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Chapters explore the concept of toy tourism (Toyrism) with the objective of the study of the Indian toy industry and the impact of toys on the tourism economy of the country. The first part of this chapter deals with introducing Indian toys and their growth aspect. Study conducted to identify different determinants of the toyrism, as per the previous studies, culture, co-creational values and experiential values has strong association with toyrism. Culture has strong associations with toys which reflect regional culture, elaborate culture through toy storytelling such as puppet shows in Rajasthan, internationally Barbie dolls replicate American culture. Co-creational values have considered toys as innovative characteristics, and experiential values of toys related to created experiential aspects of toys, which tourist can explain and the concept is well taken by the Walt Disney with their creation of Disneyland Toy Story. The next part of this chapter discusses some of the government schemes to create toys for all travellers to develop indigenous, innovative toys with development of clusters. The last part of this chapter included the conclusion and way forward to research.

Experiential learning focuses on learners, their activities, experiences, and how they process and reflect upon them. Experiential learning about sustainable development in general and about Sustainable Development Goals (SDGs) in particular has to consider specific challenges of sustainable development, such as interdisciplinarity, trade-offs, conflicts of interests, ambiguities, as well as the need for critical thinking, creativity, and communication skills. Although experiential learning offers a broad range of benefits, well-documented course designs are rare, especially in business education. The purpose of this chapter, therefore, is to present a course design that we have implemented more than 50 times over the last 10 years. By providing insights into the course design, its main components, and the experiences we have gathered from it, we hope to inspire and motivate other educators to apply similar methods of experiential learning in relation to the SDGs in business education. The modular course concept consists of a kickoff meeting, three thematic trainings, three academic assignments, and two days of simulation games, role-playing, group exercises, and several rounds of reflection and evaluation. In the following sections, we describe the core elements of our course design, provide insights into success conditions and potential pitfalls, explain how the course can be adapted and replicated, and discuss the requirements for experiential learning.

From Batik cities to woven textile regions, Indonesia possesses several fashion destinations with remarkable textile heritage. The rise of fashion heritage destinations is characterized by avid textile lovers and fashion followers that promote the regions. Several diversifications of tourism alternatives are analyzed, such as rural tourism with experiential textile-making workshops, urban destinations connected to contemporary fashion heritage, architectural works inspired from/to textile heritage, as well as fashion week cities that spark the interests of global fashion designers to visit the country. This chapter evaluates the current state, its rising challenges, and to what extent it may be promoted through digital technologies, based on local practitioners and the governmental perspectives.

Higher education institutions (HEI) are acknowledged as a key driver for the development of sustainable societies, so much so that some profess education for sustainable development to be the most fundamental of the United Nation’s (UN) 17 sustainable development goals (SDGs). This chapter provides an overview of the chapters in the book: Higher Education for the SDGs, divided into two themes, namely (i) Research from the Global North and Global South and (ii) Rethinking curriculum.

As the consumer-centric approach is evolving in the 21st century, especially in the post-COVID-19 era, people seek unique experiences. Adopting co-creation in promoting a destination implies involving tourists, stakeholders and organisers in creating value for a product or service. The innovative strategy of co-creating experiences encourages tourists' engagement, leading to destination promotion. Some notable examples of co-creation in tourism are gastronomic tours, virtual tours and travel guides. This chapter aims at the significance of co-creating experiences at events that lead to destination promotion. Co-creation of experiences at events brings the spotlight from the stage to the audience and is considered the future of the experience economy. The study presents a case study of Jal Mahotsav in Madhya Pradesh, India. The study highlights the multi-stakeholder approach adopted by the authorities to co-create the event experience.

This chapter discusses the utility of authentic leadership for the UN's Sustainable Development Goals and argues that the capacity-building value of authentic leadership enables change and improves performance. The authors view authentic leadership as a genuine, transparent, positive, ethical form of leadership that strives to address grand challenges. They outline its application in two cases: well-being (SDG3) and education (SDG4). Daskou and Tzokas conclude with a criticism of the value of authentic leadership in the successful delivery of the SDGs. Daskou and Tzokas recommend investigating how authentic leaders' balanced information processing and internalised moral perspective contribute to positive self-development, better education outcomes and well-being among students, educators and employees.

In this chapter, we discuss the merits and challenges of organic communication within an inclusive, iterative research design through our research project ‘Improving the quality of life of families with parents with intellectual disabilities (IDs) and their children (<12 years) by means of assistive robotics’. We will discuss the research process, its key steps and preliminary findings, as well as how inclusivity of participants was taken along throughout this process. The links between research design, designers and project participants are explored and reflected on. Our positions as researchers within the research process are also reflected upon. We will additionally address the implications of our research for the broader field of inclusive design for assistive robotics and the creative methodologies employed and tailored to the needs of families headed by parents with an ID and their children. In this, we keep a close eye on the difficulties such families face within the context of our research project. Lastly, we reflect on several key markers of collaboration within marginalised communities we encountered in our research.

This study explores the influence of cultural heritage tourism perception on China's tourism image. It analyzes the role of the spiritual bond established between overseas Chinese youth and the motherland during their visit to the cultural heritage sites in China. This study constructs a theoretical model with 350 overseas Chinese youth as samples based on the identity theory, Stimulus-Organism-Response (S-O-R) theory, and Howard-Sheth model. The results show that cultural heritage tourism perception directly and positively promotes cultural identity among overseas Chinese youth. It is also indirectly and positively associated with their cultural identity through enhancing the tourism image. Cultural intelligence plays a positive moderating role between cultural heritage tourism perception and cultural identity. The results provide significant implications for developing cultural heritage tourism and cultural communication.

In this chapter, Mousumi De presents the principles and implications of CRT in the context of Asian and Asian American experiences including the perspective, features, strategies, and new directions on how to facilitate the preparation of teacher candidates and work with all teachers to understand the complexity of the Asian and Asian American identity, their racialized experiences, and their sociohistorical, transnational contexts that continue to influence their lived experiences. This chapter highlights the important issues and challenges facing Asians and Asian Americans that have been camouflaged by their stereotypical treatment as model minorities. It also shares the work of many scholars on approaches for promoting diversity and inclusion, such as implementing anti-racist, anti-oppressive, and inclusive history curricula, cultural citizenship education, teaching for social justice, and culturally responsive and culturally sustaining teaching for addressing the marginalization of Asians and Asian Americans.