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Many in Generation Z are concerned about health, nutrition, and lifestyle. They are sensitive to the social determinants of health, represented through concerns about access to health care, viable and affordable housing, poverty, and unemployment. They are also concerned about food choices, their environmental footprint, and the way food is produced. There is similarly high awareness about the importance of nutrition for health. Despite engaging in physical exercise, Generation Z is also exposed to the risks associated with obesity and sedentary lifestyle.

In conventional discourses on sustainability, the relationship between economics and ecology is central. A number of nations' economies benefited from responsible tourism following these conferences. By supporting local businesses and attractions, ‘green’ tourism helps communities achieve their natural and cultural objectives while also preserving their limited resources. In terms of sustainable travel, Kerala was an early leader. This study looks at RT initiatives in various stages, with an emphasis on green tourism's sustainable responsible travel practises. The green economic development bottom line method was used for this descriptive research. These results highlight the difficulties inherent with RT implementation. Our review of secondary data shows that the first rollout of RT was unsuccessful, but that subsequent stages showed great promise. In order to create sustainable tourism on a worldwide scale, the study also highlights the necessity for more research in other culturally distant places.

Young people in rural areas often face barriers when accessing participation opportunities in their municipalities. This affects their voices being heard and their ability to create change. Even though almost half the world’s population lives in rural areas, rural young people’s activism is often overlooked in the literature. In addition, when young people’s activism is explored in empirical research, conceptualisations of activism and methods are often not tailored to rural areas. This chapter, thus, adds to our understanding of young people’s activism in rural municipalities by drawing on a mixed methods case study including thirteen focus groups (FGs; n = 35) and a questionnaire (n = 106) with young people aged 13–17, and semi-structured interviews (n = 11) with teachers from one secondary school in a rural municipality in Germany. Five of the FGs were conducted and analysed by Year 10 students, adding unique insights into participants’ experience of activism. In this chapter, activism is conceptualised as one of the multiple dimensions of citizenship. Activism includes demanding systemic change, individually or collectively, which may include refusing to do things, aiming to prevent laws, raising awareness, and making consumer choices. Rather than being full-time activists, the young people in this study were engaged in only a few forms of activism, often carried out ad-hoc, part-time and in connection with other citizenship activities such as volunteering. Spaces for activism included online, the local municipality, everyday spaces such as the supermarket, and school. Participants experienced multiple barriers when engaging in activism including narratives of non-activist young people, age restrictions, power imbalances and few opportunities for creating change, particularly at participants’ school and in their municipalities.

Colin Bloom’s recent report Does Government ‘do God’? (2023) examines, in great detail, the sensitivity and rigour of the place of religion in contemporary British society. More precisely, how the government and its institutions engage with religion. In the timely report, Bloom uncovers many instances where religion and faith are a force for good but also where society and the actors and agencies that contribute towards it struggle to understand people of faith and their expressions of it. While not specifically examining how universities engage with this, the message is clear, as a society we are largely ignorant of (at best) or hostile to (at worst) the place of religion in people’s lives. This chapter examines what this means for universities and how academics, support staff, and students can become more aware of the contributing factors to a religious worldview. An awareness of religion as a sensitive subject for many, which in turn may lead to misunderstanding, must be addressed and explored in order for shared understanding to emerge.