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Education 4.0 (E 4.0) represents a new paradigm in the field of education, which emphasizes a student-centric approach that allows learners to access education anytime, anywhere, tailored to their individual needs through modern-day technologies. The purpose of the study was to unearth the critical success factors (CSFs) essential for the successful implementation of E 4.0.

The CSFs were unearthed using a literature review and further the interrelationships were analysed using multi-criteria decision making (MCDM) approach.

The study unearthed 15 CSFs for the successful implementation of E 4.0. The most important factor for the successful implementation of E 4.0 was personalized learning which was found to be the casual factor. The other causal CSFs were clear vision and leadership for E 4.0, stakeholder involvement, data analytics in teaching and learning, inter-disciplinary learning and blended learning environments. The effect factors were digital citizenship-based education, teacher training and development for E 4.0, supportive environment, curriculum redesign for E 4.0, open educational resources, digital technologies, formative assessments, infrastructure for E 4.0 and sustainability in education.

This is the first study which unearthed the CSFs and found the interrelationships among them, thus contributing to the theory of technology organization environment.

This study represented a pioneering effort in understanding the CSFs underpinning the successful adoption of E 4.0, paving the way for a more personalized, tech-savvy and effective education system.

The research paper examines the complex relationship between gamification, student engagement and academic performance in educational environments. The study employed a structural equation model that highlights important connections among key constructs within the educational setting.

This research aims to explore the connection between gamification, student engagement and academic performance in educational settings. The study employs various statistical techniques such as factor analysis, Kaiser–Meyer–Olkin (KMO), Bartlett’s test, component transformation matrix, correlation and regression analysis, descriptive statistics, ANOVA, coefficients and coefficient correlations, residual statistics and confirmatory factor analysis (CFA) to analyze the data.

It was found that active participation by the instructor and good time management skills have a positive impact on student engagement levels (β = 0.380, p < 0.001; β = 0.433 and p < 0.001). However, peer interaction does not significantly predict student engagement (β = −0.068 and p = 0.352). Additionally, there is a positive correlation between student engagement and performance (β = 0.280 and p < 0.001).

The study highlights the importance of innovative design to fully utilize gamification. Future research should consider design, user characteristics and educational context. The findings can guide informed decisions about gamification in education, fostering motivation and learning objectives.

The study presents a reliable tool for assessing student engagement and performance in educational settings, demonstrating high Cronbach’s alpha and robust reliability. It identifies student engagement and time management as significant predictors of Global Learning Outcome. The findings can inform decisions on implementing gamification in educational settings, promoting intrinsic motivation and aligning with learning objectives.

The research highlights the transformative impact of gamification on educational practices, highlighting its potential to enhance student experiences, motivate, promote diversity and improve long-term academic performance, highlighting the trend of integrating technology into education.

In today’s ever-changing education landscape, it is essential to incorporate innovative techniques to keep students engaged and enthusiastic about learning. Gamification is one such approach that has become increasingly popular. It is a concept that takes inspiration from the immersive world of games to enhance the overall learning experience.

One of the crucial elements of addressing global climate challenges through urban tourism is the continuing existence of urban forests. The reasoning is that the ecological attraction of urban forests can impact visitors’ intention to conduct pro-environmental behavior, including low-carbon actions. Thus, more visitors to urban forests will positively affect enhancing the quality of the urban environment. However, the extent to which ecological attraction can influence pro-environmental behavior warrants further investigation due to the complexity of psychosocial factors that impact behavioral intention. The main objective of this research is to examine the effects of the ecological attractiveness of urban forests on the pro-environmental behavior of visitors by exploring motivation, ecological experience, perceived value and knowledge as mediators. Moreover, whether the nature of the urban forest and facilities attract visitors simultaneously is also studied.

Data were collected from 615 respondents who visited three urban forests in Bandung, the second-most populous city in Indonesia, by five-point Likert questionnaires. As an analytical tool, SEM PLS was applied to establish the effect of the ecological performance of the urban forest on the increase in environmentally conscious behavior among urban forest visitors.

The findings demonstrate that the attractiveness of an urban forest affects the growth of environmentally responsible behaviors. Nonetheless, the attractiveness of urban forests is dictated more by their infrastructure than their ecological function. On the contrary, the visitors’ knowledge level can improve their motivation, environmental experience and perceived environmental value. These findings show the significance of developing educational programs with an emphasis on the experience of the visitors so that their ecological performance can contribute to improved low-carbon behavior. In conclusion, this work contributes to the management of sustainable urban tourism.

This work also has some limitations. First, the medium R-square on intention behavior to low-carbon action suggests investigating other influential factors to produce a more robust conscious behavior. Mkono and Hughes (2020) mention that many complex factors that cause positive intention do not necessarily lead to environmental action. Thus, many psychosocial variables need to be explored in different models. Second, the convenient sampling used here does not represent the whole population, making generalization difficult. Thus, further work needs to apply more rigorous sampling techniques to validate the findings. Further investigations may also need to be conducted in other urban forests in another Asian country with a similar and different social context for benchmarking, as this study found that the type of attractive urban forest design is a more dense forest, which differs from other studies based in Europe. Exploring more influencing behavioral factors of pro-environmental action in the model is also suggested. Thus, we could contribute more to support recreational activities in urban forests.

