This book explores contemporary issues in teacher professional development and presents discussions and empirical findings in the experiences of teachers and educators in this transformative era. It reflects a different level and range of perspectives, from the professional development of global teachers to the lived experiences of teachers and educators who have experienced significant career transitions. Each chapter examines the challenges that teachers and educators experience, including the pressure of maintaining mental health and well-being, and the identity crisis, and the impact of technological integration in teaching practices. This book emphasizes the important role teachers and educators play in directing the future of education. It inspires reflection, dialogue, and an engaging commitment to support teachers and educators in their desires for identity and purpose in a rapidly changing global community.

Dr. Dos Santos Luis Miguel is an Associate Professor in the Department of Counselling and Psychology at Hong Kong Shue Yan University, China. Recognized among the top 2% of scientific researchers globally in Education and Social Sciences (Stanford University/Elsevier, 2021-2025), he has published extensively on teachers’ professional development, career decision-making, and international education. His work spans over 130 peer-reviewed publications, with a particular focus on qualitative research methodologies and cross-cultural education. Dr. Dos Santos developed the Social Cognitive Career and Motivation Theory (SCCMT), which has been widely cited in educational research. His expertise in international education is grounded in extensive teaching experience across multiple countries and regions, including Australia, Hong Kong SAR, South Korea, Macau SAR, the United Kingdom, the United States, and Sweden. He has successfully supervised numerous doctoral students and led multiple funded research projects focusing on teacher development, career transitions, and cross-cultural adaptation in educational settings.

Dr. Leung Yuk Lan Edith currently works as a Senior Lecturer at Crown Institute of Higher Education, Australia. She is an experienced educator and researcher specializing in early childhood education, educational leadership, and integrated education. With over three decades of experience, she has progressed from kindergarten teacher to senior academic positions, including Senior Lecturer at The Education University of Hong Kong, China. She holds a Doctor of Education degree from Northeastern University (United States of America), complemented by degrees in early childhood education from Australian universities. Dr. Leung’s expertise spans curriculum development, multimedia integration in language development, and ethnic minority education. As a transnational education manager at Finnish Early Childhood Education Limited, she continues to bridge theoretical research with practical implementation. Her recent publications focus on environmental education, sustainability in early learning, and inclusive education in Asia-Pacific contexts.

Dr. Kwee Ching Ting Tany currently works as a lecturer at the University of New South Wales, Australia, in the areas of teachers’ professional development, integrated education, and non-native speakers’ education. Her research has earned international recognition, including the Best Paper Award at the 4th Euro-Mediterranean Conference and the Universitas 21 (U21) Graduate Collaborative Research Award. She is also a recipient of the Australian Graduate Women Centenary Scholarship and the Australian Government Research Training Program Scholarship. Dr. Kwee’s recent publications focus on immigrant teachers’ career development, heritage language teaching, and inclusive education in Asia-Pacific contexts.

Mr. Lo Ho Fai earned his doctoral degree in Applied Psychology at the City University of Macau (China), holding a Bachelor’s degree in Traditional Chinese Medicine from the Macau University of Science and Technology and a Master of Arts degree in Education Management and Leadership from the University of Chichester, United Kingdom. He has contributed to multiple publications focusing on teachers’ professional development, career development, motivation studies, and integrated education. His expertise in qualitative and mixed research methods has been demonstrated through his publications addressing inclusive education and language policies in Hong Kong.