Women of refugee background are subject to significant health inequity. Access to health information and a good level of health literacy are integral components to manage one’s health needs. The aim of this study isto understand the experiences of women of refugee background from Myanmar seeking and accessing health information. Semi-structured interviews were conducted with 14 women of refugee background from Myanmar resettled in Western Australia. Interpretative phenomenological analysis underpinned the study and was conducted on the interview data. Three superordinate themes and nine subordinate themes emerged from the analysis: (1) Seeking health information (Motivation and Sources), (2) Facilitators and Barriers (Communication, Navigating the system and Community) and (3) Seeking health information in the context of past experiences (Health information as a by-product of healthcare, Health professionals’ provision of health information, Accessibility of healthcare and Expectations on resettlement). These themes provide insight into the challenges of accessing understandable and actionable health information and of promoting the health literacy of women of refugee background from Myanmar. Co-designed community-based and health service interventions should be trialled, including trauma-informed training for health professionals, health information apps and community health promotion programs. Community engagement, participation and evaluation are critical for determining the effective interventions to address the inequalities experienced by this population.

The digital age requires the adoption of innovative techniques in all spheres of life including education. In a similar vein, the Industrial Revolution called for innovative workforce skills centered around strong service orientation, creativity, collaboration, and a high level of emotional intelligence. In the education 5.0 era during and post-COVID, instructors had the challenge of adopting diverse pedagogical innovations preparing the learners for the opportunities of the future. Education 5.0 is a revolutionary approach to education and offers an engaging, all-encompassing, and self-paced learning environment that tests students and teachers alike. Its potential is evident, even if there are still obstacles to be addressed. This chapter outlines the transition in education and its alignment with the development of internet services, which acts as a catalyst in adapting learning and assessment to the needs of society 5.0 through a multitude of appropriate digital tools. It also cautions readers against the challenges of education 5.0, and provides future research avenues.

New learning tools, media and technologies, such as computer games, mobile devices, web services and social media, have improved the way learners learn and interact to acquire knowledge and skills. Recent generation of students entering universities known as Generation NeXT are digital natives who expect information to be available at any time and from anywhere. It is also well-known that this new generation of learners takes information in smaller portions and has shorter attention span. Educators are left to brace with the challenge of ensuring that they are able to use digital media and technologies when designing learning materials. In addition, educators must also work on capturing the attention of the new generation of learners. As such, educators are applying newer pedagogies to engage and motivate students with learning activities and interactions. This paper focuses specifically on learning engagement approaches in information sciences subjects. Three showcases from three universities in two countries with a variety of learning activities and engagements are illustrated. A generalized learning engagement model comprising of six active learning elements of (1) learning resources, (2) learning activities, (3) personalized learning, (4) active communication and collaboration, (5) feedback and reflection learning, and (6) student support is described. The results from the 3 cases showed that most of the active learning elements were addressed in the courses. The students found the learning activities within the courses were carefully orchestrated and thus gave them positive learning experiences.

This book chapter explores the design and implementation of authentic assessments to enhance students' employability skills. It includes a literature review and case study, highlighting the positive outcomes of integrating authentic assessments into academic frameworks. It emphasizes the importance of self-assessment and reflection in improving employability skills, and insights into the theoretical underpinnings and practical implications. This dual strategy enables students to gauge their progress in meeting project deliverables and also encourages self-reflection on individual professional development. By combining theory with real-world experiences, the study demonstrates how authentic assessments can prepare students for the job readiness. It also discusses the five dimensions of authentic assessment and the role of self-awareness in benefiting from these assessments. To ensure valuable work-integrated learning experiences, a structured approach and guidance should be provided. Overall, this approach fosters student self-efficacy in employability skills and job readiness.

Innovative approaches to assessment design are an important aspect of this educational era. The new paradigm emphasizes a major consideration which is the validity of assessment tasks in adequately representing the intended learning outcomes. There is a quest for contextuality, hence the limitations of traditional assessments to align to relevant contexts in the wake of rapid technological progress. Considering this, authentic assessments have emerged as a workable alternative by offering a more holistic evaluation of learners' practical skills. This chapter explores the idea of authenticity and demonstrates how more authentic assessment methods have replaced conventional classroom techniques. It enlightens readers on their different forms and how they are currently being embraced by educators to support real-world learning opportunities that close the knowledge gap between academia and employability. This chapter also highlights the motivational benefits of authentic assessments that enhance the professional and employability skills of learners and points out some challenges.