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In the digital transformation race, the older generation, called digital immigrants (generation X), encounter various obstacles. This study aims to investigate the e-reading adoption and cross-cultural differences among generation X.

This study collected survey-based data from generation X e-readers in Iraq and Pakistan (Pakistan, N = 235; Iraq, N = 251). Structural equation modeling and multigroup analysis (MGA) were used to arrive at a statistical decision regarding the hypotheses and the study’s primary objectives.

Three hypotheses (H2, H3 and H8) were supported by both data sets. However, there is positive variance based on MGA for two hypotheses (H1 and H3) where the Pakistani sample’s path coefficients are greater than the Iraqi sample’s path coefficients. In contrast, there is negative variance based on MGA for two hypotheses (H7 and H9) where the Iraqi sample’s path coefficients are greater than the Pakistani sample’s path coefficients. Finally, these distinctions are examined, along with a few potential research topics

Although there is a plethora of literature on digital immigrants and technology adoption in general, and specifically on e-reading uptake. Research on e-reading adoption in a global learning context is still lacking. Therefore, this study examines the e-reading behavior of digital immigrants from two developing countries (Iraq and Pakistan) and identifies significant cross-cultural differences in e-reading adoption.

This study explores the differences between digital immigrants (DIs) and digital natives (DNs) in the continuance of routine and innovative information system use.

A quantitative survey was conducted with two different samples comprising 100 DIs and 152 DNs in mandatory information system use contexts. Data were analyzed with structural equation modeling to examine the hypothesized relationships in the research model.

Results revealed differences among digital nativity groups. The effect of confirmation of expectations about system use on satisfaction is stronger for DNs whereas the effect on task–technology fit (TTF) is similar in both digital groups. Interestingly, significant differences between digital nativity groups occur in routine use. For DIs, TTF and habit are significant while for DNs, satisfaction significantly affects routine use. The results show no difference between digital native groups regarding innovative use.

This study extends the concept of digital nativity to routine and innovative system use, contributing to an enhanced understanding about the differences in information systems continuance (ISC) based on digital nativity. It also provides a fine-grained discussion of how to classify digital nativity and its impact in working contexts and extends the IS continuance model by considering two types of IS usage.

The COVID-19 pandemic, in addition to posing challenges, has also created opportunities for greater digital integration than ever. However, the scale and efficacy of digital integration are contingent on the digital competence (DC) of teachers. In the same way, how well teachers learn and teach online may depend on how willing they are to try new ways of digitizing learning or being innovative. This study aimed to ascertain if teachers' digital nativeness, digital addiction and innovative work behavior had an impact on their DC.

The study used a quantitative research method, whereby data were collected from 276 schools, colleges and university teachers. The researchers employed structural equation modeling (SEM) using SmartPLS to analyze the data.

The results illuminate the literature regarding DC and the predictive capability of teachers' digital nativeness, digital addiction and innovative work behavior, which can contribute to paving the way for digitizing teaching and learning in the post-COVID-19 era.

The study has significant implications for meaningful learner engagement by explaining the importance of teachers' digital competencies and how they could be approached conceptually to better understand the factors associated with teachers' DC. The differences in DC between digital natives and digital emigrants remain one of the limitations that future research may address.

The results have policy level and practical implications for organizations to consider the value of young teachers in the integration of digital resources. It is also critical to encourage teachers' innovative behavior in the digitization of teaching by creating a supportive organizational environment.

The study remains valuable in the post-COVID-19 era, where educational institutes are revisiting the prospect of online learning as a parallel to in-person teaching. The results remain innovative and genuine and have not been explored in previous research, in particular in the post-COVID-19 era. The involvement of teachers from schools, colleges and universities makes the results more general, which all of them can equally benefit from.

The smart destination can be defined as a destination that deploys information communications technologies (ICTs) and other technological tools for interactive/participative engagement with prospective visitors. The rationale is to enhance the residents' quality of life as well as the tourists' experiences of the destinations they visit. This chapter discusses about digitization strategies and on marketing superstructures affecting destinations. It advances a conceptual framework through the development of an Attracting, Stay, and Return (ASR) Model that is suitable for smart destinations. It relies on descriptive case studies to conceptualize smart tourism destinations. This contribution reiterates the importance of having a well-designed website that presents appropriate content to entice the prospective travelers' curiosity about destinations. It offers valuable insights and advances new knowledge on smart marketing approaches that are intended to increase the destination management organizations' outreach with tourists at each stage of the ASR Model.

This article examines curatorial practices, both traditional and digital, in the Guizhou Provincial Museum’s ethnic exhibition to assess their effectiveness in representing ethnic minority cultures, fostering learning and inspiring curiosity about ethnic textiles and costumes and associated cultures. It also explores audience expectations concerning digital technology use in future exhibitions.

A mixed-methods approach was employed, where visitor data were collected through questionnaires, together with interviews with expert, museum professionals and ethnic minority textile practitioners. Their expertise proved instrumental in shaping the design of the study and enhancing the overall visitor experience, and thus fostering a deeper appreciation and understanding of ethnic minority cultures.

