Women entrepreneurs have an essential role for the economic growth of a country. Furthermore, ICTs and new emerging technologies facilitate the increase in number of women entrepreneurs who access education, training, and start their businesses from home. The purpose of this chapter is to investigate the impact of new emerging technologies and ICTs on women entrepreneurs' success through an empirical study conducted in SE Wales and by means of the literature review in Malaysia. Furthermore, the chapter attempts to find out women entrepreneurs' styles and methods of learning with new emerging technologies and ICTs in the SE Wales and Malaysia. The research methodology used in this study is mixed methodology.

This article is based on authors' experience of using digital games for creative teaching and learning. Firstly the meaning of "digital pedagogy" and its relation with creative digital learning is discussed. Then several applications of using game-based learning techniques for improving creative digital learning are presented. Practical solutions for problems of creative learning and creative teaching are shown. Each casestudy is followed by explanation of techniques which could be used for design and development of digital learning games implementing creativity-based learning principles.The digital world marked by globalization and information communication technologies, shaped the knowledge society [1]. It is this type of society that highlights a disaccord between its new requirements and the outdated services offered by the educational institutions which cannot meet its new needs [1]. Therefore, according to O'Hara [39] and Clarke and Clarke [1] the knowledge society places pressure upon the educational institutions to produce a new type of pedagogy for a digital population. As a consequence, the new context provided the premise of creation of a new term: digital pedagogy. In the new world, students have to excel in making efficient decisions and working cooperatively in groups, either in synchronous or asynchronous styles [1]. Conform to Clarke and Clarke [1] digital students need highorder competencies, in order to cope with the fast moving environment, where the data is probably incomplete, inaccurate and the creation and sharing the knowledge is almost instantaneously. O'Hara [39] is emphasizing the need of a profound transformation within the educational system with new components such as: a new mission, new curriculum to suit the needs of its digital student population, new types of educational research and new pedagogy, where the teachers provide an interdisciplinary approach to topics and multidisciplinary knowledge. In this regard, education is part of the knowledge society and teaching is a process of continual adaptation [1]. Furthermore, we speak not only about new students as digital students, but also about a new language, which is the digital language [1]. As a consequence, it is suggestive to see the viewpoint offered by Prensky [2, 3] with regard to 'digital natives', in other words students born with digitals, and 'digital immigrants' as a name given to

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This chapter aims to explore the emergence of women entrepreneurs across the Globe. Moreover, the authors analyse the existent research and knowledge about Communities of Practice (CoPs) and information communication technologies (ICTs) and raise awareness of their role in supporting women entrepreneurs. The authors attempted systematic and unsystematic literature review to investigate the emergence of women entrepreneurs across the Globe and the role of Communities of Practice. There was an unprecedented increase in women entrepreneurship. Furthermore, the barriers faced by women entrepreneurs in the developed and the developing countries are slightly different. CoPs and networking play an important role for women's learning. The chapter widens the knowledge regarding Communities of Practice and their role in helping women entrepreneurs and is an original contribution to the research field of women entrepreneurship.

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