Purpose Global competence (GC) is becoming an increasingly important requirement for graduates of higher education (HE) institutions, as it helps them to be better prepared in overcoming the challenges and complexities of an interconnected world. As this requirement becomes more prevalent, this study aims to address the challenges of GC education within HE settings by proposing a conceptual framework that integrates design thinking (DT) with interdisciplinary learning (IL). This effort seeks to bridge existing opportunities within the literature and inculcate inclusive and scalable pedagogical strategies. Design/methodology/approach An integrative literature review (ILR) of 59 peer-reviewed studies was conducted based on existing literature related to GC, IL and DT. The framework is grounded in two established educational theories: the Intercultural Competence Model and Constructivist Learning Theory, given their alignment with the promotion of empathy, collaboration and creativity within DT. Findings The review confirms that while IL enhances GC, significant barriers persist in curriculum integration and effective assessment. To address this challenge, DT offers a practical and iterative methodology to support IL by fostering empathy, collaboration and experiential learning. The proposed “Integrative Framework of Design Thinking for Interdisciplinary Global Competence” aligns each stage of the DT process (i.e. empathise, define, ideate, prototype, test) with the developmental components of GC. Originality/value This study offers a framework that positions DT as both a pedagogical method and strategic approach for advancing interdisciplinary GC across all levels of the HE ecosystem (i.e. module design, curriculum structure, institutional policy). This proposal is intended for further empirical examination, as its conceptual and non-empirical nature is duly acknowledged.
PurposeThis study aims to explore the transformation of instructional technology in early childhood education (ECE), highlighting current and future trends in digital tools for children aged 2-6 years. It provides insights for educators on optimizing digital innovations to enhance early learning experiences.Design/methodology/approachThis study covered a bibliometric analysis of 805 Scopus-indexed publications (1975-2025) using R software and Scopus-AI mapped research trends. A metasynthesis of 42 qualitative studies examined the practical implementation of instructional technology in ECE settings.FindingsThe study identified key learning technologies, including interactive storytelling apps, AI-based learning assistants, gamification, augmented reality and robotics for early coding. Successful integration depends on teacher readiness, parent engagement and digital infrastructure. Strengthening educators' digital competencies is critical to ensuring pedagogical alignment with children's developmental needs.Research limitations/implicationsThis study focuses on Scopus-indexed publications, potentially excluding relevant studies. While bibliometric analysis maps trends, it does not assess pedagogical impact in depth. Future research should employ longitudinal studies to evaluate long-term effects.Practical implicationsFindings emphasize the need for adaptive policies, ongoing teacher training and equitable access to technology. Collaboration among educators, policymakers and developers is essential for designing developmentally appropriate instructional technologies.Originality/valueThis study provides a comprehensive analysis of instructional technology trends in ECE, offering a roadmap for effective digital integration to support cognitive, social and motor development in early learners.
PurposeUniversities worldwide face significant challenges in maintaining administrative data, including security flaws, delays in verification processes and a lack of confidence among those involved. The purpose of this paper is to design an integrated blockchain-based decentralized application architecture for the University of Technology and Applied Sciences (UTAS) in Oman, aligning with Vision 2040's sustainability goals.Design/methodology/approachThe solution uses a hybrid architecture that combines the benefits of the public blockchain with governance at the consortium level appropriate for educational organizations. The user interface layer has role-based dashboards for various stakeholder groups, ensuring proper access control and user experience improvement. The application layer integrates Web3 using the Next.js framework, allowing for seamless interaction between standard Web interfaces and blockchain capabilities. The smart contract layer is made up of eight specialized contracts that handle various administrative responsibilities, each designed with a modular architecture to provide maintainability and upgradeability. The blockchain layer makes use of Ethereum's proven infrastructure and proof-of-stake consensus, which is dispersed across UTAS's 13 campuses to ensure decentralization and fault tolerance.FindingsThis study broadens the architecture by leveraging well-established blockchain frameworks for credential management to include a wide range of educational administrative tasks such as admissions, certifications, alumni management, library services, on-the-job training, examinations and placements across UTAS's 13 campuses located in 11 governorates. The suggested system makes use of the Ethereum blockchain platform with smart contracts, as well as the InterPlanetary File System for distributed document storage, to ensure immutability, transparency and cost-effective administrative operations. The architecture consists of eight core smart contracts that regulate various administrative duties, five types of stakeholders and a uniform dashboard system that allows seamless data transmission and verification across campuses.Practical implicationsKey contributions include a practical implementation framework with phased deployment methods, a complete stakeholder governance model and quantitative benefits showing a reduction in processing times and operational cost savings. The architecture's modular nature allows it to adapt to changing educational requirements while remaining compatible with new technologies such as artificial intelligence and the Internet of Things.Originality/valueThis research addresses the present limitations of traditional educational administration systems and establishes a framework for the further deployment of blockchain technology in Oman's higher education sector.
