The integration of Artificial Intelligence (AI) in special education holds promise for transformative changes in special educational leadership and pedagogical practices. Special education leaders play a pivotal role in leveraging AI to address diverse student needs, enhance instructional delivery, personalize learning experiences, and foster…

Despite the growing international focus on neurodiversity, its explicit identification and incorporation into educational and workplace practices remain underdeveloped in Saudi Arabia. This study explores the indirect presence and characterisation of neurodiversity within Saudi Arabia through existing inclusive practices. The study aimed to…

Background/purpose: Despite progress in inclusive education policies, research has largely neglected the analysis of learning environments that are adjustable for all students. School gardens are learning environments that emphasize the broader view of participation on current perspectives of inclusion. This article discusses the possibilities and…

In the preferable educational future imagined here, the year 2030 has seen massive conceptual and structural change throughout systems of education. In the higher educational landscape envisioned only 10 years in the future, institutions of higher education have moved beyond the goals of valuing diversity, equity, and inclusion and beyond…

The COVID-19 pandemic and the move to remote education exposed old and new inequities, yet it also represented an opportunity to rethink inclusive education. This paper presents findings from a one-year project "DIGITAL in a time of Coronavirus" and draws upon policy analysis and interviews with teachers, principals, and community…

This research delves into the global understanding of smart education from various perspectives, including expert viewpoints, policy dimensions, public datasets, and visions of equity and inclusion. Multiple webinars have revealed that the concept of smart education with a shared vision of quality education in the age of AI is being understood by…

The sudden and unprecedented outbreak of the global pandemic of coronavirus disease 2019 (COVID-19) has brought along a series of abrupt and sweeping disruptions to almost all learning systems around the world. The pandemic has simultaneously revealed many weaknesses and problems associated with the existing educational model, which serves as a…

This report reviews the outcomes of Erasmus+ projects promoting inclusion in education, implemented between 2014 and 2020. Starting from an inventory of 120 Erasmus+ projects labelled as 'good practice' in the Erasmus+ projects database, 15 projects were selected for further examination as case studies. The report summarises the main findings of…

This report presents conceptual frameworks for inclusive learning, good practices in learning cities and recommendations for the future. The COVID-19 pandemic has had an enormous impact on life in cities, as well as exposing and exacerbating almost all forms of inequality. Access to high-calibre, resilient infrastructure, reliable basic services…

This report summarises the findings of the EUA Thematic Peer Group ''International Partnerships'' which explored digitally enhanced internationalisation of higher education in detail. The report reflects the group's discussions on how digital technologies, and the accompanying dynamics and ecosystems, are influencing the international partnerships…

Reclaiming commitment to social justice through widening access to education, using the medium of relevant adult and continuing education, requires people to have the ability to initiate ideas, to act and to take their destiny in their own hands. This article postulates that deploying relevant adult and continuing education in the quest for social…

Digital technologies can be used to support the inclusion of diverse student groups in education in a number of ways including enhancing accessibility of educational content, increasing personalisation and providing distance learning opportunities, as was the case during the COVID-19 pandemic. However, persistent digital inequalities can undermine…

In the denouement of the COVID-19 pandemic, talk of a return to "normalcy" in higher education belies the great challenges and ongoing disruptions that yet lie ahead for many institutions. Public perceptions of the value of postsecondary education continue their downward slide, placing institutions in the position of having to…

This report defines student-centred learning and teaching (hereafter also referred to as SCLT) as an overarching approach to designing higher education processes, which is founded on the concept of student agency. SCLT primarily concerns the capabilities of students to participate in, influence and take responsibility for their learning pathways…

The importance of inclusive education receives global acceptance. The current paper presents a bibliometric analysis of 8398 papers dealing with inclusive education between 1980 and 2019. The research aim is to gain information on scientific productivity, international collaboration activities, and the conceptual structure of this research field.…