This book constitutes the refereed proceedings of the 12th International Conference on Future Data and Security Engineering, FDSE 2025, held in Ho Chi Minh City, Vietnam, during November 27–29, 2025.
This book constitutes the refereed proceedings of the 8th International Conference on Technology in Education, ICTE 2025, held in Shenzhen, China, during December 10–12, 2025.
This book constitutes the refereed proceedings of the 8th International Conference on Technology in Education, ICTE 2025, held in Shenzhen, China, during December 10–12, 2025.
This book constitutes the refereed proceedings of the 12th International Conference on Future Data and Security Engineering, FDSE 2025, held in Ho Chi Minh City, Vietnam, during November 27–29, 2025.
This book constitutes the refereed proceedings of the 12th International Conference on Future Data and Security Engineering, FDSE 2025, held in Ho Chi Minh City, Vietnam, during November 27–29, 2025.
This book offers a comprehensive and multifaceted examination of global trends and national strategies, with a particular emphasis on internationalization within India’s higher education sector.
This book offers a comprehensive and multifaceted examination of global trends and national strategies, with a particular emphasis on internationalization within India’s higher education sector.
Moving Towards Action: Centering Anti-Racism in Leadership Learning speaks to communities of people within and surrounding higher education and specifically, leadership educators, partners, researchers, administrators, and student affairs practitioners.
This book puts forward practical tools and applicable theories for enhancing the listening skills and pedagogical approaches of teachers and educators in the context of language-minoritized and multilingual learners.
This book puts forward practical tools and applicable theories for enhancing the listening skills and pedagogical approaches of teachers and educators in the context of language-minoritized and multilingual learners.
This publication is a very significant cooperative effort of the Department of Audiovisual Instruction and the National Society for Programmed Instruction.
This book attempts to offer not just a bird's-eye view of the communities of designers project, but also to help identify broad themes and issues that can inform discussions and policies of technology integration at other institutions.
Topics covered in this volume include: research on web-based learning; ways to reduce cognitive load in multimedia learning; gathering and organizing web-based information; the risks in cyberspace; engineering perspectives; and the pedagogical impact of course management systems.
The purpose of this book is to describe the approach and process involved in a program designed to assist faculty in acquiring technology skills and to apply these skills in constructing meaningful learning-centered applications.
Our goal with this book, Research on Enhancing the Interactivity of Online Learning, is to present a juried, scholarly, and accessible review of research, theory, and/or policy on specific issues of interactive online learning for K-16 educators, administrators, and students of online learning.
This edited book on Digital Technologies and Early Childhood in China: Policy and Practice is the eighth volume in the Research in Global Child Advocacy Series.
As the use of AI becomes more and more ubiquitous in companies around the world, managers charged with taking key decisions require resources to enable them to evaluate new projects effectively.
This edited volume focuses on visual and image-based methodologies that can be used to expand how educators approach, design, and innovate research for the purpose of informing and improving teaching and learning.
There is growing recognition of the value of the Arts in helping shape understandings and capabilities for life essential for meeting the challenges of the 21st century.
Instructor competencies, offered as professional development frameworks, identify the knowledge, skills, and attitudes that enable effective instruction.
Instructor competencies, offered as professional development frameworks, identify the knowledge, skills, and attitudes that enable effective instruction.
Current international development wisdom promotes the inclusion of non-governmental organizations (NGOs) in national-level policy making, in the interest of strengthening state-civil society relationships; supporting locally driven, culturally-sensitive development; and contributing to program and policy innovation.
New technologies provide us with new opportunities to create new learning experiences, leveraging research from a variety of disciplines along with imagination and creativity.
Education and the politics of time: temporal governance in teaching and learning explores how time—its organization, regulation, and lived experience—structures education across diverse contexts.
This book aims to bring together the work of a number of online learning specialists from around the world, to offer the reader a global view of current and recent research and practice in electronic learning from a variety of disciplines and contexts.
As the use of AI becomes more and more ubiquitous in companies around the world, managers charged with taking key decisions require resources to enable them to evaluate new projects effectively.
This edited book on Digital Technologies and Early Childhood in China: Policy and Practice is the eighth volume in the Research in Global Child Advocacy Series.
Moving Towards Action: Centering Anti-Racism in Leadership Learning speaks to communities of people within and surrounding higher education and specifically, leadership educators, partners, researchers, administrators, and student affairs practitioners.
This edited volume focuses on visual and image-based methodologies that can be used to expand how educators approach, design, and innovate research for the purpose of informing and improving teaching and learning.
The American Psychological Association (2020) reported that some 81% of teenage children (13 to 17 years-of-age) were negatively impacted in a range of ways due to school closures in connection with COVID-19, including 47% who indicated that they "e;didn't learn as much as they did in previous years"e; (para.
