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Beyond Screen Time Guilt: The Role of TV and Video in Early Child Development by Cary Bazalgette offers a fresh and insightful perspective on babies' and toddlers' relationship with moving image media. Forget the guilt-inducing screen time rules and dire warnings about developmental harm - this book reveals what's really happening when your little one is captivated by their favourite show.

Drawing on meticulous observational research and 35 years of media education expertise, Cary Bazalgette uncovers the remarkable ways in which children under three actively engage with film and television. Bazalgette critiques the flawed research behind screen time rules, exposing the limitations of surveys and experimental studies in this context. She provides vivid examples of typical behaviours, such as spontaneous laughter, frightened responses, and apparent "addiction," while analysing the learning challenges that young children eagerly embrace. The book also emphasises the value of shared viewing experiences and offers detailed insights into how specific TV episodes foster learning.

With its clear style, good humour, and evidence-based reassurance, Beyond Screen Time Guilt is an essential read for parents, early childhood practitioners and students. It transforms how we understand the relationship between young children and moving image media, offering a refreshing and informed alternative to screen-use guidelines.

Innovative Pedagogies and Ethics in the Age of AI meets the challenges of an era defined by rapidly accelerating artificial intelligence (AI) in higher education. Scholars offer pedagogical innovations in ethics and inclusion vital to the future of teaching and learning. Their research provides theoretical explorations, practical applications, and adaptable frameworks to generate pedagogies that foster meaningful, socially responsible teaching and learning in the age of AI.

The volume brings together leading teacher-scholars from tech ethics, media, communication, the humanities, the social sciences, and STEM. Authors examine how AI is reshaping the conditions of teaching and knowledge production in order to provide both discipline-specific critical guidance and interdisciplinary strategies indispensable to the emergent AI landscape.

Sponsored by the Communication, Information Technologies, and Media Sociology section of the American Sociological Association (CITAMS), Volume 30 of Studies in Media and Communications meets the demand for new forms of critical, inclusive, and ethically grounded pedagogy.

Drawing upon the work of philosopher John Dewey, A Deweyan Approach to Teaching Literary Inquiry describes an inquiry-based, process-oriented approach to making meaning from literary texts.

Beginning with a Deweyan examination of why we teach literature, the book then presents its central argument: that textual inquiry should be at the heart of literary education. The chapters systematically address each step in the meaning-making process, offering practical, classroom-tested strategies drawn from the author's forty-year teaching career. This flexible framework transcends specific texts and grade levels, providing educators with a replicable approach that teaches students not what to think about literature, but how to think through it, equipping them with intellectual tools for independent, rigorous reading.

This volume is an essential resource for anyone seeking to move beyond traditional lecture-based approaches to literary study. It will appeal to educators committed to student-centered pedagogy, critical thinking, and the development of transferable reading skills that serve students across disciplines.

This book is an academic exploration that intricately dissects the interplay of critical thinking and reading skills within the rich tapestry of Southeast Asian cultural contexts, set within the modern technologically driven space.

From the foundational theories rooted in the Concentric Model of Criticality Across Culture (CoMCAC) to the practical strategies delineated for educators, curriculum developers, and policymakers, this book unfolds as a comprehensive guide to fostering cognitive dexterity across diverse learning landscapes. Using evidence drawn from both the Vietnamese and Malaysian contexts, this volume unveils the intricacies of Southeast Asian students' perspectives on critical thinking and reading, shedding light on cultural influences that shape their intellectual endeavours. This book not only deepens our understanding of the Southeast Asian educational milieu but also offers actionable insights for a globalized pedagogical landscape.

Grounded in robust theoretical frameworks and enriched with practical approaches, this book is a must-read for academics, researchers, and practitioners seeking to harmonize critical thinking, reading skills, and cultural competence within the dynamic tapestry of Southeast Asian education.

