The main goal of this proposal is to learn how to apply digital transformation techniques in order to boost digital awareness of female freshmen studying university-level International business programs. According to WEF Global Gender Gap Report for 2021, women have greater representation in roles that are being automated; but still not enough women are entering professions where wage growth is the most pronounced (most obviously, STEM professions), and globally women face the perennial problem of insufficient access to the new technologies. Developing and deploying women who present one-half of the world's available talent has a huge bearing on the growth, competitiveness, and future readiness of economies and businesses worldwide. Globally, even though women have been less engaged in the labor market as opposed to men (55% and 78% respectively), they still represent a significant population in the workforce. Therefore we would first analyze and then implement new digital skills for women freshmen students based on digital transformation to succeed in the world of future jobs. Furthermore, a business laboratory will be used to simulate and monitor the artificially created effect of digitally encouraged leadership and entrepreneurial characteristic on economic performance within 10 and 20 years, and then we would able to compare the effects on inclusive growth. The additional goal of this proposal is to detect how entrepreneurship and leadership skills could be strengthened through education in digital transformation in order to upgrade new generations of woman leaders.

In recent decades, the overpopulation on our planet has had an impact on environmental change. Addressing and understanding such changes in a reliable manner requires contemporary data-science knowledge and methodologies since the amount of information available online has been increasing at an exponential rate. Additionally, to draw meaningful conclusions and predict certain events in terms of environmental changes, one must be familiar with existing natural processes. Thus, combining data science with knowledge about global conditions in the world and how they impact Earth's biosphere, would highly benefit the understanding of possible consequences in the environment. Since our planet is a complex, dynamic system that is likely to change, one must be knowledgeable about the global climate system as a whole. As well, one must understand its processes and interactions with the environment to be able to understand and work on preventing the potential inevitable drastic circumstances for living. This paper addresses the issue of environmental changes and presents a solution in the form of academic education, which is currently in progress, and also related to the COVID-19 issues. As shown in the results section, this type of education aims to teach students about the basics of data science and how to interpret and visualize information related to current environmental changes.

Driven by the fact that many of us experienced softer or not-so-soft lockdown, the intention of a couple of instructors at our university was to develop a collaborative tool that could help in online delivery and gamification on two courses that are delivered in the Business and IT curriculums we are offering to our students. That tool could be described as a decentralized web application that simulates Internet marketing principles and helps in gamification of the learning process for our students. We planned our web application for Internet marketing simulation as the gamification of the learning process, which is one of the basics for active learning for Internet Marketing course for International Business students, to gain new class activities by online simulation competing in the field of Internet marketing principles; and for IT students in developing the Web application and also on adopting Blockchain technologies for the distributed reports which need to have a consensus of all teams included in the simulation. The proposed solution includes the design of business logic simulation and using four main digital marketing tools - social networking, content creating and sharing, search engine marketing, and display advertising in use of such application for hands-on online class exercises.

Conducting a single course across international boundaries impacts both the students and the instructors. Interestingly, many of the impacts are the same. In essence, while the international team of students is working on their project, the international team of instructors is working on their own project-the course itself. In our case we deliver a joint course for more than 100 students spread across three international campuses on three different continents with three different business cultures. The main course goal is to prepare students for real IT projects that are based on distributed software development, covering all project phases: short definition of project task, gathering the data and creating the requirements list, dividing the team roles, creating the project plan along with time-line and budget-line, developing, testing and deploying the final project, documenting the project and proposing plans for maintenance and further support. At the end of the course students need to peer-review their team members; these evaluations are a significant part of the students' final grades. Our past experience showed that as a whole, students were very satisfied with the experience and knowledge they gained during our Capstone course. This was particularly evident with anecdotal comments by alumni.