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The aim of this study is to identify the most prolific countries in the field of special education and to discuss the widespread impact of their papers by taking into account the country's h-index. Through a bibliometric analysis, the data were collected in the Web of Science Core Collection category "Education, Special" in the Social Science Citation Index during 2011-2020. The 25 most prolific countries in the field of special education were determined in terms of paper productivity, and it was seen that the leading country was undisputedly the USA (54.42%). Meanwhile, a strong positive correlation was found between the h-index and the number of papers published by the countries (r=0.864). On the other hand, when the ranking in terms of the number of papers was reconfigured by the h-index, it was relatively changed. The possible reasons for this change for the countries with the most changing rankings were discussed by considering some definitive criteria such as the journal quartiles, the percentage of international and domestic, and the percentage of open access papers. This study reports a positive correlation between the quality and quantity in the field of special education for the publications of countries. It has been shown that where the positive correlation deviates, then especially, the journal quartiles, the percentage of international collaboration and the percentage of open access papers have a significant effect. The bibliometric findings may be useful to enrich the discussion about the widespread impact of papers and debate whether the use of h-index is acceptable for cross-national comparisons.

While ChatGPT has recently become very popular, AI has a long history and philosophy. This paper intends to explore the promises and pitfalls of the Generative Pre-trained Transformer (GPT) AI and potentially future technologies by adopting a speculative methodology. Speculative future narratives with a specific focus on educational contexts are provided in an attempt to identify emerging themes and discuss their implications for education in the 21st century. Affordances of (using) AI in Education (AIEd) and possible adverse effects are identified and discussed which emerge from the narratives. It is argued that now is the best of times to define human vs AI contribution to education because AI can accomplish more and more educational activities that used to be the prerogative of human educators. Therefore, it is imperative to rethink the respective roles of technology and human educators in education with a future-oriented mindset.

The study of variables related to the use of ICT in the classroom is a topic of interest that has been frequently researched. In this paper, after examining the importance of teacher training in explaining the use of ICT in the classroom, we focused on analysing the weight of variables related to teaching practices and the organisational context of schools, which are variables that are less frequently addressed in the literature. To do so, a secondary analysis was carried out using data provided by the Teaching and Learning International Study (TALIS 2018). Specifically, we worked with a sample of 3,918 principals and 64,899 teachers from a total of 3921 schools in 21 countries. A multilevel binary regression model with random intercept, fixed coefficients and a two-level structure with teachers at level 1 and schools at level 2 was used. The results indicate that the presence of ICT in the classroom is associated with self-efficacy in teaching and the cognitive activation of students and with the organisational aspects of the school, which are scarcely addressed by the existing literature on this topic of interest, such as school climate, educational innovation and cooperation among teachers. Based on these results, we reflect on possible ways to promote the use of ICT in the classroom.

The COVID-19 crisis has led to widespread temporary school closures and a deep economic recession. School closures have threatened children's ability to learn and later return to school well prepared. The impact of the economic recession is going to be even more devastating: first for students, but also for the ability of some Catholic schools to maintain their enrollment and remain sustainable financially in countries where they do not benefit from government support. This paper, the first in a set of two, looks at some of the likely impacts of the COVID-19 crisis on Catholic Schools in developed countries with a particular focus on the United States, a country not only hard hit by the crisis but also where Catholic schools are especially vulnerable to downturns. While Catholic schools may be able to respond to the immediate challenge of school closures among others through distance learning options, their ability to maintain enrollment during the economic downturn is less clear. How schools will respond to the twin challenges of ensuring learning during school closures and beyond, and remaining affordable for families at a time of economic stress, may affect whether they are able to maintain their comparative advantage. A key aim of the paper is to make Catholic school teachers and leaders aware of some of the discussions on how to respond to the crisis, and provide links to online resources that may be useful. [For Part II of the series, see EJ1278501.]

