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Current assessment models in education have focused solely on measuring knowledge and fail to address the goals of Sustainable Development Goal 4 (SDG4) for a well-rounded, future-proof education. While SDG4 emphasizes quality education, traditional assessments do not account for the diverse skills and intelligence learners possess. This gap between assessment and the needs of SDG4 presents a conundrum for educators: How can we develop assessment strategies that encompass multiple intelligences and prepare learners for the future while ensuring the delivery of quality education as outlined by SDG4? This paper aims to propose integrated assessment strategies as a solution, examining their effectiveness in assessing multiple intelligences and supporting the future-proofing agenda within quality education.

The study used a qualitative research design. Interviews were held up to saturation point with 60 teachers and students purposively selected from schools in ten provinces across the country. Data from interviews were analysed using thematic network analysis. The data were complemented by documentary analysis from the Ministry of Primary and Secondary Education, Zimbabwe documents which included Curriculum Frameworks and policy documents as well as a systematic literature review.

Results indicated that integrated assessment systems provide an avenue for testing deeper learning and help students acquire competencies needed in the world of work, such as problem-solving and teamwork. However, certain conditions mitigate against the effective implementation of integrated assessment in schools.

This study uses the use of a qualitative research methodology, hence the generalizability of results in other settings may not be possible. The data collected from the research findings was manually coded and analysed. However, coding the data manually allowed the researchers to be fully immersed in the emerging themes enriching the study with additional data. This means that in-depth data engagement was ensured.

The paper concludes that integrated assessment provides authentic assessment which prepares learners for the future. The study recommends that the government should redress the teaching-learning environment in schools for effective implementation of integrated assessment systems so that not only one regime of intelligence is tested and future-proofing of quality is guaranteed.

The research contributes to increasing the motivation to deliver quality education by investing in integrated evaluation systems.

The purpose of the paper is to explain how organisations can future-proof their workplace and retain talent in a multi-generational ecosystem

Desk research and experience.

It is possible to retain talent in a multigenerational workplace.

Companies should focus on personal development, increasing recognition and value, implementing people-first inclusive leadership, embracing flexible work, providing genuine career development and opportunities and offering work-life balance and a diverse and inclusive workplace with purposeful work.

When bright young minds continue to leave organisations, taking valuable skills and fresh perspectives elsewhere, it is essential that companies rethink their approach to work as it is no longer appropriate for everyone.

New content based on expertise and experience of a 30-year career.

This study aims to investigate the relationship between the adoption of human resource (HR) analytics and managerial decision-making (DM), with attitude toward artificial intelligence (AI) as a potential moderator.

This study was conducted in three phases. In Phase I, a comprehensive scale to measure the “Adoption of HR analytics” was conceptualized and developed. In Phase II, the scale was validated and operationalized. Finally, in Phase III, a survey of 377 managers was conducted, and a conceptual model was validated using structural equation modeling.

This study reveals that the adoption of HR analytics (HRA) and a positive attitude toward AI significantly influence DM. The findings suggest that the structural factors play the most important role in the adoption of HRA, followed by individual factors, value and system support.

These findings hold valuable implications for managers seeking integration of HRA and AI within organizational systems and processes. HR practitioners can evaluate their organization’s readiness for HRA, enabling them to build a future-proof workforce with the necessary skills. It can help managers make the adoption of AI-enabled HRA a reality. The study also helps to remove inhibitions and concerns of HR managers and employees related to AI.

This paper addresses the methodological, practical knowledge and evidence gap in the area of adoption of HRA and DM. It sheds light on the “future of work” in HR, highlighting a potential shift toward human-AI collaboration.

The purpose of the article “Nurturing Human Intelligence in the Age of AI: Rethinking Education for the Future” is to explore the profound impact of Artificial Intelligence (AI) on education and to emphasize the need for a fundamental shift in current education systems. The article aims to provide practitioners with actionable insights on how to navigate the rapidly evolving landscape of AI in education while preparing young people for their crucial role as the workforce of tomorrow. It seeks to highlight the potential of AI to revolutionize education while also acknowledging the importance of preserving the unique human touch in the learning process.

