The COVID-19 pandemic was a forceful reminder that education plays an important role in delivering not just academic learning, but also in supporting physical and emotional well-being. Balancing traditional “book learning” with broader social and personal development means new roles for schools and education more generally.

To address the grand challenges of the 21st century, societies must undergo substantial transformations. Whether the Sustainable Development Goals (SDGs), set in place by the United Nations as targets to be reached by 2030, can be reached will depend in part on how successfully education strategies empower learners of all ages with the knowledge, skills, values, and attitudes to transform themselves, their communities, and their societies. Educational institutions have critical roles to play in facilitating and supporting these transitions. To fulfill this vision and be transformational, however, education and educational institutions themselves will have to be transformed. Digitalization, New Media, and Education for Sustainable Development explores how digitalization and new media are already shaping and will shape the transformation of international educational systems. It examines all aspects related to and interconnections between digitalization, new media, and education for sustainable development. Covering topics such as biased design, energy smart schools, and project-based learning, this premier reference source is an indispensable resource for educators and administrators of both K-12 and higher education, preservice teachers, teacher educators, government officials, policymakers, community leaders, researchers, and academicians.

Many international and national charters and declarations have sought to define and protect the rights of children and ensure their safety. Although many African countries subscribe to these international conventions and charters, rights violations against children have not diminished, and negative actions against children are still carried out daily. Though the media have been charged with the responsibility of active involvement in protecting the interest of the child, it is important to examine how well they have fared in the performance of this duty and the challenges that occur in the process, as well as identify future pathways to ensure that the media succeeds in this assignment. Media and Its Role in Protecting the Rights of Children in Africa is an essential research publication that examines media roles, challenges, theories, and strategies to ensuring the realization of the rights of children. Featuring a range of topics such as cyber-ethics, media studies, and sustainable development, this book is essential for reporters, journalists, newscasters, broadcasters, communication specialists, government officials, activists, humanitarians, sociologists, psychologists, social workers, professionals, researchers, non-governmental organizations, policymakers, academicians, and students.

This 2003 book comprehensively covers all major topics of Vygotskian educational theory and its classroom applications. Particular attention is paid to the Vygotskian idea of child development as a consequence rather than premise of learning experiences. Such a reversal allows for new interpretations of the relationships between cognitive development and education at different junctions of the human life span. It also opens new perspectives on atypical development, learning disabilities, and assessment of children's learning potential. Classroom applications of Vygotskian theory are discussed in the book. Teacher training and the changing role of a teacher in a sociocultural classroom is discussed in addition to the issues of teaching and learning activities and peer interactions. Relevant research findings from the US, Western Europe, and Russia are brought together to clarify the possible new applications of Vygotskian ideas in different disciplinary areas.