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Purpose: This conceptual paper aims to identify how financial inclusion relates to sustainability and the level of sustainable development.

Methodology: The paper used discourse analysis to identify how financial inclusion relates to sustainability and the level of sustainable development.

Finding: The paper argued that granting access to basic formal financial services contributes to greater sustainable development by ensuring that access to finance is guaranteed sustainably, and basic financial services are provided sustainably and based on sustainability principles to yield a lasting impact for sustainable development. The paper also argued that financial inclusion increases the level of sustainable development because financial inclusion increases the economic opportunities and social welfare of banked adults while it only provides limited benefits for the environment. This approach links financial inclusion to sustainable development by adopting sustainability principles in offering basic financial services to banked adults.

Implication: Consequently, a synergy between financial inclusion and sustainable development is needed. The synergy should be based on sustainability principles, requiring policies integrating financial inclusion into the sustainable development agenda.

Originality: This paper is the first to identify the relationship between the financial inclusion agenda, the sustainable development agenda and the sustainability agenda.

Inclusion is a concept that has been around for years and is implemented in our schools. Some schools do it well and others are still working on it. Inclusion is meant to include students with disabilities in the general education classroom and curriculum. This chapter will briefly discuss special education as well as inclusion. Inclusion will be defined, and benefits and also myths of inclusion will be discussed. In addition, research that supports inclusion will be described. This chapter lays the foundation for the other chapters in this volume that will discuss inclusion and students with specific types of disabilities.

Purpose: This chapter revisits digital financial inclusion as an international development agenda and discusses everything you need to know about digital financial inclusion.

Methodology: This chapter uses conceptual discourse methodology to explain digital financial inclusion.

Findings: This chapter identifies the definitions of digital financial inclusion, the goal of digital financial inclusion, the components of digital financial inclusion, the types of providers of digital financial services, the instruments for digital financial inclusion, the benefits of digital financial inclusion, the risks of digital financial inclusion, and the regulatory issues associated with digital financial inclusion. It also proposes suggestions on how to make digital financial inclusion work for the good of all. This chapter concludes by offering some implications for policymaking and practice in the digital finance ecosystem.

Purpose: This chapter examines some policy ideas on how to achieve high levels of financial inclusion. It explores policy options that can be used to achieve greater levels of financial inclusion.

Methodology: The chapter uses a discursive approach to analyse the steps to achieving full financial inclusion.

Findings: The chapter offers some suggestions on how to achieve full financial inclusion. They include reducing interest rates, introducing conditional low-interest rates, supporting monetary policies with social security payments, reducing taxes, using targeted government spending, supporting fiscal policies with conditional tax rebate and tax exemptions, financial inclusion–environment decoupling, de-risking the financial system, and ring-fencing banking for the poor.

Originality: This study contributes to the financial inclusion literature by exploring additional ways to achieve high levels of financial inclusion.

This chapter examines various conditions for optimality in financial inclusion. The optimal level of financial inclusion is achieved when basic financial services are provided to members of the population at a price that is affordable and that price is also economically sufficient to encourage providers of financial services to provide such financial services on a continual basis. Any level of financial inclusion that does not meet these conditions is sub-optimal and incentive-inefficient both for users and providers of financial services.

Purpose: This chapter aims to present the arguments for and against central bank digital currency (CBDC) increasing financial inclusion. Financial inclusion is one of the many reasons for issuing a CBDC.

Need for the study: There is a need to offer a critical perspective on the proposed financial inclusion benefits of CBDC. This is the first paper to present arguments supporting and statement against CBDC for financial inclusion.

Method: This chapter uses discourse analysis methodology to identify the arguments about CBDC promoting financial inclusion

Findings: The arguments in support of CBDC increasing financial inclusion are that CBDCs can digitise value chains, CBDCs can improve access to digital financial services, CBDCs can help to enlarge the digital economy, CBDCs can enhance the efficiency of digital payments, CBDCs can be used offline when there is no internet coverage, and CBDCs have low transaction costs. Some criticisms are that CBDC may not prioritise financial inclusion, a high price to purchase digital devices for holding a CBDC, non-interest-bearing CBDCs, the strong preference for cash over digital currency, the burdensome identification and regulatory requirements, and the imposition of transaction costs.

Implications: Overall, the arguments presented in this chapter show that there is still disagreement over whether a central bank’s digital currency can increase financial inclusion. Nevertheless, in the light of recent events, many central banks are determined to issue a CBDC for many reasons. Even though CBDCs do not achieve the intended financial inclusion objective, at least the other goals for publishing a CBDC will be performed, such as a significant reduction in cash management costs and the effective conduct of monetary policy.

The purpose of this research is to find the best solution in cutting the poverty chain in the human capital development framework based on human capital investment with the opportunity and threat of Internet Inclusion and Financial Inclusion. This study uses a vector error correction model to see the relationship between variables, response, and impulse between variables to provide an overview of the relationship between variables during the study period and forecast future variable trends. We found that technological and financial inclusion P2P Lending can be an opportunity and a threat to developing the Indonesian people's human capital to reduce poverty. Human capital is proven to be effective in reducing poverty. Increasing human capital through human capital investment supported by inclusion technology and financial inclusion can reduce Indonesia's poverty. Financial inclusion can increase entrepreneurial and economic growth.

Inclusion of children with special needs into mainstream schools reflects a society’s view of their role as caregivers for all citizens, regardless of any understanding of the benefits that educating for inclusion might have. Although inclusion should be conducted throughout all areas of life, frequently people refer to it only as an academic process that teachers must be responsible for. Thus, such inclusion provides teachers with the opportunity to lead future generations towards the development of societies that indeed practice inclusion as a natural process. However, even if we decide to focus on the process only from the school perspective, in practice teachers cannot conduct it efficiently without proper training. This chapter is thus designed to promote the understanding of possible implications of the new inclusion policy in Israeli elementary schools which will allow the development of innovative and quality teacher-training programmes, and the quality of teaching in general.

Change is not synonymous with improvement. Improvement of special education requires better instruction of individuals with disabilities. Although LRE and inclusion are important issues, they are not the primary legal or practical issues in improving special education. Federal law (IDEA) requires a continuum of alternative placements, not placement in general education in all cases. To make actual progress in education of students with disabilities, a single and strict principle of equality or/and antidiscriminatory legal instruments, such as the CRPD, is not enough. Social justice as a multifaceted principle can serve the education of the whole spectrum of special educational needs in national and international contexts. Responsible inclusion demands attention to the individual instructional needs of individuals with disabilities and consideration of the practical realities involved in teaching. If inclusive education is to move forward, it must involve placing students with disabilities in general education only if that is the environment in which they seem most likely to learn the skills that will be most important for their futures.