As diversity is increasing in higher education, the number of students withdisabilities (SWD) grows. In parallel, technological development and onlineeducation change the conditions for teaching and learning. Previous researchindicates that the digitalisation provides both challenges and opportunities forequal participation. This study explores the experiences of SWD in online highereducation, using the Communities of Inquiry model as a theoretical framework.A questionnaire with 6256 students (430 SWD) examines the differences andsimilarities between SWD and other students in online courses. The results showthat SWD are a heterogeneous group with diverse needs and preferences, and thatonline education can offer both advantages and disadvantages for them. The mainadvantages are using technology to compensate for disabilities, enabling moreequal participation, and the flexibility and convenience of online courses. The mainchallenges are difficulties in planning and self-regulation, decreased motivationand increased stress, perceived uncertainties about examination requirementsand proceedings and the unfulfilled need for interactive environments andfeedback. The importance of faculty–student relationships is highlighted, and thesignificance of clarity and accessibility, feedback and interaction and flexibilityand variation in creating inclusive online courses is emphasised. Implications forpolicy and practice are suggested.

Redefined transformative learning refers to learning that implies a change in the learner's identity, which includes cognitive, emotional, and social dimensions and is something all teachers, in this case migrant teachers, experience and negotiate when meeting a new educational context. “Who am I as a teacher in a new country?” migrant teachers ask themselves. To understand oneself as a teacher, one must identify and coordinate the past and present with a future direction, which causes migrant teachers to talk about a transformed professional identity with additional skills. This Element concerns migrant teachers' transformation, how they redefine their professional identity, and how to support this in teacher education.

In March 2020, all Swedish university education went online practically overnight due to the COVID-19 pandemic. This study focuses on how university students experienced emergency remote education in the fall of 2020. This article is framed by a sociocultural perspective of learning and the tools present in such learning contexts. This article provides a thematic meta-analysis of 53 student group reports based on 247 interviews with third-year university students. The findings suggest three themes of particular interest, regarding what areas the students themselves found important or challenging: awareness of what it means to be a student, technology reframing communication, and need for explicit guidance. The findings are discussed in relation to norms, appropriation, self-regulation and tutoring presence as important factors to consider in emergency remote teaching.