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In this chapter, we present an introductory and definitive discussion of transformative leadership as a holistic and bold approach for the next generation of higher education. We integrate this concept with the idea of sustainable innovation. The chapter is divided into four sections, each addressing essential aspects of transformative leadership in higher education. In Section 1, we introduce a high-level integrated approach to transformative leadership in higher education institutions. We define and discuss the diverse pillars that form the foundation of this leadership style. In Section 2, we propose a contextual framework for transformative leadership as a value space. This framework provides guidelines and principles for crafting a transformative leadership strategy, and we offer indicative actions and initiatives for its deployment in higher education. To support the documentation of the transformative leadership strategy, Section 3 outlines simple designs for tools and instruments, including the transformative leadership scorecard and the systematic overview of the portfolio of transformative educational programs. We also emphasize the significance of social impact, research, innovation, and sustainability aspects within the strategy. In Section 4, we summarize the key takeaways from this chapter. Our contribution is manifold, as this chapter can serve as a valuable reference for administrators seeking to design and execute transformative leadership in universities and colleges. Additionally, it offers guiding principles for researchers interested in making further contributions in this domain.

The recent debate on smart cities research is challenged by the arrival of brand-new technologies and new ideas on their social impact. Beyond the hype and the expectations, the next generation smart cities research has to be grounded on the lessons learnt and the experience of the current extensive implementations of smart cities projects worldwide. Additionally, it is required to revisit the basic assumptions for the added value of smart cities research to the strategic blueprints around the world. This chapter is aiming to communicate a new agenda for future smart cities research including social, economic, technological, and community factors. The main contribution is organized around a framework that intends to integrate the technology sophistication, the human and social dynamics, and the strategy orientation of smart cities.

Healthcare education is a huge industry with a significant social footprint and resilient impact on well-being and on the quality of life. It integrates diverse scientific domains and needs to continuously update its value proposition to reflect the need for preparing top-quality health professionals. It also has to support professional development and to manage effectively the accreditation of programs and the certification of skills and knowledge. In this chapter, the authors expand a theoretical framework about Active and Transformative Learning (ATL) that has introduced in the volume of ATL for STEAM disciplines and also discussed how artificial intelligent (AI) tools, such as OPENAI Chat GPT, can serve as transformers and value carriers for the implementation of ATL activities and use cases in healthcare education.

Active and transformative learning is a holistic strategy for the enhancement of the unique value proposition of education and learning. In Chapter 1 of this edited volume we introduced a unique value proposition on the impact of ATL in higher education and we communicated a five-tier value framework including pillars related to ATL, higher education, industry, entrepreneurship, research& development, and innovation. In this concluding chapter we move the discussion on another context. With emphasis on the robust and resilient strategy of the Vision 2030 in the Kingdom of Saudi Arabia we comment on the capacity of the ATL to facilitate, to enable and to transform positively the added value of the Vision 2030 implementation. The chapter is organized as follows. At the beginning, we provide a short overview of the Vision 2030 mandate, and then based on the ATL metaphors we presented in Chapter 1 of this edited volume, we strategize the ATL framework towards the implementation and the resilience of the Vision 2030.

Digital transformation is one of the key concepts attached to the smart cities’ domain. The requirement to enhance strategically the way that business is delivered around different areas is a critical milestone for the digital transformation agenda and also for business performance management. In this short position chapter, we are focusing on the area of healthcare and we are providing key insights and lessons learned from Saudi Arabia. The main contribution of the chapter is a structured discussion on a digital healthcare strategy in the context of smart cities.

Active and transformative learning (ATL) challenges the new era of teaching and learning in higher education. In this chapter a systematic approach to ATL theories and methodologies is provided. Authors provide a unique methodological framework for the integration of active learning practices in modern higher education curricula. This chapter also provides an integrated context for the overall discussion of the phenomenon in the volume. The recent arrivals of new disruptive artificial intelligence-enabled technologies such as OpenAI, ChatGPT, DeepAI and others are only few aspects of a new challenging era for the teaching, learning, innovation and sustainability in the higher education.

Contemporary globalized societies face important environmental and social problems that require urgent action and citizen engagement. Active learning in contemporary societies is being reemphasized in order to prepare active learners, capable of critical thinking and innovative problem solving and able to become responsible citizens. Environmental Education (EE) and its descendant Education for Sustainability (EFS), or Education for Sustainable Development (ESD), have been a very important first effort for introducing active learning in contemporary education at all educational levels. They constitute an important variant of active learning. EE and EFS by definition propose and adopt active learning and experiential methods, as they seek to prepare people that will work for a healthy environment and better societies. And this is where the difference lies between EE/EFS and the generic active-learning approaches. EE or EFS are committed active-learning approaches; they have an explicit goal to work for social and environmental change.

The transition from learners to active learners is addressed by active learning, which however assumes that active learners will also become responsible and active citizens. EE and EFS have however demonstrated that this is not an obvious development. Education should be clear about its purpose – individual change, empowerment, integration, or social transformation – and pedagogical methods and tools should be selected appropriately.

This chapter first discusses the main characteristics of EE/EFS. Then, it explores what facilitates the transition from active learners to active citizens, based on lessons from EE and EFS. Finally, it reflects on the implications of these lessons for Higher Education and, as a result, a new vision for Higher Education and a brief guide for educators and Higher Educational managers are proposed.