This book examines contemporary technologically saturated life and argues that decline is not approaching but already underway. It names current reality as immediate modernity and defines its dominant state as The Decline: a loop where digital technology and capitalism reinforce one another while eroding meaning, stability, and future direction. The chapters trace how acceleration shifts from promise to paralysis: systems upgrade, yet social life repeats, exhausts, and frays. Drawing on social theory and cultural critique, the analysis follows platforms, artificial intelligence, crisis driven media, and data economies as they reshape identity, attention, and affect. Anxiety is reframed not as personal malfunction but as a rational response to structural conditions that demand constant productivity while delivering diminishing returns. Rather than predicting collapse, the book reveals how decline is presented as progress itself, and offers a diagnostic framework for understanding burnout, digital culture, technocapitalism, and experiences of lost futures.

In a world where artificial intelligence (AI) is increasingly integrated into our everyday lives, this book poses the crucial psychological questions:

• How does AI influence our thinking, our perception, and our relationships?
  
• What does the interplay between humans and machines do to our psyche?
  
• And can machines ever imitate-or even surpass-human emotions, creativity, or morality?

The book explores the psychological mechanisms triggered by human-machine interactions and examines whether machines can develop their own form of consciousness. It investigates the potential risks and opportunities that arise as we delegate more and more decisions and emotional connections to AI systems.

The chapters range from analyses of machine consciousness and emotional intelligence to questions about how AI affects our autonomy and whether machines are capable of making moral decisions.

By linking psychology, philosophy, and technology, the book shows that AI is not only a technological revolution but also a fundamental challenge to our self-understanding as human beings. It invites readers to confront the existential and psychological consequences of AI-and to critically reflect on our future role in a world increasingly shaped by intelligent machines.

This book analyzes the strategic positioning and educational needs of the Xiong'an New Area in China. It first constructs a theoretical framework for the synergistic development of higher education and the region, and explores the international experience of the synergistic development of higher education and the region. This book then examines the interactive relationship between the educational human capital, the knowledge and innovation system, and the economic and social development of the Xiong'an New Area, and proposes the planning and development strategies of higher education. It aims to provide both the theoretical basis and practical guidance for the scientific planning of the higher education system in the Xiong'an New Area. This book is valuable resource for researchers in the field of education, decision makers and executives in the field of education practice, as well as readers who are interested in higher education.

Amid the growing significance of artificial intelligence (AI) in education and its increasing societal and economic impact on the contemporary workforce, this book examines the delivery of an AI additional qualification implemented through an adaptive learning system designed to support the acquisition of AI-related knowledge and skills among learners in vocational education and training (VET) and continuing vocational education and training (CVET). At the core of the book lies the investigation of key learner characteristics and system features that contribute to enhancing AI learning outcomes. Drawing on a quasi-experimental research design, data from 222 participants were gathered over two school years. Self-reported questionnaires administered in standardized online surveys captured learners' perceptions throughout the AI course. Statistical analyses in R provide empirical support for the effectiveness of learners' prior AI knowledge and the system's individualized and adaptive features in improving AI learning outcomes. Nevertheless, the study reveals that learners' experience with digital learning applications has no significant influence. In addition, the analysis of AI learning outcomes across learning style groups yields no conclusive support on the effect of learning preferences on cognitive achievements within adaptive learning environments. The findings provide implications for researchers, stakeholders in VET and CVET, and developers of adaptive learning systems.

This textbook provides an insightful exploration of the transformative power of lifelong learning in today's digital era-an age characterized by liquid modernity. It serves as both a comprehensive instructional resource and an academic reference for researchers, offering a plethora of novel topics that span various dimensions of learning, including emotional, motivational, cognitive, metacognitive, attitudinal, social and paradigmatic facets. The issues relevant to digital literacy and technological advancements in the lifelong learning journey in liquid times are further discussed. The book also delves into the challenges and barriers individuals may face in their lifelong learning journeys and provide strategies to overcome them. The closing of each chapter encourages deep personal reflection by posing a number of thought-provoking questions and points, fostering a deeper connection to the material and individualized learning experiences. This text is a resource for undergraduate and graduate students, teachers, and researchers in various branches of education, including teacher education, educational studies, second and foreign language learning and teaching, and more.

