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The research aimed to identify the role of knowledge management in enhancing the effectiveness of digital transformation by applying it to workers in scientific libraries at Mansoura University, which represents one of the tributaries of knowledge societies to achieve sustainable development goals. Consideration to the small size of the research community. a comprehensive inventory approach was relied upon, not a sampling method. The response rate was 82.55% with 123 items, namely an acceptable percentage in social research, and some appropriate statistical methods available in the Statistical Program Package for the Social Sciences (SPSS Ver. 26) were used. The research reached a number of results. The most important of which is the existence of a positive moral correlation between the variables and dimensions of the research. and the presence of a significant influence for the dimensions of knowledge management (Knowledge sharing - knowledge application) on the dimensions of digital transformation (value generation - agile operating). and the knowledge sharing dimension ranked first in this impact. While the knowledge-sharing dimension and the knowledge application dimension individually influenced both the digital leadership dimension and implementation of business strategy digitally dimension. and the knowledge storage dimension did not affect any of the four dimensions of digital transformation. Finally, some practical and scientific recommendations were presented. [ABSTRACT FROM AUTHOR]

Copyright of EURE is the property of Pontificia Universidad Catolica de Chile 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.)

Copyright of Revista Latinoamericana de Estudios Urbano Regionales is the property of Pontificia Universidad Catolica de Chile 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.)

Background: This study evaluates the effectiveness and pedagogical integration of Virtual Reality (VR), exploring its application in various educational contexts. In this systematic literature review, the role of virtual reality in enhancing competency development within higher education is examined. Methods: The search was conducted in two databases (Scopus and Web of Science) following the PRISMA method guidelines. Inclusion criteria were limited to studies that used virtual reality as a tool within the classroom, analyzing the competencies developed through its application. Results: Out of the 1,671 articles retrieved, 61 full texts were selected for review, resulting in 27 academic articles published in the last five years. The findings highlight the capacity of virtual reality to foster interpersonal skills while simultaneously addressing the challenges of its integration. Discussion: The adoption of Virtual Reality (VR) in higher education is notable for its immersive learning experiences. Despite VR's significant contribution to education, its widespread integration faces challenges, including the high costs of VR technology and the lack of specialized educational software, which limits its accessibility across various academic disciplines. Conclusion: The advent of global technological advancements has unveiled numerous opportunities within the educational sector, with VR emerging as a transformative technology that offers immersive learning experiences, propelling educational methodologies beyond traditional boundaries. Through this SLR, it becomes evident that the application of VR in education transcends mere knowledge transfer, facilitating the development of critical competencies. [ABSTRACT FROM AUTHOR]

This article addresses the contextual ambiguity prevalent in the literature surrounding the conceptualizations of a knowledge society. By identifying and clarifying these conceptual challenges, the research aims to provide a solid foundation for understanding the factors influencing the emergence of a knowledge society. The objectives include presenting a clear and comprehensive representation of the multifaceted elements that contribute to this societal transition. Methodologically, a quantitative approach is employed using a regression analysis. The originality of this research lies in its endeavor to develop new perspectives and insights into the catalysts behind the emergence of a knowledge society. By addressing the existing gaps in the literature and employing advanced quantitative methods, the study contributes to the ongoing discourse on the transition to knowledge societies. Practical implications of the research are also developed. The findings offer guidance for policymakers, educators, and stakeholders involved in shaping societal structures, emphasizing actionable insights derived from the identified catalysts. In terms of contribution, this paper provides a nuanced understanding of the factors influencing the knowledge society emergence. By synthesizing empirical evidence with theoretical frameworks, it not only advances academic discourse but also practitioners with valuable insights for informed decision-making in an era characterized by rapid societal transformation. [ABSTRACT FROM AUTHOR]

Copyright of Ukrainian Professional Education is the property of Poltava V.G. Korolenko National Pedagogical University 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.)

Copyright of Teoría de la Educación. Revista Interuniversitaria is the property of Ediciones Universidad de Salamanca 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.)

Copyright of GeSec: Revista de Gestao e Secretariado is the property of Sindicato das Secretarias e Secretarios do Estado de Sao Paulo (SINSESP) 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 article contains the result of a documentary research on the evolution throughout the 21st century of the state of the Knowledge Society (KS) in the MENA countries after the expansion of Information and Communication Technologies (ICT) based on observations made since 2001 in research and publications developed in the Spanish, Latin American, Maghreb and Mashreq academic spheres. The aim is to detect the changes that have occurred in the degree of implementation of KS and its link to the right to information, communication, and cyberspace, and its management in these countries. After a theoretical and conceptual tour, it is concluded that the empowerment of ICT is the key resource for strengthening civil society and its access to the KS. In a region with an inestimable demographic potential, however, large gaps remain in terms of the access of citizens in these countries to the KS. As a result, there are social and political relationships of dependency that could lead to the qualification of a new colonialism over knowledge. This study concludes that the empowerment of ICTs is the key resource for strengthening civil society and its access to the KS.