As an implication for planning an urban forest to increase its recreational function, the authors illustrate the importance of producing educational programs. Although the improved knowledge of visitors has been shown to strengthen their commitment to perform pro-environmental actions, the mediating role of motivation, experience and perceived value reveals that some activities are required to achieve visitor motivation to actual behavior. Consequently, designing an urban forest requires not only the enhancement of eco-attractions and artificial elements for the convenience of visitors but also the development of an environmental education program that can improve visitors’ environmental experience and perception of ecological value. The designed educational program may use an experiential education approach incorporating objective knowledge of Earth’s current state. The urban forest education program must encourage visitors’ connection and participation with nature. Moreover, knowledge and information about Earth’s environmental quality can increase visitors’ perceived value, ensuring that their activities in the urban forest contribute to improved health, environmental quality and social environment. Thus, with well-managed and provided education, they are encouraged to adopt low-carbon action because it complements their contribution to a better quality environment.

The theoretical contribution of this research is generated through the role of urban forest attractiveness in the intention to conduct low-carbon action, which influences solutions to existing urban environmental problems. This work exhibits that both ecological attractiveness and attractiveness of artificial elements in urban forests can attract visitors and subsequently boost their outdoor recreation motivation, ecological experience and perceived value and then turn them to boost their intention to conduct low-carbon action. The physical characteristics of a site are behavioral stimuli that can increase a person’s motivation, experience and perception of the value of the environment, thereby increasing their intention to engage in low-carbon actions. This environment behavioral construction is fundamental in understanding that urban forests offer ecological benefits and influence the social quality of urban communities. Nevertheless, without visitor activity, urban forests are merely physical entities that become increasingly demanding to maintain. Due to this, an urban forest that is socially active and has an influence on promoting environmentally conscious behavior is needed, and its presence is becoming ever more crucial. This work shows the significance of integrating psychosocial approaches into managing tourism in urban forests.

The present study aims to investigate the relationship between institutional influence and performance, mediated through transformational leadership (TL) and moderated by barriers, situational factors, communication and implementation.

Using a structured survey instrument, data were collected from 370 faculty members from 31 higher educational institutions in southern India. After checking the psychometric properties of the instrument, the authors used Hayes’s PROCESS to test the direct hypotheses and three-way interactions.

The results revealed that TL mediated the relationship between institutional influence and performance. Further, the findings supported the three-way interactions between (1) institutional influence, barriers and communication positively affecting TL; and (2) TL, situational factors and implementation affecting the performance of faculty members.

This study underscores the importance of TL for the smooth functioning of higher educational institutions and achieving superior performance, especially in the new normal context after the global pandemic.

This study makes several significant recommendations to administrators in higher educational institutions, in addition to contributing to the vast literature on TL. The study suggests that administrators must invest resources in developing TL skills so that employees reach their fullest potential and contribute to achieving organizational goals. In addition, leaders in organizations need to exercise a transformational style to combat the new normal post-pandemic academic environment.

This study provides new insights into the importance of TL style and institutional influence to enhance performance. To the best of our knowledge, the conceptual model developed and tested the first of its kind in India, significantly contributing to theory and practice.

The purpose of this study was to develop and validate a scale to assess the influence of Higher Educational Facilities for the growth of education in higher education institutions.

The first step in the process of scale development is to generate an item pool containing as many items as possible which captures the construct of interest. A total of 111 items were constructed for the initial try-out of the scale measuring the construct of higher educational facilities. This rating scale was based on the Likert-type was designed, where each item had to be rated on a five-point scale. The scale consisted of a few items involving the dimensions of infrastructure, quality assessment and quality assurance regard to the vision actualization.

Higher Educational Facilities Scale (HEFS) was developed by the investigator and designed in the format of a 5-point rating scale of the Likert type. There are different phases identified for the scale construction. In the first phase, items are created and the content’s validity is determined. The scale is constructed in the second phase. Pre-testing the questions, administering the survey, reducing the number of items and determining how many factors the scale captures are all steps in the scale construction process. The number of dimensions, reliability and validity are all verified in the third phase, scale evaluation. In developing the scale, the content and face validity was ascertained. The reliability of the scale and its three subscales were established. This scale has potential value for policymakers to assess the perception held by the religious faculty members working in higher education institutions.

The research is part of the doctoral thesis by Dr Deepa Thomas under the supervision of Dr Fr. Joseph C. C. and the co-supervision of Dr Kennedy Andrew Thomas. The purpose of the scale is to assess the higher educational facilities of in institutions of higher Education. Quality, excellence and service are the vision and purpose of higher education institutions to provide ample opportunities and good facilities for their beneficiaries, thus creating tremendous changes in the Indian education scenario.

