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The evolution and trends of special education and educational leadership are evident, especially in recent years. The former has strived to provide equitable educational opportunities to students with disabilities. The latter has dealt with how people in positions of authority in K-12 schools create policy, use resources, and influence other people to achieve educational goals. Together, these notions constitute an idea that school leaders and administrators can provide insight, oversight, assistance, and guidance toward creating educational environments for students with and without disabilities. This chapter examines the current state of special education and educational leadership by exploring the evolution of special education, relevant legal cases, and the enactment of inclusive education. Furthermore, this chapter addresses contemporary issues for leaders, such as the influence of the COVID-19 pandemic, while dealing with special education and the increasing pressure from families for equity for students with disabilities.

A systematic investigation of postgraduate leadership programs for health and/or human services offered by Australian higher education institutions was undertaken.

Quantitative analysis identified the core characteristics of the programs. A thematic analysis of the course learning outcomes was conducted and six major themes of disciplinary leadership and management knowledge; research and analytical skills; professional practice; communication and collaboration; creativity and innovation; and system knowledge are shared in this study.

The authors conclude that Australian universities have taken an evidence-based approach to leadership education.

More work might need to be undertaken to ensure leadership theories are incorporated into learning outcomes.

This study aims to investigate the healthcare sector of the United Arab Emirates (UAE) to explore the significance of servant leadership and collaborative culture in fostering social sustainability. The primary objective of this paper is to investigate how servant leadership and a collaborative culture contribute to social sustainability in health care in the UAE. With a focus on promoting well-being within healthcare organizations, the paper aims to uncover the synergies between servant leadership, collaborative culture, and social sustainability.

This paper conducted a multilayer literature review of existing literature on servant leadership, collaborative culture and social sustainability in health care, both globally and specifically in the UAE context, and a conceptual model was proposed.

Servant leadership proves to be a culturally pertinent and effective leadership model within the UAE due to its alignment with cultural values, emphasis on community support, and the robust health-care system that contributes to individual well-being. This combination establishes a solid foundation for fostering a healthy and sustainable society.

Limitations and implications are discussed. The current research has not identified the boundary conditions under which servant leadership and collaborative culture may be more or less effective. This could involve exploring industry-specific influences or contextual factors. Theoretical and practical implications are discussed.

The research seeks to unravel the interconnections between servant leadership, collaborative culture and social sustainability. To the best of the author’s knowledge, none of the studies have explored the interrelationships of these constructs, particularly in the UAE context.

The purpose of this study is to examine the impact of computer-assisted language learning on cultural adaptation and language learning in non-traditional classroom settings.

The data of this study came from extended periods of observation, multiple rounds of semi-structured interviews and home visits. Using narrative inquiry, it analyzes an immigrant's journey of language learning and cultural adaptation within a virtual knowledge community.

The findings of this study reveal the profound impact of virtual knowledge communities on enhancing second language learning and facilitating cultural adaptation.

This study offers original insights by demonstrating the transformative power of virtual knowledge communities for the purpose of second language acquisition and cultural adaptation.

The number of students from culturally and linguistically diverse (CLD) backgrounds continue to increase in classrooms across the United States. These students have complex needs as they experience more barriers to success when compared to their peers. These barriers are further compounded when CLD students are also identified as having disabilities. To address the barriers and meet the needs of CLD students with disabilities, teaching professionals should move away from the traditional American educational values of individual freedom and self-reliance, equal opportunity and competition, and material wealth and hard work. Conversely, schools and teaching professionals should incorporate the modern values of social justice, diversity, equity, inclusion, accessibility, and belonging when working with students from CLD backgrounds who have disabilities. This chapter presents these values and provides recommendations for teaching professionals and schools.

This paper aims to analyze the implications of orality for management practices in a developing country such as Iran.

This paper relies on the seminal theory of Walter Ong (1982) and a leading line of anthropological research to analyze the implications of orality/literacy for management practices in Iran. The authors first define orality and literacy as distinct modes of communication and examine their conceptual properties. Then, the authors draw on the existing literature to analyze the five main management functions impacted by orality.

The analyses suggest that the predominance of orality in Iran is associated with a wide range of management practices, including short-term or unstructured planning, spontaneous decision-making, fluid organizational structure, the prevalence of interpersonal relations, authoritarian and traditional leadership and behavior-based controlling mechanisms.

While most studies have focused on the impacts of cultural dimensions and economic variables, this paper offers a novel approach to analyzing management practices. More specifically, the paper suggests that in addition to the implications of cultural dimensions and economic variables, the mode of communication, namely, orality/literacy, could have significant implications for management practices.

While most language departments of the university offer service-learning (SL) subjects based on language teaching, such as “Teaching Chinese as a Second Language in Local Schools” and “Serving the Community through Teaching English,” this paper aims to argue that teaching students to teach language(s) is yet to be the best strategy to serve the service recipients.

SL is widely understood as an experiential learning pedagogy that integrates academic focus, reflection and community service and is shown to be impactful. In Hong Kong, the first university that has made SL a graduation requirement is the Hong Kong Polytechnic University (the University). Considering this, new SL courses have proliferated over the past decade. Adopting a narrative inquiry approach, this paper examines personal narratives from a new SL subject aiming to raise awareness of refugees in Hong Kong. The data includes students’ reflective journals, co-created personal narratives and podcasts and semi-structured interviews.

This paper finds that crafting and recording narratives of shared experiences deepens cultural understanding, cultivates empathy and facilitates language learning in a genuine setting.

Ultimately, this paper advocates a well-designed SL that combines language, content and technology as a powerful, transformational experience for both college students and service recipients.

This paper focuses on a brand new SL course, “Storytelling for Understanding: Refugee Children in Hong Kong,” offered in Semester 1, 2022–2023. The subject was developed by the two authors from a language division affiliated to the University. The deliverables were podcast recordings, co-authored and co-edited by the students and the children.