The study aimed to elucidate and analyze the current educational policies in Saudi universities and their role in achieving a knowledge society that keeps pace with contemporary developments through their contributions to the production and generation of knowledge, the dissemination of knowledge, and the application and utilization of knowledge. It also sought to uncover the differences among faculty members regarding their evaluation of King Khalid University's role in achieving a knowledge society according to variables such as gender, specialization, and academic degree. Additionally, the study proposed some appropriate solutions to develop educational policies in Saudi universities to adapt to the remarkable progress in informatics and technology to achieve a knowledge society. Methodology: The study employed a descriptiveanalytical approach, relying on a questionnaire as a tool for collecting data from its population, which comprised faculty members at King Khalid University. A sample of 350 members was randomly selected. Main Findings: The study yielded several key findings, most notably that the analysis of the current educational policies in Saudi universities indicates deficiencies in meeting the economic, social, and ethical needs that should be addressed. The results also showed that, according to the faculty members' assessments, the university's educational policies were weak in the three study axes (knowledge production and generation, knowledge dissemination, and knowledge application and utilization). Additionally, the results indicated no statistically significant differences in the responses of the study sample regarding the evaluation of the university's educational policies' role in knowledge production and generation, dissemination, and application and utilization based on gender, specialization, and academic degree variables. [ABSTRACT FROM AUTHOR]

Facing the accelerating of scientific and technological revolution and industrial transformation, expediting the deep integration of digital economy and real economy is a crucial pathway to enhance industrial competitiveness and address social development challenges. The integration of digital and real economies, with the linkage of human-cyber-physical ternary fusion, brings about an increase in production factors and a reduction in uncertainty. This integration permeates through the whole process and channels of the real economy, including R&D innovation, manufacturing, collaborative integration, and supply services, triggering systemic transformations in the real economy. Looking to the future, the deep connection of technology, data, and intelligence will further advance, collectively propelling the integration of digital and real economies towards a new form characterized by a human-centric human-cyber-physical ternary fusion, driving the economy towards collaboration, service orientation, and green development. The article suggests deepening theoretical and methodological research on human-cyber-physical ternary fusion, exploring application demonstrations, and ethical norms construction, to accelerate the establishment of a new form of human-centered integration of digital and real economies. [ABSTRACT FROM AUTHOR]

This study discusses a unique aspect of Peter Drucker, a significant contributor to modern management theories. Before becoming a management thought leader, Drucker worked as a journalist and reporter. Drucker's management thought writings were undoubtedly shaped by his experience in journalism and reporting. The study focuses on the influence of Drucker's journalism and reporting on his management works, which are not adequately studied in the literature. This review article highlights that Drucker, aside from being a management thinker and a professor of administrative management sciences, is also a social scientist, an excellent communicator, and an economic messenger as he analyzes the social conditions that lead economic activities and businesses. Drucker examines changing social conditions in light of the information revolution. He develops concepts such as enterprise-centered economy, information society, knowledge worker, and knowledge-based organization. Thus, Drucker examines the impact of communication technologies on the economy and management in organizations. In sum, this study theoretically examines how Peter Drucker links communication, economy and information society. [ABSTRACT FROM AUTHOR]

Urban areas are places associated with the transformation of ideas into practices, social initiatives, and spatial economics. The study aims to assess the triad interaction between education, science, and business as a multiplier on the socio-economic development in the region. The study built a conceptual model of socio-economic space in the context of innovative urban development: the unity of education, science, and business. The statistical analysis allowed the author to substantiate the peculiarities of the local triad. The study revealed correlations in the influence of education, science, and business on changes in the regional system. The paper suggests that the triad of education, science, and business rests on territorial specifics. This feature is the determining factor of innovative development in the field of resort towns. The presented research uses the quantitatively measured influence of the triad as a multiplier by combining values of the unity of education, science, and business. The study found that the mentioned indicator reflects the wellbeing and quality of the labor resources in the region. On the one hand, the multiplicative influence of the triad is a guarantee of an increase in the wellbeing level within the borders of the region. On the other hand, it requires adaptation of the innovative development of resort towns to the current growth of the workforce and a decrease in innovative advantages on a local scale. The findings provide policymakers with significant indicators on the way to stabilizing the regional economy and effective decision making. The study of the interaction between education, science, and business in the context of socioeconomic development can become a crucial tool for formulating policies aimed at stabilizing the region’s economy and improving the quality of life of its residents, particularly in resort cities. The obtained results can provide guidelines for the development of innovation support programs and the planning of investment strategies, taking into account the specifics of territorial conditions. [ABSTRACT FROM AUTHOR]

