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This article aims to present the results of an exploratory pilot study that demonstrates the validity of a self-created implementation methodology to develop the students' level of perceived achievement of the social entrepreneurship competency and explain how this is equally valid in developing the perceived achievement of the complex thinking competency.

Based on a multivariate descriptive statistical analysis, this article offers the results of an educational intervention carried out on a sample group of students from a Mexican university before and after a training program in social entrepreneurship.

The favorable results showed that the proposed methodology is valid for scaling social entrepreneurship and complex thinking competencies and their subcompetencies.

These results are not only academically valuable, as they highlight the need to delve into the relationship between these two competencies, but they also allow us to appreciate the ample opportunities for practical implementation of entrepreneurship programs by universities and other institutions to work directly with social entrepreneurs and seek alternatives to develop skills through devising, proposing and developing social entrepreneurship projects.

The objective of this study is to propose a model for the implementation of a technological platform for participants to develop solutions to problems related to the Fourth Industrial Revolution (4IR) megatrends, and taking advantage of artificial intelligence (AI) to develop their complex thinking through co-creation work.

The development of the model is based on a combination of participatory action research and user-centered design (UCD) methodologies, seeking to ensure that the platform is user-oriented and based on the experiences of the authors. The model itself is structured around the active and transformational learning (ATL) framework.

This study highlights the importance of addressing 4IR megatrends in education to prepare students for a technology-driven world. The proposed model, based on ATL and supported by AI, integrates essential competencies for tackling challenges and generating innovative solutions. The integration of AI into the platform fosters personalized learning, collaboration and reflection and enhances creativity by offering new insights and tools, whereas UCD ensures alignment with user needs and expectations.

This research presents an innovative educational model that combines ATL with AI to foster complex thinking and co-creation of solutions to problems related to 4IR megatrends. Integrating ATL ensures engagement with real-world problems and critical thinking while AI provides personalized content, tutoring, data analysis and creative support. The collaborative platform encourages diverse perspectives and collective intelligence, benefiting other researchers to better conceive learner-centered platforms promoting 21st-century skills and co-creation.

This study aims to unveil the pivotal components and implementation pathways in the digital innovation of smart tourism destinations, while constructing a theoretical framework from a holistic perspective.

The research focuses on 31 significant urban smart tourism destinations in China. Secondary data was collected through manual search supplemented by big data scraping, whereas primary data was obtained from interviews with municipal tourism authorities. Grounded theory was used to theoretically construct the phenomenon of digital innovation in smart tourism destinations.

This research has formulated a data-driven knowledge framework for digital innovation in smart tourism destinations. Core components include digital organizational innovation, smart data platforms, multi-stakeholder digital collaborative ecosystem and smart tourism scenario systems. Destinations can achieve smart tourism scene innovation through closed innovation driven by smart data platforms or open innovation propelled by a multi-stakeholder digital collaborative ecosystem.

Based on insights from digital innovation practices, this study proposes a series of concrete recommendations aimed at assisting Destination Management Organizations in formulating and implementing more effective digital innovation strategies to enhance the sustainable digital competitiveness of destinations.

This study advances smart tourism destination innovation research from localized thinking to systemic thinking; extends digital innovation theory into the realm of smart tourism destination innovation; repositions the significance of knowledge in smart tourism destination innovation; and constructs a comprehensive framework for digital innovation in smart tourism destinations.

本研究致力于揭示智能旅游目的地数字创新中的核心组件及实施路径, 并创建一个整体视角下的理论框架。

研究选定中国31座重要城市型智能旅游目的地为研究对象。通过人工检索结合大数据抓取的方式收集二手资料, 以各市旅游主管部门为访谈对象收集一手资料。运用扎根理论对智能旅游目的地的数字创新现象进行理论构建。

本研究构建了一个数据型知识驱动的智能旅游目的地数字创新框架。其中, 核心组件包括数字组织创新、智慧数据平台、多主体数字协同生态和智慧旅游场景体系。目的地可通过智慧数据平台驱动的内生型创新或多主体数字协同生态推动的开放式创新, 实现智能旅游场景创新。

本研究将智能旅游目的地创新相关研究由局部思考推向系统思考; 将数字创新理论扩展到智能旅游目的地创新的研究中; 重新定位知识在智能旅游目的地创新中的重要地位; 以及构建了一个智能旅游目的地数字创新整体框架。

本研究基于数字创新实践洞察, 提出了一系列具体建议。旨在帮助目的地管理组织更有效地制定和实施数字创新策略, 以增强旅游目的地可持竞争力。

La investigación se centra en 31 destacados destinos turísticos urbanos inteligentes de China. Los datos secundarios se recopilaron mediante una búsqueda manual complementada con técnicas de big data, mientras que los datos primarios se obtuvieron a partir de entrevistas con las autoridades turísticas municipales. Se empleó la teoría fundamentada para construir teóricamente el fenómeno de la innovación digital en los destinos turísticos inteligentes.

