Local food traditions are an essential part of culture and society, reflecting a community’s history, values, and beliefs. Elders play a major role in passing on local food knowledge to younger generations, ensuring local food traditions and cultural identity do not disappear over time. To preserve these traditions, it is essential to engage older and younger generations of a community in a transgenerational dialogue. From this perspective, the study utilizes a hybrid participatory approach, composed of design thinking and learning-by-doing. Results of the case study underline the effectiveness of the approach in stimulating both the transfer of knowledge, as well as the involvement of younger generations, in the preservation of local food traditions.

Summary: Motivation: The scientific community devotes considerable attention to defining and implementing approaches for preventing and managing disasters. The article presents an innovative disaster management approach that considers societal, economic, and environmental issues and expectations, in order to stimulate actors' collaboration at different scales (local, national, etc.).Purpose: The article proposes an innovative approach to disaster management that integrates the characteristics of recent approaches—resilience‐based, sustainability‐based, and responsible research and innovation (RRI)‐based.Methods and approach: The article present a detailed overview of the evolution of disaster management approaches, evaluating their different characteristics to identify the most effective approach, as well as an analysis of the pillars characterizing the resilience, sustainability, and RRI concepts and the different phases of each approach.Findings: The article suggests practices to reduce/mitigate the impacts of disasters, classified according to their different actors and components.Policy implications: First, the implementation of the approach has to be aligned with adequate policies or funding. It also requires the involvement of many different actors and a range of public‐sector agencies at different levels of government.

The increasing need to access information everywhere and at any time leads us to believe that future user interfaces, through which users interact with pervasive computing systems, must address both device and modality independence. The pervasive computing paradigm sees almost every object in the everyday environment as a system able to communicate with users and other systems in their own languages. The interaction between users and systems is therefore typically multimodal. The main challenge of multimodal interaction, that is also the main topic of this paper, lies in developing a framework that is able to process information derived from whatever input modalities, giving these inputs an appropriate representation and integrating these individual representations into a joint semantic interpretation. A description of this multimodal pervasive framework will be given in this paper, along with some details of its application in Ambient Assisted Living and the usability test that was implemented to validate its effectiveness.

The use of a co-creation process within e-learning practices enables learners to live positive experiences as they are more actively involved in the learning process. Starting from this consideration, the paper aims to demonstrate that using a co-creation approach to design a Massive Open Online Course allows amplification of the learning experience as well as the children's knowledge and awareness of digital health literacy issues, particularly of cyber-bullying. To this end, a case study that involves teachers and students from a primary school in Rome has been implemented. To engage students, two participative methodologies (open space technology and storytelling) are used. The results of the case study show a positive impact of the co-creation strategy on both the students' engagement in co-producing the learning content and their awareness and knowledge of the cyber-bullying phenomenon and digital health literacy issues.