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The research aims to provide a longitudinal case study to understand how digital transformation can be embedded in municipal reporting frameworks. The central role of such technology becomes increasingly evident as citizens demand greater transparency and engagement between them and governing institutions.

Utilising a longitudinal case study methodology, the research focusses on Turin’s Integrated Popular Financial Report (IPFR) as a lens through which to evaluate the broader implications of digital transformation on governmental transparency and operational efficiency.

Digital tools, notably sentiment analysis, offer promising avenues for enhancing governmental efficacy and citizenry participation. However, persistent challenges highlight the inadequacy of traditional, inflexible reporting structures to cater to dynamic informational demands.

Embracing digital tools is an imperative for contemporary public administrators, promoting streamlined communication and dismantling bureaucratic obstructions, all while catering to the evolving demands of an informed citizenry.

Different from previous studies that primarily emphasised technology’s role within budgeting, this research uniquely positions itself by spotlighting the transformative implications of digital tools during the reporting phase. It champions the profound value of fostering bottom-up dialogues, heralding a paradigmatic shift towards co-creative public management dynamics.

The energy performance gap (EPG) in building construction has been one of the major barriers to the realization of environmental and economic sustainability in the built environment. Although there have been a few studies addressing this issue, studying this topic with a special focus on the project delivery process has been almost overlooked. Hence, this study aims to address the EPG in building construction through the lens of collaborative and life cycle-based project delivery.

In order to realize the objective of this study, the development of a theoretical framework based on the literature review was followed by a qualitative study in which 21 semi-structured interviews were conducted with Finnish project professionals representing clients, design/planning experts, constructors and building operation/maintenance experts to explore their views on the topic under study.

The findings reveal the project delivery-related causes of EPG in building construction. Moreover, the obtained results present a collaborative and life cycle-based delivery model that integrates project and product (i.e. building) life cycles, and it is compatible with all types of contractual frameworks in building construction projects.

Although the findings of this study significantly contribute to theory and practice in the field of collaborative and sustainable construction project delivery, it is acknowledged that these findings are based on Finnish professionals’ input, and expanding this research to other regions is a potential area for further studies. Moreover, the developed model, although validated in Finland, needs to be tested in a broader context as well to gain wider generalizability.

The obtained results reveal the significance and impact of collaborative and life cycle-based project development and delivery on the realization of environmentally sustainable building construction.

In 2022, the Baltimore professional development school (PDS) partner schools, John Ruhruh Elementary/Middle School (JREMS) and Notre Dame of Maryland University (NDMU) received funds through a Maryland Educational Emergency Revitalization (MEER) grant to determine (a) to what extent additional resources and professional development would increase JREMS teachers’ efficacy in technology integration and (b) to what extent NDMU professional development in the form of workshops and self-paced computer science modules would result in greater use of technology in the JREMS K-8 classrooms. Results indicated a statistically significant improvement in both teacher comfort with technology and integrated use of technology in instruction.

Survey data were collected on teacher-stated comfort with technology before and after grant implementation. Teachers’ use of technology was also measured by unannounced classroom visits by administration before and after the grant implementation and through artifacts teachers submitted during NDMU professional development modules.

Results showing significant increases in self-efficacy with technology along with teacher integration of technology exemplify the benefits of a PDS partnership.

This initiative was original in its approach to teacher development by replacing required teacher professional development with an invitation to participate and an incentive for participation (a personal MacBook) that met the stated needs of teachers. Teacher motivation was strong because teammates in a strong PDS partnership provided the necessary supports to induce changes in teacher self-efficacy.

The purpose of this paper is to analyse the metaverse platform in a social context to better understand the future of this tool in tourism cities and how this can help to improve the well-being of residents in both digital and physical scenarios.

In this paper, the current and probable developments in the metaverse, and its use in tourism cities and companies have been investigated. Moreover, this study develops, collects and examines the main metaverse definitions by expert authors and organizations as a methodology to ensure the transparency and credibility of the metaverse analysis.

Findings suggest that the fusion of the metaverse and tourism cities must create residents’ services and experiences in the new MetaTourPolis to help interact and connect citizens with the city’s institutions and companies, as well as make tourism cities more attractive, innovative, environmentally friendly and healthier places to live. Metaverse will bring new changes for residents and tourists, in fact, this virtual platform is already changing and improving the residents’ quality of life and people with disabilities in tourism cities. For instance, the metaverse platform has been implemented in Seoul, Santa Monica and Dubai MetaTourPolis to interact with their residents, including people with disabilities, to resolve bureaucratic and administrative problems, avoiding this group and the rest of the residents travelling by bus or car to the city’s institutions. In addition, several metaverse applications based on softbot tutors or metaverse virtual social centres have been developed to improve blind and impaired people, and elderly people’ quality of life, respectively.

A new concept called “MetaTourPolis” has been included to stage the relationship between tourism cities and the metaverse platform, where the fusion of metaverse and the new tourism polis of the 21st century will be at the service of citizens, tourists and companies, to create more sustainable, efficient, quantitative and environmental tourism cities.

The purpose of this systematic literature review is to understand what the phenomenon of uncaptured value is, identify where it is operationalized and explore how it can be transformed into value opportunities. Uncaptured value in sustainable business model innovation can lead to new value creation which, in turn, can promote practices of innovation, sustainability and inclusiveness.

A systematic literature review was conducted using eight databases to identify 47 articles using the phrase sustainable business model innovation along with the terms value uncaptured, value surplus, value absence, value missed and value destroyed.

The findings have identified that uncaptured value is reoccurring in sustainable business model innovation but is left as the missing link. This paper outlines the novelties of uncaptured value in sustainable business model innovation into a framework that can be used for future research, which is also discussed, concluded and suggested.

