The Chapter One explores the following discourses: the anatomy of a persuasive argument,  academic freedom is long established and necessary for academic work to continue, academic freedom has survived many threats (past and current) and three appeals were made to the reader’s ethos, pathos, and logos on preserving academic freedom since it is necessary. Establishing and committing to academic freedom is credible (ethos), joyous (pathos), and rationale (logos). Academics will need to continue formulating arguments to combat the threats to academic freedom and if those arguments can be grounded in Aristotle’s appeals to persuasion than they might be successful at gaining the publics’ support and advocacy for preserving academic freedoms.

The Chapter Two focuses on the adaptation of pedagogical strategies for online coursework such as text-based discussions to mimic interactions of in- person small and large group class discussions. And how synchronous and asynchronous discussions have gained popularity in online, hybrid, and face-to-face courses and text-based course discussions are now a common feature of online courses. More than ever before the video response tools are promising possibilities but not much information exists on student perceptions of the efficacy of online text-based or video response platforms that are used for discussions. The question that this study seeks to answer is: What are college students’ perceptions of the efficacy of video response platforms?

The Chapter Three is based on case study that investigates the motivations of higher education faculty in a doctoral-granting US medium-sized university. Specific areas of inquiry relate to teaching and scholarly inquiry. This study is based on nine in-depth interviews with faculty members both across academic disciplines and years of experience. In order to promote transferability (the analogue of external validity/generalizability under the quantitative paradigm), both the organization and the context were described so that readers can perhaps discern to what extent findings may apply to their own.

The Chapter Four is experimenting with creative Critical Action Learning (CAL) activities and further discusses the ‘credentials’ of student success, defining and explaining CAL. The Authors hope that sharing victories, failures and insights can help others to inspire, motivate, and transform their classroom.

The Chapter Five explores key questions such as: What is digital wellbeing? How does it manifest in our institutions and on a personal level? How does it help academics transform learning and teaching, and: What is the impact of social change on digital well-being? By using examples and mini case studies, the Author explores how we can continue to adjust our practice and support those who are reticent or reluctant to transition through technological change to improve academic teaching, learning and transformation of practice. The latter questions were explored through a reflective process by sharing scenarios to show the impact on institutions and on individuals through a socio-psychological lens which is integrated into a teaching framework.

The Chapter Six utilises an explanatory sequential mixed-method design, the sample of 80 in-service Mathematics student teachers enrolled for PGCE at one of South African university. The study established that as the linear equations moved from single to multi-step, the multi-concept phase, there were an inverse relationship between anticipated details and actual details, which teachers provided. It also emerged that most participants procedurally solved the problems but failed to demonstrate the conceptual understanding by failing to provide step-by-step skills and strategies. The study concludes that there were glaring gaps and inconsistent approaches in the teaching of linear equations and the Authors gave recommendation that teachers must follow in adopting systematic teaching approaches that deepen mathematics conceptual understanding.

The Chapter Seven introduces the specific roles of a teacher including that of a counselor, the different teaching strategies being used today and conditions that make learning possible for a variety of students. Learning does not only happen inside the classroom, but this is the beginning. Thus, it is important to take note of the basic elements that would bring about a conducive learning environment. One of the key elements of a classroom is the teacher. Although the teacher is not at the center of the learning process, they play a great role in the delivery and acquisition of learning.

The Chapter Eight amplifies how education should train students to reflect their learning in real life regardless their fields of study and discusses the newly developed teaching methods for students to develop creative thinking and how these methods can bridge the future education gap. The discussion starts by exploring the source of the gap and the missing pieces from traditional teaching methods. Lastly, teaching methods for students to develop creative thinking and their application to real life were introduced.

The Chapter Nine presents different stages which demonstrate that it is essential for our university training to collaborate with the industrial fabric (“work in real life”). It also shows that our scientific and technological training involves relentless investment to keep up with technological developments and the needs of manufacturers. The story of a close partnership that, through its organization and strategy, resulted in the certification of Internet of things (IoT) skills within the framework of Industry 4.0 were explained. This research traces the history of one such close partnership that has evolved over time between a certain number of actors. In 2021, this partnership made it possible to validate a self-styled “PLCnext” certification for students following a vocational degree course at the University of Orléans in France. This world-first system will allow other universities that are members of the EduNet network to benefit from this feedback.