According to annual reports by Edelman (2025) and DataReportal (Kemp, 2025), Western societies are experiencing an upswing in both polarization and digital media consumption a trend particularly pronounced in Spain. This paper outlines a co-design process involving 139 students and 20 video game experts to develop guidelines for an educational module on critical digital literacy. It offers insights into Catalan students’ preferences for educational content (short, creative, visual content) and expert recommendations on essential approaches for teaching critical digital literacy (discursive and iterative lessons). The findings show that students are eager to engage in this kind of participatory research. The study identifies four areas of student interest/weakness that can serve as entry points for teaching critical digital literacy (brainwashing tools, creativity, immigration, and what is real), together with four video games deemed suitable for educational use (Brawl Stars; Papers, Please; The Stanley Parable; What Remains of Edith Finch). Finally, the paper provides an exploratory, locally grounded yet ecologically valid perspective on how to start integrating indie games into high school curricula.
ChatGPT has experienced remarkable popularity and success in its initial weeks, primarily due to its human-like conversational abilities and its extensive capacity to address a wide array of knowledge domains. However, within the educational context, substantial uncertainties and risks regarding potential misuse pose threats to academic integrity. This study aimed to investigate the determinants of ChatGPT acceptance by integrating constructs from traditional technology acceptance models with those relevant to ethical considerations. A sample of 145 college students was successfully recruited to complete an online survey after using ChatGPT provided by their institution for one month. The analysis, conducted using Partial Least Squares Structural Equation Modeling, revealed several key findings: (1) performance expectancy and social influence were significantly related to the intention to use, which in turn positively influenced actual usage; (2) effort expectancy demonstrated an indirect relationship with the intention to use, mediated by performance expectancy; and (3) among risk perception, risk propensity, and academic dishonesty, only risk perception exhibited an inverse relationship with the intention to use. The study discusses the theoretical and practical contributions of these findings, providing insights into the factors influencing the acceptance and ethical considerations of ChatGPT in educational contexts.
This study examines how perceived AI system reliability shapes knowledge identity (KI) processes in organisations by influencing how knowledge is presented, transferred, and reproduced. Prior work on AI trustworthiness has largely emphasised technical performance, while under-specifying reliability as a socio-cognitive judgement enacted through human-AI interaction. Drawing on socio-technical systems theory and identity-based knowledge management, a mixed-method design was employed in an aviation maintenance context. First, grounded interviews with domain experts identified five human-centred reliability dimensions (accuracy, user trust, explainability, consistency, and responsiveness). Second, the Analytic Hierarchy Process was used to prioritise these dimensions and inform a composite system reliability score (SRS). Third, hypotheses were tested using PLS-SEM on survey data from 116 knowledge workers. Results show that perceived AI reliability positively affects all three KI processes, with accuracy and user trust exerting the strongest influence. The study contributes by (i) conceptualising AI reliability as a socio-cognitive construct central to KI formation, (ii) operationalising a weighted SRS to support evaluation and improvement of AI-enabled knowledge management (KM) systems, and (iii) providing actionable design implications for aligning AI tools with organisational sensemaking and knowledge continuity. Future research should validate the model across industries and integrate objective system metrics with perception-based reliability measures.
The study explores the factors influencing academic staff readiness for e-learning in higher education institutions (HEIs) in Jammu and Kashmir of India. By synthesizing elements from existing e-learning readiness (ELR) models, the researchers identified the most relevant factors and proposed an indigenous reflective measurement model for assessing ELR of academic staff. The model was empirically tested using Confirmatory Factor Analysis (CFA) and Covariance-Based Structural Equation Modeling (CB-SEM). A sample of 281 academic staff members from HEIs in Jammu and Kashmir of India was used for analysis. The CFA results revealed that the model accounted for 52% of the variance in the key factors affecting ELR. Additionally, SEM demonstrated that approximately 39.3% of the variance in ELR could be explained by the factors integrated into the model. The findings indicate that Facilitating Conditions (FC), Self-Efficacy (SE), and Pedagogical Attitude (PA) significantly influence ELR, although their impacts vary in magnitude. These results offer practical insights that are transferable to other regions grappling with similar constraints for raising awareness among academic staff regarding the critical factors that contribute to enhancing their readiness for e-learning. By improving their pedagogical attitude and self-efficacy, they can better harness the potential of e-learning technologies for effective teaching and learning.
