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Chapter 1. Introduction of Web 3.0 -- Chapter 2. Security and Privacy Defense Framework for Web 3.0 -- Chapter 3. Verifiable Privacy-preserving Federated Learning in Web 3.0 -- Chapter 4. Membership Privacy Protection for Federated Learning in Web 3.0 -- Chapter 5. Secure Mobile Device Authentication in Web 3.0 -- Chapter 6. User Behavior Identification via Traffic Analysis in Web 3.0 -- Chapter 7. Malicious Transaction Detection in Web 3.0 -- Chapter 8. Malicious Transaction Deanonymity in Web 3.0 -- Chapter 9. Conclusion and Future Direction.

Development of information and communication technologies, particularly the advancement of the internet and web technologies, has facilitated students' access to information and enriched their learning experiences. However, as the need for accessing accurate information increases within the vast sea of knowledge, web technologies are also evolving to serve this purpose. Web 3.0 technology, also known as the semantic web, makes information meaningful, enabling users to access information more effectively. The use of semantic web in education has the potential to make learning experiences more flexible, personalized, and effective. However, there are also challenges associated with the use of semantic web in education. Security concerns, costs, standardization, and pedagogical issues may limit the widespread adoption of semantic web. Keywords: Semantic web, web 3.0, educational semantic web

Purpose– The purpose of this paper is to analyse the broad phases of web development: the read-only Web 1.0, the read-write Web 2.0, and the collaborative and Internet of Things Web 3.0, are examined for the theoretical lenses through which they have been understood and critiqued.Design/methodology/approach– This is a conceptual piece, in the tradition of drawing on theorising from outside the Information Systems field, to shed light on developments in information communication technologies (ICTs).Findings– Along with a summary of approaches to Webs 1.0 and 2.0, the authors contend that a more complex and poststructuralist theoretical approach to the notion of, and the phenomenon of Web 3.0, offers a more interesting and appropriate theoretical grounding for understanding its particularities.Originality/value– The discussion presages five further papers engaged with ICTs in a changing society, each of which similarly addresses novel theoretical understandings.

This research discusses how the approximation between Web 3.0 (or Semantic Web) and Information Design is configured through a qualitative approach via an exploratory-descriptive nature and seeks to understand the origins, current levels of each of the subjects and subsequently establishes possible intersections between them. It concluded that the tools and technologies of Web 3.0 are capable of searching, analyzing, organizing and offering content very efficiently, but in order to have a better conversion of these into quality information for those who access it, the practice of Information Design is recommended on such contents, promoting the transformation of web data into intelligible information that can contribute in areas such as interface design, education and business.

Abstract
Advances in information technology and the needs of globalization made English the lingua franca (EFL) of the Web
1.0. Later, multi-modes of computer-mediated communication in the Web 2.0 fostered hybrid English as a new EFL by combing English
with other languages. Moving into the Web 3.0 for information mining and knowledge acquisition without a language barrier, the author
proposes 'Webbish', a controlled form of English, to write web texts for the purpose of gisting through the production of
multilingual machine translation (MT) outputs. To demonstrate the effectiveness of 'Webbish', an empirical survey was conducted to
measure the comprehensibility of the MT of 'Webbish' texts based on a 1–100 grading scale. An average score of 89.9 was earned
from twenty-four international participants, showing a high degree of MT comprehensibility. Meanwhile, set within the framework of
postmodernism, 'Webbish' writing takes on postmodernist significance of non-fixed norms, dynamic meanings and an equal right of
comprehensible Web information access for global non-English audiences. Its linguistic features are suited to MT application and
its fluid meanings are produced due to the MT system's rendition and different target audiences' different interpretations.
'Webbish' writing suggests acceptance, inclusiveness and equality. It is also an easy way to influence and improve global
communication.