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In the era of Industry 4.0, the relevance of webinar tutorials, a form of distance learning, is paramount. These tutorials can catalyze self-regulated learning, critical thinking and communication skills, especially for prospective and in-service teachers pursuing higher education. This paper aims to develop a conceptual framework and report the results of implementing a flipped classroom with whiteboard animation and modules. This innovative approach seeks to enhance students' self-regulation, critical thinking and communication abilities.

This study employs a mixed-methods approach. In the first phase, a hypothetical model and conceptual framework for the Flipped Classroom with Whiteboard Animation and Modules were developed to enhance self-regulation, critical thinking and communication skills. The resulting conceptual framework was then implemented through a quasi-experiment using a non-equivalent control group design involving 83 elementary school teachers enrolled in the Elementary School Science Education course (PDGK4202), divided into three treatment groups. Qualitative data were collected through observations of the learning process, documentation of student worksheet completion and interviews with students. Questionnaires and tests were used as instruments for quantitative data collection. Qualitative data were analyzed using descriptive methods, while quantitative data were evaluated using MANCOVA.

The findings demonstrate significant improvements in students' self-regulation, critical thinking skills and communication abilities after implementing the Flipped Classroom with Whiteboard Animation and Modules.

Some limitations in this study need to be recognized. These limitations include the specific sample type of elementary school teachers who went back to college to take science learning courses in elementary school. Teachers have various diversity that may affect the dependent variable, such as age, educational background, facilities, internet signal stability at their learning location and teaching experience. This study was conducted in a specific context (using the flipped classroom model at UT), so the results may need to be more generalizable to other educational contexts with different facilities, systems and policies. In addition, the measurement of self-regulation and communication skills, particularly with questionnaires, relies on self-report, which can be biased due to socially desirable responses or inaccurate self-assessment. Although the MANCOVA test showed significant results, it is possible that other variables not controlled for in this study (e.g. intrinsic motivation, social support from family or colleagues) also affected the independent variables.

This study emphasizes the importance of adapting webinar tutorials for Industry 4.0 and enhancing self-regulated learning, critical thinking and communication skills, particularly for working students and teachers. It offers a practical framework for educators and suggests ways to improve online learning materials. The implementation results show significant skill enhancement. These findings have practical implications for educators, institutions and instructional designers, guiding the development of effective distance learning strategies and curriculum improvements in the digital age.

The social implications of this study are noteworthy. In the context of Industry 4.0, adapting webinar tutorials to promote self-regulated learning, critical thinking and communication skills is essential not only for the educational sector but also for the broader society. It equips prospective and in-service teachers, who are pivotal in shaping future generations, with the necessary skills to navigate a rapidly changing digital landscape. Furthermore, enhancing self-regulation and critical thinking abilities among employed students contributes to a more informed and adaptable workforce, fostering societal resilience in the face of technological advancements.

The uniqueness of this study stems from the creative modification of a webinar tutorial, which specifically targets the urgent requirement for enhancing abilities among teachers and university students. The conceptual framework serves as a valuable tool for educators, and the findings of this study confirm its effectiveness in enhancing self-regulation, critical thinking abilities and communication proficiency. Furthermore, the recommendations offered also furnish practical insights to improve this model.

The ultimate objective of this study is to compare the impact of face-to-face and online flipped learning on students' academic achievements and their perspectives on learning and teaching, offering valuable insights to the field.

The study utilized a quasi-experimental research method that involves pre-test and post-test control groups.

The results indicated that face-to-face and online flipped learning positively impacted learning, with comparable contributions to academic achievement. However, we found that online flipped learning did not affect students' beliefs about learning and teaching, while face-to-face flipped learning positively influenced them.

As distance learning becomes increasingly important in our modern era, this research aims to explore the use of active learning methods, including discussion, writing, animation, drawing, association, analysis, knowledge measurement and games, in virtual learning environments, such as online flipped learning. The study seeks to enhance the existing literature on the impact of face-to-face and online flipped learning models on student success. Additionally, it aims to address a significant gap in the literature by determining the effect of these models on students' epistemological and pedagogical beliefs, which can impact their motivation, learning outcomes, academic achievements and decision-making processes.

This research work had been a double objective, to help the students achieve the learning outcomes, scientific skills and on the other hand, to develop specific scientific sub-competences, all of these related not only with the conceptual knowledge but also with the knowledge of procedurals and epistemology.

A didactic sequence has been designed and applied with students of the University Catholique of Louvain (Belgium) in collaboration with teachers from the University of Zaragoza (also researchers in the knowledge areas of Electronics, Applied Physics and the Didactics of Experimental Sciences). Several methodologies were applied thorough the teaching-learning sequence as the flipped classroom is. A varied sample of assessment instruments was used.

The results suggest this sequence produces a more significant learning than a more conventional teaching, however there is no increase in the number of students who passed. The students explaining phenomena scientifically, evaluating and designing experiments and making researchable questions and interpreting data and scientific evidence, which are a consequence of the development of scientific knowledge (content, procedural and epistemic). In addition, the students kept motivated by this methodological change and maintained the perception of having achieved the expected learning according to the objectives of the course.