Human nutrition is a growing field with an increasing job market and high demand for university study, yet graduates report feeling underprepared for and unaware of potential job opportunities. This scoping review aimed to identify employment initiatives used in undergraduate programs to support an evidence-based approach to the development of future initiatives for human nutrition courses. The scoping review following PRISMA-ScR criteria was initially conducted in October 2018 and updated in April 2020. Search terms were selected to identify studies that reported on employability or work-readiness embedded within the course curriculum for undergraduate students. Fourteen papers met the eligibility criteria. Papers included were from Australia (9), United Kingdom (2), United States (1), New Zealand (1) and Germany (1). Papers described initiatives fitting broad categories of placements, project-based industry collaboration, practice-based eLearning, mentoring and building graduate attributes. Placements were the most common type of initiative and project-based industry collaboration demonstrated the highest levels of student and employer satisfaction. The success of initiatives was often attributed to incorporating diverse approaches to real-world, problem-solving skills. Mentoring and eLearning were used to promote employability soft skills, while industry-based placements provided students with practical experience. Placement in specific workplace settings should be representative of the diverse job options for nutrition graduates. Human nutrition degrees should consider incorporating strategies that develop soft skills and project-based skills while exposing students to diverse workplace settings within industry.

Infant and toddler pedagogy has flourished as a specialized area of practice in early childhood care and education settings, yet it remains an under-researched area. There is also limited empirical research internationally that explores cultural meanings of meaningful provision for this young age group. This ethnographic study explored pedagogies of care with 1-year olds in four cultures--England, United States, New Zealand and Hong Kong--guided by Froebel's education philosophy and a view of pedagogies of care as embodiments of culture. The researchers employed sociocultural and ecological theoretical perspectives (Darling, 2016) to attend to cultural meanings at the micro, macro and temporal levels in relation to people, contexts and processes. This lens enabled the researchers to resist the positivist tendency to normalize and unify all children's experiences and maintain the integrity of diverse interpretations. Inspired by Tobin et al.'s (1989, 2009) cross-national research on preschool in three cultures, the researchers utilized a video-cued multivocal and layered interpretation approach to elicit the "voices" of 1-year-olds, their teachers/practitioners and families. This paper focuses on each researcher's discussion of the ways Froebel's principles of "autonomy in learning" and "freedom with guidance" were seen to unfold. The nuances of how these principles were manifested in pedagogies for infants and toddlers is explored in relation to each country's curriculum and cultural ideals.

Teaching and learning research in higher education, often referred to as the Scholarship of Teaching and Learning (SoTL), is still relatively novel in many academic contexts compared to the mainstay of disciplinary research. One indication of this is the challenges those who engage in SoTL report in terms of how this work is valued or considered credible amongst disciplinary colleagues and in the face of institutional policies and practices. This paper moves beyond the literature that describes these specific challenges to investigate how 23 experienced SoTL researchers from five different countries understood the notion of credibility in relationship to their SoTL research and how they went about developing credibility for their work. Semistructured interviews were facilitated and analyzed using inductive analysis. Findings indicate that notions of credibility encompassed putting SoTL research into action and building capacity and community around research findings, as well as gaining external validation through traditional indicators such as publishing. SoTL researchers reported a variety of strategies and approaches they were using, both formal and informal, to develop credibility for their work. The direct focus of this paper on "credibility" of SoTL work as perceived by experienced SoTL researchers, and how they go about developing credibility, is a distinct contribution to the discussions about the valuing of SoTL work.

This paper discusses the findings of a research study that gathered and analyzed recruitment and retention strategies employed by 50 teacher education programs (TEPs) in Canada, the United States, New Zealand, and Australia to increase the number of Indigenous teachers. It discusses several recruitment and retention strategies that were found to be successful in this regard, highlighting the importance of facilitating access, eliminating financial barriers, and offering Indigenous-centric programs.

Seamless learning has a significance that has been increasing in recent years, and an increasing number of studies on the subject in the literature draws attention. This study aimed to examine the research on seamless learning between 1996 and 2020 with the bibliometric analysis method. The Scopus database was used in the collection of the data. After various screening processes, a total of 389 publications were included in the analysis. Descriptive analysis and bibliometric analysis were used in the analysis of the data. The distribution of publications by years, types of publications, sources, and languages were analyzed in the research. Additionally, visual maps were created with analyses of co-author, cocitation, and co-word. At the end of the study, it was seen that there has been an increase in the number of publications from the past to the present, articles and papers were predominant, and that most of the studies were carried out in English. As a result of bibliometric analysis, it was concluded that the most efficient countries in seamless learning were the United Kingdom, the United States, and Singapore. Also, it has been determined that the National Institute of Education, Center for International Education and Exchange, and Kyushu University institutions are dominant. The most frequently mentioned authors cited in studies in many different fields are M. Sharples, L.-H. Wong, and H. Ogata. According to the co-word analysis, the keywords seamless learning, mobile learning, ubiquitous learning, and mobile-assisted language learning stand out in the field of seamless learning.

