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Employability is an established research theme in Western literature; however, in developing economies, the concept remains unclear and underresearched. This study addresses this lacuna by exploring how Sri Lankan higher education (HE) administrators conceptualise employability and which capitals they perceive as needing development to achieve employability.

The research utilised semi-structured interviews with an expert panel responsible for leading the development of the employment agenda within Sri Lankan HE. The purposive sample included four Sri Lankan vice chancellors (VCs), representing leadership at 27% of the country’s publicly funded universities and the HE funding commission. The qualitative data collected were thematically analysed to identify how employability was conceptualised and the perceived employability skills and capitals required.

The findings demonstrated that employability was conceptualised as requiring transferable skills and job-specific occupational skills. This view of employability represents a narrow definition with an emphasis on skill development rather than longer-term capability building. The results show the applicability of Bourdieu’s (1986) capitals in the Sri Lankan HE context, with cultural and social capital and proficiency in the English language critical to meeting employability objectives.

This research addresses the shortage of research about the concept and requirements of employability in developing countries. Most employability studies have drawn on samples from students, lecturers and employers, whilst this study considers the phenomenon from the perspectives of strategic administrators in HE who guide the employability agenda in practice. These insights are important in informing policymakers to calibrate a more balanced approach by incorporating employability into the Sri Lankan HE curriculum and sector strategy.

This paper aims to consider the role of social media platforms as educational technologies given growing evidence of harms to democracy, society and individuals, particularly through logics of efficiency, racism, misogyny and surveillance inextricably designed into the architectural and algorithmic bones of social media. The paper aims to uncover downsides and drawbacks of for-profit social media, as well as consider the discriminatory design embedded within its blueprints.

The authors used a method of a technological audit, framed through the lenses of technoskepticism and discriminatory design, to consider the unintended downsides and consequences of Twitter and Instagram.

The authors provide evidence from a variety of sources to demonstrate that Instagram and Twitter’s intersection of technological design, systemic oppression, platform capitalism and algorithmic manipulation cause material harm to marginalized people and youth.

The authors contend that it is a conflict of professional ethics to treat social media as an educational technology that should be used by youth in educational settings. Thus, they suggest that future scholarship focus more on addressing methods of teaching about social media rather than teaching with social media.

The paper concludes with recommendations for educators who might work alongside young people to learn about social media while taking informed social actions for more just technological futures.

This paper fulfills an identified need to challenge the direction of the field of social media and education research. It is of use to education scholars, practitioners and policy makers.

The current study intends to synthesise the prior studies on employability skills among work-ready professionals in higher education through bibliometric and network visualisation tools. This study also identifies the gaps in the existing literature that still need to be filled and maps the course for future investigation.

The current study examined research papers on employability skills among work-ready professionals in higher education to evaluate global patterns and the top authors, institutions, journals, and nations contributing to this field. The authors analysed eight hundred eighty-five papers from the Scopus database between 1982 and 2023 for the study. Open-source bibliometric tools like Biblioshiny were used in the study to examine the body of literature and to spot new directions for future research.

The study’s findings indicate that since 2008, researchers, academics, and policymakers have paid more attention to employability skills among work-ready professionals, and 2019 is the year seeing the highest no. of publications. Across the globe, 2077 authors contributed to the articles, papers, and journals published in the particular domain. Regarding location, the United Kingdom is the world’s most productive nation, with 342 articles produced. Similarly, Australia, India, and Malaysia are the leading nations that have contributed to the field. Both keywords significantly contribute to scientific knowledge.

The gaps in this study will serve as a reference point for researchers conducting future studies in this field. Additionally, the result of this analysis offers a roadmap for higher education to enhance graduate employability by embedding necessary skills into them.

There has not been a bibliometric analysis concerning employability skills among Work-ready professionals in the existing literature; hence, this article is innovative. This study is the first attempt at integrating the concept. The study also gives an overview of potential directions for future research in this discipline.

The purpose of this article is to discover how false information has been received through mobile instant messaging services (MIMS), Facebook and Twitter and what sociodemographic factors have a stronger influence on the perception of the democratic effects generated by the disinformation on the citizens of three countries.

