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By considering the challenges of Industry 5.0, the purpose of this study is to analyze the role of heuristic factors in the technical qualities and emotions of Millennials and Generation Z (Gen Z) to assess their acceptance of the use of artificial intelligence (AI) devices such as robots. For this purpose, this paper uses the innovative AI device use acceptance (AIDUA) framework. This research evaluates the implications of human–machine interactions for the usage of robots and AI in daily life.

The proposed AIDUA model is tested using data collected from Millennials and Gen Z. First, a principal components analysis technique is used to validate each measure. Second, a multiple regression analysis using IBM SPSS 26.0 is conducted.

The results of this study suggest that human–machine interaction is a part of a complex process in which there are different elements determining individuals’ acceptance of the use of AI devices during daily life. This paper outlines both the theoretical and practical implications. This study enriches the AIDUA model by connoting it with features and emotions belonging to the younger generation. Additionally, this research offers technology companies suggestions for addressing future efforts on technical performance and on the alignments of the expectations of young people in Society 5.0.

First, the originality of this paper lies in highlighting the binary role of emotions in triggering the use of AI devices and robots. Second, the focus on Millennials and Gen Z offers a new lens for the interpretation of longitudinal phenomena in the adoption of AI. Finally, the findings of this paper contribute to the development of a new perspective regarding a “heartly collaborative” approach in Society 5.0.

Disasters are occurring worldwide, and Sri Lanka has also become a victim of multiple disasters. Though there is a disaster management mechanism from the national level to the local level in Sri Lanka, several gaps are identified in pre- and postdisaster management activities. Among them, the responsibilities of local-level stakeholders in flood management activities are not performing at a satisfactory level. Therefore, the flood damage from the previous events was too great. Accordingly, the purpose of this study is to assess the roles, responsibilities and performance of stakeholders involved in local-level flood risk management activities.

The Deduru Oya basin in Sri Lanka was selected as the study area. The study hypothesized that “ineffective roles, responsibilities and performance of local level stakeholders have weakened the flood risk management in the Deduru Oya basin.” The stratified random sampling method selected the sample (n = 425) from the flood-vulnerable population. Primary data were collected through a questionnaire survey, key informant interviews and field observations. Secondary data were collected from reports, work plans, journal papers and published maps. Descriptive data analysis methods and thematic data analysis methods were used in the study.

About 69% of the respondents state that they are not satisfied with the involvement of government agencies in local-level flood risk management activities, while 10% of the respondents state that they are satisfied. The thematic analysis reveals several gaps, such as the lack of reservations in the Deduru Oya, improper land use practices, no inundation areas are identified and mapped out and the effects of illegal sand mining in the Deduru Oya. In addition to that, the lack of legal power vested in local governments in disaster management and the weaknesses of current legislation on flood risk management are the other major courses of local-level ineffectiveness.

The current research was limited to studying the involvement of local-level stakeholders in flood risk management, but the involvement of subnational and national-level stakeholders should be studied in future research.

This paper examines the involvement of local-level stakeholders in flood risk management. The results of the study confirm that the roles and responsibilities of local-level stakeholders are not well-defined and mandated, and therefore, the performance of stakeholders involved is minimal. Therefore, the results highlight the need for a well-established community-based flood risk management mechanism.

Given declining tuition funds and government grants, Kenyan universities need to develop strategies, including increased research grants and collaborations, to diversify their income sources. Well-managed doctoral students can boost a university’s teaching and research outputs. However, numbers of students enrolled in doctoral programmes at Kenyan universities are low, and graduation rates and time-to-graduate statistics are disturbing. Research undertaken elsewhere underline the important role played by supervisors and peers in facilitating students’ sense of belonging and their success. Therefore, this study aims to investigate the influence of supervisory and peer support on PhD students’ sense of belonging and their success at Kenyan universities.

In this cross-sectional study, data were gathered through an online questionnaire from 614 students admitted to doctoral programmes at Kenyan universities between 2010 and 2018. We used multi-item scales to collect data on PhD students’ self-efficacy, supervisory and peer support and a sense of belonging.

Structural equation modelling results revealed that PhD students’ modes of study and self-efficacy were significantly associated with the quality of supervision, peer support and a sense of belonging. However, only age, a sense of belonging and the quality of supervision were directly linked to their success.

This study contributes to the literature on doctoral-level education, responding to the need for research on the influence of relationships with supervisors and peers on PhD students’ sense of belonging and their success, especially in developing countries.

This study aims to assess the effectiveness of active teaching methodologies, namely, problem-oriented learning and the case method, to develop sustainability competencies. It also analyses the advantages and challenges for teachers when implementing the sustainable development goals (SDGs) in eight undergraduate and postgraduate degrees within the framework of a cross-departmental collaboration.

A mixed research methodology was used: a quantitative study to assess the levels of acquisition of sustainability and research competencies and the potential correlation between them, as well as a mixed study of the advantages and challenges for the teachers participating in the cross-departmental initiative. Curriculum content linked to the SDGs was worked on. Active teaching methodologies and a competency assessment rubric were used as curriculum implementation strategies in the eight courses involved.