This paper seeks to provide a cogent outline of the current policies that six separate countries have on Individual Education Plans (IEPs), identifying the key features in each system. The chosen countries are Australia (Queen Island), Canada (British Columbia), New Zealand, the United Kingdom, the United States of America, and Saudi Arabia. The aim of the paper was to have greater insights of the globalisation of IEPs at public schools in these above countries. It looked into a set of factors closely associated with each other; such as, to enable the exploration of how IEP policy is implemented at public schools in the same countries. The findings from the literature review showed a number of gaps in the current frameworks. Therefore, this has led the researcher to work further on these frameworks for the purpose of this paper.

This paper explains various good practices and perspectives of Early Childhood Education across the nation. A good number of reviews across the globe has collected from various sources, research projects, PhD thesis and so on which put categorized as knowledge base, developmentally appropriate practice, observation and assessment, positive behavior guidance, inclusive practices, personal professional development. The research mainly focused on the pedagogical process, language development, social and cultural perspectives of preschools. Theses good practices also implemented and recommended at national level of those nations to their preschool/ Early Childhood Education Curriculum policies.

The premise of this brief opinion piece is that the fundamental paradigm of education appeared with Plato. It is that there is a co-location in time and space of learners, teachers, and resources. The absence of any of these elements can lead to shortcomings in the meaning of the term "to be educated". Recent events such as COVID-19 demonstrate that the paradigm is subject to challenge but that its premises are firmly established. It is recognised that there are complex philosophical and theoretical arguments surrounding distance education debates. It is not possible in a short article like this to canvass all the possible philosophical positions that affect education. Pointers to these debates are referenced in the article. For the purpose of this article, "philosophy" is taken to mean that department of knowledge or study that deals with ultimate reality, or with the general causes and principles of things. More narrowly, it is the study of general principles of some particular branch of knowledge, experience, or activity--in this case, distance education or flexible learning. "Theory" is taken to mean a scheme or system of ideas or statements held as an explanation or account of a group of facts or phenomena.

An increasing number of Chinese students pursue their higher education degree in an overseas university. This research paper sets out to raise a discussion about some of the major challenges that such Chinese postgraduates might experience when studying at universities in English speaking countries drawing from ethnographic and sociological perspectives. The paper seeks to enhance understanding of a growing phenomenon amongst student communities in Higher Education institutions in English speaking countries. The challenges faced by Chinese students can be disorientating and stressful but overcoming them can lead to opening up of a range of opportunities from which the students can benefit particularly after they have graduated from their study. As many HE institutions come to depend upon the growing number of Chinese students enrolling with them the paper touches upon an issue of cross national concern. Both authors have experience of students seeking to study in English-speaking countries. They are currently pursuing research at the Institute of Education, University College London. The present paper is drawn from a wider programme of research into student exchanges and flows.

A collaborative study abroad program (between one New Zealand and one U.S. university) on the theme of global health has been offered three times in Australia with 59 students registered to date. The course was developed because it is believed that higher education can play a role in improving global health through the fostering of global citizenship. A global citizen is one who is aware of global issues, socially responsible, and civically engaged. From this perspective, personal health is not solely an individual, self-serving act; rather, the consequences of an individual's lifestyle behaviors have deep and wide consequences extending to the community, national, and global contexts. Our paper provides a narrative on the framework used to develop the aforementioned global health study abroad course, including (1) an initial discussion on the intricate relationship between global citizenship and global health; (2) previous evidence demonstrating that short-term study abroad has the potential to foster global citizenship; and (3) the specific process used to develop the current short-term, faculty-led, interdisciplinary, experiential study abroad course.

Education is the core of the factors that improved people for a better lifestyle and increases the level of society' development. Quality education is one of the most vital goals of Sustainable Development Goals (SDGs) due to actualizing these factors. Using relational network data envelopment analysis (DEA), which have three interrelated substages, this current paper computes the educational economy efficiency of the Organisation for Economic Co-operation and Development (OECD) countries bearing in mind the characteristics related to SDGs. The contribution of our study is the use of a novel approach to computing the educational economy efficiency using relational network DEA with GAMS. Even though some interesting differences reveal in the efficiency of the countries, the findings show that countries with high-efficiency scores are clustered around countries like Latvia, Slovenia, and Korea.

