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Retaliation complaints in the workplace have increased 71 percent in the past ten years with a record high of more than 32,000 complaints filed in 2008. The purpose of this paper is to review retaliation legislation to clarify for employers and employees the protected provisions and provide guidance for complying with this important anti‐discrimination statute to aid in promoting a fair and unbiased work environment.

This paper reviews retaliation claims in cases of US employment discrimination including the central elements and covered individuals. It also reviews key recent rulings that have broadened what constitutes retaliation to better understand its impact in workforce management practices. Equity and organizational justice theories are drawn upon to address performance management and employee discipline issues that may arise in the workplace and how organizational action may be impacted by the retaliation statute.

Retaliation is often considered to be an overt act (e.g. demotion or termination) but this review demonstrates that adverse employment actions need not be overt or result from loss of job or wages by the employee. This review can be used to avoid costly litigation but also convey that retaliation statutes do not unduly influence the employer's right to discipline employees.

This paper helps practitioners and researchers better understand retaliation and its purpose in preventing unfair work practices. This historical review of retaliation should help improve employer policies and procedures as well as training efforts in complying with equal employment opportunity laws without compromising concerns related to productivity or disciplinary procedures.

This study aims to present research evidence on the relevance of online gamification flip learning as a pedagogical instruction in promoting learning engagement when college students are impacted by the coronavirus pandemic. In this study, a gamified formative assessment was used to examine learner engagement and to evaluate the effectiveness of gamification within a synchronous online flipped instruction.

A multiphase mixed methods research design was used for this study. The evaluation relied on triangulated evidence gathered through questionnaire surveys and semi-structured interviews administered at an Indonesian college setting.

Based on the findings, gamified learning and formative assessments that adopt online flipped approaches have shown a positive bearing on learner engagement, despite the challenges learners face while harrowing through times of calamity. The results of this study provide prima facie support for the claim that the use of interactive gamified e-quizzes proves to be an innovative means of stimulating student engagement during the online class.

The results further suggest that a learning framework that incorporates both online flipped and gamification techniques provide the stimulus that is likely to forge an emotional connection that can inspire learner engagement, much needed when learners rally through calamitous events. This study has established evidential links between gamification and flipped classroom instructional delivery, particularly for online class settings. It is well-anticipated that gamification flip learning can continue to be implemented either in online, blended or face-to-face class instruction and particularly after the time of the pandemic.

Ethnomathematics can help understand math concepts but is challenging in countries like Indonesia and Thailand due to its complexity. This study explores how math educators in these countries view integrating ethnomathematics into teaching. The purpose of this study is to see its importance in helping students understand and apply math concepts in different cultural settings. By looking at educators’ opinions, the study seeks strategies to effectively use ethnomathematics in education.

The research used a mixed-methods approach with questionnaires and interviews to gather data from 138 Indonesian and 145 Thai educators, including lecturers, teachers and preservice teachers. Quantitative data were analyzed using descriptive statistics to classify responses. Qualitative data analysis involves reducing, presenting, concluding and validating data to ensure accuracy. This approach aimed to provide a complete understanding of educators’ views on ethnomathematics.

The quantitative results showed strong support among Indonesian educators (average score 4.77) for integrating cultural elements in math education. Thai educators were slightly less enthusiastic (average score 4.57), but still positive. Interviews revealed unique cross-cultural perspectives and emphasized the need for theoretical and practical applications of ethnomathematics in the classroom. This perspective highlights the importance of social context and interaction in learning and calls for innovative teaching methods that use students’ cultural backgrounds.

This study offers new insights into how Indonesian and Thai educators view ethnomathematics, considering their cultural contexts. It underscores the importance of adapting teaching approaches to fit each country’s cultural characteristics, showing the close link between ethnomathematics and cultural development.

Social networking sites (SNS) are enjoying growing popularity and have triggered new ethical issues including risks of deception, social grooming, cyber-bullying and surveillance. This development along with the growing power of SNS providers calls for an investigation of the CSR engagement of SNS companies. The chapter examines to what extent three prominent providers – Google, Facebook and Twitter – fulfill their responsibilities.

The chapter draws heavily on a politicized concept of CSR, namely ‘corporate citizenship’ (Crane, Matten, & Moon, 2008a; Matten & Crane, 2005) and ‘political CSR’ (Scherer & Palazzo, 2007, 2011) and discusses the role SNS providers play in administering citizenship rights. The chapter takes a qualitative case study approach.

Facebook, Twitter and Google have not only made clear commitments to act responsibly, they actually enhance the citizenship status of their users in many ways, e.g. by offering a platform for democracy activists. Deficiencies and contradictions also become visible, e.g. SNS providers inhibit citizenship by failing to provide sufficient privacy protection.

The chapter is limited by its case study approach, but provides valuable insights to an industry with considerable influence. It contributes to CSR research by applying and testing the politicized concept of CSR in the context of SNS providers.