Until a few years ago, research in the didactics of experimental sciences, and the application in the classroom of the results obtained, was limited to education in non-university stages. The opportunity of this work is to expand knowledge in relation to the application of didactic strategies in physics education at a higher level.

This study aims to examine the perceptions of students about learning science and physics using the engineering design process (EDP).

The study employed a mixed-methods research design: The quantitative session features a pre–post-test control group study. In the qualitative aspect, the study conducted semistructured interviews for data collection. In the experimental group, the flipped classroom (FC) model and an instructional design are combined to design, develop and implement a physics course using the steps of the EDP, while the conventional method was applied to the control group. The respondents are students of the Department of Mechanical Engineering at Cao Thang Technical College in Vietnam for the academic year 2022–2023. The control and experimental groups are composed of 80 students each. An independent sample Mann–Whitney U test is applied to the quantitative data, while thematic analysis is employed for the qualitative data.

The results demonstrate a statistically significant difference between the experimental and control groups in terms of perceptions about learning science and physics using the EDP, which, when combined with a FC, enhances physics learning for engineering students.

This study implemented the EDP in teaching physics to first-year engineering students in the Department of Mechanical Engineering using the combined FC and instructional design models. The results revealed that a difference exists in the perception of the students in terms of integrating the EDP into learning physics between the experimental and control groups. The experimental group, which underwent the EDP, obtained better results than did the control group, which used the conventional method. The results demonstrated that the EDP encouraged the students to explore and learn new content knowledge by selecting the appropriate solution to the problem. The EDP also helped them integrate new knowledge and engineering skills into mechanical engineering. This research also introduced a new perspective on physics teaching and learning using the EDP for engineering college students.

The research findings are important for teaching and learning physics using EDP in the context of engineering education. Thus, educators can integrate the teaching and learning of physics into the EDP to motivate and engage student learning.

Using the EDP combined with a FC designed under stages of the analyze, design, develop, implement and evaluate (ADDIE) model has enhanced the learning of physics for engineering college students.

The use of information and communication technology (ICT) has been improving in education and constantly evolving; however, the recent pandemic has catapulted it. Digital transformation of academia through online teaching demands new pedagogies to be adopted by faculty members. Academia embraces technological advancements in teaching-learning to ensure growth, development and sustainability. This paper aims to gain insights regarding the current status of literature, critical contributing authors, countries, areas, overall trends and future direction for research.

The bibliometric data was collected from two of the most widely referred databases: Scopus and Web of Science(WoS); tools like vosViewer and map builder were used for analysis. Short empirical evidence is added to the study to understand faculty members' current adoption of new pedagogical approaches in some prominent higher educational institutions.

Because of the corona pandemic, there is substantial digital transformation in the teaching-learning process. Therefore, it is essential to comprehend what faculty members can adopt critical pedagogies. Understanding the importance of pedagogy in learning outcomes, this study has attempted to synthesize available literature on ICT, pedagogy and higher education in the 21st century.

The study outlined flipped and blended learning as two teaching methods developed due to ICT integration in the classroom. Bibliometric insights from the study build the groundwork for academic advancement to remote online education. This is an attempt to corroborate such insights.

Through the review of several journal articles on the adoption of information and communication technologies (ICTs) and how it impacts students’ motivation to continue with their studies or to drop out of their academic program, this study aims to review the literature on the impact of ICTs on student motivation at a university.

This paper is based on a systematic literature review steered by the PRISMA guidelines. This paper uses both Durban University of Technology subscription-based and publicly available papers. The research articles examined were published between 2018 and 2023 in Scopus, Web of Science and ScienceDirect.

Reviewed literature bespeaks that ICTs can increase student motivation by enhancing interactive, engaging and individualized learning. Digital technologies that engage students and offer a more engaging learning environment include instructional apps, online simulations and multimedia content. Using ICTs may be useful in lowering university dropout rates.

The systematic review yielded valuable insights for both academic research and real-world applications in education regarding the Durban University of Technology. The study offers a comprehensive analysis of the nexus between ICTs and student motivation.

In today’s world, empowering individuals, promoting social cohesion and advancing economic development all hinge on access to high-quality education, prioritizing diversity, inclusion and equality. Rethinking current educational strategies using cyber-physical learning assets is necessary to accommodate the learning inclusivity and equity and escalating demands of a globalized world. There is a pressing demand for evidence to support the efficacy of collaborative learning in transforming curriculum and fostering learner inclusion. However, it is recognized as a pedagogical technique within the quality education domain. This study aims to address this knowledge gap by investigating how hybridized cybergogy paradigms facilitate collaborative learning, focusing on diversity, equity and inclusion, to improve educational quality in higher education.

This study used a qualitative approach with an exploratory design guided by an interpretive philosophical perspective. The data was gathered from 60 prospective teachers from the public sector university of Sindh, Pakistan. Semi-structured interviews were conducted with participants. They were then analyzed using theme analysis to understand their views on the potential of hybridized cybergogy paradigms for collaborative learning to improve the quality of education provided at institutions.

