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Smart Business and Education in the Age of VUCA and BANI
In a world increasingly characterized by volatility, uncertainty, complexity, and ambiguity (VUCA) and, more recently, brittleness, anxiety, nonlinearity, and incomprehensibility (BANI), both business and education stand at a critical crossroads. Organizations and learning institutions must now evolve to remain relevant and resilient in this turbulent landscape. The urgent need for adaptive thinking and emotional agility is essential now to navigate disruption while fostering innovation and human-centered growth. In this new era, success depends not on predicting the future, but on developing the capacity to adapt and lead through constant change. Smart Business and Education in the Age of VUCA and BANI explores how smart technologies and data-driven innovation are transforming business and education in the VUCA and BANI world. It highlights adaptive strategies, digital inclusion, and AI-driven practices in shaping sustainable and equitable futures. Covering topics such as technological advancements, business innovation, and artificial intelligence, this book is an excellent resource for academicians, researchers, business leaders, global economists, educational administrators and leaders, policymakers, educators, and more. 2026 by IGI Global Scientific Publishing. All rights reserved. -
Teachers professional development on student achievement: perceptions of district superintendents of schools in USA
The perceptions of school superintendents on planning and designing of school teachers professional development programmes (PDP) place a crucial role in inservice teacher development. The present study aimed to examine the school superintendents perceptions towards professional development of teachers based on students academic achievement. The study employed quantitative descriptive research design which included descriptive and inferential statistics to interpret the superintendents perceptions on teachers professional development plan. The researchers utilized quntitiatve surveys to gather data from 128 public school superintendents and captured their perceptions on Teachers PDPs. Findings reported that superintendents perceived PDPs must integrate knowledge on student achievemet, skills needed, and worthwhile-content mastery. Study further revealed that, students academic achievement details can provide accurate components to be included in teachers PDP. Future researchers may explore the evidence-based planning of PDPs to motivate the teachers active participation in professional growth activities. 2025, Intelektual Pustaka Media Utama. All rights reserved. -
K-12 schools campus, food service, and transportation directors COVID-19 and current challenges
This study examines the COVID-19 experiences of K-12 school campus directors, especially in terms of building and grounds, transportation, and food services from the Midwestern United States. The COVID-19 pandemic has changed to online education mode and implemented safety protocols to ensure equitable access to K-12 education. School directors play a crucial role in United Statess school administration. The researchers used a mixed method research design and purposive sampling. The sample included 9 school-grounds directors, 34 food service directors, and 31 transportation directors. A 5-point Likert-type questionnaire was prepared by the researchers to collect the relevant data for the study. The data were analyzed using descriptive statistics and thematic analysis. While revealing their experiences, various school directors mentioned that key challenges are reliable sources of information for them to work, inequities in resource allocation, finance allocation, and lack of professional training. The survey highlighted the need for several resources, including federal and state funding, teacher professional development programs, and community partnerships that support K-12 education. School directors addressed challenges regarding transportation, buildings, grounds, and food services during COVID-19. The study revealed the need for systemic policy changes and communication resources to create resilient and adaptive learning environments for K-12 education. Eventually, the study recommended that policymakers and educational leaders bring changes to K-12 infrastructure to withstand crises like COVID-19. 2026, Intelektual Pustaka Media Utama. All rights reserved. -
Rising from Covid-19: Hybrid Teaching Experiences of University Teachers
COVID-19 pandemic has affected higher education all over the globe. The unprecedented situation has brought changes in teaching at universities. Universities across the world decided to teach online. By the time, teachers hone online teaching Skills Universities resorted to hybrid teaching. Teachers are oblivious to hybrid teaching and had situational anxiety. In spite of all teachers started their hybrid classes. The present study assumes transtheoretical model for hybrid learning derived from ecosystem theory. Recent research is yet to capture the hybrid teaching experiences of university teachers amid COVID-19. The present study employed qualitative research method to capture in-depth understanding of hybrid teaching experiences. Study interviewed eight University teachers to understand the hybrid teaching experiences and applied interpretative phenomenological analysis (IPA) to interpret the interview data. The findings of the study emerged with themes and sub-themes describing hybrid-teaching experiences and listed major challenges faced by them. Few of the challenges are handling online and offline students group simultaneously, technology integration to classes, technological barriers, and COVID-19 anxiety. Study recommends more research in the area for broader understanding of nuances of hybrid teaching. Nevertheless, to find solution to the challenges faced by the teachers while conducting hybrid classes. The Author(s), under exclusive license to Springer Nature Switzerland AG 2025. -
