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This essay briefly explores the challenges faced by international educators and administrators during the initial shift to online learning in March 2020. It discusses how the VUCA leadership model was adapted to the school environment to help manage the rapid and unpredictable change associated with the global pandemic. The essay explores ways in which Cairo American College adapted to the new challenges, implementing a paradigm shift to enable the school to focus on diversity, inclusion, and the well-being of staff and students.

The purpose of this study has three primary aims. The first is to examine the amount of time children spend per week on viewing vlogs. Second, the authors explored children’s awareness and understanding of the brand or product placement in vlogs. Finally, the authors explored children’s self-perceived susceptibility to the potential persuasive effects of these vlogs.

Self-reported measurements were assessed among children (N = 127, 10-13 years of age).

Results indicate that the majority of children frequently view vlogs and that their degree of bonding with the vlogger predicted the time spend on viewing vlogs. Children recalled products and brands that were shown in vlogs, which were mostly food and beverages and considered themselves and others affected by endorsements in vlogs.

Only cross-sectional data were collected; these data cannot be used to analyze behavior over a period of time or draw causal inferences.

Considering the popularity of vlogs among young people, it is important to acquire more insight into the frequency and amount of time children spend on viewing vlogs and children’s processing of persuasive messages in vlogs. This may lead to a better understanding of underlying processes and prediction of the outcomes of advertising through this form of media content. Current findings raise further questions about the persuasive content of vlogs.

Because of the popularity of online (social media) channels among youth, companies dedicate a significant proportion of their marketing budget on online influencer marketing. Therefore, it is important to acquire insight into children’s processing of online persuasive messages. To the authors’ knowledge, there is no empirical research on children’s potential bonding with popular vloggers and their awareness and understanding of the brand or product placement in vlogs.

The purpose of this paper is to question the extent to which Sub-Saharan African cities are progressing towards promoting pro-poor economies through pro-poor tourism (PPT). It specifically examines how African cities are resilient towards attaining sustainable urban tourism destinations in light of high urbanization.

The methodological framework is interpretive in nature and qualitative in an operational form. It uses meta-synthesis to evaluate the causal relationships observed within Sub-Saharan African pro-poor economies to enhance PPT approaches, using Accra, Ghana, Johannesburg, South Africa, and Harare, Zimbabwe, as case studies.

Tourism development in Sub-Saharan Africa has been dominantly underpinned by neoliberal development strategies which threaten the sustainability of tourism in African cities.

The study is limited to three Sub-Saharan African countries. Further studies may need to be done in other developing countries.

It argues for good governance through sustainability institutionalization which strengthens the regulative mechanisms, processes and organizational culture. Inclusive tourism approaches that are resilient-centered have the potential to promote urban tourism in Sub-Saharan African cities. These findings contribute to the building of strong and inclusive Institutions for Sustainable Development in the Sub-Saharan African cities to alleviate poverty.

These findings contribute to the building of strong and inclusive institutions for sustainable development in the Sub-Saharan African cities to alleviate poverty.

The “poor” are always within the communities, and it takes a community to minimise the impact of poverty among the populace. The study is conducted at a pertinent time when most African government’s development policies are pro-poor driven. Though African cities provide opportunities of growth, they are regarded as centres of high inequality.

If there is one thing that truly characterizes entrepreneurship and especially social entrepreneurship, it is the “engaged scholarship” at their very heart. That is, teaching, outreach/service and research are connected, often tightly. The purpose of this paper therefore is to discuss the evolution of social entrepreneurship and the lessons learned.

The paper reports on the results of a multi‐country survey dealing with social entrepreneurship.

It is found that a lot of maturing needs to be done in the area of social entrepreneurship work.

This paper provides real value to the literature by showing what is actually done in the teaching of social entrepreneurship.

The question has been recently raised as to how far the operation of the Sale of Food and Drugs Acts of 1875, 1879, and 1899, and the Margarine Act, 1887, is affected by the Act 29 Charles II., cap. 7, “for the better observation of the Lord's Day, commonly called Sunday.” At first sight it would seem a palpable absurdity to suppose that a man could escape the penalties of one offence because he has committed another breach of the law at the same time, and in this respect law and common‐sense are, broadly speaking, in agreement; yet there are one or two cases in which at least some show of argument can be brought forward in favour of the opposite contention.

Prior research suggests that collaboration is key to sustainable community development and environmental management, and peer-to-peer learning (P2PL) may facilitate community building and collaborative learning skills. This study aims to examine the effect of P2PL on the enhancement of environmental management and sustainable development skills, community building and social capital (i.e. connectedness) and understanding of course learning objectives.

Quantitative and qualitative longitudinal survey data was collected in a sustainable development focused course offered at a large American public university that uses P2PL to explicitly facilitate community building and collaborative skills. Safety precautions and changing locational course offerings due to the COVID-19 pandemic in years 2020, 2021 and 2022 provided an opportunity to evaluate the impact of P2PL on these skills during both virtual and in-person formats. Additionally, this study compared in-course student evaluations with students taking other sustainable development-related courses with collaborative learning aspects to understand the wider effectiveness of this course structure.

This study finds that course format (virtual vs in-person) overall made no difference in either connectedness or conceptual understandings, and that students in both formats felt more connected to others than students taking other courses with P2PL. Scaffolding P2PL and supplemental peer support can yield improved connectedness and learning among students taking environmental coursework.

Sustainable development requires group collaboration and partnership building skills. Issues are consistently raised about the challenges to teaching these skills in higher education. The students and instructors in this research study identify P2PL strategies to address these challenges for in-person and virtual classroom settings.