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The world of work is changing and creating challenges and opportunities for the employment inclusion of young people with disabilities. In this article, the perceptions held by young adults with disabilities regarding participation in the future of work are examined.

One-on-one interviews were conducted with Canadian young adults (ages 18–36 years) living with a disability. Participants were asked about their thoughts regarding the impact of the changing nature of work on their labor market involvement and career aspirations. A thematic analysis was performed to identify and examine emergent salient themes.

In total, 22 young adults were interviewed; over half held secure employment. Career aspirations and work-related decisions were primarily shaped by a participant's health needs. The future of work was seen as a more proximal determinant to employment. Digital technologies were expected to impact working conditions and create barriers and facilitators to employment. Participants who indicated being securely employed held positive expectations regarding the impact of digital technology on their work. Participants working precariously held negative appraisals regarding the impact of digital technologies on employment opportunities. The role of technological and soft skills was critical to participating in a labor market reliant on advanced technology. Participants reported barriers to developing job skills related to their disability and their work arrangements.

This research highlights the importance of considering changes in the future of work, especially the digital transformation of the economy, in the design of initiatives which promote the employment inclusion of young adults with disabilities. Despite the significance of the changing nature of work, supporting health needs and encouraging access to secure work arrangements also remain paramount.

Port performance and port choice have been treated as separate streams of research. This hampers the efforts of ports to anticipate on and respond to possible future changes in port choice by shippers, freight forwarders and carriers. The purpose of this paper is to develop and demonstrate a port performance measurement methodology, extended from the perspective of port choice, which includes hinterland performance and a weighting of attributes from a port choice perspective.

A review of literature is used to extend the scope of port performance indicators. Multi-criteria decision analysis is used to operationalize the context of port choice, presenting a weighted approach using the Best-Worst Method (BWM). An empirical model is built based on an extensive port stakeholder survey.

Transport costs and times along the transport chain are the dominant factors for port competitiveness. Satisfaction, reputation and flexibility criteria are the other important decision criteria. The results also show how the availability of different modal alternatives impact on the position of a port. A ranking of routes for hinterland regions is done.

The paper focuses on two extensions of port performance measurement. So far, not all factors that determine port choice have been included in port performance studies. Here, first, factors related to hinterland services are included. Second, a weighting of port performance measures is proposed. The importance of factors is assessed using BWM. The approach is demonstrated empirically for a case of the European contestable hinterland regions, which so far have lacked quantitative analysis.

This chapter reviews successful pedagogical interventions in teaching literacy in languages of teaching and learning in the upper primary grades in low- and middle-income countries (LMICs) and explores how researchers and teachers decolonized classroom spaces to ensure student achievement of learning outcomes. Themes emerging from the analysis of data are biliteracy interventions, interventions in official and national languages, teacher professional development, and ecological interventions. Results of the review indicate that researchers decolonized classroom spaces by using student linguistic repertoires, evidence-based pedagogical strategies student cultural capital and engaging families and communities. The review also reveals that more research needs to be conducted on teaching and learning in upper primary grades. The linguistic diversity of LMICs provides rich contexts for more research in bilingual education and L2 acquisition which could be useful worldwide as stakeholders in the education process explore the best ways to improve learning outcomes in schools.