This book offers a timely and distinctive contribution to the rapidly expanding literature on artificial intelligence in academic contexts. Its primary selling point lies in its practice-grounded, internationally comparative approach. Rather than presenting abstract theory, technical overviews, or large-scale literature surveys, this volume foregrounds empirically situated case studies authored by active university professors. Contributions come from universities across East and Southeast Asia, the Middle East, Europe, North America, and the Global South. This geographical breadth enables the volume to address a major gap in current AI-in-education scholarship, which remains heavily Western-centric. By including perspectives from Taiwan, Japan, Qatar, Lebanon, Ukraine, Singapore, Macau, Hong Kong, and the United States, the book highlights how AI adoption is shaped by local educational traditions, linguistic environments, resource constraints, and policy frameworks, offering comparative insights that are rarely available in existing publications. Chapters are structured to move from identifying concrete challenges, such as academic integrity, assessment design, graduate supervision, authorship, and epistemic justice, to documenting responses, strategies, and lessons learned. This problem-solution orientation makes the volume particularly valuable for educators, academic leaders, and policymakers seeking guidance rather than abstract diagnosis. At a moment when many institutions are struggling to move beyond prohibition or uncritical adoption, this volume provides a balanced, reflective, and globally informed resource that supports responsible engagement with artificial intelligence in education and research.

Bernard Montoneri is an Associate Professor in the Department of Foreign Languages at National Cheng Kung University, Taiwan. He earned his PhD (African, Arab, and Asian Words; History, Languages, Literature) and his BA in Chinese from the University of Provence, Aix-Marseille I, France. He was the co-founder and editor of the IAFOR Journal of Education until 2017. He is currently the editor of the IAFOR Journal of Literature and Librarianship.