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Parental Involvement in Catholic Schools: Forms, Strategies, and Impacts on Student Outcomes

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Abstract

Parental involvement is widely acknowledged as a critical factor in the academic and spiritual development of students, particularly within Catholic educational settings. This paper examines the various forms of parental engagement in Catholic schools, differentiates between school-based and home-based involvement, and analyses their respective impacts on student outcomes. Drawing upon contemporary research and meta-analyses, the study highlights effective strategies for parent participation and discusses challenges and opportunities unique to faith-based schooling.

Introduction

Parents are recognised as the primary educators of their children, a principle deeply embedded in the ethos of Catholic education. Catholic schools operate in loco parentis, partnering with families to support both academic and faith formation. The significance of parental engagement extends beyond spiritual guidance, influencing students’ academic performance, motivation, and well-being. This paper explores the multifaceted nature of parental involvement in Catholic schools and evaluates the evidence regarding its effects on student achievement.

Forms of Parental Engagement in Catholic Schools

School-Based Engagement

School-based parental engagement encompasses all interactions between parents and the school community. Common activities include communicating with teaching staff, attending parent-teacher conferences, participating in parent associations, and volunteering for school events. Catholic schools frequently organise religious services, masses, and festivals, which serve as both spiritual and social gatherings. These occasions offer parents the opportunity to connect with educators and other families, strengthening the communal bonds central to Catholic education. Participation in extracurricular events such as plays, sports, and science fairs further enables parents to support their children’s holistic development and celebrate their achievements.

Parent associations are instrumental in fostering collaboration between home and school. They coordinate fundraising initiatives, social functions, and volunteering opportunities, offering structured avenues for parental contribution. Volunteering in the classroom, whether assisting with reading groups or art projects, provides parents with direct insight into their child’s learning environment and cultivates stronger relationships with staff. Such engagement is associated with positive academic outcomes, including higher test scores and increased graduation rates .

Extracurricular and Spiritual Involvement

Parental support of extracurricular programmes is vital for students’ broader development. Parents often act as coaches, club sponsors, or chaperones for school trips, thereby enriching the educational experience and fostering a vibrant school community. Additionally, parents who share their professional expertise or hobbies contribute to workshops and clubs, providing unique enrichment opportunities.

Catholic schools emphasise faith formation as part of their mission. Parental involvement in spiritual activities—including family masses, retreats, and religious education sessions—reinforces the school’s religious values and models faith in everyday life. Parents may also lead prayer groups or organise religious events, actively contributing to the spiritual life of the school.

Home-Based Engagement

Home-based parental involvement pertains to educational practices undertaken in the home environment. This includes establishing routines for homework, encouraging reading, and maintaining open discussions about schoolwork and expectations. Research suggests that parents communicating high expectations and regularly discussing school matters with their children have a strong positive effect on academic achievement . However, the impact of direct parental assistance with homework is more nuanced; while some studies report positive associations, others indicate potential negative effects, possibly due to greater involvement being prompted by student difficulties . Recent analyses propose that the context and quality of parental help are key determinants of its efficacy.

Discussion

The evidence underscores the multifaceted benefits of parental engagement for students in Catholic schools. School-based and home-based involvement each play distinct roles in supporting academic and spiritual development. While participation in school events and associations enhances community cohesion and academic outcomes, home-based practices—particularly those that foster communication and set expectations—are crucial for student success. Nevertheless, the effectiveness of parental involvement, particularly with homework, may depend on student needs and the nature of parental support.

Catholic schools, by virtue of their dual focus on faith and academics, offer unique opportunities for parental engagement. The challenge remains to provide accessible and meaningful avenues for all parents to participate, recognising diverse family circumstances and capacities.

Conclusion

Parental involvement is an essential component of the educational experience in Catholic schools, with demonstrable benefits for student achievement and faith formation. Both school-based and home-based engagement are important, and schools should continue to facilitate varied forms of participation. Further research is needed to clarify the mechanisms through which parental involvement impacts outcomes and to identify best practices for fostering effective partnerships between families and schools.

References

Castro, M., Expósito-Casas, E., López-Martín, E., Lizasoain L., Navarro-Asencio, E., Gaviria, J. J. (2015). Parental involvement on student academic achievement: a meta-analysis. Educ. Res. Rev., 14, 33–46. 10.1016/j.edurev.2015.01.002

Dallavis, J. W., & Berends, M. (2019). Parental involvement in schools as organizations: Examining consistent benefits, persistent challenges, and emerging issues. In M. Connolly, D. E. Spicer, C. James, & S. D. Kruse (Eds.), The SAGE handbook of school organization (pp. 491-508). Los Angeles: SAGE.

Epstein, J. L. (2011). School, family, and community partnerships: Preparing educators and improving schools (2nd ed.). Boulder, CO: Westview Press.

Hoover-Dempsey, K. V., et al. (2005). Why do parents become involved? Research findings and implications. The Elementary School Journal, 106(2), 105-130.

Harris, A. L., & Robinson, K. (2016). A new framework for understanding parental involvement: Setting the stage for academic success. Russell Sage Foundation Journal of the Social Sciences, 2(5), 186-201.

Jeynes W. H. (2012). A Meta-Analysis of the efficacy of different types of parental involvement programs for urban students. Urban Educ., 47, 706–742.

Jeynes W. H. (2016). A Meta-Analysis: the relationship between parental involvement and Latino student outcomes. Educ. Urban Soc., 49, 4–28.

