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Design-thinking (DT) in education has attracted significant interest from practitioners and academics, as it proffers new-age thinking to transform learning processes. This paper synthesises extant literature and identifies the current intellectual frontiers.

First, a systematic-literature-review was undertaken employing a robust process of selecting papers (from 1986 to 2022) by reading titles, abstracts and keywords based on a required criterion, backward–forward chaining and strict quality evaluations. Next, a bibliometric analysis was undertaken using VOSviewer. Finally, text analysis using RStudio was done to trace the implications of past work and future directions.

At first, we identify and explain 12 clusters through bibliometric coupling that include “interdisciplinary-area”, “futuristic-learning”, “design-process” and “design-education”, amongst others. We explain each of these clusters later in the text. Science, Technology, Engineering, Arts and Mathematics (STEAM), management education, design and change, teacher training, entrepreneurship education and technology, digital learning, gifted education and course development) Secondly, through co-word-analysis, we identify and explain four additional clusters that include “business education and pedagogy”, “content and learning environment”, “participants and outcome” and finally, “thinking-processes”. Based on this finding, we believe that the future holds a very positive presence sentiment for design thinking and education (DT&E) in changing the 21st century learning.

For investigating many contemporary challenges related to DT&E, like virtual reality experiential learning, sustainability education, organisational learning and management training, etc. have been outlined.

Academics may come up with new or improved courses for the implementation of DT in educational settings and policymakers may inculcate design labs in the curricula to fortify academic excellence. Managers who would employ DT in their training, development and policy design, amongst others, could end up gaining a competitive advantage in the marketplace.

This study conducted a comprehensive review of the field, which to our limited knowledge, no prior studies have been done so far. Besides, the study also outlines interesting research questions for future research.

This study investigates the integration of Industry 4.0 (I4.0) technologies with condition-based maintenance (CBM) in upstream oil and gas (O&G) operations, focussing on developing countries like Nigeria. The research identifies barriers to this integration and suggests solutions, intending to provide practical insights for improving operational efficiency in the O&G sector.

The study commenced with an exhaustive review of extant literature to identify existing barriers to I4.0 implementation and contextualise the study. Subsequent to this foundational step, primary data are gathered through the administration of carefully constructed questionnaires targeted at professionals specialised in maintenance within the upstream O&G sector. A semi-structured interview was also conducted to elicit more nuanced, contextual insights from these professionals. Analytically, the collected data were subjected to descriptive statistical methods for summarisation and interpretation with a measurement model to define the relationships between observed variables and latent construct. Moreover, the Relative Importance Index was utilised to systematically prioritise and rank the key barriers to I4.0 integration to CBM within the upstream O&G upstream sector.

The most ranked obstacles in integrating I4.0 technologies to the CBM strategy in the O&G industry are lack of budget and finance, limited engineering and technological resources, lack of support from executives and leaders of the organisations and lack of competence. Even though the journey of digitalisation has commenced in the O&G industry, there are limited studies in this area.

The study serves as both an academic cornerstone and a practical guide for the operational integration of I4.0 technologies within Nigeria's O&G upstream sector. Specifically, it provides an exhaustive analysis of the obstacles impeding effective incorporation into CBM practices. Additionally, the study contributes actionable insights for industry stakeholders to enhance overall performance and achieve key performance indices (KPIs).

The purpose of this study was to examine how participants experienced and perceived an M.Ed. program that had a school-based design. In particular, the authors sought to understand: (1) how participants experienced being in a school-based cohort and (2) whether and how participants experienced the three designated tenets of the M.Ed. program: teacher inquiry, social justice and student engagement and motivation.

This qualitative study used semi-structured focus group interviews (n = 7) to examine teachers’ perceptions, using a constant comparative method (Corbin & Strauss, 2008) of open coding to analyze the data and determine emergent themes.

The findings indicate the design of this school-based M.Ed. program provided both social and academic benefits including strengthening teachers’ working relationships and their understanding of students outside their own classroom and a transfer from individual learning to organizational benefit. Teachers positively perceived the three tenets that guided the first year of the program, especially the ability to study social justice and student motivation in depth.

