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The study aims to investigate the effect of the dialogue embedded synectics model of teaching on the creative thinking of students.

The research design of the study was a nonequivalent control group design of quasi experimental research. This study collected data from 80 students in the seventh grade from two different government schools in Bathinda, Punjab, India, which were selected using a random method. The subjects of experimental group were taught by the investigator using the dialogue embedded synectics model of teaching and the subjects of control group were taught by their teacher using the traditional teaching method, i.e. the Herbartian method. The data collections were done using the creative thinking test developed by Baqer Mehdi (1995). The data analysis techniques used t-test.

Key finding indicates that the dialogue embedded synectics model of teaching is effective in enhancing the creative thinking of students as compared to the traditional method.

The present work is unique in terms of development of an innovative pedagogy, i.e. the dialogue embedded synectics model of teaching, which has the potential to encourage students' creative thinking, a key concern for society in the 21st century. Therefore, it is suggested to conduct similar type of studies on this innovative pedagogy and this model of teaching may be used by teachers for enhancing creative thinking of seventh class students.

Digital transformation (DT) has created a number of significant opportunities and related alterations in consumers' behaviours. However, consumers differ in adopting DT. There is still a need to investigate consumer's capabilities and his/her perception of other customers that supports or hinders the DT process. This study aims to investigate human thinking capabilities (critical thinking, holistic thinking and creative thinking) as drivers of two specific types of outcomes: DT barriers and/or DT nurture. In addition, this research also examines the linkage between human capabilities (three types of thinking) and other customers' perception. Finally, it postulates that other customers' perception drives DT barriers and/or DT nurture.

Applying to the public, private and international banking sectors, 273 questionnaires were collected. The collected data was analysed using AMOS as well as the PROCESS macro.

The results showed that human thinking capabilities have different effects on DT barriers and nurture. While critical thinking has a significant effect on DT barriers, both holistic thinking and creative thinking have a significant effect on DT nurture. Other customers' perception construct has a significant effect on both DT barriers and nurture. In addition, only holistic thinking has an effect on other customers' perception.

This study advances knowledge in three ways. Firstly, it examined DT barriers and nurture as variables from the customer's perspective. Secondly, it examined each human thinking capability on DT barriers and nurture, giving more insights. Thirdly, it studied human thinking capabilities as one of the main factors that might affect other customers' perception and DT barriers and nurture, while most previous studies focused only on other customers' perception's impact on DT barriers and nurture.

The study integrated understanding by design-Internet of Things (UbD-IoT) education with design thinking and computational thinking to plan and design an IoT course. Cross-domain application examples were employed to train students in problem-understanding, deep thinking and logical design for IoT applications.

In this study, the UbD model was integrated with design thinking and computational thinking in the planning and design of an IoT course. The examples of cross-domain applications were used to train students to understand a problem by engaging themselves in deep thinking and helping them think and design logically for an IoT application.

The UbD-IoT learning design greatly decreased students' overall cognitive load. UbD-IoT learning has a significant impact on the performance of computational thinking in problem-solving and problem-understanding. The impact of UbD-IoT learning on logical thinking and program learning cognition in students needs to be verified.

The results of this study have shown that the UbD model is effective in reducing the cognitive load of a learning course and also strengthens T-competencies in the lateral skills of computational thinking, critical problem-solving, logical thinking and creative thinking.

The purpose of this paper is to investigate the influence of the external environment on the strategic thinking dimensions in Malaysia and Palestine on the banking sector.

This paper focuses on dynamism and complexity in political and economic external environments. This study uses qualitative methodology through a comparative case study method. Purposive sampling was used to collect data from in-depth semistructured interviews with 33 bank executives from Malaysia and 17 from Palestine.

The findings revealed that the banking sector in both Malaysia and Palestine shared five common strategic thinking dimensions, including vision, creativity, conceptual thinking, futurism and opportunity. However, a sixth dimension, intent-focused, was unique to Palestinian bank executives. This study indicates that Palestine’s financial strategic thinking environment is more dynamic and complex than Malaysia’s. Additionally, the study highlights the significant influence of both microenvironments (such as types of banks) and the macroenvironment (such as political and economic situations). These findings hold important implications for decision-makers in the banking sector of both countries.

As with many studies, this study has some limitations. First, the analysis examines only the turbulent and stable environment in the two countries by using a qualitative approach which enables the analysis of thoughts and actions and exposes the beliefs, perceptions, mental maps and structures of belief in their perceptions (Cavana et al., 2001). As such, the results are limited to a particular time, date and geographical location; thus, opinions and perceptions might be altered due to changes in the external political and economic environment. The second limitation of this work is that the case study might not be appropriate for generalization (Stake, 1978). Finally, the limited number of female participants in Palestine shows a high level of inequality compared to Malaysian participants.

This study explores the implication of uncertain environments at the national level on executives’ cognition and actions, links the micro- and macro-environment of the banking industry to a theoretical perspective and develops a conceptual circular model to show the effect of macro environments on bank performance. The findings offer practical contributions to the current literature, providing insights for executives to navigate a dynamic and complex banking industry.

This study fills the literature gap by exploring how strategic thinking dimensions triggered by macro- and micro-environments impact banking sector performance in Malaysia and Palestine.

