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This document provides a summary of a collection of research articles focused on the intersection of education and technology. The articles cover a range of topics, including the integration of IoT in higher education, a tool to improve programming instruction, the impact of COVID-19 on education, and the use of virtual reality and augmented reality in online learning. The research presented in these articles aims to enhance educational experiences, address the needs of diverse learners, and provide recommendations for future research and implementation. [Extracted from the article]

Education is one area that was significantly affected by the COVID-19 pandemic with much of the education being transferred online. Many subjects that require hands-on experimental experience suffer when taught online. Education is also one area that many believe can benefit from the advances in virtual reality (VR) technology, particularly for remote, online learning. Furthermore, because the technology shows overall good results with hands-on experiential learning education, one possible way to overcome online education barriers is with the use of VR applications. Given that VR has yet to make significant inroads in education, it is essential to understand what factors will influence this technology's adoption and acceptance. In this work, we explore factors influencing the adoption of VR for hands-on practical learning around the world based on the Unified Theory of Acceptance and Use of Technology and three additional constructs. We also performed a cross-cultural analysis to examine the model fit for developed and developing countries and regions. Moreover, through open-ended questions, we gauge the overall feeling people in these countries have regarding VR for practical learning and how it compares with regular online learning. [ABSTRACT FROM AUTHOR]

Nonprofit ridesharing presents an underutilized opportunity for increasing transportation sustainability, as well as users' economic and social benefits, while reducing adverse environmental impacts. However, while app-based ridesharing has achieved only modest uptake, mostly limited to longer trips, in certain contexts, self-organized ridesharing (SORS) has shown significant achievements, even for the challenging short- and mid-range commuting trips. Still, knowledge regarding the key elements and mechanisms behind successful SORS is partial, hindering the ability to effectively leverage SORS diffusion and scaling potential. Following the premise that successful initiatives may provide learning opportunities, this study aims at narrowing this knowledge gap by performing a comparative cross-cultural systematic study of eight diverse SORS cases. The study uses a recently designed conceptual framework and multiple research methods (mainly online data exploration, personal interviews, observations, and documents analysis) to comprehensively examine SORSs' attributes and evolution stages and processes. Study findings highlight repeated patterns as well as the role of context, official actors, and local practices in shaping initiative's dynamics towards success. The study offers general and specific policy recommendations for supporting the early development, growth, and diffusion of SORS, as well as reflections on post pandemic ridesharing. [ABSTRACT FROM AUTHOR]

This research is based on an approach that looks at cross-cultural research design as a "lens" for a deeper understanding of what goes on in the classroom. The research question is how a cross-cultural study like this one can lead to identifying the cultural script of teaching and help educators reflect on their practice. In this context, Chinese lessons could be described as a case-based study of pedagogical reasoning that drives a shift from focusing on "content" to "competence". This article draws on qualitative data collected by the researchers and a cross-cultural analysis of a science lesson in an elementary school in Beijing, China. Using the Japanese educators' critiques and Chinese reviews, the article determines the cultural script of teaching science (the first research question) and the way Chinese teachers reflect on their practice through the Japanese lens (the second research question). This study exposes the importance of teachers' understanding and reflecting on their practice, technically, practically, and critically. The analysis results show how teachers learn to change their lenses, to reflect on their teaching and reconstruct their understanding about teacher professionalism through at least four basic elements: didactics, praxis, pedagogy, and theory. [ABSTRACT FROM AUTHOR]

Since the days of Hofstede (1980), cross-cultural comparisons of countries based on societal-level work values have been a norm. This approach has been represented more recently in Ronen and Shenkar's (2013) 11 clusters of country cultures. However, more contemporary research found within-country heterogeneity of values/behaviors is substantial and growing exponentially across today's twenty-first century businessworld. We investigated, across a sample of 39 societies, whether work values variance within societies was greater than work values variance across societies, and whether individual work values differences contributed more to predictions of behavioral performance criteria than the society in which the individuals lived. Both sets of analyses addressed how work values conceived at societal-levels are relevant in understanding the twenty-first century businessworld. Our findings revealed first that there was substantial within-society values heterogeneity, which resulted in the failure to replicate Ronen and Shanker's (2013) societal cluster aggregations. Second, we found individual-level values contributed significantly to the prediction of employees' behaviors, while societal-level values contributed substantially less. These findings strongly suggest that cross-cultural studies of work values predictive power are most relevant when conducted at the individual-level. Finally, we also make available for future investigators a 51-society database containing 11,780 individual-level records. [ABSTRACT FROM AUTHOR]

