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In the ever-changing circumstances, library professionals need to maintain their competencies in line with the new trends. Continuing professional development (CPD) is a mechanism out of these; social media (SM) is a major channel usually used by the professionals for CPD, more specifically the video conferencing mediums such as YouTube, Skype, Zoom and Google meet. These outreach mediums can be used by library professionals to communicate with each other irrespective of their location. This study aims to highlight the effective use of such channels by library professionals to meet the needs of CPD through a systematic review of prior studies.

The initial search was carried out in Library, Information Science and Technology Abstracts (LISTA) (n = 94), Google Scholar (n = 20), Search on hand (n = 13), Scopus (n = 1) and Web of Science (n = 0). The keywords combinations were used as a formula, i.e. [(Information professional) (Librarians) + CPD + Continuing Professional Development + Youtube + Skype + Zoom + Google meet + Video conferencing]. This search produced a cumulative of 128 results out of the five main databases and hand searches. Moreover, for the purpose of screening and identification of paper, the preferred-reporting of items for systematic reviews and meta-analyses statement was used.

The review findings show that the adoption of these channels for CPD purposes has a significant potential to hone up the skills of the professionals who are well proficient in using modern technologies. The results mentioned YouTube as a leading channel of SM used for CPD, followed by Skype. This review further provided practical implications for the information professionals and suggestions for future research.

This study will not only increase the body of knowledge but also attract the researchers to know about the current scenario that how much library professionals are using SM channels for their continuing professional development as well as assists the stakeholders to devise their policies accordingly.

This article highlights the dynamic and evolving nature of libraries and the role of librarians within the changing landscape. It discusses how libraries have traditionally operated and how they have been impacted by 4IR and external factors such as the COVID-19 pandemic.

The study employed a mixed methods research approach, combining an online questionnaire to derive quantitative data and interviews to provide qualitative data. The follow-up interviews provided a comprehensive understanding of how academic librarians at the DUT library use Continuing Professional Development (CPD) to adapt to the evolving environment.

This paper reports that there was consensus that CPD empowers the librarians to adapt seamlessly to the dynamic library landscape. It equips them with the knowledge and skills to stay updated on the latest trends, technologies and best practices in their field.

The findings carry implications for the planning and executing of ongoing CPD programmes and activities across all academic libraries.

This study provides an insight into the results of the importance of CPD for librarians within a developing country in southern Africa.

Continuous professional development (CPD) plays a crucial role in the library workplace by equipping library and information science (LIS) professionals with the skills and technical knowledge to bridge the theory-praxis gap, assuring that library practitioners and their organisations continue to innovate and stay successful and tailored to the requirement of their users. The aim of the study was to investigate the channels of CPD for LIS professionals working in the university libraries of Northern India. Also, it explored the motivations and barriers related to the LIS professionals’ CPD.

The study adopted a quantitative research design followed by the survey research method. The study population included LIS professionals working in the university libraries of Northern India. Data was gathered from 177 respondents via the census sampling method.

LIS professionals engaged in CPD activities through multiple channels. Intrinsic factors primarily governed the motivation for CPD. Similarly, time and finance were significant challenges for LIS CPD. Lastly, most libraries were headed by in-charge librarians (non-professionals). De-professionalisation, or the deliberate de-skilling of professional roles, threatens the basis upon which librarians establish their credibility as professionals.

To the best of the authors’ knowledge, the study is the first of its kind from the perspective of a developing country, adding to the CPD literature in academic libraries.

Teachers in the initial stages of their career need support. The quality of their development will depend strongly on the kind of support that is given to them during induction. In this chapter, the author explains how the induction years need to be seen as a distinctive part of the teacher education continuum, building on initial teacher education (ITE) and feeding into continuing professional development (CPD). The University of Malta's Faculty of Education proposed national strategy for induction of newly qualified teachers (NQTs) stresses the need for an effective design of induction programs in terms of the type of activities, the involvement of teacher education institutions and the role of the mentor – all of which can vary, depending on the learning needs of the NQT involved. Such programs will ensure that the support provided creates opportunities to relate back to initial teacher education and to prepare teachers for career-long continuing professional development. The aim of this discussion is to evaluate the current state of professional opportunities available for beginning teachers in Malta, and to discuss an effective approach which facilitates experienced teachers to build their capacities to play a key role, through mentoring, in their new colleagues' professional learning journey.

Toward the construction of a new paradigm in teacher education in a globalized and digitalized society where it is intended to value knowledge and teacher professional development sustained by collaboration and cooperation, training policies and models based on technology-enhanced active learning will be required. This chapter aims to analyze the dimensions that can affect these training models within a new educational paradigm, at the level of professional development and increase of technological skills, collaborative processes for the creation of communities of practice, and promotion of active learning that contribute to innovative hybrid environments and transformative learning. In the Covid-19 post-pandemic, it is crucial to study and mobilize the experiences developed in the educational field exploring how these can be harnessed to build this new educational paradigm. This work aims to contribute with a reasoned reflection and insights concerning learning models and methodologies in teacher education that contribute to transformative active learning. Focusing on the link between preservice and in-service teacher education, the interrelation among teacher education and evaluation, and the construction of innovative technology-enhanced learning environments, for instance through the active training model.

