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This chapter frames the digital age transformation journey for sustainability from the lenses of transformation skills and competencies required for future work. It provides a synopsis of the digital transformation considering digital technologies, connecting digital transformation to future work and reflections on the new digital age to sustainability issues. In detail, this chapter comprehensively reviews digital technologies transformation skills, including digital skills and integrated skills for the digital economy linked to integrated skills. This chapter takes into consideration the possible effects from a competency point of view from the domains on issues like: global independence, trust, a shift in skills and ways of work, commitment to justice, improving the know-how, financial inclusion, data and data privacy that are critical imperatives for sustainability. Developing a digital economy requires integrated sustainable development competencies; this chapter considers combined skills for digital transformation in triple connecting points of human skills, business skills and digital building blocks skills to argue for sustainability. Because attaining Sustainable Development Goals (SDGs) requires input from different quotas globally, sustainable competencies are needed to ensure individuals work cohesively through new-age digital technologies. This chapter further highlights emerging competencies such as critical thinking, appreciative equity, open communication and acting on collective well-being as imperatives transforming digital disruptions. The final section of this chapter puts into perspective the implication of required digital technologies for the future of work and its significance on the need to reskill and retool. It concludes by reflecting on opportunities and challenges for crucial consideration towards creating a sustainable digital age.

Family businesses have contributed significantly to economic growth in various countries, including Indonesia. The coronavirus disease 2019 (COVID-19) pandemic reduced the world economy and caused economic shocks in various business sectors. Women successors face significant challenges in overcoming family business problems during the COVID-19 pandemic, especially in terms of resilience, which is seen as the organization's prominent ability for sustainability in a turbulent environment. Thus, this study aims to explore women's initiatives and propose a framework for family business resilience during the COVID-19 pandemic in Indonesia.

This study uses a qualitative method with a case study approach to explore women's initiatives in family business resilience during the COVID-19 period. Data were collected through in-depth interviews with five women's successors of family businesses in Indonesia. Triangulation was used to test data validity. Meanwhile, data analysis uses the Miles–Huberman technique: data reduction, data display and conclusion drawing/verification.

This study found that women have the initiative to deal with the COVID-19 pandemic to develop and implement resilience in the family business. This study proposes a framework for factors that enhance family business resilience, including strategic decision-making (adaptive capacity, strategy renewal and appropriation capacity), strategic factors (successor motivation, successor competence and family support) and successor incremental program. Women have a long-term orientation toward the sustainability of their family businesses and can overcome various conflicts. The stereotypical view of women's leadership in family businesses has experienced a shift in which capability and competence are the main factors in recognizing women's leadership.

This study contributes to understanding women's roles in the resilience of family businesses under extreme stress during the pandemic. This study proposes a framework for family business resilience. In addition, this study adds new insights into the specific context of managing family business systems during the COVID-19 pandemic based on the resource-based view (RBV) and strategic management approach.

This paper aims to identify how the faculties of a Colombian University have understood the concept of sustainability and the way they have embedded it into their training.

Qualitative research was done using documentary and content analysis which allowed researchers to recognize features correlated to sustainability which are needed to promote and act for social equity, ecological care and economic development.

It was found that most faculties at the university do not conceptualize it; ergo, courses are designed neither for promoting sustainability nor sustainable education. Besides this, almost no level of integration was identified among faculties on this topic.

Many people agree education for sustainability is a key action to overcome the complex challenges the planet is facing; nevertheless, the prejudice that training to solve sustainability problems is an exclusive task of certain disciplines is common. This misunderstanding reduces the possibilities of pursuing a sustainable future, considering that these issues affect all humankind and that they can only be solved through interdisciplinary and collaborative work.

The paper also outlines some actions that Universidad Pontificia Bolivariana (UPB) can take to consider sustainability issues, and they are as follows: identification of competencies to include in the curricula; recognition of the potential of integrating education for sustainable development (ESD) into the curricula by strengthening the competencies and capacities; strengthening the competencies and capacities of the academic staff through ESD training processes; articulation of research with the curricula in such a way that the results of research processes permeate the curricula.

This study has some limitations. For instance, regarding the survey, the size of the sample may seem too small, a bigger sample will allow better information for the results. Regarding the case studies, a greater diversity of programs could have provided a wider range of results. Despite these limitations, for UPB, the study shows a snapshot of the literature review and the articulation of sustainable development and climate change education (CCE) in all programs the university has. The implications of this paper and research are the following. First, it reiterates the importance of having within the same institution a common language to talk about sustainability. Second, it recognizes the competencies and skills that should considered when implementing ESD and CCE in curricula.

This idea corresponds to a lack of debate about what the term signifies and means. It is believed that, as sustainability has been highly researched in the past two decades, it is a cross-cutting element in any faculty proposal; however, due to the complexity of the term, it is understood differently by each member of the same academic community, affecting their ability to design a systemic and systematic curriculum that enables to educate for sustainable goals.

The purpose of this paper is to distinguish different types of sustainable digital entrepreneurs (SDEs) and explore their approaches toward enhancing organizational resilience.