Navigating Higher Education as Black Male Faculty: Strategies for Resilience, Mentorship, and Institutional Change centers the voices and lived realities of Black men in the academy, a space that promises equity yet perpetuates racial exclusion and marginalization.

Moving beyond deficit narratives, this book blends autoethnography, research-informed analysis, and practical toolkits to illuminate strategies for resilience, mentorship, and institutional transformation. Contributors surface daily experiences of bias, isolation, and hyper-visibility while offering actionable guidance for classroom practice, promotion, and policy design. It challenges symbolic diversity commitments, positioning Black male faculty as essential architects of systemic change. With case studies, reflection prompts, and concrete recommendations, this collection provides a roadmap for thriving and a blueprint for institutions committed to recruiting, supporting, and retaining diverse talent.

In a rapidly evolving educational landscape, LGBTQ+ beginning teachers still face systemic challenges, including heteronormative school cultures, lack of representation, and inconsistent institutional support. LGBTQ+ Inclusion in Teacher Education is the essential guide for transforming teacher education and early career support into truly inclusive, affirming practice.

In four distinct parts, the book guides readers from entry into the profession, through mentoring and identity development, to inclusive pedagogy and, finally, the systems of leadership, policy and school culture that shape long-term belonging and progression.

Rooted in research but practice led, the lived experiences of LGBTQ+ teachers and teacher educators provide a vivid account of navigating Initial Teacher Education as a beginning teacher. Together, the chapters show that LGBTQ+ inclusion must not be an optional add-on, but a foundational element of teacher education and school leadership.

Across the four sections, each author demonstrates how early choices, professional relationships, classroom practice and institutional structures collectively enable or constrain LGBTQ+ teachers, while equipping readers with research informed strategies to build more inclusive, affirming and sustainable educational environments.

Whether you are a beginning teacher, teacher educator, school leader or mentor, LGBTQ+ Inclusion in Teacher Education equips you to create affirming environments where all educators, and by extension, all pupils, can thrive. In a time when LGBTQ+ rights and representation in education are increasingly politicised, this is a timely, hopeful roadmap for lasting change.

A rigorous, evidence-based pedagogical foundation for educators who wish to help students maintain and cultivate their critical thinking skills in the age of generative AI.

The book provides an important overview of the cognitive impacts of offloading intellectual labor to AI, and defines and probes key concepts such as critical thinking, AI literacy, and meta-cognition. It contextualizes the challenge faced by educators by mapping the global state of AI literacy integration across K-12 and higher education, identifying how and where AI literacy is being taught, and where it is currently missing. The book reflects on best practices and evidence-based research from around the globe, providing educators with specific and actionable methods to help their students gain the skills, motivation and habits of mind to use AI more selectively and avoid offloading their cognitive capabilities. It also explores strategies for knowledge transfer and retention, featuring insights from diverse critical thinkers, and provides educators with guidance on designing "AI resilient" assignments and assessments and integrating education-focused AI models that effectively incentivize critical thinking and learning.

This book is essential reading for educators - teachers, professors, and librarians - currently grappling with the challenge of preserving critical thinking in an age of pervasive AI and will be particularly useful to those teaching information literacy, media literacy, and digital literacy.

Leadership matters. Today's school environments place unprecedented demands on educational leaders. As a district's chief executive, the 21st-century school superintendent must navigate complex terrain-advancing justice and equity for every child, responding to shifting contextual forces (including global disruptions such as pandemics), and managing high-stakes accountability alongside unfunded mandates. Research consistently underscores that school and district leadership significantly influence student achievement and outcomes. Through purposeful collaboration, strategic goal setting, alignment of resources, and continuous monitoring of progress, effective superintendents make a measurable difference. These ideas are central to School Boards and Superintendents: Navigating a Wicked Terrain, which highlights the evolving expectations shaping contemporary educational leadership.

