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AbstractResearchers face the challenge of efficiently navigating vast scientific literature while valuing printed papers in the digital age. Printed materials facilitate deeper engagement and comprehension, leading to active reading engagement and enhanced retention. However, existing digital tools often need to pay more attention to the needs of researchers who value the tactile benefits of printed documents. In response to this gap, we introduce AR-PaperSync, a solution that leverages Augmented Reality (AR) and cross-device interaction technology. AR-PaperSync integrates the physical experience of printed papers with the interactive capabilities of digital tools. Researchers can navigate inline citations, manage saved references, and synchronize reading notes across mobile, desktop, and printed paper formats. Our user-centric approach, informed by in-depth interviews with six researchers, ensures that AR-PaperSync is tailored to its target users’ needs. A comprehensive user study involving 28 participants evaluated AR-PaperSync’s significantly enhanced efficiency, accuracy, and system usability and reduced cognitive load in academic reading tasks compared to conventional methods. These findings suggest that AR-PaperSync enhances the reading experience of printed scientific papers and provides a seamless integration of physical and digital reading environments for researchers. [ABSTRACT FROM AUTHOR]

mHealth applications (apps) are tools that can enhance research by efficiently collecting and storing large amounts of data. However, data collection alone does not lead to change. Innovation and practice change occur through utilisation of evidence. The volume of data collected raises questions regarding utilisation of data by nurses and midwives, and how data from mHealth apps can be used to improve person-centred practice. There is limited empirical evidence and a lack of direction from global health authorities to guide nurses and midwives in this area. To describe strategies for nurses and midwives that could enhance the effective use of data generated by mHealth apps to inform person-centred practice. The purpose of this paper is to stimulate reflection and generate actions for data utilisation when using mHealth apps in nursing research and practice. This discussion paper has been informed by current evidence, the integrated-Promoting Action on Research Implementation in Health Services (i-PARIHS) framework, and research experience as part of doctoral study. Before engaging in data collection using mHealth apps, nurses and midwives would benefit from considering the nature of the evidence collected, available technological infrastructure, and staff skill levels. When collecting data and interpreting results, use of a team approach supported by engaged leadership and external facilitation is invaluable. This provides support to operate apps, and more importantly use the data collected to inform person-centred practice. This paper addresses the limited available evidence to guide nurses and midwives when using mHealth apps to collect and use data to inform practice change. It highlights the need for appropriate technology, external facilitative support, engaged leadership, and a team approach to collect meaningful evidence using mHealth apps. Clinicians, leaders, and researchers can apply the strategies provided to enhance the use of mHealth apps and ensure translation of evidence into practice. [ABSTRACT FROM AUTHOR]

The advent of digital companies has brought benefits to society. Nevertheless, the digital era poses significant risks to consumers' privacy. The combination, through mergers, of enormous datasets could raise further privacy concerns. It has been much discussed whether and how consumer privacy concerns should be introduced within merger assessment. This paper approaches this issue from another perspective and reflects upon the circumstances under which the EU Merger Control Regulation (EUMR) has a role to address privacy issues. Accordingly, this paper clarifies the conditions that must be satisfied in order for privacy issues to fall within the EUMR's ambit. First, privacy should be a parameter of competition on the market and second, there must be a causal link between the merger and privacy deterioration. Following this, the paper turns to critically analyse the Commission's treatment of privacy issues in objectively selected mergers involving some of the most powerful digital companies. [ABSTRACT FROM AUTHOR]

Over the past decades, digital technologies have become ubiquitous, impacting and changing the ways society operates. Immense public and economic value is being created by improving access to information and resources. Hence, many public administration units around the globe continue to focus on digital transformation. Although mostly associated with digitizing services and workflow via software platforms, India's efforts have taken a "Lego building block approach" toward technology which can be repurposed and recombined to deliver solutions at the social level. These digital public infrastructure (DPI) blocks have had significant impact on socio-economic development. In this special issue, we explore the role of DPI in digitally transforming public service delivery and in creating public value. The issue aims to make an important contribution to public administration and digital government literature, by examining India's DPI and its positive externalities, in particular its role in financial and health inclusion. These papers include vital knowledge that can support policy processes on digital transformation and public value creation for India and other developing countries of the global South. [ABSTRACT FROM AUTHOR]

The use of information and communications technology (ICT) in higher education institutions has increased in the past 20 years. While ICT has brought many benefits to students and faculty, research shows that it also creates barriers and challenges for students with disabilities due to the inaccessibility of digital tools and learning materials. Faculty members play an important role in inclusive higher education. Previous studies have emphasised the need to train faculty about digital accessibility to achieve inclusion in higher education. This systematic literature review aims to study existing work on increasing the faculty members' competence in providing accessible and inclusive digital learning materials and environments to students in higher education. Sixteen peer-reviewed papers were included and analysed. Most trainings included topics on disability and awareness, legislation, and methods of producing accessible digital materials and providing inclusive digital learning environments. While surveys and interviews were mostly used to evaluate training outcomes, there was a lack of objective data and commonly accepted instrument for evaluation. Good practices and further research opportunities are identified. This study has implications for researchers and higher education institutions that are interested in research and practice on increasing general competence in digital accessibility and inclusive education. [ABSTRACT FROM AUTHOR]