This study has implications for teacher education and retention as well as how boundary spanning roles in PDS schools can impact graduate students’ experiences in schools. Given the current teacher shortage concerns, it is important to understand how M.Ed. programs can be designed with teacher needs at the forefront so learning is relevant and rewarding, both to the individual and the school.

While there are many studies that examine the use of cohorts in education, particularly in doctoral programs, few, if any, studies examine a school-based cohort M.Ed. program for practicing teachers. This study also puts a unique spotlight on how boundary-spanning roles can benefit not only teacher candidates but also practicing teachers in their M.Ed. programs.

This article presents a comprehensive analysis of innovation in micro, small and medium enterprises (MSMEs) in India, focusing on the barriers and facilitators within their internal and external ecosystems.

A self-administered questionnaire was used to collect data from 1430 MSMEs across India, employing Structural Equation Modeling (SEM) to analyze the relationships between internal and external factors and innovation adaptation.

The findings indicate that factors such as top management and organization structure, communication, technological capability and adaptation and organizational culture have a positive impact on innovation adaptation within the internal environment. Conversely, employee and market orientation, as well as financial factors, have a negative influence. Regarding the external environment, industry and competitive analysis, internationalization and partner alliances were found to positively affect innovation adaptation, whereas the country's infrastructure and policies had a negative impact.

The study emphasizes that MSMEs have the potential to leverage their internal and external environments to foster innovation within their organizations.

This study aims to explore the intermediate role of self-differentiation in anger management and neurotic perfectionism for a sample of high achievers at some public universities in Egypt and Saudi Arabia. This increases the chances of these students obtaining their rights.

The researcher used the microcopy of Drake, Murdock, Marszalek and [(the Differentiation of Self Inventory—Short Form (DSI-SF)] scale, differentiation of self child-adolescent perfectionism scale and Davidson and Munro (2000) scale of neurotic perfectionism in addition to the anger management scale of the current study. The researcher used the appropriate statistical methods and the descriptive design to find the results.

The results showed that there is no statistically significant difference among male and female students in the positive anger management while three was a statistically significant difference among them in the negative anger management favoring male students. Further, there were no statistically significant differences among the study sample according to the country (Egypt and Saudi Arabia) in anger management (positive and negative). Moreover, there was a correlation matrix between the study variables as shown in the study; The statistical analysis was conducted to identify the suggested constructive model and variables of the study, anger management (positive-negative) as an independent variable, self-differentiation as an intermediate variable and neurotic perfectionism as a dependent variable among high achievers, This explains the necessity of preparing the environment for these students to become more healthy, through which they can enjoy all their rights as a category of special education, where most of the focus is on the handicapped groups from special education more than the high achievers’ students.

The study recommended that higher education courses should focus on anger management skills and the development of self-differentiation and the positive part of perfectionism. Also, the current study provided the educators of higher education with some suggestions to promote it and develop high achievers, which may lead to positive mental and physical health for high achievers and raising awareness of society and obtaining their rights in education and life.

The study aims to identify the status quo of artificial intelligence in entrepreneurship education with a view to identifying potential research gaps, especially in the adoption of certain intelligent technologies and pedagogical designs applied in this domain.

A scoping review was conducted using six inclusive and exclusive criteria agreed upon by the author team. The collected studies, which focused on the adoption of AI in entrepreneurship education, were analysed by the team with regards to various aspects including the definition of intelligent technology, research question, educational purpose, research method, sample size, research quality and publication. The results of this analysis were presented in tables and figures.

Educators introduced big data and algorithms of machine learning in entrepreneurship education. Big data analytics use multimodal data to improve the effectiveness of entrepreneurship education and spot entrepreneurial opportunities. Entrepreneurial analytics analysis entrepreneurial projects with low costs and high effectiveness. Machine learning releases educators’ burdens and improves the accuracy of the assessment. However, AI in entrepreneurship education needs more sophisticated pedagogical designs in diagnosis, prediction, intervention, prevention and recommendation, combined with specific entrepreneurial learning content and entrepreneurial procedure, obeying entrepreneurial pedagogy.

This study holds significant implications as it can shift the focus of entrepreneurs and educators towards the educational potential of artificial intelligence, prompting them to consider the ways in which it can be used effectively. By providing valuable insights, the study can stimulate further research and exploration, potentially opening up new avenues for the application of artificial intelligence in entrepreneurship education.

