Women entrepreneurship has attracted the attention of academics and practitioners with a large body of research studies in recent years. Past literature reviews on women entrepreneurship have been criticized for their limited scope, lack of interdisciplinary perspective, and the need for more objective, technology-facilitated analytical methods. Our study provides insights into the development of women entrepreneurship research, including a new analysis through the lens of sustainable development and the impact of the COVID-19 pandemic. Bibliometric indicators and a systematic literature review approach are used to analyze literature published between 1991 and 2021 to better map the development of research and related opportunities for enhancing studies on women entrepreneurship. In addition to traditional bibliometric indicators such as publications, citations, etc., we used altmetrics, a new metric to assess the engagement and impact of publications based on social media presence. The Dimensions database has been used to assemble and arrange 3157 publications on women entrepreneurship, of which 843 publications are directly aligned with the Sustainable Development Goals (SDG) and 80 publications related to COVID-19. Our findings indicate that the top three SDG of interest to researchers are: SDG 8, decent work and economic growth; SDG 10, reducing inequalities; and SDG 5, gender equality. Within each SDG, we find concentrated studies on themes relating to the socio-political and small-medium enterprises, including family business management and gender biases, and their implications for sustainable development. Further, studies on the impact of COVID-19 reveal a significant bias towards women’s empowerment in ICT, digitization, and e-commerce while exposing the need for gender-moderated policies and governmental interventions. We offer suggestions for future studies on enabling and measuring the contributions of women’s entrepreneurship to sustainable development, including capital investments and the long-term impacts of the pandemic on women-led enterprises.

Purpose: The purpose of this paper is to illustrate an Inclusive Digital Literacy Framework for vulnerable populations in rural areas under the Digital India program. Key challenges include addressing multiple literacies such as health literacy, financial literacy and eSafety for low-literate learners in low-resource settings with low internet bandwidth, lack of ICT facilities and intermittent electricity.Design/methodology/approach: This research implemented an educational model based on the proposed framework to train over 1,000 indigenous people using an integrated curriculum for digital literacies at remote settlements. The model uses mobile technology adapted for remote areas, context enabled curriculum, along with flexible learning schedules.Findings: The education model exemplifies a viable strategy to overcome persistent challenges by taking tablet-based digital literacies directly to communities. It engages different actors such as existing civil societies, schools and government organizations to provide digital literacy and awareness thereby improving both digital and life skills. It demonstrates the potential value of a comprehensive Digital Literacy framework as a powerful lever for Digital Inclusion.Practical Implications: Policy makers can use this transformational model to extend the reach and effectiveness of Digital Inclusion through the last mile enhancing existing training and service centers that offer the traditional model of Digital Literacy Education.Originality/value: This innovative mobile learning model based on the proposed Digital Framework for Inclusion instilled motivation, interest and confidence while providing effective digital training and conducting exams directly in the tribal settlements for low-literate learners in remote settings. Through incorporating multiple literacies, this model serves to empower learners, enhance potential, improve well-being and reduce the risk of exploitation.

This study explores the adoption and societal implications of an emerging technology such as Chat Generative Pre‐Trained Transformer (ChatGPT) in higher education students. By utilizing a mixed‐method framework, this research combines Rogers’ diffusion of innovation theory with sentiment analysis, offering an innovative methodological approach for examining technology adoption in higher educational settings. It explores five attributes—relative advantage, compatibility, ease of use, observability, and trialability—shaping students’ behavioral intentions toward ChatGPT. Sentiment analysis offers qualitative depth, revealing emotional and perceptual aspects, and introduces a gender‐based perspective. The results suggest that five innovation attributes significantly impact the adoption rates and perceptions of ChatGPT, indicating its potential for transformative social change within the educational sector. Gen Zs viewed ChatGPT as innovative, compatible, and user‐friendly, enabling the independent pursuit of educational goals. Consequently, the benefits provided by ChatGPT in education motivate students to use the tool. Gender differences were observed in the prioritization of innovation attributes, with male students favoring compatibility, ease of use, and observability, while female students emphasized ease of use, compatibility, relative advantage, and trialability. The findings have implications for understanding how technological innovations such as ChatGPT could be strategically diffused across different societal segments, especially in the academic context where ethical considerations such as academic integrity are paramount. This study underscores the need for a demographic‐sensitive, user‐centric design in generative artificial intelligence (AI) technologies.

This study explored the transformative potential of generative artificial intelligence (GAI) for achieving the UN Sustainable Development Goal on Quality Education (SDG4), emphasizing its interconnectedness with the other SDGs. A proprietary algorithm and cocitation network analysis were used to identify and analyze the network of SDG features in GAI research publications (n = 1501). By examining GAI’s implications for ten SDG4 targets, the findings advocate for a collaborative, ethical approach to integrating GAI, emphasizing policy and practice developments that ensure that technological advancements align with the overarching goals of SDG4. The results highlight the multifaceted impact of GAI on the SDGs. First, this paper outlines a framework that leverages GAI to enhance educational equity, quality, and lifelong learning opportunities. By highlighting the synergy between GAI and the SDGs, such as reducing inequalities (SDG10) and promoting gender equality (SDG5), this study underscores the need for an integrated approach to utilizing GAI. Moreover, it advocates for personalized learning, equitable technology access, adherence to ethical AI principles, and fostering global citizenship, proposing a strategic alignment of GAI applications with the broader SDG agenda. Next, the results highlight that GAI introduces significant challenges, including ethical concerns, data privacy, and the risk of exacerbating the digital divide. Overall, our findings underscore the critical role of policy reforms and innovative practices in navigating the challenges and harnessing the opportunities presented by GAI in education, thereby contributing to a comprehensive discourse on technology’s role in advancing global education and sustainable development.