Purpose This study systematically examines the intersection of emotional intelligence (EI), leadership and learning-oriented development to understand how the field has evolved and its implications for human resource development (HRD) theory and practice. Design/methodology/approach A bibliometric analysis of 72 Scopus-indexed, ABDC-ranked journal articles published between 2015 and 2025 was conducted using Bibliometrix and VOSviewer. The analysis examined publication trends, collaboration networks, keyword co-occurrence patterns and thematic evolution within the field. Findings Seven thematic clusters emerged, with EI functioning as a central construct linking leadership, workplace learning and organizational outcomes. The findings indicate a shift from viewing EI as a fixed trait to conceptualizing it as a developable capability shaped through learning, reflection and relational experiences. The field has evolved from early conceptual exploration (2015–2018) to more empirical and context-driven research, particularly in the postpandemic period (2022–2025). While transformational leadership and EI remain dominant themes, adaptive, digital and crisis leadership have emerged as important areas of inquiry. The analysis also reveals a geographically diverse research landscape, although international collaboration remains uneven across regions. Originality/value This study provides a comprehensive bibliometric overview of the intersection between EI, leadership and learning and advances a learning-oriented perspective by positioning EI as a key capability within leadership development frameworks. By integrating leadership, workplace learning and organizational context, the study contributes to HRD and leadership scholarship and offers a structured foundation for future research and practice.
Purpose This study aims to explore how digital leadership (DL) and information technology (IT) influence knowledge management (KM) to the achievement of organizational learning (OL). In addition, it investigates the mediating effect of KM in the relationships between DL and OL, as well as between IT and OL. Design/methodology/approach The study was conducted in the Seoul Industrial Area of South Korea, specifically targeting the telecommunications sector. Data were collected from 312 participants who shared their perspectives on their experiences with IT, DL and knowledge-sharing within their respective organizations. The analysis was conducted using partial least squares structural equation modeling. Findings The findings offer valuable insights for managers aiming to align KM strategies with their organizations’ broader strategic goals. Both DL and IT demonstrate a positive relationship with KM, which, in turn, has a favorable effect on OL. The finding further reveals that KM mediates the relationship between DL and OL; and between IT and OL. These results underscore the significant role of KM in enhancing OL. Originality/value The study’s originality lies in combining DL, IT, KM and OL within the context of South Korea’s telecommunications industry. Anchored in the resource-based view framework, the research demonstrates that both DL and IT have a significant and positive impact on KM, which, in turn, strongly influences OL. This study builds upon existing empirical work and offers practical guidance for enhancing OL in digitally progressive organizational environments.
Purpose This study aims to identify and examine the key predictors of learners’ engagement (LE) in a blended learning (BL) training program. The goal was to assess the significance of perceived supervisor support on LE and examine the role of LE in their agility. Design/methodology/approach The survey-based study was conducted among 371 employees who had participated in BL. The responses were analyzed using smartPLS-SEM. Findings The findings of the study are indicative of a positive effect of BL, the adoption of e-tools and learners’ self-efficacy on LE. A strong indirect effect of LE between all three predictors, as well as perceived employee agility (PEA) was found. Furthermore, results indicate that perceived supervisor support strengthens the association between LE and PEA. Also, LE is found to positively affect PEA. Research limitations/implications The findings provide prescriptive guidance for human resource managers, corporate trainers and organizational executives. Developing training programs with mixed learning and technology solutions can enhance learners’ participation and employee flexibility. Originality/value This study presents a novel framework that connects BL to PEA using LE as a mediator. It further examines perceived supervisor support as a moderator, providing valuable insights into the ways in which leadership can improve learning outcomes. While BL has been studied in the context of higher education, this is one of the few studies explored it in the context of the workplace.
Purpose The study aims to examine the impact of inclusive leadership in fostering innovative work behavior (IWB) via perceived organizational support (POS). Learning culture was studied as a moderating variable between inclusive leadership and POS. Design/methodology/approach Hypotheses were assessed using regression-based structural equation modeling. Preliminary data were analyzed using SPSS-24, and measurement and structural model analyses were conducted using SmartPLS 4.1.0.9. Findings The results showed a positive association between inclusive leadership and fostering IWB, with POS mediating this relationship. Learning culture did not moderate the relationship between inclusive leadership and POS. Practical implications Managers and policymakers in higher education institutions (HEIs) should develop strategies to encourage employees to generate new ideas for learning. The results of this study provide guidance for regulatory bodies in HEIs on how to recognize and reward faculty members’ innovative behavior to improve overall organizational performance. Organizations can foster an innovative culture and equip employees with the knowledge and skills necessary to contribute to organizational success. Originality/value Inclusive leadership is needed to support an inclusive climate in which different team members are valued for what they bring to work practices, which would boost their innovative behavior. Inclusive leadership is crucial for fostering IWB in higher education settings.
PurposeThis research aims to synthesize the current literature on the application and impact of artificial intelligence (AI) in corporate learning. It explores the historical foundations, common theories and key themes surrounding AI’s integration into corporate learning practices across all major sectors. Design/methodology/approachA systematic literature review was conducted using bibliometric analysis via VOSviewer software. A comprehensive search of the Scopus database yielded 45 peer-reviewed journal articles, analyzed through keyword text analysis, keyword co-occurrence, bibliographic coupling and cocitation techniques. Findings were synthesized narratively, with subgroup analyses by themes and historical evolution. FindingsThe analysis identifies AI’s strategic role in corporate learning, its increasing use in gamification, its function as a driver of workforce transformation, growing stakeholder concerns and its ongoing contributions to employee engagement. These trends highlight AI’s holistic transformation of organizational learning and development. Originality/valueTo the best of the author’s knowledge, this study offers the first comprehensive bibliometric analysis of AI in corporate learning, spanning all sectors for greater generalizability. It delivers novel insights into research trends, influential contributors and emerging thematic clusters, advancing understanding in this evolving field.