Li, A., & Hamlin, D. (2019). Is Daily Parental Help with Homework Helpful? Reanalysing National Data Using a Propensity Score–Based Approach. Sociology of Education, 92(4), 367-385.

Wilder S. (2014). Effects of parental involvement on academic achievement: a meta-synthesis. Educ. Rev., 66, 377–397.

Book Review: “Zombies in the Academy: Living Death in Higher Education”

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Introduction

“Zombies in the Academy: Living Death in Higher Education,” edited by Andrew Whelan, Ruth Walker, and Christopher Moore, is not simply an anthology of essays concerning the creatures that have pervaded popular culture for decades. It is, instead, a bold multidisciplinary investigation into how the zombie metaphor may elucidate, critique, and potentially revolutionise our comprehension of contemporary academic life. This review examines the book’s key ideas, the organisation and manner of its contributions, and the distinctive, occasionally disconcerting insights it offers into the current situation of higher education.

Concept and Framework

The book is organised as an edited collection, comprising a series of pieces by various scholars who analyse different facets of the “zombie” metaphor in relation to academia. The zombie cliché, commonly found in horror films and video games, is here applied to the academic setting, where the distinctions between life and death, productivity and stagnation, as well as innovation and conformity, are perpetually redefined. Each essay utilises the lexicon of the undead to examine topics including bureaucracy, burnout, precarity, and the commercialisation of education.

The compelling nature of “Zombies in the Academy” lies in its rejection of a solitary or simplified interpretation of the metaphor. The contributors regard the zombie as a “polysemic figure”, with its meaning varying according to context. The zombie represents, at times, the exhausted faculty member, the apathetic student, the unthinking administrator, and the institution itself—an entity that trudges forward, deteriorating, using resources, yet never fully perishes or rejuvenates. The book’s versatility serves as both its strength and its difficulty; readers may feel simultaneously exhilarated and unsettled by its unwillingness to reconcile the contrasts it reveals.

The Themes and Arguments

  • Bureaucratic Fatigue and Academic Burnout: Numerous essays analyse the fatigue that permeates various university settings. The depiction of the zombie – exhausted, unyielding, incapable of repose – serves as a metaphor for the academic worker ensnared in the apparatus of perpetual committees, grant proposals, and performance assessments. The book examines, through vivid anecdotes and theoretical analysis, how institutional frameworks reduce dynamic intellectuals to become shadows of their former selves, perpetually pursuing yet never achieving intellectual fulfilment.
  • Precarity and the Casualisation of Academic Employment
  • The metaphor of the “living dead” is applied to individuals occupying the marginal realms of academia: adjuncts, sessional speakers, and graduate students. Their existence is characterised by ambiguity, transience, and a feeling of being neither within nor beyond the institution’s confines. The book compellingly links the perpetual quest for a permanent job with the zombie’s unquenchable appetite, which remains eternally unsatisfied.
  • Student Disengagement and the Demise of Critical Thought: A particularly disturbing element of the book is its portrayal of students as zombies – not as mindless consumers, but as victims of increasingly instrumentalist educational methodologies. The authors contend that the impetus to commodify education, quantify all aspects through metrics, and impose inflexible curricula deprives students of the curiosity and involvement that previously characterised the university experience. They question whether the academy can regain its critical acuity or if it will continue to progress in a state of “living death”.
  • The Corporatisation and Standardisation of the Academy
  • Through incisive research, the book reveals the ascent of managerialism, performance metrics, and the infiltration of corporate models into the core of the university. The zombies represent not merely individuals, but comprehensive systems – mechanisms that emphasise efficiency over creativity, conformity over disagreement, and survival over flourishing. Readers are prompted to evaluate whether the academy, now extensively dominated by neoliberal principles (such as the New Public Management), can achieve authentic rejuvenation.

Style and Approach

“Zombies in the Academy” is composed in an approachable yet intellectually demanding manner, integrating personal narrative, cultural critique, and scholarly theory. The editors have effectively curated a volume that is both accessible and profoundly engaged with the philosophical enquiries posed by its subject. The articles exhibit a range of tones, from sardonic and amusing to gloomy and incisive, illustrating the complex nature of their central metaphor.

The book’s transdisciplinary nature is another notable advantage. Contributors originate from sociology, literature, cultural studies, education, and philosophy, interlacing elements from various disciplines to construct a tapestry that is intricate and meaningful. The allusions to popular culture – films, television, and games – are not superfluous; rather, they enhance the reader’s comprehension of the zombie’s role in the communal imagination and within the confines of the institution.

Critical Reflections

Like any edited edition, the book’s merits are occasionally diminished by inconsistencies in the quality and depth of individual contributions. Certain chapters are remarkably innovative, presenting novel languages and conceptual frameworks for contemplating academic life; others may succumb to conventional grievances or jargon. Nonetheless, the collection’s general cohesion is preserved, mostly because of the editors’ meticulous arrangement and insightful introduction.

One significant issue is the potential overuse of the zombie metaphor, despite its productive nature. Occasionally, the reader may question whether the metaphor obscures the genuine challenges encountered by individuals in higher education. Does the vocabulary of the undead genuinely encapsulate the intricacies of burnout, precarity, and disengagement, or does it unintentionally diminish their significance? The book confronts these questions directly, redirecting them to the reader and encouraging additional discourse.

Impact and Relevance

Notwithstanding these reservations, “Zombies in the Academy” is a crucial intervention at a time when universities globally, such as Dalhousie University in Canada, are encountering unparalleled challenges. The COVID-19 pandemic, persistent austerity measures, and evolving political factors have exacerbated the challenges outlined within its pages. By emphasising the significance of metaphor and rejecting simplistic answers, the book provides readers with a framework for critically examining the circumstances surrounding the production and dissemination of information.

