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Using a case study approach, this chapter examines two primary changes to global health education prompted and exacerbated by the COVID-19 pandemic. First, is the acceleration of digital education into the typical global health classroom. Second, is the integration of transnational networks and partnerships between intergovernmental organizations (IGOs), nongovernmental organizations (NGOs), and higher education institutions (HEIs) to create, adapt, and disseminate digital materials in fast-changing information environments. The chapter examines the potential positive and negative impacts of the proliferation of digital content created by IGOs and international NGOs that is being rapidly integrated into use in HEIs for Global Health. The growth of tools and access through these new partnerships may lead to increased access to global health information for professionals. However, these changes may have long-term implications for global health regarding equitable access to culturally appropriate and accurate information. Furthermore, there may be additional implications for equity, as the proliferation of tools may still leave out the most vulnerable that do not have access to digital platforms.

The influence of digital media and information technology on architectural design education and practice is increasingly evident. There has been an astonishing shift in the way architecture is being taught and produced. Networked virtual design environments such as the virtual design studio (VDS) have been introduced in many architectural schools as new ways of teaching and learning design. Applying virtual design education in developing countries such as the Arab states brings with it various opportunities and challenges. As a new phenomenon, little research has been done to study the cultural implications of the new virtual design environments (VDE). This paper examines the new paradigm of teaching and learning design virtually and the possible cultural implications of its implementation in developing countries such as the Arab world.

This chapter has three main objectives: (1) to address the qualitative and quantitative impact of globalization in higher education institutions (HEI) and in the higher education systems (HES) in different regions and countries during the past 20 years; (2) stress the need of having specific levels of social equity in order to attain a permanent education for all and for life applying adequate educational policies; and (3) refer briefly to the need of a world report on higher education.

The ideas discussed in this chapter highlight key issues identified by the United Nations Educational, Scientific and Cultural Organization (UNESCO) regarding higher education, such as access, diversification, pertinence (or social commitment), quality, management, financing, new technologies of information and communication (ICT), and international cooperation.

This chapter offers a brief comparative and socio-educative overview of Latin America and the Caribbean, elaborated with the purpose of guiding reflection on the diversity of contexts that constitute the region. This overview highlights economic, social, political and cultural aspects that characterize the region and that, consequently, indicate points of departure and arrival for the design and implementation of educational policies aimed at satisfying the socio-historical needs of each of the Latin American countries.

This abbreviated study includes a systematic review and contrast of basic aspects of regional education systems, focused on achieving the formation of an integral citizen, capable of applying the acquired competencies in the resolution of problems that will prepare them for insertion in the labor market once their schooling is completed. In this sense, the countries and dependencies that integrate the Latin American and Caribbean region still face complex challenges closely related to the quality that educational services have achieved, in addition to the conditions of equality and equity so necessary to integrate the broad sectors of the population located on the thresholds of poverty and marginalization, of the secular horizon that has characterized the Latin American socioeconomic reality.

Higher education institutions (HEIs) are participants in and creators of internationalization, which the COVID-19 pandemic significantly interrupted and altered. The research presented here examines ways the COVID-19 pandemic impacted, impacts, and will impact prior, contemporary, and future internationalization in higher education worldwide. The themes of (1) leadership and policy, (2) mobility and experience, and (3) learning technology guide the discussion and suggest provocative questions arising from a review of the chapters in this volume. The authors also propose a framework for examining the COVID-19 pandemic’s effects on higher education internationalization, which considers the intersection between time (pre-, peri-, and post-pandemic) and level of activity (micro, meso, and macro).

The very essence of internationalisation, which depends heavily on academic mobility and cross-border interactions, has been adversely affected due to the COVID-19 pandemic and has been associated with a significant decline in student and staff mobility in South Africa and around the world. Nonetheless, it has also catalysed innovation and inspired new approaches to teaching and learning that have the potential to transform the future of higher education. In the aftermath of the COVID-19 pandemic, higher education institutions are grappling with a fundamental question that goes beyond the practicalities of internationalisation: How can we re-envision the concept of internationalisation to meet the challenges of the new normal? This question calls for a deeper reflection on the nature of internationalisation itself. How can we ensure that cross-border interactions and exchanges continue to foster a sense of global community and intercultural understanding, even in a world that is physically distanced? This chapter seeks to explore the profound implications of the pandemic on the internationalisation of higher education (IHE) in South Africa. It aims to critically examine the present challenges to internationalisation and the strategies that have been developed to address them in the context of the post-pandemic world. The chapter employs a critical reflection approach through the use of qualitative research, systematic literature review, and document analysis. By utilising these methodologies, it seeks to delve deeper into the implications of the pandemic on the IHE in South Africa.

As educational institutes began to address the challenges posed by COVID-19, e-learning came to the foreground as the best bet left. This study is in quest of revealing engineering student's perceptions of the available e-learning platforms, thus surfacing the underlying bottlenecks. Further, it aims at providing solutions that would help enhance the e-learning experience not only in pandemic times but also in the long run.

This holistic research begins with a comprehensive comparative study about the available e-learning platforms, followed by a primary data analysis through an online survey of 364 engineering students from various colleges and branches. The collected data was analyzed to detect bottlenecks in online learning and suggestions are given for solving some challenges.

On a five-point Likert scale, the available e-learning platforms garnered ratings ranging from 2.81 to 3.46. Google meet was the most preferred platform. However, with a net promoter score (NPS) of 30.36, Microsoft Teams emerged as the most satisfying platform. Technical shortcomings clubbed with psychological and biological factors were found to be taking a toll on e-learning.

This innovative research is based on the perceptions of engineering students hailing majorly from Indian cities, and hence, it may be having educational stream bias and geographical bias. The research could be further extended to cover rural areas and global trends in e-learning.

The research offers a thorough analysis of e-learning platforms, as seen through the lens of engineering students. Furthermore, the analysis does not constrain itself to the technicalities and thus proves to be an all-encompassing one, potent enough to surface critical issues marring the e-learning experience.

The purpose of this paper is to overview the futures of the university by analyzing critical drivers. It also aims to assess drivers identified a decade ago on university futures.

The paper reviews drivers, trends and scenarios.

The paper finds first, globalization will likely continue but innovation will move to Chindia. Second, democratization has resulted by not as imagined a decade ago, rather, peer‐to‐peer or web 2.0 has changed the game. Three new scenarios are articulated: Wikipedia university; core‐periphery reversed and incremental managerialism. Bliss for all remains an outlier.

Asian‐Pacific universities instead of adopting the used future of the core will find it wiser to innovate and create new visions as well as to develop new global ranking systems.

Traditional universities are the likely dinosaurs unable to thrive in a dramatically changing world. Increasing inequity in traditional western universities will likely further devalue higher education. New models of inclusion are required.

The paper articulates new scenarios of the future, and assesses trends identified a decade ago. It provides a strategy for university administrators to navigate the challenges ahead.