This book proposes a shift in early higher education instruction, examining why novice ESP students in EFL contexts benefit from focused attention to recurrent academic language functions, rather than being expected to grasp complex, discipline-specific genres from the outset. Motivated by challenges such as the Bologna reform, the spread of English-Medium Instruction (EMI), and increasingly diverse student profiles, the authors draw on Cognitive Discourse Functions (CDFs), taking the position that attention to these cognitive operations and their linguistic realisations can help make academic expectations more accessible to learners who are still developing both disciplinary knowledge and academic language, while scaffolding rhetorical flexibility and genre awareness.

The book provides an empirical exploration of the emergence and realisation of CDFs in undergraduate writing across a range of disciplines. It will be of particular interest to researchers in applied linguistics and language education, especially those working in ESP and EMI contexts.

This book seeks a more comprehensive understanding of "design thinking" through deeper inquiry about what this means to design educators, and how they see themselves teaching it in their disciplines. The following questions frame the areas of inquiry for this book:

• How do educators in higher design institutions conceive of design thinking?;
• How are these conceptions of design thinking being taught in the design studios of higher design institutions?; and
• How can designers' perspectives of design thinking inform non-designers?

This book advances the common core of design thinking amidst fragmented understandings within the design disciplines. It contributes to the conceptual development of design thinking by considering perspectives within the design disciplines, while also recognizing the emergence of human-centered approaches outside of the design disciplines. The various chapters examine designer-specific perspectives of design thinking and reasoning, discussing how they can inform design thinking practices outside of design disciplines, especially in education, business, and industry. This book also contributes to current research of higher design education through examining research and practice, presenting Synergized Design Thinking (SynDT) as an alternative basis for conceptualizing and teaching design thinking. It provides readers with the benefit of understanding and appropriating design thinking concepts from within the design disciplines, as well as case exemplars for reference. This book serves as a helpful resource for designers, design students who would be future designers, non-designers, design educators, K-12 schools, teachers, and adult educators who are seeking to integrate design thinking into their curriculums and teaching practice.

This book offers a critical diagnosis of higher education's decline under neoliberal capitalism. Drawing on political philosophy, critical theory, and educational thought, the book explores how market-driven metrics have eroded academic freedom, tenure, and the humanities, while undermining the democratic values of diversity, equity, and inclusion. Di Leo interrogates the ideological and structural failures of contemporary academe and proposes acts of resistance as a path forward. This book reframes the university as a site of struggle between democratic education and neoliberal obsolescence. This book is essential reading for scholars of higher education, critical pedagogy, and political theory seeking to understand the twilight of academic life and imagine what might follow its collapse.

This book explores the fundraising strategies of Historically Black Colleges and Universities (HBCUs), exploring how they've overcome persistent underfunding to provide educational opportunities for vulnerable communities over the past 170 years. Through in-depth analysis of HBCU fundraising infrastructures, unique partnerships, and innovative resource strategies, it sheds light on the complex networks that sustain these institutions. Combining data, critical analysis, historical and cultural insights, and personal narrative, the book provides a fresh perspective on HBCUs' resilience, from historical challenges to the modern impact of major philanthropic investments. Chapters also examine how HBCUs balance mission integrity with external pressures amid today's evolving philanthropic landscape.

This book offers a forward-looking exploration of how converging technologies are reshaping inclusive education across diverse learning contexts. Bringing together interdisciplinary research at the intersection of engineering, artificial intelligence, pedagogy, and social sciences, the volume examines how digital innovation, generative AI, deep learning, and data-driven methodologies can enhance teaching effectiveness, learner engagement, and equitable access to education. The chapters address topics such as AI-enabled interventions for aging learners, early detection of abnormal behaviors in children through biological signal analysis, innovative teaching models for mechanical design based on TRIZ, and new pathways for industry-education integration in cultivating digital innovation talent. Ethical, cultural, and social dimensions are also critically discussed, including challenges of AI in language education, youth discourse in social media, and the evolving role of educators in AI-supported mathematics learning environments. Additional studies explore learner autonomy in second-language academic writing, faculty development in engineering education, children's programming education supported by generative AI, and data-informed decision-making in overseas study trends. By combining technological innovation with pedagogical reflection, this collection highlights practical strategies and theoretical insights for advancing inclusive and adaptive learning ecosystems. This book is intended for researchers, educators, policymakers, instructional designers, and graduate students interested in educational technology, engineering education, artificial intelligence in learning, and inclusive educational development.

