Encyclopedia:
From Scholars for Scholars

A conceptual exploration of contrasting psychological phenomena—overconfidence, as exemplified by the Dunning–Kruger Effect (DKE), and self-doubt, represented by impostor syndrome—within organizational contexts. It examines how these biases shape individual behavior, team dynamics, and organizational performance, highlighting the interplay between competence miscalibration and the undervaluation of one’s skills. The article further explores the societal, psychological, and familial origins of these syndromes, proposing implications for leadership and workplace productivity.

This entry examines the critical issue of misinformation within online learning environments following the COVID-19 pandemic, focusing on its types, spread, and consequences. It identifies key drivers of misinformation, such as reliance on unverified sources, limited media literacy, and emotional susceptibility during uncertainty. The entry analyses the effects of misinformation on students, educators, and the broader educational ecosystem, including behavioral disorders, reduced motivation, and misinformation-driven public anxiety. To address these challenges, the entry proposes strategies such as enhancing digital literacy, fostering critical thinking, and encouraging social interaction in virtual learning spaces. Ultimately, this work aims to equip educators, policymakers, and stakeholders with insights to develop a resilient, informed, and equitable post-pandemic educational framework.

The term “urban planning for the contemporary age” describes the process of creating and overseeing urban areas to meet the many complex issues of the current times, such as social justice, climate change, growing urbanisation, and technological advancement. It places a strong emphasis on flexible, inclusive, and progressive approaches that strike a balance between sustainable development and the changing demands of various urban populations. Urban planning, particularly in the contemporary age, is a multidisciplinary discipline that tackles the complexity of contemporary cities that is influenced by social injustices, fast urbanisation, climate change, and technology breakthroughs. This entry paper examines how planners deal with these issues by using flexible, inclusive, and sustainable approaches that strike a balance between community well-being, environmental conservation, and growth. It looks at important topics including incorporating smart technology, building climate impact resilience, and creating inclusive, accessible, and egalitarian urban environments. The conflict between tradition and modernisation is also highlighted in the chapter, underscoring the necessity of creative solutions that protect cultural legacy while meeting contemporary needs. By examining global trends, this study offers insights into how urban planning is changing to satisfy the demands of a dynamic and connected society. The study used a literature review to identify the main areas that are influencing innovation in urban planning. It then delves into discussions on contemporary issues and complexities in shaping urban futures. The main research methods were a literature review and empirical analysis. In the end, it makes the case for rethinking urban futures with an emphasis on resilience, sustainability, and the welfare and well-being of urban residents.

A conceptual exploration of contrasting psychological phenomena—overconfidence, as exemplified by the Dunning–Kruger Effect (DKE), and self-doubt, represented by impostor syndrome—within organizational contexts. It examines how these biases shape individual behavior, team dynamics, and organizational performance, highlighting the interplay between competence miscalibration and the undervaluation of one’s skills. The article further explores the societal, psychological, and familial origins of these syndromes, proposing implications for leadership and workplace productivity.

This entry examines the critical issue of misinformation within online learning environments following the COVID-19 pandemic, focusing on its types, spread, and consequences. It identifies key drivers of misinformation, such as reliance on unverified sources, limited media literacy, and emotional susceptibility during uncertainty. The entry analyses the effects of misinformation on students, educators, and the broader educational ecosystem, including behavioral disorders, reduced motivation, and misinformation-driven public anxiety. To address these challenges, the entry proposes strategies such as enhancing digital literacy, fostering critical thinking, and encouraging social interaction in virtual learning spaces. Ultimately, this work aims to equip educators, policymakers, and stakeholders with insights to develop a resilient, informed, and equitable post-pandemic educational framework.