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This paper aims to study the role of artificial intelligence (AI) agents in creating a climate of inclusion for people with special needs in the higher education sector (HES).

A qualitative methodology is used in this research that is mainly based on semistructured interviews conducted with the top ten universities in Lebanon with deans, information technology managers, professors and administrative officers.

This paper highlights findings related to the current status of the higher education institutions (HEIs) in Lebanon vis-à-vis their accreditation and quality assurance processes in accommodating and creating a climate of inclusion for people with special needs. The results show the important role of AI agents in aiding HEI in creating such a climate of inclusion for people with special needs.

The study sheds light on existing gaps in the literature related to creating a climate of inclusion for people with special needs in HEI. Additionally, there is yet a lack of research that focuses on the role of AI technology in general and AI agents in particular in fostering a climate of inclusion for people with special needs within the HES.

The function of cognitive diversity has not yet been studied to a sufficient degree. To address this gap, the current study aims to answer the questions of how and when team cognitive diversity fosters individual creativity by integrating the intellectual capital view and the inclusion literature.

With a paired and time-lagged sample consisting of 368 members and 46 leaders from Chinese high-tech organizations, a multilevel moderated mediation model was developed to test the hypothesized relationships using structural equation modeling.

Team cognitive diversity is positively related to individual creativity via team intellectual capital, but this positive indirect effect is obtained only when the inclusive team climate is high.

Team intellectual capital serves as an alternative mechanism for translating team cognitive diversity into favorable outcomes, and an inclusive team climate plays a pivotal role in harvesting the benefits of team cognitive diversity. Future research could extend our study by adopting a multiwave longitudinal or experimental design, examining the possibility of curvilinearity, considering the changes in patterns over time, and conducting cross-cultural studies.

Managers should take the initiative to assemble a team featuring cognitive diversity when facing creative tasks, and should proactively cultivate an inclusive culture when leading such a team.

This study is among the first to consider the mediating role of team intellectual capital in the cross-level effect of team cognitive diversity on individual creativity and to examine the boundary role of an inclusive team climate with respect to this indirect effect.

The current study heeds prior calls to test the hypothesis that perceptions of inclusion mediate the relationship between inclusive practices and employee outcomes.

Using responses from 3,367 employees drawn from three time-separated surveys administered between 2020 and 2022 within a large retail fashion chain, structural equation modeling (SEM) was conducted to examine the mediating role of perceptions of inclusion connecting inclusion’s antecedents and outcomes. Exploratory multigroup SEM and relative weights analysis was conducted to examine the relative contribution of each antecedent of perceptions of inclusion across racial/ethnic groups.

We identified manager support, career support, organizational support, transparency, and employee recognition as antecedents of perceptions of inclusion, as well as work engagement, organizational commitment, and intent to stay as outcomes of perceptions of inclusion. Recognition indirectly relates to employee outcomes via perceptions of inclusion, but we did not find evidence of mediation for the other antecedents. Exploratory analyses suggest that career support and employee recognition are the most predictive antecedents of perceptions of inclusion overall. However, there are racial/ethnic group differences regarding which inclusive practices most contribute to perceptions of inclusion.

Results uncover several directions for future research and suggest that to truly make employees feel both included and unique at work, organizations should focus on supporting employees' career development goals and recognizing their valuable contributions.

In the dynamic landscape of the modern business world, the pursuit of employee well-being and satisfaction with life (SWL) has gained prominence. Yet, few studies exist on SWL among Indian working professionals. This study aims to investigate the impact of inclusive leadership (IL) on the employees’ SWL. Moreover, employing a mediation approach, the study also reveals the mediating role of workplace inclusion (WI) and career satisfaction (CS) in the relationship between IL and SWL.

The study involves a cross-sectional quantitative approach, drawing upon a sample of 279 professionals belonging to the Indian IT sector by administering standardized questionnaires. Data were analyzed using PLS through SmartPLS4.0 software.

The findings reveal a fully complementary mediating role of WI and CS in the IL–SWL relationship, supporting the hypothesized mediation model.