In recent years, the way that maintenance is carried out has evolved due to the incorporation of digital tools and Industry 4.0 concepts. By connecting to and communicating with their production system, companies can now gather information about the current and future health of the equipment, enabling more efficient control through a process called predictive maintenance (PdM). The goal of PdM is to reduce unplanned downtimes and proactively address maintenance needs before failures occur. However, it can be challenging for industrial practitioners to implement an intelligent maintenance system that effectively manages data. This paper presents a methodology for developing and implementing a PdM system in the automotive industry, using open standards and scalable data management capabilities. The platform is validated through the presentation of two industry use cases. [ABSTRACT FROM AUTHOR]

Background: This paper builds on the growing focus on learning about teaching science with digital technologies, and the relationship between different elements that constitute teacher knowledge and how these are captured and understood during teacher education program. Purpose: The aim of the paper is to capture and understand how student teachers integrate digital technologies into their science teaching. In the paper, research on Pedagogical Content Knowledge (PCK) is used to inform the discussion of Technological Pedagogical Content Knowledge (TPACK) the integration of technology into the teaching of a particular science content. Content Representation (CoRe) as a reflective tool is modified to a Technological Content Representation (T-CoRe) to stimulate 24 primary student teachers´ reflections on how to integrate digital technologies into science teaching. Design and methods: After completing the T-CoRes, the student teachers participated in group discussions that aimed to stimulate a deeper reflection on how and why they integrate digital technologies into their science teaching. The data consist of student teachers´ completed T-CoRes (n = 12) and audio recorded group discussions (n = 6) to provide examples where the student teachers reflected on knowledge components of TPACK, both separately and integrated. A qualitative content analysis was performed to identify examples of participants' understanding of how to use digital tools when teaching a specific science topic. Results: The results demonstrate that the T-CoRe helped student teachers to reflect on their teaching of science with the use of digital technologies and made explicit the ways in which technology, content and purpose are closely linked in teaching. Conclusion: The practices and processes highlighted in this paper will help to inform the involvement of student teachers in capturing and developing a knowledge base for using digital technologies in their science teaching. [ABSTRACT FROM AUTHOR]

In the context of COVID-19, universities, national innovation systems (NIS) and global value chains (GVCs), this paper explores systemic barriers (trends and factors) that influence digital learning innovation (DLI) in Africa. The study used the PRISMA framework and Scopus data for a systematic literature review (SLR) and a bibliometric analysis spanning 2000–2021. It also mapped universities globally and in Africa based on Webometrics (Jan 2022) and the Global Innovation Index (Feb 2022) data using a typology. A broad SLR on digital learning extracted two African samples of 2,640 and 4,669. A narrow SLR on DLI, Innovation Systems (IS) and Innovation Barriers (IB) extracted 221 studies. The broad SLR showed that Africa (with the exception of South Africa continentally and Kenya regionally) lags globally in digital learning literature. It also identified country, affiliation (university) and funding sponsor as three possible factors that influence DLI. The narrow SLR revealed a gap in the literature on DLI – IS – IB and a low emphasis on GVCs. From the literature, this paper proposes a conceptual model spanning DLI – IS – IB and a typology of systemic barriers to inform future research. It also provides unique empirical data to inform DLI and GVC focused public policies. [ABSTRACT FROM AUTHOR]

Technological transformations based on 4.0 technologies are a reality. Despite this, there are few studies on their growth-enhancing role at regional level. This paper aims to fill this gap. By conceptually unpacking the two main technological transformations taking place – Industry 4.0 and the digital service economy – and identifying empirically the regions where they prevail, the paper examines whether the two transformations, despite of their profound different nature, are both conducive to regional growth in the period 2007–2018. Empirical results interestingly show that Industry 4.0 and automation technology adoption are associated with regional economic growth especially in those regions where such specific transformation prevails; differently, the effects from digitalisation spread all over European regions and regions where the digital service economy transformation prevails do not enjoy significant growth advantages with respect to others. Targeted regional policies are therefore called for by each transformation. [ABSTRACT FROM AUTHOR]

Global trade is plagued by slow and inefficient manual processes associated with physical documents. Firms are constantly looking for new ways to improve transparency and increase the resilience of their supply chains. This can be solved by the digitalisation of supply chains and the automation of document- and information-sharing processes. Blockchain is touted as a solution to these issues due to its unique combination of features, such as immutability, decentralisation and transparency. A lack of business cases that quantify the costs and benefits causes uncertainty regarding the truth of these claims. This paper explores how the costs and benefits of a blockchain-based solution for digitalising and automating documentation flows in cross-border supply chains compare to a conventional centralised relational database solution. The research described in this paper uses primary data collected through semi-structured interviews with industry experts, as well as secondary data from literature. Two models based on existing services were developed and the costs and benefits compared and then analysed using the Architecture Trade-off Analysis Method (ATAM) and the Analytic Network Process (ANP). Findings from the analysis show that a consortium blockchain solution like TradeLens is the favourable solution for digitalising and automating information flows in cross-border supply chains. [ABSTRACT FROM AUTHOR]

