Part 1. Visionary Perspectives: Encouraging Sustainability and Life-Affirming Values Chapter 1. The "Great Work" of Transformation: Learning that Anticipates a Symbiocene Era; Elizabeth A. Lange Chapter 2. Envisioning Sustainable Futures with Global Competencies: A Comparison of Place-Based and Contextualised Pedagogies in Aotearoa, New Zealand and Urban Singapore; Patricia A. L. Ong Chapter 3. Bringing Moral and Cultural Cosmopolitanism into Global Leadership Competencies: Promising Perspectives and Challenges; Ghada Sfeir Chapter 4.
Designing for Global Competence in Adult e-Learning: Building Reflective and Adaptive Learning through Inclusive Design; Ceri Pimblett and Lisa Rowe Chapter 5. A Case for Relational Sustainability: Textiles, Early Childhood, and Sustainable Futures both Manageable and Imaginable; Catherine-Laura Dunnington Part 2. Creativity, Critical Thinking, and Collaboration Chapter 6. "Creativity is Our Hope"; Lynn Newton Chapter 7. Experiential Learning Design to Teach Global Competencies: Cultivating Creative and Critical Thinking using Transformative Technologies; Saima Qutab, Nina Brosius, and Sean Kelly Chapter 8. The Role of "Soft Skills" in Promoting Creative Productivity in Academically Talented Students: Integrating the Schoolwide Enrichment Model and Houndstooth Theory; Joseph S. Renzulli and Sally M. Reis Chapter 9.
Competent Thinking in a Challenging World; Douglas P. Newton Chapter 10. Cultivating Adaptability Via Education and Continuing Professional Development; Daniel Xerri Chapter 11. Intercultural Communication Competence in Pre-Service Teachers: From Traditional Activities to Digital Simulations; Alisa B. Wilson and Gabrielle Heard Chapter 12. Metaphor and Personal Story: Teaching Communication, Critical Thinking, and Collaboration; Christine Boyko-Head Part 3. Connection to Self and Others: Encouraging Intra and Interpersonal Skills Chapter 13. Emotional Intelligence and Practical Strategies to Enhance Human Skills in a Digital World; Joanne L.
J. Irving-Walton Chapter 14. Integrating Social and Emotional Learning with Multimodal Learning Approaches; Amy Van Buren Chapter 15. Care, Compassion and Catharsis: Emotional and Social Literacies Considered in an Autobiography and Memoir-engaging Imagination of a Lifelong Learner; Bev Hayward Chapter 16. From Preparation to Practice: The Adjustment Journey of Teachers in Canadian Curriculum Schools Overseas; Robert C. Mizzi and Sunny L. Munn Chapter 17. Being Open to Others: An Educator of Global Citizenship Reflects on Two Personal Experiences and Their Implications for Teaching Global Competencies; Lloyd Kornelsen Chapter 18.
Empowering Educators: Utilising AI for Professional Development in Higher Education; Natalie Quinn Walker Part 4. Multiliteracies: Encouraging Creative and Interdisciplinary Learning Chapter 19. Resisting the Post-Truth Funhouse Mirror: Emancipatory Media and Information Literacies Applying; Kay Johnson Chapter 20. Community Art, Aesthetic Democracy and the Re-distribution of the Sensible Rhizomatic Experiences in Collaborative Mosaics; Bruno De Oliveira Jayme Chapter 21. Artistic Pedagogies: Encouraging Imaginative and Creative Learning; Karen M. Magro and Jessica Sokolowski Chapter 22. Oral History and Public History as Pathways to Global Competencies in Early Childhood and Primary Education through Digital Humanities Tools; Marina Bantiou Chapter 23. Language, Learning, and Universality: Heritage Language Support Across Finland and England; Mariya Riekkinen and Haya Fakousch Chapter 24.
Fireflies, Nightcrawlers, Constellations, and Wolves: A Biophilic Narrative of Nature Stories in the Night; Cynthia Morawski Part 5. Transcultural and Indigenous Perspectives Chapter 25. wîcihitok, or Helping One Another in a Changing World; Yvonne Poitras Pratt Chapter 26. Barriers and Bridges: Indigenous Pedagogies in the Landscape of Global Competencies Education; Terry Wotherspoon, Emily Milne, and Samantha Mullin Chapter 27. Transcultural Science Education: Examining Transcultural Literacies Opportunities in the Manitoba K-10 Science Curriculum; Sarah Ragoub and Lilian Pozzer Chapter 28. Using Ford''s Bloom-Banks Matrix to End Academic Violence for Black and Other Minoritized Students in the U.S.; Donna Y.
Ford, Tanya J. Middleton, Hope Barnes, and Renae D. Mayes Chapter 29. Personal Reflections on Indigeneity and Culturally Inclusive Education: Katerihwayénhstha (I am Learning), an Educational Journey; Karen Froman.