This finding implies that leaders, with their inclusive behavior, can significantly influence employees’ SWL when accompanied by a sense of inclusiveness and CS among employees. The study offers valuable insights for organizations and leaders seeking to enhance employee satisfaction in the IT sector, emphasizing the significance of career-focused and inclusive practices in the workplace through leadership to promote a fulfilling workplace.

This study represents a pioneering effort to integrate the relationship between IL and SWL within the Indian context, going beyond the existing literature on WI and SWL. Additionally, the research model explores the influence of WI and CS in the IL–SWL relationship, a novel approach that has not been previously investigated.

This study examines the effect of digital financial inclusion (DFI) on climate change in African countries, taking into account the moderating effect of income inequality.

This study employs panel data from 53 African countries between 2004 and 2021 and utilises the random-effects model and two-step generalised method of moments (GMM) to estimate the relationships amongst DFI, income inequality, CO2 emissions and renewable energy consumption (REC).

Our findings reveal that increased accessibility to automated teller machines (ATMs) leads to a reduction in CO2 emissions and an increase in REC. However, the effect of ATMs on CO2 emissions is stronger for individuals with lower incomes, whereas REC is higher for those with higher incomes. Additionally, mobile cellular subscriptions (MCS) increase both CO2 emissions and REC; however, when income inequality is considered, it results in a reduction in CO2 emissions and an increase in REC. Furthermore, Internet usage reduces CO2 emissions and increases REC in Africa, with income inequality levels further improving its contribution.

ATM accessibility and energy efficiency are means to mitigate carbon dioxide emissions and encourage the adoption of renewable energy sources.

This study is one of the first to explore the effects of income inequality on DFI, CO2 emissions and REC, highlighting its importance in Africa and its potential impact on environmental sustainability.

This study aims to investigate the impact of dissimilarity perceptions, specifically related to religious identity and socioeconomic class, on identity disclosure behavior within the workplace. It also explores the relationship between disclosure behavior and perceptions of workplace ostracism. The study further examines the moderating roles of psychological safety climate and diversity-focused human resource (HR) practices in these dynamics.

Using quantitative methods, this confirmatory study analyzes the relationships between dissimilarity perceptions, identity disclosure behavior, workplace ostracism perceptions, psychological safety climate and diversity-focused HR policies. Hypotheses are tested to understand the effects of these variables in the workplace context.

The findings reveal that subjective dissimilarity perceptions are negatively associated with identity disclosure behavior. In addition, disclosure behavior is positively linked to perceptions of workplace ostracism. Surprisingly, the study finds that the psychological safety climate moderates the relationship between dissimilarity perceptions and identity disclosure behavior, showing a positive relationship when psychological safety climate perceptions are high. Furthermore, perceptions of diversity-focused HR policies moderate the relationship between disclosure behavior and perceptions of workplace ostracism, indicating a weakened relationship when diversity-focused HR practices are perceived as stronger.

This study contributes to the understanding of workplace diversity, inclusion and management by emphasizing the role of subjective dissimilarity perceptions, identity disclosure behavior and workplace ostracism. It explores the moderating influence of psychological safety climate and diversity-focused HR practices, offering valuable insights for both theory and practical strategies in the context of diversity management.

This study examined the impact of digital finance on SME financial inclusion in Africa.

The study obtained data from the International Monetary Fund's Financial Access Survey and World Development Indicators covering the period from 2011 to 2022. Heteroskedastic panels corrected standard errors (HPCSE) and feasible generalized least squares regressions were employed in the analysis.

The findings indicate that digital finance (volume and intensity) significantly improves SME financial inclusion in Africa.

Due to the paucity of data, the study covered only 17 African countries over 12 years (2011–2022).

The findings imply the need for African central banks and other relevant regulatory bodies to establish effective regulations mandating Deposit Money Banks and other financial institutions to operate agent banking. This would facilitate access to financial services for SME owners. Such measures could financially include more unbanked SME owners, especially those in rural areas. Moreover, these initiatives must be strongly supported by introducing user-friendly digital financial technologies and registering more financial technology (fintech) companies.

