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Modern digital technologies are advancing rapidly, driving transformative changes. For Information Systems (IS) educators, maintaining curricula that prepare graduates for the digital economy is imperative. This study developed a knowledge pool of 121 common keywords in digital transformation through literature review and investigated their application in the titles and descriptions of 4,093 IS courses across 315 undergraduate programs in the United States. The findings illustrate how IS educators conceptualize the digital transformation within the IS discipline and incorporate it into curricula. Additionally, the results offer insights for educators aiming to develop course content on digital transformation and update IS undergraduate curricula to align with the demands of modern enterprises in the era of digital transformation.

In a rapidly emerging world, knowledge management capabilities, including knowledge creation, acquisition, sharing, and utilization, become more critical for organizational change, growth, and competitiveness. Therefore, this article argues that organizations should consider implementing effective journal club meetings as an opportunity to acquire external knowledge, evaluate and integrate new knowledge into previous existing knowledge, and disseminate and utilize new knowledge to enhance product or service quality, innovation, and the performance of an organization. The article reviews relevant literature, proposes a framework for conducting effective journal club meetings, and aligns those activities with the knowledge management processes. The article proposes a framework for conducting effective journal club meetings and a process that integrates both journal club activities and the knowledge management process. By adopting this framework, journal club activities would be more effective in developing new knowledge management capabilities among individual members and enhancing organizational performance, i.e., implementing evidence-based practices (EBP), improving service quality, and producing research.

Reasoning for complexity is a fundamental competency in these complex times for solutions to social problems and decision-making. The purpose of this paper is to demonstrate the validity and reliability of the eComplexity instrument by presenting its psychometric properties. The instrument consists of a Likert-type scale questionnaire designed to measure college students' perceptions of their mastery levels of complex reasoning competency as well as the subcompetencies that comprise it. The instrument was applied to higher education students in different countries of Latin America and Spain. The questionnaire articulates four types of thinking: systemic, scientific, critical and innovative and consists of 25 items. The methodology used was instrumental and psychometric, which seeks to demonstrate the validity and reliability of the eComplexity questionnaire. The results obtained from the research were as follows: The exploratory factor analysis indicated a Kaiser-Meyer-Olkin index (KMO) > 0.80, a significance of p< 0.05 and a Cronbach's Alpha value of 0.93. Likewise, a Confirmatory Factor Analysis was carried out and was possible to corroborate the internal structure validity of the instrument. In addition to Cronbach's Alpha coefficient, McDonald's Omega, and Guttman's Lambda coefficients were calculated to calculate reliability. With the results obtained it was possible to conclude that the instrument is valid and reliable, can be used in various university contexts to support integrated training necessary to address current challenges and contribute to educational research. It is recommended for future studies that the research can be expanded by using an instrument that can move from perceptual terms to measuring levels of complex reasoning mastery, but it is valuable to contrast with the students' perception to have a broader vision.

Generic competency development activities (GCDAs) help students develop critical thinking, problem-solving, innovation, creativity, communication and social skills. This study evaluated students' acceptance of a machine learning-assisted recommendation system (MARS) developed to recommend GCDAs for students in a higher education institution. This study adopted a quantitative approach to evaluate the higher education students' perceived usefulness of MARS based on a new appropriate model derived from three widely used models related to technology adoption and leisure activities. In August 2023, the participants of orientation for freshmen were invited to complete an online questionnaire after they tried MARS. 351 valid responses were analyzed using multiple regression. The results revealed that the students positively perceive accepting MARS as a useful tool for choosing GCDAs and indicated the students' perceptions were affected more by their programs of study, career development and personal interests than by social influence and facilitating conditions on their selection of GCDAs. These findings based on the new model provide implications for the implementation of education technology for generic competency development.

This study aims to develop an augmented reality (AR) board game for teaching atomic models and measure its effectiveness from the student's point of view. The Analysis, Design, Development, Implementation, and Evaluation model was used to create the AR board game to help achieve the study objectives. The study collected data from three focus groups, each one consisting of 8 students, as well as a questionnaire distributed to a sample of 30 specialists. Qualitative analysis was used on the reflective writing of a sample of 20 female students from Kferit's Secondary Girls' school upon experiencing the educational product to measure the study's effectiveness. The study findings revealed the great credibility of the educational product and its effectiveness in promoting creativity, innovation, communication and collaboration skills, and information literacy; as well as improving student motivation in a more entertaining learning environment.

This study explores how inclusive leadership shapes innovative work behavior, focusing on the intermediary effects of emotional commitment and an inclusive climate in Turkish public schools. Drawing on data from 364 teachers in Kocaeli, the research utilized a range of scales to assess aspects like inclusive leadership, emotional commitment, inclusive climate, and innovative work behavior. The analysis was conducted using descriptive statistics and Partial Least Squares Structural Equation Modeling (PLS-SEM). Results show a positive impact of inclusive leadership on innovative work behavior. However, the impact is mediated through the presence of an inclusive climate and high levels of emotional commitment. The findings suggest that while inclusive leadership is necessary for fostering innovation, it is the combination of an emotionally supportive and inclusively diverse environment that truly enhances innovative behaviors among teachers. This comprehensive approach not only supports the innovative capacity of individuals but also contributes to a more dynamic and creative educational atmosphere. This study highlights the importance of adopting a holistic leadership strategy in educational institutions. It underscores the need for school administrators to not only practice inclusive leadership but also actively cultivate an environment that values diversity and fosters emotional commitment. By doing so, schools can become fertile grounds for innovation, benefiting educators and students alike. The research provides valuable insights into the mechanisms through which leadership can influence organizational behavior and offers a framework for fostering innovation in educational settings.

