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Given the speed at which technologies are reshaping economies and societies, libraries are called to embrace these changes while maintaining their role in the achievement sustainable development goals. This chapter aims to highlight how libraries can embrace the sustaining and disruptive technologies brought by the fourth industrial revolution on the library role in advancing sustainable development. The chapter highlights the role of libraries in sustainable development, and the unveils how the fourth industrial revolution technologies, that is, maker spaces, block chain technology, augmented reality, cloud computing, and artificial intelligence are used to enhance the library role in advancing sustainable development. Major challenges affecting libraries in embracing Library 4.0, that is, chronic financial constraints, inadequate infrastructure, resistance to change, and technical skills deficiency and possible recommendations to overcome these challenges are highlighted. This chapter is based on desktop review of relevant literature and the authors' views.

Historically business education has put greater emphasis on rational analysis and the acquisition of instrumental and technical knowledge, while paying relatively scant attention to developing business students’ soft skills such as self- and social awareness and emotional intelligence through contemplative learning. In light of the growing need for more open and diverse ways of knowing that are more holistic, emotional, and aesthetic in management education, the authors present a 2 × 2 framework of arts-based pedagogy which helps organize various arts-based practices currently used in management education. The authors also share their personal reflections on using artful practices, specifically focussing on two individual-level experiential learning activities (i.e. museum visits and e-portfolio projects) and one group-based participatory art project. The authors further discuss why creative thinking and innovative arts-based practices can open up a new possibility for filling the gaps in current management education, especially in regard to developing students’ self- and social awareness and environmental consciousness in a more creative manner.

This chapter discusses the coupling of High Impact Educational Practices with an Active Learning pedagogical approach applied within an introductory undergraduate Visual Communication course (VC1). The course involves several high impact educational practices, such as collaborative assignments, community-based learning, and ePortfolios as reflective tools. VC1 is also open across the School of Art, Design, and Media and accordingly attracts a diverse, multicultural cohort. This heterogeneity provided an ideal circumstance to encourage the exploration of differing cultural perspectives, life experiences, and worldviews and, subsequently, an opportunity for students to better connect with the subject matter on an intercultural level. While the entire course successfully implemented several high impact practices (HIP), this chapter aims to provide a concise overview of these methods before differing to a more microanalysis; focusing on an integrated, preventing visual plagiarism workshop, which leveraged global knowledge, active learning, and collaborative discourse to facilitate improved academic integrity among the student body. The workshop engaged students by posing ethically driven questions through active learning exercises, such as case study discussions and reflective making activities, to open dialogues and encourage debate on various, and often opposing, ethical perspectives. The overarching objective of this workshop was for students to develop best practice ethical frameworks to subsequently inform and underpin their creative practice, both within higher education and in a professional industry context.

This research paper explores the roles of electronic texts in research projects in the humanities and seeks to deepen the understanding of the nature of scholars' engagement with e-texts. The study used qualitative methodology to explore engagement of scholars in literary and historical studies with primary materials in electronic form (i.e., e-texts). The study revealed a range of scholars' interactions with e-texts during the whole research process. It uncovered a particular pattern of information-seeking practices in electronic environments called netchaining and the main types of uses and contributions of e-texts to research projects. It was found that e-texts play support and substantive roles in the research process. A number of influences from electronic environment are identified as challenges and aids in working with e-texts. The study does not have statistical significance. It indicates a need for further research into scholarly practices, training requirements, and new forms of service provision. Study results are relevant for the development of digital collections, information services, educational programs, and other forms of support for the use of technology in research. The results can be also used to inform approaches to text encoding and development of electronic information systems and have implications for organizational and industry policies. The study found a range of scholars' interactions and forms of intellectual engagement with e-texts that were not documented and analyzed by earlier studies. It provides insights into disciplinary variations in the humanities and contributes to the understanding of scholarly change catalyzed by information technology.