This article explores the Cuban conception of a knowledge society in the context of sustainable socioeconomic development, contrasting it with Latin American discussions on the subject. Through a bibliographical review, the work analyzes the notion of knowledge in English and Spanish, the perspectives on the knowledge society for human or capital development, and the Cuban vision with its socialist characteristics. It is concluded that Cuba, imbued with its revolutionary history and Marxist-Leninist ideology, seeks to build a knowledge society that is aligned with the social and economic well-being of the population, prioritizing the integral formation of socialist citizens, applied research and centralized planning. [ABSTRACT FROM AUTHOR]

Copyright of Revista Linguagens, Educação e Sociedade (LES) is the property of Revista Linguagens, Educacao e Sociedade (LES) 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.)

The integration of the arts and humanities into the core of curriculum along with the sciences and technological disciplines is an emerging issue in educational research. This article seeks to contribute to this research and curricular approach, for which we analyze the emergence of the STEAM movement, its implementation in class, and its social, economic, and educational consequences. The main conclusion reached is that, without ignoring the economic rationality in education, it is necessary to go further in order to embrace a more social and democratic conception of schooling, trying to take advantage of this historical moment to transform education toward a more humanistic approach–without neglecting the scientific facet–that offers a well-rounded education to new generations while, at the same time, responds to the social and economic demands of our current world. [ABSTRACT FROM AUTHOR]

Copyright of Al-Mishkat for Humanities & Social Studies / Al-Mis̆kāt li-l-ʿUlūm al-Insāniyyaẗ wa-al-IğtimāʿIyyaẗ is the property of World Islamic Sciences & Education University (WISE) 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.)

The article is devoted to the philosophical analysis of lifelong learning as a universal human value in the twenty-first century. The transition of modern society to the information stage of development has actualized the problem of how changes in the new way of life associated with the emergence of the digital economy have affected social dynamics, structuring of society, and trends in the development of public consciousness. A certain way of understanding these problems was the emergence of the concept of the knowledge society as a social theory that complemented and explained the somewhat economically centered paradigm of the information society. It is the concept of the knowledge society that has prompted philosophers and social scientists to reflect on the specifics of human existence in the information society, where constant updating of information and knowledge, and thus constant self-determination, is becoming an important modus operandi. Thus, the importance of educational activity as a way of such being is also becoming more relevant. Education is the main condition for successful socialization and social adaptation of a person in the knowledge society, and is the key to self-realization. Education as a value is not a unique phenomenon for the twenty-first century. However, the specificity lies in the universalization of education as a value: today it is not one of the options that determines a person's access to the entire spectrum of social interactions, but a prerequisite for the integration of a modern person into society. Moreover, education in the twenty-first century is seen as an ongoing process, since in a knowledge society, it is the renewal of knowledge that is continuous. The general systems theory can be considered an adequate methodology for analyzing the traditional education system. Indeed, admission to professional activity involved the sequential acquisition of educational levels in the learning process, whereby, as a result of the emergence of the property of additivity, a person acquired a holistic system of competencies that could be used for an unlimited period of time. In the twenty-first century, realizing education as a global human value, we must look for new methodologies for its comprehension, as education acquires a new essential quality, being carried out throughout life. An educational trajectory containing unified characteristics is becoming irrelevant, and the idea of an individual educational trajectory is coming to the fore. And synergy becomes an adequate methodological approach in this situation. [ABSTRACT FROM AUTHOR]

Democracy stands as the cornerstone of our modern world and current achievements; however, its present foundation was laid mainly in the 18th century, a time marked by slavery, widespread conflicts, imperialism, significant illiteracy, lack of advanced technologies, etc. While the global landscape has evolved, democratic institutions have not progressed simultaneously. Integrating artificial intelligence into our lives, alongside the practical implementation of direct democracy, provides a glimpse of potential enhancements that might propel us to a new level of governance—a vision articulated by A. Toffler and other thinkers. These enhancements could significantly boost societal knowledge, bringing us closer to the emergence of a knowledge society both chronologically and conceptually. On the other hand, AI systems pose risks to democracy, including limiting our free will and creating digital slavery. The trajectory of our progress depends on the decisions we make today. These issues are the focus of the paper’s comprehensive and pragmatic analysis.