Copyright of European Journal of Psychotherapy & Counselling is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

"Hollis Frampton: Navigating the Infinite Cinema" is a book that focuses on the work of experimental filmmaker Hollis Frampton. The author, Michael Zryd, draws from his own previous scholarship, existing literature on Frampton, Frampton's own writings, and archival materials to explore Frampton's Magellan series. The book examines Frampton's notion of "infinite cinema" and pays attention to the treatment of colonialism in his work. It also discusses themes such as linearity, encyclopedic impulse, and metahistory in Frampton's films. Overall, the book is a valuable resource for understanding Frampton's theories and cinematic goals in the digital age. [Extracted from the article]

This paper outlines how ideas of 'degrowth' might be used to reimagine sustainable forms of education technology. In essence, degrowth calls for a proactive renewal of technology use around goals of voluntary simplicity and slowing-down, community-based coproduction and sharing, alongside conscious minimalization of resource consumption. The paper considers how core degrowth principles of conviviality, commoning, autonomy and care have been used to develop various forms of 'radically sustainable computing'. The paper then suggests four ways in which degrowth principles might frame future thinking around education technology in terms of: (i) curtailing current manipulative forms of education technology, (ii) bolstering existing convivial forms of education technology; (iii) stimulating the development of new convivial education technologies; and (iv) developing digital technologies to achieve the eventual de-schooling of society. It is concluded that mobilisation of these ideas might support a much-needed reorientation of digital technology in education along low-impact, equitable lines. [ABSTRACT FROM AUTHOR]

The paper argues for the renewed relevance of time geography in tourism in light of the use of mobile technologies and ubiquitous connectivity. The paper proposes the concept of phygitality to understand how digital technologies are used in physical space, and how the interaction between the physical and the digital reconfigures tourists' projects, paths, bundles, and constraints. The theoretical contribution builds on fifteen semi-structured interviews. The analysis shows that capability, coupling, and authority constraints are altered and mediated by digital devices. In the phygital time-space, tourists orient themselves in physical spaces, influenced by digital information; they create phygital paths and move between stations that result from the overlaying of digital information onto the physical space. Tourists' goal-oriented mobility results in phygital projects, where logics of efficiency and optimization reduce the liminality of the tourist experience. Tourists' bundles are created within and outside the physical vacation prism through digital communication. [ABSTRACT FROM AUTHOR]

This paper investigates the contributions of Pope Francis toward human-centered AI and digital innovation. It draws from his numerous dialogues with experts in technology, medicine, science, ethics, law, philosophy, and theology. The papal engagements are based on the rich patrimony of Catholic Social Teaching that is being updated in the wake of the digital revolutions. The paper explores the Magisterium of Francis with the question of technological progress and inherent dangers for human society. It underscores some fundamental anthropological and ethical themes that the Pontiff considered necessary in making emerging technologies beneficial. [ABSTRACT FROM AUTHOR]

Writing is a critical foundational literacy skill for preschool and kindergarten and has received increased attention in research and policy as a result. Further, the nature of literacy more broadly is shifting towards more digital forms and formats. Research suggests that children approach tasks with and without technology differently and similarly, other research suggests that young children approach writing differentially depending upon the task context. In a small sample (n = 35) of preschool and kindergarten children at university lab school, this study sought to understand children's writing development in traditional (paper-pencil) and digital (iPad-stimulus/finger) contexts across a variety of writing skills. Results suggest that children have varied writing skills that develop considerably across the school year. Further findings indicate that children's writing products and the ways they take up writing are often different depending on the context (traditional v. digital). Implications for practice are discussed [ABSTRACT FROM AUTHOR]

This paper draws on a webinar on digital technology and networked spaces in outdoor education, where three researchers presented their work through responses to two discussion statements: First, 'the use of digital technology in outdoor education is fundamentally contrary to all its values.' Second, 'if we accept that digital technology is embedded in outdoor education, what do we know about its potential? And what are key areas to explore more deeply?.' Despite there being no advance planning to produce a research output from the webinar, the organisers' basic analysis of the webinar's frontchannel and backchannel revealed areas of the conversation that may merit targeted empirical attention. Three principal themes emerged from participants' responses during the webinar: the need to move beyond binary thinking; the importance of considering digital technology in regard to specific learning objectives and contexts; and to inform oneself about the affordances of digital technology, while thinking critically about its applications. [ABSTRACT FROM AUTHOR]