Gifted children are perhaps any nation's most precious resource. By labeling them as "gifted," the society is implicitly placing a bet that they are children who somehow have the most to contribute to that society. Some gifted children, however, do not achieve at the level of which they are capable. This is a loss to them, of course, but it also is a loss to the society that could benefit from their contributions if they lived up to their potential. The field of gifted education has long been fragmented, with experts often focusing on specific aspects of underachievement without fully engaging with other viewpoints. Gifted Underachievement is motivated by the need to bridge the gap between different schools of thought in gifted underachievement research as well demonstrate how these different viewpoints can be integrated into a cohesive framework. This book considers the multiple factors including the interactions between person, task, and situation, to provide a more holistic understanding of the causes of gifted underachievement.

This book presents the proceedings of the XX Latin American Conference on Learning Technologies - LACLO 2025, showcasing research and developments in learning technologies in Latin America. It brings together and disseminates emerging innovations and studies that are transforming the educational field in the region. The methods and results presented will be of special interest to readers, as they include case studies, comparative analyses, and methodological proposals that have proven effective in diverse educational contexts. In addition, the book showcases detailed illustrations and tables to facilitate the understanding and application of the concepts presented. It serves as a valuable source of information on advances in educational technology, and enables readers to access an updated and relevant compendium of knowledge that can be implemented to improve teaching and learning practices.

This book addresses a growing and urgent educational challenge: equipping students and educators with the knowledge and critical tools needed to understand and navigate the complex world of Artificial Intelligence (AI). Drawing on digital literacy education and the ethics of digital media, it adopts an interdisciplinary approach to combine theoretical insights with practical instructional strategies for teaching about AI. Designed with school-age learners in mind, the book includes a wide range of methodologies, such as Philosophy for Children, Inquiry-Based Learning, gamification to offer concrete, adaptable classroom activities suitable for diverse age groups and educational settings.

Responding to the increasing demand from policymakers and educators for clearer guidance on AI education, the book promotes an approach grounded in awareness, inclusion, and responsibility. Structured around the four key dimensions of AI literacy (cognitive, operational, critical, and ethical), it provides a coherent and comprehensive learning pathway that extends beyond technical skills to foster critical thinking, ethical reflection, and democratic participation.

Filling a significant gap in the current literature, this project delivers a practical educational toolkit for schools and teachers, supporting students not only in using AI, but also in questioning, critically evaluating, and shaping its development in alignment with human and civic values. In doing so, it contributes to the growth of informed and responsible digital citizenship.

In this book, SimonMary Asese A. Aihiokhai articulates a broader way of speaking of the human that goes beyond the Christian notions of Imago Dei. A deliberate attempt is made to deconstruct whiteness and shed light on the many ways this ideology and its praxis lead to dehumanizing tendencies. Unlike many works on racism that explore the issue from a specific geo-political context, this book has a global focus. It sheds light on global play of whiteness within the broader framework of global black studies; global Black women experiences; and interfaith realities. A unique marker of this book is that it is thoroughly interdisciplinary and transdisciplinary in its focus and content. It explores the theme of whiteness using interdisciplinary tools and methods from whiteness studies; cultural studies; decolonial studies; interfaith/comparative studies; philosophy; and theology.

This book contains the contributions presented at the 12th international KES conference on Smart Education and e-Learning (SEEL 2025). This book is being held on June 25-27, 2025, in Solin, Croatia, in both in-person and online modes. This book contains high-quality peer-reviewed papers that are grouped into several interconnected parts: Part 1-Smart Education, Part 2-Smart e-Learning, Part 3-Smart University, Part 4-Smart Education: Case Studies and Research, and Part 5-Smart Company: Case Studies and Research. This book serves as a useful source of research data and valuable information on current research projects, best practices, and case studies for faculty, scholars, Ph.D. students, administrators, and practitioners-all those who are interested in smart education, smart e-learning, smart university, and smart business/company paradigms, concepts, systems, and technology.

This book explores the enhancement of motivation and proficiency in language teaching and learning by integrating ChatGPT into a project-based learning (PBL) method. It presents empirical evidence and case studies that demonstrate the benefits of, and challenges in, using ChatGPT in PBL methods in language education. This book serves as a valuable reference which provides educators, researchers, and policymakers with comprehensive insights into how integrating ChatGPT, an artificial intelligence (AI) language model, into project-based learning (PBL) teaching methodologies can enhance language education.

