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Canada’s immigration goals are multifaceted and ambitious, reflecting both a desire to attract those who can contribute economically and culturally and offer protection to the displaced and the persecuted. Alongside these goals is a pledge that newcomers will receive the services and supports they need to fully integrate into Canada’s cultural and economic landscape. This chapter argues that post-secondary institutions, working in partnership with community organizations and primary/secondary schools, are well positioned to facilitate economic and cultural integration, particularly for otherwise vulnerable refugee groups. However, the authors’ previous research illustrates the many barriers refugee youth face in accessing Canadian post-secondary education. The authors hypothesize that efforts to increase post-secondary access – and, thereby, facilitate the accomplishment of immigration goals – will be most effective when specific age groups within the refugee demographic are targeted; in particular, younger children who have spent more time in the Canadian education system. This approach requires a shift in settlement practice from that of meeting only initial, urgent settlement needs, to one that enables the development of economic and cultural capacity. The authors envision a program that, on the one hand, helps refugees to value and gain the broad benefits of post-secondary education, while, on the other hand, directs post-secondary institutions to offer programs and pathways that are more inclusive to the unique challenges faced by this vulnerable demographic.

Given that a large proportion of refugees and forced im/migrants today are school-age, schools are widely assumed to be sites where integration will happen. How this integration will occur and whether education policies facilitate social cohesion is unclear. Focusing on California and Berlin as examples of politically left-leaning states that receive immigrants in substantial numbers, this chapter seeks to examine their immigration, integration, and education policies. Using an original conceptual framework, this chapter analyzes how relevant federal and state policies have evolved since the 1980s in these two contexts. This chapter considers integration to be the process by which immigrants identify with the receiving country (RC) and their previous contexts, provided that the RC is supportive and accepting. The goal of integration is less inequality along ethnic or cultural lines. By analyzing policies in terms of immigrant students’ identity formation and conceptions of equality, this chapter argues that the evolution of such policies in Berlin and California has not always been linear. Moreover, while both states consider diversity to be positive, their policies do not extend to facilitating a new culture that productively operationalizes the diversity of immigrant and non-immigrant students.

This chapter discusses findings from a multiple case study of language learning programmes offered to adult migrant learners in Cyprus, Scotland, Malta and Estonia. First, using a cross-comparative policy analysis, the discussion synthesizes indicators of integration embedded in education policies and provisions for adult migrant learners. This analysis brings to light an overall inclusive approach: providers and programmes emerged as comparable in terms of type of programmes (formal, informal and nonformal; academic, vocational and interest-based); options available (academic, vocational and interest-based) and providers (state and civil society). However, policy analysis also illuminates restrictive indicators, such as traits of monocultural, generalizing policymaking that lacks consideration of sociodemographic differences between adult migrant learners. Secondly, the discussion validates the synthesized indicators by means of an analysis of qualitative data concerning the language programmes and related micro classroom-based practices, retrieved using qualitative research with adult migrant learners, their educators and related policy executives. Validated indicators include an inclusive approach to learners' entitlement to educational provision, as testified by educators' and policy executives' values and pedagogical approaches. Indeed, despite traits of monoculturalism and generalizing or homogenizing approaches identified at policy level, micro context data illuminated stakeholders' critical acknowledgement of the need of differentiated teaching and learning. Research-based recommendations include increased cooperation between state entities (e.g., inter-ministerial collaboration) and between state and civil societies, as well as professional development for adult educators that elicits their agency in proactively resisting and changing restrictive aspects of existent policies and practices.

Regionalisation in education has gained increased interest and importance because of the increasing collaborations among neighbouring nations. Definitions of the term vary, and more so the regionalisation practices and initiatives of higher educational institutions. In the Philippines, the emphasis on regionalisation has become even more pronounced with the Association of Southeast Asian Nations (ASEAN) Integration Vision. This vision of the ASEAN is geared towards enhancing regional collaboration and the creation of an ASEAN identity and puts education at the forefront, considering it as a strategic objective to achieve the region’s development agenda of economic, social and cultural growth. It becomes of paramount importance then to examine how regionalisation in education is understood by university constituents, its manifestations in terms of institutional activities and especially, how the ASEAN Integration shapes these initiatives and constructions of regionalisation. The paper aims to discuss these issues.