This paper offers an exploration of success mindsets and one example of how these may be used as an intervention to impact student success in both their personal and professional lives. Gottfredson's Success Mindsets concept is used as the intervention. These success mindsets combine four sets of mindsets associated with positive outcomes: fixed/growth, closed/open, prevention/promotion, and inward/outward mindsets, and are identified as key factors in unlocking greater success in life, work, and leadership. Previous research supports individuals' ability to change their mindset through conscious effort and specific interventions. This classroom intervention introduced success mindsets to first-year business students and consisted of one learning module that included pre-course activities and a class discussion. The implementation focused on creating a culture that supports growth mindsets, encourages self-reflection, promotes innovative thinking, and de-emphasizes grades as the sole measure of success. The class discussion covered students' reactions to the learning material and highlighted the positive impact on student engagement, interaction, and retention. With a small intervention on success mindsets, it may be possible to empower students to develop these success mindsets and foster enhanced growth and achievement.

Digital transformation has profoundly impacted social and economic life by enhancing workforce competences, fostering innovation, and creating competitive advantages. Given that the driving force of digital transformation is technology, this study aimed to determine whether education and workforce competences are perceived as essential factors in the digital transformation narrative across diverse fields of socioeconomic development at both macro and micro levels. To achieve this, 528 abstracts from various scientific fields focused on digital transformation were analyzed using both manifest and latent content analyses, the latter ensuring a more objective interpretation of the outcomes derived from manifest content analysis. Frequency, word linkage, and concordance analyses of key concepts were used. The results indicated that education and workforce competences are viewed as vital for the digitalization of various sectors of the economy at both macro- and micro-level development. The findings suggest that technology drives digital transformation by delivering different types of value, including innovation and sustainability, while relying on education and technology-related competences. The results also revealed concerns about barriers to technology implementation, which could be overcome through education and competences. The originality of this research lies in its application of both manifest and latent analyses to identify the roles of education and technology in driving economic digital transformation.

The legalization of hemp cultivation in the United States has provided opportunities for farmers to grow a new crop. Despite these opportunities, significant social, economical, and technical challenges to growing hemp have been well documented. The purpose of this research was to explore Nebraska conventional farmers' perceptions toward hemp cultivation. Using the diffusion of innovations theory as a framework, one-on-one interviews were conducted with seven conventional farmers in Nebraska. Data were analyzed using deductive coding methods. Results are presented in four emergent themes describing farmer perceptions: 1) limited prior exposure; 2) perceived technical challenges; 3) advantages; and, 4) impartial feelings.

The Tri-Learner model of Extension Collaboration offers an innovative approach to address community needs and advance research by convening faculty from academic research, statewide Extension, and community-embedded Extension. This article describes development of a new Tri-Learner Model through an early childhood resilience project, with data from 32 participants. We present four key factors for the model's success: First, ensure that research and application are responsive to community needs rather than University-driven. Second, establish trusting, reciprocal relationships. Third, equally value each team member's knowledge and skills. Finally, leverage collaborative University structures and/or funding to foster reciprocal partnerships to maximize research impacts.

This article is a case study of students' labor competence in two different educational tracks from the Guangxi University of Foreign Languages. According to research findings, there was no significant difference in the overall level of labor competence between ordinary undergraduates and vocational students, and there were disparities in labor competence in specific dimensions, including labor consciousness, labor knowledge, labor qualities, and labor creativity, between the two groups. Ordinary undergraduates significantly outperformed vocational college students in the dimension of labor consciousness, whereas the latter scored higher in the dimension of labor knowledge. Both groups scored poorly in terms of labor creativity. Also discussed is the importance of cultivating innovation ability, building labor knowledge, shaping labor values, and improving off-campus labor education participation among college students.

This research project addresses the decline in student engagement, retention, and academic performance in a college Reading 100 course at a local community college in Arizona over a threeyear period. Catering to students with low reading proficiency, including international students learning English, the course faced new challenges brought on by the pandemic, necessitating a shift in instructional strategies. Using a qualitative approach, data on drop-out rates, attendance, assignments, and assessment grades were collected for fall semesters in 2020, 2021, and 2022. The study identified concerning behaviors among students, such as apathy, low communication skills, isolation issues, low confidence, and little engagement, exacerbated by the transition to online and live online instruction during the pandemic. To tackle these challenges, the instructor experimented with innovative strategies to boost student engagement and success. Techniques included small and whole group discussions, modeling reading techniques, and leveraging technology to facilitate learning beyond the classroom. Furthermore, the research emphasized addressing students' social-emotional needs, considering the impact of isolation and mental health challenges. Though some improvements were observed, overall success rates remained unsatisfactory, with students still struggling to comprehend college-level texts. Recognizing the need for comprehensive interventions, the instructor conducted further research to explore effective engagement techniques and technology-based learning approaches, aiming to create a supportive and inclusive learning environment. By combining these innovative methods with student agency and an adaptable approach, this study offers valuable insights for educators seeking to enhance student outcomes in college reading courses.

