This book presents high-quality, peer-reviewed papers from the International Conference in Information Technology & Education (ICITED 2023), to be held at the Nilton Lins University, Manaus, Brazil, during June 29–30, 2023. The book covers a specific field of knowledge. This intends to cover not only two fields of knowledge—Education and Technology—but also the interaction among them and the impact/result in the job market and organizations. It covers the research and pedagogic component of Education and Information Technologies but also the connection with Society, addressing the three pillars of higher education. The book addresses impact of pandemic on education and use of technology in education. Finally, it also encourages companies to present their professional cases which will be discussed. These can constitute real examples of how companies are overcoming their challenges with the uncertainty of the market.

The knowledge society arises from the combination of four interdependent elements: the production of knowledge through research, its transmission through education, its dissemination through information and communication technologies, and its exploitation through innovation. For this reason, higher education institutions (HEIs) are the main component of the formation of intellectual capital because they are the key element of the knowledge society, so it is necessary that they continue to be the main source of the necessary skills that allow the increase of economic competitiveness, sustainability, and citizen welfare within the framework of quality education and equity. The Formation of Intellectual Capital and Its Ability to Transform Higher Education Institutions and the Knowledge Society is an essential research publication that provides systemic research on the formation of intellectual capital in higher education and its impact on the knowledge society. Highlighting topics such as educational programs, management strategy, and educational studies, this book is meant for educators, educational technologists, students, researchers, professionals, and administrators.

Côte d'Ivoire, or the Ivory Coast, is a country located in West Africa that borders the Gulf of Guinea. It is known for being the world's largest producer of cocoa beans, as well as for its vibrant cultural heritage. The country is home to over 25 million people, with the majority of the population being of African descent. The official language of Côte d'Ivoire is French, although local languages such as Baoulé, Dioula, and Anyin are also spoken. Côte d'Ivoire has a rich history that dates back to pre-colonial times. The country was first colonized by the French in the late 19th century and gained independence in 1960. Since then, it has experienced periods of political instability, including a civil war that lasted from 2002 to 2011. Despite these challenges, Côte d'Ivoire has continued to develop its economy, which is largely driven by agriculture, including the production of coffee, cocoa, and palm oil. The country has also made progress in areas such as education and healthcare, although poverty and inequality persist in many parts of the country.

Gamification is an increasingly popular technology that has been utilized across a number of fields such as business, medicine, and education. As education continues to turn toward online teaching and learning, gamification is one of many new technologies that have been proven to assist educators in providing holistic and effective instruction. Additional research is required to ensure this technology is utilized appropriately within the classroom. The Handbook of Research on the Influence and Effectiveness of Gamification in Education considers the importance of gamification in the current learning environment and discusses the best practices, opportunities, and challenges of this innovative technology within an educational setting. Covering a wide range of critical topics such as engagement, serious games, and escape rooms, this major reference work is essential for policymakers, academicians, administrators, scholars, researchers, practitioners, instructors, and students.

Además disponible en inglés: Rethinking Education for a Global, Transcultural World Repensar la educación es esencial en un mundo, global, transcultural, cambiante y comunicado. A través del libro Repensar la Educación para un Mundo global, Transcultural se argumenta y se analiza cómo construir relaciones entre la escuela y la sociedad, y las posibilidades de trascender las barreras en diferentes contextos nacionales: Chile, Israel, México, Marruecos, Polonia y España. El principal objetivo que queremos conseguir con las aportaciones realizadas en el libro, es conocer cómo los Sistemas Educativos y las escuelas de diferentes países responden a los cambios sociales causados por la globalización, las migraciones y las tecnologías de la comunicación. Los autores son profesores de diferentes disciplinas científicas y de diferentes religiones, culturas y puntos de vista que viven las realidades descritas en los capítulos y piensan desde estas realidades cómo mejorar y cómo debe ser la educación en un mundo global, desafiante y cambiante. Hacemos hincapié en la importancia de este libro y sus implicaciones en la educación de niños y jóvenes, y en la formación de los maestros. Por esta razón, este es un libro diseñado para profesores de escuelas primarias y secundarias, padres, directores, supervisores, profesores universitarios que forman a los maestros, para los estudiantes de la universidad y para todos los que quieren saber y pensar acerca de la educación en un mundo global e intercultural y las nuevas formas de comunicación para hacer frente al aprendizaje, ya sea a nivel local o a nivel mundial. La misión de todos es continuar construyendo la educación, y para ello en este libro se presentan las contribuciones y recomendaciones de los profesionales de diferentes partes del mundo que permitirán al lector conocer, analizar, comprender y apreciar la importancia de la educación para preparar a los estudiantes en un pensamiento abierto y crítico en un mundo global. Los capítulos no ofrecen una panacea, pero ofrecen muchas ideas sobre cómo, a través de la educación, preparar a los ciudadanos para una sociedad global y transcultural.

This second handbook offers all new content in which readers will find a thoughtful and measured interrogation of significant contemporary thinking and practice in urban education. Each chapter reflects contemporary cutting-edge issues in urban education as defined by their local context. One important theme that runs throughout this handbook is how urban is defined, and under what conditions the marginalized are served by the schools they attend. Schooling continues to hold a special place both as a means to achieve social mobility and as a mechanism for supporting the economy of nations. This second handbook focuses on factors such as social stratification, segmentation, segregation, racialization, urbanization, class formation and maintenance, and patriarchy. The central concern is to explore how equity plays out for those traditionally marginalized in urban schools in different locations around the globe. Researchers will find an analysis framework that will make the current practice and outcomes of urban education, and their alternatives, more transparent, and in turn this will lead to solutions that can help improve the life-options for students historically underserved by urban schools.