As we stand on the cusp of what Schwab claims to be the Fourth Industrial Revolution (4IR), the world of work is undergoing a rapid and profound transformation. Zimbabwe strives to ready its labour market for the seismic changes already underway. In order to thrive in the future of work, the World Economic Forum advises that a country must educate its populace in Science, Technology, Engineering, and Mathematics (STEM) fields. Unfortunately, Zimbabwean women remain underrepresented in STEM professions, with a mere 28.79 percent of women holding STEM degrees, compared to 71.21 percent of men. These statistics underscore the urgent need to educate more women in STEM fields. This paper addresses the bigger question: "Is Zimbabwe ready for the future of work"? To this end, this paper offers a nuanced analysis of the 4IR and its implications for Zimbabwe's future of work. Drawing on primary and secondary literature, we map out women's barriers and propose strategies to overcome them. This paper uses an integrative literature review, making a valuable novel contribution to the burgeoning literature on the intersection of the 4IR, gender equality and the future of work in Zimbabwe. The paper showcases that Zimbabwe is unprepared for the changing nature of work and needs to increase women's participation in STEM subjects. By empowering Zimbabwe's women in STEM fields, we can ensure that they can thrive in the future of work and that Zimbabwe can participate fully in the digital economy. [ABSTRACT FROM AUTHOR]

Few notions seem to capture the imagination of education policymakers today as completely as digitalization and leadership. Through these two, schools are believed to become transformed, and in turn, these transformed schools will transform people and society. This paper critically analyzes a Swedish official digital policy instrument that materializes digitalized school leadership practice. The policy instrument is made available as a 'helpful tool' by a Swedish official education agency. The paper scrutinizes the policy knowledge process set to work within the instrument by the agency. Particularly, how the instrument may influence people to come to know and change schools, and how responsibility and risk of digitalization in schools seems to first be transferred to, and then between, people in schools. The paper is concluded by a discussion of how (a) three knowledge phases interact in the knowledge process of the instrument, (b) the technical – rather than social – solution that digitalized school leadership practice is found to be, and (c) implications for digitalization in schools as a social, cultural and historical phenomenon of interest to research. [ABSTRACT FROM AUTHOR]

Digital technologies are now part of our daily lives, and the speed of their implementation and use has been accelerated as a result of the COVID-19 pandemic. Digital transformation, seen in the past as a problem, is now perceived as an important component in the future of sustainable development (SD), especially at higher education institutions whose operations have been adversely affected by the pandemic in many ways. The purpose of this paper is to analyse the subject matter of digital transformation and how it relates to a SD context. It reports on the results of a worldwide survey at higher education institutions, which identified some areas where the pandemic impacted and/or influenced their activities. The survey received 158 responses and a principal component analysis was performed to model the items associated with digital tools boosting SD, innovative business opportunities and ideas, and needs for improvement at HEIs. The results indicate that most part of the respondents developed digital skills and increased their involvement with e-learning and distance learning; however, more digital training is needed. Findings also support the role played by digital technologies in boosting SD at HEIs, and the role of institutions in promoting innovation through digital tools. Apart from an analysis of the extent to which the COVID-19 pandemic has contributed to digital transformation in an SD context in higher education institutions, the paper provides an assessment of trends and recommendations that may guide future developments in a post-pandemic work. [ABSTRACT FROM AUTHOR]

To support adequate strategic decisions, every digital transformation begins with an analysis of the current state of the company. These analyses often include the use of digital maturity models (DMMs). There are numerous DMMs in a wide variety of industries and application areas. While most of these models primarily address the digital maturity of manufacturing companies as a whole, only a few DMMs focus on particular departments or processes. Thus, there is a research gap in this field of study. This paper contributes to the identified gap by developing a DMM for the sales process in B2B project business. Building on a literature review that identified and examined specific DMMs which have been developed in the B2B context, we conducted a case study using expert interviews at a large German industrial company to develop a DMM of the different phases of the sales process. This DMM shall contribute to the research of maturity models and guide companies of different industries in their digital transformation activities focusing on the digitalization of their sales process. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic and the move to remote education exposed old and new inequities, yet it also represented anopportunity to rethink inclusive education. This paper presents findings from a one-year project DIGITAL in a time of Coronavirus anddraws upon policy analysis and interviews with teachers, principals, and community leaders from six countries in the Global North andSouth (Italy, England, Malaysia, Australia, United States and Chile). By mobilising education assemblage theory to challenge binarydivisions (included/excluded, modern/colonial, local/global), it presents five concepts to rethink inclusion and its relationship withtechnologies. It illustrates how during the pandemic alternative entanglements of digital and non-digital technologies challengednarrow and Eurocentric constructions of the digital divide enabling inclusive subjective experiences. Drawing upon local possibilitiesand histories, re-habilitating non-scientific knowledges, especially in view of future experiences of blended education, the paper seeksto provide policy tools to rethink current understandings of inclusive education. [ABSTRACT FROM AUTHOR]

North American rates of adolescent social media use hover between 98 and 100%, with 45% of adolescents reporting being online "almost constantly". Despite its prevalence, social media use is also controversial. If social media is now woven into the fabric of social interactions, what are the mental health implications for youth growing up in "a digital age"? This paper discusses the potential applications of transdisciplinarity by considering the question in three ways: first, the polarized research is presented, suggesting that social media has the power to either positively or negatively direct youths' social and psychological trajectories; second, the dichotomy is challenged; and third, transdisciplinary applications are considered. As a complex, novel, and nuanced topic, the study of social media, peer relationships, and mental health demands a paradigm that is able to accommodate complexity, nuance, and novelty in a critical, reflexive and meaningful way. Transdisciplinarity presents scholars an opportunity to tackle this challenge. This paper discusses the prevailing research surrounding social media, peer relationships, and mental health to challenge the good/bad binary and lay the foundation for approaching this topic from a transdisciplinary lens in future research. [ABSTRACT FROM AUTHOR]