The purpose of this study is to examine the continuance intentions of working professionals to pursue e-learning courses as a path for career advancement. The primary objective of this study is to ascertain the predictors of continued intentions of working professionals to pursue e-learning courses and examine if this is a trend in career development.

Perceived usefulness of e-learning, motivation and satisfaction are independent variables which are examined using a regression model as potential determinants of continued intentions to use various e-learning platforms. Data from 240 working professionals in different sectors was collected. In addition, satisfaction, motivation and perceived usefulness among the male and female respondents are compared using ANOVA.

The findings showed that motivation, satisfaction and perceived usefulness of e-learning are significant predictors and have a strong influence on the continued intentions of working professionals to pursue e-learning courses. In addition, the results showed that motivation levels while pursuing e-learning and satisfaction derived from them were higher for female professionals.

This study identifies the antecedents of the continued intentions of working professionals to pursue e-learning courses on the path of career advancement. The outcome of the study can be used by educators and e-content creators to make e-learning more engaging. Corporates can also use the results of this study to identify initiatives that can encourage the pursuit of e-learning.

This study provides an important insight exploring the antecedents of continued intentions of working professionals to pursue e-learning courses as a path of career advancement. The research contributes significantly to the understanding thought process of working professionals towards their careers.

The purpose of this study is to identify the impact of online learning on university librarians’ professional development and library services.

A mixed-methods study through an explanatory research design was applied to address the study’s objectives. Quantitative data were gathered from 341 librarians working in 221 universities, while qualitative data were gathered from 27 experts working in 21 different universities of Pakistan.

The findings of the study revealed that online learning has a significant positive impact on the professional development of university librarians. Results revealed that online learning assists in the provision of sustainable, innovative library services in university libraries.

The study has offered a model in light of the study's quantitative and qualitative findings. It contributes to theoretical understanding by expanding the existing knowledge base. It offers managerial insights, enabling the development of policies that foster the professional development of library personnel and the implementation of smart library services.

This chapter is contributed by InFo-TED, the International Forum for Teacher Educator Development. This newly established community brings together people from across the world to exchange research, policy, and practice related to teacher educators' professional learning and development. We define teacher educators broadly as those who are professionally involved and engaged in the initial and ongoing education of teachers. Our contention is that while there is general agreement about the important role played by teacher educators, their professional education is understudied and undersupported. Here, we elaborate the rationale for this initiative, delineate our conceptual framework, and provide examples of steps taken in Belgium, Ireland, and Norway to develop the professional identities and knowledge bases of those who educate and support teachers, and conclude with implications for a scholarly study agenda having to do with research, policy, and practice relating to teacher educators' professional development.

Motivation of the employees is extensively considered as an antidote for the overall success of the organizations. This study primarily aims to investigate the impact of motivation on the job performance of university librarians in Pakistan.

Quantitative research design followed by a survey method under an extended theory of motivation was applied. Data were collected from 123 professional librarians of 79 university libraries in Punjab province, Pakistan. The study tested hypotheses having used regression statistical test through Statistical Package for Social Sciences Software (Version 26).

Results of the study revealed that motivation (intrinsic and extrinsic), the expectation of benefits, satisfaction of meta needs and challenging situations have a strong positive impact on the optimum job performance of university librarians.

This research has theoretical implications for the researchers and practical insights for human resource managers to get maximum outcomes for organizational development. The results of the study may be generalized to the university libraries of other countries having similar socio-economic and cultural situations.

This study developed a framework based upon empirically tested hypotheses that might be used as drivers for different motivation practices to augment employees’ commitment to the organizations.

This study aimed to examine the influence of four factors (intellectual, instrumental, self-actualizing and CPD cultural factors) on teachers' engagement in continuing professional development (CPD), specifically in the context of three lesson study activities: teaching research team activity, teaching research group activity and research lesson study activity in Chinese school settings.

A mixed-methods design was employed to examine the perceived effects of these factors on the engagement levels of 33 primary school teachers who participated in lesson study activities. The research used a questionnaire survey and semi-structured interviews as data collection instruments.

The results indicated that participants demonstrated higher levels of engagement in research lesson study and teaching research group, whereas their engagement in teaching research team was comparatively lower. Intellectual and CPD cultural factors emerged as the strongest predictors of engagement in all the activities. Self-actualizing factors highly influenced teachers' engagement in research lesson study. Instrumental factors mainly affected novice teachers and some mentors in the teaching research group, but not others.

This study addresses a gap in the existing literature by investigating factors influencing teachers' engagement in lesson study professional development. The observed variation in teachers' engagement behaviors and attitudes provides policy makers and school leaders with a deeper understanding of the underlying mechanisms and effects of these engagement factors on teachers' professional development.