This article explores the disruptive impact of Artificial Intelligence (AI) on education and emphasizes the need for a fundamental shift in current education systems to prepare young people for an AI-driven future. It highlights the potential of AI to revolutionize education through personalized learning experiences, enhanced teacher professional development and automation of administrative tasks while acknowledging the importance of approaching AI implementation with caution and preserving the unique human touch in education. The article argues for a shift in focus from rote learning to fostering critical thinking, creativity and problem-solving skills, emphasizing the development of Learning Mastery and Knowledge Mastery. It underscores the vital role of educators in leveraging AI technologies and preparing young people for the future, along with the need for responsive educational policies and curriculum frameworks that integrate AI literacy and ethical considerations. The article concludes by calling for reimagining the schooling system, prioritizing high-level thinking and nurturing the unique capabilities of human intelligence. The future of education lies in harnessing the power of AI while celebrating and cultivating distinctively human qualities. Educational practitioners play a crucial role in shaping this future by bridging the gap between research and practice, ensuring a positive and prosperous future for society in an AI-driven world.

(1) AI can revolutionize education through personalized learning, enhanced teacher development and task automation. (2) Balance is needed between AI and human touch in education. Current education systems fail to cultivate critical thinking and creativity. (3) Learning Mastery and Knowledge Mastery should be emphasized to foster independent thinking and problem-solving. (4) Educators play a vital role in integrating AI into the learning process. (5). AI can redefine success in education and cultivate future-proof skills. (6). Responsive and adaptable educational policies are necessary. (7) The future of education lies in harnessing AI while nurturing human intelligence.

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(1) Educators should actively engage with AI technologies and explore ways to integrate them into the learning process to enhance personalized learning experiences. (2) Professional development programs should be designed to equip teachers with the necessary skills to effectively utilize AI tools and leverage them to improve instructional practices. (3) Curriculum frameworks need to be revised to integrate AI literacy, digital citizenship and ethical considerations into the educational journey of young learners. (4) Educational institutions should invest in AI-powered assessment tools that provide a holistic understanding of a student’s abilities, capturing their strengths and areas for improvement beyond test scores. (5) Educators should focus on teaching metacognitive strategies, encouraging self-reflection and self-assessment and providing opportunities for students to develop problem-solving and critical-thinking skills. (6) Active learning strategies, such as project-based learning, problem-based learning and inquiry-based learning, should be employed to foster deep learning and knowledge mastery. (7) Educational policies should encourage innovation and collaboration between educational institutions, government bodies and industry stakeholders to ensure responsiveness to the rapidly evolving landscape of AI in education. (8) Educators should strive to create a learning environment that nurtures and celebrates the unique capabilities of human intelligence while harnessing the power of AI to enhance the learning experience.

(1) Workforce preparedness for an AI-driven future. (2) Potential exacerbation of societal inequalities. (3) Fostering human–AI collaboration skills. (4) Addressing ethical concerns regarding data privacy and security. (5) Emphasizing lifelong learning to adapt to changing demands. (6) Redefining success through a holistic view of student abilities. (7) Shaping societal values that balance human intelligence and AI capabilities. The education system must address these implications to ensure equitable access to AI-enhanced learning, maintain public trust and prepare individuals for a society where human–AI collaboration is essential, while promoting a balanced and harmonious coexistence between human intelligence and AI.

The article “Nurturing Human Intelligence in the Age of AI: Rethinking Education for the Future” offers a fresh perspective on the impact of AI on education. While the topic of AI in education is not novel, the article’s emphasis on nurturing human intelligence alongside AI integration sets it apart. The author’s call for a fundamental shift in education systems to prioritise critical thinking, creativity and problem-solving skills is a unique approach. The article’s exploration of Learning Mastery and Knowledge Mastery as key concepts in preparing students for an AI-driven future adds originality to the discussion. Overall, the article presents a thought-provoking and original viewpoint on the future of education in the age of AI.

Technological disruption has transformed the traditional ways of doing business in the real estate sectors. As a result of the new business realities, technology has become an integral part of the real estate business. However, due to the significant barrier to the incorporation of the technology among modern real estate start-ups, there is a need to assess the adoption and willingness to use property management software.

The study employed an exploratory research design. The study adopts a total enumeration of real estate start-up firms in Lagos, Nigeria, to ensure true representations among the respondents and reduce sampling errors. The data obtained were analyzed using descriptive and inferential statistics.

The study revealed that the majority of the respondents are aware of the identified property management software but tenant verification software recorded the highest level of awareness and usage. The finding also revealed that the association between the availability of staff competence, practicality of the software, ease of use, data ownership and copyright, financial resources, future-proof technology track, Internet connection, perceived benefits and productivity and branding are statistically significant in influencing the level of adoption among the respondents.

