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.

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 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.

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.

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 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.

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 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 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 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 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.

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 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.

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 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.

This second volume of Online Resilience and Wellbeing in Young People explores online resilience and safety from a new perspective, by drawing extensively upon the youth voice. While "online safety" as a concept has now existed for well over ten years, the majority of policy and narrative is driven by preventative and adultist views of ensuring safety from harm. Underpinned by extensive empirical work, this book argues that safety, or freedom from harm, is not an achievable goal and we should refocus upon harm reduction and risk mitigation. Fundamental to this argument is that the youth voice clearly states that they will not disclose, or ask adults for support, because they do not believe they will get help or worse, will be punished as a result of disclosure. The research shows that professionals often bring their own digital value biases into safeguarding decisions, and feel that they should be white knights to young people, rather than listening to them and supporting them in a non-judgemental way. The book will be of great value to researchers and students as well as practitioners, teachers and parents interested in digital resilience and safeguarding, internet security and youth online behaviour and wellbeing.

The concept of Abbreviation, proposed by the researcher and professor Maria C.D.P Lyra in the late 1980s, was extensively explored in the two subsequent decades, emerging as an important theory that underpins the early stages of mother-infant communication. As a theory, it takes into consideration significant aspects of human development, including processes of meaning-making, language constitution, and dialogism. Abbreviation Theory thus becomes the central contribution in the field of Cognitive Psychology by Maria C.D.P Lyra, serving as a focal point in her studies on the mother-infant communication process and being further explored by several of her students in the 1990s and 2000s at the LABCCOM (Laboratory for Development Studies in Culture: Communication and Social Practices).

This book aims to explore the work of Professor Maria C.D.P Lyra as an internationally recognized Brazilian researcher, her life story, passion for knowledge construction, constituting a powerful representation of the science conducted in South America by women in their relatively unknown but intellectually robust laboratory work. The book also focuses on Abbreviation as the genesis of communication, intersubjectivity, and the self at various stages of Professor Maria Lyra's reflection, as well as the intersections of this theory with other fields in psychology beyond development.

This book, the second volume of Creating Tomorrow: Character Strengths and Positive Psychology in the Anthropocene examines how the virtues of Humanity, Justice, Temperance and Transcendence can guide action and orientation in an era marked by environmental disruption, cultural fragmentation and ethical uncertainty. It builds on the foundation of the first volume by shifting the focus from understanding to transformation, showing how strengths support social engagement, ecological responsibility and meaningful responses to planetary change.

Humanity includes love, kindness and social intelligence as capacities that nurture connection with natural and social systems, strengthen compassion and enable cooperative action. Justice brings together teamwork, fairness and leadership as resources for participation, shared responsibility and collaborative approaches to global challenges. Temperance, through forgiveness, humility, prudence and self-regulation, encourages deliberate choices and more conscious ways of living. Transcendence encompasses appreciation of beauty, gratitude, hope, humour and spirituality, deepening emotional resonance, expanding imaginative perspectives and offering orientation in times of profound change.

This book integrates research from environmental psychology, cultural studies, education, ethics and community-based work. Its contributions draw on varied cultural settings to demonstrate how character strengths manifest across contexts and how they can support responsible, relational and future-oriented engagement with the Anthropocene. Addressing scholars, educators and practitioners in psychology, education, sustainability, cultural inquiry and applied ethics, the book combines conceptual clarity with practical relevance. It offers perspectives for reflection, learning and engaged action in conditions of global transformation.

This edited volume reimagines psychological science through Indian cultural, philosophical, and spiritual traditions, responding to growing concerns about the dominance of Western, Educated, Industrialized, Rich, and Democratic (WEIRD) paradigms in mainstream psychology. Questioning universalist assumptions and imposed etics, the volume advances a context-sensitive, bottom-up approach that takes culture and lived experience seriously in the study of well-being, resilience, and flourishing.

Grounded in Indigenous Psychology and contemporary positive psychology, the book integrates Indian constructs such as anasakti (non-attachment), samatva (equanimity). ananda (bliss), and related ideas from yoga, Vedanta, Buddhism, and the Bhagavad Gita with empirical rigor. It brings together mixed-method research, narrative inquiry, and culturally valid psychometric research to demonstrate how indigenous epistemologies can coexist with scientific standards of reliability and validity.

Drawing on contributions presented at the 3rd International Conference on Positive Psychology, India, the volume is organized into three thematic sections: philosophical foundations and indigenous constructs; culturally grounded interventions and practices for well-being; and emerging empirical insights from Indian populations. Chapters engage with themes including quiet ego, wellbeing literacy, yoga-based self-regulation, mindfulness, nature connectedness, social-emotional learning, resilience in adversity, and the development and adaptation of psychological measures for Indian contexts.

The volume also addresses contemporary challenges facing psychology in India, such as mental health innovation, culturally responsive assessment, ethical research practice, and the need for interdisciplinary collaboration across psychology, education, health, and indigenous knowledge systems. By situating individual well-being within social, ecological, and cultural systems, the book moves beyond narrow individualism toward more inclusive models of psychological functioning.

