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Goa, a tiny state located along the western coast of India, is rich in cultural heritage and biodiversity. It boasts of a good network of roads and also some rustic experiences. However, the entry of new technology in terms of transport is difficult due to the strong links of people with nature and the desire to retain the natural setting for future generations. Thus, the devices or machines must also be resilient and sustainable in the long run. Good governance and infrastructural support can work wonders in the long run if this is supported.

Conversely, smart mobilities must be powered up through hydro, wind, solar, hydrogen, coal and lithium batteries. While the former four are ideal as they are renewable, the latter, which is coal-generated energy and lithium batteries, can deter nature as they have a large carbon footprint. While hydrogen if created through green systems will be more feasible and can be more sustainable to run electric vehicles (EVs). To top it up, the start-up India mission also has played a significant role in helping smart mobilities businesses to thrive in India. Therefore, the need to adopt smart mobilities dependent on green energy is important for this sector to succeed. This chapter also enlightens the reader through a case study about how BLive, an Indian EV start-up introduced smart mobilities in Goa, their mode of implementation, operations and challenges faced.

The very essence of internationalisation, which depends heavily on academic mobility and cross-border interactions, has been adversely affected due to the COVID-19 pandemic and has been associated with a significant decline in student and staff mobility in South Africa and around the world. Nonetheless, it has also catalysed innovation and inspired new approaches to teaching and learning that have the potential to transform the future of higher education. In the aftermath of the COVID-19 pandemic, higher education institutions are grappling with a fundamental question that goes beyond the practicalities of internationalisation: How can we re-envision the concept of internationalisation to meet the challenges of the new normal? This question calls for a deeper reflection on the nature of internationalisation itself. How can we ensure that cross-border interactions and exchanges continue to foster a sense of global community and intercultural understanding, even in a world that is physically distanced? This chapter seeks to explore the profound implications of the pandemic on the internationalisation of higher education (IHE) in South Africa. It aims to critically examine the present challenges to internationalisation and the strategies that have been developed to address them in the context of the post-pandemic world. The chapter employs a critical reflection approach through the use of qualitative research, systematic literature review, and document analysis. By utilising these methodologies, it seeks to delve deeper into the implications of the pandemic on the IHE in South Africa.