Cultural intelligence (CQ) is born through critical thought. Critical thought underlies analytical language. The use of logical language spurs cognitive and metacognitive development globally. This paper proposes that from cover to cover, from page one to the end, news from everywhere is an educator’s friend. The paper presents reasons for and methods to use international news in the classroom, no matter the discipline, showing how the metacognitive processes of information discernment, organization, and storing will stimulate such cognitive practices as attention, memory, and reasoning through critical thought that questions sources and content offered in the global press. Critically thought-out questions will engender cultural intelligence. It will be demonstrated that perspective and bias can be discerned, and strategies will be offered to do that. News magazine covers and newspapers’ Page Ones will begin the discussion, article selection described and analyzed, and content and style investigated, with each step in this process questioned in a three-part way. That is, cultural intelligence will be seen to arise from, first questioning awareness of cultural differences, second, developing a strategy to take advantage of those differences, and third, enhancing learners’ ability to adapt and use what they have perceived. Throughout, it will become evident that the news is an international, human thing since we all share language; we must remind ourselves that language mediates mentation, and mentation needs critical thought in order to develop the cognition underlying metacognition. Who, what, where, when, and why we think can help us think more and better.

Social and emotional learning (SEL) is becoming increasingly recognized as an important component of holistic education, promoting the development of essential competencies that contribute to students' overall well-being and academic success. This qualitative study used an ethnographic approach to investigate teachers' and educational leaders' perceptions and experiences with the importance, barriers, and strategies for incorporating SEL into the school curriculum in Chattogram, Bangladesh. The study was conducted in two English-speaking international schools with 24 participants, including teachers and educators. Personalized questionnaires and focus group discussions were used to collect data, which was then analyzed using thematic analysis. The study looked at teachers' perceptions of the role of SEL in students'overall development, the challenges of incorporating SEL into the curriculum, and strategies forover coming implementation barriers. The findings revealed several key themes, including students' perceptions of SEL's benefits in fostering collaboration, confidence, self-awareness, empathy, and problem-solving skills. The study also identified challenges, such as limited resource allocation, cultural barriers,underdeveloped SEL curricula, and gaps in teachers' ability to deliver SEL content effectively.Parental involvement, cultural adaptation, activity-based learning, and comprehensive teacher training, and modeling desired behaviors were among the strategies employed to address these challenges. The study adds to our understanding of the complexities involved in implementing culturally responsive SEL programs in educational settings, particularly in South Asian countries such as Bangladesh. This study's findings can help to shape and implement effective SEL initiatives that promote students' holistic development while taking into account the unique cultural, social, and economic contexts.

This presentation explores how artificial intelligence (AI) can revolutionize the consolidation and analysis of academic and higher-education-based literature to advance research and practice in business resilience. With the accelerating pace of technological change and the growing need for data-driven decision making, AI tools offer opportunities to synthesize vast amounts of data and information, identify emerging themes, and generate actionable business insights. This approach not only enhances scholarly productivity but also equips administrators, educators, and students with the knowledge needed to adapt to evolving challenges in higher education and the business world.

Generative Artificial Intelligence (GenAI) is profoundly reshaping the higher education landscape by transforming instructional design, research methodologies, and administrative processes. This study explores how academic leaders perceive GenAI, examining its potential as both a transformative tool and a challenge in maintaining academic integrity, equity, and inclusivity. Findings reveal diverse leadership attitudes toward GenAI, highlighting the necessity of ethical guidelines, capacity-building initiatives, and interdisciplinary collaboration to harness its transformative potential responsibly. The paper concludes by offering actionable recommendations for integrating GenAI to enhance educational outcomes while addressing ethical and resource constraints.

This paper critically examines the current state of virtual learning environments and their applicability in higher education hybrid courses. While the metaverse seems extremely promising for the creation of immersive educational experiences, our findings reveal a large gap between these aspirations and the present technical and practical realities. The main challenges of metaverse implementation in higher education hybrid courses include fragmentation of virtual spaces, limited affordances of the different apps, and the need for a balanced perspective that acknowledges both the potential and constraints. This paper encourages a discussion on how to approach, in a pragmatic way, research and development in this field to bridge the gap between vision and implementation.

Since the start of time, space has enabled our existence and influenced our perceptions, values, and behaviors. The concept of hearth has shaped in architecture the way humans create community, grow and learn around the central space of “fire”. As we learned to inhabit our bodies, our homes, our cities, we are now called also to engage in the digital world. What the hearth can enable in postdigital learning environments? How can practically the hearth be translated online to redesign digital spaces? Drawing from this architectural metaphor, this paper advocates to integrate community connection and human experience as part of the learning process in digital spaces.

In an increasingly digital world, schools are turning to social media to promote their achievements, activities, and community spirit. However, when it comes to using children’s images online, schools must navigate both legal requirements and ethical considerations to ensure the privacy and rights of students are respected. This session will provide educators, school administrators, and social media managers with essential guidance on how to ethically promote schools on social media while adhering to the General Data Protection Regulation (GDPR) and prioritizing children's rights.

This presentation will showcase Nā Mea Lapaʻau: A Journey Into Hawaiian Herbal Medicine, an innovative online mini-course designed specifically for first- and second-year pre-healthcare students. Healthcare based degree programs make up about 33.85% of the offered CTE programs in the state (Perkins Collaborative Resource Network) with projected increases of 5% enrollment over the next 5 years (Washington Public Enrollment Trends). As part of an indigenous course initiative, this program addresses the pressing need for exploratory and culturally diverse curriculum within Washington State's Career and Technical Education framework.

Rooted in lāʻau lapaʻau (Hawaiian herbal medicine) traditions, the course emphasizes social-emotional learning and holistic wellness practices. Attendees will explore the course's structural design, learning objectives, assessment strategies, and digital tool integration and development. By delving into these elements, participants will uncover ʻike (knowledge) to thoughtfully weave indigenous knowledge into modern healthcare education.

Divergence, Engagement, and Innovation define a new educational DEI. This paper defines these DEI elements for our age, proposing three, six, and four sub-parts of each, respectively. Readers will be invited to think divergently, leaving boxes and silos behind. Three principles will be explained and exemplified as necessary underpinnings to divergent thought (D): Brainstorming; associating and connecting; and challenging with questions. Divergency will then be deployed to consider six “rules of engagement” (E), means of captivating learners, applicable across the curriculum. That is, behavioral, cognitive, cultural, emotional, physical, and social engagement rules will be addressed. Innovation (I) will be seen as an obvious output of the engaged divergent mind, applying the aspects of D and E into four elements of I: an abandonment of judgement, an openness to all possibilities, confidence and courage to adopt trial-and-error approaches, and an embracement of failure en route to success.