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The purpose of this study is to investigate barriers to the adoption of digital technologies (DTs) in the circular economy (CE) transition in the construction industry. The aim is to quantitatively investigate what the barriers to DTs-driven CE are in the Nigerian construction industry.

A review of existing literature identified 32 barriers to DTs-led CE. A well-structured quantitative research questionnaire was developed and administered to construction experts using a convenient sampling technique via hand delivery and Google form. The gathered data were analysed using arrays of both descriptive and inferential statistical methods.

The study revealed that the awareness of the digitalisation of CE is high, but the adoption is low. Five themes of the leading 10 factors responsible for the low adoption of DTs in CE transition in the Nigerian construction industry are (1) finance and demand barrier, (2) data management and information vulnerability, (3) skills shortage and infrastructure challenge, (4) poor government and management support and (5) interoperability and resistance problems.

This study could be helpful to decision-makers and policy formulators, which would provide an avenue for higher adoption of DTs in CE transition in the construction industry, better performance and environmental protection. It also provides a foundation for further research efforts in Nigeria and other developing countries of Africa and beyond.

Studies on the barriers to DT adoption in CE transition are still growing, and this is even non-existent in the Nigerian construction context. This offers a unique insight and original findings by pioneering the identification and assessment of barriers to the digitalisation of CE transition in Nigeria’s construction industry.

This paper aims to document international evidence of the impact of a board-level governance bundle [size, independence, CEO duality, gender diversity and sustainability committee (SC)] on sustainability reporting (SR) and, separately, on its three dimensions (economic, environmental and social).

The sample includes 370 listed firms from 50 countries. A GRI standards-based disclosure index was constructed to quantify SR across various reporting media.

The baseline findings show that SC positively affects SR and its three dimensions. Board size also has a significant and positive impact on SR and two of its dimensions (economic and social). Similarly, board independence and CEO duality have a significant but negative association with SR and the same two dimensions. Finally, board gender diversity has no significant impact on SR and all its three dimensions.

The findings that only SC significantly influences SR, and its three dimensions, have important implications for corporate governance reforms internationally to improve SR in countries where such committees are not yet part of the board of directors’ sub-committees.

Overall, this study contributes to board characteristics–SR literature and holds significant theoretical and practical implications.

About 70% of all aircraft accidents are caused by human–machine interaction, thus identifying and quantifying performance shaping factors is a significant challenge in the study of human reliability. An information flow field model of human–machine interaction is put forward to help better pinpoint the factors influencing performance and to make up for the lack of a model of information flow and feedback processes in the aircraft cockpit. To enhance the efficacy of the human–machine interaction, this paper aims to examine the important coupling factors in the system using the findings of the simulation.

The performance-shaping factors were retrieved from the model, which was created to thoroughly describe the information flow. The coupling degree between the performance shaping factors was calculated, and simulation and sensitivity analysis are based on system dynamics.

The results show that the efficacy of human–computer interaction is significantly influenced by individual important factors and coupling factors. To decrease the frequency of accidents after seven hours, attention should be paid to these factors.

The novelty of this work lies in proposing a theoretical model of cockpit information flow and using system dynamics to analyse the effect of the factors in the human–machine loop on human–machine efficacy.

The need to enhance student support is evident in higher education (HE) curricula. In addition to the complications created by the COVID-19 pandemic, the current strategies used in academia are criticised for their lack of appropriate student support in HE. The study focused on the themes under Section 4 of the National Student Survey (NSS): availability to contact tutors, receiving good advice and guidance and availability of good advice. The study aimed to provide recommendations for enhancing academic support by developing drivers that need implementation during course delivery.

A documental analysis and a qualitative survey were adopted for this study. A documental analysis of 334 mid-module reviews (MMRs) from levels three to six students in the built environment (BE) discipline. Critical themes identified from the MMRs were fed forward in developing a questionnaire for academics. A sample of 23 academics, including a Head of school, a Principal lecturer, Subject leads and Lecturers, participated in the questionnaire survey. Content analysis is adopted through questionnaire data to develop drivers to enhance academic support in BE. These drivers are then modelled by interpretive structural modelling (ISM) to identify their correlation to NSS Section 4 themes. A level partition analysis establishes how influential they are in enhancing academic support.

The study identified nine drivers, where two drivers were categorised as fundamental, two as significant, four as important, and one insignificant in enhancing academic support in HE. Module leaders’/tutors’ improving awareness and detailing how academic support is provided were identified as fundamental. Differentiating roles in giving advice and the importance of one-to-one meetings were identified as significant. A level partitioning diagram was developed from the nine drivers to illustrate how these drivers need to be implemented to promote the best practices in academic support in HE.

The identified drivers and their categories can be used to set prioritised guidelines for academics and other educational institutions to improve students’ overall satisfaction.

