This chapter explains why education is a special application domain of AI that focuses on optimizing human learning and teaching. We outline multiple perspectives on the role of AI in education, highlighting the importance of the augmentation perspective in which human learners and teachers closely collaborate with AI supporting human strengths. To illustrate the variety of AI applications used in the educational sector, we provide an overview of students-faced, teacher-faced, and administrative AI solutions. Next, we discuss the ethical and social impacts of AI in education and outline how ethics in AI and education have developed from the Beijing consensus after UNESCO’s conference on AI in Education 2019, to the recent European ethical guidelines on the use of AI and data in teaching and learning for educators. Finally, we introduce an example of the Dutch value compass for the digital transformation of education and the embedded ethics approach of the National Education Lab AI around developing and cocreating new intelligent innovations in collaboration with educational professionals, scientists, and companies.

Young people with cognitive disability found school to be both good and bad. Things were good when young people had friends and when teachers listened and tried to help. Things were bad when the school wanted young people with cognitive disability to be like everyone else. Young people could be punished or neglected if they didn’t fit in with everyone else. Leaving school could be hard. Young people with cognitive disability often didn’t have a job or university to go to. The United Nations Convention on the Rights of Persons with Disabilities says that all people with disability have a right to a good education, and that people should be supported to get a job or to learn more after school.

Biodiversity is vital to humanity, and its continued existence cuts across the rights and duties of states and their obligations pursuant to a plethora of international environmental agreements. There is a wide array of international and regional treaties focusing on biodiversity and conservation issues. Several Middle East and North Africa (MENA) countries have signed, ratified, and, in some instances, domesticated some of these treaties into their national legal systems. However, notwithstanding the avalanche of national and international mechanisms on biodiversity, several barriers are militating against the successful implementation of the regime on biodiversity in many MENA countries. This chapter argues that reliance on environmental law education can be one of the strategies to improve the implementation of biodiversity treaties across the MENA region. Drawing salient lessons from emerging best practices on environmental law education across the region, this chapter examines the role of environmental law education in advancing biodiversity and nature conservation. It discusses legal and institutional gaps that hinder the profusion of environmental law education on biodiversity in the MENA region and key reforms necessary to address such gaps.

The first ladies of the United States are often not thought about as activists. But in fact, many used their political position strategically to advocate for important reforms that benefited minorities and other underrepresented groups. Their activism from the White House helped social and political causes in different eras. Their unsung work contributed to their administration’s public profile and legacy. It also aided larger social justice campaigns going on throughout US history. This chapter explores the frequently unsung efforts of US first ladies in the realm of social advocacy to shed greater light on the significant work done by these women. It challenges the notion that first ladies were simply ornaments or companions for their husbands and highlights the actions that they took to create change.

Chapter 9 illustrates the immediate counterblast to which Price’s critics were subjected by a number of writers who continued to insist that liberty is a matter of possessing an independent will, not merely of not unrestrained from acting as you choose. Some leading Anglicans took up this position in their support of Price, including Richard Watson and Peter Peckard. But it was Price himself who answered his critics most fully. He admitted (although not explicitly) that he had given too broad a definition of slavery, but forcefully denied that he had confused the state of being at liberty with that of possessing security for your liberty. He countered that, unless you are free from the possibility of being restrained, you are not in possession of your liberty, because you remain in a condition of subjection and servitude. The chapter concludes by noting that this way of thinking about liberty gained much additional support after the outbreak of the French Revolution in 1789. Burke denounced the revolution, but he was in turn denounced by Catharine Macaulay, Mary Wollstonecraft and Thomas Paine, all of whom saw in the revolution a successful uprising against arbitrary and despotic power in the name of liberty as independence.

The 1870s were a watershed decade for British feminism. Major changes were afoot that had a profound impact on women’s legal, educational, and social status. The first bill aiming to give women the vote may have failed in Parliament in 1870, but it was the start of a decade that saw enormous progress in women’s position in society at large, from the establishment of the first women’s colleges in Oxbridge to opportunities for employment in the civil service. Feminist campaigners including Annie Besant, Josephine Butler, Frances Power Cobbe, and Millicent Garrett Fawcett advocated for women’s increasing economic, educational, and bodily autonomy in public speaking and journalism. Writers including George Eliot, Dinah Craik, and Augusta Webster wrote novels and poetry to intervene in parliamentary debates ranging from the right of married women to own property to the repeal of the Contagious Diseases Act. Combining data on women writers with close reading, this chapter explores the powerful role that women’s writing played in imagining and advocating for women’s rights in the 1870s

This chapter examines an intriguing debate that Neurath started along with co-author J. A. Lauwerys by denouncing Plato’s Republic as a totalitarian vision with affinities to Nazism. They did this in the context of planning German re-education after the war. Neurath had a theory about the inherent tendencies in what he called the ‘German climate’ for subservience to grand ideas of duty, and he felt that continued reverence for Plato could lead young Germans astray in this respect. His attack on Plato provoked an angry response from countless educators and scholars in 1944, raising issues that are still relevant today. Neurath and Lauwerys’ views were overshadowed by Popper’s similar treatment of Plato in The Open Society and Its Enemies and, to Popper’s annoyance, he was lumped together with them by some critics.