Esta investigación tiene como objetivo identificar los componentes esenciales y las rutas de implementación de la innovación digital en destinos turísticos inteligentes, y construir un marco teórico desde una perspectiva holística.

Este estudio ha desarrollado un marco de conocimiento basado en datos para la innovación digital en destinos turísticos inteligentes. Los componentes centrales incluyen la innovación organizativa digital, la plataforma de datos inteligentes, el ecosistema digital colaborativo de múltiples actores y el sistema de escenarios turísticos inteligentes. Además, tanto la innovación endógena impulsada por la plataforma de datos inteligentes como la innovación abierta impulsada por el ecosistema digital colaborativo de múltiples actores contribuyen a la innovación por escenarios en destinos turísticos inteligentes.

A partir de las prácticas de innovación digital, este estudio ofrece una serie de recomendaciones dirigidas a las Organizaciones de Gestión de Destinos (DMOs) para la formulación e implementación de estrategias de innovación digital de manera más efectiva, y mejorar la competitividad digital sostenible de los destinos turísticos.

Este estudio avanza la investigación sobre innovación en destinos turísticos inteligentes desde el pensamiento localizado hasta el pensamiento sistémico; extiende la teoría de la innovación digital al ámbito de la innovación en destinos turísticos inteligentes; reposiciona la importancia del conocimiento en la innovación de destinos turísticos inteligentes; y construye un marco integral para la innovación digital en destinos turísticos inteligentes.

The increasing adoption of informatization in the architecture, engineering, and construction (AEC) industries has raised the competency requirements for AEC practitioners. However, existing research primarily focuses on the integration of emerging technologies in AEC education programs, with little attention to the development of informatization-related competencies. Therefore, this paper aims to explore the competency requirements in the information age of the AEC industry.

Taking a policy perspective, this study investigates the competency requirements within the context of AEC industry informatization. By employing a competency-based theoretical framework, content analysis is conducted on China's policy document, the Outline of the Development of Informatization in the Construction Industry.

The study identifies crucial emerging technologies in the AEC industry, such as building information modeling (BIM), Big Data, Internet of things, networking, and cloud computing, along with their application scenarios. It considers various market players, including survey and design institutes, construction companies, and general contracting enterprises. Comparative analysis reveals the technology application patterns of these market players, shedding light on their preferences and perspectives. Based on these findings, the study proposes recommendations for competency requirements in the AEC industry.

This study extends the competency-based theory to AEC education from a macro perspective. The findings enhance understanding of informatization by providing insights into the related technologies, their applications, and the market players utilizing them. Moreover, the study's results have significant implications for AEC education, particularly in the design of curriculum systems for emerging technology-related fields.

This bibliometric mapping study aimed to provide comprehensive insights into the global research landscape of cybernetics. Utilizing the biblioshiny function in R Studio, we conducted an analysis spanning 1958 to 2023, sourcing data from Scopus. This research focuses on key terms such as cybernetics, cybernetics systems, complex adaptive systems, viable system models (VSM), agent-based modeling, feedback loops and complexity systems.

The analysis leveraged R Studio’s biblioshiny function to perform bibliometric mapping. Keyword searches were conducted within titles, abstracts and keywords, targeting terms central to cybernetics. The timespan, 1958–2023, provides a comprehensive overview of the evolution of cybernetics-related literature. The data were extracted from Scopus to ensure a robust and widely recognized source.

The results revealed a rich and interconnected global research network in cybernetics. The word cloud analysis highlights prominent terms such as “agent-based modeling,” “complex adaptive systems,” “feedback loop,” “viable system model” and “cybernetics.” Notably, the journal Kybernetes has emerged as a focal point, with significant citations, solidifying its position as a key source within the cybernetics research domain. The bibliometric map provides visual clarity regarding the relationships between various concepts and their evolution over time.

This study contributes original insights by employing advanced bibliometric techniques in R Studio to map the cybernetics research landscape. The comprehensive analysis sheds light on the evolution of key concepts and the global collaborative networks shaping cybernetics research. The identification of influential sources, such as Kybernetes, adds value to researchers seeking to navigate and contribute to the dynamic field of cybernetics. Furthermore, this study highlights that cybernetics not only provides a useful framework for understanding and managing major economic shocks but also offers perspectives for understanding phenomena in various fields such as economics, medicine, environmental sciences and climate change.

The challenges facing 21st-century society are becoming increasingly complex, requiring the development of new citizen competencies. This study aims to validate an educational model focused on developing complex thinking in higher education students. Current educational models lack future-ready competencies, necessitating the emergence of new models to guide future generations toward the common good.

This was an adaptation of the causal-layered analysis (CLA) applied to 415 participants from higher education institutions in Mexico, Panama and Spain. Sessions were designed to present the proposed educational model and explore participants’ perceptions of its significance and contributions to future education.

