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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.

The purpose of this study is to investigate the integration of entrepreneurial spirit and multicultural values in Islamic education, particularly within the context of pesantren, and to understand its implications for educational practices and outcomes.

This study adopts a qualitative research approach, using literature review and analysis of empirical data to explore the intersection of entrepreneurial spirit and multicultural values in Islamic education. It incorporates findings from multiple sources, including scholarly articles, books and empirical studies, to provide a comprehensive understanding of the topic.

The findings reveal that the integration of entrepreneurial spirit and multicultural values in Islamic education empowers students economically, fosters innovation in teaching methods and promotes character development and business ethics. Moreover, it emphasizes appreciation for diversity, cross-cultural collaboration and social responsibility within the educational context. This integration creates an inclusive learning environment conducive to the development of entrepreneurial skills, innovation and ethical leadership.

Generalizability: the findings of this study may be limited in their generalizability due to the focus on specific multicultural Islamic educational institutions, potentially limiting the applicability of the results to broader educational contexts. Sample size and diversity: the study’s sample size and diversity may impact the representativeness of the findings. Future research could aim for larger and more diverse samples to enhance the robustness of the results. Methodological constraints: the reliance on certain research methods, such as surveys and interviews, may introduce biases or limitations in data collection. Researchers should consider using a variety of methodologies to triangulate findings and ensure comprehensive understanding. Time constraints: the study’s timeframe may have constrained the depth of analysis and limited the exploration of the long-term effects of entrepreneurship education on student development. Future research could adopt longitudinal approaches to address this limitation. Cultural context: the findings are contextualized within the cultural and educational landscape of multicultural Islamic institutions, which may limit their transferability to other cultural or religious contexts. Researchers should consider examining similar phenomena in diverse cultural settings. Resource constraints: resource limitations may have impacted the scope and depth of the research. Future studies could seek additional resources to conduct more extensive investigations and analyses. Bias and subjectivity: despite efforts to minimize bias, researchers’ subjectivity and potential biases in data interpretation and analysis cannot be entirely eliminated. Researchers should acknowledge and address their own biases transparently. Ethical considerations: the study may have encountered ethical challenges related to participant consent, confidentiality and cultural sensitivity. Future research should prioritize ethical guidelines and considerations to ensure the protection and well-being of participants. Addressing these limitations in future research endeavors can contribute to a more comprehensive understanding of the role and impact of entrepreneurship education in multicultural Islamic educational settings.

Practically, the study informs educational institutions, especially pesantren, about the benefits of integrating entrepreneurial spirit and multicultural values into their curriculum and pedagogical approaches. It offers insights into effective strategies for fostering entrepreneurship, innovation and intercultural competence among students.

The integration of entrepreneurial spirit and multicultural values in Islamic education has broader societal implications. It cultivates a generation of socially responsible and inclusive leaders capable of addressing global challenges with creativity and empathy. By promoting cultural understanding and collaboration, it contributes to building more harmonious and resilient communities.

This study is original in its comprehensive exploration of the intersection between entrepreneurial spirit and multicultural values in Islamic education, particularly within the context of pesantren. It offers fresh insights into how these dimensions can be integrated synergistically to enhance educational practices and outcomes.

The aim of this study is to gauge the consideration toward sustainability and sustainable development in the creative process or activities in design practices among the design undergraduates of University A, Russia, and University B, Malaysia. The beliefs, attitudes and intentions toward all the dimensions of sustainability – environmental, social and economic – were assessed and compared between both institutions.

A questionnaire was administrated to 127 design undergraduates from University A, Russia, and 135 design undergraduates from University B, Malaysia, to assess their beliefs, attitudes and intentions toward sustainability and sustainability development in their creative practices.

The outputs of this investigation suggested that the courses related to education for sustainable development that preached in design programs at University A, Russia, have developed appropriate beliefs, attitudes and intentions toward sustainability and sustainable development in creative process or activities among the learners on environmental and social sustainability issues. The subject on sustainable development offered in design programs at University B, Malaysia, has mold positive beliefs, attitudes and intentions on the environmental sustainability issues in creative practices among the design undergraduates. The outcomes of this study shed some light on the effectiveness of the courses related to education for sustainable development of both institutions in building the appropriate mindset in the creative process during design activities.