The adoption of open, online, flexible and technology-enhanced modes of learning (in short: of OOFAT) differs by higher education institution, despite the general cries of revolution and disruption due to digitalisation. This paper presents a new conceptual model for framing difference in three key educational processes (content, delivery and recognition) related to the potential of digitalisation to make these processes more flexible and more open. It is based on the results of a global survey of 69 higher education providers. The findings reveal six distinct archetypes of technology-enhanced higher education which vary according to the extent to which digitalisation is harnessed for content, delivery and recognition, and suggest different institutional strategies of digital adoption. It is hoped that this contribution will support comparative analysis of digitalisation strategies and peer learning between institutions.

This review aims to address the major sources of stress experienced by international students, the role of individual differences, the chronology of their stress levels and wellbeing over time, and gaps in the existing literature. Two electronic databases (PubMed and Psych Info) were searched for English peer-reviewed articles using eight search terms. Thirty-eight studies were included in this paper and divided into themes and sub-themes including sources of stress, individual differences and mental health including stress, depression and wellbeing. The findings highlight major stressors and show mixed results in some areas due to the lack of homogenous samples based on country of origin or ethnicity and sometimes context differences concerning the country or university social dynamics. Limitations were identified in the methodology, and several recommendations for future research are included.

This paper examines the usage frequency of phonetically reduced modals (i.e. "gonna," "wanna," "gotta") in Present-day English. It is assumed that in distinct sociolinguistic and discourse contexts, the use of reduced modals is dynamic. To collect the data, there are five corpora used in this study, "Corpus of Contemporary American English" and "Global Web-Based English" as the representatives of Present-day English, Brown and LOB corpus as the representative of earlier years of Present-day English, and "A Representative Corpus of Historical English" to provide language data from Early Modern English to Present-day English. The analysis focuses on usage frequency of phonetically reduced modals over period of time, in different regions or countries, different medium of language use, and different text categories. The frequencies were further interpreted based on sociolinguistics and text category perspective to reveal the factors triggering the dynamic of use. The results of this study show the use of reduced modals is dramatically escalating in the last decades. According to regional observation, the use of reduced modals is more frequent in the United States than in other English-speaking countries. In relation to medium of language use, reduced modals are more commonly used in spoken language than in written language. As for text category, the usage frequency of reduced modal in fiction texts is the highest compared to academic texts and news texts. Academic texts seem to avoid these linguistic units since this sort of text must obey the use of standard language in which reduced forms are less standard and more colloquial. This phonetic reduction is plausible to occur since language system and language use apply economy principle. The use of phonetically reduced modals, however, varies in different context and is influenced by colloquialization: the more colloquial the context, the more frequent the use of reduced modals. In general, language use is phonetically simplified and sociolinguistically colloquialized.

In higher education music instrument teaching, there is a strong tradition of high-level performers being recruited to teach advanced students within the private studio despite the fact these educators often have no training in pedagogy. The studio environment also continues to be dominated by the one-to-one lesson format and the master-apprentice tradition. While the literature overviews a long history of the master-apprentice tradition in various fields, there is to date minimal empirical research that specifically evidences the extent to which it is cyclical in nature. This paper reports on survey data from 54 current tertiary educators across four countries who were asked to identify the key influences on how they work within the music studio. The data point not only to the influence of the master-apprentice tradition, but also to the fact that most current educators rely on previous teachers and experiences of teaching to inform their pedagogy.

In a recent paper, Reardon found that the relationship between family income and children's academic achievement grew substantially stronger in the 1980s and 1990s in the United States. We provide an international context for these results by examining the income-achievement association in 19 other Organisation for Economic Co-operation and Development countries using data from the Progress in International Reading Literacy Study and the Programme for International Student Assessment. First, we calculate and compare the magnitude of "income achievement gaps" across this sample of countries. Second, we investigate the association between the size of a country's income achievement gap, its income inequality, and a variety of other country characteristics. We find considerable variation across countries in income achievement gaps. Moreover, the U.S. income achievement gap is quite large in comparison to this sample of countries. Our multivariate analyses show that the income achievement gap is positively associated with educational differentiation, modestly negatively associated with curricular standardization, and positively associated with national levels of poverty and inequality.

In January 2016, the International Association of Student Affairs and Services (IASAS) offered a global professional mentoring programme that would link student affairs leaders internationally with new graduates and early career professionals in student services. Protégé participants were primarily new graduates of preparatory programmes in student affairs, or practitioners with less than two years' experience in roles ranging from international services and admissions, academic success, student advising and career services, to new student services Directors. This paper presents the outcomes of the evaluation of the 2016 pilot programme, and recommendations for development of this mentoring initiative. It argues that the programme successfully contributes to advancement of the student support and enrichment components of higher education worldwide, and provides an excellent mentoring experience for the professionals who are shaping the future of student affairs globally.

