The closure of schools because of the COVID-19 pandemic created a challenge for families and teachers in supporting children’s remote schooling. This study investigates parents’ perspectives on their accommodation to the rapid change to remote schooling from the point of view of sustainable education. The study was conducted at the beginning of the COVID-19 pandemic in spring 2020 via an online questionnaire for parents, to which 316 voluntary participants responded. Data were analyzed using a theory-driven content analysis. According to the results, parents were worried about the learning and wellbeing of their children as well as management of daily life and use of information and communications technology (ICT). The results show the importance of schools and teachers as well as networks in supporting family resilience during rapid changes. Families’ individual needs should be acknowledged and met in a sustainable way to support children’s learning in changing settings, including remote schooling.

Rapid development of digital technologies affects the lives of all people and often leads to people being in unequal positions regarding digital skills training opportunities. Older adults' motivations for learning digital skills vary, but they are generally connected with expectations of upcoming benefits. This study investigates the self-perceived benefits of older adults, information and communications technology (ICT) teachers and peer tutors who have participated in digital training sessions in olderadult organisations or adult education centres. The data included 226 respondents (136 women, 90 men; older adults 53-90 years old, mean age 71 years, SD 6.74; ICT teachers 30-68 years old) from Finland. According to the results, participation in digital training events supported development of digital literacy and wellbeing of the participants. Most older adult peer tutors described an increase in their wellbeing. The findings of the study indicate that participation in digital training sessions in later life is beneficial, as it supports the growth of independence and positive interdependence in new types of learning communities that strengthen older adults' learning and wellbeing.

In this study, we investigated how students manage their lack of/insufficient understanding of the content of a mathematical task with the aim of reaching shared understanding and epistemic balance in peer interaction. The data consist of recordings collected during a mathematics project (6 × 75 minutes) in a Finnish lower secondary school. The findings, drawing on conversation analysis, showed two markedly different sequence trajectories: (1) how interaction between a K+ and a K− (more/less knowledgeable) student proceeded relatively smoothly when these positions were accepted by both participants, and consequently the K+ led epistemic work by designing turns that resembled teachers' practices and (2) how the K+/K− interaction became extended when a K− challenged the K+'s knowledge claims and, furthermore, how a K− steered the epistemic work using polar and wh-interrogatives. The findings contribute to a better understanding of the ways the management of epistemic imbalance can progress during peer group work.

Although there have been developments in family and child welfare services, these have not been prioritized from a sustainability perspective. This article aims to provide a framework for supporting sustainable provisions for family and child welfare. We demonstrate how the need for a socially sustainable stance on family and child welfare arises from the recognition of global changes that constantly influence families as well as children’s rights, which ground child- and family-centered actions. The conceptual framework includes three overarching dimensions and four levels of actors that provide a body for 16 conceptual entities in providing socially sustainable family and child welfare. The analysis showed that functional child welfare and family policies, systems, and practices appear essential elements, even necessary preconditions, of sustainability and sustainable development in general. Leaning on the concept of children’s rights, we conclude that the idea of child welfare promises citizens that society has committed to promoting all children’s wellbeing. Implementation of this requires a shared understanding that the conceptual framework provided in this paper urges to actualize.