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This study aims to provide the thresholds of inequality that should not be exceeded if gender inclusive education is to enhance gender inclusive formal economic participation in sub-Saharan Africa.

The empirical evidence is based on the generalised method of moments and data from 42 countries during the period 2004-2014.

The following findings are established. First, inclusive tertiary education unconditionally promotes gender economic inclusion, while the interaction between tertiary education and inequality is unfavourable to gender economic inclusion. Second, a Gini coefficient that nullifies the positive incidence of inclusive tertiary education on female labour force participation is 0.562. Second, the Gini coefficient and Palma ratio that crowd-out the negative unconditional effects of inclusive tertiary education on female unemployment are 0.547 and 6.118, respectively. Third, a 0.578 Gini coefficient, a 0.680 Atkinson index and a 6.557 Palma ratio are critical masses that wipe out the positive unconditional effects of inclusive tertiary education on female employment. The findings associated with lower levels of education are not significant.

As the main policy implication, income inequality should not be tolerated above the established thresholds for gender inclusive education to promote gender inclusive formal economic participation. Other implications are discussed in the light of sustainable development goals.

This study complements the existing literature by providing inequality thresholds that should not be exceeded for gender inclusive education to promote the involvement of women in the formal economic sector.

Drawing on the ability-motivation-opportunity model, this study investigates how gender-inclusive human resource management practices and overall fairness perception promote the career progression of female employees via psychological empowerment.

Partial least structural equation modelling (PLS-SEM) was applied to two-waves data collected from 308 respondents from Pakistan to confirm hypotheses.

Findings suggest that gender-inclusive HRM practices substantially affect female employees' psychological empowerment and career progression. Psychological empowerment is a mediating mechanism that explains the effect of gender-inclusive HRM practices on female employees' career progression. Finally, overall fairness perception further amplifies the effect of gender-inclusive HRM practices on psychological empowerment and career progression.

The study provides evidence to policymakers that organizations may promote psychological empowerment and career progression of female employees by implementing gender-inclusive HRM practices and promoting overall fairness perception.

This study contributes to achieving the SDGs by examining the impact of gender-inclusive HRM practices and overall fairness perception on female employees' psychological empowerment and career progression. Specifically, it aligns with “Goal 5 - achieve gender equality and empower all women and girls” and “Goal 8 - promote sustained, inclusive, and sustainable economic growth, full and productive employment, and decent work for all”.

The purpose of this study is to assess how inclusive education affects inclusive economic participation through the financial access channel.

The focus is on 42 sub-Saharan African countries with data for the period 2004-2014. The empirical evidence is based on the generalised method of moments.

The following findings are established. First, inclusive secondary education moderates financial access to exert a positive net effect on female labour force participation. Second, inclusive “primary and secondary school education” and inclusive tertiary education modulate financial access for a negative net effect on female unemployment. Third, inclusive secondary education and inclusive tertiary education both moderate financial access for an overall positive net effect on female employment. To provide more gender macroeconomic management policy options, inclusive education thresholds for complementary policies are provided and discussed.

Policy implications are discussed in the light of challenges of economic development in the sub-region and sustainable development goals.

This research aims to shed light on the utilization of open spaces at Effat University through a gender lens. By eliminating gender segregation, the study seeks to examine how these spaces are equitably shared between genders, while also delving into the realm of gender sensitive urban design (GSUD). Furthermore, the research strives to gain valuable insights into the experiences of female students in open spaces to propose a framework for the design of fair shared open spaces.

To achieve these objectives, a multi-faceted approach was adopted. First, the research started by reviewing the literature about gender sensitive urban design and inclusive urban design to conclude the indicators examine how open spaces are shared fairly between both genders; second, an online questionnaire was administered to gather comprehensive data. Third, meticulous observations were conducted, involving the study, analysis and mapping of students' activities using maps and photos. Lastly, a walk shop was organized, with a focus group comprising of female participants. The collected data was then analyzed using SPSS descriptive statistics and the Pearson product-moment correlation coefficient, enabling the identification of key patterns and evaluating female students' satisfaction levels.

The findings unearth a distinctive perspective on the perception and needs of females within a unique subset of open spaces, referred to as “campus open spaces,” in the context of a gender sensitive urban design. This exploration provides valuable insights into the intricacies of gender dynamics within public spaces, contributing to a more inclusive and equitable environment for all individuals at Effat University, framework shows some of significant indicators that effect on other indicators strongly as sense of safety and security and the diversity of activities that increase visiting rates, sense of belonging.

This research presents a framework aimed at improving the concept of equitable and inclusive, open spaces, particularly on campuses within significant communities like KSA. The focus is on creating fair shared places that facilitate interaction and cater to the social and cultural needs of students, with a particular emphasis on supporting female students. By enhancing their sense of belonging and addressing their unique requirements, this framework aims to positively impact their academic performance while fostering an inclusive and engaging campus environment.

This study explores the opportunities for a gender-inclusive architecture, engineering and construction (AEC) industry, focussing on the gap between architectural education and practice. This study focusses on three research questions: (1) What factors influence women architects' career retention and advancement in the AEC industry? How can practice outcomes be linked with educational approaches for gender inclusion in the AEC industry? (3) What critical factors can enable structural changes in architecture education, including AEC-related subjects and practice/career pathways towards gender equity?

This paper is based on a systematic literature review (SLR). The established timeframe for selecting papers in this study considered the last 20 years, as various seminal studies in feminism and gender inclusion in architecture emerged in the early 2000s through the definition of keywords used in two prestigious databases. The academic articles selected were filtered through a process of inclusion and exclusion, following criteria for suitability and relevance using a Preferred Reporting Items for Systematic Reviews (PRISMA) diagram.

