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.
