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In order to better optimize the internal management system of book publishing and to cope with the changes in the external market environment, the purpose of this paper is to carry out cross-border publishing with the help of a transmedia storytelling model to realize the transformation and upgrading of the industry. Focusing on the relationship between the book publishing transmedia storytelling model and business performance, the moderating effect of the innovation environment on different variables is assessed.

This paper proposes several feasible hypotheses based on existing research. The research data came from 365 managers of Chinese book publishing organizations, and the scale was validated by Cronbach’s a, composite reliability (CR) and average variance extracted (AVE). Reliability and validity were verified, and correlation and regression analyses were used to test the impact of the book publishing transmedia storytelling model on business performance and to analyze the moderating role of the innovation environment.

The results show that the book publishing transmedia storytelling model (content production, technology integration, organizational innovation, marketing integration) helps to improve business performance (market performance, financial performance), and the innovation environment has a positive moderating effect on the relationship between the book publishing transmedia storytelling model and business performance, which provides a guarantee for the transformation and upgrading of book publishing. The market information reflected in the innovation environment has a certain role in promoting the innovation and business performance of the book publishing transmedia storytelling model.

The empirical evidence provides a theoretical link between the book publishing transmedia storytelling model and business performance, but there are still some shortcomings, and more factors, such as equity structure, government subsidies and research and development investment, should be included in future research. In addition, the scope of the research should be broadened on this basis to make the results of the data analysis more objective.

This paper introduces the transmedia storytelling model and deeply analyzes the relationship between the book publishing transmedia storytelling model and business performance, which is of great practical significance for optimizing the application and service quality of book publishing, prolonging the industrial chain, enhancing the interaction and participation of users and perfecting the business management system of the book publishing industry.

The application and research of the book publishing transmedia storytelling model are imperfect. Therefore, this paper not only helps to promote the innovation of book publishing organizational structure and improve the management system of business performance, but also may help to improve the innovation environment of book publishing enterprises and promote the diversification of industrial structure.

The main purpose of this study is to fill the research gap on how B2B global service firms integrate dynamic capabilities within their omnichannel management to influence positive word of mouth (WOM), customer engagement (CE) and customer equity.

Drawing on the dynamic capability and WOM theories, a model has been developed that defines the subjects of the empirical test. The paper reports on data collected from 312 service-oriented global firms in Australia, through a cross-sectional survey. Data were analyzed using structural equation modeling.

The findings suggest that content management (i.e. information consistency, source trustworthiness and endorsement) and concerns management (i.e. privacy, security and recovery) capabilities are the two significant antecedents of positive WOM within a B2B omnichannel setting in international marketing. The findings also confirm the key mediating role of CE between positive WOM and customer equity.

The findings extend dynamic capability theory in the context of international marketing by linking WOM, CE and customer equity. The findings add further theoretical rigor by establishing the nomological chain between positive WOM and customer equity, in which CE plays a key mediating role.

This study examines the critical elements that contribute to the effective adoption of educational digital resources (EDRs) in schools, with a focus on school principals and their leadership, from a strategic pedagogical standpoint.

Using survey data from 200 school principals, measurement and structure models are tested through structural equation modeling to quantify the impact between constructs.

The findings indicate that the most important factor influencing how effectively schools are transforming digitally is how beneficial school principals believe EDRs to be. Other important elements include the environment of the school, the technical assistance and service provided for the EDRs, and the professional and personal background of the principal.

Principals should be a fundamental component of educational plans for digital transformation, considering things like their age, leadership and teaching experience. Other components include contextual elements like school size, complexity and digital culture. A school principal's ability to promote an open dialogue – that enables educational communities to view the integration of EDRs into pedagogical models as an opportunity to improve outcomes – can assist a digital culture transition, rather than via the principal's authority or bureaucratic influence.

This research is among the pioneer to study the role of school principals in the UAE towards understanding the direction for digital transformation.

In this opinion article, the authors share their experiences with and perspectives on course design requirements and barriers when applying challenge-based learning (CBL) in an online sustainability education setting. CBL is an established learning approach for (higher) sustainability education. It enables teachers to engage students with open, real-life grand challenges through inter-/transdisciplinary student team collaboration. However, empirical research is scarce and mainly based on face-to-face CBL case studies. Thus far, the opportunities to apply CBL in online educational settings are also underinvestigated.

Using the TPACK framework, the authors address technological, pedagogical and content knowledge related to CBL and online sustainability education. The integration of the different components is discussed, providing teachers and course designers insight into design requirements and barriers.

This paper supports the promising future of online CBL for sustainability education, especially in the context of inter-/national inter-university collaboration, yet emphasizes the need for deliberate use of online collaboration and teaching tools.

The study aims to assess the effectiveness of engaging tutors in designing and using ICT integrated lesson activities in strengthening their pedagogical use of ICT competences.

Survey data from an intervention group of 70 tutors from two teachers colleges (TCs) were used to compare their level of ICT competences and domains of professional practice before and after the intervention. Document analysis, lesson observations and feedback from the learning management system (LMS) were used to describe tutors’ experiences from the intervention.

There was a statistically significant increase in tutors’ level of pedagogical use of ICT competences and domains of professional practice associated with hands-on practice in designing and implementing the intervention.