Chapter 7 acknowledges that, despite the best planning for positive engagement, students will still exhibit disengaged and disruptive behaviours. It examines the research to discuss which behaviours are the most common and the most difficult to manage in a classroom environment. It makes the distinction between frequent disengaged behaviour and rare ‘challenging’ behaviour discussed in Chapters 9 and 10.

Building on previous chapters, this chapter also discusses the best ways to prevent disengaged behaviours through implementing consistent classroom routines, structures and expectations, including the explicit teaching of expected behaviour. Ongoing strategies such as social-emotional learning to build strong relationships, low-key techniques to remind and redirect behaviours, class meetings to support student voice and engaging lessons are explored.

Engagement theory recognises that a student’s engagement with education is impacted by factors external to schooling. It is argued that this relationship starts at birth and is continually influenced by family, community, media and individual characteristics in both positive and negative ways.

This chapter investigates the various external factors that influence student engagement. It explores an ecological approach to engagement focusing on personal, family, community and social factors. It reviews the impact of key indicators of health, wellbeing and development on student engagement and highlights what teachers can do to recognise these influences and accommodate them where possible.

This chapter defines and describes trauma, adversity and trauma-informed practice. We explore how trauma impacts children and young people and how this may influence their engagement with education. A summary about how a student may present when experiencing trauma is provided. As teachers often hear about and address trauma and adversity faced by children, the concepts of compassion fatigue and vicarious trauma are also briefly explored. The chapter ends with examples of ways in which teachers can create trauma-informed classrooms and support and promote trauma-informed policies and practices in schools.

It is not uncommon for a student to display difficult behaviour at some point in their development. For some students, however, difficult behaviour is so frequent, persistent and severe that it has significant detrimental impacts on their affective, cognitive and behavioural engagement with education and quality of life. Teachers play a critical role in strengthening these students’ engagement with education. This chapter will provide a description of some of the emotional and behavioural disorders witnessed in school-age children and identify the associated behaviours that teachers might see in the classroom. Further, it will review and critique some of the common strategies used in schools to bolster positive behaviour and engagement with education for these vulnerable students.

Most schools and departments of education have behavioural expectations of their students. The degree to which the individual teacher has a say over how they run their class can differ widely. In some contexts, it is completely left up to the teacher to decide the best way to manage student behaviour. In other schools, all teachers will be required to follow the exact same procedures, right down to scripting language of what to say in certain situations. Most schools sit somewhere in the middle, where they will have a school-wide approach to promote consistency, but the running of the classroom is left to the professionalism of the teacher.

School-wide approaches differ in their underlying philosophy and research base. This chapter will examine four common approaches that are used in Australian schools and analyse them in terms of their potential for increasing student engagement.

Think about a relationship you have with somebody in your class or workplace. Your initial relationship might be built upon what you know about that person, your shared values and common beliefs – maybe even their personal appearance. The strength of that relationship will change as soon as you start to interact with them. A friendly smile, cheerful greeting and some positive small talk will probably make you think that you might want to get to know this person a little more. Conversely, if you feel ignored, disliked or realise that you value different things, you will probably avoid them in the future. This is what we refer to in this text as student engagement – the relationship that is formed and reformed between students and education.

This chapter will focus on one type of ‘alternative education’ that has been specifically designed for students who have been disengaged from schooling. As disengagement is the breakdown of the relationship between the student and education, a reengagement program’s job is to provide a context where that relationship can be rebuilt. It provides an opportunity to rethink the pedagogical and structural way we ‘do’ school and challenges us to think that perhaps there may be other ways to include the needs and views of students, as well as the support of the wider community.

There are over 400 schools and programs for disengaged students around Australia, providing education for at least 70 000 young people. This might be the type of teaching that you are interested in, where engagement itself is the main purpose. Working in reengagement programs provides an array of challenges but can present enormous rewards for the young people who get a second chance at education and for the staff who can see that they can make a life-changing difference.

It is difficult to believe that, not long ago, school bullying was a rite of passage. Little was known about the negative impact bullying had on individuals and communities before the late 1970s. Targets of bullying and their carers suffered mostly in silence. Thankfully, we have come a long way in our understanding of bullying. This chapter will focus on a deep conceptual understanding of bullying. It will include learning to differentiate the several types of bullying and their manifestations. This understanding will help you apply the techniques suggested for enhancing students’ engagement discussed throughout this book to recognise, prevent and manage bullying in your school and classroom.

This chapter concentrates on classroom structures that a teacher can employ, including how the room can be arranged, physically and structurally, to maximise engagement for all students. We will examine the research on learning space architecture, the role of desk configuration, group workspaces, chill-out zones and ideas for wall displays.

Structurally, we explore the use of routines in class for maintaining consistency and predictability. Examples include managing entry and exit to class, transition between learning activities and routines for what to do when students finish work, arrive late or need to use the toilet.