Key findings include the following: participants perceived complexity as difficult and challenging; causes of problems were linked to outdated educational models requiring replacement by those that develop students’ competencies; participants envisioned changes that would develop individuals capable of understanding and transforming society; and participants recognized the model’s transformative potential, offering a novel proposal for 21st-century education.

This research sought to gather opinions from different stakeholders using the CLA methodology, providing a deep understanding of participants’ perspectives on the proposed solution.

Problem-solving, systems thinking and design thinking are disciplines practiced by all human beings and is also innate in other living objects with limited use of symbolic structures. They are necessary to achieve the goals and survive. Interpretation of problem-solving as a change in equilibrium makes it applicable throughout the inanimate world. The aim is to describe the proposed empirical systems theory that integrates problem-solving and systems thinking through design thinking.

A brief historical background describes why comprehensive empirical systems theory has not been attempted before except as a restricted version in engineering systems. The methodology of the general theory follows that of conventional science, but with systemic content. Interference by required mental or physical product/systems changes states which is subject to discussion, creativity, innovation and inspiration accomplished by iteration as necessary.

A problem-solving structure has been created, which is implemented in a methodical way to aid the innate ability of individuals and organisations, and is open to modifications and the use of quantitative methods. Processed natural language allows for implementation at the operational level.

The proposed systems theory is an empirical theory that uses the structural properties of parts of the world. The integration makes “systems” the driver of change of state and offers fundamental concepts. The implementation shown in Figure 2 is methodical and can be applied by individuals and organisations subject to peer review and development. The method clarifies the roles of product/artifact and systems designers.

The purpose of this study is to examine the formation of sustainable development competencies (SDCs) in future primary school teachers during English for specific purposes classes, and to assess the correlation between English proficiency and the development of SDCs, including Collaboration, Strategic thinking, Critical thinking, Modelling sustainable behaviour, Systems thinking and Future thinking.

The research experiment involved the application of content and language integrated learning and facilitation methods in three higher education institutions in Ukraine. The students’ level of English language proficiency was assessed based on the results of the online Cambridge English Language Assessment test, while the level of SDC formation was measured using research methods adapted to the Ukrainian context.

The experiment revealed positive changes in the levels of SDCs and English language proficiency through integrated learning and the application of facilitation methods.

The study established a correlation between the level of English language proficiency and the formation of competencies, such as Collaboration, Strategic thinking, Critical thinking, Modelling sustainable behaviour, Systems thinking and Future thinking, all of which are vital for sustainable development.

Amidst compounding crises and increasing global population’s nutritional needs, food supply chains are called to address the “diet–environment–health” trilemma in a sustainable and resilient manner. However, food system stakeholders are reluctant to act upon established protein sources such as meat to avoid potential public and industry-driven repercussions. To this effect, this study aims to understand the meat supply chain (SC) through systems thinking and propose innovative interventions to break this “cycle of inertia”.

This research uses an interdisciplinary approach to investigate the meat supply network system. Data was gathered through a critical literature synthesis, domain-expert interviews and a focus group engagement to understand the system’s underlying structure and inspire innovative interventions for sustainability.

The analysis revealed that six main sub-systems dictate the “cycle of inertia” in the meat food SC system, namely: (i) cultural, (ii) social, (iii) institutional, (iv) economic, (v) value chain and (vi) environmental. The Internet of Things and innovative strategies help promote sustainability and resilience across all the sub-systems.

The study findings demystify the structure of the meat food SC system and unveil the root causes of the “cycle of inertia” to suggest pertinent, innovative intervention strategies.

This research contributes to the SC management field by capitalising on interdisciplinary scientific evidence to address a food system challenge with significant socioeconomic and environmental implications.

This study aims to analyse the self-perception of future secondary school teachers (FTs) of biology about their education for sustainable development (ESD) competencies and evaluate the competence profile they develop in their educational proposals.

A mixed methodological approach was used to analyse 162 FTs’ ESD action competencies as proposed by UNECE. Firstly, a six-point Likert-type scale questionnaire is used to explore their self-perception of the level of acquisition of these competencies. Then, a rubric is applied to analyse the competence profile when designing educational proposals to address socio-environmental issues related to consumption and waste generation. Besides descriptive analysis, inferential statistics were used to assess the significance of the differences detected between the competencies.

FTs self-perceive a partial acquisition of ESD action competencies, in line with their competence profile. Where they recognise and show significant difficulties is in assessing learning outcomes in terms of changes and achievements. Similarly, their best perception and competence profile is achieved in the approach to contextualised situations in the students’ lives. There are also some discrepancies between their perception and their profile. In particular, FTs regard themselves as very competent in considering different dimensions and perspectives of the issues, but this is precisely where they reveal a lower competence profile.

This study applies a fully replicable rubric for the assessment of teachers’ ESD competencies when designing proposals to address socio-environmental issues. This assessment allows one to approach the sustainability competencies that they will promote in their classrooms.