Volume 4, Issue 1 (2025)

Dear Reader,

On behalf of our managing editor, associate editors, review board, and editorial board members, I welcome you to Volume 4, Issue 1 of the Interactive Journal of Global Leadership and Learning (IJGLL). This issue, which is comprised of six articles, five white papers and one research article, reinforces the essence of IJGLL by covering P-12 through post-secondary topics. There is emphasis on theory, practice, and policy throughout these six articles.

This issue should appeal to a wide audience given the focus on both P-12 and post-secondary education and the research basis for a call to action. Two of the white papers focus on literacy. The literacy papers address issues surrounding literacy gaps in school-age children, evidence-based practices, culturally responsive practices, proactive rather than remedial strategies for literacy instruction, and a focus on and implementation of the science of reading framework and practices to mitigate literacy deficiencies. One of these articles focuses specifically on literacy gaps within varied populations within Minnesota within the context of 2023 legislation, commonly referred to as the READ Act.

Regarding legislation, two of the white papers examine larger policy implications. Specifically, one white paper examines issues surrounding collective bargaining in Wisconsin given a pending court decision related to 2011 legislation, known as Act 10. This paper examines bargaining frameworks and processes while keeping in mind the balance between fiscal responsibility and fair labor standards. The other policy white paper examines the global teacher shortage, rethinking accountability policy, and comprehensive education reform as the federal government emphasizes an increased return of autonomy to the states.

The final white paper presents an innovative approach to rethinking campus living within the context of an aging population, decreased post-secondary attendance, available housing on campuses, and the potential for interaction between programming and on-campus housing for older adults. This innovative approach promises benefits for an aging population, the financial bottom line for higher education institutions, and enrolled students.

As with the white paper that examines multi-generational issues, the lone research paper examines hard and soft (21st century) skills within the context of employers and Generation Z, which some have labeled as entitled and less productive at work than previous generations. Specifically, this research reports on 21st century skills most relevant to Generation Z careers.

All six papers uphold IJGLL’s commitment to share transformational evidence-based practices in education and leadership that result from individual or collaborative efforts amongst faculty, graduate students, educational leaders, and practitioners who envision more equitable and inclusive learning communities for all. I trust you will find these articles worthwhile.

Sincerely,

Boyd L. Bradbury, Ph.D.
Editor-in-Chief