The volume’s significance transcends the academic sphere. Individuals employed in various areas, including healthcare and public service, may recognise the diagnosis of bureaucratic fatigue and systemic stagnation as disturbingly familiar. The book contributes to a wider discourse regarding the future of employment, creativity, and communal existence in the twenty-first century.

Conclusion

“Zombies in the Academy: Living Death in Higher Education” is a bold, thought-provoking, and even disconcerting examination of the modern university. The book employs the imagery of the undead to examine and rethink the circumstances of academic life. The articles compel readers to confront the “living death” jeopardising the vitality of education, while simultaneously presenting instances of hope – occasions when innovation and dissent penetrate the gloom of conformity.

This work is indispensable for those intrigued by the future of higher education or the capacity of metaphor to elucidate social reality. It is not for the timid; the shadow of the zombie is always close to lived experience. Within its pages, one discovers not just despair but also the potential for rejuvenation – a summons to oppose the forces that threaten to render us inert and to restore the academy as a locus of authentic thought, engagement, and transformation.

Reference

Whelan, A., Walker, R., & Moore, C. (Eds.). (2013). Zombies in the Academy: Living Death in Higher Education (1st ed.). Intellect. https://doi.org/10.2307/j.ctv36xw78w

Understanding the Most Significant Change (MSC) Technique in Qualitative Research

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Abstract

In the swiftly advancing field of monitoring and evaluation, there is an increasing impetus to transcend traditional evaluation methods in favour of more participatory and complexity-conscious designs. One option is the participatory monitoring and evaluation method known as Most Significant Change, a narrative-based evaluation technique employed in numerous international development initiatives. It is distinctive for its hierarchical narrative selection and the active engagement of stakeholders. Engaging stakeholders across several governance levels reveals the values prioritised by each. The chosen narratives, along with the selection criteria, are subsequently conveyed to all other levels to establish a shared understanding of the most favourable or unfavourable outcomes of an intervention. This article presents MSC: its definition, key characteristics, process, and applications. We conclude that MSC can significantly enhance evaluation practice. Its distinctive methodology and results render it suitable for integration with other techniques and approaches.

Definition of the Most Significant Change methodology

The Most Significant Change (MSC) methodology is a participatory monitoring and evaluation approach that emphasises the collection and analysis of personal narratives to discern the most substantial impact of a programme or intervention (Davies, 1996).

The procedure entails gathering substantial change (SC) narratives from the field and the methodical selection of the most impactful stories by panels of appointed stakeholders or personnel. ‘Seeking’ project impact initially engages the appointed personnel and stakeholders. Once we document the revisions, we convene a group to read the narratives aloud and engage in frequent, thorough discussions about the significance of these reported changes. Upon effective implementation of the method, entire teams concentrate their efforts on programme impact (Davies and Darts, 2005).

Overview of MSC Methodology

The MSC technique was developed by Rick Davies in the 1990s to address the difficulties of monitoring and evaluating intricate development programs. Since that time, the technique has been extensively employed by numerous organisations, particularly Civil Society Organisations (CSOs). In 2005, a comprehensive manual on utilising MSC was created. This handbook remains the most exhaustive resource for utilising MSC and serves as the foundation for much of this paper (Davies and Dart, 2005). It underscores the collecting of qualitative data via narratives of transformation, enabling stakeholders to articulate their views on the changes they deem most significant (Davies, 1996; 1998). MSC encompasses not only the collection and reporting of narratives but also the establishment of methods to derive insights from them, particularly regarding the similarities and variances in the values held by various groups and individuals (Bronwen, Kaye, & Theo, 2024).

It offers insights into repercussions, both planned and unexpected, but principally focusses on elucidating the values of various stakeholders. Although MSC alone is inadequate for impact evaluation, it serves as a crucial element in such evaluations by identifying and conveying types of experiences that can be corroborated and validated by alternative methods.

MSC can be used for continuous monitoring and evaluative reasons. MSC is frequently employed in cycles ranging from biweekly to annual intervals. A prevalent interval is quarterly to align with quarterly reporting. In emergency situations, monitoring cycles may occur more often. Decisions must be taken regarding the optimal reporting period, weighing the associated costs and advantages, while considering the reporting deficiencies of current M&E systems. Increased cycle frequency enhances familiarity with the MSC process but elevates costs regarding participants’ time. Regular reporting will also elevate the expenses of the process, regarding the time consumed by participants (Bronwen, Kaye, and Theo, 2024)

Key Characteristics

Participatory approach: The Most Significant Change (MSC) methodology engages stakeholders at all levels, including beneficiaries, in identifying and analysing changes. This guarantees that the assessment embodies the values and experiences of individuals directly impacted by the program (Dart, 2000).

Focus on stories: Rather than depending on established indicators, MSC gathers accounts that illustrate notable transformations encountered by individuals or groups. These stories offer rich qualitative data that helps explain the effects of treatments in a more intricate manner.

Selection Process: Following the collection of stories, a panel of stakeholders reviews them to ascertain which change is deemed the most consequential. This method encourages dialogue and reflection regarding the values and effects of the program.

Fundamental Steps in the MSC Process

Define Participants: Identify the stakeholders engaged in the evaluation, ensuring a varied array of opinions is represented.