Challenges and expectations of emerging student-athletes among catholic institutions: a qualitative study
Catholic institutions in India are known for providing holistic education focusing all round development of the children. However, there are contextual dilemmas in practicing the holistic approach while meeting the gospel values amidst diversity. The study aims to understand the various challenges student-athletes face in Catholic institutions while pursuing their sporting aspirations. It includes support systems, infrastructural facilities, mental well-being, career aspirations, and policy requirements. Through semi-structured interviews, study explored the challenges and expectation of emerging student-athletes in Catholic institutions across India. Ten lead student-athletes from diverse sports categories were selected for an in-depth interview through snowball sampling technique. The narrative analysis revealed that, athletes are not satisfied with the institutional support. Furthermore, academic demands and time constraints are affecting their mental health. They frequently fall sick, face physical injuries, and lag in academic work. They are feeling unattended by their institution and are looking forward for institutional support in sport related expenses and academics. The study found that, encouragement and emotional support from family, teachers, and coaches would help them lead a healthy and purposeful life. The study recommends stakeholders to help emerging student-athletes find support for their financial, emotional, and professional goals. Future research may take an account of sports-education practices among Catholic institutions in India. 2025 Informa UK Limited, trading as Taylor & Francis Group. -
Video Gaming Addiction and Socio-Emotional Learning of Pre-University Students
Video gaming addiction has been increasingly recognized as a concern among adolescents, potentially affecting their emotional regulation, social interactions, and academic performance. Thus, study aims to examine the relationship between video gaming addiction and socio-emotional learning (SEL) among pre-university students using quantitative survey design. The study utilized two standardized instruments; the Gaming Addiction Scale (GAS) and the Social-Emotional Learning Scale (SELS) to measure students' levels of gaming addiction and SEL components. Researchers employed stratified random sampling technique and obtained 200 successful response to the survey from pre-university students across various institutions of Bangalore, India. Data were analysed using Pearson correlation analysis and simple linear regression (SLR) to determine the extent to which video gaming addiction influences different dimensions of SEL, such as task articulation, peer relationship, and self-regulation. The study found a weak negative correlation and GAS could account for 4% of SEL as revealed by SLR. Future research may focus on educational policies and intervention strategies to promote healthier gaming habits and improved socio-emotional learning among young learners. 2026, IGI Global Scientific Publishing. All rights reserved. -
SDG-4 Research Insights on SDG-4 Among Asia Pacific Countries
Educating all is a global movement for years; however, providing education with quality, equity and justice is a matter of concern. Despite United Nations (UN) determination to achieve all 17 sustainable development goals (SDGs) by 2030, achieving the SDG-4 has its own challenges. Thus, the present chapter of the volume aims to capture insights from research that has occurred pertaining to SDG-4 since 2015. The study explored research journal databases mostly indexed in Scopus or Web of Science. It did not include findings from any predatory journals. The study revealed significant research works that are conducted to support quality education among Asia Pacific (APAC) countries, viz., India, Japan, Australia, Malaysia, Sri Lanka, the Philippines, South Korea and a few other. Some of the milestones mentioned are nutritious food, health and hygiene, environmental education, inclusivity, climate education, STEM education and robotics. The current chapter suggests that future researchers conduct systematic studies and qualitative research to capture the nuances of SDG-4 implementation across the world. Copyright 2026 by G S Prakasha and Anthony Kenneth Published under exclusive licence by Emerald Publishing Limited -
SDG-4 in Action: Teachers Training in Classroom Pedagogical Practices