This study was conducted to determine the regulatory role of excessive workload in the effect of transformational leadership behaviors of school administrators on individual innovativeness within the educational ecosystem. The data of the study were collected from teachers working in schools in Isparta city center. Within the scope of the research, the data collected with the participation of 1007 teachers using convenience sampling method were subjected to regularization analysis using bootstrap regression analysis. According to the findings, transformational leadership has a positive and significant effect on individual innovativeness. Excessive workload was found to have a negative moderating role in the effect of transformational leadership on individual innovativeness. The findings were discussed in line with the literature and suggestions were made for future studies.

Problem-solving is at the core of engineering design, being fundamental for systematic innovation. During their education, students are taught numerous methods and tools, despite that literature shows debatable results regarding their real impact. Consequently, this study aims to quantify the relative impact of design methods on undergraduate students' problem-solving performance and determine if this influence goes beyond their background and the problem's complexity. Utilising novelty, variety, and quality as criteria, the work done by 144 students was evaluated, solving two problems using three methods. The results show a performance improvement of up to 46% when working with methods that guide solution development through design principles. The context and the student method preference did not affect their performance, while the increment in the problem's difficulty improved novelty and variety (15% and 11%) but reduced quality (34%). Surprisingly, the best-performance method was the least preferred, indicating the need of exploring the relationship between performance and actual use. The study results validate the work invested in teaching design methods, indicating the characteristics of the most efficient ones, beyond expert opinion. The structure of the study allows replication and could help future comparison of results.

The objective of this article is to synthesize the components of entrepreneurial orientation of higher education student using a systematic literature review methodology. Information was sought by searching the following electronic journal databases: 1) Eric (Education Resources Information Center), 2) Science Direct, 3) Scopus, and 4) Thai-Journal Citation Index Centre (TCI) covering publications from 2015 to 2023. The tool used in this systematic literature review consists of 3 parts: research screening form, critical appraisal form and data extraction table. Research selection is carried out by researchers and experts. Analyzing data by using descriptive statistics such as frequency, percentage, and summary analysis of content. The research results indicate that out of a total of 1,205 studies identified, only 13 met the criteria. The researchers selected the components of entrepreneurial orientation of higher education student level that occurred with a frequency of three or more, constituting 25 percent of the total frequency. In conclusion, the components of entrepreneurial orientation of higher education student consists of 5 elements, ranked from highest to least frequent, as follows: 1) Risk Taking, 2) Innovativeness, 3) Proactiveness, 4) Autonomy, and 5) Competitive Aggressiveness.

In this study, the 21st-century skills teaching levels of teacher candidates were assessed based on factors such as gender, age, department of study, daily internet usage, the reason for use, family income, residence, and whether or not they had previously heard of 21st-century skills. The research data was gathered using the ten-item 21st Century Skills Teaching Scale, which falls into the following categories: problem-solving, teamwork, innovation, and the benefits of technology Özyurt (2020). Frequency, percentage, t-test for independent groups, Mann Whitney U test, One-Way Analysis of Variance (ANOVA), and Kruskal Wallis H test were used to analyze the study's data. The study's findings showed that Turkish and Turkish Language and Literature teacher candidates' 21st-century skills teaching levels were at the level of slightly proficient in all areas, including problem-solving, teamwork, innovation, and technology use. It has been found that there are differences in the 21st-century skills teaching levels of teacher candidates based on their gender, department of study, residence, and prior understanding of these skills. They also differ based on whether or not they have taken courses on these topics throughout their undergraduate education. It was determined that there was no difference in the 21st-century skills teaching levels of teacher candidates based on factors such as family economic status, age, daily internet usage, and purpose.

This study was conducted to investigate whether the STEM career interests and innovation skill levels of 8th grade students differ significantly according to some demographic variables. The research was the correlational model. The data of the study were collected from a total of 1427 students from 20 different schools in five randomly selected districts of Mardin province located in the southeast of Turkiye. Innovation Skill Scale, Personal Information Form and STEM Career Interest Scale were used to collect data. As a result of the analyzes, both the innovation skill levels and STEM career interests of the students showed a significant difference in favor of those with fewer siblings. In addition, the innovation skill levels and STEM career interests of the students whose mothers did not go to school were lower. STEM career interest and innovation skill levels were in favor of students whose fathers are university graduates. In addition, the increase in the family income of the student was effective in increasing the innovation skill levels and STEM career interests. Activities and projects can be organized in schools to develop students' innovation skills and STEM career interests.

