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In this final chapter, we explore the ever-evolving 21st century landscape where ethics drive community development toward resilience and progress. Drawing inspiration from the subheadings mapping our journey, we traverse international case studies spanning Canada, Brazil, Sweden, Kenya, China, Australia, Antarctica, and India. Through these global insights, we uncover the impacts of dynamic forces on communities worldwide, navigating ethical dilemmas and opportunities. We present strategies tailored to diverse continent-specific needs, explore inclusive governance models, and highlight the transformative power of ethical engagement. This journey underscores the vital role of resilience and concludes with a global call to embrace ethical approaches for inclusive community development and a sustainable future.

The rapid advancement of Education Technology (EdTech) offers promising opportunities for educational institutions to integrate sustainable business practices into their operations and curriculum. The integration of EdTech into sustainability education has emerged as a powerful tool to promote environmental awareness, foster sustainable behavior, and address the pressing challenges of climate change and resource depletion. This chapter explores the growing significance of EdTech in sustainability education, analyzing its potential to cultivate a generation of environmentally conscious and responsible global citizens. It also aims at identifying and examining the most prominent emerging EdTech tools specifically designed to promote sustainability in educational settings. Furthermore, it aims to comprehend the institutional elements that have successfully incorporated and expanded the utilization of EdTech tools to promote enduring business practices. Additionally, the chapter addresses the challenges and obstacles faced by educational institutions in adopting and implementing these technologies and propose strategies to overcome these barriers.

This study analyzes the digital competencies and the attitude toward the use of information and communication technologies (ICT) in secondary school teachers of the Javier Heraud Public Educational Institution, Lima, Peru, according to the technology, pedagogy, and content knowledge (TPACK) model, which focuses on knowledge about technology knowledge (TK), pedagogical content (PK) and content knowledge (CK). This implies that it is important to take these components into account in the development of teaching work, in order to contribute to the quality of student learning, within the framework of the restrictions established due to the global health emergency. The study is based on the quantitative approach, type of correlational research and cross-sectional design, the sample consisted of 106 secondary education teachers, questionnaire was applied which were validated by five experts and its reliability was analyzed by the values obtained for Cronbach's alpha, for the digital competencies variable α = 0.861 and for the variable attitude toward the use of ICT α = 0.854. It has been shown that there is a relationship between digital competencies and the attitude toward the use of information and communication technologies in teachers of a Peruvian Public Educational Institution.

This chapter is focused on what we can learn from oppressive governance, in this case specifically relating to university governance in terms of vice chancellors and presidents, to the deputy vice chancellor and deputy president and down the ever-growing university hierarchy to deans and heads of schools and their deputies, from a Freirean perspective. Freire wrote at length about how leaders ‘controlled’ education and why they did so, but he also wrote at length about how governments control populations – himself being both a political prisoner and a person in exile to escape persecution. This chapter subsequently examines Freire's ideas around what techniques people employ to control populations and applies them to a higher education setting because the similarities are numerous and the tactics familiar.

Corporate Social Responsibility (CSR) reporting has been widely accepted as a vital tool for communicating with stakeholders on a range of social, environmental, and governance issues, but how companies define, interpret, apply, integrate, and communicate their CSR efforts and impacts in corporate reporting is anything but a straightforward task. The purpose of this chapter is to explore the concept of materiality in CSR reporting and demonstrate practical examples of good CSR and Sustainable Development Goals (SDGs) reporting practices. We chose the aviation industry because of its economic relevance, constant growth, and future expected changes in the aftermath of COVID-19. In addition, airlines affect many of the SDGs directly and indirectly with contending results. This chapter is timely because of the growing willingness by companies to integrate CSR and environmental, social, and governance (ESG) thinking into the corporate strategy and business operations using materiality assessment and enhancing their competitive advantage and ability to maintain long-term value and because ESG and ethical investing have become part of the mainstream investing. Thus, this chapter contributes to an understanding of the wide range of existing and new reporting frameworks and regulations and reinforces the importance of discussing how this diversity of approaches can affect the work toward worldwide comparability of CSR and sustainability reporting.

This chapter addresses a significant topic in Algeria, namely the issue of Corporate Social Responsibility (CSR), by examining the use of business ethics codes. In recent years, there has been growing interest among companies in implementing practices that can justify their CSR efforts, including the development of corporate business ethics codes. These codes play a crucial role in formalizing the integration of CSR strategies. In Algeria, several companies have adopted business ethics codes; one such example is the companies in the oil and gas sector, the leading oil industry company in Algeria. These companies have implemented a business ethics code to provide justification and guidance for their CSR practices. The main objective of this chapter is to demonstrate the commitment of companies to CSR through the development of their business ethics codes. It presents the results of a comprehensive analysis of the business ethics codes of Algerian companies in the oil and gas sector. The approach involved the development of an analytical framework with various criteria and an objective examination of the business ethics code to yield results that aligned with these criteria. The study concludes that the business ethics codes of these companies serve as sources of internal regulation that primarily address ethical concerns and reflects the existing Algerian regulations at the organizational level.