To do this, an online survey (n = 3,019) was developed for citizens of Spain (n = 1,015), Germany (n = 1,001) and the UK (n = 1,003). The sample is stratified according to the gender, age, income and ideology of the respondents.

The results show that the reception of false information is high in all three countries, especially on Facebook. Additionally, we found that the country of origin, genre, age and ideology influence the reception of disinformation in MIMS, but not in the rest of the platforms. Considering disinformation's effects on citizens, we observe how, in general terms, those surveyed perceive disinformation effects with a medium-low intensity. In this way, citizens do not believe that false information causes substantial changes in their thinking. An increase in mistrust has been detected toward social media and mainstream media, which are not considered reliable sources of information. At this point, the respondents' country of origin, income and ideology are conditioning factors.

This research provides some relevant trends that help to better understand how disinformation is received on digital platforms in three countries with different political and social traditions, as well as the effects that it has had on citizens and the sociodemographic and political factors that have a greater incidence.

In this article, the authors – a social studies methods professor and geography research associate – make the case for considering the integration of Holocaust geographies into the middle and secondary curriculum, potential challenges that teachers may have in teaching Holocaust geographies are addressed.

Using an experience in delivering professional development on Holocaust geographies to teachers to frame the discourse within the article, the authors contend that a study of Holocaust geographies tests geography as a discipline, addresses current problems and supports student inquiry. Therefore, the inclusion of the Holocaust in the geography curriculum is both needed and valuable.

Examining the Holocaust spatially using geographical skills moves students away from the potential limits of studying the Holocaust temporally using only historical skills. Thus, the distance between past and present, although not ignored, is narrowed through the inquiry into spatial patterns and characteristics, providing the potential to bring greater focus on present-day antisemitism, persecution, genocide and authoritarianism.

Educators are encouraged to take up work that intersects the civic goals of both geography and Holocaust education, yet literature on these intersections is sparse. We call upon Holocaust education and geography education organizations to develop and provide support for teachers around Holocaust geographies.

This study aims to investigate the mediating effect of concern for information privacy between e-HRM and job stress that eventually develops a turnover intention among employees.

A survey questionnaire was used on working professionals employed in the service and manufacturing sectors. A total of 178 usable responses were collected adopting a convenient snowball sampling technique. PLS-SEM was used to analyze and investigate the hypothesized relationships.

The study found that higher perceptions of e-HRM strength led to less concern for information privacy breaches. Further, concern for information privacy was positively associated with employee job stress and turnover intention. A positive relationship between job stress and turnover intention among employees was also established. Moreover, perceived concern for information privacy fully mediated the relationship between e-HRM and job stress and, eventually, turnover intention among employees.

Organizations should focus on ensuring considerable e-HRM strength while adopting and implementing e-HRM practices; failing may lead to concerns for employee privacy, job stress and eventually turnover intention among employees.

To the best of the authors’ knowledge, the study is among the first few studies to identify perceived concern for information privacy as a consequence of e-HRM reflecting the dark side of e-HRM.

This study examines whether a firm’s management earnings forecasts affect its technical innovation activities. Our study also examines whether the cost of debt plays a mediating role between the management earnings forecasts and the innovation nexus.

We obtained data from 1,032 Chinese non-financial firms listed on the Shanghai and Shenzhen stock markets from 2005 to 2022 (i.e. 18,576 firm-year observations). We used various econometrics techniques, such as Heckman’s (1979) two-stage selection method and two-stage least square, to examine the relationship between management earnings forecasts and the firm’s technical innovation activities.

We find a positive relationship between management earnings forecasts and the firms' technical innovation. We also find that the cost of debt mediates the relationship between management earnings forecast and technical innovation. Further analysis indicates that frequent earnings forecasts provide incremental information regarding a firm’s future value and cash flows, thus reducing the volatility and uncertainty in cash flow calculations. Our findings are robust to several tests.

Our study has implications for policymakers, practitioners and high-level management of Chinese firms, enabling them to understand the relationship between management earnings forecasts and firms' innovation activities.