This book is a timely publication addressing social justice issues unique to migrant and refugee learners, a vulnerable yet underserved population in global education systems. It examines how global higher education institutions can increase the access, participation, and success of displaced people globally. It fills a gap in the current literature on international higher education. This book summarizes the existing body of knowledge on international migration, students’ voices and experiences from different nations and continents, and higher education policy, leadership, programs, and services for displaced students. The book presents cutting-edge scholarship on diversity, equity, and inclusion in global higher education. It exemplifies critical scholarship and innovative practices in improving atypical students’ access to higher education in the global context. The book’s authors—Arar, Kondakci, Streitwieser, and Saiti—have engaged in refugee and migrant studies from different geographic, academic, and personal perspectives. With Palestinian roots, Khalid Arar is a highly regarded scholar with a refugee research footprint in several countries in the Middle East, Europe, and North America. As a scholar with Turkish roots, Yasar Kondakci uncovers the sociological and political dimensions of Syrian refugees’ educational needs and lived experiences. Bernhard Streitwieser, a dual citizen of Germany and the United States, demonstrates the most profound respect for refugees’ resilience and has examined global issues affecting refugees by collaborating with researchers from Europe and North America. Anna Saiti, a Greek scholar, has observed and investigated the problems unique to the forcibly displaced students, such as accreditation, documentation, mental health issues, academic preparation, etc. This book is the fruit of the authors’ synergetic scholarly efforts to improve displaced people’s access to and inclusion in higher education. The intended audience of this book includes scholars, policymakers, and practitioners in higher education, governments, and international and community organizations that support global immigration, particularly refugee students. The book contains seven chapters and starts with an overview of the similarities and differences between international and displaced students in global higher education. It discusses the role of higher education concerning refugees, one of the critical stakeholders of international higher education. The first chapter offers a dynamic analysis of the human, sociocultural, geopolitical, and institutional aspects of refugee students’ experiences in higher education. This analysis expands the existing knowledge and understanding on this topic and has important implications for higher education policy, leadership, and praxis. The book chapters reveal the complex factors affecting refugees’ access to and participation in higher education. By situating the theme in the broader context of migration and internationalization, the book provides in-depth insight into initiatives at the state and institutional levels and refugees’ and educators’ lived experiences. It offers crucial academic food for thought and outlines clear imperatives for policymakers and higher education leadership. Refugees result from the humanitarian crisis and a lack of global leadership in the international arena. At the core, it is an issue of global justice and human rights. Solving this issue requires global competency, leadership, solidarity, partnership, and commitment to peace, equity and inclusion at local, regional, and global levels (Guo-Brennan & Guo-Brennan, 2022). Refugees’ rights are protected by international laws, such as the UN Refugee Convention, UN Convention on Human Rights, and UN Convention on the child’s rights. These three conventions are the most ratified but not globally enforced international treaties by UN member states. Collaborative and responsible global leadership is urgently needed to reduce the humanitarian crisis and enhance refugees’ access to higher education. Within the receiving countries, accepting and integrating refugees are handled mainly by governments at regional and local levels. Policies and initiatives at local levels are not necessarily aligned with international laws. For instance, access to …