We can no longer realise images solely through semiotic theories of interpretation and judgement fixed to earlier modes of communication, such as print. Instead, we engage with images through various networked digital devices and online social interactions. These engagements offer many possible experiences with images, some of which we have agency and others that are purely autonomic and some interactions resembling a healthy-bodied manifestation of visual agnosia or the loss of ability to recognise and identify. This paper utilises research from the 'Fast Image' study, a study of graphic design students and practitioners and their views on photographic image use, comparing print and online media. The author uses an interpretive approach supported by mixed data-gathering methods, including photo-elicitation, interviews and semi-structured questions. This discussion encourages advancing visual literacy and visual culture discourses to incorporate a Neurophenomenological approach toward understanding the effects of emerging technologies and viewing environments on photographic image use. These effects include sensory and cognitive responses to images and the influences of external stimuli on our phenomenological apprehension of images. [ABSTRACT FROM AUTHOR]

Museums have widely used digital technologies to expand their societal and cultural impact. In terms of their use of information technologies (IT), museums have evolved from initial experiments in the 1950s to a significant online presence today. In the process of digital transformation, museums have shaped their digital identity, aiming to expand their activities beyond museum walls with emerging new roles in the digital era. The concept of museums' digital identity is the focus of this paper. To articulate the concept, the theory of digital identity, the methodology of web history, the concept of virtual museums, and museum branding, are brought into consideration. The author articulates the concept of museums' digital identity and outlines a number of components at the collective and individual levels embodied in national strategies and policy documents relating to digital transformation, articulated in statements by museum associations, revealed in features of their online presence, and embedded in brand design. In the conclusion, the author raises questions about the driving force of museums in developing digital identity and the need to comprehensively analyse the multiplatform museum presence. [ABSTRACT FROM AUTHOR]

Copyright of European Journal of Psychotherapy & Counselling is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper explores how co-designing urban walkability can be augmented by an innovative hybrid approach, whereby virtual records and visualisations of the walking experience can enhance the awareness, perceptions and immersion of the participant in both real and virtual spaces. From one side of that model, the research explores how people might be intrigued enough to discover the real context, based on their experience informed and enriched by parallel images of the city. On the other side, the study aimed to develop a critical understanding of urban walking through the lens of 3D high-definition LIDAR scanning technology, where visualisation techniques were used to support studies to explore how the rich experience of walking could be captured and represented. The paper presents a theoretical framework to propose how walking could be promoted, and positively influenced by the urban environment, by regarding the city from the abstract perspective of the virtual point cloud. The research has investigated how and whether a place – real and abstracted – could act as a trigger to produce novel ideas and unfold thoughts in a participatory way. The interlinkages between motion and (visual) perception of the environment as an aesthetic experience were critical to informing how digital technology can be utilised as a virtual space within which the richness of real interactions and experiences with urban space can be represented, refined, interacted with and used within a rich(er) process of co-design. [ABSTRACT FROM AUTHOR]

Digital technologies are receiving increased attention in outdoor and environmental education (OEE). Historically, debates on digital technology in these fields have tended to focus on how technology might hinder authentic relationships with the outdoors or how it might be used instrumentally to meet educational aims or support pedagogy. More recent postdigital perspectives understand digital technology as something that is deeply embedded, entangled, throughout society and by extension the daily life of OEE participants. The idea that we are entangled with technology is congruent with the emerging theories of new materialism; theories that are increasingly influencing OEE research and pedagogy. In this paper, we argue that new materialism is a useful way to conceptualise the entangled nature of digital technology in OEE. We show some ways we have tried to embrace technology as entangled in our OEE practice, drawing upon theoretical insights and practice-based examples from tertiary outdoor education contexts. [ABSTRACT FROM AUTHOR]

The 'An Era in Jinling' Heritage Digital Art Exhibition, which focuses on the interactive virtual reality game environment created by the audience's experience, is an immersive digital art exhibition composed of the audience, the hardware system of the digital exhibition environment and the virtual digital environment presented. As a game-interactive immersive digital art exhibition in a heritage exhibition, it invites the audience to take a personal digital role in the exhibition and use the game-interactive method to enjoy an immersive digital exhibition. This paper aims to engage audiences through the 'audience-centric' exhibition of digital art, allowing them to use their senses to enjoy immersive exhibitions of digital art. This paper also demonstrates how digital art exhibitions of history can provide new insights to the general public in the preservation and exploration of cultural heritage. [ABSTRACT FROM AUTHOR]