With the growth of the higher education sector, students opting for higher education are inundated with a plethora of choices. Admissions is a key revenue generator for any higher education institutes (HEIs), and the pressure on the admissions team is increasing day by day to ensure that admission quotas are filled. In order to attract and retain students, HEIs are tuning into social media platforms in the hope of engaging with their prospective students and becoming their destination of choice for higher education. In this paper, we analyse the point of view of media managers from various business schools on how the use of social media impacts college choice. A total of sixteen media managers were approached with an unstructured interview guide, and the discussions were audio-taped. The findings show that social media is far more than a marketing tool—it functions as a multifaceted platform for engagement, branding, information dissemination, and pedagogical support. The findings also confirm the belief that media managers are well aware of the role of social media but are still working on traditional media. They need to find ways to move into closed-loop social media.
While the role of human capital is central in realizing smart cities, a skilled workforce is significantly lagging behind demand, hindering the incorporation of technological advancements in urban management. To curb this gap, upskilling and training will be a critical investment in future cities. While various educational means and types are suggested in the literature, the actual training offered remains inadequate. This paper assessed the use of massive open online courses (MOOCs) as a continuing training approach for the smart city workforce by examining the learners’ perceived relevance, quality and usefulness and acquisition of knowledge and skills. Results showed that MOOCs can be an effective approach for continuing professional development of the smart city workforce, as the vast majority of the participants considered the MOOC engaging, offering them useful and relevant skills, while reporting a significant improvement in their skills. A competency-based structure, multidisciplinary training modules, multiple smart city stakeholder engagement, certification, and updated content of good quality have been identified as key factors for developing effective MOOCs for this professional sector. Our findings contribute to understanding how continuing education programs for smart city workers should be designed and developed, offering critical guidance to various stakeholders, such as educational providers, municipal authorities and current and prospective smart city professionals.
Grounded in self-determination theory, our study explored how personality traits interacted with perceived need satisfaction, influencing students’ enjoyment and future participation intention in a leaderboard-based gamified learning context. A sample of 109 undergraduate students participated in a leaderboard-based math activity and completed surveys measuring their personality traits, perceived need satisfaction, enjoyment, and intention for future participation. The results indicated that the trait of emotional stability was a crucial moderator of the relationships between perceived need satisfaction and enjoyment. Additionally, the trait of agreeableness moderated the relationship between perceived autonomy and future participation intention. The study contributes to a more comprehensive understanding of the underlying mechanism of leaderboards and highlights the importance of theory-based investigation into the influence of personality traits in gamified environments.
In the dynamic landscape of tertiary education, fostering innovation, adaptability, and enhanced institutional performance hinges on the effective management of knowledge. Responding to this challenge, this study introduces a novel model, the DNA model of a tertiary education institution, for systematically advancing knowledge management practices within such organisations. This model draws on established frameworks, most notably integrating the foundational components of the building block model and the Munich model. By synthesising elements from these existing frameworks, the DNA model thus positions lecturer-learner interaction as a key driver for educational processes and institutional performance. Using an action research-based approach, the study included qualitative interviews and focus group discussions at an Austrian tertiary educational institution to assess the applicability and effectiveness of the model. The results show that this DNA model not only facilitates effective knowledge sharing and retention but also supports transformation towards a learning organisation. This is accomplished by systematically identifying knowledge gaps, enhancing the acquisition of knowledge through tailored instructional strategies, and creating an atmosphere that encourages the sharing and retention of knowledge. The study highlights the need for a supportive organisational culture and advanced technological infrastructure to ensure the long-term sustainability of knowledge management efforts, thus contributing to the overall goal of improving educational quality and organisational resilience. In addition, the study formulates practical recommendations for the application of the model to enhance knowledge transparency, innovation capacity, and adaptability. Thus, this research contributes to the discussion on knowledge management in education by providing a practical, evidence-based model that can be customised for use in various learning environments.