Given the importance of teacher leadership in influencing, motivating and inspiring student learning engagement and associated learning outcomes, a robust instrument to assess this construct is critical. Although there are some teacher leadership instruments available in existing literature, efforts to adapt robust psychometric instruments to measure teachers' leadership practices in Ethiopian higher education institutions have been limited. Therefore, this study attempted to address this gap by adapting the Teacher Leadership Scale (TLS) based on the Multifactor Leadership Questionnaire (MLQ-5X) and validating its psychometric properties for use in higher education settings.

Using a cross-sectional design, the study involved 409 undergraduate university students who were randomly selected from public universities. Factor analytic methodologies, including exploratory factor analysis (EFA) and confirmatory factor analysis (CFA), were used to analyze the data collected.

The result confirmed a set of 36 items arranged in nine factors, which have a theoretically supported factor structure, excellent model fit and robust evidence for validity, and reliability and measurement invariance. These results demonstrate that the scale is a strong psychometric tool for measuring the leadership profile and practice of higher education teachers.

It can be concluded that the TLS can assist stakeholders in several ways. Researchers can benefit from the scale to measure teachers' leadership practices and predict their influence on student learning outcomes. In addition, the scale can help practitioners and policymakers collect relevant data to rethink teacher professional development initiatives, leadership training programs and other practices aimed at improving teacher leadership effectiveness.

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.

The study intends to evaluate students’ intention to shift from cash payment to mobile payment system for academic fee payments through push, pull and mooring framework. Push factors comprise risk and service-related factors, pull factors consist of subjective and aspect-based factors and mooring factors include cost and cognitive factors.

Sample of the study consists of around 296 undergraduate and postgraduate students from different higher educational institutions located in India. The questionnaire for data collection comprises 21 Likert scale-based items distributed among seven constructs. Partial least square structural equation modeling is used to identify the significant factors influencing students’ intentions.

Five of the factors, namely, risk, service, subjective, aspect and cognitive significantly influence student’s intention to switch to mobile payment system for academic fee payments. Moderation analysis indicates that the impact of the push and pull factors on switching intention towards mobile payments has a more positive influence among male students.

This study is probably the only study that tested the specific push, pull and mooring factors influencing intention to switch to mobile payment from cash payment in the Indian education system based on the incentive, Fogg behavior and status quo bias theory for academic fee payment.

This study explores the enablers of students “entrepreneurial intentions by identifying the factors that raise students” interest in embracing an entrepreneurial career.

Entrepreneurship education is increasingly attracting attention as a means of fostering entrepreneurial activity and creating a culture of innovation. Developing students' entrepreneurial intentions is critical to promote entrepreneurship. This research is built on a mixed method approach of partial least squares structural equation modelling and fuzzy-set qualitative comparative analysis.

The factors that influence students ‘entrepreneurial intentions are identified: business incubation programmes, non-reimbursable grants for entrepreneurial students, networking events to promote entrepreneurship, mentoring services, innovation labs for business idea validation and entrepreneurship courses. This knowledge can help develop effective entrepreneurship education programmes. The study also provides actionable insights for educational institutions and policymakers. It underscores the need for innovative educational platforms such as entrepreneurial bootcamps. It also highlights the value of advanced learning environments such as decision theatres to foster a culture of entrepreneurship and innovation.

The study contributes to the body of knowledge on entrepreneurship education. It highlights the need for a multidisciplinary approach to understand the factors that shape students’ entrepreneurial intentions.

The application of artificial intelligence chatbots is an emerging trend in educational technology studies for its multi-faceted advantages. However, the existing studies rarely take a perspective of educational technology application to evaluate the application of chatbots to educational contexts. This study aims to bridge the research gap by taking an educational perspective to review the existing literature on artificial intelligence chatbots.

This study combines bibliometric analysis and citation network analysis: a bibliometric analysis through visualization of keyword, authors, organizations and countries and a citation network analysis based on literature clustering.

Educational applications of chatbots are still rising in post-COVID-19 learning environments. Popular research issues on this topic include technological advancements, students’ perception of chatbots and effectiveness of chatbots in different educational contexts. Originating from similar technological and theoretical foundations, chatbots are primarily applied to language education, educational services (such as information counseling and automated grading), health-care education and medical training. Diversifying application contexts demonstrate specific purposes for using chatbots in education but are confronted with some common challenges. Multi-faceted factors can influence the effectiveness and acceptance of chatbots in education. This study provides an extended framework to facilitate extending artificial intelligence chatbot applications in education.

The authors have to acknowledge that this study is subjected to some limitations. First, the literature search was based on the core collection on Web of Science, which did not include some existing studies. Second, this bibliometric analysis only included studies published in English. Third, due to the limitation in technological expertise, the authors could not comprehensively interpret the implications of some studies reporting technological advancements. However, this study intended to establish its research significance by summarizing and evaluating the effectiveness of artificial intelligence chatbots from an educational perspective.

This study identifies the publication trends of artificial intelligence chatbots in educational contexts. It bridges the research gap caused by previous neglection of treating educational contexts as an interconnected whole which can demonstrate its characteristics. It identifies the major application contexts of artificial intelligence chatbots in education and encouraged further extending of applications. It also proposes an extended framework to consider that covers three critical components of technological integration in education when future researchers and instructors apply artificial intelligence chatbots to new educational contexts.