In the digital economy era, traditional manufacturing enterprises face a significant challenge due to fierce competition regarding products, channels, digital technology, management, and core competencies. As a result, many enterprises strive to leverage digital technology to gain new processes, products, services, and business models, thereby enhancing their competitive edge. This paper mainly focuses on how digital innovation based on different value-creation methods can help enterprises build their core competence. Using a sample of 254 questionnaires from manufacturing enterprises in China, this study investigates whether and how efficiency-based, convergence-based, and generativity-based digital innovation supports the development of core competence using ordinary least squares (OLS) regression. Further, this paper examines the moderating effect of absorptive capacity. The empirical results indicate that digital innovation encourages the establishment of core competence, and absorptive capacity strengthens the role of efficiency-based digital innovation but inhibits convergence-based and generativity-based digital innovation. This study contributes to a clearer understanding of the significance of digital innovation for Chinese manufacturing enterprises and provides useful insights for other countries to rethink their innovation models. [ABSTRACT FROM AUTHOR]

The pace of corporate digital transformation has been accelerating all over the world. This paper investigates the impact of digital transformation on corporate fraud with probit model in Chinese scenario. The results show that the digital transformation of enterprises can help curb the occurrence of fraud in general. However, the heterogeneity test results suggest that the application of digital technology may increase the possibility of some types of fraud as well. Considering possible endogeneity issues, this paper checks the results with the methods of Heckman two-step model and IV probit model and the conclusion remains robust. The empirical results suggest that accelerating the digital transformation of enterprises will help improve the quality of enterprises, optimize the capital market environment, but it is very important to guard against delayed disclosure in digitalization era. [ABSTRACT FROM AUTHOR]

This paper introduces the concept of digital capability gaps (DCG); the relative difference of a firm's ability to design and control products, services, and processes by utilising digital technologies in relation to customers and partners. These DCGs matter as they affect SME's strategic responses and the value-creating relationships. Our findings reveal that strategic responses differ according to the magnitude of DCGs: Large DCGs may offer the opportunity for 'digital diversification' by using the capabilities developed to enter new domains. In cases of moderate DCGs, firms respond by adopting the role of a 'digital parent' and innovate on behalf of customers. Finally, in the cases of small DCGs, firms may respond by forming 'digital collaborations.' Our study also unpacks the influencing factors that affect DCGs: the consolidation or fragmentation of customer portfolio and competitive landscape and the extent to which players have a similar digital pressure for adopting digital capabilities. [ABSTRACT FROM AUTHOR]

Operations Research (OR) is a branch of applied mathematics that deals with optimization problems arising from different real contexts. The solving process of its problems is based on the construction and resolution of mathematical models, showing the possible connections between mathematics and the real world. Nevertheless, OR is not typically included in most curricula of higher secondary schools (i.e. Grades 9–12), but it is usually presented mainly at university level. To show how OR could be significant for these school students' education, the authors of this paper developed an educational project consisting of three teaching units. In this paper, we share the result of the teaching experiment related to the first unit, addressed to Grade 10. Qualitative and quantitative analyses show how it is appropriate to include OR and its typology of problems in regular school mathematics lectures. Second, these data also show how modelling and problem-solving skills, developed working with OR, can be fostered by implementing a collaborative way of working, also by making use of digital technologies. Last but not least, we demonstrate the positive impact such activities have on students' appreciation of OR. [ABSTRACT FROM AUTHOR]

Children's sense of place is important for wellbeing, development and belonging in a community or place. The VIP-CLEAR (Voices in a Pandemic – Children's Lockdown Experiences Applied to Recovery) project used creative methods and repeat engagement to capture children's experiences of the COVID-19 pandemic in socially disadvantaged, urban settings, in Bristol, UK. This paper focuses on findings from the two-phased 'deep mapping' activity conducted in schools with 6–11-year-olds to consider children's sense of place at this time. Children's maps showed how their mobility was restricted to the home and/or adult-controlled, looped routes for functional tasks rather than child-directed exploration. Key locations - including school, family houses, and parks - were disconnected and highlighted as sites of 'absence', where children were excluded. These places were given meaning due to pre-COVID practice, sensory experience, and/or their relationship with valued people. As pandemic mitigation relaxed, children's maps showed increasing connections and greater visibility of the community and non-essential activities. As places changed, the amplification of existing social inequalities became apparent. In both phases, sense of place evolved and digital and natural spaces (through animals) showed potential for children to increase practice and connections with place. A strong sense of place may support adaptation to change, and this paper contributes to limited research on how children's sense of place is dynamic, altering with fluctuating social and environmental conditions, e.g. mitigation of a global pandemic. The implications of findings on future recovery planning involving children are also considered. [ABSTRACT FROM AUTHOR]

In the digital era, online advertising fraud unfortunately undermines advertising and pricing cooperation in supply chains. In order to improve advertising effectiveness in a supply chain with a manufacturer and a retailer, this paper proposes three coordination mechanisms: cooperative advertising quality improvement (CQ), quality discount (QD) and a combination of the two (CQD). We derive the equilibrium advertising and pricing decisions in closed form under each mechanism. We show that improving advertising quality is always profitable for the two members, and that with QD included (either QD or CQD) can better coordinate the supply chain than CQ alone. However, the integration of a CQ and QD scheme is not always effective due to their interaction effects. Each mechanism can be achieved as an equilibrium strategy for supply chain members depending on their advertising effects. These insights offer theoretical evidence for the design of a supply chain coordination strategy. [ABSTRACT FROM AUTHOR]

