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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.

At the virus' US epicenter, New York City, teachers experienced the impact of the pandemic firsthand in real time. Consistent with intensification (Apple, 1986), as school struggles to adapt to a rapidly changing social and educational landscape, socioemotional stressors and occupational responsibilities increase. Through the metaphoric (Craig, 2018) image of a candle, and using the tools of narrative inquiry (Connelly & Clandinin, 1990) – broadening, burrowing, storying, and restorying – we surface four teachers' lived experiences in a year filled with incredible grief and loss, socio-political-cultural trauma, racial strife, and personal-professional challenges to show their resolve and resiliency to persevere through and beyond burning out.

This chapter shows that students' counter-storytelling revealed feeling tolerated, invisible, isolated, and judged as well as needing to prove oneself, overcome stereotypes, and act as the spokesperson for one's race based on the dissertation conducted by April M. Clay, one of the authors. Through critical race theory (CRT), it can be gathered from the responses that race and racism affect the African American students' quality of life in school. Whether they said race played a significant role explicitly or implicitly, the participants' counter-stories revealed a shared experience of feeling outcasted.

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.

This study aims to track and integrate past research concerning how tourism might improve natural disaster management, detect thematic research areas and develop an agenda for future research.

Using a systematic literature review methodology, this research synthesises academic papers indexed in the Scopus, Web of Science and EBSCOhost (Hospitality & Tourism Complete) databases. A total of 34 articles published in peer-reviewed English journals were systematically selected for review and analysed using a thematic approach.

This review highlights a growing interest in the potential and value of tourism for disaster management. Eight key themes emerged in the review, including education and information communication about disasters; tourism facilities for disaster preparation; tourism resources in emergency conditions; livelihoods and economic recovery; disaster-related tourism attractions for recovery; destination re-branding and re-framing; community reinvigoration in tourism-driven disaster recovery; and special-interest tourism for recovery. A natural disaster management schematic empowered by tourism highlights tourism industry opportunities to positively impact the entire disaster management process.

To the best of the authors’ knowledge, this work offers the first systematic review of the research on how tourism might support multiple stages of natural disaster management. This study thus complements and enriches extant literature reviews on the nexus between tourism and disaster management. The framework presents timely guidelines for planners, developers and other key stakeholders to leverage tourism initiatives to improve disaster management outcomes.

本研究旨在追溯和整合以往研究中关于旅游业如何提升自然灾害管理的实践和发现, 明确主要研究领域并提出未来研究议程。

通过系统文献综述方法, 本研究综合了Scopus, Web of Science和EBSCOhost（Hospitality & Tourism Complete）数据库中索引的学术论文。共有34篇发表在同行评审的英文期刊上的文章被系统地筛选出来, 随后使用主题分析方法进行分析。

文献综述发现, 学者和行业实践者对旅游业在灾害管理方面的潜力和价值越来越感兴趣。综述分析发现了八个关键领域：灾害的教育和信息交流; 旅游设施用于备灾; 旅游资源用于紧急情况; 生计和经济复苏; 灾难相关的旅游吸引物; 灾难地品牌重塑和重构; 旅游业驱动的社区灾后重振; 灾后重建中的特殊兴趣旅游。本文设计了由旅游业赋权的自然灾害管理示意图, 突出了旅游业对整个灾害管理进程产生的积极影响和潜在机会。

本文首次系统地回顾了旅游业如何支持多个自然灾害管理阶段的相关研究。此项研究补充和丰富了关于旅游业与灾害管理之间关系的现有文献综述。该框架为规划者、开发商和其他主要利益相关者在利用旅游举措来改善灾害管理方面提供了及时的指导方针。

Este estudio identifica e integra las investigaciones anteriores sobre cómo el turismo podría mejorar la gestión de desastres naturales, detecta áreas temáticas de investigación y elabora una agenda para la investigación futura.

Usando una metodología de revisión sistemática de la literatura, esta investigación sintetiza artículos académicos indexados en las bases de datos Scopus, Web of Science y EBSCOhost (Hospitality & Tourism Complete). Se seleccionaron sistemáticamente un total de 34 artículos publicados en revistas inglesas con revisión por pares para su revisión y análisis mediante un enfoque temático.

Esta revisión pone de relieve el creciente interés por el potencial y el valor del turismo en la gestión de desastres. En la revisión surgieron ocho temas clave: la educación y la comunicación de información sobre desastres; instalaciones turísticas para la preparación ante desastres; recursos turísticos en condiciones de emergencia; medios de subsistencia y recuperación económica; atracciones turísticas relacionadas con los desastres para la recuperación; cambio de marca y replanteamiento del destino; revitalización de la comunidad en la recuperación de desastres impulsada por el turismo; y el turismo de interés especial para la recuperación. Un esquema de gestión de desastres naturales potenciado por el turismo pone de relieve las oportunidades de la industria turística para influir positivamente en todo el proceso de gestión de desastres.

