The Chapter One explores the application of systems thinking in teaching and learning. The is one of the most effective approaches to meet the changing and challenging situation. As a tunnel is built, it is then open to use. In general, as an engineering structure, a tunnel project is considered in terms of requirement, building and operational conditions, cost and time schedule, and risks related to the project. All of these parameters are presented in the content of planning, design, construction, operation, and management stages, which are also corresponding to the execution stages of a new project. The related information, theory, principles and engineering skills are learning and teaching content, as terms, definitions, concepts, case histories and study. In practice, the upgrade and rehabilitation of an existing tunnel are always necessary, since the design life of a tunnel is 50 to 100 years, or even to 120 years, and the technical standards for tunnel operational environments are developing with time.

The Chapter Two presents a case study of the implementation of XRs across the undergraduate curriculum at Ryerson University’s Department of Architectural Science (DAS) in Toronto, Canada. Three XR technologies: Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR), were adapted into numerous facets of architectural instruction in order to enhance theoretical content, increase accessibility to learning, improve visualization of design work, and heighten student digital savvy. The multitude of techniques and opportunities for implementation are framed within the context of lecture-based instruction, design pedagogy, project feedback delivery, and experiential learning.

The Chapter Three is based on the aforementioned reasoning and rationale. And the chapter aims to discuss in brief augmented reality / virtual reality SGs role for teaching business-associated modules in higher education and their learning attributes, following the structure outline below as next: a) a short introduction of augmented reality / virtual reality technology advancements, b) an illustration of augmented reality / virtual reality technology in higher education, c) SGs for teaching business-related higher education modules and their learning performance and d) a chapter summary regarding SGs current and future research streams for teaching and learning business-associated modules in tertiary education and their prospective learning experience outcomes reported.

The Chapter Four focuses on more accurate view of the scientific method in the physical sciences and implications for learning and research in the social sciences. The Authors perspective of the scientific method and its applicability to the social sciences and how is more in line with the actual practice of scientific inquiry in the physical sciences. Rather than a mechanistic conception of the scientific method, we describe a richer view where creativity and rigor have equal voice. Based on our experiences and perspectives, as teacher-educator and physicist, we think our interpretation of the scientific method more accurately illuminates what research is really about in both the physical sciences and the social sciences. It is therefore the Authors intention to help ameliorate this conflict for the purpose of moving forward with a more creative, integrative, and rigorous template for scholarly inquiry in the social sciences.

The Chapter Five explores culture – linking mathematics pedagogy and the psychology of flow. Mathematics that is interesting and motivating can lead students to a flow like state. The flow experience is multifaceted. It is a cognitively demanding process that must also take into account motivational and emotional components. With flow theory, students can experience the satisfaction of learning something new. Teachers play a crucial role in helping students learn and value mathematics. Mathematics is more than a set of predetermined procedures resulting in right or wrong answers. To illustrate the relationship between flow, culture, and mathematics pedagogy, this chapter presents the applications of flow in mathematics education, discuss the importance of including cultural representations in the mathematics classroom and propose the quilting – an activity rooted in culture, is a great example of a flow-inducing approach to learning mathematics.

The Chapter Six explores and documents the course instructor’s and students’ journey of transition from contact-based teaching and learning to a new culture of remote teaching and learning. The course facilitator and learners used the Blackboard as the learning management system. Blackboard was the university’s preferred mode of delivery. The course facilitator used the student self-grading mechanisms to enhance their cognitive functioning leading to improved performance. How can transitioning to online teaching and learning of an accounting module for first-year students at a rural university be improved?’ Answers to this question were researched, considering teaching, and learning practice options that made virtual teaching and learning a meaningful educational intervention beyond the COVID-19 lockdown period, of which student self-graded assessment exercises were a major finding.

The Chapter Seven focuses on learning by doing – engaging students in a culture of experiential-learning in a criminal justice program. Experiential-learning, including opportunities for guided reflection, is a valuable pedagogical approach to make education meaningful, relevant to a student’s future career goals, and a tool for changing society and communities. Students involved in experiential-learning activities have a plethora of positive experiences and outcomes including increased academic learning and a reduction of stereotypical attitudes. For criminal justice students, the desire to broaden their worldview, and their place in it, is central to experiential-learning involvement. It is very important to incorporate experiential-learning into teaching research methods, encouraging students to engage in problem-solving, and promoting activism.

The Chapter Eight takes a close look at ten strategies that may support teacher efforts in developing strategic readers after lockdown. After the pandemic, students and teachers alike have struggled to regain a sense of equilibrium and students have experienced varying levels of success not being in a traditional face-to-face school setting. Transitioning back to the classroom after being in a virtual environment for so long has been difficult for all involved. The following strategies will help teachers help students develop much needed skills to improve their reading: Have a game plan, start early, use direct instruction, have students practice often, give proper support, give students ownership to have buy-in, teach self assessment and metacognitive strategies, attribute success to controllable factors, gradually release responsibility.

Finally, the Chapter Nine presents pedagogical and psychological folds using Differentiated Didactic Approach to Teaching the Arts (D.D.A.T.A.) to improve the life of special needs learners by means of culture, self-knowledge, self-actualization, and the sense of belonging. The D.D.A.T.A. is a relatively new teaching approach in the field of Special Education, developed during the period 2012 to 2020. One of its main goals is to help Special Education professionals to teach persons with Intellectual Developmental Disorders (IDD) or Autism Spectrum Disorders (ASD) music, dance, and drama, thus cultivating their cognitive, emotional, mobility, expression, communication, social, and artistic skills. Its second key goal is to help teachers form art ensembles comprised solely of special needs individuals which, in turn, could work in harmony with ordinary art ensembles. The D.D.A.T.A. model provides individualized programs adjusted to each special needs person’s abilities; and creates the right, positive psychology and motives for all participants.