Divya Jindal-Snape is Personal Chair of Education, Inclusion, and Life Transitions within the Division of Education and Society in the School of Humanities, Social Sciences, and Law at the University of Dundee, Scotland. She is Director of the Transformative Change: Educational and Life Transitions (TCELT) Research Centre and leads on the International Network of Transitions Researchers (TCELT-INTR). She was also the Editor-in-Chief of The International Journal of Educational and Life Transitions from its conception to December 2024.

• Part 1: Conceptualization and Theorization of Transitions.- 1. Understanding Multiple and Multi-dimensional Transitions Theory and XII Pillars.- 2. Temporal Transitions In and Out of Change: An Example of International Students.- 3. Exploring the Potential of Multiple and Multi-Dimensional Transitions Theory to Reconceptualize Intercultural Relationships in Higher Education Institutions and Beyond.- 4. Everything is Moving, So How Do I Start and Where Should I Stop? Concepts of Transition in Social Work Practice and Social Work Education.- 5. Experiencing Liminality During Healthcare Professionals' Multiple, Multi-Dimensional Transitions.- Part 2: Multiple Transitions with a Focus on Education, Professional, and Life Transitions.- 6. 'Be Your Own Shephard, Don't Be a Sheep': The Development of Reader Identities Over the Primary-Secondary School Transition in England.- 7. Exploring the Transition from Primary to Secondary School in Wales.- 8. Transitions to Secondary School in Spain.- 9. School Transitions, School Mobility, and Transfers Between Different School Settings in Special Education in Switzerland.- 10. Supporting Transitions for Care-Experienced Young People: Exploring the Importance of Social Capital in their Education and Life Transitions.- 11. Multiple and Multi-Dimensional Life Transitions of Care Leavers in Latvia.- 12. Students' Multiple Transitions During Tertiary Education and the Resilience Competencies.- 13. The Being and Becoming: Exploring the Identity & Transition Experiences of Pakistani Students Who Return Home After Studying in the UK.- 14. Critiquing and Developing Transitions Theory in Health Education: Exploring New Graduates' Transitions to Practice.- 15. Transitioning in and Transitioning Out: A Comparison of International Scholars' Learning Engagement in the Early and Post-COVID-19 Phases.- 16. Transition of New Dental Graduates from University Life to Professional Dental Practice.- 17. Transitions of Queer Teachers Moving into Leadership Roles.- 18. Supporting their School Communities During and in the Aftermath of Lockdown: Changing Perceptions of Former Into Headship Students of their Role and Its Perceived Impact in the Community.- Part 3: Multi-Dimensional Transitions of Significant Others with a Focus on Families and Peers.- 19.  First Transitions to Early Childhood Education and Care Settings: The Experience of International Families in the UAE.- 20. Transitions of Armed Forces Families.- 21. Life Transitions of International Families within the Context of an International School.- 22. Life Transitions of Families of Children Living with Rare Diseases.- 23. Navigating Workplace Transitions: Perspectives on Older Workers Identified with Mild Cognitive Impairment and Dementia on the Job.- 24. When Home Becomes a Workplace: Using Multiple and Multi-Dimensional Transitions Theory to Map Transitions of Co-Habiting Carers of a Person Living with Dementia in Scotland.- 25. Care Transitions from Hospital to Home in Middle East/North Africa (MENA): The Experiences of Older People, Their Families, and Healthcare Professionals.- 26. Transitions of Women Approaching Menopause who are Parenting Daughters Approaching Menarche.- 27.  Multiple and Multi-Dimensional Life Transitions of World Transplant Athletes.- Part 4: Multiple and Multi-Dimensional Transitions Research, Interventions, and Practice.- 28. Undertaking Research Informed by MMT Theory: The Case for Longitudinal and Multiple Perspectives Research.- 29. Young Children as Active Participants in their Transitions to School.- 30. Disabled People as Co-Researchers of their Multiple and Multi-Dimensional Life Transitions.- 31. Using Social Network Analysis to Understand Complex, Multiple and Multi-Dimensional Transitions.- 32. Photovoice and MMT: Considering Multiple Perspectives in Participatory Action Research.- 33. Using Longitudinal Audio-Diaries as a Method to Research MMT.- 34. Narrative Analysis Research and MMT Theory.- 35. Measuring Emotional Wellbeing Outcomes within Transitions Research.- 36. Mapping the Multi-Dimensional Transition to Higher Education Assessing Academic and Social Integration with the First-Year Integration Test (FIT).- 37. Primary-Secondary School Transitions Interventions: A Multiple and Multi-Dimensional Transitions Theory Perspective.- 38. Using Longitudinal MMT Data to Develop Interventions to Support Wellbeing.- 39. The Co-Production of School Transitions Guidance for Children with Autistic Spectrum Disorder (ASD): Applying Multiple and Multi-Dimensional Transition Theory (MMT) to Practice.- 40. Lessons Learned: Where Next with MMT Theory?.