Theoretical approaches of personality structure are diverse. We examine the primary emotional aspects of personality as the correspondence of two mainstream constructs: the lexically-based Big Five (BIG5) and the biologically-based Affective Neuroscience Theory (ANT) within two approaches. In the variable-centered approach (VCA), our aim is to identify affective super-traits; while in the person-centered approach (PCA) to uncover latent profile patterns. 240 participants (177 women, 63 men) completed the 112-item affective neuroscience personality scales (ANPS), and the 44-item Big Five Inventory (BFI). We identified four super-traits: Negative emotions (FEAR, SADNESS, Emotional instability), Positive emotions and stimulation (SEEK, Extraversion), Affiliation and social bonds (reversed ANGER, CARE, Agreeableness), Self-regulation (PLAY, Conscientiousness. Based on the VCA, we conclude that the four super-traits represent two main affective tendencies (Positive emotions and approaching, Negative emotions and avoidance), interpersonal (Affiliation) and intrapersonal (Self-regulation) dynamics of personality. As a result of Latent Profile Analysis in the PCA, we explored three latent groups with different patterns of primary emotional traits based on their responsiveness (Highly emotional, Balanced, Low emotional). Our findings provide a holistic approach to emotional aspects of personality, and might have further implications for clinical psychology, neuroscience, and cross-cultural studies on emotions. [ABSTRACT FROM AUTHOR]

Theoretical approaches of personality structure are diverse. We examine the primary emotional aspects of personality as the correspondence of two mainstream constructs: the lexically-based Big Five (BIG5) and the biologically-based Affective Neuroscience Theory (ANT) within two approaches. In the variable-centered approach (VCA), our aim is to identify affective super-traits; while in the person-centered approach (PCA) to uncover latent profile patterns. 240 participants (177 women, 63 men) completed the 112-item affective neuroscience personality scales (ANPS), and the 44-item Big Five Inventory (BFI). We identified four super-traits: Negative emotions (FEAR, SADNESS, Emotional instability), Positive emotions and stimulation (SEEK, Extraversion), Affiliation and social bonds (reversed ANGER, CARE, Agreeableness), Self-regulation (PLAY, Conscientiousness. Based on the VCA, we conclude that the four super-traits represent two main affective tendencies (Positive emotions and approaching, Negative emotions and avoidance), interpersonal (Affiliation) and intrapersonal (Self-regulation) dynamics of personality. As a result of Latent Profile Analysis in the PCA, we explored three latent groups with different patterns of primary emotional traits based on their responsiveness (Highly emotional, Balanced, Low emotional). Our findings provide a holistic approach to emotional aspects of personality, and might have further implications for clinical psychology, neuroscience, and cross-cultural studies on emotions. [ABSTRACT FROM AUTHOR]

Ethical climates remain one of the most popular ways to assess the ethical orientations of companies. There has been a plethora of studies examining the relationship between ethical climates and critical outcomes, which was triggered by Victor and Cullen's seminal work published 35 years ago. After such a long period of strong research activity in this topic area, it is time to take stock of the accumulated empirical evidence. This meta-analytic review incorporates the considerations of alternative conceptualizations of ethical climates and integrates an international comparative perspective on the consequences of ethical climates. Given the state of the field, it is imperative to assess the tenability of the various relationships of ethical climate types across national contexts. As such, we first provide an update on how ethical climates are related to key organizational outcomes and assess how country-level factors affect the consequences of ethical climates. We present our findings along theoretical, empirical, and methodological issues, discuss the implications of our findings for extant research and provide suggestions for future research for each of the three avenues. [ABSTRACT FROM AUTHOR]