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In many Asian countries, education systems are competitive based on high-stakes examinations. Additionally, due to the traditional one-way teaching styles, classroom practices can be highly authoritarian. The issue in such education systems is the alienation of students. They do not learn about themselves; rather, they work toward and/or get distracted by securing their positions according to the standards set by other people and institutions. Many students are thus disengaged from learning and share one common reason for their disengagement: their sense of loss about the meaning of learning is unheeded and they have no opportunity to voice their opinions. Consequently, various sentiments are prevalent, even extremely negative ones, almost equivalent to mutual hostilities. This chapter conceptually discusses the importance of listening in school reform, with special reference to the cases initiated by Manabu Sato and his fellow school leaders, such as Toshiaki Ose and Masaaki Sato. Their approach is known as school as a learning community (SLC) or lesson study for learning community (LSLC); the latter is used herein. LSLC is now widely practiced in various countries in Asia, including China, Taiwan, Korea, Indonesia, Vietnam, and Thailand. LSLC aims to overcome the negative sentiments described above and establish communal relationships for mutual learning and well-being. To achieve this, teachers in the schools running LSLC always start listening to each other. This chapter discusses how listening transforms hostilities into trust.

Initiating a practical model for embedding transformative learning in education that will promote sustainable development is a challenge for higher education. Siam University decided to assign a task force with the mission to work with communities in order to propose guidelines of learning for sustainability (LfS) based on real-life experiences. Selected communities which have agreed to be the community living labs for teaching and learning activities of the university were chosen based on the Bray and Thomas’ Cube Model. There are differences in sizes (number of members), locations (urban, suburban), and histories (old settlement with long history and rich culture and the newly settlement communities consisting of migrated members). Community-based participatory research (CBPR) was applied in the study. The initial model was developed from the synthesis of experiential work with communities in sustainability-related projects. After revision, the “Learning for Sustainability Action Model” was proposed. Success factors in implementing the model were also suggested.

There are notable indigenous business models in the African context that have either been unexplored or are yet to be highlighted and given due attention at the international level. This chapter provides a cross-case analysis of the indigenous business practices of three ethnic groups across West Africa: Nigeria (Igbos), Ghana (Ewes) and the Benin Republic (Guns), thus viewing business models, from anglophone and francophone perspectives. Specifically, the chapter discusses the apprenticeship models igba-boi, of the Igbo society, dorsorsror, among the Ewes, and eyi alo within the Guns society and succession models in the three societies ‘Inochi anya, domenyinyi and eyi kanta’ respectively, with the aim of highlighting insights for practice, policy and academia. Historically, there have been relevant structures to ensure the transfer of knowledge and wealth to the next generation; this is driven by both cultural and traditional systems of the ethnic groups. The findings show that the family unit plays a significant role in building a sustainable channel, though informal, through which the heritage of business models is attained. To this end, the authors recommend leveraging the unique models of apprenticeship and business succession practised in these ethnic groups to support current policies, such as those relating to Technical and Vocational Education and Training (TVET).

In higher education, the usual assessment methods are oral or written exams, multiple-choice questions, and individual or group written essays. However, in a distance learning context, it is often necessary to offer students more support, including formative assessment and self-assessment strategies. International reports have shown that teachers have adapted their learning assessment strategies during the Covid-19 pandemic. How did educators adapt their assessment strategies recently during the pandemic? What are the intentions underlying their decision-making? Our objective is to understand the decision-making process of teacher educators and university teachers in adapting their methodology for assessing student learning during the pandemic. To answer these questions, we adopted a qualitative research approach. We collected data from 29 different countries via: (1) open-ended questionnaires, (2) personal accounts, (3) unstructured interviews, and (4) a specific questionnaire about assessment. Four main categories emerged from our data: (1) challenges, (2) assessment practices, (3) changes in teachers' perceptions and practices, and (4) reflection on assessment. The findings suggest that (1) uses of technology for assessment have developed strongly; (2) careful coordination among colleagues is very important; (3) educators developed formative assessment strategies; and (4) educators' reflections have focused on many challenges: ethical, technical, and pedagogical.

The world is changing rapidly and unexpectedly. COVID-19 is a warning sign that future generations need to be prepared for the volatile, uncertain, complex and ambiguous (VUCA) world where more complex situations remain to be seen. Students from all walks of life should have equal access to quality education that can equip them with skills to cope with new challenges. Although the inclusion of students with special needs in Thailand has allowed them to have academic and social interaction with non-special needs students in higher education institutions, little is known regarding how COVID-19 has impacted them and how they have navigated online learning. What are the learning challenges that college students with special needs face? Digital learning in response to the COVID-19 pandemic can be an even more significant challenge for students with special needs. However, some of them may feel online learning is a lifeline and a nice learning accommodation. Is it possible that they may want to continue to stay in remote accommodations, even if face-to-face classes resume? Would any of the practices return to normal and be fruitful for the VUCA world? Using data collected through in-depth interviews, this chapter identifies learning challenges confronting special-needs college students through the lens of a right-based approach and how inclusive digital learning can turn these challenges into opportunities and help these students flourish in a VUCA future. This chapter begins with a brief historical background of inclusive education policy in Thailand's higher education institutions. The chapter then, using a case study of KU, Thailand, identifies and discusses existing challenges and problems currently facing special needs learners and analyses how universities can help them to deal with and overcome such challenges. Finally, the chapter discusses the opportunities and challenges of how inclusive digital learning can play a pivotal role in elevating the learning experience and outcomes of Thai college students with special needs in the VUCA World.

During the Covid-19 crisis, schools around the world at all levels had to respond to the situation most often without any preparation or time to reorganize their teaching. This chapter investigates how the Covid-19 pandemic amplified the need for equity and how teacher agency evolved through this time period. The study was qualitative and data were collected from 29 individuals from the same number of countries through narratives, and virtual interviews written responses to semi-structured questions. This chapter focuses on two main concepts: equity and agency. The authors met 18 times to work with the data, clarifying understanding of concepts, analyzing meanings, and writing up findings. Findings indicate that equity of access to online teaching and learning was a major challenge during the early stages of the pandemic lockdowns. However, many universities initiated some innovative strategies to minimize the inequities created by the migration to online learning platforms. Both educators' and students' agency evolved during the online and digital tuition provisions and made some agentic decisions that impacted their teaching and learning, respectively. During the Covid-19 pandemic, educators had much to say about their teaching online. Their experience and thinking can be leveraged in discussions about the best way forward after the pandemic experience. The mutual learning that we experienced collaborating internationally in this study points to the significance of using online facility to create and enhance solidarity among educators globally.

Although educators would likely agree that values and ethics are important in all disciplines, they have particular importance for practice-oriented fields. These applied professionals need to solve complex social problems that require the application of ethical standards and value perspectives. While the importance of value-engaged practice is known to the applied field, there is little research and conversation about how values can be integrated into teaching. This chapter synthesizes values-education approaches in various practice-based disciplines such as public administration (PA), program evaluation, social work, and public health. This chapter draws from empirical and theoretical works as well as the authors' experiences developing, participating in, and conducting values-based research on professionals and professional education.