This study on the consideration of sustainability and sustainable development in creative practices is novel and the outputs of this study can carve the path for an effective education for sustainable development courses in the design programs, specifically in the context of building the appropriate beliefs, attitudes and intentions toward sustainability and sustainable development in creative practices among the future designers.

This study aims to examine the influence of sustainability education in 15 Indian universities and the mediating role of the theory of planned behavior in predicting students’ intentions to start an enterprise supporting sustainability.

The data, which consists of 422 samples, was collected from 15 universities in India. It was analyzed through partial least squares structural equation modeling, which is frequently used for prediction models. The model was further checked for goodness-of-fit using Amos.

The results suggested that personal and subjective norms play a mediating role in shaping the intentions of students to choose entrepreneurship in the sustainability field. Education on sustainability has a significant influence on personal and subjective norms, and these norms further help to develop entrepreneurial intentions.

The study will be helpful for researchers and universities in understanding the importance and stake of including courses on sustainability.

As the results suggest, social norms play a significant role in determining entrepreneurial intentions; therefore, the study will develop a societal culture of start-up education and ethos.

The research is original and one of the first to examine the mediating role of the theory of planned behavior on the relationship between education and intentions to start a sustainable enterprise.

English is the language of global communication, worldwide mobility, job progress, and access to new information and research. Given the numerous roles that English plays in today's society, higher education institutes (HEIs) all over the world are pursuing English-medium education. For Pakistan, however, English-medium education is a colonial legacy rather than a deliberate choice. Research suggests that English-medium education is not devoid of controversy in higher education in Pakistan; nonetheless, students have to seek English-medium education in universities to compete with the world. In fact, being committed to SDG 4.7 Education for sustainable development and global citizenship, Pakistan is supposed to educate its citizens to become global citizens, for which English-medium education is essential. Given the fact that each of the five provinces of Pakistan has a distinct culture and sub-cultures, it is important to see how Pakistani students’ attitudes to English-medium education to become global citizens are different based on their cultural identities. Therefore, the present study aims to analyze undergraduates’ attitudes toward English-medium education based on their cultural identities to become global citizens.

Under the quantitative research paradigm, the present research adopted a comparative design. One hundred and fifty undergraduates participated in the study. The data were collected using a 15-item questionnaire on a 5-point Likert scale, and it was analyzed using the Statistical Package for Social Science (SPSS) version 27.0.

The results of the study revealed that participants regardless of their cultural identities have positive attitudes towards English-medium education as they believe it to be a source of career development, and improvement of their language, communication, and interpersonal skills. The participants also did not see English-medium education posing any threat to traditional culture and local languages. The findings of the present study also revealed that there is no statistical difference across the different categories of cultural identity.

The findings of the present study regarding students’ attitudes toward English-medium education will have implications for policymakers and university administration. Since cultural identity does not hinder acceptance of English-medium education, students’ positive attitudes can help policymakers promote multilingualism and English-medium education for career development. However, high-quality English language programs are crucial for maximizing the benefits. Likewise, positive attitudes of students towards English-medium education in Pakistan suggest students’ openness to intercultural dialogue. Therefore, university administration can further enhance student exchange programs for transnational research and development. Likewise, the study implies that cultural identity may not hinder English-medium education implementation in developing countries provided that practical benefits like career advancement and communication skill are emphasized.

The study is unique in the sense that it analyses undergraduates’ attitudes towards English-medium education concerning students’ cultural identities and global citizenship which have not been studied previously.

Surveys in Europe show that immigration is more of a challenge than an opportunity for a significant number of people. However, little attention is given to attitudes toward immigration in the Middle East. This paper examines the effects of personal values and religiosity on the anti-immigration attitudes of citizens in the Middle East and North African countries.

Utilizing data from the World Values Survey, we analyze how personal values and religiosity affect anti-immigration attitudes in nine Middle Eastern countries. The data covers individual-level data of 9 MENA countries from the WVS Round 7 (2017–2022). Factor analysis is applied as a data reduction method. Afterward, an OLS regression analysis is conducted on the pooled data.