This paper provides an overview of best practices and challenges for deans and department heads of online programmes in the ever-changing world of higher education. It concentrates on the challenges for small private universities and tertiary education institutions in the United States, Australia, and New Zealand. Department heads must consider new roles and innovate constantly to offset the impact of global competition in online and distance learning. These changing roles include innovation in managing programme enrolment, retention, marketing, and the creation of innovative offerings to meet student needs to prevent obsolescence. Other topics discussed include potential alternate sources of revenue, partnerships, and how service and research can lead to new opportunities for small tertiary providers.

Since its inception nine years ago, CPED members have re-envisioned and implemented a new purpose for the professional practice doctorate in education, or Ed.D. This new purpose is grounded in the goal of preparing doctoral students to serve as scholarly practitioners, those who engage community as stakeholders in the process of improving problems of practice. Forming practitioners to be leaders in their communities under the CPED framework requires faculty who look beyond traditional roles by embEd.D.ing themselves in communities to work alongside practitioners working to transform their communities. Unfortunately, at many institutions, community-engagement is considered counter-normative to the traditional interpretation of research, teaching, and service, though it need not be. This paper will discuss the implications of CPED's community-engagement principle for Ed.D. programs, institutional policies, and academic environments in which community-engaged faculty do their work and the importance of these faculty members in the design of the Education Doctorate.

There is an Indigenous resurgence in education occurring globally. For more than a century Euro-western approaches have controlled the provision and quality of education to, and for Indigenous peoples. The World Indigenous Research Alliance (WIRA) established in 2012, is a grass-roots movement of Indigenous scholars passionate about making a difference for Indigenous peoples and their education. WIRA is a service-oriented endeavor designed by Indigenous scholars working in mainstream institutions to support each other and to provide culturally safe spaces to share ideas. This paper highlights how WIRA came to be, and outlines the nature and scope of these shared endeavours. Strategically, WIRA operates under the mandate of the World Indigenous Nations Higher Educational Consortium (WINHEC) who regularly report to the General Assembly of the United Nations Indigenous Peoples Permanent Forum on Indigenous Issues (UNPFII) pertaining to Indigenous Peoples and their education (United Nations Permanent Forum on Indigenous Issues, 2007). Indeed, this collaboration provides the opportunity to share best practices across respective countries, and to co-design interdisciplinary, dynamic and innovative educational research. Since the inception of WIRA, a number of research priorities have emerged alongside potential funding models we believe can assist our shared work moving forward. The launching of WIRA is timely, and sure to accelerate the goals envisaged by WINHEC, and Indigenous peoples aspirations in education more generally.

A thematic content analysis of the seven issues (35 papers and two editorials) of the "International Research in Early Childhood Education" ("IRECE") journal published by Monash University in Melbourne, Victoria was conducted to explore the themes over its five years of publication. Publications were grouped into defined data chunks by year and Leximancer was used to discover concepts and themes. Five dominant themes emerged: children/s; childhood; learning; parent/s and teacher/s. Pathway analyses were then conducted to more fully understand and describe each theme. Data were used to visually represent the most frequently appearing terms to form a tag cloud, which in turn contributes to the development of a "folksonomy" for the journal. Finally, mentions of geographic regions were also explored which positively reflected on international focus of the journal.

Ample evidence indicates that a person's human capital is important for success on the labor market in terms of both wages and employment prospects. However, unlike the efforts to identify the impact of school attainment on labor-market outcomes, the literature on returns to cognitive skills has not yet provided convincing evidence that the estimated returns can be causally interpreted. Using the PIAAC Survey of Adult Skills, this paper explores several approaches that aim to address potential threats to causal identification of returns to skills, in terms of both higher wages and better employment chances. We address measurement error by exploiting the fact that PIAAC measures skills in several domains. Furthermore, we estimate instrumental-variable models that use skill variation stemming from school attainment and parental education to circumvent reverse causation. Results show a strikingly similar pattern across the diverse set of countries in our sample. In fact, the instrumental-variable estimates are consistently larger than those found in standard least-squares estimations. The same is true in two "natural experiments," one of which exploits variation in skills from changes in compulsory-schooling laws across U.S. states. The other one identifies technologically induced variation in broadband Internet availability that gives rise to variation in ICT skills across German municipalities. Together, the results suggest that least-squares estimates may provide a lower bound of the true returns to skills in the labor market.