Education has the potential to change the culture of society. It is the education that can change the youth and adults mindset in support of achieving all United Nations sustainable development goals (UN SDGs). Since students understanding and implementation of the SDGs begins from their schools, teachers should be given considerable training and awareness to be equipped to implement the SDGs in their lesson plans on a regular basis. Nevertheless, teachers must strongly uphold the responsibility of supporting the UN SDGs and then must pass on to the younger generation. Thus, the present chapter aims to suggest teacher activities that can enhance teachers understanding of SDGs. It further suggests pedagogical practices for teachers in their regular classroom to develop a deeper understanding and the need for achieving UN SDGs among students. Thus, the present chapter comprises two sections. This chapter presents 14 teacher development activities on SDG-4 target indicators and 13 classroom activities to develop awareness on SDG-4 target indicators among students. The chapter suggests teachers to create activities that can generate critical thinking about sustainability as per the nature of their cohort, class size, context, and the facilities available in their school and immediate surroundings. Copyright 2026 by G S Prakasha and Anthony Kenneth Published under exclusive licence by Emerald Publishing Limited -
Transforming Teacher Education: Leveraging Smart University Technologies to Foster Equity, Innovation, and Inclusive Learning
This chapter critically examines how emerging technologies are transforming teacher education within the evolving model of the Smart University, with a focus on aligning innovation with the universal values of educational equality and justice. Through a multidisciplinary lens, it explores how tools such as artificial intelligence, learning analytics, digital classrooms, and institutional digital infrastructures can be strategically adopted to modernize education and foster inclusive and human-centered learning environments. The Smart University is positioned as a space of both technological and ethical transformation, requiring a rethinking of pedagogical goals and responsibilities in teacher preparation. Central to this vision is the integration of Universal Design for Learning (UDL), a framework that anticipates learner diversity by offering flexible pathways for engagement, knowledge acquisition, and expression. When embedded in smart systems, UDL enables teacher education to move beyond standardized approaches, promoting accessibility, personalization, and learner agency. The chapter also addresses critical challenges associated with smart technologies, including digital inequities, data privacy concerns, algorithmic bias, and the risk of depersonalized learning. It argues that technological progress without ethical grounding can exacerbate educational disparities rather than resolve them. To counter this, the chapter calls for a values-driven approach to technology integration-one that centres inclusion, justice, and equity. In doing so, it reimagines the Smart University as a high-tech institution and as a transformative environment that equips future educators to navigate diverse, digitally enriched, and socially responsible classrooms. 2026, IGI Global Scientific Publishing. All rights reserved. -
Redefining Business in Volatile and Ambiguous Times
In an era defined by change, uncertainty, and disruption, businesses can no longer rely on traditional strategies or linear thinking. Organizations must now evolve to thrive amid economic instability and shifting global dynamics. Global volatility calls for a fundamental reimagining of leadership and purpose where innovation and agility become the true measures of success. This is not merely about surviving turbulence but about transforming it into an opportunity for reinvention and growth. Redefining Business in Volatile and Ambiguous Times examines how businesses and professionals can adapt and thrive amid volatility and uncertainty. Through digital transformation and ethical innovation, it explores strategies for resilience, decision-making, and sustainable growth in todays rapidly evolving global landscape. Covering topics such as technological advancements, business innovation, and artificial intelligence, this book is an excellent resource for academicians, researchers, business leaders, economists, and more. 2026 by IGI Global Scientific Publishing. All rights reserved. -
Transforming Business, Industry, and Education for a Dynamic World
In todays rapidly shifting global landscape, transformation is no longer an option, it is now essential. Innovation, technology, and human creativity are reshaping the way we work, produce, and learn today. As industries converge and knowledge cycles accelerate, organizations and educational systems must embrace collaboration and continuous learning to stay ahead. This transformation is not just about adopting new tools or processes; its about rethinking mindsets and building ecosystems capable of thriving amid constant change. Transforming Business, Industry, and Education for a Dynamic Worldexplores the trends and technological advancements in business, education, and industry sectors in an interconnected world. This book highlights emerging technologies and strategies driving adaptation, skill development, and sustainable growth across global learning and professional environments. Covering topics such as technological advancements, business innovation, and educational technologies, this book is an excellent resource for faculty members, researchers, business leaders, global economists, administrators, policymakers, academicians, educators, and more. 2026 by IGI Global Scientific Publishing. All rights reserved. -