Collect Stories: Acquire accounts from participants regarding transformations they have undergone due to the program. This can be accomplished via interviews, focus groups, or written submissions.

Facilitate Discussions: Coordinate discussions among participants to exchange their stories and reflect the importance of the reported changes.

Select the Most Significant Change: Employ a voting or consensus-building mechanism to ascertain the most significant change derived from the gathered narratives.

Analyse and Report: Evaluate the chosen narratives to extract insights into the program’s influence and communicate results to stakeholders.

Application and Utility of the MSC Approach

MSC is currently extensively utilised by development aid agencies, particularly Non-Governmental Organisations (NGOs). The original MSC Guide has been translated into 13 languages: Arabic, Bangla, French, Hindi, Bahasa Indonesian, Japanese, Malayalam, Russian, Sinhala, Tamil, Spanish, and Urdu, usually by organisations operating within those linguistic communities (https://mscguide-translations.blogspot.com/ ).

Since 2000, a global “community of practice” (CoP) has actively exchanged experiences regarding the application of MSC in various contexts. The email list utilised by this group is presently maintained on Google Groups (McDonald, Gabrielle, & Deane, 2009).

Recently, an online reference has compiled data on the worldwide utilisation of MSC (Willetts and Crawford, 2007). References are now accessible for over 290 publications and reports concerning the application of MSC. This encompasses both industrialised and developing nations and pertains to interventions across various areas, including health, education, agriculture, infrastructure, governance, and community development (Tonkin, Silver, Pimentel et al., 2021).

MSC is especially beneficial in situations when outcomes are intricate and challenging to assess using conventional quantitative techniques. This can be used across several sectors, such as health, education, and community development, to improve understanding of program effects and guide subsequent interventions (Bronwen, Kaye, and Theo, 2024).

By emphasising stories of transformation, MSC not only offers critical insights into program efficacy but also cultivates a culture of learning and introspection among stakeholders. This methodology serves as an effective instrument for organisations aiming to understand and communicate the impact of their work.

The MSC technique seeks to address knowledge deficiencies. Notwithstanding its acknowledgement and utilisation in diverse contexts, there exist knowledge gaps about the application of the MSC technique. This underscores the necessity for thorough investigation and documentation of practical instances to address existing gaps in the literature (Okubo et al., 2022). Ultimately, it innovatively integrates with additional methodologies. As the MSC methodology continues to improve, there is an increasing necessity to investigate its innovative integration with other evaluative techniques and approaches. This exploration guarantees that MSC continues to be a versatile and flexible tool capable of addressing the unique issues presented by various initiatives (Dart & Davies, 2005).

Conclusion

The MSC may be adjusted from the initial phase through to project implementation (Davies & Dart, 2005). The Most Significant Change (MSC) approach is increasingly utilised to evaluate development programs that involve multiple partners and stakeholder networks. This methodology is distinguished by its focus on narrative-driven insights, participatory engagement, and a comprehensive understanding of impact. The ongoing application and enhanced potential of this approach significantly contribute to the field of program evaluation by promoting learning, transparency, and the meaningful inclusion of diverse perspectives in assessing program outcomes. The MSC approach has achieved significant recognition and application across diverse sectors and nations. The strength of this approach is its divergence from conventional evaluation methods, as it avoids predefined and measurable indicators in favour of personal narratives that capture transformation.

This MSC employs a participatory approach, ensuring that program stakeholders, including beneficiaries, actively engage in the selection and analysis of stories, thereby promoting inclusivity and transparency in the evaluation process. Davies and Dart (2003) present a ten-step process that serves as a comprehensive framework for applying the MSC technique. The process involves introducing the approach, defining domains of change, systematically selecting significant change stories, and obtaining feedback. Each step is essential for maintaining the integrity and reliability of the evaluation. The participatory story selection workshop, which includes a diverse group of stakeholders, enhances the analysis by incorporating multiple perspectives and reducing potential biases.

The MSC approach has demonstrated its effectiveness; however, it is important to recognise the associated challenges and biases. This approach is applicable to various domains, including international development, healthcare, education, health promotion, and community development, highlighting its versatility. The MSC approach is continually evolving, necessitating an exploration of its integration with other evaluation techniques and methodologies. This adaptability guarantees that the MSC approach functions as a dynamic instrument, effectively addressing the distinct challenges presented by various programmes.

References

Bishop, A. (2024). Using Most Significant Change in final evaluations: A Mali case study. American University.

Bronwen, M., Kaye, S., & Theo, N. (June 2024). Evaluation methods and approaches: Most Significant Change. Retrieved from https://www.betterevaluation.org/methods-approaches/approaches/most-significant-change (Accessed 10 August 2025).

Dart, J. J. (2000). Stories for change: A new model of evaluation for agricultural extension projects in Australia. Melbourne: PhD thesis, Institute of Land and Food Resources, University of Melbourne.

Davies, R.J. (1998), Order And Diversity: Representing And Assisting Organisational Learning In Non-Government Aid Organisations. PhD Thesis. University of Wales – Swansea. Retrieved from http://www.mande.co.uk/thesis.htm (Accessed 10 August 2025).

Davies, R.J. (1996). An Evolutionary Approach To Facilitating Organisational Learning: An Experiment By The Christian Commission For Development In Bangladesh. Retrieved from http://www.mande.co.uk/docs/ccdb.htm (Accessed 10 August 2025).

Dart, J. J., & Davies, R. J. (2003). A dialogical story-based evaluation tool: The most significant change technique. American Journal of Evaluation, 24(2), 137–155.

