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This paper is aimed at describing and analysing what school organisers express when they network to expand the access and application of digital technologies in educational systems. Digital technologies develop rapidly in society, creating challenges and opportunities in people’s lives. Schools have an important task: to prepare young people for a future permeated by digital technology.

Participant observations and semi-structured interviews were used to describe and analyse how school organisers describe digitalisation work in the educational system.

The findings show that school organisers describe digital competence and providing support to schools as being important for expanding the access and application of digital technologies in the educational system. They also talk about equality connected to digitalisation work, changes in organisations, the importance of a holistic perspective, and a gold thread. They furthermore explain that networks, a sharing culture, good relations, and good communication enable digitalisation work. In addition, they point out that the lack of time, attitudes towards digital technologies, the lack of digital competence, and resistance to change are some of the constraints for digital technologies in the educational system.

School organisers need to implement digitalisation policies, which can be problematic because they work strategically to support operational activities.

This paper contributes knowledge about school organisers’ work to expand the access and application of digital technologies in the educational system.

The present study investigates the impact of digital entrepreneurial education and training and its impact on the digital entrepreneurial intention (EI) through the mediating character of entrepreneurial competence.

A total of 391 survey responses were collected from employees using convenient and snowball sampling methods.

Digital entrepreneurial education and training showed a positive influence on entrepreneurial competence and EI, with entrepreneurial competence mediating the relationship between digital entrepreneurial education and training practices and EI.

This study is intended to assist the development of digital entrepreneurs. The implications of this study are also useful for governments, entrepreneurs, venture capitalists, angel investors and various international development institutions.

The novelty of this study relates to exploring the relationship between digital entrepreneurial education and training, entrepreneurial competence and digital EI.

This study aimed to acquire a comprehensive understanding of the digital literacy skills possessed by first-year students and how they impact students' participation in online classes.

This research was conducted using a quantitative method to investigate first-year students' digital literacy and its effect on their interaction in online learning. Nine hundred and two students from 19 online English writing classes were invited to complete an online survey questionnaire. The sampling approach was conducted by a nonrandom method. Prior to the data collection, the instrument was reviewed by researchers and peers with quantitative and Indonesian language backgrounds. The procedure was conducted to ensure that the instrument covered the objective of the research.

The results showed that students digital literacy in the first semester, in general, is still in the low category. The average score for each competency area still varies. The average score on information and data literacy competence was low. The average score for communication and collaboration competence was in the medium category. The average score for the digital content creation competence area is low.

The authors suggest that educational institutions should consider organizing primary student digital literacy training or optimizing the lecture process to improve students' digital literacy and further research could usefully explore how information and communication technology (ICT) skills affect student performance.

The study reveals the importance of digital literacy of students for online teaching learning. In order to achieve quality teaching in online methods, the digital literacy is a must for students. The study highlights the limitations of the study and indicates the necessity for further research in this area. The findings have immense implications for practice in a distance learning university, where online teaching learning has become a new normal post-Covid-19.

The authors present new findings on the digital literacy of first-year students and their effect on their interaction in online learning. The authors also make connections between digital literacy and student engagement in online classes, which is a significant contribution to the field. This paper also provides a comprehensive review of the literature on digital literacy and e-learning, which adds to the scholarship in the field.

This paper aims to critically examine the accounting and information systems literature to understand the changes that are occurring in the management accounting profession. The changes the authors are interested in are linked to technology-driven innovations in managerial decision-making and in organizational structures. In addition, the paper highlights research gaps and opportunities for future research.

The authors adopted a grounded theory literature review method (Wolfswinkel et al., 2013) to achieve the study’s aims.

The authors identified four research themes that describe the changes in the management accounting profession due to technology-driven innovations: structured vs unstructured data, human vs algorithm-driven decision-making, delineated vs blurred functional boundaries and hierarchical vs platform-based organizations. The authors also identified tensions mentioned in the literature for each research theme.

Previous studies display a rather narrow focus on the role of digital technologies in accounting work and new competences that management accountants require in the digital era. By contrast, the authors focus on the broader technology-driven shifts in organizational processes and structures, which vastly change how accounting information is collected, processed and analyzed internally to support managerial decision-making. Hence, the paper focuses on how management accountants can adapt and evolve as their organizations transition toward a digital environment.

This paper shows how the interplay between organisational resilience and environmental complexity justifies the existence of differentiated yet successful approaches to digital transformation.

A multi-case method is applied to test our research hypotheses by contrasting the digital transformation of three Italian companies in the valves industry.

