Empowering women in engineering is critical for fostering innovation, driving technological advancements, and ensuring gender equity in STEM education. This study applies the X.0 Wave Theory to explore how digital transformation in engineering education can enhance women's access, retention, and leadership in STEM fields. Key themes include integrating women into engineering curricula, fostering a sense of belonging through inclusive educational practices, and addressing the intersection of gender and STEM identity across diverse cultural contexts. The research highlights pedagogical approaches that support underrepresented groups, including women, neurodiverse individuals, and those with caregiving responsibilities. Ethical challenges posed by emerging technologies, such as AI and machine learning, are examined, emphasizing how inclusive learning environments can mitigate gender bias and empower women in leadership roles. A twofactor questionnaire (R-SPQ-2F) was employed to analyze deep and surface learning approaches among 900 students from humanities and engineering disciplines, focusing on leadership experiences, cultural influences, and gender dynamics. Findings reveal how sex and gender and cultural factors shape leadership development, mobility, and responses to failure, particularly in cross-cultural settings. This research provides actionable insights for academic institutions, policymakers, and industry leaders, advocating for policies that improve retention, mental well-being, and career advancement for women in engineering. The study underscores the role of women's leadership in driving sustainable innovation, highlighting the need to dismantle traditional gender biases and foster environments where women play a central role in shaping the future of engineering.

The transformative potential of Generative AI (GenAI) in higher education necessitates a critical examination of its ethical integration, particularly in fostering sex-gender equity and ensuring human-centric innovation. This paper addresses the multifaceted impact of GenAI, exploring both its opportunities and the ethical challenges it presents within educational contexts. As AI technologies, including large language models and diffusion models, rapidly advance, concerns regarding bias, privacy, accountability, and explainability in their application to educational settings must be addressed. It argues that ethical considerations must guide the integration of AI into educational systems, with a particular focus on gender equity and the promotion of inclusive learning environments. The rise of personalized learning, facilitated by AI systems, offers vast potential for tailoring educational experiences to individual needs. However, it also raises significant risks, including algorithmic bias, privacy violations, and the unintended misuse of AI technologies by students in ways that may perpetuate social inequities or ethical lapses. It underscores the urgent need for higher education institutions to address the ethics education gap, ensuring that students are not only equipped with cutting-edge technical knowledge but also a deep understanding of the societal and ethical implications of AI technologies. To bridge this gap, we propose practical strategies for the ethical integration of GenAI in education. These include project-based learning, cross-disciplinary collaboration, and comprehensive faculty development programs aimed at embedding ethical decision-making frameworks within AI curricula. By cultivating a cultural ethical responsibility, higher education can foster an environment where AI innovation is pursued with a commitment to social justice, diversity, and inclusion. Rooted in the X.0 wave, which highlights the evolution of technological paradigms from traditional models to the next wave of innovation, this paper aligns with the principles of Industry X.0 (when X.0 = 5.0). This theory emphasizes humancentric innovation, sustainability, and ethical responsibility as foundational elements for future technological advancements. In this context, it provides a roadmap for the responsible use of AI in education, advocating for the integration of human welfare as a guiding principle in AI-driven innovation. This ensures that AI technologies are utilized as tools for advancing societal well-being rather than exacerbating existing inequalities. By applying X.0 theory, this research calls for a paradigm shift in higher education—one that prioritizes ethical AI education and prepares students to lead with responsibility, equity, and integrity as they navigate the evolving technological landscape.

