Most papers will fall into this "track". Unless you are a doctoral student (or a new researchers who does not need a paper reviewed by double blind review), you should select this "track".
Students from various populations may have different needs, strengths, weaknesses, and prior knowledge. For this reason, teaching diverse populations has a special set of skills. This track explores these skills and enables us to learn from each other, both of our successes and of strategies that did not work as expected.
Today, the term "fake news" is popular. But the issue has been with us from the start. This track explores what is bias, misinformation, disinformation, and propaganda and how it impacts us all as consumers and as citizens. See full CfP at https://www.informingscience.org/Uploads/CfP_Fake_News.pdf
The discourse on transdisciplinarity relies heavily on the insights of theory, practice, learning, application, and policy-making that tie theories about transdisciplinarity to the implementation, application, and dissemination of knowledge to inform real-world problems. See the Call for Papers at https://www.informingscience.org/Uploads/TD_CFP.pdf
The case method of teaching engages students. It teaches thinking, not just remember facts for the next test. Student learn by solving problems.
The mission of our journal "International Journal of Doctoral Studies" is advancing the teaching of doctoral students. This track's focus is the exploration of common (and uncommon) problems and their innovative solutions.
Our infrastructure and security are under atack by criminals and by foreign governments. This track explores the problem and possible solutions.
We encourage those in doctoral programs and new researchers to submit to this track. Submissions will be accepted later in the academic year and the reviewing will be conducted by a special team. Accepted papers will be presented in sessions who focus are to provide mentoring feedback on presentations in a supportive environment.