This paper aims to explore effective ways to incorporate a mission-orientated framework to innovation policies that are designed to achieve the United Nations’ Sustainable Development Goals (SDGs). This paper aims to identify the strategies of MOIP to inform innovation and sustainability in the Middle East and North Africa (MENA) region, particularly focusing on the Gulf Corporation Council (GCC) context. It does so through a systematic literature review of current studies related to MOIP, according to the PRISMA protocol, regarding countries in the GCC region that are currently undergoing ambitious national strategic development plans with sustainability and inclusive growth at their core. This particularly targets SDG 9, which is about fostering innovation that is inclusive and sustainable. Implications for this study may inform innovation policy in the GCC and even inspire the wider Middle East and North Africa (MENA) region in terms of innovation metrics, energy transitions, the innovation ecosystem, public participation, and policy implementation and evaluation. Based on the systematic review and current innovation ecosystems and practices in the GCC, recommendations and strategic options are outlined.

Qatar is caught in the struggle between reformation of its educational system to create a dynamic, local workforce and prepare their citizens for the competitive global market for higher education and jobs, whilst preserving the country’s values, tradition and language. This paper examines the recent policy shifts, hitherto underexplored, analysing the intended and unexpected impacts that influenced subsequent policy reform. It begins with a background on neoliberal educational policies followed by a historical account of the education system, with a focus on post-2011 where the government introduced a voucher system to further privatization. Using quantitative longitudinal analyses based on tabulating detailed government educational reports from 2010 onwards, it aims to investigate the impact of these post-2011 policies on the number of schools, students, gender and demographic composition in the government and private schooling sector. The data illustrates how a simple, linear trend of privatization has not occurred and that significant demographic changes have begun to surface between government and private schools. If these trends continue at the same rate across the next decade, this will likely result in transformative social changes and divisions in relation to identity, language, gender, cultural values, socio-economic status, higher education choices and job opportunities.

This article examines Arabs with disabilities living in Israel. Centring their experiences and voices, it argues that the group’s marginalisation is predominantly shaped by the ongoing political conflict. Arabs in Israel suffer deep social and institutional marginalisation on the basis of their ethnic identity and perceived threat and opposition to the state. Arabs with disabilities are neither exempted nor alleviated from this discriminatory framework. Therefore, those services, rights, and policies which are in place are not always fully granted, revealing the deficiency of a rights-based model for advancing their cause. Strikingly, however, it is the barriers and limiting normative beliefs within the community of Arabs in Israel where discrimination is most acutely felt. Being seen only through their disability means a battle for acceptance, integration, and participation in Arab society. Again, without a significant shift in social awareness and underlying normative perceptions, a rights-based model will only go so far.

Artificial intelligence (AI) is rapidly being embedded into all aspects of human life, reshaping everything from mundane daily human interactions to national military strategies. With AI technological capabilities limited to only a handful of parties, nations must grapple with the effects of relying on foreign technology on their own digital sovereignty, which is defined as a nation’s ability to control its digital infrastructure, data flows, and epistemic frameworks. This paper traces the recent AI educational policies of China and the United States—the world’s leading economic and technological powers. Analyzing state discourse, policies and governance between 2017 and 2025 this paper argues that the new AI race has revitalized the discourse on digital sovereignty. AI education is now a core feature of national security, workforce competitiveness and cultural sovereignty. This framing elevates AI from a tool of innovation to an instrument of geopolitical power, and places education, skills and capacity building at the heart of this strategic landscape.

Qatar is on a mission to cultivate a thriving, globally competitive, knowledge-based economy, shifting away from its rentier economic model, as well as being a key international player on the world stage. This article focuses on Qatar’s social and cultural sphere, exploring the Qatari state’s vision for society in the midst of these grand agendas. Through a systematic analysis of six key national documents (KNDs), such as the Qatar National Vision 2030 and the National Development Strategy, it extracts the state’s aspirations for its society, as well as the values or traits they are attempting to preserve or inculcate. We identify five key overarching themes in the KNDs: (1) the advancement of society; (2) the preservation of traditions and values; (3) keeping up with the Gulf, Arab and Islamic countries and the world; (4) the empowerment of women; and (5) the importance of the family. The paper concludes with an assessment of some top-down initiatives and policies that were designed to achieve these ambitious agendas, and highlights some of their pitfalls. These issues include a lack of civic participation and engagement; the need for more localisation and indigenous social innovation; and, lastly, more attention given to social dynamics, including their inter- and intra-relations, which often lead to unintended consequences.

Maker Majlis, based in Qatar, was the first manifestation of a localised human-centred design makerspace in the Arabian Gulf region that went digital during the COVID-19 pandemic. It was a coalescence of three broad ideas: human-centred design thinking, sustainability and Islamic values. The digital makerspace hosted 229 participants from 25 countries. This paper aims to outline this platform and its programs and preliminarily assess their capacity to develop twenty-first century skills based on participants’ survey results of their learning experience. In doing so it also explores more broadly the role of informal digital makerspaces as a non-traditional educational approach in education for sustainable development. Overall, the findings indicate multifaceted positive benefits of these programmes on participants’ learning experiences, citizenship values, personal development, and holistic growth with ethical and social values. The participants valued the human-centered design and mentoring aspects of the programs for enhancing creativity, critical thinking, and problem-solving skills. Moreover, the programs promoted global citizenship by enabling collaboration across different backgrounds, and nurturing qualities such as confidence, self-respect, and respect for others. This research underscores the potential of digital makerspaces to serve as innovative educational models that support lifelong learning as well as the implementation of digital civics pedagogy.