Among all stakeholders, the relationship between the superintendent and the school board is paramount. Superintendents must serve as multidirectional conduits of information, connecting schools, boards, and communities, while maintaining a collaborative and often politically sensitive partnership with their governing body. This position requires both strategic insight and diplomatic skill. As illuminated in School Boards and Superintendents: Navigating a Wicked Terrain, the political dynamics inherent in this relationship cannot be underestimated; indeed, they frequently determine a district's stability, coherence, and progress.

Amid longstanding tensions, now intensified by heightened political polarization, culture wars, and persistent challenges to public education, this work seeks to examine, describe, and analyze the evolving relationship between school boards and superintendents. It explores how these pressures affect students, families, and educators, and how leaders work toward resolution in even the most contentious circumstances. In keeping with the spirit of School Boards and Superintendents: Navigating a Wicked Terrain, it elevates stories often left untold, offering insight and guidance for those confronting their own complex leadership challenges in an increasingly demanding landscape.

Artificial Intelligence is rapidly reshaping education, assisting teachers in planning, resource creation, and assessment while students increasingly engage with AI for learning and text construction. Despite restrictions on GenAI use in schools, its presence is undeniable, prompting urgent questions about its role in literacy education.

Since the introduction of ChatGPT in 2023, research has surged on AI's impact on higher education and foreign language instruction. However, the intersection of GenAI and literacy education for school-aged students (K-12) remains underexplored. This essential volume examines AI-assisted learning, student engagement with AI-generated texts, and the implications for literacy educators as GenAI becomes more powerful and accessible. Furthermore, it explores the evolving responsibilities of teachers as AI supports professional learning, planning, and assessment.

With GenAI's dynamic and expanding capabilities, Generative Artificial Intelligence in Literacy Education offers timely insights into the future of literacy education. A must-read for educators, researchers, and policymakers seeking to navigate the complex relationship between artificial intelligence and the teaching of reading and writing in K-12 schools.

Advancing Anti-Racism in Education Across the UK offers a timely and original account of how anti-racist education is being imagined, contested, and advanced across Scotland, England, Wales, and Northern Ireland. Arising from a four-nations programme of seminars, analysis, and publication conducted between 2024 and 2026, the book examines the conditions under which anti-racist educational reform becomes durable rather than symbolic within curriculum, institutional practice, and democratic life.

Framed through Moncrieffe's critical institutionalism, the book develops an original triadic architecture organised around epistemic reform, institutional embedding, and civic translation. Emerging from the comparative evidence itself, this framework provides a distinctive way of understanding how racialised power is reproduced and challenged across knowledge, institutions, and public culture. Drawing on keynote contributions, seminar discussions, participant testimonies, interviews, survey responses, and fieldnotes, the book shows that anti-racist education must be understood not as an additive diversity initiative, but as a deeper struggle over legitimacy, belonging, professional accountability, and the public purposes of education.

Set against a wider context of anti-DEI backlash, nationalist retrenchment, and intensified struggles over belonging and democratic life, the book brings together critical voices and grounded insights from across the four UK nations. In doing so, it makes a major new contribution to contemporary debates on educational justice, democratic renewal, and the conditions under which anti-racist educational reform becomes durable.

The ebook edition of this title is Open Access, thanks to Knowledge Unlatched funding, and freely available to read online.

Building upon an adapted model of Positive Youth Development for Adolescent Girls of Color, emphasizing the strengths of girls of Color rather than their deficits, Exploring Educational and Developmental Experiences of Girls of Color presents a diverse set of perspectives in terms of authors' social identities, professional orientations, and developmental stages. Chapters examine the experiences of girl-identified adolescents of Color and the strengths, skills, and competencies that they use to navigate through their different educational contexts while simultaneously making sense of their intersectional identities.

Early Childhood Education and Care sits at the centre of some of the most urgent challenges of our time, from poverty and inequality to social cohesion. Yet too often, early education systems reproduce these inequalities rather than disrupt them. This book argues that it does not have to be this way.