This study aims to explore the research internationalization process in Georgia, one of the post-Soviet countries. Specifically, it examines the individual-level reasons that motivate faculty at Georgian universities to engage in the process of research internationalization. It also unpacks scholars’ perspectives on the driving factors for selecting the key partners in international research.

Sixteen faculty members for this exploratory qualitative study were selected through stratified purposeful sampling from five higher educational institutions in Georgia. Participants were asked to discuss their participation in international research projects and underline the activities and events that motivated them to participate in international collaborative projects. The critical incident method was used to analyze our qualitative data collected through semi-structured interviews.

The research revealed that faculty at Georgian universities are more oriented toward collaboration with their peers from European countries and the USA. This preference is influenced by such factors as higher quality of science, higher level of freedom and autonomy, personal contacts and networks, as well as language competencies. The data also helped to unpack Georgian scholars’ individual-level rationales that were conceptualized into three domains: human capital, financial capital and physical capital.

This study is an original work conducted in Georgia. It contributes to the development of the field of internationalization of research. The three-domain conceptual framework on the individual-level rationale for internationalization can be used in future research on post-Soviet countries and beyond.

The study investigates the linkage between personality traits and firm performance. It examines the role of the pursuit of excellence, perseverance, a proactive mindset and formal education in determining the entrepreneurial success of MSMEs.

Data were collected from 432 MSME entrepreneurs using a structured questionnaire from India's two major industrial towns to analyze the impact of personality traits on firm performance. Structural equation modeling (SEM) was employed to assess the direct and indirect relationships with the help of mediation analysis.

The findings assert that personality traits improve firm performance and determine the success of MSMEs. The results reveal that the need for achievement, a proactive mindset and the pursuit of excellence are crucial to firm performance. In addition, formal education mediates between perseverance and the pursuit of excellence personality attributes on the one side and firm performance on the other.

The research has various theoretical and practical implications for entrepreneurs, financial institutions and policymakers. The results could be productively used to nurture the entrepreneurial ecosystem in India.

Although research on personality traits as a driver of firm performance is growing, the pursuit of excellence, perseverance and proactive mindset attributes as enablers of firm performance have not garnered much attention. The study presents a precise conceptual model by integrating the aforementioned dimensions in the backdrop of an emerging market.

Research has provided powerful evidence that what teachers do in the classroom matters most for the learning of students. Evidence also suggests that school leaders can make a significant difference to student learning via their influence on teachers' attitudes, beliefs and classroom practices. The purpose of this study was to examine if/how principal instructional leadership practices affect differentiated instruction in Omani schools, and understand the role that teacher collaboration and self-efficacy play in this dynamic.

The study used structural equation modeling (SEM) to analyze data collected from a sample of 496 teachers working in public schools in Muscat, Oman.

The findings revealed no direct association between principal instructional leadership and differentiated instruction. Instead, the effects of principal instructional leadership on differentiated instruction were achieved indirectly through the mediation of teacher collaboration and teacher self-efficacy. Collaboration was also found to have a positive influence on the teachers' self-efficacy beliefs.

The significance of this study stems from its relevance to the educational developments unfolding not only in Oman, but in the Gulf region at large. Recent reviews of educational administration and leadership research in the Gulf states indicate the scarcity of empirical research investigating the relationship between principal leadership and teacher practices. This is problematic as it creates a gap in our knowledge of the factors that can support ongoing school improvement initiatives in the region. More specifically, we expect our findings to guide current educational reforms aimed at raising education quality via promoting effective teaching and learning in Omani schools.

Critical thinking (CT) in higher education institutions (HEIs) is rarely examined using bibliometric methods to provide a better reference path for future research. This study aims to provide a broad survey of the bibliometric literature on CT in HEIs.

Compiled from the Scopus database, there were 670 articles published from 2018 to 2022 analyzed in the study. VOSviewer software was also used to analyze co-authorship, co-occurrence and citation.

The results showed that the CT research literature was mainly published in the US However, the highest number of citations was from Australian authors. The most frequent keywords were CT, skills and higher education.

Due to the high variability of assessment strategies for each study, the current study suggests that further research focuses on the global assessment model of CT in HEIs.

To the best of the research’s knowledge, the study on CT in higher education with bibliometric analysis is rarely explored.