The Role of Smart Education in a Complex World
The role of smart education is vital as societies confront rapid technological, social, and economic transformations. Smart education, driven by digital technologies, data analytics, and adaptive learning systems, personalizes learning experiences, enhances accessibility, and fosters critical thinking skills essential for the 21st century. In a world characterized by uncertainty and interconnectivity, education systems must evolve to prepare learners for dynamic, multidisciplinary challenges. By integrating innovation with inclusivity, smart education enhances academic outcomes and equips individuals to navigate complexity, collaborate effectively, and contribute meaningfully to sustainable development goals. The Role of Smart Education in a Complex World explores how technology-driven, adaptive learning systems transform education to meet the demands of an interconnected world. It examines how smart education fosters critical thinking, creativity, and lifelong learning to prepare individuals for complex global challenges. This book covers topics such as special education, digital technology, and gamification, and is a useful resource for educators, sociologists, policymakers, academicians, researchers, and scientists. 2026 by IGI Global Scientific Publishing. All rights reserved. -
Immersive Virtual Learning Experiences of Senior Secondary School Students from India and Russia: A Mixed Method Study
Virtual Reality (VR) provides an immersive learning (IL) experience by simulating real-world scenarios that bridge the gap between theory and application. VR simulations are interactive and enhance student engagement across a range of concepts, from simple to complex. India and Russia share similar cultural and historical backgrounds, and both are committed to creating a multipolar world. Both are large developing countries with several strategic partnerships and international cooperation. Hence, this study aims to capture the learning experiences of internationally paired students in an IL environment and their attitudes towards IL environments, to mutually contribute to teaching and learn in these countries. Students experienced immersive learning through stand-alone head-mounted virtual reality cameras with a controller. The study employed a mixed-methods research design involving a quantitative and qualitative explanatory approach. Researchers paired 100 senior secondary school students from Russia (n = 50) and India (n = 50) and exposed them to virtual IL experiences. Researchers used the user-experience IL environment scale, the VR-IL environment attitude scale, and an interview guide to collect the data of the study. Quantitative data were analyzed using descriptive statistics, a correlation test, and regression. Qualitative data were analyzed through narrative thematic analysis. Researchers triangulated the IL experiences measured through quantitative and qualitative methods. The study found a positive correlation between IL experiences and attitude towards the IL environment. Further, IL experiences accounted for 43.5% of positive attitudes towards the IL environment. The qualitative analysis revealed both positive and negative aspects of VR-IL environment experiences. The study's findings add value to the cognitive-affective theory of learning with media, as it includes knowledge construction, emotional connection, and motivation for learning. Future studies may explore the benefits of the IL environment with artificial intelligence (AI) and generative AI towards teaching and learning. (2024), (California State University). All Rights Reserved. -
E-Mentoring PhD Scholars for Successful Research and Publication: A Qualitative Study
With advancements in digital communication, e-mentoring has become an essential tool in higher education, bridging geographical gaps and facilitating real-time interactions between mentors and scholars. The study attempts to examine the merits of e-mentoring for PhD scholars in their research and publication journey. The present study employed qualitative phenomenological approach and collected data through in-depth semi structured interviews. Through word-of-mouth approach researchers reached out to 8 PhD scholars, who used more tele and video conferencing platform to reach out to their supervisors and other resource persons. A valid interview guide has been used to collect the data. Study employed narrative thematic analysis technique to interpret the data. Findings revealed that, e-mentoring positively supported the research scholars in successfully completing their research and publication work and found it saved time, travel cost, and reduced anxiety. Future researchers may focus on application of e-mentoring in distance education.. 2026 by IGI Global Scientific Publishing. All rights reserved. -
SDG-4 Across the Asia Pacific Countries: The Way Forward
