This chapter explores the transformative potential of artificial intelligence (AI) in education, focusing on how AI technologies support diverse learning styles and foster inclusive pedagogy. Drawing on theories such as Gardner's multiple intelligences and Vygotsky's social constructivism, it examines the role of intelligent tutoring systems, adaptive learning platforms, and natural language processing tools in personalizing instruction and promoting learner autonomy. The chapter also addresses critical ethical concerns, including data privacy, algorithmic bias, and the evolving role of educators. Emphasizing alignment with Universal Design for Learning (UDL) and global AI ethics frameworks, it advocates for responsible integration of AI to enhance accessibility and equity in education while reaffirming the indispensable human dimension of teaching.

In 2020, more than 560,617 female marriage migrants (FMMs) live in Taiwan. For over three decades, they have been victims of social, gender, and cultural discrimination and have been considered as an inferior group of “desirable others” from “undeveloped countries.” Until today, literature about FMMs has focused on the problems and challenges they encountered, whereas there is no literature on their leadership development (LD) in Taiwan. By exploring 10 FMM leaders and their LD, this study charts their journey to success. The research has the following aims: (a) to explore life experiences as a pathway to LD, (b) to find an LD blueprint for FMMs, and (c) to bridge the literature gap for FMMs’ LD and provide implications to adult learning (AL) and human resources development (HRD) practitioners in planning and conducting training programs for FMMs’ LD. The theory of transformative learning (TTL) was applied as a theoretical framework whereas the qualitative research design was utilized as the methodology to explore 10 FMM leaders in Taiwan. The LD blueprint was built with seven themes derived from individual interviews and three themes from the focus group discussion. Resilience was found as the salient marker of building a successful mental model in FMMs’ LD. Implications are provided.

The shortage of global leaders has become a significant constraint for many organizations in the global arena. The need of developing global leaders with adequate intercultural competencies has become obvious. Many studies provide the cross-cultural competency taxonomies, rather a theory to conceptualize intercultural competencies for developing global leaders. The problem remains unsolved and becomes more complex. In the present paper, it is proposed that social constructivism is a useful theoretical foundation to develop intercultural competencies for developing global leaders.

Artificial Intelligence (AI) is rapidly transforming academic research by streamlining literature reviews, data collection, statistical analysis, and academic writing. This chapter traces the evolution of AI in research, from early rule-based systems to current machine learning and deep learning applications. It explores key areas where AI enhances research productivity and insight, while also addressing pressing ethical and methodological concerns such as algorithmic bias, data privacy, transparency, and authorship accountability. The chapter argues that while AI holds great potential to augment scholarly inquiry, its integration must be guided by rigorous ethical standards and human oversight to preserve the integrity, equity, and creativity central to academic work.

Globalization results in the diffusion of people across geographical boundaries. Over the past twenty years, the number of foreign-born faculty has continued to increase in American universities.. Foreign-born faculty represent a significant labor force in the global academic settings; they bring in diversity, new perspectives, and innovative skills wherever they teach. Research asserts that foreign-born faculty encounter huge cultural change that make their lives tremendously difficult in the host country. Furthermore, studies also suggest that cross-cultural mentoring may serve as a solution to help foreign-born faculty adapt to the host countries.. However, there has been a lack of theoretical justification to conceptualize cross-cultural mentoring. This chapter proposes the theory of social constructivism as the theoretical foundation and suggests an action-reflection practice to help the theory building inquiry and conceptualize cross-cultural mentorship for foreign-born faculty.

Background: This study investigated whether a health literacy intervention program could improve the health literacy and quality of life among hospital volunteers. The study also explored the impact of health literacy on hospital volunteers’ health and psychological well-being. Methods: Overall, 35 hospital volunteers were recruited and divided into an experimental group (n = 22) and a control group (n = 13). The experimental group participated in an 8-week health literacy intervention program, which covered topics such as medication information, physiological and symptom-related vocabulary, and disease representation. The control group did not receive any intervention. A questionnaire survey was conducted to assess participants’ health literacy and quality of life before and after the intervention, and the comparison between two groups was statistically analyzed. Results: The experimental group showed significant improvements in multiple aspects of health literacy, particularly in medication information, physiology vocabulary, symptom vocabulary, and signs vocabulary (p < 0.05). In terms of quality of life, the experimental group demonstrated significant enhancements in psychological well-being and overall quality of life (p < 0.05). In contrast, the control group exhibited a downward trend in most health literacy dimensions with a significant decline in organ vocabulary (p < 0.05) and no significant changes in quality of life. Conclusions: The health literacy intervention program effectively improved hospital volunteers’ health literacy and quality of life with particularly notable effects on psychological well-being and the understanding of health-related professional terminology. By enhancing hospital volunteers’ health literacy and quality of life, healthcare organizations can foster more effective, sustainable, and satisfactory service quality.