By bridging ancient wisdom with modern methodologies, this volume offers a coherent framework for culturally grounded theory, research, and practice. It serves as a valuable resource for scholars, graduate students, mental health professionals, educators, and policymakers seeking approaches that expand psychological science while remaining ethically and culturally attuned - both within India and in the global context.

This book introduces a novel, symptom-based approach to CBT for psychosis, inspired by internal medicine's treatment of complex syndromes. This manual advocates for individualized treatment planning based on presenting symptom profiles. Written for clinical psychologists, psychiatrists, and mental health practitioners, this resource offers a structured yet flexible framework that adapts to each patient's needs and supports assessment, case formulation, and intervention selection.

It integrates evidence-based CBT techniques for common symptoms and comorbidities of psychosis, including insomnia, depression, and social anxiety. Practical, step-by-step guidance is provided to support symptom management and functional recovery in complex clinical presentations.

Drawing on years of clinical experience, research, and insights from patients themselves, this manual offers a practical approach to managing psychosis through a transdiagnostic, formulation-driven framework for psychotherapy.

This book presents a new approach to physical and mental health based on cognitive orientation (CO) theory-an approach that enables understanding, predicting and changing behaviors in different domains. The major tenet of the CO approach is that cognitive beliefs and theme-specific for the behavior or disorder-function as a motivational disposition for that behavior, thus enabling the prediction of its occurrence and a targeted intervention. This monograph presents the theory and methodology of CO with empirical examples in regard to health-affiliated behaviors (e.g., undergoing medical tests, taking medications), mental disorders (e.g. schizophrenia, depression, addiction, ADHD), physical disorders (e.g., cancer diseases, cardiological disorders, skin disorders), coping behaviors (e.g., resilience, post-traumatic growth), and interventions designed to reduce chances of disease recurrence and enhance quality of life. The objective of the book is to describe the contribution of the CO approach to health and to explore the similarities and differences between the characteristic features of mental and physical disorders. It provides a firm innovative psychological basis for understanding mental and physical disorders and providing adequate psychological help for patients suffering from these disorders--ranging from children to adults to cognitively-challenged individuals. This book will be relevant for psychologists, psychology students, psychotherapists, health psychologists, clinical psychologists, medical doctors, psychiatrists, oncologists, and other medical and health professionals.

This book offers a comprehensive exploration of cognitive disabilities, particularly associated with Alzheimer's disease (AD), primarily focusing on understanding, diagnosing, managing, and advancing the treatment of these impairments. The scope of this book extends beyond existing strategies by offering research-focused content, including diagnostic tools, emerging treatment modalities, and the latest developments in nanotechnology and artificial intelligence (AI) for the management of AD-associated cognitive disabilities. The book's unique viewpoint on the diagnosis and therapeutic management of cognitive disabilities as the primary focus of Alzheimer's pathology makes it an indispensable resource for neuroscientists, cognitive researchers, and medical professionals. By connecting clinical insights with current research, the book provides readers with a deeper understanding of the disease's mechanisms, which can be applied for related clinical or research purposes.

This book is about suicidal behavior in Bangladesh. Suicidal behavior is a major; however, an under-researched public health problem in Bangladesh. The country still lacks a national suicide surveillance system, a national suicide prevention strategy. Therefore, access to quality suicide data for policymaking is a fundamental challenge. There are wide variations in the suicide rate as per different studies and international reports. Additionally, there is a strong possibility of under-reporting of suicidal behavior in the country. Suicide attempt is a criminal offense in the legal system of the country that certainly hinders the disclosure of suicidal behavior. A high level of stigma, lower level of suicide literacy, enduring culture, Muslim majority religious background, criminality badge, patriarchal social norms, and intimate partner violence affect suicide prevention in Bangladesh. Fortunately, an increased number of studies are coming out in the current decade exploring multiple aspects of suicidal behavior indicting that social factors have a prominent role than the mental disorder which is a noticeable difference in the country from the Western findings. Therefore, this book aims to discuss suicidal behavior in Bangladesh based on existing evidence and expertise covering epidemiology, sources of quality data, local culture, forensic and legal aspects, health and mental health care, media and suicide, crisis management system, suicide prevention, and status of evidence in the country. This book is the first of its kind to address multiple aspects of suicidal behavior in Bangladesh.

This book critically examines the foundational assumptions of vaccine systems, challenging the dominant linear narrative of vaccine creation and production, regulation, and distribution. Rather than treating these components as isolated and sequential, the project adopts a holistic approach to unpack their dynamic interrelations. The volume is organized into three parts-Creation and Production, Regulation, and Distribution-each showcasing how broader social, political, cultural, and economic processes shape the inter-relationships between these components.

It offers a unique contribution by reframing the understanding of vaccine systems through an interdisciplinary lens that draws on law, public health, innovation studies, psychology and science and technology studies. It is distinct in combining theoretical analysis with empirical insights from diverse national and socio-cultural contexts to examine how these systems operate in practice. In doing so, it supports the call for more inclusive, transparent, and context-sensitive models of vaccine governance, which is particularly important in the aftermath of the COVID-19 pandemic and in preparation for future public health challenges.