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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.

Action research by three teaching teams to build the capacity of teachers, in preparation for the transition from a traditional heritage building to a new innovative learning facility, forms the basis of this chapter. The new building consisting of four storeys with seven innovative learning environments that support a wide range of teaching and learning opportunities challenged the teams to rethink their pedagogy and embark on a new and exciting journey. The story notes the challenges faced and the successes achieved as well as further action research once established within the new learning environments.

The higher education sector plays an important role in a nation’s implementation of pro-environmental regulations. Environmental initiatives should be the focal point of a university's mission, and they are expected to be present in everyday academic life on campus. This study aims to propose the extended model of the theory of planned behavior (TPB) to understand the psychological aspects that may enhance the likelihood of university students engaging in environmentally friendly behavior.

This study used a quantitative approach involving a national sample of university student participants (N = 1,608) from various regions across Indonesia. The battery included extended TPB dimension measures (attitudes, norms, behavior control, environmental concern and habits on pro-environmental behavior intention) that were administered in the Indonesian language.

The structural equation modeling analysis revealed that the proposed extended TPB model met fit model indices and significantly predicted participants’ pro-environmental intentions.

This theoretical model has the potential to assist relevant stakeholders and higher education institutions in the development of evidence-based pro-environmental policies and interventions to promote sustainable student behavior.

This study presents a novel approach to understanding the effect of the extended TPB model on participants’ ecological intentions in the Indonesian university setting. This study was among the first to propose a sustainable behavior intention model based on the TPB theory within the Indonesian context. The current findings challenged the established TPB framework and offered fresh insights into the behavioral-psychological interplay within university environmental contexts.

Amid multiple crises and increasing volatility, sustainable development is a pressing concern. Higher Education for Sustainable Development, especially Responsible Management Education (RME), drives transformative change by fostering new perspectives on work, decision-making and leadership. Conferences serve as pivotal sustainability discussion platforms, yet many remain traditional and lack interactive student engagement. This hinders active involvement and collaborative problem-solving. The Global Goals Design Jam, a dynamic, nontraditional format explored in this study offers an alternative approach. By blending design thinking and playful learning and constructivist learning methods, the Global Goals Design Jam offers a space for collaborative and creative Sustainable Development Goals (SDGs) solutions. At the ninth Responsible Management Education Research Conference (RMERC) in September 2022, students from various universities took part in a Global Goals Design Jam. The current prestudy postulates that participation in a Global Goals Design Jam is primarily associated with positive attributes related to emotions and a sense of coherence. The potential for empowering learners to navigate real-world complexities and contribute to sustainability is highlighted, establishing formats like the Global Goals Design Jam as a valuable addition to educational conferences with a sustainability focus. The results also highlight potentials and limitations of the format and provide insights into further research requirements.

The purpose of this research is to explore the transformative impact of AI-augmented tools on design pedagogy. It aims to understand how artificial intelligence technologies are being integrated into educational settings, particularly in creative design courses, and to assess the potential advancements these tools can bring to the field.

The research adopts a case-study approach, examining three distinct courses within a creative technology curriculum. This methodology involves an in-depth investigation of the role and impact of AI in each course, focusing on how these technologies are incorporated into different creative disciplines such as production design, fine arts, and digital artistry.

The research findings highlight that the integration of AI with creative disciplines is not just a passing trend but signals the onset of a new era in technological empowerment in creative education. This amalgamation is found to potentially redefine the boundaries of creative education, enhancing various aspects of the learning process. However, the study also emphasizes the irreplaceable value of human mentorship in cultivating creativity and advancing analytical thinking.

The limitations of this research might include the scope of the case studies, which are limited to three courses in a specific curriculum. This limitation could affect the generalizability of the findings. The implications of this research are significant for educational institutions, as it suggests the need for a balanced interaction between AI's computational abilities and the intrinsic qualities of human creativity, ensuring that the core essence of artistry is preserved in the age of AI.

The originality of this paper lies in its specific focus on the intersection of AI and creative education, a relatively unexplored area in design pedagogy. The value of this research is in its contribution to understanding how AI can be harmoniously integrated with traditional creative teaching methods. It offers insights for educational institutions preparing for this technological transformation, highlighting the importance of maintaining a balance between technological advancements and humanistic aspects of creative education.

This paper aims to examine the double-edged sword effects of work-related rumination on employees’ innovative performance. Drawing upon Conservation of Resources (COR) theory, this study developed a model to reveal the mechanism through which work-related rumination affects employees’ innovative performance.

Data were collected from a sample of employees and their managers at an information technology services firm in China. A two-wave data collection method with a one-month interval was employed. The analysis was conducted using structural equation modeling on 482 paired manager-subordinate responses.

Our findings highlight the complex interplay between work-related rumination and innovative performance. Specifically, affective rumination was found to detract from employees’ innovative performance, whereas problem-solving pondering had a positive effect. Notably, creative self-efficacy emerged as a key mediator in these relationships. Furthermore, employees’ perceived organizational support moderated the impact of rumination on creative self-efficacy and, consequently, on innovative performance, buffering the negative effects of affective rumination and enhancing the positive effects of problem-solving pondering.

Firstly, it enriches the existing literature on work-related rumination by exploring its nuanced influence on employees’ innovative performance. Secondly, it illuminates the underlying mechanism through which work-related rumination affects innovative performance, mediated by creative self-efficacy. Lastly, it highlights the crucial role of perceived organizational support in moderating these relationships, offering valuable insights for practitioners seeking to foster a more innovative work environment.