This article addresses the contextual ambiguity prevalent in the literature surrounding the conceptualizations of a knowledge society. By identifying and clarifying these conceptual challenges, the research aims to provide a solid foundation for understanding the factors influencing the emergence of a knowledge society. The objectives include presenting a clear and comprehensive representation of the multifaceted elements that contribute to this societal transition. Methodologically, a quantitative approach is employed using a regression analysis. The originality of this research lies in its endeavor to develop new perspectives and insights into the catalysts behind the emergence of a knowledge society. By addressing the existing gaps in the literature and employing advanced quantitative methods, the study contributes to the ongoing discourse on the transition to knowledge societies. Practical implications of the research are also developed. The findings offer guidance for policymakers, educators, and stakeholders involved in shaping societal structures, emphasizing actionable insights derived from the identified catalysts. In terms of contribution, this paper provides a nuanced understanding of the factors influencing the knowledge society emergence. By synthesizing empirical evidence with theoretical frameworks, it not only advances academic discourse but also practitioners with valuable insights for informed decision-making in an era characterized by rapid societal transformation.

The recent economic crisis has led to an upswing in migration from the Mediterranean countries of Europe towards its central and northern development hubs. This overall increase in migration also includes high numbers of the so-called skilled migrants, consisting mainly, though not exclusively, of young people moving within Europe for study or specialisation, or seeking employment that matches their skills profile. It is no coincidence then that this new trend for skilled migration within Europe forms the main thrust of the cognitive and research interests of sociologists, economists and migration geographers. The aim of this paper is to reconstruct the theoretical debate on skilled migration in the context of what is perhaps too hastily defined as a ?knowledge society?, through a broad and systematic critical analysis of the scientific literature.

BackgroundThis study evaluates the effectiveness and pedagogical integration of Virtual Reality (VR), exploring its application in various educational contexts. In this systematic literature review, the role of virtual reality in enhancing competency development within higher education is examined.MethodsThe search was conducted in two databases (Scopus and Web of Science) following the PRISMA method guidelines. Inclusion criteria were limited to studies that used virtual reality as a tool within the classroom, analyzing the competencies developed through its application.ResultsOut of the 1,671 articles retrieved, 61 full texts were selected for review, resulting in 27 academic articles published in the last five years. The findings highlight the capacity of virtual reality to foster interpersonal skills while simultaneously addressing the challenges of its integration.DiscussionThe adoption of Virtual Reality (VR) in higher education is notable for its immersive learning experiences. Despite VR’s significant contribution to education, its widespread integration faces challenges, including the high costs of VR technology and the lack of specialized educational software, which limits its accessibility across various academic disciplines.ConclusionThe advent of global technological advancements has unveiled numerous opportunities within the educational sector, with VR emerging as a transformative technology that offers immersive learning experiences, propelling educational methodologies beyond traditional boundaries. Through this SLR, it becomes evident that the application of VR in education transcends mere knowledge transfer, facilitating the development of critical competencies.Systematic review registrationhttp://bit.ly/3SyKPhv.

After the COVID-19 pandemic, the world massively embraced the transition to a digital environment, generating significant repercussions in various sectors, including education. The revolutionary technological development that has given rise to the so-called 5.0 industry represents a turning point that calls for a revision of the global economic development model, basing it henceforth on knowledge instead of industry. The concept of Education 5.0 has emerged in this context to offer a humanized education centered on the learner, fostering his or her social and emotional development, and based on the use of advanced technologies such as artificial intelligence and the Internet of Things (IoT). This educational model, recommended by organizations such as UNESCO and UNICEF, promotes a holistic, multidimensional approach to learning, aimed at training responsible citizens and workers. This study examines the adoption of Education 5.0 in the context of a developed country, Japan, and a developing country, Zimbabwe, using a comparative approach. This is based on an analytical grid assessing learning performance, learner well-being and the acquisition of work values. By analyzing feedback from these two countries, this study aims to better understand how Education 5.0 can be adapted to different contexts to meet the needs of the knowledge economy and society.

One of the most recent topics in smart cities is community engagement which has been generally deliberated in both industrial and academic literature around the approaches and tools employed in urban environment. Accordingly, the purpose of this study is to advocate for community engagement as a key driver that supports the acquisition of knowledge and requirements needed for innovation and creativity towards achieving an equitable community for social sustainability. A semi-systematic review method is adopted to analyze 71 sources from Web of Science and Scopus databases. Secondary data from the literature is extracted and synthesized to provide narrative and descriptive analysis. Findings from this study presents a developed model that can support community engagement for urban innovation by specifying factors that influences community engagement for smart sustainable city development. The model enables citizens, policy makers, government, urban planners, academics, and enterprises in urban environment to connect, interact, engage, and co-create innovative services. More importantly findings from this research provides theoretical evidence on administrative and non-administrative stakeholder's involvement towards co-creation of urban services towards smart sustainable cities. Furthermore, this study provides recommendation on how community engagement perspective involving different stakeholders can help to achieve resilient technological driven city by supporting sustainable development and ultimately actualizing a socially inclusive urban space. [ABSTRACT FROM AUTHOR]