Concept maps can enhance meaningful learning at any level of education. The objective of this study is to investigate the role of creating concept maps in improving pre-service teachers’ learning of scientific concepts. The study was carried out with 38 pre-service primary school teachers. After a session introducing concept maps, each participant created an initial concept map based on a given list of concepts. In subsequent sessions, participants further developed the concepts. At the end, each participant created a new concept map using the same list of concepts. Results show that the initial maps were simpler, with limited hierarchical levels, fewer connectors, and a relatively small number of concepts. The final maps demonstrated clear progress in both map structure and content, displaying a greater number of concepts, more hierarchical levels, and the use of more connectors. The final maps also reflected a deeper understanding and more coherent organization of the content. The questionnaire data revealed that the participants viewed concept maps as a valuable tool for their future classroom practices.
The use of digital game-based resources constitutes an alternative educational practice to improve the teaching-learning process in the context of higher education. This research aims to examine students’ learning when employing serious games (Socrative and Cerebriti) and educational videos based on the video game Assassin’s Creed Odyssey to improve and reinforce their learning. The work was carried out during a semester with university students (N = 171) in an e-learning context. A pre- and post ad hoc learning questionnaire was applied. The results show a positive impact on learning after the didactic experience. Consequently, this work contributes to the scientific community by offering a practical proposal. Utilizing serious games and educational videos within a digital game-based learning framework significantly improves students’ learning in terms of their active, experiential, participatory, autonomous, and meaningful learning, as well as their knowledge and interest in learning key competencies of the 21st century.
University administrators and lecturers played vital roles in delivering education online during the global shift caused by the COVID-19 pandemic. However, most studies explore the experiences of students during the pandemic and often overlook the perspectives of university administrators and lecturers. This study aims to understand university administrators’ experiences and factors influencing lecturers’ behavioural intentions towards online teaching and learning in Malaysian higher education institutions (HEIs) during and post-pandemic. A mixed-methods approach was used, where interviews with 24 university administrators and a survey with 100 lecturers were conducted. The qualitative data were analysed using thematic analysis, and the quantitative data were analysed using SPSS version 26. The results revealed six key themes related to the challenges of online learning and solutions, the effectiveness of online tools, and satisfaction with online teaching. Key factors influencing online teaching intentions were identified, with ‘Suitability for Teaching’ and ‘Online System Flexibility’ ranking highest. While high satisfaction levels were reported, the study highlights the need for ongoing improvements in online education within Malaysian HEIs. This study draws on the integrated views and understandings of the administrators and the practical reality and views of the lecturers. This paper thus provides an integrated and ecosystem-like set of guidelines for university policymakers to make adjustments to current online teaching and learning practices, ensuring optimal pedagogical experiences and preparedness for future emergencies such as pandemics in Malaysian HEIs.
Technological changes lead to the shift of accounting roles. Therefore, accountants need information technology (IT) reskilling. This study aims to explore influential factors driving professional accountants’ development of IT skills as well as the moderating impacts of gender. A research framework was introduced covering three aspects of technology, individuals, and organizations. An online survey was conducted. An exploratory factor analysis was carried out to extract potential factors. Hypotheses were tested using hierarchical moderated regression. Perceived IT low complexity, perceived IT trialability, IT knowledge, perceived organizational support, and self-directed learning readiness were found important in improving accountants’ intention to IT reskill. However, their IT reskilling behavior was influenced only by their past behavior in terms of non-IT reskilling behavior. This work makes a crucial contribution to the understanding of what factors motivate accountants’ IT reskilling, which is currently essential for accountants to maintain their professions. Findings could be generalized to both new and mid-career accountants since the data was collected from wide working aged accountants, both males and females.