Purpose- This study aims to analyze the effectiveness of massive open online courses (MOOC)-based microlearning in improving the professional competence of teachers in Indonesia, addressing the limitations of conventional training programs in meeting dynamic competency needs. Design/methodology/approach- A quantitative quasi-experimental design (pre-test post-test) was used, involving 1,126 teachers. Data was collected through competency tests (16 aspects of interactive media development) and perception questionnaires. Statistical analyses included paired t-test, N-Gain and multiple regression to measure learning outcomes and demographic influences. Findings- MOOC-based microlearning significantly improved teachers' competency scores(N-Gain = 60.5%, p < 0.05). Teaching level had a significant impact on learning outcomes (beta = 0.151, p < 0.001), while gender and work duration showed no significant influence (p > 0.05). Research limitations/implications- The non-probabilistic sampling limits generalizability, and factors like intrinsic motivation and institutional support were not analyzed. Future research should explore broader contextual variables and diverse regions. Practical implications- Institutions should adopt microlearning with concise, accessible content and flexible delivery, tailored to teaching levels. Policymakers are urged to integrate MOOC platforms into teacher training programs to enhance scalability and inclusivity. Social implications- The findings support equitable access to professional development, particularly for rural teachers, reducing urban-rural educational disparities. The gender-neutral outcomes align with Sustainable Development Goals 4 (quality education) and promote inclusive digital upskilling, fostering a more competent and socially responsible teaching workforce. Originality/value- This study provides empirical evidence on the efficacy of MOOC-integrated microlearning for teacher professional development in a regional context (Indonesia). It uniquely highlights the critical role of teaching level in learning effectiveness, a factor underexplored in prior studies and challenges assumptions about gender and seniority impacts in digital learning.
Purpose The policymakers and administrators of Malaysian Independent Chinese Secondary Schools (MICSS) play a pivotal role in encouraging robust talent development strategies to empower teachers to excel in their responsibilities. It is especially crucial considering that teachers at MICSS are not included in the Ministry of Education’s Teacher Development Training programme. This paper aims to investigate the level of talent development among MICSS teachers and its influence on various aspects of content knowledge and instructional pedagogy. Furthermore, the purpose of this research is to examine the extent of content knowledge of MICSS teachers serving as mediators for talent development and enhance instructional pedagogy. Design/methodology/approach The Malaysian Teacher Standard and the Talent Management Model are used to draft the key points of a survey. Three hundred and fifty-seven Malaysian educators from MICSS contributed to the numerical questionnaires and strata random sampling procedures. Findings This investigation revealed that the teachers demonstrated high levels of talent development. It studies the correlation between MICSS teachers’ talent development, content knowledge and instructional pedagogy. Research limitations/implications It emphasised the significance of content knowledge which acts as a mediator between talent development and instructional pedagogy. Social implications Hence, talent development programmes are critical to nurture proficient educators in MICSS, ensuring quality of instruction and students’ learning outcomes. Originality/value To the best of the authors’ knowledge, this is the first attempt to investigate the correlation between MICSS teachers’ talent development, content knowledge and instructional pedagogy throughout Malaysia.