Using a multiple case study design that looked at three higher education institutions (HEIs) in the Philippines, this study found that regionalisation is associated and interchanged with internationalisation in terms of purpose, goal and activities, but is differentiated in dimensions of geographical location and orientation.

Institutional initiatives pertaining to regionalisation were largely functional and mostly open and soft collaborations. The ASEAN Integration creates an ASEAN-centric consciousness, and functions as an opportunity for expanding partnerships, institutional niches and programmatic initiatives; and for legitimising regionalisation and internationalisation goals.

These definitions and approaches to regionalisation have significant policy implications as HEIs strive to respond to the challenges of the Integration.

This paper applies a stakeholder salience theoretical framework to facilitate the understanding of the roles salient stakeholders can have in the integration of education for sustainable development, one of the important Sustainable Development Goals (SDGs), into Jordan’s university accounting education.

We used stakeholder salience theory to inform our study. This study adopted a qualitative research method. The study used semi-structured interviews to collect qualitative, open-ended data that explored the salient stakeholders’ thoughts, beliefs and feelings about their roles in influencing the integration of education for sustainable development into the Jordanian accounting curriculum.

The results indicate that education for sustainable development in accounting is important; however, most Jordanian salient stakeholders indicate their inability to integrate sustainable education into the accounting curriculum due to their lack of power to do so. The findings show that there is currently an inappropriate distribution of power, legitimacy and urgency amongst the salient stakeholders, who indicate that a progressive education solution is required in the critical area of education for sustainable development in accounting. This research indicates that a significant number of salient stakeholders would like the Jordanian government to provide power, legitimacy and urgency to enable accounting educators to become definite stakeholders as this will enable them to integrate sustainable education into the accounting curriculum.

The study is limited to Jordan only. The paper draws attention to the need for an appropriate distribution of power, legitimacy and urgency amongst salient stakeholders in Jordan.

This paper provides evidence that the salient stakeholders in this emerging economy want to make changes in their education system to address climate change concerns, an important SDG, through a better education curriculum for sustainable development in Jordanian universities.

Accounting educators should be given the power to make changes in the accounting curriculum, such as integrating education for sustainable development.

There is an inappropriate distribution of power, legitimacy and urgency amongst the Jordanian salient stakeholders and this imbalance hinders the integration of education for sustainable development into the accounting curriculum.

In this chapter, Milena Ivova Ilieva describes the Roma minority in the education system of Bulgaria, where – according to data from non-governmental organizations working directly with the Roma community – the number of Roma people varies between 8-10% of the total population. The situation of the Roma community is characterized by its marginal position in the society at different levels, which stands out more clearly against the process of globalization. Ilieva shows the disadvantages in social situation and presents a general overview of the classification of the Roma Community about educational integration. She analyses the official statistical data and gives reasons for the low education level of Roma in Bulgaria and describes the policy measures for Roma integration after 1989. She concludes that at this stage of their existence, the programs which the Bulgarian State is trying to apply with regard to Roma, are not effective and do not conform to the specifics of the Roma community.

Examines issues related to the integration of children with special needs into regular classrooms. A clear definition of integration is crucial before it can be considered on a system, school, or individual basis, so that all stakeholders can operate within a common frame of reference. Details the Regular Educational Initiative in the United States and the Alberta movement towards a provincial integration policy which offer insight into the need for these matters: (1) clear principles and practices for identifying children′s special needs and determining the best teaching environments for meeting those individual needs; (2) systematic research on service delivery models, and educational change based on demonstrated programme effectiveness; (3) adequate preparation for all classroom teachers on individualizing student educational programmes; and (4) development of adequate school and community support systems for children with special needs and their families.

This study aims to provide a comprehensive review and bibliometric analysis of the literature in the field of science, technology, engineering and mathematics (STEM) education over the past 15 years, with a specific focus on global distribution and research trends.

This study collected 1,718 documents from the Web of Science (WOS) database and analyzed their timeline distribution, geographical distribution, research topics, subject areas, learning stages and citation burst using a bibliometric approach with VOSviewer and Citespace.