The research compares the effects of two motivational scaffolding models included in a multimedia environment that addresses technological content and evaluates their influence on cognitive load and academic performance in students with different cognitive styles in the field dependence-independence (FDI) dimension. The study involved 145 tenth-grade students from a public institution in Cundinamarca, Colombia. A quasi-experimental design was used with two independent variables: type of scaffolding (fixed or faded by the student) and students’ cognitive style in the FDI dimension. The dependent variables evaluated were academic performance and cognitive load in three categories: intrinsic, extrinsic and Germanic. A 2×2 MANCOVA factor analysis was performed, the results of which showed a higher intrinsic cognitive load in students with a tendency toward field dependence, compared to their peers with a tendency toward field independence. In addition, the performance of students who interacted with the multimedia environment with self-faded scaffolding was superior to those who used fixed scaffolding. The data also show that students with different cognitive styles achieved equivalent learning. Also, the type of motivational scaffolding used did not affect cognitive load.
Evidence-based practice (EBP) plays a significant role in improving the quality of healthcare services, meeting customer expectations, and contributing to organizational and business success. Literature also revealed that a large percentage of nurses lack evidence-based knowledge and skills, which limits their ability to make decisions, related to their work based on sound evidence rather than opinions and further limits their level of empowerment. The study adopted a mixed-method design; the authors surveyed a convenience sample of registered nurses working at a healthcare company in the United Arab Emirates (UAE) to determine their current EBP attitudes, knowledge, skills, and behaviours, followed by interviewing a purposive sample of nurses to develop an EBP capabilities framework. The quantitative results disclosed that most nurses had positive attitudes toward EBP and identified critical gaps in nurse’s EBP knowledge, skills, and behaviours. The authors proceeded with the qualitative focused group discussion and proposed an EBP capabilities framework that could fit nurse’s context and resources.
This study examines the impact of hybrid education on the self-efficacy of university professors in Morocco. Conducted during the 2021-2022 academic year, it uses an online questionnaire distributed to 102 professors, collecting demographic data and information on the perception and application of hybrid education. The research draws on the Hy Sup project and adopts a quantitative approach to assess the effect of organizational, pedagogical, and material dimensions of hybrid education on professors’ self-efficacy. The data were analysed using SPSS to ensure robust statistical evaluation. The results indicate that human accompaniment and mediatization significantly impact professors’ self-efficacy. At the same time, the integration of face-to-face and online phases and the mediation of learning objectives did not show significant effects. These findings highlight the need for a coherent and integrated approach in implementing hybrid education to maximize professors’ self-efficacy. The study recommends enhancing continuous training, strengthening technological infrastructure, and promoting digital inclusion to improve the adoption of hybrid education. Although the sample size is limited to 102 participants, this research provides valuable insights into improving educational practices and policies in the context of hybrid education in Morocco.
Integrated STEM education has been widely promoted to cultivate students’ competencies to solve real-world problems. To promote STEM education, it is crucial to design high-quality STEM curricula. However, STEM curriculum design is a complex task involving multiple components and complicated processes to coordinate the components into a coherent design. Existing STEM teacher training programs lack sufficient guidance on how to deal with the complexity in STEM curriculum design, posing challenges to STEM teachers. To address the gap, this study proposed a conceptual framework that visualizes the complex process of STEM curriculum design. The conceptual framework includes (a) a process model for STEM curriculum design, with key strategies and guidelines for each step, and (b) a scaffold for designing STEM teaching and learning activities. An example is presented for illustration. Using the proposed approach, a training program on STEM curriculum design was provided to 27 pre-service teachers. After the training, the participants made a significant improvement in their STEM curriculum design performance, especially in the design of teaching and learning activities. Participants’ comments highlight the benefits of the proposed approach, in particular its provision of a systematic framework and clear guidelines for STEM curriculum design. The study demonstrates the feasibility and promising potential of the visible thinking approach in supporting teacher learning of integrated STEM curriculum design.
Population aging and the migration of young people to urban regions have led to a decline in agricultural knowledge. Nevertheless, the community of practices serves as a social learning platform, enabling the informal exchange of experiences among farmers. This study aims to examine the factors that influence knowledge sharing (KS) in horticultural community-based enterprises situated in six regions of Thailand, considering the varying levels of participation in each community. A comprehensive dataset was obtained by selecting samples for mixed-approach analysis using stratified and snowball sampling techniques. The data were analyzed using structural equation modeling and summative content analysis to validate hypotheses and engage in-depth data discussion. This study’s findings, from knowledge recipients’ perspectives, reveal that individual, social, and managerial aspects influence KS outcomes via the mediating factor of KS. Additionally, from the knowledge providers’ perspective, factors such as norms, rewards, organizational structure, and training do not affect KS. These findings indicate that the management essential for successful knowledge sharing in horticultural community-based enterprises must align with the roles of community actors with different attitudes and preferences.