Introduction: In the contemporary landscape, cities have assumed a pivotal role in the global arena, acting as epicenters for the continual generation and evolution of knowledge. In an era marked by globalization and rapid technological progress, the success of cities is intricately linked to their capacity to innovate and lead in the realms of "smartness" and "fundamental knowledge." This article endeavors to delve into the comparative analysis of variables and methodologies employed within the spheres of smart cities and the knowledge society. Through a meticulous review of 72 scholarly articles, it aims to shed light on the dynamic interplay between these two domains, offering insights into how cities can harness their intellectual resources and technological infrastructure to thrive in an increasingly interconnected world. Methodology: Employing a systematic approach, this study utilizes a rigorous methodology to gather and analyze information from a diverse array of sources. Specifically, it adopts the "Sandlosky and Barsoum method" along with QASP tables for the systematic coding of the gathered information. The Sandlosky and Barsoum method provides a structured framework for organizing and categorizing data, facilitating a comprehensive understanding of the themes and variables present in the reviewed articles. Additionally, the incorporation of QASP tables enhances the analytical process by enabling researchers to evaluate systematically the quality, appropriateness, scope, and relevance of the extracted data. By employing these robust methodological tools, this study ensures a thorough and structured analysis of the wealth of information obtained from the reviewed literature, thereby enhancing the reliability and validity of the research findings. Results: The study's examination of the theoretical framework surrounding intelligent knowledge underscores its multifaceted nature, deeply intertwined with various domains such as smart cities, fundamental knowledge cities, knowledge societies, information societies, learning cities, and knowledge spaces. Through an extensive analysis of literature spanning from 2000 to 2023, it becomes evident that within the discourse of "smart cities with an emphasis on the knowledge society," five core components consistently emerge as focal points: governance, economy, environment, culture, and technology. Governance delineates the organizational structures and policies essential for effective management and utilization of urban intellectual resources, while the economy highlights the imperative of fostering knowledge-driven growth and innovation. Environmental sustainability is underscored as crucial, alongside the promotion of cultural vibrancy and inclusivity, both of which contribute to the social fabric and identity of smart cities. Technology serves as a linchpin, facilitating digital transformation and innovation necessary for advancing the agendas of knowledge societies within the context of smart urban environments. Discussion: The findings underscore the paramount importance of the identified components in shaping the discourse surrounding smart cities and the knowledge society. The integration of governance, economy, environment, culture, and technology emphasizes the complex and interconnected nature of urban development, technological integration, and knowledge dissemination within contemporary urban environments. This holistic approach highlights the necessity of considering various dimensions concurrently to achieve sustainable and inclusive urban growth. Additionally, the discussion accentuates the pivotal role played by eminent scholars such as Iği̇t Kanlar, VanLo, and Alğar in shaping the conceptual framework of the study. Their contributions have significantly enriched our understanding of the dynamic interplay between urbanization, knowledge creation, and technological innovation. Furthermore, the study acknowledges the influential contributions of scholars like Kanlar, Florida, and Ergazakis, who have been instrumental in defining the variable of a "fundamental knowledge city." Their insights have helped delineate the essential characteristics and parameters necessary for cities to evolve into hubs of fundamental knowledge and intellectual innovation, thus driving forward the discourse on smart cities and knowledge societies. Conclusion: In this research endeavor, a comprehensive analysis of 72 articles was undertaken to delve into the intricate variables of "smart city, knowledge-based city, and knowledge society." Through a meticulous examination, the conceptual framework delineated the components essential for a smart city, prioritizing them in terms of importance. These components encompassed an array of dimensions, including intelligent society, government, economy, environment, life, access, and technology, reflecting the multifaceted nature of contemporary urban development. Subsequently, by employing a scoring system, the articles were evaluated to ascertain the significance of various aspects about a knowledge-based society, such as its economy, environment, management, communication, and culture. Similarly, regarding the variable of the knowledge society, components like economy, culture, governance, environment, and technology were identified and ranked in order of importance, elucidating their pivotal role within the broader framework of smart city development. Notably, the research underscored the importance of knowledge society as a crucial component within smart cities, influencing external factors like the economy, governance, culture, technology, and environment. Furthermore, it highlighted internal factors within knowledge society, including tolerance, diversity, interaction, human justice, participation, and human capital, underscoring their role in shaping the fabric of urban life. Throughout this conceptual framework, the interconnectedness of knowledge society with other dimensions of smart city development was elucidated, emphasizing its pivotal role in the establishment of smart and knowledgebased cities. Moreover, the significant contribution of esteemed scholars in formulating and analyzing this conceptual framework was duly recognized, reflecting their expertise and influence in shaping the discourse on urban development and knowledge societies. [ABSTRACT FROM AUTHOR]

