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Purpose: This chapter examines the impact of artificial intelligence (AI) on employability and dispels the misconception that AI negatively affects job opportunities. The study aims to shed light on the ways in which AI can enhance employability by complementing natural intelligence and enabling employees to demonstrate creativity in various aspects of their work.

Need for the study: In the 21st century, AI has become ubiquitous, and governments worldwide are actively promoting its integration into various industries and systems. However, concerns about the potential negative consequences of AI have emerged.

Methodology: It is reviewing commentary secondary sources of data viz. books, articles, journals, newspaper articles, reports which have been considered to bring forth the advent of AI being an important premise for the construct of employability

Findings: The findings of this study reveal that the perceived negative impact of AI on employability is a misconception. AI technology, such as Alexa, ChatGPT, and OpenAI, has made significant advancements in the market but is still unable to pass the Turing test. Consequently, it is recommended that AI companies take a pause to fully understand and address the consequences associated with AI implementation.

Practical implications: The practical implications of this study are twofold. First, it debunks the myth that AI jeopardises employability associated with natural intelligence, highlighting the importance of human skills in conjunction with AI technologies. Second, it calls for a strategic approach for organisations and governments to adapt to AI while ensuring the workforce remains adaptable and equipped with the necessary skills. This study provides insights for policymakers, employers, and individuals to embrace AI to augment human potential and improve global market productivity.

Purpose: The COVID-19 pandemic is the most severe threat we have faced since World War II. So far, there have been about 5 million recorded cases, with over 300,000 fatalities globally. The epidemic is also wreaking havoc on the corporate world. People are losing their jobs and money, and no one knows when normalcy will return. So, addressing the VUCA Leadership Strategies Model is important to get more insight into this topic.

Need for the Study: According to the International Labor Organization, the pandemic might cost 195 million jobs. Even when the immediate impacts wear off, the long-term economic impact will reverberate for years. All four volatile, unpredictable, complex, and ambiguous (VUCA) characteristics apply to the issues we confront due to the coronavirus.

Methodology: Changes caused by COVID-19 occur daily, and are unpredictable, dramatic, and quick. No one can predict precisely when the epidemic will end or when a treatment or immunisation will be available. The pandemic impacts many parts of society, including health care, business, the economy, and social life. There is no ‘best practice’ that enterprises may utilise to tackle the pandemic’s issues. The VUCA leadership strategy models will be discussed and compared in this research study.

Findings: In this moment of transition, leaders must adhere to their fundamental values, core purpose, and ambition for big, hairy, and audacious goals.

Practical Implications: In this chapter, VUCA leadership strategy models will be discussed in detail for pre- and post-pandemic scenarios and their impact on different sectors, which will be very important for researchers in the same field.

Parents ‘matter’ to schools for their child’s education and parents ‘matter’ in relation to their child’s wellbeing. Indeed, in his synthesis of over 800 studies, Hattie (2008) equated the benefits of parental engagement with schools as being equivalent to adding two or three further years to their education. The aim of this chapter, therefore, is to look at parents in relation to wellbeing through positive education and, as part of this, the concept of positive psychology parenting too. Drawing on scientific research, the benefits of positive psychology to parents and families, alongside some of the ‘why’ and ‘how’ parents can better engage with schools, will be presented. A Positive Psychology in Practice case study of Bounce Back, a freely available, online introduction to positive psychology designed to give parents and carers an introduction to several different concepts, approaches, and hands-on techniques, based on the principles of positive psychology, will also be provided. This case study will also present Bounce Back as an intervention, giving parents and carers practical advice on how best to use this online resource, as well as information on how to implement some of the wider ideas from positive education at home to help them better understand, and intervene in, their own and their family’s wellbeing.

This chapter is on positive education in primary schools (including pre-schools), and how programmes that use interventions from positive psychology (PPIs) can have positive effects (academic and for well-being), on children in this age group (up to 11 years). It explores some of the key challenges of implementing PPIs at younger ages and why, compared to secondary schools, limited studies of PPIs in pre- and primary schools exist. Based on the author’s personal experience of successfully delivering a multiple PPI (mPPI) in a primary school in the United Kingdom, the chapter also presents a case study. In particular, a mPPI known as Hummingbird Primary, adapted from the Hummingbird Project which has successfully been delivered in high schools; see Chapter 3. The case study presents an overview of the mPPI, the impact it had and some of the lessons learned. The chapter concludes with recommendations for educators wishing to implement PPIs in a whole primary school setting.

Customer experience is increasingly recognized as a source of competitive advantage. Customer experience refers to customers' responses and reactions to cues within touchpoints along customer journeys. Nowadays, customers often interact with online touchpoints – such as social media, websites, or e-commerce – in their customer journeys. Given that customer experience is multidimensional, this chapter addresses the following question: How can sensorial experiences be triggered in online touchpoints? Based on a review of the literature on customer experience and sensory marketing, four challenges in triggering sensorial experiences in online touchpoints are identified: (1) limited sensorial cues, (2) lack of thematic congruence between online and offline touchpoints, (3) sensory overload, and (4) lesser control over sensorial cues. Then, two routes through which organizations can trigger sensorial experiences in online touchpoints are proposed: (1) directly influencing sensations through sensory-enabling technologies, and (2) indirectly influencing sensorial perceptions through the use of sensory and nonsensory cues. The chapter closes with a presentation of a model that describes the process of triggering sensorial experiences in online touchpoints as well as a checklist of relevant questions for practitioners who wish to do so.