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Recognizing economic literacy as a vital form of intellectual capital provides essential tools to mitigate the adverse impact of risk factors on business organizations' performance. This recognition serves as a strong rationale for prioritizing economic literacy as a strategic asset in navigating the complexities of risk factors for sustained organizational performance. To bridge this gap, this study examines the role of risk factors in the economic literacy of an organization and how they affect organizational performance.

This exploratory study employed a qualitative research method, utilizing a systematic review with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) approach to identify gaps. A comprehensive search across databases was conducted using keywords related to risks, economic literacy and organizational performance. In total, 32 articles were meticulously analyzed, focusing on methodology, results and discussion sections to address research questions.

This study highlights the impact of risk factors on economic literacy and organizational performance, focusing on risk-taking, attitude, enterprise risk management (ERM), financial literacy and organizational performance. It reveals that possessing economic literacy can mitigate financial risks in corporations by helping entrepreneurs identify business opportunities and pitfalls, enabling informed and prudent financial decision-making. Conflicting findings challenge existing knowledge on the link between risk factors and financial literacy, particularly in new product development decisions, highlighting the need for further investigation into environmental factors shaping this connection.

The study developed a conceptual model that explains the interaction among economic literacy, risk factor and organization performance, which has implications for the development of the required intellectual capital to mitigate the impact of risk factors. Also, the study identified diverse conceptual, methodological and geographical gaps that will provide direction for future studies. Future research could delve into firm-level or cross-country data via surveys, interviews or focus groups, enriching the research's robustness and depth for nuanced insights into the investigated relationships.

The relationships among institutions, entrepreneurship, and economic growth are hotly contested topics. The objective of this present study is to conduct a systematic literature review aimed at comprehensively assessing the relationships between institutional pillars, entrepreneurship and economic growth.

Specifically, a comprehensive analysis of 141 empirical publications was carried out using the PRISMA protocol. The reviewed publications were taken from the Web of Science, Scopus and Google Scholar databases. Thirty-three articles that met the eligibility criteria of quality, relevance and timeliness of the publications were included in the the study.

Three key lessons emerged from the review. First, it was discovered that entrepreneurship and economic growth are influenced by three institutional pillars at various levels, including the regulatory, cognitive and normative pillars. Second, according to the type of institutional quality, the institutional pillars in a causal framework have a good or negative impact on entrepreneurship. Third, novel enterprise creation, self-employment, citizen employment, poverty alleviation, radical innovation, formalization of the informal sector, promotion of competition in existing and new markets, Gross Domestic Product (GDP) growth and the emergence of new business models that significantly improve quality of life.

The study proposes a conceptual framework for further exploring this important relationship based on solid empirical evidence. By providing a theoretically grounded framework, the paper fills the gaps in the literature and helps to clarify the relationship between institutional foundations, entrepreneurship and economic progress.

The contributions of Islam to human civilization, spanning theology, philosophy, politics, economy, sociology and science, find ample documentation in several historical records. This paper aims to critically examine the catalytic role played by Islam’s social well-being and economic justice in advancing peaceful coexistence.

This exploration is carried out through a systematic literature review using the PRISMA framework. The paper addresses three core thematic research questions, with the intent of offering a comprehensive contribution to both the theory and application of Islamic Studies. To acquire essential data, a qualitative research approach focused on documentation, particularly the collection of non-numerical data from secondary sources, including the Qur’an, Hadith and scholarly articles, was used.

The systematic literature review led to three notable insights. Firstly, the promotion of social well-being by Islam contributes positively to peaceful coexistence across various global regions. Secondly, Islam’s emphasis on economic justice also plays a constructive role in nurturing peaceful coexistence in diverse geographical areas. Thirdly, the alignment between Islam’s promotion of social well-being and economic justice, following the principles of Maqasid al-Shari’ah and the five international principles of peaceful coexistence, lays the groundwork for prospective theoretical inquiries.

This study provides a pioneering perspective by systematically integrating Islamic principles with international frameworks for peaceful coexistence through the Preferred Reporting Items for Systematic Reviews and Meta Analysis (PRISMA) methodology. It offers a unique contribution by presenting how Islam’s intrinsic values of social well-being and economic justice using Maqasidul Shari’ah indicators serve as catalysts for promoting global harmony and social stability. By bridging religious tenets with universal coexistence principles, the study sets a foundational framework for interdisciplinary and policy-driven discourse on achieving sustainable peace through faith-based social and economic structures.

Artificial Intelligence (AI)-powered technologies are revolutionising the landscape of education, ushering in a myriad of possibilities and challenges. This article delves into the dual nature of AI-driven tools in education, spotlighting pivotal advancements like automated grading, personalised learning algorithms, online monitoring, content filtering, AI-based learning tools, Chat Generative Pre-trained Transformer (ChatGPT) and standardised testing (ST) platforms. Ultimately, the examination reveals a spectrum of advantages, risks and considerations associated with AI-driven educational applications. Employing the PRISMA protocol, this study systematically reviews peer-reviewed literature concerning the implementation and ethical implications of AI in higher education. The analysis incorporates 36 scholarly articles, uncovering the entrepreneurial advantages of AI, such as tailored learning experiences, self-assessment opportunities, heightened efficiency, skill enhancement and reduced educational disparities. Concurrently, the research identifies potential hazards, including user profiling, plagiarism, academic integrity breaches and excessive reliance on technology that may hinder creative learning dynamics. Crucial concerns emerge, encompassing the possible devaluation of educators' roles, privacy issues inherent in personalised learning platforms and the intrusive nature of online surveillance. Additionally, the study highlights biases embedded within AI algorithms and apprehensions regarding job displacement within the academic community. To steer AI integration responsibly within higher education, the investigation explores ethical frameworks and models, offering pragmatic suggestions for institutions. Recommendations advocate for a balanced approach, emphasising judicious AI utilisation and the formulation of institutional policies. This chapter's distinctiveness lies in its innovative stance, striving to reconcile the technical and entrepreneurial benefits of AI applications with the preservation of creativity in higher education contexts.