This book examines artificial intelligence (AI) and metaverse adoption in education by presenting case studies on what might work and what might not. It shows how AI can personalize learning, translate, and adapt content for diverse learners, and automate routine feedback. Additionally, this book further reveals the challenges and concerns to keep in mind while developing and adopting these technologies. It serves as a practical guide for educators, leaders, and policymakers seeking to use emerging technologies to advance equity, climate literacy, and future-ready skills, and invites readers to co-create trustworthy, human-centered AI and metaverse experiences that expand opportunity, are culturally sensitive, and help learners and teachers everywhere build a sustainable shared future.

This book focuses on the work of Dutch educational philosopher Gert Biesta. It offers a comprehensive exploration of his revolutionary ideas, guiding readers through his critique of contemporary educational thought and his alternative vision for education. By engaging with Biesta's work, we are invited to grapple with fundamental questions about the nature and purpose of education in the twenty-first century. What does it mean to be educated? What is the role of the teacher? How can education contribute to a more democratic society?

The book illuminates a different approach to the key question underpinning all of Biesta's work: what is the purpose of education? It pays particular attention to unpicking the more abstruse areas of his work, in order to make it more accessible to practitioners who are attracted to the general tenor of Biesta's work but find some of the philosophical discussions hard to digest.

This book will be beneficial to researchers, educators, policymakers, or readers interested in the future of education. At the end of it, readers will have been introduced to the key ideas of one of the most original and challenging voices in contemporary educational philosophy, as well as being able to identify exactly what it is that bothers them about modern schools and universities, and how those issues might be addressed.

International relations theorist Amstutz describes how values and perspectives from Christianity can help advance a more humane global order. After highlighting key features of the nation-state and of global society, he illustrates the role of Christian values in international relations with case studies exploring three contemporary global problems-migration, development, and climate change. Amstutz contends that a Christian worldview, focused on the dignity and rights of the individual, as well as an emphasis on the common good, can contribute to peace, prosperity, and justice in the international community.
The topic of global order is now more important than ever, given that the rules-based global order established at the end of World War II is under great stress-as witnessed in current wars in Gaza and Ukraine, and the emergence of far-right regimes in Hungary, Turkey, and perhaps even France. Despite significant improvement in living conditions worldwide, the international community continues to face many global problems, including failing states, domestic and interstate violence, persistent poverty, growth in refugees, mass migration, climate change, and global economic instability. Most importantly, the contemporary liberal order is facing major opposition from authoritarian states. The contemporary challenge to the liberal order gives rise to urgent questions: Will the liberal global order be replaced by a more chaotic power-based order? Is there a better way to organize the world than the existing UN-based nation-state system? How can the liberal international system be renewed? Can fragile states be strengthened? What contribution can a Christian perspective bring to the task of renewing global order?
Amstutz argues that the advance of international justice and global order needs to be based on the nation-state, the basic building block of our contemporary international community. Most initiatives to improve the international community are rooted in political idealism or utopian thought and presume a shift from state sovereignty towards world governance. This study, by contrast, assumes that any improvement in world order will necessarily depend on the ongoing role of the sovereign state. In advancing global peace and prosperity, three tasks are vital: first, strengthen weak, fragile states; second, increase the number of constitutional, democratic states; and third, strengthen international cooperation in addressing shared global problems.
Christian values and perspectives, Amstutz claims, can contribute to a better world by helping to structure the moral analysis of issues and by inspiring action that advances the common good.

By offering an integrated and human-centred perspective on contemporary social, cultural, and ethical challenges, this book provides readers with practical insight into how humanities scholarship can illuminate real-world problems and foster critical, reflective thinking across societies. Its greatest strength lies in translating complex ideas into accessible discussions that connect theory with lived experience and contemporary realities.

The book approaches its subject matter through an interdisciplinary lens, drawing together diverse viewpoints from literature, philosophy, history, culture, and social analysis. What is new about this approach is its emphasis on relevance and applicability: contributors do not treat humanities knowledge as abstract, but as a living tool for understanding identity, power, values, and social change in a rapidly evolving world. Case studies, contextual examples, and reflective analysis allow readers to see how humanities perspectives inform ethical decision-making and social responsibility.

The scope of the book is broad yet coherent, covering key debates and emerging themes while maintaining a clear focus on human experience and societal development. It is intended for academics, postgraduate and undergraduate students, researchers, educators, and policy-oriented readers with an interest in social understanding and critical inquiry. The book is used as a core or supplementary text in humanities and social science programmes, a reference for interdisciplinary research, and a resource for professionals seeking deeper cultural and ethical insight into contemporary issues.

