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Education had proven to be one of the main determinants of economic growth, and it is a reason of the variations in economic growth levels between developed and developing countries. One of the main dimensions in studding the relationship between economic growth and education is the gender dimension or the importance of gender equality or female education in achieving economic growth. This chapter aims to test the hypothesis of the existence of a positive relationship between female education and economic growth in Egypt since 1990.

To address this question, Auto Regression Distributed Lag (ARDL) Bound test approach is conducted to analyze the co-integration between female education and economic growth using Egyptian Data for the period 1990–2022. The Empirical analysis for Egypt suggests the existence of positive significant relationship both in the short run and long run and that the impact of female education on economic growth is larger than the impact of education in general on growth. This could be explained by the existence of gender gap in Egypt, labor market, and thus, more educated girls able to enter the labor market will affect the economic growth more than the education of both sexes, in other words, there is still a room for improvement in the female labor market opportunities than for both sexes. The chapter also confirms the existence of a direct link between education in general and economic growth and thus confirms the hypothesis of the positive impact of education economic growth.

Human perceptions, attitudes, and relationships are shaped by worldviews and values. The rich mosaic of worldviews in today's fast-changing global village, where cultures interact and information flows freely, challenge educators and students. Worldviews influence problem modeling and solutions. Worldviews give us psychological confidence that the world is as we see it, safe, secure, and belonging. Each worldview is consistent with the assumptions, ideals, and analytical processes. Values define behavior, attitudes and decision-making. The global higher education system's long history and recent developments in globalization, technological innovations, and internationalization make it even more complex. Globally, higher education is evolving rapidly. Global political, economic, social, technological, and environmental factors promote rapid change. Higher education institutions have struggled to adapt to these developments due to limited resources and capacity. Growing demand has created new business models and institutions. Access, equity, inclusion, and quality are new issues that emerged. To be relevant in a rapidly changing environment, higher education institutions must adapt to the knowledge society and growing need for access. This anthology contains 14 thought-provoking studies on worldviews and values in teaching-learning, curricula, assessment, and outcomes.

Intrinsic values to the field of special education include advocacy, inclusivity, individuality, and empiricism. From early days of providing custodial care in segregated settings, special education has evolved into a program that seeks to educate students with a wide range of learning needs in inclusive settings and identify a robust research base that informs its policies and practices. Important concepts such as inclusion and continuum of services have not only been valuable in conceptualizing and in providing intervention for students with disabilities but have also been valuable in advancing the field. Research in special education and students with disabilities has been instrumental in moving the field forward. In the future, special education will continue to be valuable in supporting students whose learning and survival needs deviate from the norm in meaningful ways by delivering responsive evidence-based instruction.

This study examines two crucial aspects of employability in the tourism industry, with a particular emphasis on contemporary advancements. The first aspect pertains to the emerging demands in the employability sector of the tourism industry, driven by technological advancements. Given the evident nature of this emerging trend, it is imperative to possess a robust infrastructure and comprehensive knowledge. The second aspect is to evaluate the level of education that industry employees receive in relation to the tourism sector in order to ensure sustainable development.

The study employed a thematic literature review to evaluate the significance of tourism education on employability and the necessity of adopting technology.

The findings deviate from the extensive literature search showed that Higher Education Institutions should prioritise ensuring that the new generation’s technological capabilities align with the traditional curricula in their respective fields, given the widespread use of personal computers and smartphones. Ultimately, students are increasingly expecting that technology will significantly impact their educational experiences and modes of communication for their future careers.

It is widely acknowledged that the most efficient approach to fostering learning is to exert authority over the learning setting, and educators should generate learning prospects for students rather than merely transmitting information and facts.

This review assesses two key aspects of employability in the tourism industry, focussing on recent technological advancements and the necessary skills for students' future careers.

Proponents of micro-credentials envision them as vehicles for upskilling or re-skilling individuals. The study examines how integrating micro-credentials in the higher education ecosystem enhances employability. It aims to offer insights from the perspective of stakeholders who may benefit from these credentials at an institutional or individual level.

Online in-depth interviews are conducted with 65 participants from India, Nigeria, the United Arab Emirates and the United Kingdom to explore how micro-credentials can be a valuable addition to the higher education ecosystem. A multi-stakeholder approach is adopted to collect data.

The analysis highlights two possible methods of integrating micro-credentials into the higher education ecosystem. First, micro-credentials-driven courses can be offered using a blended approach that provides a flexible learning path. Second, there is also the possibility of wide-scale integration of micro-credentials as an outcome of standalone online programs. However, the effectiveness of such programs is driven by enablers like student profiles, standardization and the dynamics of the labor market. Finally, the study stipulates that micro-credentials can enhance employability.

The study's findings suggest that, for successful integration of micro-credentials, an operational understanding of micro-credentials, their enablers and strategic deliberation are critical in higher education. Institutions must identify the determinants, address technological limitations and select a suitable delivery mode to accelerate integration. However, micro-credentials can augment employability, considering the increasing emphasis on lifelong learning. An overview of the findings is presented through a comprehensive framework.