Drawing on international research, neuroscience and decades of practice, Dr June O'Sullivan OBE presents the social justice pedagogy she developed through the London Early Years Foundation (LEYF). At its heart is a simple but powerful idea: fairness must be designed into systems, relationships and everyday practice, and judged by how far it expands children's life chances.

Covering leadership, quality, children's rights, pedagogy and the art, craft and science of Early Years teaching, the book sets out a vision for community-based, multi-generational education rooted in inclusion, equity and compassion. Through case studies, reflective questions and the seven interwoven strands of the LEYF approach, the chapters show how values can be translated into everyday practice including:

* Leadership for Excellence, weaving sustainability throughout
* Spiral Curriculum
* Enabling Environments
* Harmonious Relationships
* Safe, Fit and Healthy
* Home Learning Engagement
* Multi-Generational Community Approach

Offering a practical framework for designing early education systems that can be adapted, replicated and scaled to better serve disadvantaged children, families and communities, this is essential reading for educators, leaders and policymakers.

Founded in 1876 as the Agricultural and Mechanical College of Texas, Texas A&M University began with just forty students, six faculty members, and a mission to educate young men in agriculture and mechanics. Over the following 150 years, the institution evolved into one of the largest public universities in the United States, enrolling more than 81,000 students and counting more than half a million former students among its global community. What Endures: A Visual History of Texas A&M University celebrates this remarkable journey through a rich illustrated history drawn from the university's archival collection.

Compiled by university archivists Emily R. Amos, Robin Brandt Hutchison '91, and Krista Jones Oldham, this illustrated volume brings Texas A&M's past to life through photographs, documents, and artifacts. Readers will discover early campus scenes, architectural drawings, historic photographs, and memorabilia from athletics and the Corps of Cadets, along with glimpses of the traditions and milestones that shaped the Aggie experience. Organized by decade, the book invites readers to explore how Texas A&M has changed over time from its earliest years as an all-male military college to a modern research university with a global impact. Each section highlights defining moments as well as everyday life on campus, bringing the people, places, and traditions of Aggieland to life.

This special, heavily illustrated book depicting Texas A&M University's rich history will appeal to current and former students alike, Aggie fans in general, and anyone interested in the history of higher education.

In an era of unprecedented complexity for schools, where mental health challenges, SEND needs, and rising expectations converge, this essential guide offers a transformative solution. Tracey Smith, a leading advocate and practitioner of Values-Based Education (VbE), draws on decades of experience and a wealth of real-world case studies to show how embedding shared human values can revolutionise school culture, academic outcomes, and community wellbeing.

From the corridors of UK primaries to global classrooms, Smith demonstrates how values such as respect, integrity, and compassion are not just ideals, but practical tools for uniting diverse communities, fostering global citizenship, and nurturing resilient, ethical learners. With insights from educational leaders, and field notes, A Framework for Values-Based Education provides both a compelling argument and a practical handbook for educators and policymakers seeking to create inclusive, high-performing schools.

Whether you are a school leader, teacher, or researcher, A Framework for Values-Based Education demonstrates how a values-based approach can address today's educational challenges, building not only academic excellence but also the character and citizenship needed for a fairer, more understanding world.

Critical Praxis of College Men and Masculinities: Experiences at the Intersections challenges long-standing assumptions about college men by moving beyond the dominant narrative that treats them as a monolithic group. For nearly four decades, scholarship and practice have largely centered on engaging straight, White, cisgender men in conversations about gender identity and privilege. While these efforts have been valuable, they often overlook the complex realities faced by college men with intersecting marginalized identities.

As student populations grow increasingly diverse, educators and scholars must adopt critical frameworks that foreground systems of oppression and recognize the nuanced experiences of all college men. This book offers a timely and transformative contribution to the field by bridging critical theory, educational practice, and empirical research. It highlights the importance of understanding how race, class, sexuality, ability, and other social identities intersect with gender to shape the lived experiences of college men. Drawing on recent studies, successful initiatives, and praxis-based approaches, this book equips readers with tools to support and engage college men in more inclusive and equity-driven ways.

