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The COVID-19 pandemic had a profound impact upon early childhood practice. This chapter presents reflections from discussions with practitioners based on their experiences through and coming out the COVID-19 pandemic. Whilst acknowledging the extreme circumstances for the practitioners, children, families and the settings, the authors sought to value and share these contributions in a way that highlight developmentally appropriate practice speech around language delay, delays in physical development, relationship and self-regulation problems, mental health and well-being issues and children's safeguarding. The authors place a strong focus on young children's developmental outcomes, which should be a priority for early years research. The narratives presented should also be of interest to policymakers to aid them in developing strategies to ensure young children's holistic development.

Human Resource Management (HRM) is a critical organizational function, which has continued to evolve. We aim to explore how different HRM will be in the workplace of the future and why, from both strategic and practical perspectives. We present and discuss core HRM practices, such as recruitment, selection and training, as well as peripheral activities, such as monitoring health and safety, and diversity management, reflecting on how they may transform in the workplace of the future.

This is a conceptual thought piece, building on the Substitution, Augmentation, Modification and Redefinition (SAMR) model, to offer a futuristic view of HRM in the era of AI.

Discussing the contemporary challenges of Artificial Intelligence, which we predict will lead to what we term Cyborging HRM.

This study can help HR managers and practitioners to be prepared for AI-embedded HRM systems in the future. For academics, it offers an innovative framework to establish future writing on HRM in the AI era.

AI is pushing HRM and the profession will have to undergo a revolutionary rather than evolutionary transformation in order to remain a necessary and valuable function for organizations. Our elaboration of the SAMR model and suggested implications for the future transformation of HRM should be worthwhile to organizations, management and the wider society.

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.

This work examines the role of critical framing in using multimodal texts to engage English Language Learners (ELLs) in reading comprehension activities in the new language. A framework is presented to systematically elicit student perspectives on contemporary domestic and global issues, capitalizing on the affordances of using intermodal complementarity and criticality to enhance ELLs’ representation and autonomy in the classroom.

This framework emphasizes planning and preparation through an understanding of students’ backgrounds and linguistic repertoires, language scaffolding and cultural connections to multimodal texts during instruction and opening spaces for ELLs to critique multimodal texts to be aware of forces that produce and reproduce social inequities within these texts.

We provide instructional strategies to support critical discussion for new language development and a means for qualitative researchers to observe and discuss this dynamic process.

The research implications of this study highlight the importance of multimodal literacies in enhancing ELLs' engagement and critical thinking. The proposed framework can aid researchers in observing classroom practices, focusing on complementarity to develop a common metalanguage for analyzing texts. This approach empowers ELLs to articulate and critique multimodal texts, moving beyond traditional language instruction to foster authentic, culturally responsive language competence. It suggests that critical media literacy can bridge gaps between dominant and marginalized discourses, promoting social justice and empowering ELLs to participate in student-centered learning.

The practical implications of this study highlight the integration of multimodal texts in teaching ELLs to enhance their engagement and comprehension. By using a framework that emphasizes planning and preparation, educators can tailor instruction to students' linguistic backgrounds and cultural experiences. This approach encourages critical analysis of multimodal texts, fostering student autonomy and allowing them to critique social inequities. The framework also provides instructional scaffolds, enabling ELLs to develop language proficiency and critical thinking skills, ultimately making literacy practices more authentic and culturally responsive.

The social implications of this study emphasize the need for inclusive literacy practices that empower ELLs by recognizing and valuing their cultural and experiential diversity. By critically analyzing multimodal texts, ELLs can engage with content that challenges traditional power dynamics and promotes social justice. This approach allows students to interrogate and reimagine texts, fostering a deeper understanding of social structures and encouraging equitable discourse. The framework supports bridging the gap between dominant and marginalized discourses, enabling ELLs to connect their learning with local and global communities.

While qualitative researchers have explored the benefits of these elements, a framework that connects and reflects these complex pedagogical decisions of educators and researchers in the classroom is needed.

Young children are particularly vulnerable in times of war and conflict, but they often emerge as resilient agents of change, promoting social justice and community rebuilding post-conflict. The likelihood of this type of trauma response, however, is largely dependent upon the tactical interventions offered to them during the trauma experience. News media portrayals of war and conflict can serve to heighten negative effects for children living in conflict zones, but entertainment and curriculum-based media can be used strategically to mitigate or moderate those effects.

We examined the attitudes of millennial-aged business students toward economic, social and environmental corporate responsibility (CR). Currently, these individuals are of an age that they have entered the workforce and are now ascending or have ascended into roles of leadership in which they have decision-making power that influences their company’s CR agenda and implementation. Thus, following the ecological systems perspective, we tested both the macro influence of cultural values (survival/self-expression and traditional/secular-rational values) and structural forces (income inequality, welfare socialism and environmental vulnerability) on these individuals’ attitudes toward CR.

This is a multilevel study of 3,572 millennial-aged students from 28 Asian, American, Australasian and European societies. We analyzed the data collected in 2003–2009 using hierarchical linear modeling.

In our multilevel analyses, we found that survival/self-expression values were negatively related to economic CR and positively related to social CR while traditional/secular-rational values was negatively related to social CR. We also found that welfare socialism was positively related to environmental CR but negatively related to economic CR while environmental vulnerability was not related to any CR. Lastly, income equality was positively related to social CR but not economic or environment responsibilities. In sum, we found that both culture-based and structure-based macro factors, to varying extents, shape the attitudes of millennial-aged students on CR in our sample.

Our study is grounded in the ecological systems theory framework, combined with research on culture, politico-economics and environmental studies. This provides a multidisciplinary perspective for evaluating and investigating the impact that societal (macro-level) factors have on shaping attitudes toward businesses’ engagement in economic, social and environmental responsibility activities. Additionally, our multilevel research design allows for more precise findings compared to a single-level, country-by-country assessment.

In light of a largely negative discourse, this study aims to identify the various ways in which PhD mums have been supported in a range of contexts to develop a comprehensive typology of positive support, as well as to identify patterns that transcend institutional, national and disciplinary borders.

The study is guided by ecological systems theory which allows for the investigation of the various interrelated systems that influence (in this case) doctoral researchers. A mixed-methods survey elicited the first-hand experiences from recent and current PhD mums across the world.

The authors have identified a range of potential supports for PhD mums, but note a careful balance is needed to ensure that PhD mums are supported in their roles as both mother and doctoral researcher, where support in one domain does not contradict nor ignore support for the other.

This study complements the existing knowledge body, which consists mainly of localised studies, by providing a birds-eye view of issues that transcend national, geographic and disciplinary borders. A topography provides a visual map of the various sources of potential support and the complicated relationships between them.

This study explores the perceptions of Australian employers regarding the benefits and challenges of micro-credentials within higher education and enablers of their effectiveness.

A qualitative approach that included 11 semi-structured interviews with employers affiliated with an Australian university was used. A deductive thematic approach was employed to analyse the data.

Micro-credentials were generally seen to be beneficial for an array of people, including employees, employers, customers and communities – stakeholders in all environmental layers of micro-credentials’ ecological system. Findings also indicated that both challenges of micro-credentials and enablers of their effectiveness depended heavily on attributes of learners, employers and higher education providers. The conclusion is that, based on the evidence of this study, micro-credentials within higher education are worth trialling.

Although research interest in micro-credentials is growing, few empirical studies have investigated micro-credentials’ benefits, challenges and enablers of effectiveness, especially from the perspective of employers. The study carries practical and policy implications for those involved with micro-credential research and development.