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This study aims to explore customer perceived value (CPV) dimensions in the context of free mobile educational applications (EduApps) which are paramount in learning-based digital start-ups and are essential for the implementation of circular economy (CE). The purpose of the present study is to identify dimensions of CPV specifically for EduApps and propose a conceptual model that would assist the digital start-up decisions which in turn can be a catalyst in navigating to a CE.

The study uses the Netnography approach by analyzing online user-generated content. A total of 13,147 reviews posted on the Google play store after using top free education apps were coded using ATLAS.ti 9 software.

Major dimensions of context-specific CPV are identified as technical value, content value, pedagogical value, gamification value and learning value. Subdimensions and items are extracted for each of these dimensions.

The larger subscriber base drives sponsorships, advertisements and donations which underpin the business model of free EduApps. This can be obtained through an attractive value proposition. Identifying context-specific value dimensions would aid entrepreneurs in optimal value mix development decisions. The proposed framework can be utilized by both researchers (for scale creation, comparative studies and quantitative studies) and practitioners (for entrepreneurial decisions on better value propositions).

CPV successfully describes consumer decision-making, but less attention is paid to linking the theory to the setting of mobile learning apps, where the bulk of research is focused on techniques like TAM, UTAUT, etc. In addition, studies identifying CPV from mobile apps with a specific focus on EduApps are sparse. Extant literature in this context is either based on a foundation of in-store business value dimensions or dominated by technical aspects when focused on the context of mobile apps. The current study bridges this gap.

This article explores the education crisis in Cameroon, focusing on the personal experiences of teachers and the strategies they employ to reduce school dropout during the transitional phase from primary to secondary education.

Based on a teacher training programme, 31 interviews with primary and secondary school teachers were conducted. An exploratory research design with an inductive thematic approach was used to identify themes and establish code categories. This design allowed for flexibility in investigating contextual crisis factors by eliciting interpersonal stories and exploring the dynamics of each case.

Three types of dropout prevention strategies – either standalone or mixed – are identified, depending on network, opportunity or service factors. Network-based strategies are considered the most effective and popular, as school dropout is largely influenced by students’ social backgrounds, and teachers remain key players in community life. Lies and fictional narratives, through opportunity- or service-based strategies, create dishonesty and unrealistic expectations regarding final education outcomes. Each type of strategy has significant limitations due to the highly fragmented education system in the country.

The article reveals that school dropout prevention in Cameroon is hampered significantly by education disorganisation. Teachers’ individual practices are insufficient to convey the actual value of education and reverse dropout decisions made after careful consideration. A national pedagogy plan is needed to ensure continuity.

The explanatory study aimed to understand the global perspective of quality education and describe transformative strategies that empower teacher educators and equip the education system and future teachers to act as change agents by fostering learning processes that support students towards a sustainable future.

The explanatory study used a descriptive qualitative design. The researchers conducted four semi-structured group interviews of the 23 participants including pre- and in-service teachers, teacher educators, and policymakers from Austria, Germany, Italy, Canada, the United States, and South Africa during the Teach4Reach 1.0 project on SDG4. The inductive thematic analysis of the data was guided by Kuckartz’s six-phase approach for constructing data-driven categories.

The study identified SDG4 as pivotal in supporting the overall UN Agenda 2030. Furthermore, three distinct themes unequivocally emerged and were developed concerning the imperative nature of envisioning transformation for sustainability: (1) collaboration, (2) well-being and context of individuals, and (3) strategies for skill development.

Due to the qualitative nature of the study, the participants’ comprehensive understanding of the SDGs and their perceptions remained conditional to methodological subjectivity.

The study enabled a dialogue between educational stakeholders (pre- and in-service teachers, teacher educators, and policymakers), whereby an awareness and encouragement of SDG4 regarding quality education and training of quality future teachers occurred. A further implication includes increased collaboration and dialogue regarding the well-being of individuals (educational stakeholders), the context of individuals, and strategies for skill development.