In the evolving Edu- Tech landscape, culture, infrastructure, and innovation tackle digital transformation and Industry 5.0 challenges. This specialized study explores how culture mirrors infrastructure and provides dynamic solutions in engineering education for the digital era. The all-encompassing comprehensive theoretical framework of the X.O Wave/Age Theory, which harmonizes the paradigms of Industry 5.0 with the ethos of combining the future of Industry 4.0 which is called Industry 5.0 as symbol of West Cultures and the future of Society 5.0 as which is called Society 6.0 as symbol of Non-West Cultures, serves as the guiding beacon for comprehending the intricate tapestry of cultural adaptation and principle in unraveling the complex dynamics at play. The role of culture within Edu- Tech is dual-fold. Firstly, culture reflects the inherent values, norms, and belief systems of societies and communities, thereby influencing the shaping of educational infrastructure and methodologies. Concurrently, culture emerges as a dynamic solution for effectively addressing the unique challenges engendered by the digital-transformation and the requirements of Industry 5.0. This comprehensive study meticulously examines the interwoven relationships between culture, infrastructure, and technological solutions, thereby casting a radiant light on the trans formative potential of Edu- Tech. Edu- Tech is not a one-size-fits-all paradigm; its efficacy hinges upon its adaptability to the idiosyncratic cultural intricacies and specific demands of diverse populations. Thus, harnessing culture as an infrastructure becomes an imperious mandate for customizing Edu- Tech solutions that harmonize with the distinctive cultural contexts of learners. This transformative adaptation necessitates an in-depth comprehension of the cultural fabric that molds educational practices and inclinations. The study undertakes this voyage, unraveling the cultural dimensions that significantly contribute to the triumph of Edu- Tech implementations. The digital transformation, steeped in the principles of Industry 5.0, mandates a comprehensive reevaluation of education's role in preparing individuals for the future workforce. This recalibration entails not only technological innovation but also an astute appreciation of the sway of cultural influences. The X.O Wave/Age Theory, an exhaustive framework that delineates the evolution of industrial ages, yields invaluable insights into the dynamics underpinning this paradigm shift. The study harnesses this theory to adroitly navigate the challenges and prospects intrinsically linked to the transition to Industry 5.0 and the corresponding role of Edu- Tech in engineering-education. Throughout the course of this study, an eclectic assortment of case studies and illustrative examples are proffered to exemplify the pragmatic applications of the cultural mirror. These case studies span an array of cultural-landscapes and spotlight innovative Edu- Tech solutions that have blossomed as a consequence of cultural adaptation. They serve as beacons of light, illustrating the potent efficacy of culture in fomenting trans formative modifications in educational infrastructure, ones that seamlessly align with the unique requirements of learners in the digital age. This study highlights the crucial role of Edu- Tech in reflecting culture and driving transformation in response to the challenges posed by the digital transformation and Industry 5.0. It provides guidance for educational institutions, policymakers, and engineering-education stakeholders to adapt and harness Edu- Tech to create a future-oriented, inclusive learning environment shaped by diverse cultural perspectives.

The future of industry 4.0 which is called industry 5.0 is the crossroads between information technology and operational technology, converging on physical and virtual systems that were previously used separately in industrial manufacturing processes with a focus of western culture. In other words, the supply chain uses technology to create integration between people, processes, and products. SMEs owners, manufacturers, and service organizations can access unprecedented, new levels of data, which can make it easy to understand, control, and improve every aspect of their operations. In the present study, existing research work on the models and assessment readiness criteria for the adoption of industry 4.0 are over-viewed. In I4.0, hybrid organizations are a type of organizations that have two wings of social and environmental mission and economic wing. The business models of these organizations have blurred the line between for-profit and non-profit organizations so that hybrid organizations can fall into both for-profit / non-profit categories. Hybrid Entrepreneurs Seek Organizational Organizations and Markets to Address Specific Social and Environmental Issues. The characteristics of these organizations are creating value for healthy living, environmental and social justice, environmental sustainability, quality products and services. In this paper we did research the development of a readiness assessment framework for tomorrow’s SMEs/hybrid SMEs or SME 5.0 which are small medium sized enterprises for getting prepared for the future concern for adopting the educational components of future of I4.0.

