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The purpose of this study is to test the effect of entrepreneurship education programs (EEPs) on the individual entrepreneurial orientation (IEO) by considering the innovativeness, proactiveness and risk-taking dimensions of undergraduate students and the role of these dimensions on the relationship between program inspiration (PI) and entrepreneurial intention (EI).

This study uses a pre- and post-test analysis with data from 1,423 undergraduate students from two emerging countries in Latin America: Colombia and Ecuador. To verify the effect of the EEP on innovativeness, proactiveness and risk-taking at two-time points, the analysis of median for the difference of two paired populations (Sign Test and the Wilcoxon signed-rank test) was used. In addition, structural equation modeling analysis under the covariance and multigroup approach was applied to test the relationship between PI, IEO and EI.

The results of this study show that the EEP enhances innovativeness, proactiveness and risk-taking whose effects are more prominent in Ecuadorian students. Equally importantly, the EEP benefits represented in PI translate into higher EI through the mediating effect of the IEO dimensions for both the Colombian and Ecuadorian contexts, where the findings suggest no significant differences between two groups.

The findings of this study contribute to a better understanding of entrepreneurship education's role in entrepreneurial competence's development and intention by revealing the role of IEO dimensions. This study is one of the first studies that applies the IEO to contribute to the literature on the relationship between entrepreneurship education and intention from an emotional entrepreneurial perspective.

One of the characteristics of our age is urbanization and the increase in the population of cities and the development of small and large cities. In fact, the sustainable development of a city, which in its general sense means all-round growth and expansion without contradiction, with two main goals: (1) improving the quality of life in terms of the capacity of the environment and (2) responding to the needs of the present generation without restrictions for the future ones. But according to the fifth wave theory, entering the first edge of the future from 2020 to 2030, with the development of urbanization, we are witnessing instability in recent decades. Depletion of forests, thinning of the ozone layer, accumulation of greenhouse gases, noise pollution, threatening air pollution in cities are among these indicators in urban areas. Other important indicators also show the social and economic instability of the world community. The increase in poverty, economic growth without job creation, increase the gap between developed and developing countries, social disintegration, and the sense of citizenship of the residents of local communities and the class gap are among these indicators. Therefore, since 1970, with the advancement of technologies, today the realization of urban development depends on attention to the factors of innovation, digitalization, and intelligentization. In the concept of development, aspects, domains, and scales become important. This improvement of the current situation will be realized when it brings all-round intelligence without conflict and contradiction in meeting the tangible and intangible needs of this society. Growth in material and spiritual aspects, from local to global scales and in different economic, cultural, educational, social, technological, and even political fields. Therefore, paying attention to the quality makes the concept of development more effective. These qualities are aligned with the concept of sustainability. In this chapter, U-city, smart sustainable mobility through 5th Wave, i-Sustainability Plus, and doost cultural theory (DCT) will be probed as a new concept of urban living for blue-green smart city and mobility. In addition, challenges made some countries not to prefer to utilize smartness and ubiquitous idea as a tool for their problems, will be explored.

Toward the construction of a new paradigm in teacher education in a globalized and digitalized society where it is intended to value knowledge and teacher professional development sustained by collaboration and cooperation, training policies and models based on technology-enhanced active learning will be required. This chapter aims to analyze the dimensions that can affect these training models within a new educational paradigm, at the level of professional development and increase of technological skills, collaborative processes for the creation of communities of practice, and promotion of active learning that contribute to innovative hybrid environments and transformative learning. In the Covid-19 post-pandemic, it is crucial to study and mobilize the experiences developed in the educational field exploring how these can be harnessed to build this new educational paradigm. This work aims to contribute with a reasoned reflection and insights concerning learning models and methodologies in teacher education that contribute to transformative active learning. Focusing on the link between preservice and in-service teacher education, the interrelation among teacher education and evaluation, and the construction of innovative technology-enhanced learning environments, for instance through the active training model.

The development of higher learning institutions (HLIs) is considered a strategy to trigger urban space development – and it is the economy in most developing countries. HLIs can develop and maintain pace with the experience economy in the current urban economy, particularly in the services sector. This paper seeks to evaluate the influence of HLIs on elements of the experience economy in the urban services sector in Bandar Baru Bangi (BBB), a knowledge-based city.

The research adopted a purposive sampling technique and engaged 382 urban community respondents in BBB, Malaysia. The study used four elements (education, gastronomy, health, and the retail sectors) to assess the experience economy performance.

The results show that the local community is the “active users” of the services, and the active users have enjoyed the existence of the experience economy. Findings reveal a preference for education and health over gastronomy and retail sectors. Of these four sectors, the education sector experience had the most prominent effect, thereby showing that the higher learning institutions around this city served a major role in the sector development of urban services.

The research used a purposive sampling method and engaged 382 respondents in BBB, Malaysia. The restriction of the study area to BBB is a limitation component. Future studies should explore a large-scale investigation to evaluate better and validate the results.

The research has shown that the city's higher education institutions have affected the development of the experience economy in the four sectors.

The study shows that the framework of the experience economy and the establishment of HLIs can stimulate the experience economy within the urban services sector.

The purpose of this study is to identify global trends in disruptive technological change and map the social and policy implications, particularly as they relate to the educational ecosystem and main stakeholders across all levels of education.

The authors conducted a two-stage meta-analysis of 1,155 scholarly, peer-reviewed articles. The investigation involves a systematized literature review for data identification and collation adhering to defined selection criteria, and a network analysis to scrutinize data, consolidate information and unveil correlations and patterns from the literature review to produce a set of recommendations.