The study elaborates on reaching the SDGs and identifies themes essential for sustainability transformation in teacher education. It also highlights further research and clarity about the responsibilities of educational stakeholders for quality education, for instance, (1) how to increase the supply of quality teachers by focusing on collaboration, well-being, and the contexts of individuals and (2) how value-embedded skills can support quality education for sustainability.

The case study aims to provide students with an understanding of child labour in India and how the Bachpan Bachao Andolan (BBA) movement is facilitating the eradication of child labour in India. The key objectives are to understand the challenges of eradicating child labour in India, assess the approaches to rescue and rehabilitation for the protection of a child in India, analyse the personality traits of a leader and evaluate the charismatic leadership of a leader.

The case study discussed child labour and the movement started by Kailash Satyarthi to protect children through the BBA or Save the Childhood Movement in India. He was awarded the Nobel Peace Prize in 2014 for his contribution to creating an environment to abolish child labour. Headquartered in New Delhi, BBA was established in 1980 to eliminate child slavery and violence against children (BBA.org.in, 2017). Satyarthi’s effort brought regulatory changes in the Indian constitution in the form of “Education as a fundamental right” (The Novel Prize, 2023). As per census 2011, more than 10 million children were involved in various industries in India (Drishtiias.com, 2019). Satyarthi and his BBA were far behind the mission they were to achieve. How should he move to eliminate child labour from India? Will he be able to create any impact on citizens, society and government through his new approaches?

The case study is ideal for courses on understanding strategy, leadership, personality traits and labour laws. This case study is designed for use in undergraduate and graduate early-stage programmes. The main purpose of this case study is to be used in programmes leading to a Master of Business Administration or a Bachelor of Business Administration. This case scenario focused on the BBA movement in India and its aim to eradicate child labour in India. It discussed the child labour scenario in Indian industries and how Satyarthi started the BBA movement to protect the future of underprivileged children in India. The case study discusses the challenges faced in rescuing and rehabilitation of children in India. The authors applied the big five model to analyse the personality of Satyarthi in the case context. The authors also used the concept and components of charismatic leadership to evaluate the traits of charismatic leaders from a case perspective. This case study will benefit students by focusing on traits related to personality and charismatic leadership concepts. Students will get the opportunity to explore the practical and theoretical concepts that interplay in this study.

Teaching notes are available for educators only.

CSS 6: Human resource management.

Child malnutrition is a grave concern for Pakistan, as the country has one of the highest incidences of child stunting in the developing world. The present study examines the relative significance of parents' education on a child's nutritional status in Pakistan.

For analysis, the study has used data from Phase 7 of the Pakistan Demographic and Health Survey (PDHS) (2017–2018). Since the dependent variable ranges from 0 to 1 (1 indicates not a stunted child, while 0 represents a stunted child), binary logistic regressions are used for the analysis.

The results show that mothers' and fathers' education positively contributes to a child's nutrition. However, mothers' education is considered more significant, especially in the long run. The mother's education categories are positive and significant in the long run, while only their higher education is positive and significant for the father's. Moreover, the magnitude of the effect also shows that the probability of stunting is less if the mothers are educated. The long-run coefficient for mothers' higher education is 0.752, while that of fathers' higher education is only 0.232.

The present study compares the importance of mothers' and fathers' education in child nutrition and concludes that the role of the mother is more crucial for child upbringing. There are rarely any studies that focus on the role of fathers' education in child nutrition and compare whose role, mothers' or fathers,' is more important for child well-being.

The peer review history for this article is available at: https://publons.com/publon/10.1108/IJSE-06-2023-0483

Although there is a growing body of work on immigrants' information behavior, little is known about the pre-arrival information experiences of immigrants who consult formal information sources such as immigration agents. Drawn from a larger study on the information behavior of immigrants, this paper mainly reports the semi-structured interview findings on the pre-arrival information experiences of Bangladeshi immigrants who used formal information sources with discussion on how that affected their post-arrival settlement into Canada.