The combination of mobile devices and innovative tools offers new possibilities for the development of a community of practice for design makers. Mobile learning has become an essential method that design makers should adopt. The main content of this study is to explore the characteristics of learning behaviors and learning needs of creative design makers' group in forming a community of practice in the era of mobile learning.

This study conducted questionnaire research on the potentially associated or directly associated population of design makers. The process of the study also combined observational and interview studies to compensate for the lack of questionnaire research.

Based on the support of mobile learning technology, design makers share and co-create to achieve individual development and evolution of learning organizations, and produce creative value. Design-maker communities of practice form common communities in the framework of informal organizations to support continuous individual learning. Convergent interests or concerns in making things, real-world contexts based on makerspaces and hands-on practice based on real projects are the basis for forming design-maker communities of practice. A variety of open-source hardware, software and platforms that can support mobile learning are important for the development of design-maker communities of practice. The design-maker community of practice needs group factors, activity development, physical and technical resources, spatial support and institutional norms to enhance learning behaviors and satisfy learning needs.

The discovery and construction of these associated factors can help creative design practitioners form a lasting and virtuous organizational development. This study facilitates the formation of a social network for learning and knowledge sharing among design-maker communities of practice. It enhances the innovation ability and enthusiasm of design makers according to the population characteristics and learning needs of design makers. This study also facilitates the generation of a positive adaptive maker culture and maker spirit within design maker organizations.

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.

Education 4.0 is one of the major transformations in the field of education to improve the quality of teaching and learning processes and prepare students as 21st-century learners. This study aims to examine the effect of Educations 4.0 on creative and collaborative learning of students.

In this correlational research study, a quantitative data collection tool such as a questionnaire is used. This research is conducted on university students (N = 365), and purposive sampling technique is used to achieve the purpose. Statistical Package for Social Sciences (SPSS) version 27.0 is used to analyze the data.

The findings of the study reveal that there is a strong positive relationship between education 4.0 and the two major 21st-century skills, i.e. collaboration and creativity. The value of correlation coefficient value of the variables is 0.597, which indicates positive and strong relationship; hence, null hypothesis is rejected and an alternative hypothesis is accepted.

The results of the current study are beneficial for the school managers to enhance students' two significant 21st-century skills, i.e. “Creativity” and “Collaboration.” Also, the school managers can make efforts to develop teachers' competence to adapt the technological advancements for improving students' creativity and collaboration to benefit their learning.

This is a unique study because there are only a few recent studies that show a connection between Education 4.0 and 21st-century skills. Also, there is no other study that presents the direct association of Education 4.0 and students' creativity and collaboration specifically in the context of Pakistan.

The purpose of this paper is to conduct a critical analysis of the commonly projected visions on the future of built environment, focusing on transformative research. The primary question is will the construction sector be able to make the projected transformative leap even if the history of technology adoption in construction suggests otherwise? And, what role can academic research play?

This paper is based on a reflective research and qualitative review of academic articles, white papers and reported projections for the future of construction. The reflections are based on discussions with colleagues and students, including thought experiments.

There is a general agreement across various sources about the key technical and social drivers for the future of construction. However, these projections seem to be emanating from industry insiders, and more diversity and creativity is needed in exploring alternative possibilities.

The paper should be useful for researchers in assessing their research strategy, especially those aiming to focus on the future of construction and transformative research. The findings of this paper suggest the need for collaboration and explorations with diverse disciplines, including those that may not appear immediately connected to digital construction.

The paper should be useful for individuals and organizations, especially start-ups that are seeking novel opportunities to disrupt the future of construction.

The originality and value of this research lies in a timely critique of the commonly projected trends in the future of digital construction. The use of reflective research and thought experiments emphasizes the need for divergent thinking and creative research methods in construction research.

The purpose of this study was to test the moderating effects of positive thinking (PT) on the relationship between job stress (JS) and turnover intention (TI).

The study was based on a questionnaire distributed among 275 employees at a convenience store business. The validity and reliability of the questionnaire were tested before the data were collected, and hierarchical regression analysis was used to test the moderating effects.

JS had negative effects on employee TI with statistical significance, while PT functioned to moderate the relationship between JS and employee TI with statistical significance.

The moderating effects of PT among employees in the convenience store business were explained clearly. This research supports and expands the broaden-and-build theory in explaining the effects of PT or attitudes to help employees cope with problems and obstacles, create new things and perceive problems as challenges to be overcome.

Managers with an awareness of PT can help employees lower JS, increase organizational commitment and improve employees' PT to reduce the turnover rate.

This study contributes to the literature about organizational behavior and human resource management in dealing with job turnover by clarifying the moderating effects of PT on the relationship between JS and TI.

The purpose of this paper is to analyze theory of inventive problem-solving (TRIZ) in terms of knowledge, skill, workload and affect to understand its effectiveness in enabling designers to achieve their optimized mental performance.

TASKS framework, which aims to capture the causal relations among Task workload, affect, skills, knowledge and mental stress, is adopted as our methodology. The framework supports the analysis of how a methodology influence designer’s affect, skills, knowledge and workload. TRIZ-related publications are assessed using the TASKS framework to identify the barriers and enablers in TRIZ-supported design.

TRIZ has limitations on its logic and tools. Nevertheless, it could create a beneficial impact on mental performance of designers.

This paper provides a theory-driven TRIZ usability analysis based on the materials in the literature following the TASKS framework. The impact of TRIZ, as an enabler or a barrier, has been analyzed in accomplishing a design task.