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The field of teaching technologies is in constant interplay between educational and industrial advances. Since the beginning of the twenty-first century, digitalization and automatization have become increasingly important. In industrial and social life, we see similar fast-moving developments. These factors challenge education, specifically vocational education, greatly, and raise two very different, yet very much connected questions: how to prepare students for their vocational lives and how to prepare teachers to communicate the necessary competencies to their students? This chapter provides an overview of advances, challenges, and possible solutions, focusing on the three key fields of vocational education in Germany: Industry 4.0, Education 4.0, and innovative teacher education. Most importantly, however, the text examines the continuous interplay between and among these fields. The beginning of the chapter is dedicated to vocational teacher education, in accordance with industrial and educational advances. Specifying this, characteristics of Industry 4.0, as well as students' and teachers' perceptions of Industry 4.0, are discussed. This is followed by an introduction to the concept of so-called learning factories as a possible way of integrating aspects of Industry 4.0 in German vocational schools. The end of the chapter is dedicated to the required changes in educational settings today and in the future. Though Industry 4.0, Education 4.0, and innovative teacher education are each widely discussed in the current literature, the interplay of all three fields reveals a research gap. This chapter tries to close this gap and provide an important contribution to the research field.

At a time when the gradual collapse of democratic norms and processes is obvious to anyone who cares to read the headlines, the tension between self and society is fertile soil for understanding democratic decay. While we may wish to see democracy refortified, the fact remains that citizens equipped to handle democratic practices are a necessary precondition for democratic revitalization. Yet, the deterioration of democracy suggests breakdown in the gears of democratic production of the democratic citizen. The following chapter examines a particular cancer that is antithetical to democracy and has afflicted your author – the authoritarian personality. Critical theorists and social scientists in the mid-twentieth century identified this personality disposition as one that cultivates receptivity to fascism and is today the beating heart of right-wing extremism in its particular incarnation as Trumpism. I develop the theory of the authoritarian personality as it shaped and inflamed at the familial, societal, and global levels. Contributing to the project of planetary sociology, I demonstrate how the changes occurring on the world stage incite the most pernicious and antidemocratic features of the authoritarian personality. All the while, I subject myself to critical scrutiny in order to illustrate the inner-workings of this personality disposition. Your author stands before you as a recovering authoritarian and hopes that by reading this chapter, you will begin to see authoritarianism all around you, perhaps even within yourself.

This chapter describes public agriculture services’ business goals, purpose, and strategy. It reinforces agriculture organizations’ fundamental bureaucratic administrative culture (Tier 1). The authors describe the influence that political appointees as leaders may play in shaping public sector cultures. The bureaucratic culture of agriculture is deconstructed, and each of the five layers is described in detail. Additionally, the authors explain why behavior is the dominant layer and the most critical starting point for understanding agriculture cultures. The public service culture (Tier 2) brings an essential element of leveling, access, and equity to the larger context. It brings the focus back to service to the people and community rather than performance. It also gives greater emphasis to the role of safety and well-being. The chapter lays out the landscape of external influencing cultures (Tier 3) in agriculture. Finally, the potential value and challenges of developing internal knowledge, learning, and collaboration (KLC) cultures (Tier 4) are explored.

Teacher education in Kenya was formally started in mid-nineteenth century by European Christian missionaries. The urge to establish teacher education programs at the time was to address the shortage of teachers due to the unplanned and rapid expansion of schools. The need to produce schoolteachers was also to relieve missionaries who were required to concentrate on evangelization. At their inception, teacher education programs were patterned on Western European and Canadian established teacher education models of the early nineteenth century. The education (preparation) of teachers in Kenya has over time undergone massive reforms including in structure and scope. This chapter presents both reports and analyses of the trends in the teacher education reforms to date. Also included in the chapter are recommendations/debates on more reforms/changes needed to enable teacher education programs to equip teachers for effective practice in the twenty-first century including the successful implementation of the Competency Based Curriculum in Kenyan schools.