Investigation of entrepreneur characteristics using Grounded Theory methodology; 12 semi-structured telephone interviews with (owner-)managers of digital-resilient small and medium-sized enterprises (SMEs) and start-ups in Germany; adaptation of a sustainability-digitalization-matrix for initial clustering; investigation of reoccurring patterns (within and between clusters) through variable-oriented content analysis; application of the capability-based conceptualization of organizational resilience for synthesis and extension.

First, the authors present a new typology of SDEs, including descriptions of the four main types (Process-Oriented System Thinker, Unconventional Strategist, Dynamic Visionary and Success-Oriented Opportunist). Second, the authors propose a conceptual framework with six success factors of organizational resilience. The framework accentuates the influence of SDEs on organizational culture and the macro-environment.

Digital sustainability and resilience are emerging management principles. The insights gained will allow (future) entrepreneurs to perform a self-assessment and replicate approaches toward enhancing SME resilience; for example, governing the co-creation of an organizational culture with a strong integrative view on sustainability and digitalization.

SMEs are characterized by high vulnerability and a reactive response to the disruptions caused by sustainability crises and digitalization. Blending sustainable and digital entrepreneurship at a micro-level, the authors identified the success factors underpinning organizational resilience that are associated with the characteristics of four types of SDEs.

The purpose of this research study was to explore the relationship between adaptive performance and work-related indicators of psychological well-being among ‘The Episcopal Church bishops.’

Hierarchical regression models were used in this research study to explore the relationship between adaptive performance and work-related psychological health.

There was a positive correlation between adaptive performance and work-related psychological health. Demographic factors did not correlate to adaptive performance. However, a negative correlation was observed between the years ordained as a bishop and the interpersonal adaptability dimension of adaptive performance.

Managing work stress has been revealed as an integral part of adaptive performance and satisfaction in ministry. Interpersonal adaptability and reactivity could be understood, then, as useful vehicles for increasing the capacity of bishops to manage work stress. In this research, the authors applied the Scale for Individual Adaptive Performance and the two scales Scale of Satisfaction in Ministry and Scale of Emotional Exhaustion in Ministry .

The results provided insights into the behaviors necessary for adequate development of bishops in their role. The religious landscape was becoming more challenging from a revenue generation perspective. The resultant complexity and the financial strain would necessitate the need for development of different models of ministry for long-term sustainability. This could further necessitate a different set of knowledge creation related to a set of behavioral capacities like those of adaptive performance. Such insights would assist in the promotion and development of greater work-related psychological health in bishops while deepening their ability to deal with complex and uncertain environments. Furthermore, this would increase satisfaction in ministry through improved workplace management skills.

Presently, very few studies empirically established the developmental needs of bishops as they entered, learned and grew into their leadership roles. Such insights would allow the formation programs for new bishops to be grounded in empirical data. Furthermore, this research study examined a largely unexplored population. This would provide a basis for a larger research agenda related to adaptive performance in judicatory leaders and their work-related psychological health. Consequently, it is posited that improved psychological health would result in better workplace learning.

One of the rapidly growing bodies of literature on sustainability in higher education focuses on the competencies students should master to bring about the necessary transformation toward a sustainable future. Given the influential nature of this particular scholarship on curricula and programs, this study aims to assess its trajectory based on bibliometric analyses.

More specifically, authors conducted coauthorship, direct citations of articles and journals and bibliographic coupling analyses to identify the scholars and publications that have shaped the subfield of higher education sustainability competency research.

Findings show that despite the growth in higher education sustainability competency scholarship, this important subfield in higher education for sustainable development (HESD) has been a relatively narrow one. Contributing scholars, coauthor publications mainly with each other, cite each other and draw from a shared pool of research primarily by individuals from the Global North.

Scholars seeking to advance sustainability competency scholarship are encouraged to engage with individuals who can bring more diverse perspective on the knowledge, skills and mindsets higher education students need to master, to ensure that they can transform their communities toward a sustainable future in just ways. Integrating environmental/social justice, traditional knowledge and decolonizing perspectives from academics and sustainability leaders from minoritized groups and the Global South have the potential to result in important, new contributions.

Although prior scholars have examined HESD, including higher education sustainability education through bibliometric analysis, none have focused on assessing the higher education sustainability competency literature specifically. Given the influence this particular body of scholarship has already had, and will increasingly have, on preparing students for leading a just transition toward sustainability, this finding of this subfield’s limited diversity is important to highlight and address moving forward.

Educational sustainability has acknowledged the value of transformation, which offers an opportunity of researching and rethinking how appropriate and successful educational practices in an active learning environment could help prepare students for jobs that do not yet exist. So, to meet the job market needs, it became essential to focus on designing more context-specific programs where interdisciplinary courses are provided. The interdisciplinary courses are based on integrating different disciplines where there is a blur between the borders of the disciplines to shift the focus from structured courses to cooperation with external entities. In addition, the interdisciplinary programs allow students to choose modules from across subjects and encourage cooperation with staff from different departments. Thus, the purpose of this chapter is to present a framework of how transformation in education requires key drivers such as transformational visions, faculty commitments, students' engagement, resources (i.e. curriculum), and external relations to develop the values and competencies that the future professionals will need in the attempt to make decisions aiming at reaching a more sustainable world.