Different combinations of technological and organisational tools, hence diversified digital transformations, can be successful, provided that they are supported by a coherent set of resilience factors and allow for the implementation of strategic approaches aligned with the resilience capacity of the firm.

Awareness that resilience capacity shapes digital transformation and the strategies available to engage with external complexity should focus managers to invest in the alignment and the reinforcement of the factors underlying organisational resilience.

Most literature so far focused on the antecedents to digital transformation. In contrast, this paper focuses on the transformation process and highlights how the resilience capacity of the firm affects the unfolding of digital transformation and the emergence of diversified yet successful paths. In addition, in contrast with a dichotomous approach to external complexity this paper shows that digital transformation involves a mix of complexity reduction and complexity absorption strategies.

This paper aims to present the findings from a European study on the digital skills gaps in tourism and hospitality companies.

Mixed methods research was adopted. The sample includes 1,668 respondents (1,404 survey respondents and 264 interviewees) in 5 tourism sectors (accommodation establishments, tour operators and travel agents, food and beverage, visitor attractions and destination management organisations) in 8 European countries (UK, Italy, Ireland, Spain, Hungary, Germany, the Netherlands and Bulgaria).

The most important future digital skills include online marketing and communication skills, social media skills, MS Office skills, operating systems use skills and skills to monitor online reviews. The largest gaps between the current and the future skill levels were identified for artificial intelligence and robotics skills and augmented reality and virtual reality skills, but these skills, together with computer programming skills, were considered also as the least important digital skills. Three clusters were identified on the basis of their reported gaps between the current level and the future needs of digital skills. The country of registration, sector and size shape respondents’ answers regarding the current and future skills levels and the skills gap between them.

The paper discusses the digital skills gap of tourism and hospitality employees and identifies the most important digital skills they would need in the future.

This work aims to offer a better understanding of the inevitable challenges related to the digital transformation in the family-owned low-tech SMEs, examining the role assumed by familiness in this specific context. To this end, it examines the main factors that influence the adoption and implementation of digital technologies in the family-owned low-tech SMEs.

The study uses a multiple case studies approach, by investigating the case of family-owned low-tech SMEs operating in the winery sector and located in the South-Italy area.

Based on the empirical evidence, findings show how familiness influence the digital transformation of family-owned SMEs and highlight three main factors – individual, process and organization – relevant for the introduction and use of digital technologies in the productive and innovative activities of these organizations.

This paper fills the research gap existing in the literature on the family business. Firstly, it focuses on the digital transformation phenomenon and underlines how familiness, within family-owned low-tech SMEs, can differently influence the firm's innovation processes primarly based on the use of digital technologies oriented to enable business improvements. Then, it identifies diverse dimensions that can act as “barriers” or “facilitators” for adopting advanced digital technologies within the organizations here examined.

This study aims to provide an overview of the past two decades of lifelong learning (LLL) policies for enhancing employability and reduce social exclusion in young people of European countries through the development of the so-called LLL key-competences.

Built on a quasi-systematic review, this contribution explores traditional and new methods for promoting the LLL transition, and then employability, in young adults (e.g. apprenticeship, vocational training, e-learning, etc.).

It argues the need to identify all the possible approaches able to support policymakers, as they can differently impact key-competence development.

Finally, based on the consolidated EU policy experience, we propose a strategy of implementation of the LLL programmes that facilitates the institutions’ decision processes for policy-making through the use of decisional support system.

The purpose of this paper is to create a research framework to scrutinize how individuals' digital technology use produces tangible and intangible outcomes in online (digital) and offline realms.

The paper applies the Bourdieusian e-capital perspective to create a theory-based framework. The framework was used to guide a survey design to explore women's “social media-assisted reuse” at the micro-scale in Helsinki, Finland.

The paper argues that a new form of capital emerges when individuals utilize digital technologies in correspondence to their goals to gain added value that would be impossible or significantly more arduous to gain without the digital realm. The survey indicates that the respondents utilize the digital space – set objectives and gain capital-related outcomes – in correspondence to their differing social, economic and cultural positions and related resources in- and outside of the digital realm.

If digital spaces – due to social inequality and underlying power structures – become increasingly stratified, there will be significant impacts on how individuals from differing backgrounds gain accumulated forms of capital through the digital realm. The question is of great importance for battling inequality.

The paper enhances and synthesizes recent discussions on different forms of capital and outcomes of the use of digital technologies and presents a combined “e-capital–digital divide” framework that offers a more complete agenda for investigating the finely nuanced links between the inputs, outputs and outcomes of digital technology use.