This edited volume explores the impact of recent events worldwide that commanded rapid transformation with the areas of teaching, learning, assessment, administration, and academic support systems in today's higher education institutions globally. It draws on a range of theories and research to provide global perspectives on student and instructor-centered approaches, such as, teaching, learning, assessment, technology use, student and instructor success, curriculum and instructional design, professional development, and academic and administrative support systems. The chapters in this volume capture the personal experiences of educators, educational support professionals, and emerging teachers who encountered crises in the form of disruptions (i.e., COVID-19 pandemic), advancements (i.e., technology), and transformations (i.e., practices, procedures). Educators, administrators, and policymakers benefit by learning about the ways other institutions of higher education continue toadapt to address emerging gaps.The 33 chapters in this volume were authored by international researchers, practitioners, and experts from 20 countries. This diverse group of authors share their experiences in creating opportunities from challenges to address gaps in higher education exposed by disruptions from the external and internal environments.

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Jacqueline S. Stephen is an Assistant Professor, Director of The Office of Distance Learning, and Instructional Designer, in the College of Professional Advancement at Mercer University, USA. She has published articles and book chapters on topics such as undergraduate and graduate online learner persistence, instructional design, effective practices for online educators, and virtual peer mentoring for racial and ethnic minority women in STEM. She has also disseminated her work through national and international conferences and held leadership positions in a non-profit organization. Jacqueline was selected by a peer review panel for placement on the Fulbright Specialist Roster for a tenure of four years (2021-2025) for her expertise in instructional and curriculum design and received a Fulbright U.S. Scholar Program award (2023) from the U.S. Department of State. In her spare time, she enjoys traveling, hiking, learning about different cultures and traditions, and cooking.

Georgios V. Kormpas has taught in the USA, UK, Greece, and Saudi Arabia in tertiary institutions. He is currently the Director of the Teaching, Learning, and Development Center, at Al Yamamah University in Saudi Arabia and teaches social sciences at the Humanities Department. Georgios has published several articles and book chapters on teacher education and teaching associations. He is passionate about Professional Development and Teaching associations, and he is doing his PhD at Lancaster University. He is the first President of TESOL Gulf, a member of TESOL International's Nominating Committee, and the Vice President of the International Association for Blended Learning. Georgios enjoys traveling and collects banknotes from around the world.

Christine Coombe has a PhD in Foreign/Second Language Education from The Ohio State University. Dr. Coombe is currently an Associate Professor at the Higher Colleges of Technology, Dubai Men's College in the UAE. She has previously taught in the US, France and Oman. Christine has published over 50 books in topics such as assessment, research methods, TBLT, leadership and management in ELT, teacher effectiveness, professional development through teaching associations and innovation. Dr. Coombe served as President of the TESOL International Association (2011 to 2012). In her spare time, she enjoys traveling, scuba diving and watching TV series.