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The purpose of this paper is to improve our understanding of status‐oriented Muslim consumers in Kuwait. More specifically, to study how personality traits such as materialism, susceptibility to social influence and self‐monitoring explain status consumption.

A sample of 433 consumers provided information on their status consumption orientation and the personality traits under study. Respondents expressed their opinion on the statements on a five‐point Likert scale. Factor analysis was used to explore the underlying dimensions, the reliability of the measures and the components. Regression analysis was used to predict the hypothesized relationships.

This paper hypothesized that the three personality traits, namely materialism, susceptibility to personal influence and self‐monitoring, influence status consumption among Muslim consumers in Kuwait. Based on the results, the data supported all but the effect of self‐monitoring, that is, the ability to readily alter one's behavior to fit the current situation. Also, younger consumers seem to engage in more status consumption than older ones. There is also a positive correlation between income and status consumption.

Status consumption‐oriented consumers are typically susceptible to informational and normative influence and are materialistic.

These findings can be used in market segmentation and advertising, for example, status consumers could be depicted using or consuming products in situations that imply prestige and approval from important referent groups.

The findings contribute to enlarge the psychological profile of Muslim consumers and their orientation towards consumption.

The development of information technologies has led to the rapid evolution of learning approaches and educational solutions, with a focus on active learning. In the context of the transformative learning paradigm, active learning strategies are aligned with student-centered education, enabling learners to engage with complex concepts and practical challenges critically. This chapter presents a semi-structured literature review investigating the adoption of online active learning methods in the context of economics education and its potential to promote transformative learning. The main contribution of this chapter is the development of a framework for integrating online active learning strategies in economics education, grounded in the principles of transformative learning as described by Mezirow. The proposed framework highlights the importance of designing online learning experiences that support critical reflection, dialogue, and self-directed learning and suggests strategies for promoting student engagement and collaboration in the online environment. The impact of this approach on active learning practices in (higher) education is significant, as it provides educators with a roadmap for designing online learning experiences that foster transformative learning and promote student success in the post-pandemic era. The chapter concludes with policy recommendations and future research directions for enhancing the adoption and efficacy of online active learning strategies in economics education.