For anyone concerned about students' moral development, academic dishonesty presents a pervasive problem but also a promising possibility. The present paper describes the theoretical and empirical underpinnings of process-oriented, four-component model approach to promoting students' "moral functioning" related to academic integrity, and the research project currently underway that is providing Web-based professional development to teachers for using the model in their high school classrooms. In doing so, we hope to develop a scalable approach that offers teachers an opportunity to be the primary agents of change in transforming the problem of academic dishonesty into a possibility for positive youth development.

Research on effects of home computer use on children's development of cognitive abilities and skills has yielded conflicting results, with some studies showing positive effects, others no effects, and yet others negative effects. These studies have typically used non-experimental designs and one of the main reasons for the conflicting results is that studies differ with respect to how well they control for selection bias in comparisons of children with different amounts of computer use. The current study takes advantage of data from international comparative studies of educational achievement and uses the trend design of these studies to conduct longitudinal analyses at the country level. This allows for a difference in differences approach which effectively controls for within-country selection bias, time-invariant country-level omitted variables, and random errors of measurement in the independent and dependent variables. The empirical investigations are based on data from the IEA 10-Year Trend Study and the PIRLS 2001 and 2006 studies. For these studies, information about frequency of home computer use is available in the student questionnaire. The main analytical approach employed in the paper is regression estimation based on micro-data, with fixed country effects and cluster-robust standard-errors. This approach allows estimation of main effects of home computer use and interaction effects with student characteristics (gender and socio-economic status). For both data sets negative effects of home computer use on achievement are found. Results are discussed in substantive and methodological terms, focusing particularly on possible threats to valid causal inference, such as omitted variables that are not time invariant.

This paper discusses the emergence of assessment for learning (AfL) across the globe with particular attention given to Western educational jurisdictions. Authors from Australia, Canada, Ireland, Israel, New Zealand, Norway, and the USA explain the genesis of AfL, its evolution and impact on school systems, and discuss current trends in policy directions for AfL within their respective countries. The authors also discuss the implications of these various shifts and the ongoing tensions that exist between AfL and summative forms of assessment within national policy initiatives.

Informed by relationality and reciprocity, Indigenous librarians who teach play a key role in creating learning opportunities for students to gain information literacy (IL) skills and become better users and creators of information. Through unstructured interviews with seven Indigenous librarians, we find that Indigenous identity and ways of knowing based on relationality and reciprocity are key components shaping the pedagogy of Indigenous librarians, as it informs the ways they enact accountability, build relationships, set boundaries, and practice care. Through this work, we offer a definition of Indigenous information literacy, which is the ability to use information and create or gain knowledge, while practicing the Indigenous concepts of relationality, reciprocity, and respect. This work lays the groundwork for further explorations of relationality, kinship, and Indigenous ways of knowing in information literacy and Indigenous librarianship. [ABSTRACT FROM AUTHOR]

The promise of artificial intelligence has been originally to put technology at the service of people utilizing powerful information processors and 'smart' algorithms to quickly perform time-consuming data analysis. It soon though became apparent that the capacity of artificial intelligence to scrape and analyze big data would be particularly useful in surveillance policies. In the wider areas of migration and asylum management, increasingly sophisticated artificial intelligence tools have been used to register and manage vulnerable populations without much concern about the potential misuses of the data collected and the overall ethical and legal underpinnings of these operations. This article examines three cases in point. The first case investigates the United Nations High Commissioner for Refugees' decision to deploy a biometric matching engine engaging artificial intelligence to make accessing identification documents easier for both refugees and asylum seekers and the states and organizations they interact with. The second case focuses on the New Zealand government's introduction of artificial intelligence to improve border security and streamline immigration. The third case looks at data scraping and biometric recognition tools implemented by the United States government to track (and eventually deport) undocumented migrants. The article first shows how states and international organizations are increasingly turning to artificial intelligence tools to support the implementation of their immigration policies and programs. Subsequently, the article also outlines how even despite well-intentioned efforts, the decision to use artificial intelligence tools to increase efficiency and support the implementation of migration or asylum management policies and programs often involves jeopardizing or altogether sacrificing individuals' human rights, including privacy and security, and raises concerns about vulnerability and transparency. [ABSTRACT FROM AUTHOR]