Detecting intrusions within a network is essential for protecting digital environments; it encompasses the observation and analysis of network traffic to recognize and counteract unauthorized or malicious activities. Conventional methods in network intrusion detection face several challenges such as polymorphic and evasive attacks, scalability issues, and anomaly-based complexity. To address these complexities, this paper proposed a novel method named Attention Long-term Recurrent Network-based Random Chaotic Sine (ALRN-RCS) algorithm for network intrusion detection. In this study, Long Short-Term Memory (LSTM) is utilized to capture complex patterns in network traffic and identify anomalous activities. Also, the attention-based Recurrent Neural Network (RNN) is employed to focus on relevant features within network traffic and enable precise intrusion detection. In this paper, we have incorporated the Chaotic Chimp Sine Cosine optimization algorithm, employing a random update strategy, to optimize hyperparameters and improve the overall efficacy of the proposed approach and the study conducted experiments on the datasets namely the UNSW NB-15, Network Intrusion Detection dataset, and the Segmented Image-based Network Intrusion Detection (SIDD) dataset. Diverse assessment criteria, including accuracy, F1-score, recall, AUC-ROC, and precision, are employed to assess the effectiveness of the ALRN-RCS method and to draw comparisons with established methodologies. The experimental results depict the effectiveness of the ALRN-RCS method for addressing the dynamic and sophisticated nature of modern cyber threats. [ABSTRACT FROM AUTHOR]

AbstractThe main purpose of this study is to investigate the possibility of designing English textbooks based on the concept of the metaverse and using the new term TechBoox, which is a combination of Technology and Boox (modified from book with a greater emphasis on box as a spatial concept). To achieve this goal, this study documents the creation of TechBoox by a group of 23 pre-service English as a Foreign Language teachers in their teacher training program, who have converted learning content and materials from elementary English paper and digital textbooks into a three-dimensional metaverse platform. Thereafter, the research analyzes the participants’ perceptions and experiences regarding TechBoox ideation and creation. This is done through a qualitative case study approach with refleciton papers and semi-structured interviews. The findings suggest, on the one hand, that TechBoox has the potential to overcome the limitations of the static and two-dimensional nature of traditional textbooks through constructability for enhanced immersion, as well as experiential learning via direct participation in avatar movements. On the other hand, the study identifies the technological limitations of the concept in generating immersive content, access devices, potential distractions, and the novelty effect, which highlights the important role of teachers in the metaverse. Based on the findings, this study highlights the critical role of teacher training initiatives of emerging technology integration in language eudcaiton. [ABSTRACT FROM AUTHOR]

Shaping how information and communication technology (ICT) adoption supports sustainable development has become a major challenge for countries worldwide. The concept of a digital ecosystem has recently become prevalent among development organizations to aid diagnoses and guide actions addressing that challenge. However, not only are there various ways in which a digital ecosystem is conceptualized, but its meaning is also blurred with earlier uses in business studies. Against this backdrop, the present paper takes stock of how the digital ecosystem concept has come to be used as a tool to describe the state of ICT adoption in countries and understand ICT impacts on development outcomes. Systematizing existing uses of the concept, the paper distinguishes between a descriptive, enabler-centered, and actor-centered digital ecosystem perspective. It furthermore discusses existing uses of a digital ecosystem and the extent to which they realize the potential added value of this concept for development practice and research. [ABSTRACT FROM AUTHOR]

The use of digital technologies as teaching and learning materials supports and enhances science learning, encouraging students to develop valuable inquiry skills and knowledge. In response, this paper seeks to explore digital inquiry-based learning as a useful aid for teaching the elementary school science curriculum on plants in Malaysia. There is a strong rationale for this work, as (i) this curriculum has received less attention compared to the equivalent on animals, and (ii) students have developed misconceptions about plants, typically in the areas of plant nutrition and photosynthesis. Thus, the paper describes a 5E Instructional Model lesson plan, which uses various digital technologies to tackle different inquiry elements at each instructional model stage. The goals of the activities are to help students: (i) assess their preexisting knowledge and engage with a new concept, (ii) create predictions and document their observations, (iii) display their conceptual understanding, (iv) gain a more profound and broader understanding through new experiences, and (v) examine their understanding and abilities with the aid of digital technology resources. The suggested activities are further discussed in relation to different types of digital technologies and evidence-based practice, thus encouraging other educators to integrate digital inquiry-based learning into their work. [ABSTRACT FROM AUTHOR]

This paper develops an analytical framework for comparative research on political contention in the digital age and, building upon it, provides a literature review of social media research related to LGBTQ+ political contention. So far, we lack systematic insights into the literature on digitally-mediated LGBTQ+ political contention and its potential for comparative research. Applying scoping literature review, we focus on the key comparative dimensions such as political context, social media, and knowledge production. The results provide an overview of the state of the art, limitations, and opportunities while also developing an agenda for future comparative research. This paper supports the visibility of LGBTQ+ issues in a still hostile public debate for both LGBTQ+ activists and researchers. [ABSTRACT FROM AUTHOR]