Davies, R.J., & Dart, J. (2005). The ‘Most Significant Change’ (MSC) Technique: A guide to its use. Retrieved from https://www.theoryofchange.org/wp-content/uploads/toco_library/pdf/2001_-_Davies_-_Most_Significant_Change_guide.pdf (Accessed 10 August 2025).

Major, L. & Swaffield, S. (May 2014). Experiences introducing the Most Significant Change

technique to support Leadership for Learning in Ghana. Commonwealth Centre for Education

Report No. 14. University of Cambridge.

McDonald, D.; Gabrielle, B., & Deane, P. (2009). Research Integration Using Dialogue Methods. Canberra: ANU E-Press. ISBN 978-1-921536-74-8.

Okubo, Y., Duran, L., Delbaere, K., Sturnieks, D. L., Richardson, J. K., Pijnappels, M.,and Lord, S. R. (2022). Rapid inhibition accuracy and leg strength are required for community-dwelling older people to recover balance from induced trips and slips: An experimental prospective study balance from induced trips and slips: An experimental prospective study. Journal of Geriatric Physical Therapy, 45(3), 160–166.

Tonkin, K., Silver, H., Pimentel, J., Chomat, A. M., Sarmiento, I., Belaid, L., Cockcroft, A., & Andersson, N. (2021). How beneficiaries see complex health interventions: A practice review of the Most Significant Change in ten countries. Archives of Public Health, 79.

Willetts, J., & Crawford, P. (2007). The most significant lessons about the most significant change technique. Development in Practice. 17 (3): 367–379.

The Role of Critical Thinking, Media Literacy, and Ethical Reasoning in Navigating the Complexities of the Modern World

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In an age defined by rapid technological advancement, an overwhelming flow of information, and ever-evolving social challenges, individuals find themselves navigating a world more intricate than ever before. The twenty-first century presents both unprecedented opportunities and daunting complexities: instant access to global news, powerful digital tools for communication, and a proliferation of voices clamouring for attention. Amidst this cacophony, three vital skills emerge as pillars for responsible and effective participation in society—critical thinking, media literacy, and ethical reasoning. Together, they form a triad of competencies that help individuals discern fact from fiction and empower them to act wisely in the face of moral uncertainty.

The Foundations of Critical Thinking

Critical thinking is the ability to analyse information objectively, evaluate evidence, and draw reasoned conclusions. It is the antidote to passive acceptance and the engine of intellectual independence. In modern life, where we are bombarded daily with claims, opinions, and purported facts, critical thinking is indispensable for separating signal from noise.

At its core, critical thinking involves a willingness to question assumptions, to scrutinise arguments, and to recognise one’s own cognitive biases. This mindset is not innate; it is cultivated through education, reflection, and practice. Critical thinkers do not simply accept information at face value. Instead, they ask, What is the source of this claim? What evidence supports it? Are there alternative explanations or perspectives?

In the context of the modern world, critical thinking enables individuals to resist manipulation, avoid logical fallacies, and make decisions grounded in reality. For example, in the realm of health, critical thinking is essential for evaluating medical advice, understanding the risks and benefits of treatments, and recognising misinformation. In democratic societies, it is crucial for informed voting, civic engagement, and holding institutions accountable.

Media Literacy: Navigating the Information Landscape

The digital revolution has transformed the way we access, consume, and share information. With just a few clicks, anyone can publish content to a global audience, blurring the lines between professional journalism, opinion, and propaganda. Media literacy is the skill set required to navigate this complex landscape.

Media literacy encompasses the ability to critically examine media messages, understand the techniques used to shape perception, and recognise the motives behind information dissemination. It involves understanding different media formats, such as news reports, advertisements, social media posts, and entertainment, each with their own conventions and potential biases.

A media-literate individual is alert to the ways in which information can be manipulated. They ask: Who created this message? What purpose does it serve? What is left unsaid or omitted? They are able to identify deepfakes, misleading headlines, and subtle forms of manipulation, such as selective framing and emotional appeals.

Moreover, media literacy equips individuals to participate responsibly in the digital public sphere. In an era where misinformation can spread faster than ever before, the ability to verify sources, fact-check claims, and avoid the pitfalls of echo chambers is vital for the health of democratic discourse and for personal well-being.

Ethical Reasoning: Guiding Action in a Moral Maze

While critical thinking and media literacy furnish the tools for understanding and assessing information, ethical reasoning provides a framework for action. The modern world is rife with moral dilemmas—questions about privacy and surveillance, the impact of technology, climate change, social justice, and more. Navigating these issues requires not only knowledge but also the capacity to reason ethically.

Ethical reasoning involves the systematic consideration of values, principles, and consequences. It demands an understanding that actions do not exist in a vacuum but ripple outward, affecting others and shaping societies. Ethical thinkers weigh competing interests, reflect on universal values such as fairness and compassion, and strive for consistency between beliefs and actions.

For example, consider the ethical questions surrounding the use of artificial intelligence. When algorithms make decisions about who gets a loan, a job interview, or even medical care, the criteria embedded within have profound ethical implications. The ability to reason ethically enables individuals to scrutinise these developments, advocate for transparency, and demand accountability.

Ethical reasoning is also essential for personal integrity and social cohesion. In the workplace, in civic life, and in private relationships, it helps individuals make choices that are not just legally permissible but morally sound.

Interconnections and Synergy

Though distinct, critical thinking, media literacy, and ethical reasoning are deeply interconnected. Each reinforces the other, creating a synergy that is greater than the sum of its parts.