This study revealed key trends in the literature review consistent with the research questions, including (1) the disproportionate struggles women face at individual, interpersonal and organisational levels and the gender-based bias from entry and progression in the AEC industry that also requires multi-level interventions; (2) traditional architecture education affects female students and educators who find networking, social capital and leadership opportunities to challenge gender-based stereotypes and promote workplace equity, and finally, (3) observe enablers for fostering equity in architecture and education, which should not be limited to policy-driven interventions but structural transformations through transparency, mentorship, leadership, awareness raising and empowerment of women and men, promoting inclusivity and gender equity in the AEC industry.

This study considers a global understanding of gender equity in the AEC industry, regional and country-specific analysis needs to be considered in future studies. The study's focus is on women’s inclusion, acknowledging the limitations of conventional binary gender concepts; future studies need to include the experiences of LGBTI + communities and other underrepresented groups. The literature review considers only academic articles; future research should also consider industry reports, government initiatives and organisational documents for a broader understanding of diversity efforts in business.

This paper observes the issues for gender-inclusive architecture within the context of a male-dominant AEC industry through linking architectural education and practice. Studies rarely focus on this link and address workplace issues. This study highlights this link and extends the discussion through the critical literature review, providing a new ground for geographic-specific or intersectional studies.

Inclusive leadership is exhibiting signs of an emerging field of theory and practice. The purpose of this research is to systematically map this emergence and its various facets.

Citation information from 91 records on inclusive leadership were extracted from Scopus and analyzed using a series of citation and co-word techniques.

We identified six clusters of keywords that underpin the current state of research on inclusive leadership. We also unraveled a trend that suggests research on inclusive leadership is moving from a simple approach to leadership on healthcare and education to become a universally desirable style of leadership in parallel with the global increase in the importance of diversity and inclusion.

This study is the first attempt to develop a complete map of the domain of inclusive leadership. It also provides management researchers and practitioners with a tool for evaluating inclusive leadership publications and provides a systematic and objective means of determining the relative importance of the field in the development of the inclusive leadership research.

Bibliometric literature review (Meta analytic review)

This study aims to identify the determining factors of perceived altruism and attitude toward an inclusive sponsorship activation, as well as the impact of these variables on the attitude toward the sponsor.

Online survey data were obtained from 1,228 respondents from France, the UK and South Africa. The data were analyzed using partial least squares structural equation modeling (PLS-SEM).

The results show that the cause-brand fit has a strong positive impact on the perceived altruism toward the motivations underlying inclusive activation, while skepticism toward advertising has a very weak negative impact. In return, perceived altruism positively influences the attitude toward inclusive activation and sponsor attitude. Furthermore, this attitude toward inclusive activation is positively influenced by involvement in women’s soccer and France men’s national football team identification. The attitude toward inclusive activation also positively influences the attitude toward sponsor attitude. However, contrary to what had been advanced, identification with the France women’s national football team and the nationality of the respondents (French, British or South African) had no impact on the attitude toward inclusive activation, while the perceived importance of the cause had very weak impact on attitudes toward inclusive activation.

This study highlights the potential benefits of investing in inclusive sponsorship activations, particularly with respect to their positive impact on consumer attitude toward sponsor attitude. It also highlights the importance of establishing, in advance, a strong association between the brand image and the cause supported, so that the motivations underlying the inclusive activations are perceived as more altruistic.

The focus of this chapter is on the effective and inclusive classroom practices for the teaching and learning of mathematics at the primary and early secondary levels. The research literature and major national and international reports on effective and inclusive mathematics teaching at the primary and secondary levels of schooling are examined. Some of the challenges to inclusive mathematics teaching are explored. Based in Florian’s (2014) inclusive pedagogical approach in action framework, a research-based exemplar of effective and inclusive primary mathematics teaching is described. The elements of effective and inclusive practices at the secondary level are outlined and a sample lesson presented. Potential impediments to inclusivity are examined.

The present study aims to gauge the experience of gender non-binary (NB) employees in the context of employee value propositions (EVP) in Indian enterprises and make suggestions for organizations to align their gender-aligned interventions with the EVP framework.

Qualitative methodology was used for collecting data through semi-structured interviews and subsequent analysis of the transcripts. The data was gathered from 10 NB participants working in Indian enterprises with the use of non-probabilistic purposive snowball sampling.

The analysis revealed eight themes representing the good, bad and ugly experiences of NB individuals within the context of EVP. These findings underscore the potential of enriching value propositions for employees to promote gender inclusion in corporate settings, contributing to long-term organizational success.

The study offers both theoretical and practical implications for fostering inclusivity at the workplace. It suggests that policymakers and organizations should align EVP with diversity and inclusion initiatives, re-evaluate hiring processes and promotion policies to ensure equal opportunities for NB individuals, provide regular staff training to address biases and implement inclusive insurance policies and representation in employee resource groups (ERGs).

This study provides unique insights into the experiences of NB employees within the framework of EVPs in Indian organizations.

The purpose of this paper is to assess the importance of credit access in modulating governance for gender-inclusive education in 42 countries in Sub-Saharan Africa with data spanning the period 2004–2014.

The generalized method of moments is used as empirical strategy.

The following findings are established: First, credit access modulates government effectiveness and the rule of law to induce positive net effects on inclusive “primary and secondary education.” Second, credit access also moderates political stability and the rule of law for overall net positive effects on inclusive secondary education. Third, credit access complements government effectiveness to engender an overall positive impact on inclusive tertiary education.

Policy implications are discussed with emphasis on sustainable development goals.