The purpose of this study is to establish the relationship between digital leadership and academic performance. It models the digitalization process, outlining why and how digital leadership is important for better academic performance. At the same time, this study examines the role of digital culture as a moderating variable in the direct relationship between main variables of the study. The study aims to expand the domain of academic performance at the university by including a much recent leadership-related aspect and organizational context of the digital culture.

The study opted for a descriptive study, using the survey instruments to collect the data. The sample population consisted of students currently enrolled at the Faculty of Business and Management, Universiti Teknologi MARA, Melaka, Malaysia. Based on the convenience sampling, 383 samples were drawn from the sample population. All items were adopted from previous literature, and expert feedback was obtained to examine the validity of the instruments. The data were analysed using SPSS and SmartPLS version 3.0.

This study provides empirical insights about how digital leadership is important for academic performance for the new millennials. Also, digital culture is found to provide significant moderation effect into the relationship. It suggests that universities must promote digitalization culture and embed the use of technology and digitalization into teaching and learning to cultivate a more effective learning process among university students. This is important as elements of digital leadership, including adaptive role, attitude, digital competency, digital skill and inspirational role, are found to significantly contribute to academic performance.

This study only focuses on samples taken from one of the faculties in one campus, thus limiting its scope. Future research is encouraged to replicate the same study setting to include larger sample size from different faculties, or perhaps from different universities. These propositions could help to better generalize the research findings on the practice of digital leadership on academic performance in the country. However, this study established a digital leadership model that can be applied to undergraduate students at the universities. Also, the inclusion of digital culture can strengthen the learning process.

This study includes implications for the development of digital leadership attributes and promoting digital culture within the university students and environment for engaging in a better academic performance. Digital leadership is found to be an important criterion of academic performance in this digital age society, and cultivating digital culture enhances students’ academic performance. These findings shall prompt the university to actively engage in fostering digitalization culture within the university. Also, the top management of the university should inform the students to be adaptive and cultivate the attributes of digital leaders, as their readiness to cope with the technological change has significant positive impact on their academic performance.

It is important to ensure that the future graduates that are being produced are ready to take on more challenges as digital leaders in the digital society. This might accelerate the country’s initiatives and efforts towards becoming a developed nation. Thus, investing in oneself to become digitally literate and competent might not only influence their academic performance, but they will also be equipped to fulfil one of the expectations of future employers of potential graduates, which is possessing digital leadership.

Digitalization is not only about the technology. It is about the people too. As the study on digital leadership is still in its infant stage, this study is unique as it is among the earliest to establish digital leadership constructs within the context of Malaysia. It informs the university that digital leadership provides significant contribution to academic performance. Thus, the university is encouraged to nurture digitalization, not only in the teaching and learning but also with the people within the university environment. Determining the right programs and plans for the curricular will help students to develop digital leadership attributes more effectively. Finally, improving digitalization among its students and culture is important, as these elements provide significant effect towards academic performance.

The purpose of this study is to examine the formation of sustainable development competencies (SDCs) in future primary school teachers during English for specific purposes classes, and to assess the correlation between English proficiency and the development of SDCs, including Collaboration, Strategic thinking, Critical thinking, Modelling sustainable behaviour, Systems thinking and Future thinking.

The research experiment involved the application of content and language integrated learning and facilitation methods in three higher education institutions in Ukraine. The students’ level of English language proficiency was assessed based on the results of the online Cambridge English Language Assessment test, while the level of SDC formation was measured using research methods adapted to the Ukrainian context.

The experiment revealed positive changes in the levels of SDCs and English language proficiency through integrated learning and the application of facilitation methods.

The study established a correlation between the level of English language proficiency and the formation of competencies, such as Collaboration, Strategic thinking, Critical thinking, Modelling sustainable behaviour, Systems thinking and Future thinking, all of which are vital for sustainable development.

This paper aims to investigate the impacts of service learning (SL) on teaching sustainability competencies in an undergraduate tourism program at Bamyan University, Afghanistan. This study reports on tourism students’ experiences in the SL course which taught five key sustainability competencies (collaboration, values thinking, action-oriented, systems thinking and integrated problem-solving).

This paper assessed students’ perceptions of their sustainability competencies gained during the implementation of the course in 2016 and 2017 through focus groups, reflective essays and participant observation.

The results demonstrate how the SL experience led students to self-discovery, strong conceptualizations of sustainability and working relationships with community stakeholders.

To the best of the authors’ knowledge, this is the first study to assess the impacts of a SL course in Afghanistan. The analysis provides valuable information for developing effective higher education programs, relationships of trust between students and community stakeholders and the empowerment of students to contribute to local solutions which serve a role in stabilization efforts in conflict-affected contexts.