With the rapid development of the economy in China, the wealth of residents has continued to increase, and most families have gradually been aware of the importance of commercial insurance. The family purchase of insurance in China was still not optimistic. Many scholars focus on wealth allocation, but the attention to the commercial insurance market was still less. Based on previous research studies, this study aims to investigate the impact of education and financial literacy on the commercial insurance purchase in China.

China Household Finance Survey data was used to investigate the purchase of commercial insurance in Mainland Chinese families. Factor analysis was used to construct financial literacy, and the education data were combined to analyze the commercial insurance purchase using the Probit model and the Tobit model. Finally, the contributions of education and financial literacy to commercial insurance purchases were analyzed.

Both education and financial literacy exerted a positive impact on the purchase of commercial insurance in China. Individual characteristics such as gender, age, marital status, risk attitude, purchase of social insurance and consultation with a financial advisor possessed significant effects; household factors like household size and assets, macro factors such as the density of financial institutions and the density of financial industry staff, and regional factors as local unemployment rate excreted influences on the commercial insurance purchase.

Based on the current economic development in China, this study investigated and expressed opinions on the public and insurance companies regarding commercial insurance purchases. It accentuated financial literacy and education as factors that facilitated commercial insurance development.

Education 4.0 (E 4.0) represents a new paradigm in the field of education, which emphasizes a student-centric approach that allows learners to access education anytime, anywhere, tailored to their individual needs through modern-day technologies. The purpose of the study was to unearth the critical success factors (CSFs) essential for the successful implementation of E 4.0.

The CSFs were unearthed using a literature review and further the interrelationships were analysed using multi-criteria decision making (MCDM) approach.

The study unearthed 15 CSFs for the successful implementation of E 4.0. The most important factor for the successful implementation of E 4.0 was personalized learning which was found to be the casual factor. The other causal CSFs were clear vision and leadership for E 4.0, stakeholder involvement, data analytics in teaching and learning, inter-disciplinary learning and blended learning environments. The effect factors were digital citizenship-based education, teacher training and development for E 4.0, supportive environment, curriculum redesign for E 4.0, open educational resources, digital technologies, formative assessments, infrastructure for E 4.0 and sustainability in education.

This is the first study which unearthed the CSFs and found the interrelationships among them, thus contributing to the theory of technology organization environment.

This study represented a pioneering effort in understanding the CSFs underpinning the successful adoption of E 4.0, paving the way for a more personalized, tech-savvy and effective education system.

This paper aims to consolidate empirical studies between 2013 and 2022 to investigate the impact of artificial intelligence (AI) in higher education. It aims to examine published research characteristics and provide insights into the promises and challenges of AI integration in academia.

A systematic literature review was conducted, encompassing 44 empirical studies published as peer-reviewed journal papers. The review focused on identifying trends, categorizing research types and analysing the evidence-based applications of AI in higher education.

The review indicates a recent surge in publications concerning AI in higher education. However, a significant proportion of these publications primarily propose theoretical and conceptual AI interventions. Areas with empirical evidence supporting AI applications in academia are delineated.

The prevalence of theoretical proposals may limit generalizability. Further research is encouraged to validate and expand upon the identified empirical applications of AI in higher education.

This review outlines imperative implications for future research and the implementation of evidence-based AI interventions in higher education, facilitating informed decision-making for academia and stakeholders.

This paper contributes a comprehensive synthesis of empirical studies, highlighting the evolving landscape of AI integration in higher education and emphasizing the need for evidence-based approaches.

This study investigated the impact of entrepreneurship education on the international entrepreneurship intention of the university students while considering the mediating roles of entrepreneurship alertness, proactive personality, innovative behaviour and the moderating role of global mindset in this relationship.

The research employs a survey methodology, utilising a structured questionnaire for data collection. The study specifically concentrates on students enrolled at Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development (AAMUSTED) in Ghana, drawing its sample from six academic programmes within the university. Data analysis is conducted using structural equation modeling (SEM).

The findings of this research revealed that entrepreneurship education exerts a positive influence on the international entrepreneurial intention. Furthermore, entrepreneurship alertness acts as a mediator in the relationship between entrepreneurship education and innovative behaviour. Similarly, a proactive personality serves as a mediating factor between entrepreneurship education and innovative behaviour. Moreover, innovative behaviour operates as a mediator in the relationship between entrepreneurship education and international entrepreneurship intention. Additionally, a global mindset plays a crucial moderating role in the connection between entrepreneurship education and international entrepreneurship intention.

This study makes a significant contribution to the field by shedding light on the mediating roles of proactive personality, entrepreneurial alertness, innovative behaviour and global mindset moderating the relationship between entrepreneurship education and international entrepreneurship intention. These insights offer fresh perspectives on the complex dynamics at play in the realm of entrepreneurship education and its impact on students' intentions for the international entrepreneurship.