  • Critical thinking provides the analytical rigour needed for effective media literacy.
  • Media literacy supplies the context and awareness essential for applying critical thinking to real-world information streams.
  • Ethical reasoning ensures that the insights gained through analysis and interpretation are employed in ways that promote justice, fairness, and the common good.

For example, when confronted with a controversial social media post, an individual might use critical thinking to evaluate its logical coherence, media literacy to assess its source and potential manipulation, and ethical reasoning to decide how to respond responsibly.

Challenges in cultivating these skills

Despite their importance, developing critical thinking, media literacy, and ethical reasoning faces several obstacles. Educational systems often prioritise rote memories over inquiry and debate. The rapid pace of technological change means that new media forms and ethical dilemmas continually emerge, outpacing curricula and public understanding.

Psychological factors, such as confirmation bias and groupthink, further complicate matters. The tendency to seek information that confirms pre-existing beliefs can undermine both critical thinking and media literacy, while social pressures may discourage ethical dissent.

Moreover, the sheer volume of information available can lead to overload, making it tempting to rely on shortcuts and intuition rather than careful analysis.

Strategies for Empowerment

To empower individuals to navigate the complexities of the modern world, the following strategies can be employed:

Education Reform

Educational institutions should cultivate environments that encourage questioning, dialogue, and ethical reflection. Curriculum design should integrate critical thinking exercises, media analysis, and discussions of real-world ethical dilemmas across disciplines.

Lifelong Learning

The pace of change demands ongoing learning. Workshops, online courses, and community dialogues can help individuals of all ages stay informed and develop the skills needed to adapt.

Civic Engagement

Active participation in civic life—voting, community service, public debate—provides practical arenas for applying these skills and for shaping public norms around truthfulness, responsibility, and justice.

Personal Practice

On an individual level, cultivating habits such as reflection, mindful consumption of information, and empathy can reinforce these skills. Seeking diverse perspectives, questioning assumptions, and considering the ethical implications of one’s actions are daily practices that build resilience against manipulation and error.

Conclusion

The complexities of the modern world, while daunting, are not insurmountable. By embracing critical thinking, media literacy, and ethical reasoning, individuals can gain the clarity, discernment, and moral compass necessary to thrive. These skills do not merely protect against deception or error—they empower people to participate fully in society, make informed choices, and contribute to a more just and thoughtful world.

In the end, the path to navigating modern complexities is not just technical but humanistic. It demands that individuals engage with the world critically, interpret it wisely, and act with conscience. Only then can we realise the promise of the modern era for everyone.

References

Ayuba, M. K., & Abdulkadir, M. R. (2025). Critical Thinking and Media Literacy for Global Citizenship: A Philosophical Perspective. (2025). Kashf Journal of Multidisciplinary Research, 2(06), 1-8. https://doi.org/10.71146/kjmr505.

    • Bandura, A. (2001). Social Cognitive Theory: An Agentic Perspective. Annual Review of Psychology, 52(1): 1-26.
    • Cárdaba, N. S., Gajardo, K., J. C. Iglesias, & V. O. Quevedo (2024). Global Education and Critical Thinking: A Necessary Symbiosis to Educate for Critical Global Citizenships. https://doi.org/10.1515/edu-2024-0010
    • Dewey, J. (1938). Experience and Education. New York: Macmillan.
    • Franco P. (2017). Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction. Executive Summary: “The Delphi Report.” California: California Academic Press.
    • Freire, P. (1970). Pedagogy of the Oppressed. New York: Herder and Herder.
    • Habermas, J. (1984). The Theory of Communicative Action, Volume 1: Reasons and the Rationalisation of Society. T. McCarthy provided the translation. Boston: Beacon Press
    • Jashari, A. (2025). Exploring Media Literacy and Critical Thinking Skills among University Students: A Survey on Their Approaches to Analysing News and Information. Open Journal of Social Sciences, 13, 348-359. doi: 10.4236/jss.2025.136023.
    • Kohlberg, L. (1981). The Philosophy of Moral Development: Moral Stages and the Idea of Justice. San Francisco: Harper & Row.
    • Siegel, H. (1988). Educating Reason: Rationality, Critical Thinking, and Education. Routledge.

      Building Assets for underserved and under resourced Communities

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      Religious Institutes

      • I rendered internal auditing services to the Technical and Vocational Institutes (Nandom and Kaleo) of the FIC Ghana Province, as well as to local communities and the FIC Building Firm.
      • Facilitated the Development of strategic plans for Nandom secondary school (Bro. Nicholas Zumanaa, Headmaster), Wa Secondary School (Bro. Cosmas Kanmwaa, Headmaster), Pope John XXIII Project (Bro. Albert Ketelaars, Coordinator)
      • Helped the SMI Sisters with their financial and budgetary planning process
      • Helped to develop the Business plan for the Francis Project (Cardinal Turkson)

      Ghana Government

      • NEIP (National Entrepreneurship & Innovation Program). The National Entrepreneurship & Innovation Program (NEIP) is a Government of Ghana initiative that empowers Ghanaian youth through entrepreneurship, fostering the creation of sustainable businesses each year through training, skill development, funding, and mentorship, thereby driving economic transformation.
      • Actively participated in the ENI Livelihood Restoration Plan project in restoring and strengthening the livelihoods of the communities in Sanzule and others in neighbouring areas in the Western Region of Ghana, which are affected by the Offshore Cape Three Points project and the offshore gas reception facilities from the Sankofa fields.
      • We are actively promoting responsible business conduct, particularly in the extractive sector, which includes oil, gas, and mining.