A framework for the continued research on uncaptured value in sustainable business model innovation with an emphasis on influences, operationalization and practices has been created to further the research frontier and capture the missing link.

Our study aims to focus on the application of knowledge mapping to provide pedagogically-structured learners' competences.

We conducted an experiment examined the associations between the pedagogical quality of students’ pedagogically-informed knowledge (PIK) maps, class assignment scores and perceptions of PIK mapping’s uses.

The results showed that higher assignment scores were significantly predicted by higher quality PIK maps, ratings for PIK mapping were significantly higher than other mappings, and the learners’ experience of PIK mapping led to a significant change of attitude towards mapping as a learning activity and to a positive opinion of the value of PIK mapping in particular. Interestingly, there was no significant relation between learners’ opinion ratings of the uses of PIK mapping in learning and their assignment scores.

Questions remain on the generalizability of the findings, and on the features of a PIK map which are particularly useful to a learner. This study investigated the value of PIK mapping in the context of a practical class on the building of simple DIY (do-it-yourself) holographic projectors; it may be thought that the applied nature of the topic was more suited to the PIK mapping of learner competences and intended learning outcomes than a more theoretic classroom topic on holography. A future study is planned to address this issue.

The present article aims to examine the development of the theoretical framework surrounding collaborative consumption (CC) standards in recent years regarding European short-stay accommodation booking platforms. The sharing economy has significantly impacted the tourist accommodation market in recent years. Starting with the use of experimental data on CCs published on Eurostat in 2019, this article analyzes the correlation between choices of CCs for short-stay accommodation, employment and the economic crisis.

A vector autoregressive panel approach was applied to investigate the correlation between CC short-stay accommodation choices using panel organization data from 561 EU regions between 2018 and 2021.

Analyzing the connection between the main data panel variables, a positive correlation was found, followed by an increasing trend in CC use. A self-multiplying effect is generated; that is, the more people use CC, the more electronic captures occur. Consequently, the improvement of CC use and knowledge-intensive activities in short-stay accommodation is strongly linked with employment and GDP.

The originality of the investigation is to examine with a cross-sectional panel data overview the reasons that can push stakeholders to adopt CC and to clearly define a new perimeter of research in terms of the endpoint of CC in short-stay accommodation. Furthermore, the study seeks to assess the end-point congruence to utilize CC as a new gamble to accelerate digital knowledge in the hospitality sector.

Preservice teacher (PST) professional development programs are crucial for cultivating high-quality STEAM teachers of the future, significantly impacting the quality of regional STEAM education. The Guangdong-Hong Kong-Macao Greater Bay Area, as a region of cross-border cooperation, integrates the resources and advantages of Guangdong, Hong Kong, and Macao, possessing rich cultural heritage and innovative capabilities. Transdisciplinary Education for Cultural Inheritance (C-STEAM) is an effective approach to promoting educational collaboration within the Greater Bay Area, facilitating the integration of both technological and humanities education. This study aims to develop a Technology-Enabled University-School-Enterprise (T-USE) collaborative education model and implement it in the Greater Bay Area, to explore its role as a support mechanism in professional development and its impact on C-STEAM PSTs' professional capital.

Adopting a qualitative methodology, the study interviewed PSTs who participated in a C-STEAM teacher education course under the T-USE model. Thematic coding is used to analyze their knowledge acquisition, interaction benefits with community members, and autonomous thinking and decision-making in theoretical learning and teaching practice.

The findings show that the T-USE model significantly enhanced the PSTs' human capital, including teaching beliefs, knowledge, and skills. In terms of social capital, PSTs benefited from collaboration with PST groups, university teaching teams, in-service teachers, and enterprises, though challenges such as varying levels of expertise among in-service teachers and occasional technical instability emerged. For decisional capital, the T-USE model provided opportunities for autonomous thinking and promoted teaching judgment skills through real teaching challenges and scenarios. Reflective practice activities also supported PSTs' professional growth.

This study reveals the effectiveness and internal mechanism of the T-USE model in C-STEAM PST training, offering significant theoretical and practical references for future PST education.

This paper investigates the change talk (CT) strategies of the motivational interviewing (MI) technique and their relevance in achieving change goals within communities of practice (CoP), focusing on addressing real-world problems in today's complex world.

We employ a literature review and conceptual analysis to study the interactions and potential areas of complement between CT, MI and CoP theories.

This paper combines CT, MI and CoP theories to develop an integrated model called Facilitative Change Talk Leadership (FCTL).

This paper provides an innovative model (FCTL) to inform leadership educators about facilitating communities of practice. We provide a hypothetical case study to suggest how FCTL might foster collaborative inquiry and resilience amidst complex challenges. This case study illustrates a practical pathway for leadership educators and community practitioners to use this model in their own contexts.

Professional development (PD) is an essential component of continuing learning for in-service teachers. This paper discusses a school-based example of using the best practice of coaching in early childhood education supported by a professional development school partnership. We explain how a teacher identified need led to a collaborative, multistep approach to meeting that need in connection to State mandates.

In this research, we used a case study methodological approach with a team of preschool teachers at one school. The model combines use of PD sessions, classroom coaching, classroom observation and reflection.

Teachers’ feedback indicates that using the strategy positively impacted most of the participants’ ability to support communication, community-building and inclusive practices in their classrooms. The data that emerged in the following year evidenced increased use of visual supports in classrooms, use in connection with literacy goals and interest in creating new uses in the school.

This article contributes an action-oriented school-based example of bridging research to practice to support teachers’ needs through PD and coaching in a PDS. The design and practical implications may interest preschool educators, instructional coaches, administrators, professional development schools and others involved with monitoring teacher development initiatives.