The results of this study confirm the possibility of creating a model of transforming the libraries of Kyrgyzstan into innovative scientometric centres that will provide scientometric support for the educational process. For the research, theoretical and case study analysis of leading institutions in the country, such as Kyrgyz National University named after Jusup Balasagyn and Ishenaly Arabaev Kyrgyz State University, was performed. In addition, a review of regulatory and prognostic methods was carried out. The digital transformation of academic libraries is taking place, and the focus of library activities is shifting towards the development of 4C competencies: cooperation, coordination, communication, and creativity. The automated systems, cloud storage, and tools based on artificial intelligence allow the libraries to shift from being repositories of knowledge to relational service organizations, where the librarian becomes a media coach and information mentor. Projects such as the “Digital CASA-Kyrgyz Republic” project provide legitimacy to electronic resources within education. Access to international scientometric databases and scientific repositories, such as the UN, Medline, and Hinari, allows the scientific research of the country to be published on the international scientific and academic stage. The implementation of these technologies and the commitment to environmental responsibility in the “Green and Digital Universities” concept will become a vital condition for the development of the educational system of Kyrgyzstan sustainably. The conclusions of the study confirmed that the transformation of libraries into digital mediators of knowledge minimises the cognitive load on students and promotes the development of their digital literacy and academic integrity. The practical significance of the results lies in the possibility of their use by higher education institution administrations and library and information science specialists for developing strategies for the intellectualisation of services, optimising digital asset management, and creating programmes to enhance the digital qualifications of teachers and students.
Industry 5.0 has reoriented technology-driven transformation around human-centricity, sustainability, and resilience, complementing rather than replacing Industry 4.0, with direct implications for education. Existing accounts of the resulting “Education 5.0” paradigm remain largely descriptive, synthesising a dispersed literature without an explicit theoretical mechanism or a transparent, auditable procedure for deriving the constructs they propose. This paper addresses both gaps. First, it anchors the Education 4.0-to-5.0 transition within the capability approach, using capability expansion, not technology adoption, as the mechanism linking Industry 5.0’s human-centric, sustainable, and resilient logic to curricular practice, and specifies the boundary conditions under which the framework should, and should not, be expected to hold. Second, it derives an integrative five-pillar curriculum framework - human-centric pedagogy, resilient and lifelong learning ecosystems, sustainability-embedded curricula, well-being and leadership development, and creativity through human–AI co-creation - through an explicit three-step synthesis procedure that traces each pillar to recurring literature constructs, reported as an auditable construct crosswalk rather than asserted as self-evident. Third, it formalises the framework as a computable model: an Education 5.0 Readiness Index (ER5.0I), built from Analytic Hierarchy Process (AHP) pillar weights, and an Industry 5.0–Education 5.0 Alignment Coefficient (IEAC), computed as cosine similarity between pillar-emphasis vectors. All numeric weights and scores are explicitly labelled as illustrative placeholders demonstrating the model’s mechanics, not empirical findings; the paper specifies the Delphi/AHP expert-panel protocol, a candidate measurement instrument, a single-institution pilot case study, and the psychometric (CFA/SEM) validation route required before the framework can be treated as measurement rather than illustration. The paper closes with theoretical and practical implications and a concrete research agenda - including a proposed Scopus/Web of Science search strategy - for validating the framework advanced here.
This article examines whether household digital access and municipal financial infrastructure are associated with readiness for algorithmic finance among secondary students in Barranquilla and Cartagena, Colombia. Using the Excel dataset provided for this study, the analysis integrates 1600 student-level observations from 2021 to 2024 with measures of digital access, school sector, socioeconomic status, parental education, financial access density and municipal financial inclusion. Two data-verification procedures and three hypothesis tests are applied. The findings show that household digital access, socioeconomic stratum, parental education and private-school attendance are consistently associated with higher readiness, while municipal financial density alone is not sufficient to reduce inequality.
Generative artificial intelligence (AI) has rapidly transformed management education, yet empirical evidence on how it shapes student engagement, learning, and employability remains fragmented. This study tests an integrated model linking AI tool use, perceived learning, engagement, critical thinking, self-efficacy, learning outcomes, and employability, with digital literacy as antecedent and faculty support as moderator. Cross-sectional survey data from 612 management students across five world regions were analysed using covariance-based structural equation modelling, bootstrapped mediation, and multi-group moderation. The structural model exhibited excellent fit (χ 2 /df = 1.97; SRMR = 0.038; RMSEA = 0.047; CFI = 0.966), and all 12 hypothesised paths were supported. AI tool use exerted both direct and indirect effects on employability via engagement, critical thinking, self-efficacy, and learning outcomes. Faculty support significantly amplified the AI–engagement and AI–learning relationships, confirming that pedagogical scaffolding is essential to converting AI exposure into educational value. The findings extend the technology-enabled learning literature and offer evidence-based policy implications for accreditation bodies, business schools, and curriculum designers.
Cybersecurity has become a fundamental prerequisite for sustainable digital transformation. However, its human and psychological dimensions remain insufficiently examined despite their decisive influence on digital resilience and risk outcomes. This study addresses the problem of technology-dominant cybersecurity scholarship, coupled with a lack of systematic mapping at the intersection of cybersecurity, human behavior, and cyberpsychology. The research objective is to structurally map this emerging knowledge domain and identify gaps relating to behavioral and cyber-psychological risk determinants in sustainable digital ecosystems. The study adopts a descriptive research design using a quantitative bibliometric approach. Data were retrieved from the Scopus database using initial keyword syntax and a refined final search string. The analysis pipeline was executed in R Studio using Biblioshiny, incorporating bibliometric visualization and analytical mapping. Findings indicate slow field growth, high author fragmentation with limited recurring contributors, and dominant psychological themes such as protection motivation and cognitive bias, while integrative behavioral cybersecurity research remains underdeveloped. The results highlight an urgent need for longitudinal, organization-focused, and cyberpsychology-aligned empirical studies. Future research should advance behavior-centric cybersecurity culture, sustainable governance frameworks, and psychological security intervention models. The study contributes the first structured intellectual mapping of this interdisciplinary intersection, reinforcing the centrality of human behavior in enabling sustainable cybersecurity practices and informing evidence-driven research trajectories for digitally resilient futures.