Implementing necessary measures to enhance access to digital financial services for SMEs in Africa is likely to reduce unemployment and poverty and contribute to the economic growth and development of the region.

This study provides empirical evidence showing how digital finance affects SME financial inclusion in Africa.

The purpose of this study is to better understand how students of French agricultural education position themselves in the face of climate change and get involved in its fight.

This paper is based on a survey carried with 300 French students enrolled in the Brevet des Techniciens Supérieurs Agricoles class. A statistical analysis highlights the sensitivity of students to climate change and a simple econometric modelling examines the determinants of this sensibility. Finally, a qualitative study based on semi-directive interviews characterise the role of students as intermediaries of knowledge and innovative practices.

This study reveals that if the students ensure a function of intermediation inside rural where they act as true operators of institutional change, their role is less significant inside school and social networks.

The analyses should be further developed by examining more precisely the place and roles of students in the creation and coordination of local collective structures acting for the defence of the climate.

The results show that the territories and the projects developed there can be relevant points of reference for introducing innovative teaching approaches to introduce climate change in the classroom.

Young people’s commitment to the fight against climate change is strengthened by their concrete involvement in territorial development projects. Indeed, those territories specifically in rural areas appears as a space for innovation in environmental practices.

The originality of the study lies in its focus on the role of schools, living territories social networks as cultural spaces for shaping and transforming young people’s beliefs about climate change.

The importance of workplace inclusion continues to gain scholarly acclaim. However, in reality, many employees choose to ostracize their colleagues post workplace relationship strife. With this notion the present study aims to delve into the intricate linkages between workplace relationship conflict (WRC) and employee ostracism behavior (EOB), exploring the serial mediating roles of relational identification (RI) and emotional energy (EE). Additionally, the study examines the potential moderating effect of perceived forgiveness climate (PFC) to understand how forgiveness climate may serve as a boundary condition in shaping these crucial relationships.

The analysis utilized five-wave time-tagged data collected from 228 employees through scenario and survey methods. The Hayes PROCESS Macro was employed to examine the proposed hypotheses.

The results indicate a positive influence of WRC on EOB. Additionally, RI and EE sequentially mediate the relationship between WRC and EOB. Furthermore, PFC moderates the serial mediation process (RI and EE) between WRC and EOB as well as the adverse effects of WRC on RI.

Grounded in the theoretical framework of conservation of resource (COR) theory and cognitive-affective personality system (CAPS) theory, the present study offers new insights. By establishing the complicated interplay of RI and EE between WRC and EOB along with the moderating role of PFC, the study extends the understanding of the mechanisms involved, providing a more comprehensive perspective. By shedding light on these complicated interconnected links, the study paved the way for positive social dynamics at work.

This paper aims to examine a co-produced initiative implemented at the [University Name] between September 2022 and April 2023. The student-led project (Climate, Conversations and Cake: The 3C’s) addressed environmental and climate crisis awareness through monthly gatherings where, in partnership, students, academic staff and professional personnel gathered to share food, engage in conversations and partake in joint activities.

This paper draws upon a mix of student and staff feedback, gathered through surveys and written/verbal reflections, to explore the value and impact of this project.

The project received two [University Name] student Union awards for teaching sustainability and for student welfare, and was a finalist in the UK and Ireland Green Gown Awards. The 3C’s provided a platform for emotional expression by fostering a safe and supportive environment and encouraged students to reflect, share, apply and deepen their learning experiences in an informal setting characterised by compassion and empathy. This paper highlights the importance of developing supportive and compassionate pedagogical practices which recognise and normalise climate concern.

The findings contribute to the growing body of literature on co-produced projects within higher education institutions, showcasing the potential of such initiatives to encourage meaningful engagement and empower students in addressing the pressing challenges of climate crisis. In addition to providing an evidence base for the value of such initiatives, through outlining the specifics of this student-led project, a framework that can be used by other institutions to develop their own initiatives is offered.