Hassan Abouabdelkader is Professor of Education at Moulay Ismail University, Meknes and SIST, British Education, Casablanca, Morocco. He is also a researcher and educational consultant whose professional experience in librarianship and language teaching, respectively at the British Council, Rabat, and Moulay Ismail University, earned him large insights in the field of Applied Linguistics. Abouabdelkader has also worked as a teacher trainer for twenty years at the Ecole Nationales Supérieure before joining the ENSAM, Moulay Ismail University, Meknès where he worked as Professor of English and coordinator of the Communication department. His academic works include his participation in several international conferences and seminars in the United States, Canada, and several European countries.Barry Tomalin is Visiting Lecturer at Glasgow Caledonian University, London, UK. He is Director of the Business Cultural Trainer's Certificate at International House, London and Editor in Chief and Editorial Consultant of two international online academic journals, the ICC-Language Journal and Training, Language and Culture.

• 1. The Challenge of Diversity Education: Defending the Devil or Adjusting the Clock?.- Part I Diversity Management Education and Language Learning.- 2. Diversity in Tertiary Language Education.- 3. Representation, Engagement, and Expression in Moroccan Higher Education Curricula: Focus on Reading Comprehension.- 4. Encouraging Diversity and Student Engagement in the Classroom.- Part II The Impact of Diversity Education, Equity, and Inclusion on Language Learning.- 5. Towards the Construction of a Diversity Education Landscape in Moroccan Higher Education Language Curricula.- 6. Sustainable Policies and Strategies in the Mena Region for Teaching English as a Foreign Language.- 7. Diversity of ELT in Omani Higher Education.- Part III Language Education Curricula, Inclusion, and Social Mobility in MENA.- 8. Linguistic Diversity in Education: The Case of Israel.- 9. Students’ and Teachers’ Perceptions of Diversity Education inMoroccan Higher Education Language Curricula: A Case Study.- 10. How Culturally Diverse Is the Virtual Space? Towards Inclusive Pedagogy: A Case Study at the Arab Open University.- Part IV Diversity Education and Intercultural Communication Issues in Language Learning in the MENA Region.- 11. The Mediatization of Education: Classroom Mediation as an Agent of Change in Middle Eastern Higher Education Systems.- 12. When Inequalities Are Reversed: Algeria's Gender Inequity in Education.- Part V Sustainability: Student Potential and Communication Ability in the Balance.- 13. Diversity and Inclusivity in Tertiary Language Education—The Case of Turkey—Turkiye.- 14. Understanding and Maximizing Diversity Education in the MENA Region.- 15. Conclusion: The Way Forward.

Hassan Abouabdelkader is Professor of Education at Moulay Ismail University, Meknes and SIST, British Education, Casablanca, Morocco. He is also a researcher and educational consultant whose professional experience in librarianship and language teaching, respectively at the British Council, Rabat, and Moulay Ismail University, earned him large insights in the field of Applied Linguistics. Abouabdelkader has also worked as a teacher trainer for twenty years at the Ecole Nationales Supérieure before joining the ENSAM, Moulay Ismail University, Meknès where he worked as Professor of English and coordinator of the Communication department. His academic works include his participation in several international conferences and seminars in the United States, Canada, and several European countries.Barry Tomalin is Visiting Lecturer at Glasgow Caledonian University, London, UK. He is Director of the Business Cultural Trainer's Certificate at International House, London and Editor in Chief and Editorial Consultant of two international online academic journals, the ICC-Language Journal and Training, Language and Culture.