      For instance, we organised a series of workshops in 2017 for companies, employers, and organisations on human rights, sustainability reporting, and responsible business conduct (18–19 September 2017 at the Golden Tulip Hotel Kumasi, Ghana).

      • We aim to enhance our efforts in empowering governments and companies to comprehend and fulfil their duties and responsibilities in preventing human rights abuses, including forced labour, land grabbing, and discrimination, among others.
      • We also provide guidance to companies on how to implement Human Rights Due Diligence (HRDD), which aims to evaluate, avert, and lessen negative consequences. This approach enables businesses with ethical practices to gain a distinct edge when introducing their products into the market.
      • We aim to increase understanding of the content of key international instruments, initiatives, and policies, including the UN Guiding Principles on Business and Human Rights, Global Reporting Initiative (GRI), UN Global Compact, ISO 26000, ILO Multi-national Enterprises and Social Policy (MNE) Declaration, and the OECD Guidelines for Multinational Enterprises, and their effects on businesses.
      • The aim is to aid employers’ organisations in formulating a policy strategy and providing services related to human rights, sustainability reporting, and responsible business conduct.
      • The goal is to provide guidance on where and how to access support.

      Corporate & NGO World

      • CorpTrain Ghana Limited (JPCann Associates LLC) – Facilitated Seminars and Training programme in leadership & management, Accounting & Finance, etc.
      • ECDPM (European Centre for Development Policy Management) – Independent Think Tank, Europe-Africa inclusive and sustainable development.
      • JAKSALLY – microfinance institution, Strategic planning

      Academic Institutions

      • The Wa Technical University provides training in business education, departmental administration, and management.
      • MEST (Meltwater Entrepreneurship School of Technology) – developed a training manual on business development services and entrepreneurship curriculum
      • LAWEH University College – visiting Professor
      • Collaborative projects with GIMPA, Cape Coast University, KNUST, & NiBs (Noble International Business School, Accra)
      • I am collaborating with Prof. Lucas Meijs at the Erasmus Research Institute of Management and the Centre for Leadership Development on research projects, volunteering initiatives, and social philanthropy.
      • The Collaborative Project on Performance Sustainability involves the University of Hildesheim in Germany, the University of Cape Coast, and Maiduguri University in Nigeria.
      • I am actively involved in providing PRINCE2 project management training to project managers from both the public and private sectors.

      How Can We Respond to the Current Global Polycrisis?

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      “If communities work on reducing the risk factors and investing in protective factors, they will not only be more likely to recover from crises faster but will also have the opportunity to grow from them and thrive in a new way.”

      [Jacob Bornstein and Mesa Sebree].

      Many historians believe that we are now living in the best period of human history. We live longer, have a higher average income, eat better, and are more educated. However, many of us wake up each morning feeling burdened by the current or impending calamities of our day. Climate change, threats to global democracies, conflicts, a widening income gap, stark inequities in health and well-being, mass extinctions, and mass migration— the list goes on.

      Polycrisis: What is it?

      1. The United Nations Environment Programme defines “polycrisis” as the interaction of numerous crises across global systems that have a considerable negative impact on planetary health and human well-being.
      2. The Cascade Institute provides a more thorough definition:

      A global polycrisis arises when crises in many global systems become causally linked, drastically reducing humanity’s prospects. These interlocking crises do more harm than the sum of the crises’ individual effects if their host systems were not so intertwined.

      Description of the current polycrisis.

      Allow us to digest some of the harsh facts we are currently facing. Human-caused global warming poses an existential threat to humanity by increasing the frequency and intensity of heatwaves, droughts, wildfires, heavy precipitation, and tropical cyclones, putting 3.3 to 3.6 billion people in climate-vulnerable situations and threatening ecosystems (Intergovernmental Panel on Climate Change, 2023). The World Bank projects that there will be around 216 million internal climate migrants by 2050 (Clement et al., 2021), while the global economy is expected to lose $23 trillion by 2050 (Flavelle, 2021). Think about Russia’s aggressiveness against Ukraine. Headlines like “Wider war in Europe ‘no longer a fantasy'” (Foy, 2024) raise concerns among the European population about a war in Europe (Hajek, Kretzler & Konig, 2023). Finally, dangers to democracy around the world are on the rise, often as a result of failing economic systems and accompanied by attacks on free speech (especially on campuses), independent media, and the right to peaceful protest (e.g., Roth, 2025). The convergence of these crises has been described as a global polycrisis, or “the causal entanglement of crises in multiple global systems in ways that significantly degrade humanity’s prospects” (Lawrence, Homer-Dixon, Janzwood, Rockstom, Renn & Donges, 2024: 2). Surprisingly, while international collaboration is urgently required to address the current polycrisis, populist politicians set off nationalist political agendas that stymie international collaboration. Even worse, the devastating repercussions of climate change may inspire a “resource-heavy, escapist consumption” among populist politicians and their supporters “while [they] still can” (Beckett, 2025), hastening the crises.

      However, upon reflection, we can observe that humanity has demonstrated remarkable resilience and adaptability in the face of both past and current disasters. Volcanic eruptions, pandemics, wars, and genocides are the historical catastrophes that have caused the most human injury and suffering, dating back to the bubonic plague and World War II. Despite massive losses, with up to 90% of populations dying, communities have shown resilience. Recent crises related to war, natural disasters, and economic downturns have also demonstrated various degrees of recovery, impacted by factors such as effective governance and economic diversification. Understanding past events can help us put the current crises into context. They remind us that regardless of what we confront, the world will survive, mankind will triumph, and the problems we face will compel us to create new ways to live and work that will eventually restore balance for people and the planet. Finally, humanity’s ability to withstand and rebuild provides lessons and hope for how we might prepare for and overcome the polycrisis that lies ahead.