Novelty from the study will be the developed drivers and the level partitioning diagram to assist academics and academic institutions in successfully integrating academic support into HE curricula.

Senior Indigenous leadership positions across the Australian higher education sector has increased over the past decade. Despite this advancement, there is limited understanding in terms of how to best integrate Indigenous leadership into existing governance structures of Australian universities. In 2018 the Walan Mayiny: Indigenous Leadership in Higher Education project commenced, aimed at establishing a model of best practice for the inclusivity of Indigenous leadership in higher education governance structures. This article presents key findings from the project, namely, a model of senior Indigenous leadership within the Australian universities based on the perceptions of a group of Indigenous academics.

Through qualitative semi-structured interviews with Indigenous academic staff, the perceived value, characteristics and challenges of senior Indigenous leadership were examined. The varying opinions held by Indigenous academics in relation to the qualifications and experience required to fulfil a senior Indigenous leadership position were also highlighted. In doing so, a model of senior Indigenous leadership within the Australian higher education system is presented. The model of best practice presented in this article is underpinned by Indigenous Institutional Theory (Coates et al., 2022), a theoretical framework developed from the Walan Mayiny study.

The research findings highlight the diverse opinions of Indigenous academics in relation to the qualifications and experience required to fulfil a senior Indigenous leadership position. The six essential components are built upon the core characteristics, values and behaviours that senior Indigenous leaders need to have according to Indigenous academics, in order to advance Indigenous success within the academy.

Given Australian universities are being called upon to ensure that senior Indigenous leaders are in the best position possible to forge institutional change, senior Indigenous leaders within the academy may find the contextual Indigenous leadership model beneficial. The model allows one to uphold cultural integrity and fulfil the responsibilities and obligations of their higher education institution, while being able to serve their Indigenous colleagues and communities, leading to the advancement of Indigenous higher education outcomes. Importantly, the model can be adapted to suit all First Nations Peoples globally, who also find themselves working within the shackles of Western institutions.

Designing and developing responsible business practices can create various tensions for service organizations. The purpose of this research is to develop a deeper understanding of the relationship between customer engagement (CE) and responsible business practices (e.g. environmental, social and/or governance [ESG], corporate social responsibility [CSR] and diversity, equity, and inclusion [DEI]) and explore customer engagement tensions that service organizations may face.

This research develops a list of CE-related responsible business practice tensions and empirically explores their relevance through in-depth interviews with nine ESG professionals.

This paper makes three important contributions. First, we find support for nine distinct but related tensions with implications for CE that organizations must navigate when pursuing responsible business practices. Second, interview participants provide some suggestions for tackling these tensions, which we support with relevant theories. Finally, we develop a conceptual framework that may stimulate future service research and inform the implementation of ESG strategies.

To the best of the authors’ knowledge, this research is the first to conceptualize and empirically explore the tensions that emerge between responsible business practices and CE. The authors develop a novel analysis of the CE-related tensions that emerge when pursuing an ESG strategy.

The findings are based on a small sample of ESG professionals. Future research may take a quantitative approach to further evaluate the role that these tensions play in engaging customers.

This research provides a conceptual framework that may guide ESG professionals in understanding, framing and navigating CE-related tensions when pursuing responsible business practices.

A social benefit may be found when service organizations are better able to successfully navigate CE-related tensions when pursuing responsible business practices.

This study aims to focus on key approaches to education for sustainability (EfS) leadership development in the context of Malaysian and Japanese universities. The authors identify key indicators of effective EfS leadership development approaches using both descriptive and inferential analyses, identify and compare the preferred leadership learning methods of academics and examine the impact of marital status, country of residence and administrative position on the three EfS leadership development approaches.

The study is quantitative in approach and survey in design. Data were collected from 664 academics and analysed using the efficient partial least squares (PLSe2) methodology. To provide higher education researchers with more analytical insights, the authors re-estimated the models based on the maximum likelihood methodology and compared the results across the two methods.

The inferential results underscored the significance of four EfS leadership learning methods, namely, “Involvement in professional leadership groups or associations, including those concerned with EfS”, “Being involved in a formal mentoring/coaching program”, “Completing formal leadership programs provided by my institution” and “Participating in higher education leadership seminars”. Additionally, the authors noted a significant impact of country of residence on the three approaches to EfS leadership development. Furthermore, although marital status emerged as a predictor for self-managed learning and formal leadership development (with little practical relevance), administrative position did not exhibit any influence on the three approaches.

In addition to the theoretical and methodological implications drawn from the findings, the authors emphasize a number of practical implications, namely, exploring the applicability of the results to other East Asian countries, the adaptation of current higher education leadership development programmes focused on the key challenges faced by successful leaders in similar roles, and the consideration of a range of independent variables including marital status, administrative position and country of residence in the formulation of policies related to EfS leadership development.

