Urban regeneration and gentrification are complex, interconnected processes that significantly shape cities. However, these phenomena in the Middle East and North Africa (MENA) region are often understudied and typically viewed through a Western lens. This systematic review of literature from 2010 to 2024 addresses this gap by synthesizing a comprehensive framework for understanding urban regeneration-led gentrification in MENA countries. The review delves into key themes: Gentrification contexts, the regeneration process, gentrification accelerators, and the aftermath of gentrification. It explores the diverse motives behind urban regeneration, identifies key stakeholders, and analyzes catalysts of gentrification. Findings reveal that informal areas and deteriorated heritage sites in major cities are most susceptible to gentrification. The study also highlights the critical issue of insufficient community participation and proposes a participation evaluation framework. The unique socioeconomic and political factors driving gentrification in the MENA region underscore the necessity of context-specific approaches, facilitating the identification of regional similarities and differences. Conclusively, the review asserts that gentrification is a cyclic process, necessitating core interventions through enhanced regeneration strategies or displacement plans to mitigate its effects.

Universities play a key role in university-industry-government interactions and are important in innovation ecosystem studies. Universities are also expected to engage with industries and governments and contribute to economic development. In the age of artificial intelligence (AI), governments have introduced relevant policies regarding the AI-enabled innovation ecosystem in universities. Previous studies have not focused on the provision of a dynamic capabilities perspective on such an ecosystem based on policy analysis. This research work takes China as a case and provides a framework of AI-enabled dynamic capabilities to guide how universities should manage this based on China’s AI policy analysis. Drawing on two main concepts, which are the innovation ecosystem and dynamic capabilities, we analyzed the importance of the AI-enabled innovation ecosystem in universities with governance regulations, shedding light on the theoretical framework that is simultaneously analytical and normative, practical, and policy-relevant. We conducted a text analysis of policy instruments to illustrate the specificities of the AI innovation ecosystem in China’s universities. This allowed us to address the complexity of emerging environments of innovation and draw meaningful conclusions. The results show the broad adoption of AI in a favorable context, where talents and governance are boosting the advance of such an ecosystem in China’s universities.

The US Infrastructure Investment and Job Act (IIJA), also commonly referred to as the Bipartisan Infrastructure Bill, passed in 2021, has drawn international attention. It aims to help to rebuild US infrastructure, including transportation networks, broadband, water, power and energy, environmental protection and public works projects. An estimated $1.2 trillion in total funding over ten years will be allocated. The Bipartisan Infrastructure Bill is the largest funding bill for US infrastructure in the recent history of the United States. This review article will specifically discuss funding allocations for roads and bridges, power and grids, broadband, water infrastructure, airports, environmental protection, ports, Western water infrastructure, electric vehicle charging stations and electric school buses in the new spending of the Infrastructure Investment and Job Act and why these investments are urgently necessary. This article will also briefly discuss the views of think tank experts, the public policy perspectives, the impact on domestic and global arenas of the new spending in the IIJA, and the public policy implications.

The digital era has transformed education, making digital literacy essential for teachers to integrate technology and enhance student outcomes effectively. This study aims to examine how school culture influences teachers’ performance through their digital literacy, focusing on junior high school teachers in Malang City, East Java, Indonesia. Employing a quantitative approach, data were collected from 214 teachers out of a 457 population using questionnaires. The analysis was conducted through AMOS for Confirmatory Factor Analysis (CFA), SPSS for descriptive statistics, and PLS-SEM for hypothesis testing. The findings reveal that school culture significantly affects teachers’ digital literacy (Ho1) and teacher performance (Ho2) with supportive and innovative environments, while rigid cultures limit creativity. Furthermore, digital literacy was found to enhance teachers’ performance (Ho3) and mediate the impact of school culture on teachers’ performance (Ho4), enhancing teachers’ effectiveness in planning, implementing, and evaluating instruction. This study highlights the critical role of school culture in shaping digital literacy and offers new insights for improving teacher practices in diverse educational settings. Moreover, the role of education policies in fostering a collaborative school culture that enhances teachers’ digital literacy and performance, leading to improved educational outcomes, plays a crucial implication.