This chapter will describe the future directions toward achieving SDG-4 targets put forth by the United Nations 2030 Agenda in 2015. This chapter would provide a summary of each of the selected Asia Pacific (APAC) countries present status on quality education and an individual plan that needs attention and immediate action. Furthermore, throws light on utilizing artificial intelligence (AI) in enhancing the quality of education. Future education will certainly have AI-enabled systems in place to educate the 21st-century learners. The chapter will provide a forecast of future requirements and the timeline to achieve the SDG-4 target indicators as envisioned by the UN at the beginning. This chapter takes the analytical and critical approach to inform the respective stakeholders of the APAC countries to march forward in achieving the set target by 2030. Copyright 2026 by G S Prakasha and Hideki Maruyama Published under exclusive licence by Emerald Publishing Limited -
SDG-4 Education and Sustainable Development: Mapping Initiatives in India
This chapter, in keeping with the larger theme of the volume, will present a critical overview of the steps taken by the Indian Government toward the United Nations Sustainable Development Goals (UN SDGs), in particular Goal 4: Inclusive and equitable quality education and to promote lifelong opportunities for all. The initiatives are mapped across primary, secondary, higher, and technical education from 2015 to 2024. The chapter looks at policy initiatives, budgetary allocation to education in the Five-Year Plan (20152020), infrastructure development, and inclusivity. The Indian state has always been conscious of its responsibility toward education. Through this chapter, the authors can help situate the position of the Indian education system vis-vis global indicators like SDGs. Moreover, the chapter will attempt to demonstrate the marked changes in the education system in India in the 21st century. The chapter argues that Indian educational initiatives since independence have prioritized quality, inclusive, and lifelong learning, aligning with the UN Sustainable Development Goals (SDGs) established in 2015. Hence, India had always addressed these concerns systematically, and now, identifying with UN SDGs has a global benchmarking. The chapter begins with a brief introduction of the developmental goals set by the United Nations and discusses its transition from millennium development goals (MDGs) to SDGs. This is followed by an overview of educational landmarks in the short history of Indias independence. The last section looks at policy initiatives and legislation across primary, secondary, and higher education, focusing largely on the two decades of the 21st century. Copyright 2026 by G S Prakasha and Malavika Menon Published under exclusive licence by Emerald Publishing Limited -
Flipped Classroom Strategy in Online Teaching: Challenges Faced by Higher Education Teachers
Flipped classroom model has gained increasing interest among university teachers in recent years [1] (Stohr et al.). The reason for its popularity is attributed to its bearing on Vygotskys constructivism theory and for the student centered approach [2] (Ziling Xu et al.). Countries in the world are affected by COVID-19 including India. Hence higher education institutes have begun their online classes. Flipped classroom teaching has been quite prevalent in Indian higher education recently. Online class initiation from higher education institutes in India has pushed faculty members to teach online and faculty have begun flipped classroom teaching online. Flipped classroom teaching in online differs from the face to face mode. There are challenges and issues while using flipped classroom in online mode by the faculty members of higher education. This leads to the present study to find out the challenges of flipped classroom teaching in online mode by teachers of higher education. The present study adopted qualitative research method. Structured interviews and focus group discussion were conducted to answer the research question. Study was able to discuss the challenges of flipped classroom in online mode. These challenges are to be dealt with by the stake holders to bring teaching efficacy. The Author(s), under exclusive license to Springer Nature Switzerland AG 2025. -
Investigating Educators Behavioural Intentions Towards Smart Tools in Education
This study explores pre-service and in-service teachers behavioral intention to adopt smart tools by examining their perceptions of usefulness, ease of use, enjoyment, and contextual readiness. Using a quantitative survey design, data was collected from 42 participants across the Delhi-NCR region through purposive sampling. A composite score of 15 Likert-scale items was used to measure behavioural intention, followed by quartile-based analysis, independent samples t-tests (for gender), and one-way ANOVA (for age groups). While results revealed no statistically significant differences across gender and age, the quartile distribution indicated a varied spectrum of intention, with participants broadly categorised into low, moderate, and high-intention groups. The study highlights the need for teacher training programs to go beyond technical instruction. It advocates for a more nuanced, context-aware approach to technology readiness in teacher education that bridges the gap between vision and practice in the evolving ecosystem of Education 5.0. 2026 by IGI Global Scientific Publishing. All rights reserved.