This edited book explores how university educators are leading pro-human change in global higher education in a rapidly evolving digital era. The book highlights the transformative power of collaboration, impactful educational development, and inclusive communities within academic settings, demonstrating how education without boundaries can catalyse social, political, and human rights advocacy. Through insightful ethnographic accounts and expert perspectives, chapters examine the challenges and opportunities of artificial intelligence, neoliberal university expansion, and digital learning environments. This collection offers practical strategies and critical reflections for fostering student success, advancing teaching and learning, and shaping curriculums suited to the post-digital future of higher education. The book will interest academics and students exploring higher education, digital education, educational technology, artificial intelligence, pedagogy, and human rights.
Chapter 1: Introduction to Part I: The Value of Collaboration over
Academic Colonialism in Global Higher Education.
Chapter 2: Keeping
Knowledge Alive in the Age of
Anti-Education, Disinformation,
and Artificial Intelligence.
Chapter 3: The University Educator as
Bricoleur: Protecting the Personal in Higher Education in the Age of AI
Deepfakes.
Chapter 4: Learning and Gaming: A Cultural Comparison of Identity
Transitions and Constructions amongst Scottish and Chinese University
Students.
Chapter 5: Embracing Generative AI in Education: A Global View on
AI Anxiety through Digital Literacy.
Chapter 6: From Pedagogy to Mobagogy:
Students' Lived Experiences of Smartphone Learning.
Chapter 7: AI in Mental
Health and Higher Education: Wellbeing, Challenges and Ethical
Considerations.
Chapter 8: Introduction to Part II: The Meaning of Impact in
Global Higher Education.
Chapter 9: Transitioning to Western Universities at
Home and Abroad: Challenges and Opportunities for Chinese Students.
Chapter
10: Aligning Principles: Students as Peers in the Landscape of Responsible
Management Education.
Chapter 11: Driving Change, Participation and
Inclusivity in a UK Educational and Academic Development Centre.
Chapter 12:
An Autoethnography of Academic Endurance in Chinese COVID-19 Quarantine.-
Chapter 13: Rethinking Employability in the Age of AI: A Critical Analysis of
University Strategies for Graduate Success.
Chapter 14: Empowering Autonomy
in Language Learning: The Transformative Potential of Data-Driven Learning
(DDL) in Higher Education.
Chapter 15: The Role of Immersive Project-Based
Learning in Shaping Future Entrepreneurs.
Chapter 16: Introduction to Part
III: This is Our Time for Inclusivity in Global Higher Education.
Chapter
17: Person vs. Machine: Cultivating Humility to Sustain Pro-Human Education
in the Age of AI.
Chapter 18: Student-as-Partners (SaP) in Higher Education:
Exploring Perceptions and Experiences.
Chapter 19: Fostering Cultural
Cohesion in Sino-British Cooperative Universities: Whose Values Matter?.-
Chapter 20: Building Moral Global Universities: Shaping Student Success,
Mapping Fairness and Empowering Curriculums in Universities.
Chapter 21:
Cognitive Justice, Indigenisation and Educational Transformation.
Chapter
22: Conclusion: Emancipatory Education without Boundaries in the Age of
Neoliberalism, Artificial Intelligence and Digital Learning Platforms.
Michael James Day is Associate Professor of Higher Education, at the Reader Level, and Institutional Lead of Technology Enhanced Learning (TEL) at the University of Greenwich, UK. He has led educational advocacy projects internationally in Myanmar, Thailand, and China, holding global leadership roles that have earned him Principal Fellowship of the Higher Education Academy (PFHEA). Once among the UKs youngest qualified teachers, Michael's research on developing the pro-human web, digital poverty, and international education is widely published in notable journals and his commentary is featured in major media.