amidst the economic, social, and environmental disruption being faced due to the COVID-19 outbreak, SMEs are being challenged with how best to ensure business continuity. As a result, business continuity and global supply chain performance are disrupted. Due to the damage caused by the outbreak of the Coronavirus, if the economic, social, and environmental losses are not addressed quickly, and practical policies and strategies are not adopted, the damage will be exponential. This means that many SMEs will face many crises in the future. Good governance has significant potential for sustainability & continuity of operations of the business, modernizing SMEs, business model innovation, new business development, improving public service delivery, addressing complex development needs and promoting prosperity, and may help achieve the 2030 Sustainable Development Goals set by the United Nations. In this regard, smart governance to support business strategies remains an important driving force for this transition, especially in the face of international market pressures and global competition. And it offers incredible opportunities to innovate, strengthen and improve efficient practices and bring many benefits. In the meantime, the role of education is vital for sustainability. Education for sustainability leads to the accumulation of human capital in organizations by improving individual skills, abilities, and competencies. Companies that have better sustainability training have enjoyed more sustainable growth and development by using high-tech and knowledge-based products. In today’s increasingly complex social environments, many E-governance is working to ensure effective planning, implementation, and delivery of education policies. training in sustainable SMEs helps enthusiasts gain the necessary competence and skills to initiate sustainable enterprises. In fact, companies are no longer just legal in nature, and their main goal is not just profitability and accountability to shareholders. Companies have become citizens who are responsible for society and must become good corporate citizens. Innovative SMEs and their business ecosystems can be a major strength in achieving the goals of green technologies, the circular economy, as well as an innovation-enabling policy- and regulatory framework. Therefore, educational sustainability and transition to hybrid organizations are a necessity. In this paper, we are going to introduce a new concept which titled “Hybrid SMEs/SME 5.0 or Tomorrow’s SMEs” through the 5th wave theory towards mapping the future education with using the smart governance.

Since the 1970s, IT technologies have changed all aspects of our lives and affect the quality of livability and human life. At the beginning of the 21st century, three revolutions (D3) of 1-) decarbonization, 2-) decentralization, and 3-) digitalization took place, shaped our century, and as a result of digital sustainable education developments, governments also changed. On the other hand, in the technological age, based on the 5thwave theory, the issue of educational sustainability based on the 7PS model became increasingly the concern of academic societies. Since the beginning of the 21stcentury, the calls of different parts of society, from international institutions to academia, questioned the validity of the current definition of innovative digital educational sustainability. In fact, they state that economic growth, social inclusion and environmental balance, no longer reflect all the dimensions of our global educational societies and propose the addition of other dimensions to policies aiming at digital education, and, based on the 7PS model the political sustainability. The fundamental purpose of sustainable governance is to work in the direction of a healthy, safe, patient and creative society, based on the Hybrid business concept and not just a financially prosperous also environmentally, socially and more focus of education. That means governments must promote a development model which “meets current needs without compromising the ability of future generations to meet their own needs and with a readiness of the future concerns” And in the midst, cyber-government, as a catalyst for the dimensions of a good governance, has enabled government to facilitate the promotion of sustainability in all its pillars (based on the 9PGS model) through integrated policies and sustainable laws, transparency, accountability, commitment and efficiency in providing public services. So, governments have to protect the resources for future generations, but in an age where IoT-Business has penetrated most aspects of society, the world no longer faces only economic, social and environmental challenges, also sustainable education and training. Now that we are on the verge of tomorrow, it is essential that the government recognizes and manages the today’s challenges and based on the 3D Socio Eco Environment SME model to 1-) forecast, 2-) prevent, and 3-) face tomorrow’s crises for a sustainable future and to make the world a better place for living with the participation of citizens in a new concept called Utopia/Urban 6.0. In this research, we are going to study how Cyber Government can be infrastructure for the Sustainable Governance with examining solutions to tomorrow’s crises through the 5thwave theory, Edu 5.0 concept and 9PSG model. In addition, this article is very innovative due to the use of the author’s theories, concepts and models.