Integrating Education 4.0 in higher education necessitates a transformational leadership approach that champions innovation and technology adoption. This paper reviews the impact of transformational leadership in fostering a conducive environment for Education 4.0, emphasising personalised and technology-enhanced learning experiences. With their vision and motivational prowess, transformational leaders are crucial in steering educational institutions through digital transformation, encouraging the adoption of advanced technologies like artificial intelligence, virtual reality, and data analytics. These leaders are pivotal in nurturing a culture of continuous improvement and empowerment, actively involving team members in pursuing collective achievements and personal growth. The study highlights the importance of transformational leadership in addressing the dynamic challenges and opportunities presented by Education 4.0. By inspiring educators and students to embrace change, transformational leaders facilitate the integration of innovative teaching methods and technologies, enhancing learning outcomes and preparing students for the demands of the digital age. The findings suggest that transformational leadership is instrumental in creating a flexible, relevant, and forward-thinking educational environment that aligns with the objectives of Education 4.0. This paper advocates strategically emphasising the development of transformational leaders within academic institutions. Such leadership is essential for navigating the complexities of digital-area education, ensuring institutions remain adaptive and responsive to technological advancements, and equipping students with the necessary skills to thrive in a rapidly evolving landscape.

The intersex person’s social isolation condition is the leading concern in inclusive educational practices. It provides for the relevance of intersex communities with the influence of social isolation on their education and well-being. Given the underlying problem, this paper stresses the isolation-free condition of the intersex community by facilitating inclusive education. The Atkinson and Shiffrin Model and Behaviorism-Based Intersex Theory supports inclusive education by extending the desire to significantly manage stereotypes, quality teaching, parental beliefs, expressions, physique, and intersex attribution. The qualitative research method analyses the reducing role of social isolation for inclusive education. The semi-structured interview research instrument is used for the data collection from the Ministry of Human Rights, Educational Institutions, and inter-sex Representatives. The results show that managing directors and heads of educational institutions frame policy management for the free social isolation of intersex persons, which is relevant through inclusive education. This paper aims to provide a better social condition for intersex persons and promote inclusive education through effective policy management.

Accounting education highly affects the level of Professional Accounting Education offered in a country by academic institutions, thus determining the job market competitiveness of accounting professionals. The purpose of this paper is to determine the relationship between accounting education and accounting practices in Sri Lanka. The data for this study is obtained through a well-structured questionnaire among the Finance Managers of listed companies in the Colombo Stock Exchange (CSE). The sample size of the study was 165 Finance Managers, and of them, 122 responded to the questionnaire. This study is significant to the Sri Lankan context due to scant research in the respective research area. The results depict a moderating positive relationship, while effectiveness of accounting education determines the role and performance of accounting professionals in Sri Lanka.

Understanding the factors that influence early science achievement is crucial for developing effective educational policies and ensuring equity within the education system. Despite its importance, research on the patterns of young children achieving science learning milestones and the factors that can reduce disparities between students with and without disabilities remains limited. This study analyzes data from the Early Childhood Longitudinal Study of Kindergarten Cohort 2011 (ECLS-K: 2011), which includes 18,174 children from 1328 schools across the United States, selected through a complex sampling process and spanning kindergarten to 5th grade. Utilizing survival analysis, the study finds that children with disabilities achieve science milestones later than their peers without disabilities, with these disparities persisting from early grades. The research highlights the effectiveness of center-based programs in enhancing science learning, particularly in narrowing the achievement gap between children with and without disabilities. These findings contribute to the broader discourse on equity in the education system and policy by introducing novel methodologies for assessing the frequency and duration of science learning milestones, and by providing insights into effective strategies that support equitable science education.