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This chapter argues that feminist inquiries and activism must be pursued considering women’s marginalized position within a religious institution in Canada in the 21st century. Drawing on Canadian Catholic nuns’ unique accounts of their experiences with the Roman Catholic Church, this chapter brings nuance to the complicated power dynamics navigated by women religious to show how women remain excluded and exploited in various ways in their own religious institutions. We point to the institutionalized Roman Catholic Church’s long-standing control over women’s reproductive rights, as well as its ongoing prohibition and recent criminalization of women’s ordination. We also address recent structural dynamics at play by drawing attention to a recent Vatican investigation and ongoing surveillance of women religious in North America under newly established church doctrine. We view these recent tactics as evidence of the Vatican’s renewed commitment to existing gender hierarchies within the Church. Feminist intervention is especially important considering this deepening patriarchal power and how, by extension, the church is regressing rather than progressing towards gender equality, even while it shows evidence of shifting attitudes on other social issues. This chapter also underscores the implications of a global religious institution for women in Canada.

Industry 4.0 or the Fourth Industrial Revolution is characterized by robotic process automation and machine-to-machine communications. Since computers, machines, and robots share information and knowledge more swiftly and effectively than humans, the question is what human beings' role could be in the era of the Internet-of-Thing. The answer would be beneficial to institutions for higher education to anticipate. The literature reveals a gap between the intended learning outcomes in higher education institutions and the needs of employers in Industry 4.0. Evidence is shown that higher education mainly focused on knowledge (know-what) and theory-based (know-why) intended learning outcomes. However, competent professionals require knowledge (know-what), understanding of the theory (know-why), professional (know-how) and interpersonal skills (know-how and know-who), and need intrapersonal traits such as creativeness, persistence, a result-driven attitude et cetera. Therefore, intended learning outcomes in higher education should also develop interpersonal skills and intrapersonal characteristics. Yet, personality development is a personal effort vital for contemporary challenges. The history of the preceding industrial revolutions showed the drawbacks of personality and character education; politicians have abused it to control societies in the 19th and 20th centuries. In the discussion section, the institutions for higher education are alerted that the societal challenges of the twenty-first century could lead to a form of personality education that is not in the student's interest and would violate Isaiah Berlin's philosophical concept of ‘positive freedom’.