• 1. The Challenge of Diversity Education: Defending the Devil or Adjusting the Clock?.- Part I Diversity Management Education and Language Learning.- 2. Diversity in Tertiary Language Education.- 3. Representation, Engagement, and Expression in Moroccan Higher Education Curricula: Focus on Reading Comprehension.- 4. Encouraging Diversity and Student Engagement in the Classroom.- Part II The Impact of Diversity Education, Equity, and Inclusion on Language Learning.- 5. Towards the Construction of a Diversity Education Landscape in Moroccan Higher Education Language Curricula.- 6. Sustainable Policies and Strategies in the Mena Region for Teaching English as a Foreign Language.- 7. Diversity of ELT in Omani Higher Education.- Part III Language Education Curricula, Inclusion, and Social Mobility in MENA.- 8. Linguistic Diversity in Education: The Case of Israel.- 9. Students’ and Teachers’ Perceptions of Diversity Education inMoroccan Higher Education Language Curricula: A Case Study.- 10. How Culturally Diverse Is the Virtual Space? Towards Inclusive Pedagogy: A Case Study at the Arab Open University.- Part IV Diversity Education and Intercultural Communication Issues in Language Learning in the MENA Region.- 11. The Mediatization of Education: Classroom Mediation as an Agent of Change in Middle Eastern Higher Education Systems.- 12. When Inequalities Are Reversed: Algeria's Gender Inequity in Education.- Part V Sustainability: Student Potential and Communication Ability in the Balance.- 13. Diversity and Inclusivity in Tertiary Language Education—The Case of Turkey—Turkiye.- 14. Understanding and Maximizing Diversity Education in the MENA Region.- 15. Conclusion: The Way Forward.

Hassan Abouabdelkader is Professor of Education at Moulay Ismail University, Meknes and SIST, British Education, Casablanca, Morocco. He is also a researcher and educational consultant whose professional experience in librarianship and language teaching, respectively at the British Council, Rabat, and Moulay Ismail University, earned him large insights in the field of Applied Linguistics. Abouabdelkader has also worked as a teacher trainer for twenty years at the Ecole Nationales Supérieure before joining the ENSAM, Moulay Ismail University, Meknès where he worked as Professor of English and coordinator of the Communication department. His academic works include his participation in several international conferences and seminars in the United States, Canada, and several European countries.Barry Tomalin is Visiting Lecturer at Glasgow Caledonian University, London, UK. He is Director of the Business Cultural Trainer's Certificate at International House, London and Editor in Chief and Editorial Consultant of two international online academic journals, the ICC-Language Journal and Training, Language and Culture.

• 1. The Challenge of Diversity Education: Defending the Devil or Adjusting the Clock?.- Part I Diversity Management Education and Language Learning.- 2. Diversity in Tertiary Language Education.- 3. Representation, Engagement, and Expression in Moroccan Higher Education Curricula: Focus on Reading Comprehension.- 4. Encouraging Diversity and Student Engagement in the Classroom.- Part II The Impact of Diversity Education, Equity, and Inclusion on Language Learning.- 5. Towards the Construction of a Diversity Education Landscape in Moroccan Higher Education Language Curricula.- 6. Sustainable Policies and Strategies in the Mena Region for Teaching English as a Foreign Language.- 7. Diversity of ELT in Omani Higher Education.- Part III Language Education Curricula, Inclusion, and Social Mobility in MENA.- 8. Linguistic Diversity in Education: The Case of Israel.- 9. Students’ and Teachers’ Perceptions of Diversity Education inMoroccan Higher Education Language Curricula: A Case Study.- 10. How Culturally Diverse Is the Virtual Space? Towards Inclusive Pedagogy: A Case Study at the Arab Open University.- Part IV Diversity Education and Intercultural Communication Issues in Language Learning in the MENA Region.- 11. The Mediatization of Education: Classroom Mediation as an Agent of Change in Middle Eastern Higher Education Systems.- 12. When Inequalities Are Reversed: Algeria's Gender Inequity in Education.- Part V Sustainability: Student Potential and Communication Ability in the Balance.- 13. Diversity and Inclusivity in Tertiary Language Education—The Case of Turkey—Turkiye.- 14. Understanding and Maximizing Diversity Education in the MENA Region.- 15. Conclusion: The Way Forward.