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Multinational enterprises (MNEs) own and control technological resources and capabilities that make them critical actors in accelerating the transition toward net zero. Even beyond the energy sector, stakeholders are putting increasing pressure on MNEs to reduce the carbon intensity of their operations, that is, to improve their carbon performance. While there is unambiguous evidence that national climate policy is a critical catalyst for long-term carbon performance improvements, there is limited research on how MNEs’ carbon strategies react to climate policies. This chapter reviews the concepts, drivers, and strategies connected to carbon performance in the broader sustainability and management literature to clarify potential complementarities to international business (IB). The authors then highlight how MNEs will face increasing institutional complexity along two dimensions: (1) the structural diversity of institutional environments and (2) institutional dynamism, primarily reflected by public policy. The proposed conceptual framework maps these two dimensions to national and subnational levels, and the authors present two data sources that allow the quantitative analysis of country differences in the diversity and dynamism of national climate policy. The authors conclude that there are ample opportunities for IB researchers to explore MNEs’ strategic reactions to climate policy and to inform policymakers about the consequences of national climate policy in the global economy.

The outbreak of the COVID-19 pandemic forced many educational institutions to move face-to-face education to entirely online education. This digital transformation has, in turn, reinforced the digital divide between learners who have easy access to digital devices and the Internet and other learners who do not have those. In addition to the digital divide, the differences in their genders and educational levels potentially impact leveling up learning. Therefore, the study in the present chapter has aimed to examine university-level sophomore and junior students’ differences in learning online during the COVID-19 pandemic in terms of gender, educational level, and the digital divide. Data from a survey indicate that both females and males, and sophomores and juniors had different attitudes toward using digital devices, attending virtual classes and accessing online courses through the mobile phone or the home Internet. Based on the findings on their differences, the chapter makes some implications and recommendations for policymakers, course designers and teachers in the course design, especially in the emergence.