Anti-immigration attitudes increase with age, education, and religiosity. Personal values such as national pride, support for nationals, and belongingness to one’s country significantly affect anti-immigration attitudes. Furthermore, the importance of religion as a measure of religiosity was found to be positively associated with anti-immigration attitudes.

This paper contributes to underexplored literature by investigating how individual-level determinants, such as demographic indicators, personal values, and religious factors, shape anti-immigration attitudes in the MENA context, distinct from European dynamics.

This study scrutinizes the attitudes of postgraduate students specializing in education toward research at one University of Education in Myanmar.

Having collected data from 121 Master in Education (MEd) students in three education departments, the study validated Papanastasiou's (2014) Revised-Attitude toward Research (R-ATR) scale by performing confirmatory factor analysis (CFA). A one-way MANOVA was used to establish the significance of mean differences between groups and ANOVA was used for the same purpose among groups.

The R-ATR scale is fit with the sample (χ²/df = 1.60), and the students' attitudes toward research are favorable with mean value for research usefulness (5.98), positive research predispositions (5.55) and research anxiety (3.61), despite feeling stressed and anxious. There was a significant difference in the students' attitudes toward research regarding their departments, while no significant difference was found based on their research experience, gender and age.

There should be an effective mechanism in implementing the research course and in online delivery mode, collaboration between the faculties in the process of revision and review of the research courses, effective strategies of improving research instructors' quality and also internationalization to sustain students' positive attitudes toward research and to reduce their stress and anxiety.

This research is empirically novel, and the initiative attempts to first use the R-ATR scale in teacher education in Myanmar.

Education is one among the major service sectors which is continuously growing and contributing significantly to a country’s economy. Students’ positive feedback through word-of-mouth (WOM) is one of the key influences attracting new admissions thereby providing competitive advantage for a university to sustain. There are numerous antecedents identified and implemented to enhance positive WOM and increase intakes in higher education however the students’ choice is still being unpredicted. This study attempts to develop a framework that exemplifies the links between service quality (SQ), relational trust (RT) and students' attitudes toward institutions.

A correlational research design was adopted with a non-probability convenience sampling technique, the data were collected from students in public and private higher education institutions (HEIs) across India. Multivariate regression was the statistical tool used to estimate the path model. SmartPLS 3.0 software performing structural equation modelling (SEM) helped in determining the coefficient values.

The result of the study indicated the magnitude and directional relationship between SQ and trust and justified that they are the key determinants of building a positive attitude towards the institution, enhancing the intention to recommend it among peer groups.

Academic institutions and their public relations departments must prioritize reducing SQ gaps and create strategies to build strong RT among all institution stakeholders to gain a competitive advantage. Socially, this study aims in assisting universities in establishing high-quality education.

The empirical estimation of the relationships between trust, attitude, quality and intention provides the reasons for incorporating and building positive WOM among students’ benefit institutions over the long run.

This paper aims to examine prospective graduate students' attitudes toward educational loan borrowing in an experimental setting.

Participants were randomly assigned to two treatment groups and one control group. Subjects in experimental group 1 received financial education: a short online course on the economic viability of getting a master's degree and how to finance it with a graduate student loan, while subjects in experimental group 2 received financial education along with information on the availability bias.

Relying on a control group in the assessment of financial literacy education intervention impacts, this research finds positive causal treatment effects on individuals’ attitudes toward debt-financed graduate education. In comparison to the control group, experimental subjects perceived the possibility of going into debt with a graduate loan to complete a master’s degree as less stressful and worrying.

This study has important educational policy implications to prevent students from stopping investing in human capital by perceiving educational loan debt as something stressful or worrying. The results can help potential (and current) grad students develop a feasible financial plan for graduate school by encouraging higher education institutions to implement educational loan information and financial education into university seminar courses for better graduate student loan decision-making.

Student attitudes toward debt have been analyzed in the context of higher education, but only a few researchers internationally have used an experimental design to study personal financial decision-making.