Further Education, Worcester (GBR).
Institute of Development Studies, University of Dar es Salaam, Dar es Salaam (TZA).
Department of Computer and System Science (DSV), Mid Sweden University, Östersund/Stockholm (SWE).
Fordham University, New York City (USA).
Department of Communication and Psychology, Aalborg University, Aalborg (DNK).
Jindal Institute of Behavioural Sciences, O. P. Jindal Global University, Haryana (IND).
Jindal Global Law School, O.P. Jindal Global University, Sonipat (IND).
Département des Sciences d l’éducation, Université du Québec en Outaouais, 283, boulevard Alexandre-Taché, C.P. 1250, succursale Hull, Gatineau, Québec (CAN).
Attallah College of Educational Studies, Chapman University, Orange, CA (USA).
Department of Computer and System Science, Mid Sweden University, Östersund (SWE).
University of South Carolina, Columbia (USA).
Julia Mañero & Carlos Escaño Attallah College of Educational Studies, Chapman University, Orange, CA (USA).
Global Language Centre, O.P. Jindal Global University, Sonipat, Haryana (IND).
University of Seville, Seville (ESP).
School of Human Development, Institute of Education, Dublin City University, Dublin (IRE).
Department of Art & Design, University of Indianapolis, Indianapolis, (USA).
Attallah College of Educational Studies, Chapman University, Orange, CA (USA).
Center for Learning Innovation, University of Minnesota Rochester, Rochester, MN (USA).
Faculty of Education, Beijing Normal University, Beijing (CHN).
Melbourne Graduate School of Education, University of Melbourne, Melbourne (AUS).
School of Education, Auckland University of Technology, Auckland (NZL).
Centre for Studies in Sociology of Education, Tata Institute of Social Sciences, Mumbai (IND).
School of Education, College of Human and Social Futures, The University of Newcastle, Newcastle (AUS).
Leeds Beckett University, Leeds (GBR).
University of Malta, Msida (MLT).
College of Social Science, University of Lincoln, Lincoln (GBR).
MIMA School of Art and Design, Teesside University, Middlesbrough (GBR).
Education Observatory, University of Wolverhampton, Wolverhampton (GBR).
Auckland University of Technology, Auckland, Aotearoa (NZL).
School of Education, University of Newcastle, Newcastle (AUS).
Faculty of Culture and Society, Auckland University of Technology, Auckland (NZL).
OP Jindal Global Business School, OP Jindal Global University, Sonipat (IND).
BestStart, Christchurch (NZL).
Jindal Global Law School, Jindal Global University, Sonipat, Haryana (IND).
Zagreb University of Applied Sciences, Zagreb (HRV).
Faculty of Education and Social Work, University of Auckland, Auckland (NZL).
Education Studies, DePauw University, Greencastle (USA); Chair for Critical Studies in Higher Education Transformation (CriSHET), Nelson Mandela University, Port Elizabeth (ZAF).
Department of Banking and Finance, Faculty of Business, Curtin University, Miri (MYS).
Te Rito Maioha Early Childhood New Zealand, Rotorua (NZL).
School of Teacher Education, University of Canterbury, Christchurch, Aotearoa (NZL).
DePauw University, Greencastle, IN (USA).
Attallah College of Educational Studies, Chapman University, Orange, CA (USA).
International Institute for Higher Education Research & Capacity Building, O. P. Jindal Global University, Sonipat, Haryana (IND).
Education Observatory, University of Wolverhampton, Wolverhampton (GBR).
Springer, 2021. Vol. 3, no 3, p. 1073-1223
In numbers, the collection consists of 81 textual testimonies and 80 workspace photographs submitted by 84 authors from 19 countries: USA (13), UK (11), China (9), India (7), Australia (7), New Zealand (7), Denmark (6), Sweden (6), Croatia (5), Canada (2), Spain (2), Nigeria (2), Finland (2), Ireland (2), Malta (1), Tanzania (1),Malaysia (1), Latvia (1), and South Africa (1). (Jandrić et al. 2020: 1070)