      Protective aspects for societal resilience.

      The key subject of this article is how civilisations and communities may recover in the face of catastrophic events that are unavoidable, such as climate change, sickness, economic collapse, or war. While future crises will surely occur at both the global and local levels, communities may take essential activities to assist them adapt and recover from crises: (a) Invest in the community’s civic capacity; (b) Ensure leaders are elected fairly and accountable to the public; and (c) Determine community weaknesses and work collaboratively with the community to solve them, whether they are diversifying the economy, reducing the risk of natural disasters, building better relationships with neighbouring communities or countries, supporting local communication and information systems, improving the educational system, or ensuring basic human rights. These issues are generally too large for a single government organisation, industry, or foundation to address. They demand the community’s collaborative effort and wisdom.

      These techniques will only succeed if we approach each day honestly and with mutual respect, rather than using gamesmanship for power. That means we must wake up each day determined to participate meaningfully— with whomever, whenever, and wherever we can. We must concentrate on transforming the world into a better place, starting from the foundation. To do so, we must honestly appraise the situation before us. Blaming others for denying chances or committing previous wrongs will not result in long-term rewards, nor will shifting responsibility to other, “larger” players. The worldwide polycrisis will surely affect everyone on the planet. We all have a role to play in the struggle to ensure that our families, communities, and nations can resist the pressures and evolve into something greater along the way.

      Our social fabric may be frayed and torn, but it is stronger than any threat that could attempt to divide us. History demonstrates that humanity has often recovered from even the most severe tragedies. Humans are resilient; when we come together with a common goal for a better society, there is nothing we cannot overcome. We hope that using these tools, we can build a ladder of hope in our everyday lives. We can overcome profound divisions and collaborate to address the difficulties we face today and in the future. In a community prepared to face and adapt to our darkest days, we can live our daily lives without hypocrisy. We can sense the need to connect, to look that person in the eye who appears so different from us and share a smile, and perhaps even to phone a friend or loved one because we have the mental space to express some hope.

      A Call to Action.

      It is critical to recognise that maintaining hope in the face of the unfolding polycrisis is becoming increasingly difficult for individuals in society. However, hope appears to be increasingly important if students, educators, and administrators are to find ways to deal with the polycrisis in ways that shift decision-making towards and for planetary health (Colombo et al., 2024; Edwards & Küpers, 2024; Hedlund, Esbjörn-Hargens, Hartwig, & Bhaskar, 2025). The literature on hope also recognises this basic contradiction: for example, holding on to hope in difficult times is critical to our survival—if we act. On the other side, giving up hope during difficult times can jeopardise our survival if we do not act (for example, when we believe something or someone will suddenly come to our rescue). There are significant consequences for management learning, management education, and the effectiveness of business schools.

      References

      Beckett, A. 2025. February 1: In Trump’s fantasy politics, he can accomplish anything—but reality will prevail. Guardian.

      Clement, V., Rigaud, K. K., de Sherbinin, A., Jones, B., Adamo, S., Schewe, J., Sadiq, N., & Shabahat, E. 2021. Groundswell part 2: Acting on internal climate migration. Washington, DC: World Bank.

      Colombo, L., Moser, C., Muehlfeld, K., & Joy, S. 2024. Sowing the seeds of change: Calling for a social-ecological approach to management learning and education. Academy of Management Learning & Education, 23: 207–213.

      Edwards, M. G. & Küpers, W. 2024. Feelings for the planet: An alternative vocabulary for incorporating biosphere-focused emotions into management learning and education. Academy of Management Learning & Education, 23: 600–625.

      Flavelle, C. 2021. April 22: Climate change could cut world economy by $23 trillion in 2050, insurance giant warns. New York Times.

      Foy, H. 2024. April 9: Wider war in Europe ‘no longer a fantasy’, warns EU’s top diplomat. Financial Times.

      Hajek, A., Kretzler, B., & Konig, H.-H. 2023. Fear of war in Germany: An observational study. Heliyon, 9: e21784.

      Hedlund, N., Esbjörn-Hargens, S., Hartwig, M., & Bhaskar, R. 2015. Introduction: On the deep need for integrative metatheory in the 21st century. In R. BhaskarS. Esbjörn-HargensN. HedlundM. Hartwig (Eds.), Metatheory for the twenty-first century: Critical realism and integral theory in dialogue: 1–34. London: Routledge.

      Intergovernmental Panel on Climate Change. 2023. Summary for policymakers. In H. Lee & J. Romero (Eds.), Climate change 2023: Synthesis report— Contribution of working groups I, II and III to the sixth assessment report of the Intergovernmental Panel on Climate Change: 1–34. Geneva, Switzerland: Intergovernmental Panel on Climate Change.

      Lawrence, M., Homer-Dixon, T., Janzwood, S., Rockstom, J., Renn, O., & Donges, J. F. 2024. Global polycrisis: The causal mechanisms of crisis entanglement. Global Sustainability, 7: e6.

      Lindebaum, D. 2024. Management learning and education as “big picture” social science. Academy of Management Learning & Education, 23: 1–7.

      Roth, K. 2025, February 21: How do we defend free speech— without falling prey to extremism? Guardian.