Drawing on data from creative and visual group interviews undertaken in 2018 with five LGBTQ+ young people aged 15–18 years old in the South Wales valleys, this paper explores the gendered experiences of the body online. In line with wider research, participants illustrated that commodified gendered and sexualized norms were intensified online through the everyday forceful intrusion of idealized bodies and abusive body-shaming comments. However, they also pointed to the role of food and pet content in experiences of embodied pleasure and feeling good online. Inspired by feminist posthuman and new materialist scholarship, this paper examines how food and pet photography plugs into masculinizing and feminizing bodily assemblages. In so doing, it not only makes an empirical contribution to the field of gender studies, but also offers a contribution to the methodological literature by developing a theoretically informed approach, which expands the boundaries of what a gendered body may be, do and become online. [ABSTRACT FROM AUTHOR]

This article examines the evolution of zooming and its impact on human perception, blending historical analysis with concepts from enaction and ecological psychology. The paper traces the advancement of magnifying tools from ancient lenses to modern optical instruments, highlighting their transformative role in extending human capabilities to perceive beyond natural limits. Central to this exploration are Zoomable User Interfaces (ZUIs), which exemplify the integration of perceptual theories into technological innovation. ZUIs are presented not just as tools but as interactive platforms that embody enactive and ecological principles, enabling users to engage dynamically with multi-scale digital environments. This approach challenges traditional views of perception, emphasizing an active, embodied experience that aligns with our cognitive abilities, opening up new perceptual agencies. The paper concludes by exploring future possibilities in virtual reality and multimodality, suggesting new directions for zoom technologies to enrich human perceptual experiences. This work offers a narrative that underscores the continuous human quest to enhance our understanding and interaction with the world, marking the expansion of human perception and interaction with our environment. [ABSTRACT FROM AUTHOR]

This study empirically examines the complex dynamics between social media entities, brands, and users, advancing user engagement and emotional attachment. It introduces a novel affordance perspective to dissect the symbiotic relationships that shape marketing and communication management. Analysing data from 424 U.S. social media users, this research explores the interplay between platform-user and brand-user affordances and their impact on reflective engagement and emotional attachment in digital environments. Findings affirm a substantial impact of affordances on emotional attachment to platforms, while also redefining the role of social influence, which contrasts with its conventional moderating role in user engagement literature. By moving beyond a functionalist affordance view to a relational one, this paper brings to the fore the triad of platform-user, brand-user, and user-reflection affordances, providing strategic insights for marketers and setting the stage for future research on user interaction dynamics. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has changed the didactic landscape of adult education. To meet clients' ongoing demand for support, adult educators had to expand their didactic toolkit and enhance digital literacy. Relying on data gathered during a training series on digital adult education, this paper will examine the following questions: (1) How did adult educators manage to adopt digital methods despite pressing issues and hurdles in regards to the change? (2) Which conditions support efficient training of adult educators, aiming at 'nudging' digitalisation in adult education for families? To gain insight into this didactic transformation, we systematically analyse both quantitative and qualitative data collected during a training series fostering digital literacy such as technology handling, online counselling and the usage of social media. These events attracted 1,250 participants that specialise in parenting programmes, family counselling and institutionalised family welfare. Findings include how practitioners with different backgrounds and levels of digital skills assess different methods and didactic choices. Further, we will examine how providing accessible and applicable information can act as a nudge to spark intrinsic motivation for further learning and as a starting point for new ideas. [ABSTRACT FROM AUTHOR]

This paper conducts Group Delphi-study and foresight approach within a five-year horizon in the field of digital education, with a specific focus on Continuing Education (CE) in a post-pandemic society. The study examines the impact of increasing digitalisation on the significant population of low-qualified individuals (approximately five million in Germany). The project identifies both opportunities and risks associated with digitalisation in CE for the low-qualified. The study focuses on 1) the impact of digitalisation on the participation of low-qualified people in CE, 2) the impact of accelerated digitalisation on the planning of programmes and services for this target group, 3) the transformation of programmes and services for low-qualified people due to digitalisation, and 4) methodological innovations for predicting the impact of digitalisation in the CE sector. [ABSTRACT FROM AUTHOR]

Focusing on teachers' practices amid a national curriculum 'implementation' project for schools identified as having high enrolments of students experiencing disadvantage, this paper uses narrative methods to illustrate what we refer to as teachers' everyday work-for-change. Teacher interview data was generated via a longitudinal multi-site case study. Two teachers at one school are selected for detailed attention because—despite their significant engagement, commitment, and work towards enacting the new curriculum—their innovations were not sustained. These cases provide a useful site of analysis of change as a practice, rather than a more common focus on change as an outcome. De Certeau's theory of everyday practice is used to discuss how work-for-change is an everyday feature of teacher practice in schools enrolling students experiencing disadvantage. This aspect of teachers' work in these settings is seldom acknowledged because successes are easily obscured by deficit discourses. Other factors contributing to the invisibility of teachers' work-for-change in these schools include the often-intangible nature of teachers' professional successes amid more formally visibilized failures, the ephemeral nature of everyday practice, and a workforce context characterised by teacher and leadership transience. [ABSTRACT FROM AUTHOR]