This book examines how an English terminology can be used to describe European school systems. By exploring the educational revolution of nineteenth and twentieth-century Europe, this book makes two significant contributions to the international history of education: a comprehensive analysis of over 115 English language keywords, and a reinterpretation of the expansion of primary and secondary schooling. This book will appeal to readers interested in deepening their understanding of the changing historical landscapes of European educational systems and how these may be presented using the medium of the English language.

What is the past, present and future of queer theory? How does it relate to real-world issues such as the current anti-LGBTQ+ backlash and the global rise of right-wing politics?

This textbook provides an introduction to queer theory, including key terms, concepts, debates, and applications across a range of academic disciplines and to contemporary life more generally.

The authors engage with a wide range of developments in queer theory thinking, including discussions of identity politics, transgender theory, intersectionality, post-colonial theory, Indigenous studies, disability studies, affect theory, and more.

This new edition:

- Makes difficult theory easy to understand, with clear 'Key Terms' boxes and 'Queer Theory in Practice' to show how theory applies to real life
- Provides an historically-informed approach to understanding queer theory, including how activism has shaped theory
- Helps you to engage further with theory through discussion questions, further readings and film recommendations
- Is thoroughly updated to engage with the latest scholarship in this fast-moving field, and includes new coverage of issues such as the impact of the rise of right-wing politics and queer experiences of the Covid-19 pandemic.

In offering an updated reflection on the present tensions that queer theory must negotiate, as well as its unfolding future(s), Queer Theory Now is an ideal resource for anyone starting out on their queer theory journey; for students who want to get a grasp of the basic concepts, for teachers looking for a textbook for their queer theory course, or for scholars who want a quick go-to resource for key queer theory ideas and terms.

This edited volume examines the new reality of women's exclusion from socio-political life in post-socialist states. As right-wing populism rises across the globe, these women who fought for their voting rights for years are once again being squeezed into traditional roles and marginalized in the public space. Chapters address women's exclusion from political leadership, education, scientific development, pay gaps, social security, and healthcare across different post-socialist countries. Through comparative analysis of Poland, Ukraine, Hungary, Slovenia, Czechia, Slovakia, and Belarus, this book not only highlights the convergence of issues but also explores solutions that have been developed in one country and may be implemented elsewhere. This book offers hope and demonstrates how a liberal democracy strengthened through equality and inclusion can counter the rise of neo-conservatism populism. It will be of interest to researchers in gender studies, politics and international relations, and feminist theory.

This book highlights the importance of bridging asexuality competency with queer affirmative care practices in helping professions. It provides a foundational background on asexuality to inform clinical practices. Queer affirmative care embraces and celebrates varying sexuality orientations and gender identities; however, asexuality, as a sexual orientation, is less commonly discussed and understood by affirming practitioners. Information provided in this book closes some gaps in knowledge for clinicians. The book guides the reader through the language in asexual experiences and identities, the unique coming out experiences of asexuals, asexual individuals and relationships, and best clinical practices for working with asexual individuals.

The author presents current research on asexuality and qualitative data compiled independently by the author. This focus on research guides readers through voices, examples, and scenarios that amplify asexual experiences. One major finding that is presented in the book is the author's formation of an asexuality coming out model that highlights uniquenesses in the coming out process that many asexuals experience. The author's professional identity is in the field of marriage and family therapy, so special attention and awareness of couple and family contexts are considered throughout the book. Among the topics covered in the book include:

• Asexuality: History, Background, and Contemporary Issues
• A Focus on Language and the Impact of Socially Constructed Messages
• Asexuality, Intimate Relationships, and Family
• Asexual Affirmative Care

Asexuality, Relationships, and Identity Formation: Best Practices for Affirmative Care provides a background on asexual identities to inform clinical practice. Individuals in clinical helping settings (e.g., couple and family therapy, social work, and counseling) will appreciate the approach presented in this book that considers clinical directions and case examples as a way to best embrace asexual affirmative care. Additionally, those who work professionally in any care setting with queer individuals will gain further information on this increasingly more visible sub-group of queer individuals. Finally, those who work in queer advocacy, policy, or education also may find the book useful for their work.

This book addresses the critical need for sustainable, effective leadership support in Catholic education through the practice of accompaniment. It presents a research-informed framework of four key capabilities: Presence, Relationships, Awareness, and Contemplation (PRAC), that support leaders' wellbeing and effectiveness while enhancing their capacity to advance mission in Catholic schools. Drawing from empirical research on educational leadership and integrating Catholic theological perspectives, the book provides a developmental pathway for both leaders and those who accompany them in their professional journey.