Este trabajo ofrece la primera revisión sistemática de la investigación sobre cómo el turismo podría apoyar las múltiples etapas de la gestión de desastres naturales. Este estudio complementa y enriquece la bibliografía existente sobre el nexo entre el turismo y la gestión de desastres. El marco presenta directrices oportunas para que los planificadores, los promotores y otras partes interesadas clave aprovechen las iniciativas turísticas para mejorar los resultados de la gestión de desastres.

Twenty-first century education has been reconfigured to keep up with growing societal shifts in an effort to support a wide variety of learners. As changes occur, the workload for teachers continues to expand with little to no support and resources within classroom spaces to keep up with the current times. Post pandemic, the expectations and systems have shifted emphasizing the need for more programming around social emotional learning and systems to help mitigate the learning disruption. The insurmountable pressure placed on teachers has led to a robust and persistent departure of the profession causing the entire education system to rethink the policies, structures, and systems that influence teacher burnout.

Education, and especially the life of a teacher, is constantly evolving. Teachers' roles and responsibilities have become more complicated and multifaceted over time. Therefore, they have to invest a great deal of time, energy, and effort to navigate the demands and complexities of their role. In the last 20 years, education has changed in response to increased workload, the rise of high-stakes testing and accountability, social-emotional and behavioral challenges among students, school safety concerns, equity concerns, and now the coronavirus pandemic. These factors have been linked to high stress and teacher burnout, which leads to more teachers leaving their jobs (Arvidsson et al., 2019). Nonetheless, those who endure the flames of burnout do so because they are resilient in the face of adversity and persistent in their commitment to the call of teaching and learning. This chapter examines the effects of stress and burnout among three alternatively certified teachers and the behaviors and strategies these educational first responders employ to build resilience and persistence in their service to the students who shape our future.

This chapter uses narrative inquiry to tell the stories of two female neophyte educators experiencing the oppositional misalignment between their idealized perception of female teachers in American society and their personal realities by providing alternate images of women in education. American teachers, especially women, are perceived as a homogeneous group that lives to serve the children of others and inhabit a monochrome, two-dimensional, existence inside the educational landscape of schools (Clandinin & Connelly, 1996). However, the prevailing notions and outdated imagery of teachers is flawed in its lack of acknowledgment of the richly diverse and textured lived experiences of women both inside and outside of the educational field. Furthermore, female teachers face tremendous pressure to imitate these unrealistic ideals and expectations at the expense of the authentic self, which can lead to a myriad of internal dissonances, such as burnout, serving as an umbrella over PTSD, anxiety, compassion fatigue, decreased confidence, and lower job satisfaction. The researchers in this chapter come from nontraditional backgrounds to capture the negative effects of subtle, persistent, and unrealistic expectations of females that contribute to feelings of burnout at the onset of our teaching careers.

Purpose: The purpose of this paper is to consolidate knowledge and benchmark the progress being made across the 32 International Federations (IFs) in the Summer Olympic Programme.

Design/methodology/approach: A website content analysis, analytical hierarchy of information, and social media research was conducted to triangulate the barriers and drivers of environmental sustainability (ES) progress. This data was then analysed to empirically substantiate the findings of previous methods by exploring potential drivers of IF ES progress and communication and refining the ranking of IF ES progress.

Results and findings: World Sailing is by far the most advanced IF in terms of ES progress, followed by World Athletics. Only 4 out of 32 have any sort of strategic ES plans. Only golf, surfing, football, sailing, and hockey have received any academic attention. There is a significant lack of understanding of environmental practices across sport, and their drivers/barriers. There is limited accountability with regards to ES progress and activities throughout the Olympic Movement. This has resulted in uneven diffusion of environmental activities.

Originality: This paper is a new contribution to sport management and ES literature. It provides a benchmark of understanding for ES in the Summer Olympic Programme for the first time using a hierarchy of information to ground results. The exploration and comparison of the perspectives of separate sports adds to the paper's originality.

This chapter examines the difficulties teachers currently face while attempting to teach toward more justice, more equity, and more healing in an increasingly challenging political climate. The author explores how Critical Race Theory (CRT) has been used by activists and politicians on the far right to shut down good faith debates about what students should learn about race in America and in the teaching of American history. The author suggests how progressive educators and teacher educators can best respond in this political moment and reclaim the debate over our shared values of freedom, justice, and democracy.