Social media data has the potential to enable the exploration of public perspectives on health conditions, interventions and policies. However, the resource-intensive nature of qualitative analysis creates a barrier to the timely utilization of social media data. Artificial intelligence can provide innovative ways to reduce the burden by augmenting the data analysis process for researchers. Therefore, the purpose of this research is to explore the feasibility of using Machine Learning (ML) in augmenting thematic analysis of complex health issues data available on social media. First, we performed a human-determined deductive thematic analysis of the 7,177 comments posted by YouTube video viewers on postpartum depression. Then we used the same data to perform machine-assisted analysis using five Natural Language Processing (NLP) classification models with and without class balancing techniques (class weight balance and SMOTE) to balance the unequal number of comments across themes. Our analysis suggested that supervised machine learning may not be optimal for analyzing complex health datasets. However, integrating ML-NLP techniques with thematic analysis can effectively filter out ineligible data, thereby enhancing the efficiency of traditional thematic analysis processes. This integration allows researchers to focus on valuable data, producing meaningful insights and comprehensive analysis while saving time otherwise spent sifting through a large amount of ineligible data. Social media data can offer significant public health insights, and to enhance the use of such data, future research should focus on developing artificial intelligence tools to improve the efficiency of thematic analysis using larger datasets and unsupervised machine learning models for analyzing complex health issues.
This research analyses the relationships between technological integration, assessment strategies, collaborative learning, and digital literacy in early childhood education. Early childhood education is a crucial phase for building lifelong learning foundations. Technology is needed to enhance student engagement and help children develop essential digital skills. Collaborative learning is integrated through interactive activities that encourage cooperation, such as group projects and technology-based educational games. This study is conducted in the context of early childhood education classrooms using digital technology as a primary learning tool. Understanding these dynamics is important for teachers and policymakers to develop more effective and responsive educational methods in the digital age. The primary aim is to examine the interconnections between technological integration, assessment strategies, collaborative learning, and digital literacy within the field of early childhood education in Indonesia. The influence of these factors is uncovered to provide insights into effective educational practices. A quantitative method is used, including the distribution of 250 questionnaires to selected respondents in Banten Province, Indonesia. The research focuses on the perceptions of teachers, education stakeholders, and parents, using Likert scale items and open-ended questions to collect comprehensive data. The method includes statistical analysis to show the relationships among the variables. The results show a significant positive influence of technological integration on collaborative learning and a positive impact of assessment strategies on digital literacy. Additionally, collaborative learning is identified as a mediator in the relationships between the variables. The implications of this research extended to a deeper understanding of the dynamic relationships. A theoretical foundation is offered for further development and provides practical guidance in enhancing the effectiveness of technological integration and assessment strategies to achieve optimal digital literacy outcomes.
This study investigated the experiences of a group of international Chinese students at a New Zealand university who were rapidly transitioned to online learning due to the COVID-19 pandemic. Drawing on research into the experiences of students during the pandemic, and ecological and systemic considerations of the learning environment, this study explores students’ activities, focusing on the challenges these students faced and the specific actions they took, i.e., what they actually did to navigate their learning environment to ensure effective learning and the achievement of their desired outcomes. The findings, based on semi-structured interviews with twenty participants, reveal that these challenges were complex but largely related to interaction and communication. Building on the findings, the study examines various ecological aspects within the complex online learning context and suggests design solutions to improve communication and interaction. The study highlights the importance of considering students’ sociocultural contexts to ensure effective communication in online learning environments. It concludes by emphasizing the need for an ecological approach to designing learning experiences in the post-COVID-19 era. The study’s recommendations highlight the importance of systemic planning, collaborative mechanisms, and cooperation across various departments and agencies within a university.
