone. Within this strategy, education plays a central role. In this scoping review, we highlighted a range of learning activities on antibiotic resistance as part of the One-Health approach. In particular, those applications that can be introduced to a wide audience to help arrest the current crisis for the next generation. The review identifies a high number of teaching opportunities: board and role-play games, round tables, musicals, e-learning and environmental experiments to couple with more curricula and formal education to inform a diverse group of audiences.

Mortuary workers play a crucial role in healthcare delivery by providing after-life care for dead bodies. Mortuary attendants ensure that corpses are well preserved before handing them over to bereaved families for burial. However, the work of mortuary attendants is a neglected area in most low- and middle-income countries, Ghana inclusive.This study explored the nature, duties and job requirements of mortuary attendants in three regions of Ghana. A descriptive exploratory study that utilised a qualitative approach was conducted. Nineteen mortuary attendants who worked in nine mortuary facilities in three regions were purposively selected and interviewed for the study. Semi-structured interviews were audio-recorded using an interview guide. Verbatim transcription of conversations was done, data were manually coded and analysed thematically. Scientific trustworthiness was ensured through applications of the philosophies of credibility, dependability, confirmability and transferability. Three themes were identified: nature of the work of mortuary attendants; qualification and training requirements; and working conditions of mortuary attendants. The emerged sub-themes revealed the critical role played by attendants in preserving the bodies for the families; the majority of attendants got their skills through apprenticeship and challenging work conditions. The lack of structured formal education among mortuary attendants exposes them to occupational hazards and leads to poor service delivery. It is recommended that a formal programme for training, certification and recruitment of mortuary attendants be instituted to equip them with the needed knowledge and skill to enable them to meet the demands of their work.