Applying critical analysis as the methodological framework for assessing the literature, the review seeks to present a summary and evaluation of the existing body of knowledge. This approach helps to establish the basis for developing forthcoming recommendations.

The articles were selected through a Systematic Literature Review following the PRISMA guidelines, and utilising Scopus, Web of Science, Science Direct, and the Education Resources Information Center database. Field taxonomy is presented based on the outcomes.

Through a critical review, we offer narrative arguments that document the shortcomings in the existing literature by scrutinising study designs and highlighting suboptimal approaches. Finally, we issue a call to action for future research, envisioning its potential to reorient and reconstruct the field while enhancing the quality of future studies. This proactive stance aims to foster the development of more competent and insightful perspectives, theories, and policy recommendations within design thinking in management education and training.

The research in this field holds significant potential for providing valuable practical and policy insights, contingent upon the rigorous and thorough execution of studies.

This article presents a robust critical review of 57 state-of-the-art articles investigating design thinking in the context of management education and training.

This study aims to investigate the potential effect of project-based learning (PBL) in alleviating the negative psychological factors that hinder language learning in an intensive-English course at a private Lebanese university through its meaningful, student-centered, collaborative, and creative pedagogical approach and supporting students in constructing a positive self-identity as an English language learner and user.

The L2 Motivation Self System theory describes the roles of the Ideal L2 Self, the Ought to L2 Self, and the L2 Learning Experience as the three dimensions that trigger L2 motivation, which is an important factor in achieving L2 learning outcomes. This pre- and post-test questionnaire study aims to investigate the impact of designing and implementing project-based learning as a creative pedagogical method on the L2 Learning Experience of tertiary EFL students undertaking an intensive English language course.

The paper found that such a pedagogical approach decreased students’ foreign language anxiety and positively impacted their attitudes toward L2 learning as they actively engaged in their projects in a meaningful, connected, and creative manner. This paper concludes that the adopted innovative pedagogical approach created an L2 language learning experience for EFL students to move closer from their actual self to their potential or imagined Ideal L2 Self as they embraced their creative self, social self, and risk-taking self within the frame of identity negotiation and construction. Findings from this study map to the wider literature on L2 language acquisition and foreign language learning.

This study has theoretical and practical implications. Theoretically, this research contributed to the existing body of literature on L2 education from a nuanced lens that maps students’ motivation, engagement, characteristics, and psychology to their identity as L2 learners to make their learning journeys more rewarding, productive, and connected.

Practically, this study showcases how the implementation of the PBL approach in a creative and aligned manner can positively impact students’ attitudes toward English teaching and learning, making novel reading a more engaging task that prompts students’ creativity, critical thinking, and risk-taking while facilitating the negotiation and construction of their identity as L2 learners and users. Additionally, the implementation of such creative pedagogical approaches prompts on an educational policy level the shift from the traditional ways of English teaching and learning to a more student-centered, engaging and connected state, creating a set of exemplars for EFL and ESL instructors to use to ensure that L2 learners connect to their own experiences and develop a range of transferrable skills while acquiring language capabilities.

This paper concludes that the adopted innovative pedagogical approach served as a channel for EFL students to move closer from their actual self to their potential or imagined Ideal L2 Self as they embraced their creative self, social self, and risk-taking self within the frame of identity negotiation and construction. Findings from this study map to the wider literature on L2 language acquisition and foreign language learning.

In an era of polycrisis, we argue that responsible leaders need to unlearn common thinking patterns imprinted by old (management) paradigms in order to find new solutions to the grand challenges of our time. To be able to overcome the “crisis of the imagination” and spur narratives about more sustainable futures, leaders need to update and restructure their skill sets and invest in developing anticipatory and futures (thinking) skills, as well as futures literacy as a competence. To achieve this on the student level, we also need to rethink business and management education at the university level by challenging the ways we teach, i.e., teaching pedagogics, as well as the content and story we want to tell about the future of management. Thus, with this chapter, we aim to rethink pedagogical methods and tools by introducing educators to potential pathways for equipping students with adequate skills to be able to “use-the-future”. As the process of unlearning is difficult, we argue that we need to venture out of the business discipline and push the barriers of the business and management curriculum so as to be able to further unleash creativity and imagination. To achieve this aim, we propose the integration of methods and approaches from art-related disciplines, such as theater, visual arts, or design, into the business curriculum.

Psychological well-being is a central aspect of mental health, and it can be defined as the presence of enjoyment and fulfillment, as well as resilience. Different factors are critical in the tone and melody of language teachers’ psychological well-being. Cognitive emotion regulation (CER) pertains to the intentional cognitive strategies employed by educators in order to regulate and confront emotionally taxing content.

A quasi-experimental strategy was used in the present experimental analysis. A total of 87 EFL students were split into two groups: one to participate in the experiment and another to serve as a control. The control group of students got regular teaching without any changes or additions to their books.

Path analysis results demonstrated that cognitive emotion regulation and reflective teaching were able to accurately forecast the teachers' psychological well-being at the institution.

The study's results suggest that it is essential for teachers, including language instructors, to undergo training in cognitive emotion regulation and reflective teaching in order to ensure their psychological well-being.

To achieve an optimal level of CER, educators must be equipped with a repertoire of effective strategies to promote the necessary equilibrium. Reflective teaching encompasses the critical analysis of an educator's fundamental convictions about pedagogy and the acquisition of knowledge, as well as the evaluation of their teaching process. To date, no study reflects on the possible connections between these variables in a single study. In light of this, the focus of this study was to discover how reflective teaching and cognitive emotion regulation affect the psychological health of English as a foreign language (EFL) university professors.