The globalized intertwinement of modern education systems has resulted in an upsurge in transnational collaborations. Existing literature suggests that transnational inclusion is in jeopardy due to its rapid and haphazard expansion prompted by the COVID-19 pandemic. To address this challenge, the aim of this research was to develop essential themes for fostering more inclusive learning spaces between Higher Education Institutions that are partnered transnationally. The researchers performed an Integrative Literature Review that sought to identify existing gaps in how inclusive interactions are currently facilitated in Transnational Education (TNE). The transnational experiences of the researchers in higher education supported an understanding that inclusion can be best enhanced through the responsible use of collaborative, technological, and financial resources. Each of these resources were explored, which led to the creation of the Safety Net for Transnational Inclusion (SNTI). By considering SNTI, institutions involved in TNE relations at the higher education level are better informed on how to cultivate a more inclusive learning experience.
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Effective teacher professional development in energy education is essential to creating a sustainable future. This article highlights and describes three key components of the Wisconsin K-12 Energy Education Program (KEEP) that have led to two decades of increased statewide energy literacy. The success of the program can be attributed to supportive partnerships that guide staff, the development of an adaptive conceptual framework, and a professional development network for teachers. We offer these components as a guide for other energy education programs to promote future successes in teacher professional development in energy education.
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