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Developing a sense of belonging among immigrant youth in multicultural contexts has attracted significant attention from scholars during the last few decades. Studies have already underscored how various educational factors hinder or facilitate students’ sense of belonging to the school or the larger society. Although most students in Hong Kong schools are ethnic Chinese, a significant number of non-Chinese children make students diversity an essential aspect of schooling. The study investigated how schools can develop a sense of belonging among ethnic minority youth in Hong Kong.

As the education system in Hong Kong lacks a multicultural education policy, how can schools help develop a sense of belonging to the school and the larger society among young ethnic minority people? To answer this question, this paper consolidates the two sets of data originally gathered for two research projects. The data was collected through semi-structured in-depth interviews with nine secondary school teachers (Chinese and non-Chinese) and 15 students (non-Chinese) and analysed thematically.

The thematic analysis of the qualitative data identified several challenges and opportunities for developing ethnic minority students’ sense of belonging in Hong Kong.

Researchers in comparative education can further explore how multicultural education and inclusive education approach together can help ensure inclusive and equitable quality education for all and cater to students' diverse learning needs across the education systems.

Given that the aims of multicultural education and inclusive education resonate with each other, schools can focus on the Whole School Approach to developing a sense of belonging among ethnic minority youth in Hong Kong. However, policymakers and practitioners may need to adopt a multifaceted perspective on inclusive education that strives to ensure equitable quality education for all.

The study contributes to the existing body of scholarship on multicultural education and inclusive education. The study findings underscore the importance of an interdisciplinary research framework in education and advocate an integrative approach to supporting students with diverse learning needs in multicultural contexts.

This study aims to systematically review various behavioral biases that impact an investor’s decision-making process. The prime objective of this paper is to thematically explore the behavioral bias literature and propose a comprehensive framework that can elucidate a more reasonable explanation of changes in financial markets and investors’ behavior.

Systematic literature review (SLR) methodology is applied to a portfolio of 71 peer-reviewed articles collected from different electronic databases between 2007 and 2021. Content analysis of the extant literature is performed to identify the research themes and existing gaps in the literature.

This research identifies publication trends of the behavioral biases literature and uncovers 24 different biases that impact individual investors’ decision-making. Through thematic analysis, an attribute–consequence–impact framework is proposed that explains different biases leading to individual investors’ irrationality. The study further proposes directions for future research by applying the theory–characteristics–context–methodology framework.

The results of this research will help scholars and practitioners in understanding the existence of various behavioral biases and assist them in identifying potential strategies which can evade the negative effects of these biases. The findings will further help the financial service providers to understand these biases and improve the landscape of financial services.

The essence of the current paper is the application of the SLR method on 24 biases in the area of behavioral finance. To the best of the authors’ knowledge, this study is the first attempt of its kind which provides a methodical and comprehensive compilation of both cognitive and emotional behavioral biases that affect the individual investor’s decision-making.

The purpose of the paper is to conduct a comprehensive bibliometric analysis and systematic review to examine the research landscape of women empowerment through participation in self-help groups (SHGs), identifying the eminent contributors, intellectual communities and future research agenda in the field of SHGs and women empowerment.

The global works of literature related to the theme of SHGs and women empowerment between 1998 and May 6, 2022 were scanned for bibliometric analysis and systematic review. A total of 176 English language documents from the Scopus database were extracted. Bibliometric analysis is conducted using Biblioshiny and VOSviewer software.

This study finds that SHGs are paramount in achieving rural women’s empowerment multidimensionally. Found that India is the most contributing country with 136 documents, and Ranjula Bali Swain and Fan Yang Wallentin are the most cited authors in the research field of SHGs and women empowerment. In addition, the paper proposes a comprehensive conceptual framework to portray rudimentary antecedents of women’s empowerment achieved through participation in SHGs.

This bibliometric analysis, along with a systematic review demonstrating a framework encapsulating the principal dimensions of women empowerment and their indicators, will be helpful to practitioners, government, policymakers and researchers working in the area of SHGs and women empowerment.

This study recognizes numerous significant contributions by eminent scholars and presents a concise review of the literature for novice researchers working in the area of SHGs and women empowerment.