Visitors were generally satisfied with the exhibition, valuing their educational experience on ethnic textiles and cultures. There is a notable demand for more immersive digital technologies in museum exhibitions. The study underscores the importance of participatory design with stakeholders, especially ethnic minority groups, for genuine and compelling cultural representation.

This study delves into the potentials of digital technologies in the curation of ethnic minority textiles, particularly for enhancing education and cultural communication. Ethnic textiles and costumes provide rich sensory experience, and they carry deep cultural significance, especially during festive occasions. Our findings bridge this gap; they offer insights for museums aiming to deepen the visitor experiences and understanding of ethnic cultures through the use of digital technologies.

This study seeks to explore digital natives' mobile usage behaviors and, in turn, develop an analytic framework that helps articulate the underlying components of mobile addiction syndrome (MAS), its severity levels and mobile usage purposes.

The investigation adopts a survey method and a case study. The results of the former are based on 411 random classroom observations and 205 questionnaire responses, and the insights of the latter are derived from 24 interviews and daily observations.

The findings validate five distinctive signs that constitute MAS and their significant correlations with each of the Big Five personality traits. Classroom observations confirm the prevalence of addiction tendency among digital natives in the research context. Seven levels of MAS and six different mobile usage purposes further manifest themselves from case analysis. There appears to be a sharp contrast between the addicted and non-addicted groups in their mobile purposes and behavioral patterns. Additionally, family relationships seem influential in shaping non-addictive mobile usage behaviors.

Psychological perspectives on MAS may be important but insufficient. Empirical investigation on a global scale, especially with distinctive cross-cultural comparisons, will be highly encouraged. How MAS evolves over time should also serve as future research interests.

Teaching pedagogy of college education might need certain adjustments to intrigue digital natives' learning interests. Future managers might also need to adopt better performance measurements for digital natives who barely separate work from personal matters in their mobile devices.

Parents and healthcare institutions may need to develop response mechanism to tackle this global issue at home and in society. The long-term effects of the COVID-19 pandemic on MAS might also deserve global attention.

The analytic framework developed provides an original mechanism that can be valuable in identifying MAS severity and associated behavioral patterns.

In March 2020 the United Nations published an open brief for the creative community to propose interventions to the unfolding COVID-19 pandemic. However, when faced with unprecedented wicked problems such as these, the rigour of design and creative processes can tested. COVID-19 has demonstrated how important human centred design responses are in understanding the worldviews and ecosystems of users. Ad hoc design responses or design hacks have demonstrated that they have a role to play in how we create our future individual, community and societal ecosystems.

In terms of age friendly design, this pandemic makes us envision what should be, furthermore, how we could create better products and services through technology. For our ageing communities “Cocooning” and other social restriction measures have exposed technological deficiencies for the needs of older people and opens up questions of our future preparedness for a growing ageing society. Now more than ever, designers need to understand the behavioural mind-set of older people in their own ecosystem and understand existing mental models.

In this opinion piece we posit what acts of design hacking can lead us to greater understanding of users mental models and therefore better understanding of technology needs for both older and younger adults. While presenting various examples of how design hacking is conducted by citizens and participants alike, it shows that it offers designers differing perspectives, experiences and inspiration for technology.

This study aims to investigate the development of Mathematics teachers' attitudes towards technology integration through collaborative lesson design activities as part of professional development.

The pre-and post-test for non-equivalent comparison groups quasi-experiment was adopted as the study design where 125 participants were distributed into three groups in Dar es Salaam – Tanzania. Data analysis was done using gain in scores, t-test, split-plot analysis of variance, and eta-squared.

Comparison across groups and between pre-intervention and post-intervention showed that collaborative lesson design activities have more potential to develop Mathematics teachers' attitudes than the isolated implementation of such activities. Relevant recommendations are provided.

The study offers valuable insights for teacher education especially in-service training focussing on effective ways of developing teachers' competencies especially attitudes towards technology integration.

Although lesson design studies are prevalent, majority have investigated the development of teachers' knowledge rather than attitude for integrating technology. Additionally, the study sheds light on attitude as a multidimensional construct thereby providing more insight into the subject.

The study aims to investigate students' attitudes toward using technology for micro-credential programs (MCPs) and their behavioral intention toward using MCPs for learning and enhancing their skills. The study also intends to investigate the moderating influence of labor market conditions (LMC).

A closed-ended questionnaire is employed to collect data from 474 participants through a convenience sample, from the university students in Karachi. Two theoretical frameworks are used in the study: technology acceptance model (TAM) and self-determination theory (SDT). The partial least squares structural equation modeling (PLS-SEM) technique is used to analyze data.

Findings reveal significant and positive relationships between all variables, except controlled motivation (CM) and perceived challenges. Moreover, the moderation results ascertain that the labor market does not moderate the relationship between attitude toward using technology for MCPs and students' behavioral intention toward using MCPs for learning.

The study seeks to understand students' attitudes and behavioral intentions toward using technology for MCPs. Also, the moderating effect of LMC is highlighted in understanding the impact of the attitude to use technology (AT) for MCPs and behavioral intentions in higher educational institutions (HEIs) in Pakistan. The study highlights intuitive practical implications for students of HEIs, universities and digital credential program providers.