Anhui Phoenix Painting Art explores the intersection of traditional art with digital innovation to enhance education literacy. The study's objective is to investigate the impact of digital innovation in Anhui Phoenix Painting Art on education literacy in the new era. The research content includes a literature review on semiotic theory, cultural identity theory, and digital design theory, highlighting their relevance to the study. The research site encompasses Chuzhou City, Anhui Province, known for its rich history of Phoenix painting art dating back over 600 years. Key informants for the study include artists, educators, and digital media experts familiar with Anhui Phoenix Painting Art. Data analysis involves a combination of qualitative methods such as field surveys, expert interviews, and image composition analysis, along with quantitative methods like questionnaires and data visualization tools. The research results indicate advancements in digital innovation and information integration, enhancing education literacy and cultural preservation. The study suggests continued collaboration between traditional artists and digital technology experts to revitalize folk art forms like Anhui Phoenix Painting and bridge the gap between tradition and modernity.

Knowledge applied to innovation is increasingly recognized as an explanatory factor of economic growth. Innovation derives from applying knowledge to generate new products or processes. National Innovation Systems (NIS) performs as the formal or informal network of people within institutions interacting to produce and apply knowledge to innovation. NIS can be understood as two subsystems: one based on scientific and technological work, producing codified products (publications and patents), and the other centered on practical actions to diffuse, apply, and use knowledge. Our objective is to assess cost efficiency in the production of codified knowledge outputs (CKO), being our unit of analysis NIS (countries). To attain our goal, we apply a Stochastic Frontier Analysis (SFA) to estimate a cost frontier of CKO. The panel sample includes 1189 observations for 23 years (1996-2019) and 82 countries. Our main results identify determinants and patterns of efficiency and productivity, tendencies, and specifics of countries and groups of them.

In the realm of agricultural development, the pursuit of sustainability stands as a paramount objective, necessitating an integration of multifaceted expertise from diverse disciplines. Amidst this pursuit, understanding the perspectives of professionals in both the realms of economy and biology becomes imperative, serving as a cornerstone for innovative strategies. This study examines the viewpoints of economy and biology professionals on multidisciplinary innovations for sustainable agricultural development. Through qualitative analysis of interviews and focus groups, the research identifies key themes and challenges. Participants recognise the need for integrating diverse disciplines to address agricultural sustainability, emphasising the importance of economic viability and technological innovation. However, barriers such as high costs and limited access to resources hinder widespread adoption. Policy recommendations include incentivising sustainable practices and fostering collaboration between stakeholders. The results underscore the significance of multidisciplinary approaches in advancing sustainable agriculture, with implications for policy and practice.

Over the past decades, the demand for scientific research to link theory and practice so that innovative solutions can be developed through research has steadily increased (Klees & Tillmann, 2015; Sandoval & Bell, 2004). In this context, the design-based research (DBR) approach was developed, which examines the research object and the research setting from multiple perspectives through a cyclical-iterative process (Shavelson et al., 2003; Reinmann, 2005). The connection between research and practice is not only relevant for school contexts, but also for early childhood education (Schäfers & Wegner, 2021a). Therefore, the project "Kleine BegInNa" utilizes the DBR approach. A preliminary examination revealed that early promotion has a great influence on the children's later school performance, yet that there is not any test to survey their competences. However, this is essential in order to be able to offer appropriate support. In the prototyping phase, a scientific talent test for pre-school aged children was developed. This test was validated in several cycles in the assessment phase (Schäfers & Wegner, 2022a). The last validity test for the elicitation of the internal structure by an exploratory factor analysis shows that both the loadings and the screeplot, output one factor. This one factor solution explains 43.56% of the variance. This may be the "scientific talent" factor, which needs to be verified in further studies and by confirmatory factor analysis. While Reinmann (2022) has established comprehensive standards for science and methodology in DBR, we also focus on what extent conventional quality criteria for qualitative and quantitative research can be applied to a DBR approach.

The study investigated the potential role of human resources exemplified by leaders' psychological capital (PsyCap) as a resource that may cross over to team-member exchange (TMX), and bring about desired organizational outcomes. We suggest a model where TMX of senior management teams serves as a team resource mediating the relationship between leaders' PsyCap and organizational outcomes, as represented by team innovation, organizational citizenship behavior (OCB), and employees' job satisfaction. The study, carried out among 86 elementary and junior high schools, indicated a positive relationship between leaders' PsyCap and TMX. In addition, we found a significant relationship between TMX and the three measures of organizational outcomes. Furthermore, TMX partially mediated the relationship between leaders' PsyCap and the desired outcomes, excepting innovation. The findings provide support for the importance of the leaders' personal resource of psychological capital as a complementary perspective that may enhance our understanding of leadership's impact on organizational success. In addition, the study provides significant support for the expanded model, broadening the definition of the crossover model by examining the translation of positive resources from leaders' PsyCap to organizational outcomes via teams' positive resources. From a practical perspective, the findings bring to the forefront the importance of psychological capital as a state-like construct that can be developed through leader preparation and professional development programs.

