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Many relict rock glaciers and protalus lobes have been described in mountainous areas of the British Isles. This paper reviews their distribution, chronology, supposed origin and development, and places the research within current investigations and knowledge. Rock glaciers and protalus lobes are located in a number of different topographic locations and settings. They developed at the base of steep cliffs following the catastrophic failure of rock faces, at the base of scree slopes following the gradual accumulation of rock debris and in association with glaciers. Protalus lobes probably developed in response to the permafrost creep of talus material while rock glaciers formed through the deformation and sliding of large bodies of buried ice. Rock glaciers probably developed, or were last active, during the Younger Dryas, although the possibility exists that some of these landforms are Dimlington Stadial in age. The development of protalus lobes during the Younger Dryas suggests that precipitation levels were low and permafrost was widespread during this time. The lack of rock glaciers (sensu stricto) in the British Isles compared with other mountain areas is believed to be a consequence of the rock type and relative scarcity of weathered debris for their formation rather than a lack of suitable sites or appropriate environmental conditions.

The concept of the Fourth Industrial Revolution is related to a ubiquitously connected, pervasively proximate (UCaPP) world and its response to Covid-19. Pedagogies need to be aligned with institutional 'quality education' and changes in the nature of the undergraduate student intake to formulate a 'Future Educational System'. Considerations include students from 'non-traditional' sources adapting to existing university structures and how procedures might accommodate these students in addition to changes and disruptions resulting from Covid-19. Mobile devices allow Personal Learning Environments (PLEs) to be developed in accordance with individual students' needs. PLEs allow ubiquitous, flexible structures to develop educational quality. Policies should involve connectivist approaches and active learning via broad curriculum development and appreciate the importance of individual student needs and capabilities, socioeconomic as well as academic. We stress the importance of broadening access to higher education, particularly for those who have been 'neglected' by current procedures.

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