Grounded in critical theories, Critical Praxis of College Men and Masculinities invites educators, researchers, and practitioners to rethink how masculinities are constructed and supported in higher education. Through this exploration, the book aims to foster more just, diverse, and inclusive environments for all students.

This book is a practical guide to empowering and supporting girls aged 9-16 through group work. It provides tried-and-tested workshops and activities that are designed to help girls build their knowledge, skills, and opinions around topics that matter to them. Highlighting the power of belonging and showcasing how group dynamics can build girls' confidence and resilience, the book offers a step-by-step guide for running engaging and meaningful sessions that will boost their confidence and resilience.

Each workshop is designed to last 90 minutes to 2 hours but flexible enough to be adapted into shorter activities, stand-alone sessions, or incorporated into a broader programme. Focusing on key topics that are important to girls and young women, the chapters cover:

• Self: Exploring individuality, values, strengths, and differences.
• Being a Girl: Understanding puberty and developing positive body image.
• Mental and Emotional Wellbeing: Building resilience, managing stress, and coping with anger, anxiety, and pressure.
• Relationships: Navigating friendships and fostering healthy relationships.
• Goals and Aspirations: Setting goals, challenging stereotypes, and overcoming barriers.
• Leadership and Change: Encouraging girls to lead and make a difference.

Whether you're a teacher, youth worker, or facilitator, this book equips you with practical tools and activities that meet the real needs of girls and young women today and help them reflect, learn and grow.

This edited book provides novel, research-based perspectives on the conceptualization of action scenarios in multicultural education and in practice to shed light on the relationship between intercultural pedagogy, higher education, multilingual professionalism and ethical awareness on cultural issues and political and societal dilemmas.

Derived from new cutting-edge research in intercultural education, pedagogy, socialization theories, as well as research on ethnic minorities and cultures, the book considers how students and professionals within the field of intercultural pedagogy obtain awareness through multimodal didactic learning processes of the psychological, sociological, ethical and practical dimensions of education focused on inclusion, social anchoring, and intercultural diversity. Written by twenty-four authors from Northern European multicultural settings, the book represents a unique collaboration between researchers, educators, and practitioners through contributions that discuss pedagogical, educational and professional trajectories based on case-based and practice-oriented learning - conceptualized as action scenarios - that ultimately aim to understand human encounters in teaching, pedagogy, social work.

Providing new ontological and epistemological perspectives on the phenomenon action scenarios, this book will be of interest to scholars, researchers, and postgraduate students involved with multicultural education, higher education, and the sociology of education. Policy makers involved with intercultural pedagogy and communication in education will also find the volume of use.

Teacher Educator Learning Across the Professional Life Span delves into the evolving journey of teacher educators, exploring how professional learning and identity develop from initial preparation through to leadership and sustained inquiry. This book brings together diverse perspectives and research to illuminate the complexities and opportunities of professional growth across a teacher educator's career.

Organised around key contexts, including initial teacher preparation, induction, leadership, and ongoing inquiry, the book foregrounds equity-centred teacher education and the vital role of communities of practice and school-university partnerships. Contributors critically examine how teacher educators learn, adapt, and lead within changing sociocultural and policy landscapes, offering fresh insights into the knowledge, skills, and reflective practices that shape the profession.

Drawing on a range of methodologies and lived experiences, this collection not only advances scholarship in teacher education but also provides practical guidance and reflective questions for readers. It is an essential resource for anyone committed to fostering meaningful professional learning and advancing equity in teacher education across the professional life span.