The study unveiled educational trends related to disruptive technologies and delineated four principal clusters representing how these technologies are transforming the education ecosystem. Additionally, a series of transversal aspects that reveal a societal vulnerability toward future prospects in the realms of ethics, sustainability, resilience, security, and policy were identified.

The findings spotlight an enlarging chasm between industry (and society at large) and conventional education, where many transformations triggered by disruptive technologies remain absent from teaching and learning systems. The study further offers recommendations and envisions potential scenarios, urging stakeholders to respond based on their positions concerning disruptive technologies.

Expanding from the meta-analysis of pertinent literature, this paper offers four collections of curated resources, four mini case studies and four scenarios for policymakers and local communities to consider, enabling them to plot courses for their optimal futures.

Although special education was built upon the foundation of the Civil Rights Act of 1964, the discrimination that many racialized students receiving special education services experience cannot be denied. Many culturally, ethnically, and linguistically diverse students receiving special education services encounter labels that perpetuate racism and ableism and lead to inequitable access to services and resources necessary for more positive postsecondary outcomes. By honoring intersectionality and dismantling the singular identity, educators can become change agents and shift the historic oppressive narrative to create a system of empowerment as these individuals transition from transitional kindergarten to age 21 special education programs (TK-21) schools into adulthood.

This chapter aims to discuss the challenges facing these countries building productive capacity for development. This chapter makes use of data published by international organizations as indicators for measuring the state of development in the Arab region. Several indicators are presented to compare Arab countries with other world regions. The use of data identifies some of the gaps that countries in the Arab region need to close to strengthen capacity building for development and fostering economic growth. The findings from the data presented reveal that the productive structure in most Arab countries remains weak to generate production linkages and provide incentives for investment in nonenergy sectors. The failure of the export-led growth model to diversify output and promote development in energy producing countries has increased the dependence of these countries on global trade. Fluctuations in commodity prices and uncertainty about global demand for energy have influenced the ability of the state to construct strategies for rapid transformation. Except for the energy sector, the productivity of nonoil sectors remains low reflecting inadequate incentives and ineffective entrepreneurial capabilities. The study examines the challenges for building productive capacity in the Arab world. It illustrates the failure of the led-export model and its inability to prompted economic diversification, especially in the Gulf countries. The study contributes to the literature on capacity building in the Arab world so that to encourage researchers and students of development conducting studies concerning the main development challenges facing these countries.

Over the past decades, Islamic finance has expanded its presence to many countries including post-Soviet region. The purpose of this paper is to empirically investigate this phenomenon in Kazakhstan by adopting qualitative sociological approach. The study also aims to provide vital information and propose recommendations for market participants to contribute to the development of Islamic finance industry in Kazakhstan.

Primary data were gathered using the qualitative method of in-depth expert interviews with nine Islamic finance professionals representing Islamic banks, ijarah companies, funds and development institutions in Kazakhstan who occupy senior positions (directors, managers, heads of departments, etc.). Furthermore, the primary data of interviews were analyzed and processed using another qualitative method of cognitive mapping, the essence of which is to graphically display the concepts that are most often used by informants.

The study has shown that first there is a demand for Islamic finance among Kazakh business and population. At the same time, Muslims are not the only consumers of Islamic financial services; therefore, it is affordability rather than religiosity that is an important criterion for choosing Islamic finance. Second, murabaha and ijarah are the two most popular Islamic financial products in Kazakhstan, while equity-based instruments are hardly ever used. Third, Kazakhstan government policy toward Islamic finance received controversial assessments of experts: the state support is declared, but specific actions required by the market participants are not taken. Fourth, key factors that significantly limit the development of the Islamic finance market in Kazakhstan include a shortage of supply, which, in turn, is strongly associated with the second factor – limited funding of local Islamic finance institutions, the absence of insurance (or guaranteeing) system of investment accounts of the local Islamic banks, insufficient economy of scale, lack of convenient service and weak marketing policy of the existing Islamic banks and, finally, lack of educational programs.

The study reveals the potential development of Islamic finance in Kazakhstan which is a rarely studied topic. The findings and recommendations of this study can be used by the regulators, market players and policymakers of Islamic finance industry in Kazakhstan, post-Soviet and other Islamic finance-oriented countries.

This study offers new insights on the future of Islamic finance in Kazakhstan: in long term, the development will be determined by new financial technologies – Islamic FinTech, but in short term – by Islamic windows (currently not allowed by Central Bank) that will help to significantly expand the audience, increase awareness and demand for Islamic finance among local businesses and public. The current study is original, important and up-to-date, as it uses an approach that sources primary data in the form of experts’ point of view instead of relying on literature or document analysis. It is not a mere theoretical study of the literature but an empirical investigation of the problem. Moreover, it seeks to contribute to the Islamic finance literature in the post-Soviet region, particularly from the experts’ perspective.

Although universities have been decentralized for academic freedom and autonomy, resources are being increasingly centralized, and the role of central administration is growing for efficiency and excellence reasons. At the same time, a division of labor is progressing by assigning specific tasks to professionals. The professionals are also centrally managed. Educational development was introduced by central administration to cope with the massification and quality assurance of higher education. Although it played a great part in promoting educational reform, it also suffered from the rejection of academics and the lack of methodology. Unlike ITC service and student service, educational development touches the autonomy of academics and is always torn between the central administration and academics. This chapter analyzes the structural and cultural difficulty of educational development in Japan by tracing its historical development and by comparing to other countries.