This research measures the role of psycho-cybernetics training (PT), green entrepreneurship training (GET), and green entrepreneurship motivation (GEM) in determining GEI. Going even deeper, GEM was also tested for its mediating role on the influence of PT and GET in determining GEI. This study adopts an ex-post facto design that focuses on the condition of students after green entrepreneurship training and psycho-cybernetics reinforcement. A total of 294 university students in Indonesia were involved to fill out the questionnaire voluntarily. A Likert-scale questionnaire instrument whose items have been validated is used to collect data. Structural Equation Modeling (SEM) analysis is used to test the hypothesis of direct influence between variables and mediating roles through path analysis and bootstrap methods. The results of the direct effect test stated that PT and GET play a significant role in determining GEM, and PT, GET and GEM also play a significant role in determining GEI. The mediating role of GEM has also been tested to be significant in the influence of PT and GET in determining GEI. These results provide a big signal that in creating various green innovations in entrepreneurship, two aspects (technical skills and psychological conditions) are needed which are well synergized.

This article will review the impact of COVID-19 on the working environment of organisations by critically analysing the following factors: (a) Employee engagement and recruitment; (b) Talent management; and (c) Organisational culture and employees. Communication was identified as an important feature that had to be adapted because of COVID-19. Numerous organisations have developed creative and innovated practices to ensure employee engagement as they begin to experience the impact of COVID-19. The world economy has reduced substantially because of COVID-19. The pandemic changed the way in which work was done. The value and purpose of the performance management systems goes beyond the typical administrative functions such as personnel decisions, salary and promotions, it also provides critical functions that help organisations reach their goals. To embrace the digital world of work and to build new processes it is important for the organisation to adequately invest and prepare the workforce for the incoming changes. As governments all over the world begin to reduce COVID-19 restrictions and people must now start living with the virus, organisations had to also start thinking about what models of work would work best for their business and their employees.

This study aims to determine the regulatory role of organizational support perceptions on the indirect impact of science teachers' entrepreneurship perceptions on innovation through work-life balance. The research was conducted within the functional paradigm and in a descriptive and relational survey model. The population of the study consists of full-time science teachers working in the districts of Üsküdar, Fatih, Pendik, Besiktas, Kadiköy, Maltepe, and Kartal in Istanbul, Turkey. In the research, four hundred and one science teachers were reached by taking the a=.05 table into account. These teachers were identified by simple random sampling and cluster sampling. In the research, "entrepreneurship, innovation, work-life balance, and organizational support" measurement tools were used. Confirmatory factor analysis and reliability analyses were performed for each of these measurement tools. SPSS 25, AMOS 23, and PROCESS MACRO 3.5 package programs were used for the data analysis of the research. Throughout the research, it was found that there is a statistically significant relationship between entrepreneurship, innovation, work-life balance, and organizational support averages. It was concluded that there is a mediating role of work-life balance in the relationship between entrepreneurship and innovation, and there is a moderating role of organizational support in the relationship between entrepreneurship and work-life balance. Entrepreneurship of science teachers enhances their innovation through work-life balance. Additionally, this indirect relationship is contingent on whether science teachers receive organizational support. In other words, when organizational support provided to science teachers is high, the entrepreneurship levels of science teachers further enhance their innovation through work-life balance.

This study explores the influence mechanism of perceived servant leadership on innovative behavior among college students in Hebei Province, China, and the chain-mediating role of innovative atmosphere and innovative self-efficacy. This study adopts the questionnaire survey method and the convenience sampling method, and 478 college students are collected. The results show that the perception of servant leadership by college students in Hebei Province in China significantly positively affects innovative behavior; The innovative atmosphere and innovative self-efficacy mediate between college students' perceived servant leadership and innovative behavior.

The objective of this study was to develop a measure that possesses both reliability and validity in order to evaluate innovative thinking within the realm of education. To achieve this, the instrument's validity and reliability were evaluated through quantitative methods in two distinct phases. A team of educational experts conducted the process of establishing content validity and ensuring that the items on the instrument accurately reflected the intended constructs of creative thinking. Following that, the assessment of concept validity was conducted using confirmatory factor analyses. The aforementioned investigations resulted in the discovery of a five-factor solution consisting of 25 elements, all of which demonstrated scores beyond the crucial threshold. This successful outcome confirmed the presence of distinct factors representing different dimensions of innovative thinking. The study enrolled 1250 students from vocational education institutions as participants. The data obtained from the participants was subjected to principal component analysis and confirmatory factor analysis, leading to the development of a model that exhibited a good match with the empirical data. This indicated the effectiveness of the developed instrument in measuring innovative thinking capacity. In conclusion, the research effectively developed an accurate and dependable tool for evaluating innovative thinking in the realm of education. The gathering of positive data from the participants and meticulous quantitative analyses were responsible for this.

The study aimed to examine the impact of academic leaders' possession of digital literacy on their attitudes toward artificial intelligence applications in leadership work in light of the diffusion of innovation theory at Umm Al-Qura University (UQU). The study used a descriptive correlational approach with a random sampling method, and overall, 158 academic leaders were sampled. The findings indicated a positive attitude among academic leaders toward artificial intelligence applications in leadership work (M = 4.006, SD = 0.567), and their degree of possession of digital literacy was high (M = 3.949, SD = 0.641). There was also a significant positive impact of possessing digital literacy on academic leaders' attitudes toward artificial intelligence applications in leadership work, in line with the diffusion of innovation theory ([beta] = 0.597, p < 0.05). This study recommends spreading awareness and establishing a culture of utilizing artificial intelligence applications in leadership work at Saudi universities.

