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Like every other sector, educational institutions have also been suffering immensely due to COVID-19 pandemic. Many educational institutions are now adopting digital classroom services. However, an online platform with the need for appropriate technology and infrastructure from the students’ perspective poses a severe challenge to developing countries like Bangladesh. The paper aims to figure out the relevant factors that affect the extent of student satisfaction with digital classroom services at the school and tertiary levels.

It is a quantitative study of 450 students from Bangladesh who encountered online classes during the pandemic of COVID-19. An equal number of students from all levels, including schools, colleges and tertiary stages, participated in the survey. Exploratory and confirmatory factor analyses are used to interpret the data. Structural equation modeling using AMOS graphic software is incorporated to test the study’s hypothesis.

Among all the four determinants of student satisfaction during this critical era, all levels look satisfied with the three underlying influences: technological, convenience and resource-related factors. However, school-level students found the digital classroom services abrasive with Internet connectivity and technical structures during online classes and exams.

A comprehensive study can assess the difference between private and public university students in this regard. In addition, the impact of gender and/or location (rural/urban area) can be assessed by using the same model of the study.

Having the experience of the students’ satisfaction level during this pandemic, the government, educational institutions and other stakeholders can take away the findings of the results to have a better plan for Internet-based education at every level.

The study is unique to see the readiness of developing nations such as Bangladesh to focus on the sudden uncertainty like a pandemic in introducing the digital education platform. The study can add value to achieving the country’s sustainable development goal of becoming a digitally enabled regional education hub.

Libraries are currently undergoing a significant transformation, emerging as dynamic advocates for environmental sustainability, surpassing their conventional roles as mere repositories of knowledge. In today’s world, dominated by the growing climate crisis, these evolving institutions are poised to play a pivotal role in addressing climate change. However, they confront a range of challenges, including the need to establish sustainable operations, provide accessible climate information, engage diverse audiences and uphold ethical standards.

The research methodology used for this study involves an extensive review of literature. The authors analyze existing studies concerning green libraries and their role as catalysts for climate change action globally. This analysis draws from a variety of scholarly sources, encompassing articles, books and reports, to provide a comprehensive overview of the subject.

The findings indicate that despite the aforementioned challenges, libraries in developed countries worldwide have demonstrated noteworthy success through initiatives such as green building projects, community engagement programs, collaborative partnerships, expansion of digital resources, innovative climate literacy initiatives and a commitment to ethical stewardship. These achievements serve as a source of inspiration, fostering hope and spurring action as libraries empower communities to embrace environmental stewardship. They showcase the potential of libraries as catalysts for positive environmental change.

The originality and value of this research lie in its insights into the potential of green libraries initiative as a catalyst for climate change action. Ultimately, this study opens the door to untold literary exploration, revolutionizing the art of green library capacity in the ever-evolving technological landscape. To augment their impact, libraries are encouraged to broaden the scope of their climate education initiatives, expand their digital resources, cultivate strategic collaborations, prioritize ethical responsibility and implement thorough evaluation and communication practices.

This chapter explores the empirical and empathetic approaches employed by a group of fieldworkers from Japan who collaborated with individuals from different parts of Southeast Asia. Their objective was to address shared societal challenges and mentor the next generation of future talents. Additionally, research administrators at Kyoto University conducted an online survey and organized study group meetings focused on Science, Technology and Innovation (STI) coordination, engaging approximately 700 partners in ASEAN. While formal job guidelines for hiring full-time research administrators are rare in the region, many researchers and government officials in ASEAN recognised the importance of these coordination skills and values in advancing STI projects. Coordinating ASEAN-Japan projects has demonstrated that practical experiences with skilled professionals and strong interpersonal skills aligned with Asian cultural values that prioritize conscience and altruism. As a next step, the region will require appropriate human resource training and assessment programs tailored to local STI needs.

The global landscape of higher education has witnessed a steady increase in the mobility of international students, as more individuals seek diverse academic experiences and cross-cultural learning opportunities. This paper conducts a systematic literature review to investigate trends, research directions and key themes in the literature. By utilising the push–pull factor model the aim is to provide a comprehensive understanding of the factors influencing international students' choices to pursue higher education and future career opportunities abroad.

A systematic literature review approach was applied. The selection was made using PRISMA framework-based inclusion and exclusion criteria. The review includes 43 publications from 2010 to 2022.

The review results revealed five themes of scholarly conversations labelled as (1) betterment of life, (2) policy of the host country, (3) role of institutions, (4) return to home country and (5) social, economic, environmental, individual and cultural factors. The findings emphasise on the significance of factors such as the quality of education, visa requirements, academic reputation, tuition fees, availability of scholarships, job opportunities, social, economic, environmental, individual and cultural factors. The paper also identifies language barriers, visa policies and social integration difficulties as major barriers to international students' stay in the host country after graduation.

This research enhances the current body of literature by conducting a comprehensive analysis of the empirical evidence available in literature that investigates the mobility of international students. The outcomes of this study will make a valuable contribution towards developing a more profound comprehension of the primary factors that influence international students' decision to pursue their education abroad.

This research aims to shed new lights on the most shared constructs developed on Innovation Ecosystems, Entrepreneurial Ecosystems and Technology Transfer Ecosystem proposing an additional stand-alone ecosystem.

This research is built upon a qual-quantitative analysis of an empirical case. The latter analysis is performed through a single case study methodology on the San Giovanni Hub of the Federico II University of Naples.

Evidences show how a technological hub orchestrates three main ecosystems for the knowledge exploitation: the technology transfer ecosystem, devoted to gather knowledge form universities' labs towards industries; the innovation ecosystem, able to manage the exploration and exploitation of new knowledge and techniques; the entrepreneurial ecosystem, that supports startup/spinoff creation process.

Limitations mainly concern the fact that it is centred on just one case study.

Practical implications imply new opportunities of collaboration involving different stakeholders as university administrators, researchers, businesses and policymakers, creating a supportive environment for innovation.

The research offers a new vision about the role of Universities as creators and enablers of ecosystems pursuing diverse value propositions. The Academic Innovation Ecosystem is a new conceptualization of this role played by a university, and it can convey innovation and entrepreneurial attitude within its ecosystem leveraging on the transfer of university knowledge and technology.

Innovation ecosystems (IEs) have attracted the attention of policymakers and researchers because of their potential to positively affect territories, creating shared value. However, due to the fragmentation of IEs, how this happens in different IEs has been explored only partially. This research aims to bridge this gap, aiming to support policymakers in understanding how to foster shared value in diverse IEs.

The paper identifies, based on the literature, two “drivers of aggregation” of IE's actors as key dimensions characterizing shared value in IEs, namely physical proximity and dominant issue. If these are combined, three archetypes emerge: Hub- and Chain-Driven, Place-Driven, Competence- and Issue-Driven IEs.Then, elements useful for understanding shared value creation in these archetypes are framed and studied in real cases.

Results reveal that aggregation drivers affect shared value creation, which differ among archetypes: in Competence- and Issue-Driven IEs alignment is challenged by the low physical proximity, which in Place-Driven IEs is high, but not enough to grant shared value; in Hub- and Chain-Driven IEs, the hub is the orchestrator, representing both a driver and a risk.

Differences in shared value creation processes relate to the set-up of the IE, which has relevant implications for policy definition. In Competence- and Issue-Driven IEs, policies at diverse levels align in funding and promoting the IE; in Place-Driven IEs, policies support anchors' development on-site; in Hub- and Chain-Driven IEs, policies, sometimes absent, should foster partnerships for projects for the territory, IE's enlargement and resilience.