The emergence of a Palestinian knowledge society requires the presence of a human force with a high level of education and high technical skills. University and research centers are central in knowledge production. This study aims to identify the educational requirements for achieving a knowledge society in Palestinian society in the occupied territories of 1967, the role of Palestinian universities in building a knowledge society, and examining the impact of Zionist occupation practices in controlling communication technologies and in building a Palestinian knowledge society. The study shows the disparity between administrations in Palestinian universities, the clarity of their plans and policies in promoting scientific research, and the impact of occupation practices on the Palestinian knowledge production in terms of quantity and quality, and thus in the process of building a Palestinian knowledge society. [ABSTRACT FROM AUTHOR]

Democracy stands as the cornerstone of our modern world and current achievements; however, its present foundation was laid mainly in the 18th century, a time marked by slavery, widespread conflicts, imperialism, significant illiteracy, lack of advanced technologies, etc. While the global landscape has evolved, democratic institutions have not progressed simultaneously. Integrating artificial intelligence into our lives, alongside the practical implementation of direct democracy, provides a glimpse of potential enhancements that might propel us to a new level of governance--a vision articulated by A. Toffler and other thinkers. These enhancements could significantly boost societal knowledge, bringing us closer to the emergence of a knowledge society both chronologically and conceptually. On the other hand, AI systems pose risks to democracy, including limiting our free will and creating digital slavery. The trajectory of our progress depends on the decisions we make today. These issues are the focus of the paper's comprehensive and pragmatic analysis. [ABSTRACT FROM AUTHOR]

One of the priority tasks facing us is the development of a knowledge society, a knowledge economy and its component, a creative economy, in Azerbaijan. The development of museums in the republic, the widespread use of modern technologies in the work of domestic museums, the implementation by museums of projects aimed at educating the population, providing cultural leisure and, at the same time, attracting additional financial resources - all these tasks are of particular relevance. Along with the collection, storage, study and demonstration of museum objects, one of the areas of activity of museums is educational activities. In a period of constantly growing information flow, society needs comprehensive and accessible information. Museums are indispensable sources of such information. At this stage, it is necessary to conduct monitoring in order to find out the current state of affairs in this area, and to develop a unified concept for determining the prospects for the development of museums. [ABSTRACT FROM AUTHOR]

Urban areas are places associated with the transformation of ideas into practices, social initiatives, and spatial economics. The study aims to assess the triad interaction between education, science, and business as a multiplier on the socio-economic development in the region. The study built a conceptual model of socio-economic space in the context of innovative urban development: the unity of education, science, and business. The statistical analysis allowed the author to substantiate the peculiarities of the local triad. The study revealed correlations in the influence of education, science, and business on changes in the regional system. The paper suggests that the triad of education, science, and business rests on territorial specifics. This feature is the determining factor of innovative development in the field of resort towns. The presented research uses the quantitatively measured influence of the triad as a multiplier by combining values of the unity of education, science, and business. The study found that the mentioned indicator reflects the wellbeing and quality of the labor resources in the region. On the one hand, the multiplicative influence of the triad is a guarantee of an increase in the wellbeing level within the borders of the region. On the other hand, it requires adaptation of the innovative development of resort towns to the current growth of the workforce and a decrease in innovative advantages on a local scale. The findings provide policymakers with significant indicators on the way to stabilizing the regional economy and effective decision-making. The study of the interaction between education, science, and business in the context of socioeconomic development can become a crucial tool for formulating policies aimed at stabilizing the region's economy and improving the quality of life of its residents, particularly in resort cities. The obtained results can provide guidelines for the development of innovation support programs and the planning of investment strategies, taking into account the specifics of territorial conditions.