The inconsistencies between agents of the educational system, where it reigns tensions and disjointed mechanisms that express failures of multidisciplinary action, make schools behave like pseudomorphic systems. This article examines interactions between autonomy and control, resorting to a qualitative study with a quantitative approach to schools' strategic documents and inspectorate reports using NVivo. It provides a multiperspective cross-analysis of school narratives regarding (i) principals' vision, (ii) school strategic orientation, and (iii) internal and external evaluation reports. This article exposes how schools demand an organised, intentional, and planned way of using self-knowledge to enhance teaching and learning. It uncovers that innovation is an undervalued facet in the school organisation and a marginal element of the school evaluation. Additionally, it reveals system inconsistencies regarding external evaluation and school organisation. The difficulty of school change asserts that educational systems need to deepen interconnections to prevent schools from keeping a traditional functional structure masked by modern educational discourses, meaning pseudomorphic guidance.

This instrumental case study (Stake, 1995) explores the external factors that influence international science, technology, engineering, and mathematics (STEM) postdoctoral scholars in the United States to pursue a career in STEM. Interviews with 20 international STEM postdoctoral scholars were analyzed deductively to shed light on their unique backgrounds and experiences. Three themes emerged: (a) parents were highly encouraging, (b) a love of science was nurtured in school, and (c) they were eager to engage in and promote scientific innovation. These findings illustrate the ways in which family, schools, and community influence the STEM career trajectories of international postdoctoral scholars.

The primary purpose of educational programs is to enhance students' knowledge and skills through pedagogical training activities. However, preschool teachers in Vietnam face limitations in their professional capacity. Thus, this study aimed to address issues by evaluating the level of implementation of pedagogical training activities for preschool education students. The study used a scale for students' pedagogical practice activities to gather quantitative data from 629 participants (managers, lecturers and preschool teachers) in Dong Thap province in Vietnam to assess the extent of implementation of pedagogical training activities for preschool education students. The results showed that preschool teachers may not possess the essential knowledge of pedagogical practices. Pedagogical training uses conventional work-and-activity techniques despite the fact that it prioritizes innovation. Moreover, all school managers, teachers and students recognized the necessity of developing the professional capacity of preschool teachers. These findings illustrate the critical need for revitalizing educational approaches that are consistent with Vietnam's developing preschool teacher professional development context. The present study proposes some measures to innovate pedagogical practice activities in order to meet the requirements for developing the professional capacity of preschool teachers in Vietnam. Such initiatives hold promise for reshaping the educational landscape and fostering a culture of continuous improvement within the primary education sector of Vietnam.

In this article, I present a justification for implementing AI literacy courses in higher education. I explore the ethical concerns and biases surrounding AI technologies, highlighting the importance of critical analysis and responsible use of AI. I then propose a conceptual framework, focusing on awareness, skill development, and the practical application of AI. This framework aims to foster comprehensive understanding and empower students to leverage AI's potential while mitigating risks. I also provide sample course titles and learning objectives. The suggested course format covers AI concepts, ethical considerations, bias awareness, and practical prompt engineering skills. There is a need to integrate AI literacy courses into higher education curricula, and I offer a roadmap for implementation. By equipping students with AI literacy, colleges can prepare students to navigate an AI-driven world responsibly while nurturing innovation and critical-thinking skills needed for future success.

Sustained innovation and economic strength of the U.S depends on a greater participation of underrepresented minorities in science, technology, engineering, and mathematics (STEM). University-based outreach programs that serve African American and other minority populations should do more to infuse invention education in activities that engage pre-college students from these groups to motivate them to pursue STEM degrees. The Research, Discovery, and Innovation (RDI) Summer Institute is a design and science entrepreneurship program that is offered at North Carolina Central University to high school seniors who have been accepted for admission to a STEM degree program at the university. This study found the RDI Summer Institute program to be effective based on proximal outcomes of gains in composite entrepreneurial thinking skills (entrepreneurial, managerial, engineering design, and technical skills) as perceived by the participants and measured by pre- and post-surveys. Eighty-seven percent of the pre-college participants were African Americans, showed high levels of creativity and innovativeness, and presented product ideas that were conscientious in meeting their community needs. Program impact was assessed based on near-term and distal academic outcomes in college through a rigorously designed quasi-experiment which compared 31 case-control matched pairs of students who had been RDI participants and non-RDI participants. A conditional logistic regression showed first-year retention in STEM degree programs for students who had been RDI participants was five times that of students who had been non-RDI participants. Additionally, first-year STEM retention in differential comparisons favored female students, students from very low/low SES households, and students from single parent households. Also, students who had been RDI participants performed higher in STEM gatekeeper courses, and a strong positive impact of the RDI Summer Institute program was associated with higher STEM persistence even two and three years after pre-college students participated.

