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A case study of Lilongwe University of Agriculture and Natural Resources (LUANAR) in Malawi explores its contribution to improving food security and nutrition using varied genetic resources and plant-based diets. The chapter articulates specific examples of research and outreach activities conducted to improve availability, access, and consumption of safe and quality food to reduce undernutrition. Malawi, together with other countries, adopted the global 2030 sustainable development goals (SDGs) during the United Nations General Assembly in September 2015 to transform the world, end poverty and inequality, protect the planet, and ensure that all people enjoy health, justice, and prosperity. SDG2 is on ending hunger, achieving food security, improving nutrition, and promoting sustainable agriculture. Malawi has made significant progress and is on track to achieving SDG number 2 by 2030, and LUANAR has contributed to this achievement in multiple ways. The university has academic programmes and carries out research in various areas of agriculture and natural resources that relate directly to SGD 2. The faculty of Food and Human Sciences champions training, research, and innovation on food and nutrition at the university. The chapter concludes by reiterating that government leadership, support from development partners, and collaboration with the academic, research, and private sectors are key to success. The research models, impact, and challenges presented in the chapter have relevance and potential for wider application in the developing world.

In the era of the digital economy, higher demands are placed on versatile talents, and the cultivation of students with innovative and entrepreneurial abilities has become an important issue for the further development of higher education, thus leading to extensive and in-depth research by many scholars. The study summarizes the characteristics and patterns of dual-innovation education at different stages of development, hoping to provide a systematic model for the development of dual-innovation education in China and make up for the shortcomings.

This paper uses Citespace software to visualize and analyze the relevant literature in CNKI and Web of Science databases from a bibliometric perspective, focusing on quantitative analysis in terms of article trends, topic clustering, keyword co-linear networks and topic time evolution, etc., to summarize and sort out the development of innovation and entrepreneurship education research at home and abroad.

The study found that the external characteristics of the literature published in the field of bi-innovation education in China and abroad are slightly different, mainly in that foreign publishers are more closely connected and have formed a more stable ecosystem. In terms of research hotspots, China is still in a critical period of reforming its curriculum and teaching model, and research on the integration of specialization and creative education is in full swing, while foreign countries focus more on the cultivation of students' entrepreneurial awareness and the enhancement of individual effectiveness. In terms of cutting-edge analysis, the main research directions in China are “creative education”, “new engineering”, “integration of industry and education” and “rural revitalization”.

Innovation and entrepreneurship education in China is still in its infancy, and most of the studies lack an overall overview and comparison of foreign studies. Based on the econometric analysis of domestic and foreign literature, this paper proposes a path for domestic innovation and entrepreneurship education reform that can make China's future education reform more effective.

Online teaching competencies are critical skills required for effective teaching and learning in higher education. However, evidence regarding the impact of online teaching competencies on teacher performance and career satisfaction is minimal in the literature. This study draws on the TPACK model to understand how online teaching competencies influence teacher performance and career satisfaction.

The study adopts a quantitative approach and collected data from 243 faculty in both public and private universities in Ghana. Structural equation modelling was used to examine the relationships among the study constructs.

The results show that the various dimensions of TPACK have a significant positive effect on teacher performance and career satisfaction. Furthermore, the mediation results reveal that neither perceived career support nor teacher attributes mediate the relationship between online teaching competencies, teaching performance and career satisfaction.

This paper provides a better understanding of how context knowledge, pedagogical knowledge, pedagogical context knowledge, technology pedagogical knowledge, career support and teacher attributes affect teacher performance.

This study draws on the TPACK (context knowledge, pedagogical knowledge, pedagogical context knowledge and technology pedagogical knowledge) model and incorporates perceived career support and teacher attributes as essential characteristics within an emerging economy country context.

Understanding the stakeholders' role and interest are critical for implementing climate change policy. The dichotomy between adaptation and mitigation, which arguably creates uncertainty at the implementation level, for example, is shaped by the role of the actors involved. In this regard, this study aims to investigate the interests and role of stakeholders in climate change adaptation at the national and regional levels in Indonesia. The country, Indonesia, is selected because it produces the largest amount of greenhouse gas emissions, and the people are at the highest risk of the impacts of climate change in the world. Furthermore, this study discusses the challenges in climate change adaptation in Indonesia.

This research uses a literature review and interviews with potential stakeholders. Purposive sampling methods were applied to select stakeholders for interviews. Interviews with key stakeholders were conducted through email and Zoom. Questions were developed based on the roles and interests of stakeholders.

According to the stakeholders, there is a need to establish links between climate change adaptation and local policy at the national and regional levels. The results reveal no integration strategy or approach to support climate change adaptation. Although there has been some climate change adaptation, few people are widely regarded as authorities on climate change policy. This study also discusses some challenges and opportunities to engage key stakeholders in Indonesia.

The study offers an understanding of stakeholders based on key stakeholders' interests and role in climate change adaptation in Indonesia. The research findings in this study generate prospects for the government or decision-makers or other stakeholders to deliberately aspire for policy planning. In addition, to prepare climate change adaptation policies relating to the role of stakeholders or community-based approaches to climate change adaptation, stakeholders can conduct more detailed studies to achieve community resilience in term of climate change adaptation.