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Human perceptions, attitudes, and relationships are shaped by worldviews and values. The rich mosaic of worldviews in today's fast-changing global village, where cultures interact and information flows freely, challenge educators and students. Worldviews influence problem modeling and solutions. Worldviews give us psychological confidence that the world is as we see it, safe, secure, and belonging. Each worldview is consistent with the assumptions, ideals, and analytical processes. Values define behavior, attitudes and decision-making. The global higher education system's long history and recent developments in globalization, technological innovations, and internationalization make it even more complex. Globally, higher education is evolving rapidly. Global political, economic, social, technological, and environmental factors promote rapid change. Higher education institutions have struggled to adapt to these developments due to limited resources and capacity. Growing demand has created new business models and institutions. Access, equity, inclusion, and quality are new issues that emerged. To be relevant in a rapidly changing environment, higher education institutions must adapt to the knowledge society and growing need for access. This anthology contains 14 thought-provoking studies on worldviews and values in teaching-learning, curricula, assessment, and outcomes.

This study aims to describe the development and validation of a scale that measures the self-reported sustainable behavior of students in higher education institutions (HEIs) regarding their knowledge on incorporating sustainability into education, research and outreach, mediated by the attitude toward the triple bottom line.

The scale was applied to students from HEIs, with a total of 759 valid cases and respondents from various countries. The technique used was structural equation modeling and multigroup analysis using the SmartPLS software.

Respondents’ self-reported sustainable behavior scale was affected by their economic attitude and the knowledge about sustainability that they assimilated. However, the economic dimension received more attention from the participating students. Both for the total sample and for respondents older than the study average, environmental attitude and social attitude did not affect the self-reported sustainable behavior.

The study’s limitations can offer opportunities for future research, as more constructs should be inserted into the model to check the existence of differences in relation to self-reported sustainable behavior, such as beliefs in the affective stage.

The practical implication is on the fact that HEIs can use the scale of self-reported sustainable behavior to evaluate the incorporation of sustainability in the students behavior. Thus, with appropriate guidelines, HEIs will be able to analyze the results looking for to achieve balance in the incorporation of sustainability in education, research and outreach in a transdisciplinary way, improving HEI program and preparing future decision-makers to collaborate for sustainable development.

The originality of the study is on the verification of the influence of sustainability teaching in higher institutions through self-reported sustainable behavior scale, based on the sustainable development goals in three dimensions – cognitive, affective and conative.

The aspects of global citizenship, education and diversity are framing a paradigm that encapsulates how education can develop the knowledge, skills, values and attitudes of learners needed for securing a world which is more just, peaceful, tolerant, inclusive, secure and sustainable. The determination of students’ attitudes toward global citizenship education and diversity is a phenomenal issue of the past several decades. This study aims to develop an attitude scale to quantify the attitudes of students, the content of courses and instructors toward global citizenship education and diversity.

In this study, the factor structure and internal consistency of “Global Citizenship Education and Diversity Scale” (GCEDS) were analyzed, and validity and reliability of the scale were assessed. Two sample groups of participants were used in the assessment of the scale. The first sample group (exploratory factor analysis group) was composed of 147, and the second group (confirmatory factor analysis [CFA] group) was composed of 257 undergraduate students from three different large public universities in Turkey.

CFA confirmed the structure that emerged in the explanatory factor analysis. In this context, “GCEDS” is a valid and reliable scale.

Entrepreneurship is one of the engines to stimulate socio-economic development. This study aims to examine the relationships of entrepreneurship education, financial support and market availability, with the entrepreneurial attitude among youngsters in venturing into entrepreneurship. A further discovery concerning the relationship between entrepreneurial attitudes and entrepreneurial intention is also analysed.

Data were collected through a survey questionnaire that was distributed to university students. A total of 425 collected data were analysed using structural equation modelling to discover the relationship among five chosen constructs.

It was found that entrepreneurship education and financial support encourage the entrepreneurial attitude of youngsters to venture into entrepreneurship. This entrepreneurial attitude is further supported by an entrepreneurial intention to become an entrepreneur. Nevertheless, market availability does not influence the youngsters to venture into entrepreneurship.

Entrepreneurship encouragement should focus on the entrepreneurship education and financial support to shape the entrepreneurial attitude, which, indirectly, may further influence the entrepreneurial intention.

As an initiative to become an entrepreneurial nation, there is a need to discover how to shape the entrepreneurial intention through entrepreneurial attitude. This study is assisting to fill the research gap by focussing on the Malaysian market.