The researchers had initial challenges with the attitude of respondents to willingness and timely disbursement of information which was later resolved by explaining the significance for the study. The findings of the research will be useful and serve as an eye opener to practitioners, the conventional real estate surveying and valuation firms, to relevance of software technology in enhancing their operations and efficiency, while it can also boost the academic curriculum.

The knowledge about the adoption of property management software will equip real estate tech start-ups with the right information.

The paper is significant because the ultimate goal of this study is to document the empirical investigation on the level of adoption and application of emerging software among real estate tech start-ups in the Nigerian property market to facilitate the efficiency and delivery of property management services.

This review aims to investigate the impact of Industry 4.0 on talent development, emphasizing the need to redefine talent for the future of work. By exploring the evolving job requirements, the research seeks to map the competencies essential for success in Industry 4.0 and provide insights for developing talent to stay competitive in the digital era.

The review uses a comprehensive literature review to systematically trace the evolution of talent and identify the evolving competencies needed for Industry 4.0. Drawing upon established theoretical frameworks of resource-based view, human capital theory and organizational learning theory, this review identifies key factors influencing talent development and Industry 4.0 competencies.

The findings reveal that the emergence of automated technologies has altered the traditional understanding of jobs and highlights the importance of talent development aligned with Industry 4.0. By investing in developing Industry 4.0 competencies, organizations empower employees to navigate change and remain competitive. Effective talent management strategies contribute to retaining talented individuals and achieving sustainable competitive advantage for organizations.

This study has implications for educational institutions in guiding their curriculum, for organizations to identify the skills and talents necessary to adapt to Industry 4.0 and for the government to inform policy changes that contribute to the global economy and promote a skilled workforce.

This research contributes to the existing literature by comprehensively examining talent in the context of Industry 4.0. It offers a nuanced understanding of the role of talent management in the intersection of talent, competencies and changing technologies in future-proofing organizations.

The COVID-19 pandemic resulted in significant declines in international tourist arrivals and receipts. It has also influenced destination preference, tourist demographic, travel motivation, and behavior. Recognizing health and safety as the new considerations in pursuing tourism activities in the better normal, this necessitated a reassessment of the current tourism industry by directing the attention from the usual destination-centric perspective to a value chain perspective. This chapter proposes a new paradigm for the better normal value chain by deconstructing the concepts of travel, tourism, and travel sectors and revisiting the concept of the tourism value chain (TVC) by mapping out the chain and its functional levels and integrating travel, tourism, and hospitality sectors in one value chain. Policymaking approaches such as reorganizing the value chain, empowering stakeholder involvement through coopetition, and resilience building in the face of possible adversities in the future should be adapted to achieve this suggested paradigm's goals. This analysis provides stakeholders with a broader understanding of the needed interventions in future-proofing the industry backed by industry trends in the better normal while fostering collaboration and offering flexibility to cope better in other possible shocks in the future.

The study aims to provide a critical review of the extent to which digital technologies are likely to replace human labour, the exponential rise in the amount of work to be done and how far distinctively human skills are future-proofed and therefore likely to be in short supply. It reviews the evidence for a permanent switch to home and remote working enabled by emerging technologies. It assesses the business, digital and labour strategies of work organisations and the promise and challenges from a dominant trend towards a digitally enabled flexible labour model.

A critical review of 1020 plus case studies and the extant literature was carried out.

The relationship between emerging technologies and work is widely misunderstood, and there are major qualifiers to the idea of an overwhelming tsunami of technology drastically reducing headcounts globally. Distinctive human skills remain valuable, the amount of work to be done is increasing exponentially and automation is becoming more a coping than a labour replacement mechanism. Moves to a hybrid digitalised flexible labour model are promising but not if short-term, and if the challenges they represent are not managed well.

The main limitation is that we are making projections into the future, though we are drawing on a lot of different sources and evidence and past data projected into the future.

The problem is not labour displacement but large skills shortages that will slow down the speed of technology adoption. Skills development is vital, as is the taking of long-term perspectives towards the management of hybrid, flexible working based on human-machine interactions.

Organisations need to revitalise their training and development and labour management models. Governments and intermediary institutions need to manage transition states if the skills required to gain economic growth are to be available, and to ensure that large labour pools do not get bypassed from not having requisite skills.

The study offers a more subtle and complex perspective on the emerging evidence about the future of technology and work.