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Sustainable development is inseparable from rational and responsible use of resources and promotion of green entrepreneurship. The contemporary green development agenda encompasses climate, economic, technical, social, cultural, and political dimensions. International efforts to greening the global development are conducted by the major economies, including China as the world’s largest consumer of energy and the biggest emitter of greenhouse gases. China is aware of its environmental problems, as well as of its part of the overall responsibility for the accomplishment of the sustainable development goals. By means of the decarbonization efforts, the latter are integrated both into the national development agenda (the concept of ecological civilization) and China’s international initiatives (the greening narrative within the Belt and Road Initiative). Over the past decade, China has made a breakthrough on the way to promoting green entrepreneurship and greening of its development (better quality of air and water, renewable energy, electric vehicles, and organic farming). On the other hand, emissions remain high, agricultural land loses productivity, and freshwater resources degrade due to climate change. In conventional industries (oil, coal mining, and electric and thermal energy), decarbonization faces an array of impediments. In this chapter, the authors summarize fundamental provisions of China’s approach to building an ecological civilization and measures to reduce emissions and achieve the carbon neutrality status within the nearest decades. The analysis of obstacles to the decarbonization of the economy and possible prospects for the development of green entrepreneurship summarizes China’s practices for possible use in other countries.

Mobile devices, through their capacity to enable anytime-anywhere learning as well as capture, annotate and share multimedia, offer entirely new ways for students to learn. This chapter provides review of mobile learning with a particular focus on learning design. First various definitions and characteristics of mobile learning are examined in order to establish a common understanding of its boundaries and meaning. Example uses of mobile learning in schools and higher education are described as a way to provide a more concrete understanding of design possibilities. Benefits of mobile learning are unpacked, as distilled from the literature, including the ability to provide flexible, accessible, authentic, personalized, ubiquitous and seamless learning. Mobile learning issues are also examined, including technical problems, cognitive load issues, distraction, equity and safety. A primary school science and a university pre-service teacher education vignette are described so as to offer a more in-depth illustration of what mobile learning can look like and achieve in practice. Finally, mobile learning research findings and observations are synthesized into recommendations, to inform and guide evidence-based mobile learning design practices. Opportunities for future research and investigation are also discussed.

While Merger & Acquisition (M&A) activity has reached unprecedented levels over recent years, M&A failure rates remain high. Yet, there is growing evidence that private equity funds show high success rates. As little is known about the differences between different types of buyers, and only scant information exists on private equity funds’ operations, we inductively explore the reasons for their outperformance. In this qualitative study, we identify three characteristics (i.e., organizational set-up, private equity investors’ professional identities, and an integrative work approach), which we brought together into a theoretical framework that explains how private equity professionals can enable better M&A performance. Finally, our findings underline the effectiveness of specific incentivization approaches applied in private equity funds.

The aim of the study is to evaluate role of trade war between the United States and China on oil price. For this purpose, global oil price and US trade balance with China are selected as variables. In addition to this issue, monthly data of these variables for the periods between 1990 and 2019 are taken into consideration. In the evaluation process, both Engle–Granger cointegration and Toda–Yamamoto causality analysis are considered. The results of Engle–Granger cointegration analysis indicates that there is a ­relationship between trade war and oil prices. Nevertheless, according to the results of Toda–Yamamoto causality analysis, it is identified that trade war does not cause oil prices. While looking at these results, it is determined that trade war between the United States and China has an influence on the oil price changes. However, it is also understood that it is not the main factor of this volatility. Thus, it is recommended that in order to identify the main indicator of the oil price volatility, some different factors should also be taken into consideration.

Introduction: One of the main goals of the 2030 Agenda for Sustainable Development is to represent gender equality due to its essential role in sustainable progress. At the same time, the balance between women and men in management is explicitly mentioned as a desideratum, given that more women in leadership roles positively impact business performance and sustainability.

Purpose: The study investigates the dynamic relationship between gender inequalities in management positions and sustainable competitiveness. Our contribution is twofold: we examine this interrelationship and its causality.

Methodology: We used panel data of 350 observations for 2012–2021, and we employ a Vector Auto-Regression model and Granger causality method to examine the relationship between the gender gap in management and sustainable competitiveness. The panel VAR for analysing the impulse response function was enriched using Monte Carlo simulations with 5% and 95%.

Findings: The results highlighted that a bidirectional causality between the gender gap in management and sustainable competitiveness is manifested in the European countries. Our results are similar to other studies found in the literature, with gender equality and sustainability positively associated. As an element of originality, our study demonstrates that gender equality in management contributes to sustainable performance, and, on the other hand, a more competitive and sustainable environment contributes to eliminating the gap between men and women in management.