This study examines cybersecurity awareness in universities by analyzing related research output across different disciplines at the University of Johannesburg. The diffusion of innovation theory is used in this study as a theoretical framework to explain how cybersecurity awareness diffuses across disciplines. The University of Johannesburg Institutional Repository database was the data source for this study. Variations in cybersecurity keyword searches and topic modeling techniques were used to identify the frequency and distribution of research output across different disciplines. The study reveals that cybersecurity awareness has diffused across various disciplines, including non-computer science disciplines such as business, accounting, and social sciences. However, there are significant differences in cybersecurity awareness across academic disciplines, highlighting the need for targeted efforts to promote cybersecurity awareness in underrepresented academic disciplines and for intra and interdisciplinary collaboration.

In today's digitally connected world, privacy has transformed from a fundamental human right into a multifaceted challenge. As technology enables the seamless exchange of information, the need to protect personal data has grown exponentially. Privacy has emerged as a critical concern in the digital age, as technological advancements continue to reshape how personal information is collected, stored, and utilized. This paper delves into the fundamental principles of privacy and explores the potential harm that can arise from the mishandling of personal data. It emphasizes the delicate balance between safeguarding individuals' privacy rights and fostering innovation in a data-driven society. By analyzing key privacy principles and their implications, this paper explores the foundational privacy principles that define the concept of privacy while delving into the potential harms that can arise when these principles are violated.

Active learning pedagogical practices are more effective than instructor-centered teaching in building students' knowledge, skills, and understanding of engineering content and concepts. As such, a large-scale professional development (PD) program was created to move faculty toward the use of active learning. The project aimed to engage faculty in active learning best practices through workshops and communities of practice to shift their attitudes, beliefs, and practices toward active learning strategies. This paper examines how and to what extent participation in a large-scale PD program shifts faculty awareness of, attitudes towards, and use of active learning. As such, this paper offers a model and evaluation framework for a large-scale PD program, which can be adapted to PD programs in engineering and across other STEM disciplines. In total, 82 faculty members from seven engineering disciplines participated in the PD program, comprising workshops and communities of practice sessions. Multiple assessments were utilized or created to measure the extent of faculty change using Roger's diffusion of innovation model for individual change and Coburn's cultural change model for organizational change. Faculty awareness, beliefs, and classroom practice shifted from instructor-centered teaching toward student-centered active learning. Instructors progressed moderately well through Rogers' five stages of individual innovation change and fulfilled the three tenets of Coburn's organizational change model. There were only minor shifts in student achievement, particularly for smaller classes, possibly due to insufficient time for instructors to fully implement active learning practices. The PD program influenced the initiation of a sustainable community of new and continuing active learning practitioners in the College of Engineering.

This study explores the Implementation Analysis of the Merdeka Belajar Curriculum at SMKN 10 Luwu to foster creative and innovative students. The research delves into the curriculum implementation process, challenges faced, and outcomes through qualitative descriptive methods, including interviews and observations. Findings reveal successful implementation for the 2022/2023 academic year, showcasing teachers' proficiency in lesson planning and differentiated learning. Challenges include teachers' creative teaching methods, school environment considerations, and resource constraints. Addressing these requires training, community support, improved infrastructure, increased supervision, and collaboration. While the curriculum is effectively applied, refinement is ongoing, and some teachers encounter challenges in assessment timing. Despite this, teachers at SMKN 10 Luwu actively engage in the implementation process.

Numerous scholars have investigated the determinants of university innovation efficiency. However, the internal governance aspects of universities and their interactions with the external environment are frequently neglected. Therefore, this study, grounded in the framework of embeddedness theory, employed the Stochastic Frontier Analysis method to empirically analyze innovation efficiency in Chinese universities. The results indicated that competitive threats significantly improved university innovation efficiency, whereas bureaucracy and international openness exhibited adverse effects, which were alleviated in regions with greater marketization.

In the wake of the methodological developments that aim to render qualitative comparative analysis (QCA) "time sensitive", I propose a new procedure for carrying out QCA longitudinally. More specifically, I show first why longitudinal case disaggregation should be carried out with change-based intervals (CBIs) rather than with fixed intervals. Second, I develop a flexible lag condition (FLC) that (i) resolves two types of temporal contradictions and outcome redundancies that can result from temporal case disaggregation and (ii) allows to measure the average duration it takes for a combination of conditions to translate to an outcome. Since temporal contradictions and outcome redundancies are most likely with an increasing number of time points and conditions, as well as with CBIs in general, the FLC procedure is most useful in these cases. The fact that the interest of longitudinal analyses increases with the number of disaggregated cases underlines the usefulness of the proposed methodological innovation. Despite its suitability for mid-n and large-n analyses, longitudinal QCA with an FLC preserves a strong case-oriented and qualitative perspective and remains thereby loyal to QCA's original foundations.

