Educational approaches that enable students to actively and directly participate in “real-world” projects are increasingly recognized as valuable pedagogical tools and, as such, being incorporated into university curriculums worldwide. Though not traditionally associated with political science courses, project-based international service learning presents a tremendous opportunity to bring classroom concepts and theories to life, provide an active approach to addressing international challenges, and assist students in the development of the hands-on, problem-solving, team-based, critical-thinking skills that are increasingly important to employers across all sectors. This article seeks to encourage political science faculty to incorporate international service learning—and/or project-based approaches—into their educational offerings. Through examination of the course Global Synthesis in Liberal Arts and Engineering Studies at California Polytechnic State University, we have identified multiple factors that can help promote successful execution of project-based international service learning as a pedagogical tool, and provide additional suggestions for faculty interested in adopting specific aspects of these educational approaches, and/or in doing so closer to home.

Inclusive and quality education can provide nations with the tools to solve global problems. However, some barriers prevent equal access to this education. These obstacles include the lack of basic resources such as electricity and internet availability, which prevents appropriate training in the skills necessary for sustainable community development. Therefore, we have responded with the Solar-Powered Educational Learning Library (SolarSPELL) initiative, which offers a solar-powered digital library and provides an internet-like experience through its offline WiFi network. This educational innovation has been implemented in rural schools across the Pacific Islands, including in some of the more remote islands of Fiji, an area strongly affected by climate change. The objective of the study was to understand the impact of SolarSPELL on teaching and learning about climate change in the schools where it was implemented. This research used a case study method in which quantitative tools were applied to understand the characteristics of the schools and the impact of this educational innovation. The results showed that the SolarSPELL library was an impactful pedagogical resource in the schools where it was implemented. It served as support for teachers and motivated the students, promoted the democratization of knowledge in vulnerable areas, and provided appropriate educational resources to generate knowledge about problem-solving actions that can respond to climate change. The importance of this educational innovation lies in presenting strategies and best practices that help improve the quality of education, making it more inclusive and eliminating barriers to the acquisition of knowledge.

Aim/Purpose: This article explores the critical need for adaptable educational models in times of crisis, focusing on strategies to overcome infrastructural and digital inequalities exacerbated by the COVID-19 pandemic. Background: By examining a case study of an offline digital library project implemented in South Sudan, this paper seeks to examine the impact of an offline digital educational solution for low-resource and crisis situations. Methodology: The authors utilize a mixed-methods approach, integrating both qualitative interviews and quantitative data analysis, to evaluate the use and impact of the SolarSPELL Initiative’s offline digital libraries in South Sudan. Contribution: This study contributes to our understanding of digital and information literacy within crisis contexts, highlighting the vital role of localized, offline content. Findings: The findings demonstrate that offline digital solutions can effectively mitigate educational disruptions by providing an accessible means to continue education during emergencies. Recommendations for Practitioners: Recommendations for practitioners include the adoption of robust offline digital learning solutions to promote educational continuity. Recommendation for Researchers: The authors recommend that researchers continue investigating the potential of offline digital educational solutions for low-resource and crisis situations. Impact on Society: Ultimately, this article finds that offline digital libraries, when paired with skill-building, are a viable means to lessen digital disparities and promote educational continuity in times of crisis and beyond. Future Research: The study suggests further exploration into the long-term impacts of such interventions on learning outcomes.

Open educational resource (OER) initiatives have opened new avenues for educational opportunities, yet OER adoption levels globally remain low. Two significant obstacles to more widespread adoption of OER are the challenge of internet connectivity that nearly half the world’s population still faces, and the lack of locally-relevant (e.g. in terms of language and curricula) OER resources. This article’s contribution is twofold. First, it presents a qualitative landscape analysis of existing primary- and secondary-level Arabic-language digital OERs and of the initiatives that provide these resources. Second, it details applied research via a case study, wherein appropriate resources identified in the analysis were subsequently curated for inclusion in an offline digital library currently being used in schools in Northeast Syria that offers all Open resources. Results from the landscape analysis indicate a limited quantity of Arabic-language OER content available for primary and secondary education. Furthermore, multiple challenges hinder the adoption of OER in resource-constrained settings. Accordingly, recommendations are made that could help to improve these resources' ability to be used, particularly drawing from the article’s applied case study for examples. Given the case study’s application of providing locally-relevant OER resources in an offline setting, this article provides a real-world example of furthering open e-learning, despite infrastructural, linguistic, and socio-political challenges. As such, it advances research supporting innovative e-learning practice, and should be of interest for scholars and practitioners interested in furthering the adoption of open e-learning in low-resource settings globally.

Around the world, rural and remote communities face a myriad of challenges in providing quality education, especially in communities where internet and electricity access are unreliable or nonexistent. Many innovative projects and initiatives have attempted to provide technological solutions adapted to the infrastructural challenges in these unconnected areas. One such innovation, the offline digital library (ODL), has emerged as a promising and cost-effective solution for bringing information to offline locations without the need for massive infrastructure overhauls and costly ongoing maintenance. Despite the existence of numerous ODL initiatives and the critical importance of library content being relevant to its users, the process of curating collections for ODLs has not been sufficiently discussed in the scholarly literature. Using the SolarSPELL initiative as an ODL model, this article seeks to illuminate the process of curating an offline, customized encyclopedia. With the aim of enhancing the availability of digital content in offline environments, this article presents a roadmap detailing the practical insights gained from developing a tailored educational encyclopedia called Wikipedia for Schools, available in both English and Arabic. Finally, we offer best practices and lessons learned, including recommendations for future research in this field.

Training agricultural extension workers to educate rural farmers on conservation agriculture (CA) techniques is a significant challenge, especially in areas with limited access to the internet. This article evaluates the effectiveness of a train-the-trainer (TTT) approach that integrates an offline digital library and competency-based training to address both the information and skills needs of extension agents in Rwanda. Using Harper et al.'s (2024) TTT framework, the study assesses a TTT workshop conducted with agriculture extension interns, focusing on their ability to train farmers in CA practices. The training combined access to SolarSPELL, a portable offline library, with interactive learning experiences to enhance both technical and interpersonal skills. Post-training survey results indicate that participants found the digital library highly beneficial in overcoming information access challenges, while the competency training equipped them with essential skills for their roles. The findings suggest that integrating digital tools into TTT programs, particularly in rural offline settings, can enhance knowledge dissemination and improve the efficacy of agriculture training programs. The article explores the implications for broader adoption of this approach in other regions and agricultural sectors.