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This study aims to investigate how phishers apply persuasion principles and construct deceptive URLs in mobile instant messaging (MIM) phishing.

In total, 67 examples of real-world MIM phishing attacks were collected from various online sources. Each example was coded using established guidelines from the literature to identify the persuasion principles, and the URL construction techniques employed.

The principles of social proof, liking and authority were the most widely used in MIM phishing, followed by scarcity and reciprocity. Most phishing examples use three persuasion principles, often a combination of authority, liking and social proof. In contrast to email phishing but similar to vishing, the social proof principle was the most commonly used in MIM phishing. Phishers implement the social proof principle in different ways, most commonly by claiming that other users have already acted (e.g. crafting messages that indicate the sender has already benefited from the scam). In contrast to email, retail and fintech companies are the most commonly targeted in MIM phishing. Furthermore, phishers created deceptive URLs using multiple URL obfuscation techniques, often using spoofed domains, to make the URL complex by adding random characters and using homoglyphs.

The insights from this study provide a theoretical foundation for future research on the psychological aspects of phishing in MIM apps. The study provides recommendations that software developers should consider when developing automated anti-phishing solutions for MIM apps and proposes a set of MIM phishing awareness training tips.

This paper introduces the foresight matrix, a conceptual framework for foresight analysis rooted in critical realism (CR) and complexity theory. It aims to address the need for a comprehensive theoretical perspective that embraces emergence and recognizes the interplay between different layers of reality. Informed by critical theory within futures studies, the study seeks to provide additional foresight theoretical perspectives in addressing contemporary societal challenges and collectively shaping desirable futures.

The proposed reflexive foresight matrix incorporates elements of CR, complexity theory and morphogenesis theory, providing an alternative conceptual framework for analyzing complex social challenges. It integrates the vertical layers – empirical, actual and real – and horizontal dimensions – structure, agency and culture. This matrix guides researchers through a systematic analysis of structural barriers, cultural influences and individual agency, offering a comprehensive tool for understanding the underlying mechanisms driving social change.

The reflexive foresight matrix dissects complex situations into structure, agency and culture dimensions, enabling a thorough understanding of societal dynamics by examining the interplay between these dimensions and their influence on individual and collective behaviors. This conceptual framework guides researchers through a systematic analysis of structural barriers, cultural influences and individual agency, uncovering the mechanisms driving social change. Through reflexive monitoring and temporal action analysis, it explores historical and contextual factors, informing future tendencies.

The reflexive foresight matrix provides a multidimensional lens for understanding social issues, prompting researchers to consider the interplay between structure, agency and culture across different layers of reality. By exploring historical and contextual factors, this framework enables an insight into diverse perspectives and their impact on future outlooks. Furthermore, the matrix facilitates critical inquiry into prevailing power dynamics and narratives, offering insights into societal injustices and inequalities. This critical examination empowers stakeholders to challenge dominant narratives and work toward more equitable and desirable futures.

The proposed reflexive foresight matrix offers a comprehensive approach to analyzing complex social challenges, potentially impacting futures thinking and foresight practices. By integrating CR, complexity theory and morphogenesis theory, the framework fosters a deep understanding of the interplay between various factors influencing future tendencies. This comprehensive view of problems allows analysts to consider structural barriers, cultural influences and agency, thereby enhancing foresight efforts in addressing contemporary challenges.

The proposed reflexive foresight matrix contributes to futures thinking and foresight practices by offering a comprehensive approach to analyzing complex social challenges. By combining CR, complexity theory and morphogenesis theory, the framework fosters an insightful understanding of the interplay between various factors influencing future trajectories. Moreover, the integration of critical perspectives and reflexive methodologies into foresight practices underscores the importance of challenging dominant narratives, fostering inclusive decision-making processes and empowering individuals and communities to shape their futures.

The leadership of schools in England is increasingly complex due, in part, to the role of the politics of education in setting the agenda for schools. This agenda is becoming increasingly problematised due to the absence of clear policy accompanied by various interpretations and assemblages of ideology, promulgated by those in power. Populist agendas operate. In this apparent crisis of truth-telling, where truth as politically constituted is factual and axiomatic, school leaders in ever-increasing dark times, are having to navigate knowledge in what constitutes the truth and, in some cases, resort to ways to expose untruths through action. Using Arendtian thinking to illumine how two leaders lead schools through their labour and work in actively seeking truth enables thinking about the present issues issues of lying in politics and how school leaders must both understand this and expose lying in politics through truth-seeking. In doing so these two leaders adapt, translate and actively work not only to gain clarity but to actively seek truth where they become truth-tellers of a different truth.

Professional development (PD) is an essential component of continuing learning for in-service teachers. This paper discusses a school-based example of using the best practice of coaching in early childhood education supported by a professional development school partnership. We explain how a teacher identified need led to a collaborative, multistep approach to meeting that need in connection to State mandates.

In this research, we used a case study methodological approach with a team of preschool teachers at one school. The model combines use of PD sessions, classroom coaching, classroom observation and reflection.

Teachers’ feedback indicates that using the strategy positively impacted most of the participants’ ability to support communication, community-building and inclusive practices in their classrooms. The data that emerged in the following year evidenced increased use of visual supports in classrooms, use in connection with literacy goals and interest in creating new uses in the school.

This article contributes an action-oriented school-based example of bridging research to practice to support teachers’ needs through PD and coaching in a PDS. The design and practical implications may interest preschool educators, instructional coaches, administrators, professional development schools and others involved with monitoring teacher development initiatives.

Purveyors of fake news perpetuate information that can harm society, including businesses. Social media's reach quickly amplifies distortions of fake news. Research has not yet fully explored the mechanisms of such adversarial behavior or the adversarial techniques of machine learning that might be deployed to detect fake news. Debiasing techniques are also explored to combat against the generation of fake news using adversarial data. The purpose of this paper is to present the challenges and opportunities in fake news detection.

First, this paper provides an overview of adversarial behaviors and current machine learning techniques. Next, it describes the use of long short-term memory (LSTM) to identify fake news in a corpus of articles. Finally, it presents the novel adversarial behavior approach to protect targeted business datasets from attacks.

This research highlights the need for a corpus of fake news that can be used to evaluate classification methods. Adversarial debiasing using IBM's Artificial Intelligence Fairness 360 (AIF360) toolkit can improve the disparate impact of unfavorable characteristics of a dataset. Debiasing also demonstrates significant potential to reduce fake news generation based on the inherent bias in the data. These findings provide avenues for further research on adversarial collaboration and robust information systems.

Adversarial debiasing of datasets demonstrates that by reducing bias related to protected attributes, such as sex, race and age, businesses can reduce the potential of exploitation to generate fake news through adversarial data.

The final chapter of this book captures a diverse range of case studies across teaching and learning and campus stewardship. The five case studies presented here add illustrative insights of global actions, following on from the four case studies presented within previous chapters. These contributions provide compelling and practical insights into how Higher Education Institutions (HEIs) are broadly addressing SDG2 through student competitions in the first section, and curriculum approaches in subject areas in which ‘food’ and ‘hunger’ might not be expected in the second section. The final section of cases further explores HEIs’ approaches to food security through both a curriculum lens and a student-led campus project. It is a fitting way to close the book since the cases collectively illustrate the potential contribution that any student and/or educator might make to raising awareness of and action towards achieving zero hunger and SDG2.