1. Animal movement is multidimensional and complex, and to understand the motor system of wild animals in the context of their natural ecology, we must analyse how suites of performance traits both mutualistically and antagonistically affect function—a necessity highlighted by previous work on performance trade-offs.

2. Evidence from some studies of human athletes using multidimensional analyses of performance suggests that overall quality among individuals can mask functional trade-offs within them, yet no studies have tested this idea using wild animals. In this study, we investigated the possible mutualistic and antagonistic associations among eight different whole-animal performance traits in male and female northern quolls (Dasyurus hallucatus).

3. We detected trade-offs between pairs of performance traits when conducted on raw standardized data using both Pearson product moment correlations and partial correlation analyses. For example, grasp strength was negatively associated with beam-running speed using both analyses, suggesting that morphological designs that enhance grasp strength simultaneously compromise an animal’s motor control or stability on a narrow beam.

4. In addition, we detected a trade-off between two distinct sets of performance traits; grasp strength, bite force and maximum oxygen consumption were negatively associated with jump acceleration and beam-running speed. This trade-off between sets of performance traits accounted for around one-third of the total variance in performance among individuals and was primarily driven by the effects of body size on both groups of traits. Larger body sizes improved grasp strength, bite forces and maximum oxygen consumption rates but decreased jump accelerations and beam-running speeds.

5. Because the first component of a principal component analysis based on all eight performance traits (PC_P1) did not load in the same direction for all traits, PC_P1 did not represent an overall metric of motor performance—which differs from previous multivariate analyses of human physical performance. Our study highlights the importance of studying suites of traits when exploring the functional phenotype of organisms rather than just one or two dimensions of performance.

Increased migration has globally reshaped the social and cultural composition of schools and renewed emphasis on how education systems respond to migrant students’ right to equitable participation has ensued. Despite political and policy commitments to inclusive education, evidence shows that gaps between rhetoric and classroom practices seem pervasive. This systematic review examines how perceptions, practices, and strategies for the inclusion of migrant learners are conceptualised and enacted across primary and secondary education. Following the PRISMA 2020 guidelines, 49 peer-reviewed empirical studies published between 2015 and 2025 were identified across four different databases. Descriptive analysis mapped methodological patterns regarding research paradigms, geographic settings, and participant groups, while qualitative synthesis organised reported perceptions and strategies according to teachers, students, families, and school leadership. Findings reveal both promising practices - such as linguistic support, peer mediation, culturally responsive pedagogy, and family-centred initiatives - and also major hurdles including racism, curricular monoculturalism, limited teacher preparation, weak family–school ties, and feeble institutional coordination. Across the reviewed studies, inclusion appears contingent upon broader socio-political conditions and remains structurally fragile when reduced to symbolic gestures rather than systemic transformation. The review foregrounds the need for intercultural and justice-oriented approaches that recognise migrant students and families as co-constructors of educational communities, informing future research, policy, and professional development agendas.

Ongoing advancements in technology and knowledge, alongside systemic challenges like social marginalisation (Fluit et al., 2024), call for adaptive educational strategies in healthcare. This chapter explores the potential of generative artificial intelligence (genAI) as a complementary tool within a Problem-Based Learning (PBL) educational approach, a cornerstone of Student-Centred Learning (SCL), to enhance healthcare education.

Grounded in constructivist, humanist, and behaviourist principles (Mukhalalati & Taylor, 2019), PBL facilitates critical thinking, collaboration, and authentic engagement with complex, real-world problems. Thoughtfully integrated, genAI tools can benefit both students and academic staff by generating tailored learning materials, fostering critical reflection through Socratic questioning (Ho et al., 2023; Overholser & Beale, 2023), and aiding personalised learning. Through coaching (Coumans & Wark, 2024; Hurlow, 2022), positive psychology (Passmore & Lai, 2019; Peláez Zuberbuhler et al., 2024; Seligman, 2011) and neuroeducational principles (Coumans & Wark, 2024), these can create inclusive, emotionally supportive learning environments that nurture growth mindsets, reduce stress, and promote neuroplasticity – elements crucial for effective, student-centred learning (Immordino-Yang et al., 2019; Voss et al., 2017).

To address persistent systemic challenges, including entrenched inequities and ongoing practitioner shortages (Mukhalalati & Taylor, 2019), broader strategies are also proposed. These include service learning (SL) and alignment with the United Nations (UN) Sustainable Development Goals (SDGs), all designed to cultivate socially responsible and adaptive healthcare practitioners. Ethical risks, such as passive learning or diminished critical thinking, are also discussed (Michel-Villarreal et al., 2023). These underscore the need for skilled facilitation, ensuring AI remains a reflective, supplementary aid, rather than a substitute for human judgment. By implementing genAI within current pedagogical frameworks, this chapter envisions a future-ready educational ecosystem. This system will equip healthcare professionals to navigate complex, technology-driven environments while contributing to the sustainability of society.