All over the world children are faced with social, physical and emotional turmoil that stems from varying degrees of violence. Abuse, neglect, abandonment and bereavement often affects these children and their education. This book highlights the plight of children and explores multi-sectoral approaches in providing sustainable psychosocial support. Quality education for vulnerable children is a top priority and an important discussion is to be had on how to support these types of students and children. This book is ideal for researchers, students, teachers, school administrators, public and private agencies, and anyone else interested in support and education for neglected, abused, and vulnerable children.

Students taught with a social justice framework will ideally have a stronger sense of what is just and fair and choose careers and lifestyles that support their communities. Over time, students look at current and historical events-even their own actions-through the lens of social justice, promoting better decision-making. Building trust impacts the bottom line for global companies, and multilingual communication is a core pillar for effective growth. It is essential to promote this trust through social justice and educate learners on intercultural and multilingual communication. The Handbook of Research on Fostering Social Justice Through Intercultural and Multilingual Communication explores innovative teaching, learning, and assessment practices that foster social justice and enhance intercultural and multilingual communication in primary, secondary, post-secondary, and higher education. It demonstrates the value of adopting a social justice lens in education by broadening and strengthening the evidence base of the impact that this can make for students, educators, and society as a whole. Covering topics such as game-based assessment, social adaptation, and plurilingual classroom citizenship, this premier reference source is an excellent resource for educators and administrators of both K-12 and higher education, librarians, pre-service teachers, teacher educators, government officials, educational managers, linguists, researchers, and academicians.

As the use of technology spreads throughout communities, it is a natural progression that those resources will be given to classrooms. In order to provide the best education possible, all resources must be used. Learning, however, is not only done within the classroom; community learning (such as Society 4.0 and Society 5.0) involves remote learning and learning in the community. Cases on Technologies in Education From Classroom 2.0 to Society 5.0 presents case studies on the best practices from practitioners using future technologies for education beyond the classroom. The content within the book specifically includes Classroom 2.0 (networking of education institutions and learners), School 3.0 (situated learning in community venues beyond the classroom), Society 4.0 (sharing education practice and delivering learning remotely), and Society 5.0 (ubiquitous education in smart cities, towns, and villages). Covering topics such as cross-community education, ed-tech, and innovation paths, this book is an in-depth reference for administrators, schools, colleges, and universities looking to embed technology into the way they deliver education, as well as educational software developers, IT consultants, researchers, students, academicians, and teachers looking to enhance the way they educate their learners through technology.

Though there has been a rapid increase of women's representation in law and business, their representation in STEM fields has not been matched. Researchers have revealed that there are several environmental and social barriers including stereotypes, gender bias, and the climate of science and engineering departments in colleges and universities that continue to block women's progress in STEM. In this book, the authors address the issues that encounter women of color in STEM in higher education.

The world of academic credentials is going through a rapid change that has seen the emergence of alternate digital credentials. Among these are micro-certificates, digital diplomas, and open digital badges, which provide a digital record of learning and have the possibility of not only altering the landscape of academic credentials but also transforming the relationship between institutions of higher education, their learners, and society. As institutions turn their attention to alternate digital credentials, it is important to learn from what others have experienced. Innovations in the Design and Application of Alternative Digital Credentials identifies innovative examples of the use of alternate digital credentials to validate specific skills within an existing academic program or on their own. Alternate digital credentials may be how specific skills (hard or soft) are validated with an emphasis on their relationship to enhance employability and recognition within an industry. Covering a wide range of topics such as micro-credentials, badge-driven learning, and traditional credentials, this handbook is ideal for researchers, students, academicians, and administrative decision makers, as well as those who support and finance learning systems and theories and those already involved in the design and application of alternate digital credentials at the post-secondary level.

The year 2020 presented conflicts in higher education, including a global pandemic, racial protests, cries for Black Lives Matter following the deaths of Black women and men by police, education moved online to virtual classrooms, and the U.S. economy struggling as millions of Americans were furloughed or worked remotely and ordered everything curbside; all of this compounded by an election year. This book is a compilation of perspectives shared from students enrolled in a graduate course on diversity and social justice in higher education who found community in sharing their personal and professional experiences associated with identity and allyship development, socialization, activism, institutionalized racism, academic traditions, advising, to implications for change in higher education policies, processes, and practice.