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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the following: participants perceived complexity as difficult and challenging; causes of problems were linked to outdated educational models requiring replacement by those that develop students’ competencies; participants envisioned changes that would develop individuals capable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.

The purpose of this study is to identify the main perspectives and trends in educational data mining (EDM) in the e-learning environment from a managerial perspective.

This paper proposes a systematic literature review to identify the main perspectives and trends in EDM in the e-learning environment from a managerial perspective. The study domain of this review is restricted by the educational concepts of e-learning and management. The search for bibliographic material considered articles published in journals and papers published in conferences from 1994 to 2023, totaling 30 years of research in EDM.

From this review, it was observed that managers have been concerned about the effectiveness of the platform used by students as it contains the entire learning process and all the interactions performed, which enable the generation of information. From the data collected on these platforms, there are improvements and inferences that can be made about the actions of educators and human tutors (or automatic tutoring systems), curricular optimization or changes related to course content, proposal of evaluation criteria and also increase the understanding of different learning styles.

This review was conducted from the perspective of the manager, who is responsible for the direction of an institution of higher education, to assist the administration in creating strategies for the use of data mining to improve the learning process. To the best of the authors’ knowledge, this review is original because other contributions do not focus on the manager.

The study aims to identify the key advantages/enablers and disadvantages/barriers of augmented reality (AR) implementation in education through existing reviews. It also examines whether these factors differ across educational domains.

This study conducted a systematic review of reviews to synthesize evidence on the barriers and enablers influencing AR adoption in education. Searches were performed across five databases, with 27 reviews meeting the inclusion criteria. Data extraction and quality assessment were completed. Content analysis was conducted using the AR adoption factor model and consolidated framework for implementation research.

The findings reveal several enablers such as pedagogical benefits, skill development and engagement. Equally, multiple barriers were identified, including high costs, technical issues, curriculum design challenges and negative attitudes. Interestingly, duality emerged, whereby some factors served as both barriers and enablers depending on the educational context.

This review contributes a novel synthesis of the complex individual, organizational and technological factors influencing AR adoption in education across diverse domains. The identification of duality factors provides nuanced understanding of the multifaceted dynamics shaping AR integration over time. The findings can assist educators in tailoring context-sensitive AR implementation strategies to maximize benefits and minimize drawbacks. Further research should explore duality factors and their interrelationships in AR adoption.

Key to transnational higher education (HE) cooperation is building trust to allow for seamless recognition of studies. Building on the Tuning Educational Structures initiative (2001) and lessons learnt from the Organisation for Economic Cooperation and Development (OECD)-Assessment of Learning Outcomes in Higher Education (AHELO) feasibility study, this paper offers a sophisticated approach developed by the European Union (EU)-co-financed project Measuring and Comparing Achievements of Learning Outcomes in Europe (CALOHEE). These evidence the quality and relevance of learning by applying transparent and reliable indicators at the overarching and disciplinary levels. The model results allow for transnational diagnostic assessments to identify the strength and weaknesses of degree programmes.

The materials presented have been developed from 2016 to 2023, applying a bottom-up approach involving approximately 150 academics from 20+ European countries, reflecting the full spectrum of academic fields. Based on intensive face-to-face debate and consultation of stakeholders and anchored in academic literature and wide experience.

As a result, general (overarching) state-of-the-art reference frameworks have been prepared for the associated degree, bachelor, master and doctorate, as well as aligned qualifications reference frameworks and more detailed learning outcomes/assessment frameworks for 11 subject areas, offering a sound basis for quality assurance. As a follow-up, actual assessment formats for five academic fields have been developed to allow for measuring the actual level of learning at the institutional level from a comparative perspective.

Frameworks as well as assessment models and items are highly innovative, content-wise as in the strategy of development, involving renown academics finding common ground. Its value is not limited to Europe but has global significance. The model developed, is also relevant for micro-credentials in defining levels of mastery.

This systematic review aims to assess the studies collected by identifying factors influencing the acceptance of e-learning systems before and during the current propagation of the COVID-19 pandemic.

This study undertook a literature review on the in-depth revision of studies published before 2021. The reviewed research papers meet the inclusion and exclusion criteria. A total of 97 out of 214 articles met the inclusion criteria and were subsequently used in this review.

The findings revealed that the survey questionnaire is the most common data collection instrument used regardless of the research objectives. 2019 was a remarkable year because of the emergence of the COVID-19 pandemic.

This systematic review relied on specific databases (ScienceDirect, Emerald, IEEE and Google Scholar) to search for the articles included in this paper. However, these databases may not comprehensively represent all papers published on e-learning using the technology acceptance model (TAM).

This paper suggests a guide for managers and scholars in educational institutions and acts as a roadmap for practitioners and academics in the educational field and policymakers. This research spotlights the significant factors influencing the acceptance and adoption of e-learning.

This research assessed articles that examined the TAM in e-learning and classified them according to their methodology, country of dissemination, context and distribution within the year of publication. This paper contributes to the body of knowledge in a way that will benefit stakeholders in an educational setting.

In recent decades, researchers have increasingly begun to study the effects of transformational leadership on various teachers’ attitudes in K-12 settings. However, studies on the effect of transformational leadership on the job satisfaction of vocational high school teachers are not sufficient. Therefore, in this study, the nature of the relationship between transformational leadership and job satisfaction in Turkish vocational high schools was examined.

The study data came from 847 teachers working at 82 state vocational high schools located in 12 regions in Türkiye. To test the research model, we conducted multilevel structural equation modeling to explore the structural relationships between transformational leadership, teacher professional learning, teacher’ self-efficacy and job satisfaction.