Historicizing Linguistics and Language Learning in the Early Modern Period examines the study, description and teaching of languages between the fifteenth and eighteenth centuries, a period marked by intense linguistic contact, missionary expansion, vernacularisation and the circulation of pedagogical materials across Europe, the Americas, Africa and Asia. Bringing together the History of Linguistics, Missionary Linguistics and the History of Language Learning and Teaching, the volume explores how grammars, dictionaries, vocabularies, catechisms and manuals shaped early modern understandings of language, knowledge and education.

This book offers a wide-ranging set of case studies on linguistic description and language learning in missionary, colonial, educational and multilingual settings. Its chapters address Jesuit and Capuchin linguistic work in Brazil, Kongo, India and Japan, early lexicographical traditions in Kikongo and Tamil, Portuguese and Malayalam grammatical description, non-verbal communication in missionary accounts, Renaissance German language manuals, English-Algonquian encounters in seventeenth-century Massachusetts, and language instruction in Enlightenment Bohemia. Collectively, the volume shows how European grammatical models were transmitted, adapted, challenged and reconfigured when applied to diverse linguistic realities.

This volume will be essential reading for scholars and students of the history of linguistics, missionary linguistics, anthropological linguistics, early modern studies, historical sociolinguistics, language pedagogy, colonial and postcolonial studies, translation history and the history of education. It will also interest researchers working on language contact, linguistic documentation, multilingualism, intercultural communication and the global circulation of linguistic knowledge.

African Universities from Medieval to Post-Modern challenges dominant colonial and Eurocentric narratives by tracing the history of African higher education. Reclaiming medieval and indigenous epistemologies, it reframes the decolonization agenda as a practical strategy for institutional transformation, curriculum reform, and policy design.

Through cross-national studies and interdisciplinary methods, chapters document how medieval learning centers shaped disciplines, research cultures, and university-community linkages that survived colonial disruption. The collections demonstrates how integrating African ways of knowing can broaden methodological pluralism, strengthen university relevance, and resist global North hegemony. It highlights implications for governance and stakeholder engagement, proposing pathways for universities to become more responsive, equitable, and socially embedded.

International mobility is increasingly understood not simply as studying abroad, but as an ongoing educational process that extends across preparation, immersion, reintegration, and continued intercultural engagement. This edited volume explores how educators and institutions support students throughout and beyond the study abroad experience, helping sustain intercultural, linguistic, academic, and professional development over time. Combining international perspectives and diverse case studies, the collection highlights the evolving role of educators in shaping meaningful, transformative, and internationally connected learning experiences in higher education.

The volume is organized around three interconnected themes: enhancing students' study abroad experiences and outcomes, supporting reintegration and post-study abroad development, and advancing cross-cultural collaboration and internationalization in higher education. Chapters explore topics such as multilingual and multicultural mentorship, digitally mediated intercultural engagement, reintegration support, experiential and reflective learning, Internationalization at Home, English-Medium Instruction, and the role of educators in supporting interactional competence and global engagement. Drawing on diverse international contexts, the collection demonstrates that meaningful international learning depends not only on mobility itself, but on sustained pedagogical, relational, and institutional support that connects learning abroad to broader educational and internationalization goals.

This volume highlights the importance of intentional pedagogical interventions, reflective engagement, and cross-cultural collaboration in supporting long-term intercultural development and meaningful educational impact. It offers valuable insights for researchers, educators, administrators, and policymakers working in international education and higher education internationalization.

This book brings together the most influential writings of Douglas Barnes, a pioneering figure whose work transformed understandings of language, learning and classroom practice in the second half of the twentieth century, and continues to shape contemporary thought on oracy. Centred on Barnes's meticulous attention to exploratory pupil talk and its role in meaning-making, the collection showcases how spoken language mediates learning across the curriculum.

The examples of Barnes's sustained investigations into classroom discourse in this volume demonstrate the lasting impact of his sociolinguistic and socially-oriented psychological approaches to language. Readers will gain insight into the ways Barnes has analysed pupil-teacher interactions, the cultural resources learners bring to school, and the conditions under which classroom talk effectively supports conceptual development. The selected writings reveal why Barnes's research is foundational to debates on curriculum, pedagogy, and the role of oracy in learning.

