Administrators

, 80–81, 106

Adventurer researchers

, 80–81, 94–95

Antimicrobial resistance (AMR)

, 1, 57, 86–87, 111

climate change and

, 2, 113–114

Infectious Storytelling

, 9, 42, 53

long-term memory

, 60

World Health Organization (WHO)

, 42

Arts-science interdisciplinary projects

, 6–7

Beta-testing

, 67–68

Bibliotherapy

, 4, 20, 58

immersiveness

, 20–21

interactive digital narratives (IDNs)

, 20–21, 111–112

Bicycle Model of Climate Change Education (CCE)

, 19, 30, 32

Bourdieu/Bourdieusian

, 26–27, 29, 99, 104–105

Bovine spongiform encephalopathy (BSE)

, 4

Bridge scientists

, 80

Bridging themes

, 29–30, 32

Carbon footprint

, 16–17, 22, 61–62

everyday activities

, 22–23

interactive digital narratives (IDNs)

, 111–112

You and CO₂ (YCO₂)

, 1, 21, 69

Casaliggi, C.

, 8–9, 108, 110

Climate change education (CCE)

, 8, 18, 20, 104, 114

‘holistic Agentic Climate-Change Engagement’ model (h-ACE)

, 36

interdisciplinary approach

, 18

socio-constructivism

, 19

STEAM programme

, 38–39

You and CO₂ project

, 37–39

Cognitive psychology

, 92

Consumption

, 38–39, 47–48, 68–69, 85–86, 108–109

COVID-19

, 2, 114–115

lockdown

, 8, 88

testing

, 88

tuberculosis (TB) and

, 51–52

Creative writing

, 55

Crime scene investigation (CSI) effect

, 4

Critical thinking

, 18

Crucible/Welsh Crucible

, 41, 83, 86, 94, 113–114

Cultural values

, 33, 59, 111–112

Data analysis

, 46

Decision-making research skills

, 18

Dialect(s)

, 9, 29–30, 78, 81–82, 92

Diffused responsibility

, 2

Digital fiction

, 20–21

Disciplinary silos

, 91, 115

Disruptions

, 27, 71

Dominant themes

, 29–30

Educating Through Entertainment

, 3–6

Edutainment

, 2, 58–59

Emotional connection

, 59, 112–113

Entertainment

, 3–6

education

, 58–59

Entertainment-education

, 49, 57

Epidemic

, 1, 68–69

Expressive writing

, 4, 20–21, 58, 111–112

Fight-Denial (Dominant)

, 32–33

Fight-Holistic (Dominant)

, 35

Fight-Individual (Dominant)

, 34

Fight reactions

, 29

Fight-State (Bridging)

, 35

Flight reactions

, 29

Flight-Social (Bridging)

, 33

Flight-State (Bridging)

, 33–34

Folktales

, 49, 59, 63

Geneplore Model of Creativity

, 61

General Certificate of Secondary Education (GCSE)

, 6

Generalist researchers

, 80

Global challenges

, 2, 15, 96–97

Global greenhouse gas emissions

, 16

Global warming

, 16

Google Sheet

, 65–66

Grounding

, 80–82, 107

Habitus

, 26, 29–30

climate change education (CCE)

, 34

cultural

, 33

familial and educational

, 34

school

, 35

Hayhurst, E.

, 9

Health and science communication

, 53, 55–56, 115

Health campaigns

, 44, 49, 60–61

Higher education institutions (HEIs)

, 6

Holistic Agentic Climate-Change Engagement (h-ACE) model

, 35–36

Horry, R.

, 9–10, 101, 103

Infectious Storytelling project

, 41, 43, 46, 52–53

Interactive digital narrative (IDNs)

, 1–2, 20–21, 24, 45, 60, 87, 111

bibliotherapy

, 20–21

climate change

, 1

Fight-Individual

, 34

Flight-Social themes

, 33

informal analysis

, 28–29

quick response (QR) code

, 45–46

uniform resource locator (URL)

, 45–46

YCO2 project

, 4

Interactivity

, 5, 20, 53, 113

Interdisciplinarity

, 6–7, 18, 111

approaches

, 6–7

research

, 75–79

wide interdisciplinarity

, 79, 83, 89

Intrusions of the actual

, 59, 67–68, 70

Long nineteenth century

, 44, 47–48, 87, 105–106

Long-term memory

, 59–61, 71

Message saturation

, 5–6, 58–59

Microsoft Teams

, 45–46

Migrator researchers

, 80

Monitoring

, 70–71

Multi-disciplinary

, 18, 30, 75, 105

Multi-drug resistant tuberculosis (MDR-TB)

, 43

Multiliteracies pedagogy

, 42

Multimodal interactivity

, 5

Mycobacterium bovis

, 46–47

Narrative design

, 5–6, 20, 55, 70–71

Narrow disciplinarily

, 79

National Health Service (NHS)

, 46–47

New Curriculum for Wales

, 1, 21, 39

No World 4 Tomorrow (NW4T)

, 11, 21–24, 57, 64, 98

Only Always Never (OAN)

, 11–12, 49–50, 57

Persuasive communication

, 4, 58–59

Planning phase

, 61, 64, 113

Playful learning

, 2

Practice-based research

, 7–8, 12, 53, 56–57

Practitioner Model of Creative Cognition

, 56–57, 59

Qualitative analysis

, 10–11, 26, 29

Quick response (QR) code

, 45–46

Red Dead Redemption II

, 48

Researcher reflections

, 97–110

Reviewing phase

, 67–68

Rhetorical situation/problem

, 59–60, 70–71

Romantic era

, 1, 48, 68–69, 94–95

Ross, H.

, 10–11, 103, 105

Rudd, J. A.

, 8, 98, 101

School Strike movement

, 17

SciComm

, 4

Science-process skills

, 18

Serendipity

, 68

Skains, R.L.

, 7–8, 105, 107

Skype

, 45–46

Socio-cultural barriers

, 32–35

Special Educational Needs Coordinator (SENCo)

, 10

Special educational needs (SEN)

, 10, 21, 100

STEAM

, 1, 20, 38–39, 111–112

STEM

, 15–16, 111–112

Stomach ulcers

, 51–52

Systems thinking

, 18

Translation phase

, 59–61

Tuberculosis (TB)

, 1, 43, 108–109

antibiotic use

, 11

antimicrobial resistance (AMR)

, 43

COVID-19 and

, 51–52

history of

, 46–47

Infectious Storytelling project

, 60–61

medical history

, 112

multidrug-resistant (MDR)

, 43

popular representations

, 47–48

Romantic era

, 9

stomach ulcers and

, 51–52

Wales

, 87

Twine

, 3, 25, 58, 65, 103–104

Uniform resource locator (URL)

, 45–46

Welsh National Memorial Association (WNMA)

, 44, 46–47

Wide interdisciplinarity

, 74–75, 79, 83, 89, 91

Woodward, K.

, 11, 107–108

World Health Organization (WHO)

, 41

You and CO₂ (YCO₂) project

, 1, 5, 15, 21, 30, 38, 56–57, 96

arts-based approaches

, 20–21

climate change education (CCE)

, 18–20

methods

, 21–26

programme delivery

, 27–28

school-based climate change engagement

, 16–18

Zoom

, 45–46