This article explores the valuation of intellectual capital, specifically human capital, in small and medium-sized enterprises (SMEs) in Ecuador. The study examines the relationship between intellectual capital and human capital in these businesses. The findings reveal that microenterprises, small companies, and medium-sized companies are representative of Ecuador's economy, but there are issues with low-quality jobs and minimum wages in microenterprises. The study suggests that valuing human capital in SMEs can enhance a sense of belonging, commitment, and productivity. Additionally, the document discusses the concept of intellectual capital, its measurement in SMEs, and the importance of SMEs in Latin America's economic development. The authors emphasize the significance of factors such as values, attitudes, skills, and abilities in the development of SMEs, and highlight the importance of hiring experienced workers, providing specialized training, and promoting teamwork to improve productivity and product quality. [Extracted from the article]

Advanced education is often thought to respond to the demands of the economy, market forces create new occupations, and then universities respond with new degrees and curricula aimed at training future workers with specific new skills. Presented here is comparative research on an underappreciated, yet growing, concurrent alternative process: universities, with their global growth in numbers and enrollments, in concert with expanding research capacity, create and privilege knowledge and skills, legitimate new degrees that then become monetized and even required in private and public sectors of economies. A process referred to as academization of occupations has far-reaching implications for understanding the transformation of capitalism, new dimensions of social inequality, and resulting stratification among occupations. Academization is also eclipsing the more limited professionalization processes in occupations. Additionally, it fuels further expansion of advanced education and contributes to a new culture of work in the 21st century. Commissioned detailed German and US case studies of the university origins and influence on workplace consequences of seven selected occupations and associated knowledge, skills, and degrees investigate the academization process. And to demonstrate how universal this could become, the cases contrast the more open and less-restrictive education and occupation system in the US with the centralized and state-controlled education system in Germany. With expected variation, both economies and their occupational systems show evidence of robust academization. Importantly too is evidence of academic transformations of understandings about approaches to job tasks and use of authoritative knowledge in occupational activities. [ABSTRACT FROM AUTHOR]

This article presents a conceptual analysis of the European educational policy concerning the phenomenon of early school leaving (ESL). It addresses the literature on ESL, emphasizing the importance of studying policies from the perspective of the constructions made of the leaving subject. The concept of lifelong learning is examined, along with its relevance in shaping the subject who leaves within European policies. Additionally, the presence of "double gestures" in educational policies is explored, where, while promoting inclusion, they simultaneously produce exclusion of certain individuals. The influence of the neoliberal approach on the conception of ESL is discussed, and the need to consider alternative approaches to avoid homogenizing the group of young individuals who leave school prematurely is proposed. [ABSTRACT FROM AUTHOR]

The study pays attention on both the concept of sustainable development and the concept of transdisciplinarity. We analyze the impact over the quality of life in rural areas in today's Knowledge Society via SDG 4: Quality Education. The study clarifies the concept of transdisciplinarity, through concepts easier to understand such as: disciplinarity, multidisciplinarity and interdisciplinarity, from the very author of the concept, Basarab Nicolescu. It also clarifies the concept of Knowledgde Society and its demands, focusing the analysis on the general impact of Knowledge Society on sustainable development with references on the quality of life and along with SDGs perspective. This analysis is needed to fill a gap that exists in understanding the concept of transdisciplinarity itself and the transdisciplinarity approach in general. The topic is an extensive one and by bring in it to analyses, it is destined to raise the awareness to the scientific community interests in order to encourage alternative analysis. [ABSTRACT FROM AUTHOR]

Copyright of Zona Próxima is the property of Fundacion Universidad del Norte 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.)

Copyright of Croatian Journal of Education / Hrvatski Časopis za Odgoj i Obrazovanje is the property of Uciteljski Fakultet u Zagrebu 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.)

Copyright of Social Pedagogy / Pedagogika Społeczna is the property of PEDAGOGIUM Wyzsza Szkola Nauk Spolecznych w Warszawie 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.)