This study represents an inaugural international comparative analysis that specifically examines EfS leadership learning methods. The investigation uses the research approach and conceptual framework used in the international Turnaround Leadership for Sustainability in Higher Education initiative and uses the PLSe2 methodology to inferentially pinpoint key learning methods and test the formulated hypotheses.

This study aims to identify the interfaces between Industry 4.0 (I4.0) technologies and circular supply chains (CSC) in Brazilian foodtechs, focusing on key stakeholders’ perspectives to understand the efficiency and sustainability impacts of these integrations.

Using a qualitative exploratory research design, the study analyzes eight Brazilian foodtechs through interviews and content analysis. It identifies CSC practices and examines the adherence of I4.0 technologies within these enterprises, assessing stakeholder engagement and the implications for CSC optimization.

Fifteen CSC practices were identified across the foodtechs, with notable integration of three distinct I4.0 technologies. The findings suggest that while I4.0 technologies enhance efficiency in CSC, their adoption is in early stages. Stakeholder engagement emerges as a crucial element for optimizing CSC in the context of Brazilian foodtechs.

This study contributes to the academic discussion on the synergy between I4.0 and circular economy (CE) models, providing empirical evidence of their application in the foodtech sector and highlighting the role of stakeholders in facilitating these integrations.

The findings suggest that stakeholder engagement in circular practices is vital for both supply chain and organizational levels, with potential benefits including improved efficiency and sustainability outcomes. The research also underscores the need for public sector support, including regulatory frameworks and incentives for adopting I4.0 technologies.

By demonstrating how I4.0 technologies can support CE practices in foodtechs, the study highlights the potential for these integrations to contribute to more sustainable and efficient food systems, addressing environmental concerns and promoting social well-being.

This study addresses a gap in the literature by exploring the interface between I4.0 technologies and CSC in the emerging context of Brazilian foodtechs, offering insights into the practical and societal benefits of these integrations.

The library and information science profession finds itself grappling with substantial difficulties and hurdles when addressing the trustworthiness and accuracy of information disseminated through social media platforms. This study aims to highlight the educational authority of librarians and propose a framework for librarians to establish their identity, understand the meaning behind their practice and integrate their expertise through knowledge practices, ensuring their relevance and effectiveness in the social media environment.

This study delves into a conceptual framework rooted in philosophical inquiry, seeking to establish a harmonious connection between interrelated concepts of civic roles, professional identity and knowledge practices. It draws upon both original research findings and a review of existing literature in the field.

Civic responsibilities reflect the professional identities of librarians. Evidence of knowledge practices collected from scientific literature emerged to be the important characterization of how librarians uphold their image as educational authorities. It describes the meaning of civic roles and professional practice.

The study sheds light on how librarians maintain their reputation as educators and the knowledge practices that underpin their civic responsibilities amidst the pervasiveness of information disorders.

The framework presented in the study offers a timely and relevant contribution to the complex realm of social media information disorders, a challenge that librarians grapple with regularly. It highlights the emerging role of librarians in society to assert their identity and recognize their civic responsibility in addressing this pressing issue that society faces.

This study aims to investigate the influence of ChatGPT, an AI-based chatbot, on the digital learning experience of students at Mzumbe University.

This study adopted a qualitative research design to gather in-depth insights from participants. Semi-structured interviews and an analysis of previous chat content were used as primary sources of data. Thematic analysis was used to analyze the qualitative data, allowing for the exploration of participants’ perspectives, experiences and opinions regarding the integration of ChatGPT into the learning process.

The results of the study demonstrated that ChatGPT is widely used in educational contexts and has a positive influence on students’ study habits, academic performance, and understanding of course material. Students appreciated the system’s simplicity, tailored instructions, and the promptness and accuracy of the responses. Despite the possibility of isolated mistakes.

It is important to recognize the limitations of this study. First, the sample size was small, limiting the broad application of the results. Second, this study’s narrow emphasis on students at Mzumbe University limits its applicability in other situations. Furthermore, depending on self-reported experiences, biases, such as individual interpretation or recollection bias, can occur.

Educators can maximize ChatGPT in the classroom by using study insights. Its advantages, such as effectiveness and enhanced performance, highlight the possibility for student-centered learning. Practitioners are guided by their awareness of problems, such as probable errors. Constant updates guarantee ChatGPT’s applicability and provide educators with useful advice.

Peer impact is highlighted in this study concerning social factors on the adoption of AI in education. Resolving issues preserves public confidence. Views influence public opinion and direct policymakers in discussions about safe AI use. It influences public attitudes while navigating the ethical integration of AI.

This study offers insightful information about the impact of ChatGPT on digital learning in Tanzania’s higher education. It makes innovative research contributions that enhance educational practices and emphasizes the advantages, difficulties and demands of responsible usage in the context of AI-based chatbots.