The study results confirm that learners benefit from increased access to learning resources, improved critical thinking and problem-solving skills and a more diverse and inclusive classroom working together in a collaborative hybridized cybergogy setting. By fostering SDG 4 (Quality Education) and the 21st-century skills necessary for global marketplace engagement and competing in progressive environments, this creative method equips learners with the capabilities to face modern global challenges.

The study offers valuable practical suggestions to stakeholders in higher education, including faculty, policymakers and teacher education programs, for integrating hybridized cybergogy and collaborative learning to align curricula with sustainable development goals. Additionally, it bridges a significant gap in the existing literature, which will aid future researchers interested in exploring this area.

This study stands out as it explores an underexamined area while providing novel educational insights.

Experiential learning is considered to be a crucial factor in students' perceived learning outcomes. This study aims to explore the development of a mechanism in hospitality education and to analyze the learning outcomes (i.e. perceived quality, perceived value and learning satisfaction) using experiential learning (i.e. previous learning experience and personalized learning environment).

The course design consisted of two activities (instructing and learning activities) and three phases (before, during and after class) using the Moodle version 3.5 online platform as the educational and training site to sustain e-learning archives and activities. A longitudinal survey using a sample of 207 hospitality students in blended e-learning environment indicates positive relationships among the previously mentioned factors.

Results indicated that both previous learning experience and personalized learning environment have positive direct effects on perceived quality and perceived value, while both perceived quality and perceived value have positive direct effects on learning satisfaction. Furthermore, both perceived quality and perceived value mediate the relationship between previous learning experience and learning satisfaction, as well as the relationship between personalized learning environment and learning satisfaction.

These findings sustain the value of experiential learning, particularly the curriculum, student and faculty development in sustainable development education for hospitality.

This study aims to comprehensively inspect the impact of blockchain technology in the context of globalization, focusing on the most influential research works, scientific production by countries, commonly used keywords, trending topics and the conceptual and intellectual structure of this field.

A bibliometric analysis was conducted in R Studio, involving the review and scrutiny of 194 research papers indexed in the Scopus database. This analytical approach allowed for a systematic examination of the literature and the identification of key patterns and trends in blockchain and globalization research.

The analysis revealed the most influential research contributions, highlighted countries with significant scientific production, identified frequently used keywords and unveiled emerging trends and areas of focus in the field of blockchain and digitization. Additionally, the study explores prospective research directions.

This research provides insights into the current state of blockchain and globalization research, offering valuable information for scholars, policymakers and industry professionals. The recognized themes provide a systematic structure for upcoming inquiries, directing studies toward vital domains like supply chain management and sustainable development. Moreover, the analysis emphasizes the significance of interdisciplinary collaboration and provides practical insights, enabling businesses and policymakers to enhance transparency, counteract fraud and adjust to the digital era for societal and economic advancement.

The study contributes to the prevailing literature by steering a comprehensive analysis of the interplay between blockchain technology and globalization, shedding light on influential works and emerging trends. It adds value by providing a structured overview of the field's intellectual landscape.

While coopetition (cooperation among competitors) has been widely researched in domestic settings, relatively less work has evaluated how small exporters engage in these business-to-business (B2B) marketing strategies. Therefore, export coopetition activities could have different performance outcomes (and boundary conditions) to these B2B marketing practices in domestic arenas. Consequently, underpinned by resource-based theory (and focusing on smaller-sized and internationalised, businesses), the purpose of this paper is to unpack the relationship between export coopetition activities and export sales performance by accounting for key quadratic and moderating effects.

Survey responses were obtained from 107 small, and export-oriented, wine producers in South Africa. After refining the measurement scales, the quantitative data passed all major assessments of reliability, validity and common method variance. Subsequently, the elements of the conceptual model were tested through a hierarchical regression analysis. Moreover, a post-hoc test was undertaken to delve deeper into the nuances of the statistical results – and offer additional insights concerning how these B2B marketing strategies operate (and manifest) in export markets.

A significant non-linear (inverted U-shaped) relationship was found between export coopetition activities and export sales performance. No support was found for the moderators, namely, export geographical scope, export intensity or the interaction between these forms of internationalisation. An interesting issue to emerge from the post-hoc test was that export geographical scope yielded a quadratic link with export sales performance, for which the export coopetition activities construct did not moderate this connection (a non-significant interaction effect). These findings offer new insights that help inform the concentration versus spreading debate related to target market strategies.

New evidence emerges on the internationalisation of the coopetition construct, regarding how smaller-sized companies collaborate with their competitors within their export markets. Likewise, stronger insights arise concerning the dark sides of export coopetition activities via circumstances where they are harmful to internationalised firms. Moreover, improved claims are made about how resource-based theory serves as a useful tool to conceptualise the nuances of export coopetition activities and how they impact export sales performance. Collectively, this investigation not only responds to calls for research to evaluate coopetition in export markets but also embraces the complexities of these B2B marketing strategies.