This book will serve scholars, teachers, policymakers and teacher-educators seeking a historically grounded understanding of how spoken language supports engagement, comprehension and knowledge-building. It offers an essential perspective on the evolution of language education and the enduring significance of Barnes's contribution to the field.

Neurodivergent individuals face unique challenges across various educational settings, and their experiences are often shaped by the level of support and understanding they receive. From early childhood education to higher education, the impact of educational environments on neurodiverse individuals can vary significantly, with many facing systemic barriers that hinder their academic success and personal development.

In Neurodiversity Through the Educational Years, Lucie Wheeler brings together the voices and experiences of neurodivergent individuals, from infancy to young adulthood, across a spectrum of educational settings. Each chapter offers insights through personal accounts, supported by the authors expert analysis, to highlight both effective practices and areas needing improvement. The study is organised within the educational phases of the Early Years, Primary, Secondary, Further Education and Higher Education, and covers mainstream, special, alternative provisions, home education, and more. Through these firsthand accounts, supplemented by literature, Wheeler's work champions a systemic, inclusive approach over a reductionist or diagnosis-based perspective, focusing instead on the strengths and challenges faced by neurodivergent individuals. The unique focus on lived experiences provides an invaluable resource for understanding how educational systems can evolve to be more supportive and neuroaffirming.

Providing educators, policymakers, parents, and educational advocates with essential insights, this work is an invaluable resource for fostering inclusive systems that fully support all learners. By combining lived experience with practical insights, the author offers strategies to create more inclusive, responsive educational environments.

Amid a rapidly evolving global education landscape shaped by technological innovation, shifting policy environments, socio-political change, and continued emphasis on equity and inclusion, this volume provides scholars and practitioners comprehensive and reflective analyses of the key forces driving change in comparative and international education.

The Annual Review of Comparative and International Education 2025, Part A and B (ARCIE 2025) advance scholarship in the field by providing a structured and comprehensive synthesis of major developments. The primary aim is to provide a critical overview of the forces shaping comparative and international education research and practice. To this end, the chapters: (1) synthesize key research trends through in-depth analyses of current debates, persistent challenges, and significant scholarly contributions; (2) bridge the research-to-practice divide by identifying pathways for translating empirical findings into policy and practice across diverse educational contexts; (3) examine regional and global dynamics by highlighting how political, social, and economic conditions shape educational systems in different parts of the world; and (4) explore emerging issues by engaging underexamined topics and methodological innovations that are redefining the field.

The Annual Review of Comparative and International Education 2025, Part A and B offer a timely and substantive contribution to the field by synthesizing emerging trends, theoretical developments, and practical applications shaping education systems worldwide.

Enhancing Undergraduate Education Through the Integration of Learning demystifies the concept of integrative learning and makes a compelling case for its central role in higher education. Drawing on original research and practical experience, Glenn A. Bowen offers university faculty and program directors a definitive guide to bridging the divides between disciplines, theory and practice, and classroom and community.

This timely book explores how high-impact practices such as service-learning, internships, and capstones complemented by critical reflection can transform fragmented curricula into coherent, meaningful journeys for students. With practical strategies, assessment tools, and real-world examples, Bowen empowers educators to foster academic achievement, personal growth, and professional preparation by helping students connect, synthesize, and apply knowledge in ways that prepare them for the complexities of modern life and work.

Whether you are designing new curricula, supporting faculty development, or seeking to intensify student engagement, Enhancing Undergraduate Education Through the Integration of Learning provides the insights and tools needed to make integrative learning a distinctive and valuable feature of undergraduate education.

The age of artificial intelligence is defined by the hyper personalization of information available online. In the age of information, internet users could easily access information through search engines and digital platforms. However, information is now personalized and streamlined through the prompting of equally accessible artificial intelligence (AI) software. These trends have new implications for higher learning and the institutional programs that support it.