Although SNS have received appraisal as effective tools of CSR communication, there has been little attention to CSR policy and practice of the companies providing social networks. This is unfortunate since the activities of SNS providers directly impact on millions of users worldwide.

In this chapter, we present a framework of inclusive pedagogy to foster education for global citizenship. We argue that certain conditions must be in place for students in higher education classrooms to engage critical issues, wrestle with difficult questions, and reflect on the ethical implication of their individual and collective action. We discuss how instructors can create these conditions, by focusing on three concrete aspects of instruction: Scaffolding, Interaction, and Noticing. While these aspects are prevalent in literature on effective pedagogy for international and/or multilingual students, we argue that they can benefit all students, preparing them for deep learning, toward the end goal of global citizenship. The pedagogical applications presented through this framework demonstrate the close relationship between Scaffolding, Interaction, and Noticing. Furthermore, we believe that the simplicity of this framework will serve as an accessible point of reference for instructors as they are planning for learning that centers student voices, values diversity in the classroom, and aims to cultivate the knowledge, skills, and values of global citizenship.

This paper aims to define hybrid reality (HyR) as an ongoing process in which artificial intelligence (AI) technology is gradually introduced as an active stakeholder by using reasoning to execute real-life activities. Also, to examine the implications of social responsibility (SR) concepts as featured in the HyR underlying common framework to progress towards the redefinition of global society.

A combination of systemic tools is used to examine and assess the development of HyR. The research is based on evolutionary and learning concepts, leading to the new meta-system development. It also builds upon the viable system model and AI, invoking SR as a conceptual framework. The research is conducted by using a new approach: using system dynamics based interactions modelling, the following two models have been proposed. The state-of-the-art HyR interactions model, examined using SR concepts; and a SR concept-based HyR model, examined using a smart vehicle case.

In the HyR model, interaction asymmetry between stakeholders is identified, possibly leading to pathological behaviour and AI technology learning corruption. To resolve these asymmetry issues, an interaction model based on SR concepts is proposed and examined on the example of an autonomous vehicle transport service. The examination results display significant changes in the conceptual understanding of transport services, their utilisation and data-sharing concepts.

As the research proposal is theoretical in nature, the projection may not display a fully holistic perspective and can/should be complemented with empirical research results.

For researchers, HyR provides a new paradigm and can thereby articulate potential research frameworks. HyR designers can recognise projected development paths and the resources required for the implication of SR concepts. Individuals and organisations should be aware of their not necessarily passive role in HyR and can therefore use the necessary social force to activate their status.

For the first time, to the best of the author’s knowledge, the term HyR is openly elaborated and systemically examined by invoking concepts of SR. The proposed model provides an overview of the current and potential states of HyR and examines the gap between them.

This paper aims to postulate an emerging unified cultural‐convergence framework to converge the delivery of instructional technology and intercultural education (ICE) that extends beyond web‐learning technologies to inculcate inclusive pedagogy in teacher education.

The paper explores the literature and a tech‐infused multicultural learning community to identify what a unified cultural‐convergence theory might consist of and how it could be shaped to align instructional technology and critical ICE in teacher education. Four questions are asked: What key learning do these two disciplines make available to teachers and educators that are essential for today's highly diverse, complex classrooms? What can we draw from a convergence of multiculturalism and global education that will help us derive a new theoretical understanding of a unified cultural‐convergence theory to connect IT and ICE education? What knowledge, skills and dispositions comprise three essential components of this literature synthesis? How can this new unified cultural‐convergence theory and relevant components be taught, practiced, and measured? The paper contains several tables, figures and over 50 sources in the research bibliography that were selected from a review and analysis of 100 documents.

The paper discovered instructional technology and intercultural educators employed web‐learning technologies in very similar ways to position critical ICE strategies into programs or courses in teacher education. The learning technologies models that were attempting to support multicultural education (MCE)/ICE and IT education included corporate, universities, research centers, schools, and government partners. Reportedly, according to the research, teacher educators in IT education do not employ instructional technology practices that differ from practices that are needed or valued by MCE educators to merge critical intercultural structures into teacher education through web‐learning technologies. This was good news as the researcher moves toward a recommendation for a research agenda that could be shared by educators from the two groups.

The paper is limited to literature reviews, reports, and evaluation documents.

The paper offers implications for curriculum development in educational technology and MCE using ICTs

Education is increasingly using Intelligent Tutoring Systems (ITS), both for modelling instructional and teaching strategies and for enhancing educational programs. The first part of the paper introduces the basic structure of an ITS as well as common problems being experienced within the ITS community. The second part describes WITNeSS ‐ an original hybrid intelligent system using Fuzzy‐Neural‐GA techniques for optimising the presentation of learning material to a student. The original work in this paper is related to the concept of a “virtual student”. This student model, modelled using fuzzy technologies, will be useful for any ITS, providing it with an optimal learning strategy for fitting the ITS itself to the unique needs of each individual student. In the third part, experiments focus on problems developing a “virtual student” model, which simulates, in a rudimentary way, human learning behaviour. Part four finishes with concluding remarks.