Introduction. Modern trends in social development are defined not only as an information society, but increasingly as a knowledge society. To understand its content and strategy of implementation, an important aspect is to understand the contradictions that are increasingly manifested and are of a general socioanthropological nature. In particular, this is the problem of the correlation between a knowledge society and objective scientific knowledge; this is the question of the correlation between the available knowledge and experience reflected in the cultural tradition and the rapidly changing information flow; this is the question of the social role of education and the social status of an educated person, as well as the problem of human self-determination in the context of situational relations and a configurative society, etc. The widespread mythologeme of a knowledge society as a society of intellectuals supports a rather one-sided view of it. Therefore, understanding the paradoxical combination of elements of a knowledge society system, their contradictions, and complementarities, makes it possible to understand the risks and develop tools to avoid them. The research methodology. The study is based on an interdisciplinary and comprehensive analysis of contemporary socio-cultural processes in the context of the formation of a knowledge society and information pedagogy. Research results: The interpretation of modern society as a knowledge society raises a number of theoretical questions and discussions concerning the definition of knowledge (scientific/non-scientific, useful/unsuitable, etc.), and the definition of its social and anthropological characteristics and human status (educated person, informed person, professional person, successful person). The challenges of the processes of informatization of society lead to the formation of «e-didactics» and «information pedagogy» of a new educational paradigm, the effectiveness of which should resolve a number of contradictions. These include, in particular, the discrepancy between learning tools (openness and mobility) and reproductive learning models; between distance asynchronous learning and the classical stability of the structure and forms of organization of the educational process, etc. Discussions. The analysis of knowledge as the fundamental basis of the new social reality and changes in its historical status allows us to identify problematic issues of the worldview picture of the world that is formed in the conditions of intensive production of information and a certain devaluation of knowledge, actualization of innovations, and devaluation of cultural tradition. The knowledge society is often characterized as an education society. Although such a generalization is debatable, educational technologies of knowledge production and transmission are an important component of the development of a knowledge society and include the destruction of stereotypes and attitudes of the industrial society's education paradigm. This explains why interdisciplinary discussions about the content and forms of organization of modern education are becoming increasingly acute. The problem of rethinking the established models of teacherstudent relations and the requirements for the subjects of the educational process is important among the many aspects of changes. A student is transformed from an object of pedagogical influence into a subject of the educational process, where a teacher plays the role of a mentor, a tutor, since knowledge must be «extracted» by a student because of his or her own intellectual efforts and cognitive search. The change in social role also includes a change in worldview, way of thinking, and value priorities. Conclusion. The analysis of the socio-cultural mechanisms and practices of the knowledge society reveals its ambivalence and risks, which are its inherent characteristics. Knowledge as the fundamental basis of the new social reality is defined not only as a tool for understanding the world but also as a factor of civilizational development that produces new forms of activity and relationships, new worldview orientations, and value priorities. The transformation of the phenomenon of knowledge and the rapidity of the information flow raises the question of the relevance of existing knowledge and experience to the needs of a given situation, thus actualizing the demand not for the depth of knowledge and understanding, but for the ability to combine and choose a practical (useful) option, to put together puzzles and mosaics, forming a clip thinking. Challenges of the processes of society informatization lead to the formation of "e-didactics", information pedagogy as a tool for adaptation and a new educational paradigm, the effectiveness of which should resolve the identified contradictions. However, the transformation of modern educational practices involves not only rethinking their content, technologies, and teaching methods, changing the status relations of the subjects of the educational process, but also a general change in models of thinking and personal behavior, and a change in the human world. The correlation of the modes of human definition: educated, intellectual, erudite, and specialist becomes an important issue of the anthropological dimension of the knowledge society, where the problem of human self-determination is becoming more acute. [ABSTRACT FROM AUTHOR]

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Copyright of Szkoła - Zawód - Praca is the property of Kazimierza Wielki University in Bydgoszcz 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.)

Problem statement. The active development of digital technologies has had a serious impact on the field of education and led to the formation of a new information and communication environment at universities. Within the framework of the study, the features of the formation of digital communication of organizational and pedagogical activity of a modern university were considered. Methodology. The main methods chosen are a SWOT analysis of opportunities and threats associated with the introduction of the digital environment at the university, and a sociological survey to assess the attitude of all participants in the educational process to the digitalization of the university. Results. The study of the process of digital communication of the university's activities made it possible to design a pilot communication model of organizational and pedagogical activity of the university in a new digital environment. The trends in the development of the knowledge society focused on the activities of higher educational institutions and the sphere of educational services are also identified. The main provisions in the field of the processes of formation of elite consciousness and professional domestic elite capable of continuing the development of progress have been formed. Conclusion. The proposed pilot version of modeling the digital environment of the university helped to formulate the basic requirements for the organization of higher school activities and highlight the current directions of development: activation of innovative and creative potential of students, scientific and project activity of the teaching staff, improvement of the competence-based professional level of training of personnel and employees of the university, contributing, among other things, to personal development and increased labor efficiency. This strategy will help the university become a brand and take a stable position in a competitive environment, create stable economic development, and, as a result, expand partnerships, scientific and educational projects that give the right to enter the modern socio-cultural space of the country and the world.

Book Review

Industry 4.0 revolutionizes the concept of automation and digitization within the organization leading to immense interest in academia and industry. The digitization of an organization in terms of horizontal, vertical, and end-to-end integration would change the roles an employee discharges in an organization. The main purpose of the paper is to successfully develop an employee adaptability road map for the successful implementation of Industry 4.0. This paper critically analyses the previous studies to develop a roadmap of employee adaptability skills for the successful implementation of Industry 4.0. This study uses deductive methodology using a systematic literature review to group and thematically analyse 52 articles to develop the conceptual model. Besides, this study also ranks these dimensions using an empirical study and finds the most critical employee adaptability dimensions. This is the first systematic literature review and empirical study carried out on employee adaptability skills in Industry 4.0.

Copyright of Bouhouth is the property of London Research & Consulting Center 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.)