The study used a mixed method approach with semi-structured interviews (n = 60) and surveys (n = 205) with participants who arrived in Canada between the years of 1971 and 2017. Data were collected from May 2017 to February 2018.

Although the overall scope of the original study is much larger, this paper features findings on the pre-arrival information experiences derived mainly from an analysis of interview data. This study provides insights into the pre-arrival information experiences of Bangladeshi immigrants consulting formal information sources such as immigration firms, individual immigration consultants and more formal government agencies. The author introduces a new concept of “information crafting” by exploring the negative consequences of selective information sharing by immigration consultants/agents in newcomers' settlements in Canada, primarily positive information about life in Canada, sometimes with exaggeration and falsification. The interview participants shared story after the story of the settlement challenges they faced after arriving in Canada and how the expectations they built through the information received from immigration consultants and government agencies did not match after arrival. This study emphasizes the importance of providing comprehensive information about life in Canada to potential newcomers so that they can make informed decisions even before they apply.

The findings of this study have theoretical and practical implications for policy and research. This study provides insights into the complicated culturally situated pre-arrival information experiences of Bangladeshi immigrants. Moreover, the study findings encourage researchers in various disciplines, including psychology, migration studies and geography, to delve more deeply into newcomers' information experiences using an informational lens to examine the information newcomers receive from diverse sources and their effects on their post-arrival settlement in a new country. The study challenges the general assumptions that formal information sources are always reputable, useful, and comprehensive, and it provides some future directions for research that seeks to understand the culturally situated information behavior of diverse immigrant groups.

The enrolment rates of students with special needs (SwSN) decrease from primary to secondary education and decline steeply in higher education. The incessant impact of stigma and misconceptions about their capability in academic performance acts as a major roadblock for students with mental health conditions (SwMHC) while seeking and pursuing higher education, in addition to the host of other challenges faced by all SwSN. SwMHC are the least represented in higher educational institutions (HEIs) and are seldom considered when it comes to the provision of support and accommodation. Policies across countries aim to make education accessible and inclusive for SwSN, including India. This study aims to appraise the current policies and legislation in terms of the support they provide for SwMHC.

This study is a “document analysis” of all policies, legislation, schemes and guidelines that impact the higher education of SwMHC to recognize the existing provisions that are likely to impact the higher educational outcomes for SwMHC.

The issues of access, accommodation, equity, inclusion, and financial support are appropriately handled by the current policies and legislation. The National Education Policy (NEP) 2020 serves as a holistic guidebook and the Rights of Persons with Disabilities Act (RPDA) 2016 provides the legislative framework for realizing education as a ‘right for all.’ The RPDA ensures open gateways of HEIs for all SwSN through reservations and mandating necessary support and accommodation. NEP guides inclusion and equity in higher education. The ‘University Grants Commission’, an autonomous body under the Ministry of Education, is a crucial stakeholder in achieving the vision of supportive policies by formulating requisite guidelines and monitoring their implementation.

The study involved document analysis spanning macro to micro level, i.e. from national policies and legislation to policies and guidelines of autonomous or statutory organizations to institutional-level policies and documents.

The current structure and content of higher pedagogical education in Russia is a unique interweaving of the traditions of the historical past with post-Soviet and modern reforms of the last 30 years. They reflect the complex process of development of the national teacher training system, each stage of which not only built on the previous one, but also brought something new and more perfect, without denying the previous experience. The current situation in teacher education in Russia is quite diverse and original. Teachers have the opportunity to study in specialised secondary, higher and professionally oriented postgraduate education programmes.

This chapter presents modern higher pedagogical education in Russia as a rather complex and multilevel system. This required a rather in-depth coverage of state policy, structure and content of Federal State Educational Standards. On this basis, the authors planned to achieve a full understanding of the phenomenon of the combination of centralisation and decentralisation of the teacher training process in Russia, where the existing legal and content frameworks nevertheless leave ample opportunities for variability and autonomy in the formation of educational programmes at universities and institutes.