The rapid advancement of artificial intelligence (AI) technologies has led to a transformation in higher education worldwide. AI tools provide academic support to students anywhere and anytime to enhance their knowledge and skills. Those facing difficulties have been relying on traditional support and guidance. However, this support has experienced difficulties, including availability and accessibility. This study examines the potential of AI-powered tools to address these challenges, aiming to make academic support more accessible, efficient, and effective. This study focuses on understanding the determinants of AI tools' acceptance and use for academic support among students, influencing student satisfaction and academic performance in Pakistan and Malaysia. The research on AI tool acceptance and use in the higher education Institutions (HEI) context is still new and less explored in Pakistani and Malaysian higher education institutions. A theoretical model based on the Unified Theory of Acceptance and Use of Technology (UTAUT) and other factors was employed to identify factors that affect AI tool adoption in higher education. The survey research design was employed, and the total sample size was 305 respondents, with 203 students from Quaid-e-Awam University of Science and Technology (QUEST), Pakistan, and 102 students from Universiti Teknologi Malaysia (UTM). A "Partial least squares structural equation modeling (PLS-SEM) Analysis" was employed to assess the research model and hypotheses using SmartPls 4.0. In Pakistan and Malaysia, students are more concerned about using AI tools to improve their academic performance. The findings indicated that performance and effort expectancy, information accuracy of AI tools, pedagogical fit to meet the student's expectations, and student interaction with tools were important factors in predicting the acceptance and use of AI tools among students of both countries in higher education, and the rising use of these AI tools has improved students' satisfaction levels and significantly impacted students learning outcomes in both countries. Additionally, student engagement and personal innovativeness have not significantly affected the use of AI tools among students in both countries. This study provides a comprehensive analysis of AI tool adoption in the unique contexts of Pakistan and Malaysia, contributing to the broader discourse on technology integration in higher education.

Purpose: The objective of this research is to investigate how brain-based learning (BBL) has been adopted in Indonesia and its influence on the overall learning experience. Design/Approach/Methods: This research employs a systematic literature review methodology, adhering to the Preferred Reporting Items for Systematic Review and Meta-Analyses guidelines and utilizing the Scopus and Google Scholar databases. Out of 2198 articles initially identified, only 101 met the predetermined criteria, leading to subsequent content analysis. Findings: The findings indicate: (1) an upward trend in research activity from 2013 to 2019 followed by a decline from 2020 to 2024; (2) predominance of quasi-experimental approaches; (3) the relevance of BBL across various educational levels; (4) a focus on mathematics and science in research endeavors; and (5) the positive impact of BBL on diverse learning facets. Originality/Value: This study provides valuable insights for stakeholders keen on advancing BBL research, exploring novel avenues across different methodologies, educational domains, and expertise areas. Such endeavors foster innovation in BBL research, underscoring its beneficial role in enhancing the educational landscape in Indonesia.

In the era of digital intelligence, how to improve the behavioral quality of R&D team members by granting work autonomy and proposing corresponding work demands is a pressing issue in the transformation of organizational management into digital intelligence. Based on the conservation of resources theory, this study investigates the effects of the interactions among work time autonomy, work method autonomy, and different types of work demands on team members' creative behavior and taking charge. By analyzing the two-stage data of 233 paired samples of team members and leaders, the results showed that: Work time autonomy was significantly positively correlated with creative behavior and taking charge of team members, and work method autonomy was significantly positively correlated with creative behavior and taking charge of team members, while the interaction between work time autonomy and work method autonomy was significantly positively correlated with the team members' taking charge; the interactions among work time autonomy, work method autonomy and innovative job requirements positively affect team members' creative behavior and taking charge; while the interactions among work time autonomy, work method autonomy and high performance expectations negatively affect team members' taking charge. This study provides a way to realize scientific management in the period of digital intelligence transformation.

Parents and teachers are significant authority figures that substantially impact adolescents' psychological and cognitive development, including their creativity. The current study investigated the relationship between adolescents' attitudes toward authority (parents and teachers) and innovative behavior and examined the mediating effects of social support and perspective taking. According to attachment theory, adolescents' attitudes toward authority may derive from early interaction with primary caregivers, primarily parents. Individuals internalize these interaction experiences and form internal working models, which will be applied in later life stages when interacting with authority figures. These early life experiences also influence individuals' sense of support and empathy abilities. Through analyzing a sample comprising 1,498 adolescents from Taiwan, this study unveils a significant association between adolescents' perceptions of authority and their proclivity for innovative conduct, as well as their levels of social support and capacity for perspective taking. Employing structural equation modeling (SEM), the empirical findings accentuate the mediating role of social support and perspective taking in delineating the nexus between adolescents' attitude toward authority and their manifestation of innovative behavior. The results revealed that adolescents with positive attitudes toward authority are likely to sense support, stand from other viewpoints, and further benefit creativity.

When faced with the need to transform an object, idea, or situation, people have a tendency to favor adding new components rather than removing existing ones. This is called the "additive bias." Previous research, along with historical and anecdotal examples, shows that this bias may significantly reduce problem-solving abilities and have a detrimental impact on the innovation process. In this study, our objective was to develop a novel tool, the additive bias implicit association test (ad-IAT), to investigate the reasons underlying people's preference for additive actions. By using this tool, we empirically demonstrated that people displayed an inherent tendency to assign a positive valence to additive concepts and to perceive additive actions as safer and more functional than subtractive concepts. Importantly, we also found that implicit preference for addition resulted in participants favoring additive actions while neglecting subtractive alternatives when engaged in a problem-solving task. Collectively, our series of experiments substantiated the effectiveness of our ad-IAT in uncovering and quantifying the additive bias. This, in turn, provided a deeper comprehension of the underlying factors contributing to the bias and its impact on people's behavior.