The rapid evolution of digital technologies has transformed traditional teaching paradigms, prompting educators to explore innovative approaches that enhance learner engagement and participation. Among these innovations, Augmented Reality (AR) stands out as a promising tool that merges virtual elements with the physical learning environment, creating dynamic and interactive experiences. This article proposes a conceptual framework for integrating AR into pedagogical strategies to foster active learning across various educational contexts. Drawing on recent studies in educational technology, cognitive psychology, and instructional design, the framework emphasises the role of AR in promoting experiential learning, collaborative problem-solving, and conceptual understanding through immersive visualisation. It also explores how AR applications can support constructivist teaching models by allowing students to manipulate virtual objects, visualise abstract concepts, and engage in authentic learning tasks. The paper further discusses the challenges associated with implementing AR in classrooms such as teacher readiness, infrastructure constraints, and pedagogical alignment and proposes solutions to overcome them. Ultimately, this study argues that when effectively integrated, AR can act as a transformative catalyst for pedagogical innovation, bridging the gap between digital interactivity and meaningful learning outcomes.
Contemporary organisations operate in an increasingly complex and volatile environment, demanding greater flexibility than traditional Business Process Management (BPM). One of the biggest challenges is balancing exploitative and explorative activities, a duality that has given rise to integrated models such as ambidextrous BPM (ABPM). Organisational success in this context depends not only on structures and technologies, but also on the strategic role of human capital and human resource management (HRM) practices. This paper aims to identify the challenges and opportunities facing HR departments in supporting ABPM. The analysis focuses on four key areas: managing multigenerational teams, fostering cognitive diversity, strengthening employees’ mental resilience, and shaping an organisational culture conducive to ambidexterity. To address these dimensions, the study draws on a literature review based on Scopus and Web of Science databases. The article concludes by proposing a conceptual framework that links HRM practices with the demands of ABPM. This integrative perspective offers an original contribution to BPM and HRM domains, emphasising the role of human capital as a key enabler of organisational ambidexterity in dynamic and uncertain environments.
This paper discusses how employees respond to and embrace the idea of using chatbots to perform their human resources tasks and roles. This paper aims to investigate the Technology Adoption Model (TAM) constructs and two external factors to identify employees' attitudes toward and acceptance of chatbots for HR functions. A closed-ended questionnaire with a 7-point Likert scale was developed with a clear structure to collect data from a diverse group of professionals, including HR managers, administrative staff, and other employees who interact with HR functions in their organisations from various sectors within the Delhi-NCR region, including the IT, finance, and manufacturing industries. The cross-sectional data collected from 237 respondents for this study were analysed through Partial Least Squares Structural Equation Modelling (PLS-SEM). The results of the study revealed a significant positive influence of Perceived Ease of Use (PEOU) and Technology Enthusiasm (TE) on Perceived Usefulness (PU). However, PU alone was not a significant determinant of employees' attitudes towards chatbot adoption.
This paper documents and analyses the evolution of blockchain-and cryptoasset-related initiatives in Polish higher education institutions (HEIs) over the period 2012-2025. It contributes (i) a structured inventory of sustained, institutionally anchored initiatives (Appendix A) and (ii) harmonised case studies selected using a transparent selection criteria emphasising recurrence, organisational anchoring, stakeholder breadth, and traceability. The scope covers education (degree programmes, postgraduate studies, courses), research groups and projects, recurring academic-industry events, and selected implementation-oriented deployments (notably digital credentials and micro-credentials). Empirically, the Polish trajectory shows an early grassroots wave (2013-2014), a mid-2010s phase of institutionalisation centred on recurring conferences and research groups, and a post-2018 expansion into curricula and implementation-driven initiatives, including micro-credentials supported by distributed ledger technology (DLT). Methodologically, the study combines open-source evidence (official HEI pages, public catalogues, conference materials) with curated documentary archives provided by the author (agendas, archived PDFs, correspondence) when public records are incomplete; vendor-reported information is treated as stakeholder evidence and explicitly flagged. The findings clarify the main channels through which blockchain-related knowledge and practices diffused into Polish academia and identify gaps relevant for research policy and academic-industry collaboration.
The emergence of the Metaverse, a virtual reality space that enables users to interact and collaborate, offers a remarkable opportunity to revolutionise higher education. Aligned with the Sustainable Development Goals (SDGs), particularly SDG four of Quality Education, the Metaverse offers a new frontier for Higher Education Institutions (HEIs) to deliver inclusive, accessible, and personalised learning experiences. The purpose of the research at hand was to present the higher education landscape, quality education and implications for the Indian HEIs, highlighting challenges and the required course of action related to employing the Metaverse. This research utilised online databases, online search engines, and search terms including Sustainable Development Goals, NEP 2020, Quality Education, HEIs, Technology, and Metaverse to select relevant websites and scholarly published articles. Further, the results were filtered to the period from 2020 to 2024, and publications related to the Indian context were selected to limit the focus of the research at hand. All the selected studies highlighted the need for quality education in the context of higher educational institute management towards attaining SDG 4. Different perspectives of various stakeholders, including governance, institutional, communities, educators and learners, concerns were addressed, and the requirements involved included recognising the importance of awareness creation to implementation. This further necessitates monitoring, evaluating, and keeping track of the progress and challenges related to educational reforms. This descriptive research highlights effective ways towards higher education and related challenges. Further use of technology, specifically the Metaverse, to support the edtech sector. This suggestion can be utilised by policymakers and HEIs. In line with related studies on higher education, this study is an incremental step towards understanding the current emphasis on Quality Education and a suggested course for integrating technology.