HyFlex course design is an effective instructional course design that combines active and transformative learning techniques. HyFlex course design encourages active learning by focusing on interactive activities, discussions, and collaboration. It also allows learners to collaborate effectively and flexibly as a community, providing peer support and opportunities for authentic dialogue and learning experiences. HyFlex course design provides the opportunity for transformative learning through its ability to offer personalized educational experiences to individuals. It facilitates greater customization of the learning experience, allowing individual learners to access tailored educational modules, offer personalized educational experiences to individuals, and effectively develop and build independent and critical thinking skills. This conceptual review, supported by implications from HyFlex literature and triangulated with experts' views undertaking a Delphi study, facilitates understanding the current state of research in HyFlex course design and future application strategies. Existing research has identified HyFlex courses as a promising means of engaging students in active learning. Allowing students to learn through flexibly predesigned mixed online and in-person experiences enables higher levels of student autonomy and supports students in taking more ownership of their learning. This approach can facilitate an understanding of how HyFlex courses can improve active learning practices in higher education. The review study findings identify the reported alignment issues and challenges, suggest four strategies and actions for policymakers and stakeholders, and provide a suggested research agenda for bridging identified research gaps.

Future research can provide evidence of the benefits of HyFlex course design and how flexible course design can address the challenges of traditional face-to-face courses, such as reduced student engagement, lack of student-centered approaches, and limited support for different learning styles. Further research can focus on strategies that can be used to promote active learning in HyFlex courses. Moreover, research can investigate how this kind of course design can equip educators with the skills and knowledge needed to design and implement effective and meaningful active learning experiences. Finally, research can assess the potential impact of HyFlex course design on student outcomes, including performance, satisfaction, and engagement.

This chapter explores how to introduce young children to coding as a literacy using mobile devices. Learning how to code is changing what it means to be literate in the twenty-first century and, increasingly, early years educators are expected to teach young children how to code. The idea that coding is a literacy practice is relatively new, and this chapter first presents strategies for introducing coding without technology. It then explores how to scaffold young children’s coding literacy proficiencies through programming and coding robotic toys. When young children have become familiar with coding and solving challenges using concrete materials and robotic toys, it is possible to introduce mobile devices, apps and humanoid robots in playful ways. This chapter explores how this can be done.

This chapter compares student and facilitator perceptions of what supports learning in teams in online environments. The authors (one Italian and one British) draw on their experiences facilitating modules in a UK-based online international professional doctorate of Higher Education with students from across the globe, as well as a two-year research project on developing best practice in supporting online international graduate students to engage in virtual learning teams. The theories underpinning the educational use of learning teams are those of constructivism and social learning, all of which suggest a facilitative role for the tutor. However, there is disagreement about what this looks like and what it means for student autonomy and facilitator presence. Many students expect greater tutor involvement, especially when teams are not functioning at an optimal level. The chapter offers both an in-depth discussion of the literature that looks at student and tutor perspectives on virtual team learning,and a summary of findings from a mixed methods research project on students’ needs and tutors’ practice while working in dispersed learning teams. Finally, the chapter draws out implications for the development of e-pedagogy to support learning and engage international learners in online contexts at the graduate level.

With numerous and ambiguous sets of information and often conflicting requirements, construction management is a complex process involving much uncertainty. Decision makers may be challenged with satisfying multiple criteria using vague information. Fuzzy multi-criteria decision-making (FMCDM) provides an innovative approach for addressing complex problems featuring diverse decision makers’ interests, conflicting objectives and numerous but uncertain bits of information. FMCDM has therefore been widely applied in construction management. With the increase in information complexity, extensions of fuzzy set (FS) theory have been generated and adopted to improve its capacity to address this complexity. Examples include hesitant FSs (HFSs), intuitionistic FSs (IFSs) and type-2 FSs (T2FSs). This chapter introduces commonly used FMCDM methods, examines their applications in construction management and discusses trends in future research and application. The chapter first introduces the MCDM process as well as FS theory and its three main extensions, namely, HFSs, IFSs and T2FSs. The chapter then explores the linkage between FS theory and its extensions and MCDM approaches. In total, 17 FMCDM methods are reviewed and two FMCDM methods (i.e. T2FS-TOPSIS and T2FS-PROMETHEE) are further improved based on the literature. These 19 FMCDM methods with their corresponding applications in construction management are discussed in a systematic manner. This review and development of FS theory and its extensions should help both researchers and practitioners better understand and handle information uncertainty in complex decision problems.