The analysis confirms that teacher professional learning and self-efficacy are prominent mediators in the relationship between transformational leadership and job satisfaction in Turkish vocational high schools.

The present study is expected to contribute to the body of research focusing on the effects of transformational leadership on job satisfaction in vocational high schools. Implications for theory, practice and policy are discussed.

The purpose of this paper is to identify the factor structure of safety culture construct among engineering students at university context and to examine the measurement invariance of this instrument across different socio-demographic groups in a sample of engineering students in the United Arab Emirates (UAE).

An exploratory online questionnaire was completed by 770 undergraduate and postgraduate engineering students across the UAE. Data were analyzed using a diversified multi-group and a robust and sophisticated cross-validation testing strategy. Confirmatory factor analysis (CFA) was used to test factor structures identified in previous studies. Multi-group invariance testing was conducted to determine the extent to which factor structure is comparable across groups (i.e. gender, educational and experiential background).

Three-factor model was preferred for its parsimony. The results showed that the level of safety awareness and attitude is relatively satisfactory, whereas safety behaviour is inadequate. No significant difference was showed in multi-group invariance between demographic groups.

This research is a cross-sectional study and limited to the views of engineering students (informal group). The study would benefit from both informal and formal groups in assessing safety culture at university for a robust empirical evidence. The research highlights relevant implications for policy and program development, by pointing to the need to promote safety culture and mitigate safety-related accidents among engineering students.

This paper offers insight into benefit of understanding the level of safety culture among engineering students and extend knowledge of informal group involvement in safety-related accidents at university level.

The purpose of this study is to propose a framework for the convergence of maturity model and education and evaluation in accounting.

The present research was conducted in two phases. In the first phase, to determine the indicators of convergence of the maturity model and education and evaluation in accounting, a Meta-Synthesis method was used. The conceptual model includes two dimensions of “Teaching and learning processes” and “Evaluation methods"; five levels of initial, repeatable, defined, managed and optimized; and a total number of 35 indicators. In the second phase, a questionnaire was developed, and academics as accounting faculty members in Iranian public universities were employed to fill out the questionnaire electronically and present a final framework. Having received the questionnaires, 66 questionnaires were analyzed statistically.

The results showed that the two dimensions of “Teaching and learning processes” and “Evaluation methods” considering initial, repeatable, defined, managed and optimized levels include 35 indicators, which form a framework for the convergence of maturity model and education and evaluation in accounting. The results show that both dimensions have positive and significant regression path coefficients in the convergence model. Moreover, the dimension of teaching and learning processes has the highest regression path coefficient indicating a greater impact on the convergence model. Besides, all five levels have positive and significant regression path coefficients with dimensions. Finally, in this study, all indicators were prioritized according to five levels.

Due to the success of maturity models and the urgent developments that require transformative improvements in accounting education, maturity models can respond to the challenges associated with education and learning in accounting. Thus, conceiving an image of the convergence of maturity model, education and evaluation in accounting seems imperative which has been scarcely investigated previously.

This paper aims to prompt ideas amongst readers (especially librarians) about how they can become active partners in knowledge dissemination amongst concerned user groups by implementing 3D printing technology under the “Makerspace.”

The paper provides a brief account of various tools and techniques used by veterinary and animal sciences institutions for information dissemination amongst the stakeholders and associated challenges with a focus on the use of 3D printing technology to overcome the bottlenecks. An overview of the 3D printing technology has been provided following the instances of use of this novel technology in veterinary and animal sciences. An initiative of the University Library, Guru Angad Dev Veterinary and Animal Sciences University, Ludhiana, to harness the potential of this technology in disseminating information amongst livestock stakeholders has been discussed.

3D printing has the potential to enhance learning in veterinary and animal sciences by providing hands-on exposure to various anatomical structures, such as bones, organs and blood vessels, without the need for a cadaver. This approach enhances students’ spatial understanding and helps them better understand anatomical concepts. Libraries can enhance their visibility and can contribute actively to knowledge dissemination beyond traditional library services.

The ideas about how to harness the potential of 3D printing in knowledge dissemination amongst livestock sector stakeholders have been elaborated. This promotes creativity amongst librarians enabling them to think how they can engage in knowledge dissemination thinking out of the box.

Islam describes business as a legitimate means of halal income. However, little is known about what attracts people towards Islamic entrepreneurship or halalpreneurship. By applying the theory of planned behaviour, this study aims to contribute to this underexplored area by investigating the factors that affect Islamic entrepreneurial intention (IEI).

This study examined a mediation model using two country samples. First, the hypotheses were tested on a sample recruited from a high-income economy (i.e. Saudi Arabia) using structural equation modelling in AMOS V26. The authors then conducted a replication study to investigate the robustness of the findings using a sample recruited from a lower-middleincome economy (i.e. Bangladesh) and a different analysis technique, the PROCESS mediation model in SPSS V25.

The findings suggest that IEI depends on four antecedents, namely, attitude towards Islamic entrepreneurship, general entrepreneurial self-efficacy, Islamic entrepreneurial self-efficacy and perceived halal income. These antecedents also mediate the relationship between moral judgement and IEI.

This study offers an empirical framework that captures several perspectives on the formation of IEI. The findings contribute to entrepreneurial intention and motivation research by suggesting factors that motivate individuals to engage in Islamic entrepreneurship.

The findings imply that the framework of IEI can withstand diverse socioeconomic contexts. A novel perspective of this study is that Muslims who are motivated by perceived halal income show greater interest in becoming Islamic entrepreneurs.