When it comes to special education, teachers are the cornerstone of children's development. A special education teacher (SET) who possesses correct perceptions to teach students with special education needs (SENs) in inclusive education and ability to maintain balance that works best for children with physical and emotional disabilities are expected to thrive. This requires several skills that are entirely different from traditional teaching, often depicted as ‘chalk and talk’ – keeping control and making decisions about what is the right thing to do for students. This trait is just an illustration of many myopic characteristics that will no longer work well for both SENs and regular students. An effective SET in the twenty-first century must be able to adapt and respond rapidly to the changing society and is more likely to be open to learning. These character qualities are typical among millennials and Generation Z or Alpha, who are more prone to be digital native, that will future-proof them in the upcoming era of ubiquitous technology. As such, new generation SETs are significant precursor to create a new special education system that responds well to the challenges encountered by the pervasive future ahead.

Unprecedented progressions in the sector of Information and Communication Technologies (ICTs) have led to the trendsetting of Education 4.0 paradigms. A byproduct of breakthroughs in Education 4.0 is the “Cybergogy” paradigm that particularly stimulates learning and builds competencies in a virtual environment for the new era. Toward that, the objective of this review paper is to explore how cyber-physical learning is being adopted within cybergogy paradigms with its current state-of-the-art, traits, design models, applications and difficulties in Higher Education Institutions (HEIs) around the globe.

A narrative review of literature has been conducted in which major electronic bibliographic databases are targeted for study selection. Seven themes have emerged from the literature search that descript the resourcefulness, inventiveness and challenges of cyber-technology in transferring learning and interaction in and outside HEI boundary walls.

Grounded on the findings, it is valuable to mention that cybergogy media facilitates an array of options for collaboration, information gathering, intellectual discussions, the convenience of access, etc. among higher education learners. Consisting of interconnected technology, distinctive intricate digital systems and physical elements working together, the trend has implementation efforts of a smart learning institution for providing engaged learning and advanced skills training. However, there are certain implementation risks and consequences that must be considered thoughtfully.

This review can be used as an effective guide in designing cyber-technology-mediated teaching instruction and strategies for supporting collaborations and inventive learning in higher academia. Future researchers interested in exploring cyber-physical blends and media usage in education will also be facilitated with this review.

This literature review is unique because it details significant practices of collaborative learning for the twenty-first century through cybergogy in Higher Education 4.0 that was not examined previously.

Planetary sociology starts out from the supposition that sociology as a discipline emerged in the context and out of an interest in the fate of modern “national” societies. Yet, as a discipline, it emerged with tools designed to identify, track, and analyze processes and forms of organization which today are playing out and observable at the planetary level. For sociology to be in the position to make important contributions to the challenges modern societies are facing in the twenty-first century, it must apply the tools it developed over the course of more than a century, to processes and phenomena that are transforming and applying to planetary civilization and Earth's ecosystem. The necessary starting point is the critical investigation of the interconnected structuring principles that have been shaping both societies and individual identities, and how they reinforce patterns which thwart both sociology's ability to make increasingly necessary contributions, and modern societies' ability to embrace qualitative rather than quantitative forms of progress. A reinvigorated enlightenment will be necessary to increase the probability that sociology will be well-positioned to provide decision-makers and actors with the insights, tools, and knowledge needed to confront impending challenges and crises constructively.

Infanticide stands out as a crime which, in England and Wales, has been marked for at least 200 years by deep-rooted continuities in its representation and treatment by both the criminal justice system and the media, despite the massive political, economic, social, legislative and cultural changes that occurred over this period. Particularly remarkable about this long-standing discourse is its routine emphasis that the guilty mother is also a victim of tragic circumstances that led to the crime and deserving of sympathetic treatment. It also invariably sets infanticide apart as a ‘special case’ which does not necessarily fit with either medical or legal definitions of diminished criminal responsibility. Perhaps surprisingly, this framing of women who commit infanticide stresses not only their ‘normality’ prior to the offence but also their ‘respectability’, a sharp contrast to the sometimes overtly misogynistic representation of other types of women offenders. This chapter argues that it is above all ‘respectability’ that profoundly shaped the cultural script relating to infanticide in England and Wales between 1800 and 2000, and that this continues to exert a powerful legacy on the relatively small number of cases that now comes before the courts in the twenty-first century.