In this post-information age, students are now able to apply their use of these AI tools to practices of content generation and writing development. Information is no longer simply accessible, but it is highly personalized through large language modelling systems that pattern outputs to suit the needs of its user. Through these innovations, learning optimization has the potential to streamline many of the academic support programs that are sustained within institutions of higher learning. The question of what remains after AI innovations take a foothold within these institutions is one that is addressed in this book. Particularly for the academic writing center, program sustainability efforts will need to consider the ways in which AI can optimize or replace relevant student support.

By highlighting historical contexts, developing sustainable strategies, and reflecting on survey data, this book seeks to establish concepts of program sustainability in this new age. Value within higher learning continues to be challenged by resource constraints and institutional restructuring. However, through relevant, sustainable practices, practitioners can affirm the value of institutional writing center work in light of technological innovations that seek to challenge that value.

This guidebook offers a practical framework for designing course policies rooted in three core pedagogical values: course integrity, student learning, and inclusivity. Each chapter explores common policy decisions, from attendance and deadlines to grading and enrollment, providing research-based insights and reflective templates to guide context-specific choices. Rather than prescribing best practices, this book honors educators' expertise and invites them to critically examine how everyday policy moments can be leveraged to foster engagement, deepen learning, and broaden participation. Whether tasked with designing new policies or navigating institutional constraints, this framework empowers instructors to translate pedagogical values into intentional, effective practice.

This book explores the evolving landscape of entrepreneurship in higher education, showcasing how universities are becoming central players in regional innovation ecosystems. The central theme of this book is the innovative startup ecosystem in universities, with a particular focus on emerging and transitioning economies across Asia and Africa. Through a series of richly detailed chapters, this volume investigates how universities in countries such as the Philippines, Indonesia, Vietnam, India, and South Africa contribute to economic development by nurturing startups, facilitating technology transfer, and establishing business incubators. Using case studies, process documentation research, and field-based evidence, the book captures both institutional innovations and policy-level engagements that foster entrepreneurship and support MSMEs in diverse sectors including agriculture, aquaculture, digital services, and renewable technologies.

By integrating theory with grounded practice, this book offers a rare glimpse into the operationalisation of innovation at the university level highlighting success stories, challenges, and lessons learned in fostering startup culture in non-Western contexts. It demonstrates how academic institutions are transforming into entrepreneurial hubs, driving social and economic transformation. The reader will gain both conceptual clarity and empirical depth regarding how universities can align research, teaching, and outreach missions with startup development.

Educational inequality has been largely examined through nuclear family-based research, yet the role of extended family members, especially grandparents, remains underexplored (Mare, 2011). This book investigates grandparental effects on grandchildren's educational outcomes in China, where three-generation co-residence prevails and grandparental involvement in childcare remains intensive. Results reveal that grandchildren with better-educated grandparents perform better in school, with household educational investment as a key mediator. Grandchildren also benefit academically from higher educational expectations among low-SES grandmothers, and from consistent authoritative parents and grandparents. This book suggests that educational inequality research should move beyond the parent-child dyad and explore the role of grandparents in the intergenerational reproduction of educational inequality.

This book sketches the outlines of a novel approach to the ethics of the sciences that aims to improve the connections between science and society in a nuanced and interdisciplinary way. The contributors collectively propose to elevate the ethics of science from an ancillary field that mainly provides services to the sciences to a field that is in its own right a hub of knowledge, developing its own scholarly processes and methods that are translatable into a broad range of scientific contexts. This shift is facilitated by a rigorously interdisciplinary perspective that spans a wide range of expertise, subject matters, and approaches. Accordingly, the volume contains contributions from a broad spectrum of fields. This book is an essential resource for students and researchers in science and technology studies, philosophy of science and technology, philosophy, bio-/medical ethics, law, sociology, educational sciences, political sciences, computer/data science, and history of science.