Active teaching methodologies are suitable to implement the SDGs in university teaching and to develop both sustainability and research competencies. A synergic effect is observed between them. Coordinated work between teachers of different subjects in several degrees contributes to developing a culture of sustainability at the university.

Although the collaboration between teachers from different disciplines was successful, this study did not promote interdisciplinary projects among students from different degrees. This promises to be highly valuable for future research.

Students can become present and future leaders in achieving the SDGs. This approach can be replicated in other educational institutions.

This study bridges the gap between theoretical recommendations and the practical implementation of the SDGs in undergraduate and postgraduate degrees.

Coordinated work between teachers of different subjects in different degrees contributes to the development of a culture of sustainability at the university.

Higher educational institutions, such as universities of applied sciences, have a significant role in promoting progress towards a sustainable future as defined by the United Nations (UN) sustainable development goals (SDGs). This paper aims to identify how the UN SDGs are featured in master’s theses set in work–life contexts.

Using a descriptive review and content analysis, this study identified the number of SDGs appearing in 31 master’s theses. Sustainable development (SD) and corporate social responsibility were reflected using the approaches and models in the literature. Finland’s eight objectives for committing to SD were used to examine the commitments made by the business school of the university of applied sciences to achieve Agenda 2030.

Emphasising the value of higher education for SD, this study found that SDGs three, eight and 12 appeared most frequently in the theses. Sustainable and responsible dimensions reflected several issues concerning both the worlds of business and industry among the firms and organisations investigated by the master’s degree students in the business school at the Jyväskylä University of Applied Sciences.

This research holds practical and pedagogical value, serving to encourage master’s and PhD students to further explore research on SDGs and to shape public policy.

Sustainability was looked at in a new way as investigated by the theses. Ways to integrate the SDGs into management degree programmes and conduct research in the fields of business administration, tourism and hospitality management were identified.

This paper aims to define a hierarchical and multi-criteria framework based on pillars of the Modernization of Higher Education to evaluate European Accounting Doctoral Programmes (EADE-Model).

The authors applied a quali-quantitative methodology based on the analytic hierarchy process and the survey approach. The authors conducted an extensive literature and regulation review to identify the dimensions affecting the quality of Doctoral Programmes, choosing accounting as the relevant and pivotal field. The authors also used the survey to select the most critical quality dimensions and derive their weight to build EADE Model. The validity of the proposed model has been tested through the application to the Italian scenario.

The findings provide a critical extension of accounting ranking studies constructing a multi-criteria, hierarchical and updated evaluation model recognizing the role of doctoral training in the knowledge-based society. The results shed new light on weak areas apt to be improved and propose potential amendments to enhance the quality standard of ADE.

Theoretical and practical implications of this paper are directed to academics, policymakers and PhD programmes administrators.

The research is original in drafting a hierarchical multi-criteria framework for evaluating ADE in the Higher Education System. This model may be extended to other fields.

Mobile robots with independent wheel control face challenges in steering precision, motion stability and robustness across various wheel and steering system types. This paper aims to propose a coordinated torque distribution control approach that compensates for tracking deviations using the longitudinal moment generated by active steering.

Building upon a two-degree-of-freedom robot model, an adaptive robust controller is used to compute the total longitudinal moment, while the robot actuator is regulated based on the difference between autonomous steering and the longitudinal moment. An adaptive robust control scheme is developed to achieve accurate and stable generation of the desired total moment value. Furthermore, quadratic programming is used for torque allocation, optimizing maneuverability and tracking precision by considering the robot’s dynamic model, tire load rate and maximum motor torque output.

Comparative evaluations with autonomous steering Ackermann speed control and the average torque method validate the superior performance of the proposed control strategy, demonstrating improved tracking accuracy and robot stability under diverse driving conditions.

When designing adaptive algorithms, using models with higher degrees of freedom can enhance accuracy. Furthermore, incorporating additional objective functions in moment distribution can be explored to enhance adaptability, particularly in extreme environments.

By combining this method with the path-tracking algorithm, the robot’s structural path-tracking capabilities and ability to navigate a variety of difficult terrains can be optimized and improved.

High turnover rates, delay and dissatisfaction among PhD students about the high efforts and low rewards are common problems in doctoral education. Research shows that many different factors are associated with the mental health crisis in graduate education, but these diverse aspects have not often been studied in relation to talent management and human resource management (HRM) strategies. Based on questionnaires and in-depth interviews, this chapter critically assesses the factors that influence doctoral students’ well-being, using as theoretical framework the self-determination theory, concerned with the social and other conditions that facilitate or hinder human well-being and flourishing, and the job demands–resources model, an occupational stress model that suggests strain is a response to imbalance between demands on the individual and the resources he or she has to deal with those demands. These theoretical frameworks help to explore the perceived job demands and resources, and motivations of a sample of 25 PhD students in the Netherlands, in order to recommend adequate talent management strategies to improve PhD work conditions at universities and reduce the increasing levels of ill-being. The study proposes a collegial model, focussing on the enjoyment of work, instead of the current managerial model, which focusses on strengthening knowledge and skills, and stimulating performance-oriented behaviour. A differentiated approach is needed, offering customized talent development for each PhD student in order to respond to his or her specific qualities, improving general well-being. This radical shift in talent management is needed to counter the mental health crisis in doctoral studies.