Results indicated that: overall, STEM education has increasingly gained scholarly attention and is developing diversely by emphasizing interdisciplinary, cross-domain and regional collaboration. In terms of global collaboration, a collaborative network with the USA in the center is gradually expanding to a global scope. In terms of research themes, four key topics can be outlined including educational equity, pedagogy, empirical effects and career development. Social, cultural and economic factors influence the way STEM education is implemented across different countries. The developed Western countries highlighted educational equity and disciplinary integration, while the developing countries tend to focus more on pedagogical practices. As for research trends, eastern countries are emphasizing humanistic leadership and cultural integration in STEM education; in terms of teachers’ professional development, teachers’ abilities of interdisciplinary integration, technology adoption and pedagogy application are of the greatest importance. With regards to pedagogy, the main focus is for developing students’ higher-order abilities. In terms of education equity, issues of gender and ethnicity were still the hottest topics, while the unbalanced development of STEM education across regions needs further research.

This study provides a global landscape of STEM education along the timeline, which illustrates the yearly progressive development of STEM education and indicates the future trends.

This era is the time for upskilling and producing workforce that is capable of effectively dealing with the day-by-day increasing demand of the industry. As the world is changing, its needs are changing in the same way and at the same speed. The world has become more digitized now. Moreover, we have a dramatic shift from Education 1.0 to Education 4.0 these days. The world now is practicing the internet of things, cloud storage, cyber-physical system and artificial intelligence. The purpose of this study is to identify the factors that affect the level of motivation toward the integration and implication of Industrial Revolution (IR) 4.0 in the education system of Pakistan by considering the Government policies.

For analyzing these factors, 150 research articles were sought out, out of which 84 were chosen for reviewing purpose based on the authentication of and relevance to this study by considering the Pakistani context. All the research articles have been selected from reputed indexed journals from databases (Scopus and Web of Science).

The findings of this review suggest that many factors affect the motivation toward integration and implementation of IR 4.0. These factors mainly include human factors, intrinsic values and influencing factors. Moreover, there is no such framework that provides the base to Education 4.0 in Pakistan because the things exist but are not systematic. Educators are motivated, but there are no resources; policies are there, but there is no practice or implementation. Pakistan is lacking in the latest trends related to Education 4.0 and even has no experience because people are used to doing things manually, but technology is the need of this era. Furthermore, the findings of this study will be useful for developing a systematic plan or a framework of the integration and implication of IR 4.0 that ultimately gives rise to Education 4.0 in the education system of Pakistan.

To the authors’ knowledge, no other study has been conducted on this topic in Pakistan. Also, there is a very little work done on this topic anywhere else in the world. The world is still exploring the IR 4.0, and our topic is solemnly related to these resolutions. Thus, there is a very little amount of literature related to this study.

The implementation of the national education and lifelong education should break through the traditional learning mode in the digital era. A seamless learning environment is the intelligent form of deep integration of digital learning environment and physical learning environment. The development and construction of seamless learning space and platform is a new trend of international mobile learning research and practice. So, the purpose of this paper is to build a seamless learning platform of the open education system by expanding and improving the connotation and extension of seamless learning, based on the theories of mobile learning, ubiquitous learning and open education, combining with the characteristics of the big data era.

A seamless learning platform model will be constructed through constructing five modules including resource integration module, requirement module, management module, teacher integration module, and carrier module, using interdisciplinary research methods (combined with economics), functional analysis, model methods and exploratory research methods. Finally, this paper attempts to realize the application of a seamless learning platform in open education through the strategic path of public-private partnership (PPP).

Seamless learning platform model given by this paper can effectively eliminate the problem of information asymmetry between learner-demander and educational manager through the effective management of carrier fusion module. Furthermore, it can effectively integrate the learning resources and teachers of the open education system and social individual education system, and provide high-quality shared learning resources and diverse stratification teachers to students and social workers through PPP project cooperation ways.

There are many papers on the study of open education and resource construction. However, few papers have studied how to effectively integrate and optimize various existing scattered online resources, including various system courses, teachers and platform systems. The paper provides an effective way to solve the above sub-problems and the realization path/model reference for the effective and accurate promotion of lifelong sustainable learning for all.