Education has been shown to have myriad effects on people, from increasing their incomes to changing their views of the world. In the area of entrepreneurship, education creates opportunities and increases the rate of entrepreneurial activity. This study explores educationʼs effects on the immigrant entrepreneurship development processes and outcomes in the context of Korean-Americans by comparing a national sample of Korean-Americans with differing amounts of education. The sample is part of the National Minority Business Owners Surveys (NMBOS) carried out by the Lawrence N. Field Center for Entrepreneurship at Baruch College between 2003 and 2005. The authors hypothesize that high-education Korean-Americans will have larger and more successful businesses, have more varying types of businesses, and follow differing paths to business formation. In addition, the authors hypothesize that motivations, goals, and attitudes toward their businesses, families, and their lives generally will be different. Among other things, confidence and level of satisfaction with their business will be higher for the high-education group. The study finds that while the low- and high-education groups vary in their types of businesses, the paths followed into those businesses, and the size of their businesses, they are very similar as to their attitudes, motivations, and family interactions. Implications for future research are discussed.

This study aims to build a model for the analysis of the environmental behavior of university students.

A partial least square method was adopted, and a questionnaire on intelligence, knowledge, attitude and environmental behavior was performed on 480 Spanish university students.

The results indicate that environmental intelligence positively affects university students’ environmental behavior through environmental knowledge and attitude.

The conclusions of the present study are based on a sample drawn from Spanish university students. Therefore, new studies are needed to cover other educational institutions and cultural contexts.

Many university students’ environmental behavior depends on implementing educational actions that improve their environmental intelligence and knowledge.

The study suggests that educational programs should implement strategies that maintain a sense of responsibility toward the sustainable development of university students, ensuring that future generations can live a quality life in a sustainable and safe environment.

The present study identifies the mechanism through which the environmental behavior of university students is formed.

The purpose of this study is twofold: to determine if implementing a global citizenship education curriculum can aid the development of Emirati students’ social responsibility competence and to experiment with different instructional strategies that aim to yield improvement in the social responsibility of students.

The intervention research study used a mixed-methods quasi-experimental approach to examine Emirati students’ social responsibility gains and overall perceptions of a global citizenship education curriculum. Conceptual frameworks for instructional design of service-learning were used as theoretical underpinnings. The data were collected from student reflections, field notes, questionnaires and interviews.

Both the quantitative and qualitative data indicated that the global citizenship curriculum advanced students' understanding of social responsibility and civic concepts, specifically civic awareness, social justice and diversity.

For future studies, researchers are encouraged to expand the current study's five-week timeframe by exploring the implications of a global citizenship education curriculum over a full term or even a whole academic year.

The results of the present study indicate that educators should experiment with curriculum redesign to further facilitate the development of social responsibility in undergraduate students. The results also suggest that educators incorporate specific instructional strategies such as integrated reflections and intergroup dialogue on social issues.

Social responsibility and global citizenship education have broadly been based on Western paradigms. Few studies have explored the impact of global citizenship education on the development of students' social responsibility in the Gulf region. This study fills the gap in knowledge by lending evidence of the role of global citizenship education in undergraduate university programs in the Gulf.

In the wake of lockdown regulations and limited mobility during the COVID-19 pandemic, dining habits shifted towards usage of food delivery apps to avoid physical interaction. Nonetheless, it is unknown whether the COVID-19 pandemic had an influence on the adoption of food delivery apps. Therefore, this study examined factors influencing the adoption of food delivery apps during the COVID-19 pandemic, as well as the moderating effects of education and age.

Data were collected from 282 food delivery application users in South Africa using a web-based survey. Partial least square structural equation modelling analysis was used to test the hypotheses, while partial least squares multigroup analysis was used to examine the moderating effect of education level and age.

The results indicated that perceived ease of use has a significant impact on perceived usefulness and attitudes, perceived usefulness has an impact on attitudes and continuous intention, attitude influences continuous intention and social pressure and convenience influence attitudes. The perceived COVID-19 threat had no impact on attitudes, and education and age had no significant impact on any relationships. The findings are imperative for restaurants and mobile application designers, as they enable more effective strategic management planning.

This study is the first paper to empirically employ technology acceptance model to analyse the adoption of food delivery applications during the COVID-19 pandemic. Its uniqueness is in examining situational influence associated with the pandemic such as social pressure, perceived COVID-19 threat and convenience.

The purpose of the study was to explore the attitude of faculty members and students of two open universities – Bangladesh Open University (BOU) and Universitas Terbuka (UT) (Open University of Indonesia) towards entrepreneurship development courses of massive open online courses (MOOCs).

The mixed-method research design was employed for this study. A self-structured survey questionnaire and focus group discussions (FGDs) were used to collect quantitative and qualitative data. A total of 66 faculty members and 149 tertiary level students of BOU and UT were selected as respondents. These respondents were selected using purposive sampling techniques. Data were analysed using quantitative and qualitative data analysis techniques.

The findings revealed that both universities' faculty members and students possessed a positive attitude towards entrepreneurship development courses of MOOCs (EDCM). However, this positive attitude of both groups was significantly different.

The policy recommendations could provide a strategic approach to developing various types of courses within the MOOC, which are attractive as a means of developing entrepreneurship in Bangladesh and Indonesia. It also aggressively promotes EDCM for the academic community in particular and society, in general, to elaborate on their entrepreneurial spirit. Nevertheless, before introducing MOOCs, an empirical study regarding MOOCs readiness is essential for both universities.