The intervention focus on hands-on practice, actual teaching and learning needs, and the use of active learning strategies like flipped classroom and the LMS, were useful means for tutors to make sense of pedagogical use of ICT competences.

The results offer useful insights to teacher education institutions and policymakers on how to prepare professional learning and supportive policies to enhance teaching and learning with ICT for addressing the learning needs of the subject matter.

Creating 16 ICT integrated lesson activities helped tutors to learn pedagogical use of ICT competences by doing. Use of such intervention could be a useful strategy in teacher education institutions to reposition ICT competence development from reproducing technological competences toward developing knowledge creators who could innovate their pedagogical practice with support from mentors, digital learning resources and networks.

Active and transformative learning (ATL) challenges the new era of teaching and learning in higher education. In this chapter a systematic approach to ATL theories and methodologies is provided. Authors provide a unique methodological framework for the integration of active learning practices in modern higher education curricula. This chapter also provides an integrated context for the overall discussion of the phenomenon in the volume. The recent arrivals of new disruptive artificial intelligence-enabled technologies such as OpenAI, ChatGPT, DeepAI and others are only few aspects of a new challenging era for the teaching, learning, innovation and sustainability in the higher education.

As higher education institutions (HEIs) have increasingly turned to consider sustainability over the last decade, education for sustainable development (ESD) has emerged as a way of imbuing students with the skills, values, knowledge, and attributes to live, work, and create change in societies facing complex and cross-cutting sustainability challenges. However, the question of how HEIs can actively embed ESD more broadly in and across curricula is one that continues to challenge institutions and the HE sector as a whole. While traditional teaching practices and methods associated with subject-based learning may be suitable for educating students about sustainable development, a re-orientation towards more transformational, experiential and action-oriented methods is required to educate for sustainable development. The need for educators to share their practices and learn lessons from each other is essential in this transformation.

This paper presents a selection of practical examples of how to embed a range of interactive, exploratory, action-oriented, problem-based, experiential and transformative ESD offerings into HE teaching practice and curricula. Presented by a group of academics and professional services staff at the University of Strathclyde who lead key modules and programmes in the institution’s ESD provision, this paper reflects on five approaches taken across the four faculties at Strathclyde (Humanities and Social Sciences, Science, Engineering and the Strathclyde Business School) and examines the challenges, practicalities and opportunities involved in establishing a collaborative programme of ESD.

The purpose of this study is to determine what technological strategies were used within each of the phases of the ADDIE framework when developing content for professional training. The study also examined the affordances of those technologies in training.

A PRISMA systematic review methodology (Moher et al., 2015) was utilized to answer the four questions guiding this study. Specifically, the PRISMA extension Preferred Reporting Items for Systematic Reviews and Meta-Analysis for Protocols (PRISMA-P, Moher et al., 2015) was used to direct each stage of the research, from the literature review to the conclusion. In addition, the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA principles; Liberati et al., 2009) are used to guide the article selection process.

The findings reveal that the majority of the studies were in healthcare (36%) and education (24%) and used an online format (65%). There was a wide distribution of ADDIE used with technology across the globe. The coding for the benefits of technology use in the development of the training solution revealed four trends: 1) usability, 2) learning approaches, 3) learner experience and 4) financial.

This systematic review only examined articles published in English, which may bias the findings to a Western understanding of how technology is used within the ADDIE framework. Furthermore, the study examined only peer-review academic articles from scholarly journals and conferences. While this provided a high level of assurance about the quality of the studies, it does not include other reports directly from training providers and other organizations.

These findings can be used as a springboard for training providers, scholars, funders and practitioners, providing rigorous insight into how technology has been used within the ADDIE framework, the types of technology, and the benefits of using technology. This insight can be used when designing future training solutions with a better understanding of how technology can support learning.

This study provides insight into the uses of technology in training. Many of these findings and uses of technology within ADDIE can also transfer to other aspects of society.

This study is unique in that it provides the scholarly community with the first systematic review to examine what technological strategies were used within each of the phases of the ADDIE structure and how these technologies provided benefits to developing a training solution.

The integration of digital technologies into education has brought about a profound transformation, fundamentally reshaping the learning landscape. The purpose of this study is to underscore the importance of investigating the factors influencing students’ engagement (SE) in this evolving digital era, particularly within formal digital learning environments. To address this need, the study is grounded in self-determination theory (SDT) and presents a comprehensive model comprising interconnected elements: digital competence (DC), smartphone use (SPU), perceived autonomy (PA), digital formal learning (DFL) and SE.

The research conducted an investigation within Saudi Arabian universities, collecting a robust data set of 392 cases. This data set underwent rigorous analysis to validate the proposed model. To untangle the intricate relationships within the framework, the study used partial least squares structural equation modelling. Given the distinct dimensions of the two constructs under study, the researcher used a disjoint two-stage approach to establish reflective-formative higher-order constructs (HOC).

The findings revealed that digital literacy and digital skills (DS) constitute the foundational constituents of DC. Simultaneously, the study identified facilitation, distraction and connectedness as integral components of SPU. Importantly, the study established that DC, SPU, PA and DFL significantly influence SE. Furthermore, the research illuminated the mediating roles played by SPU, PA and DFL in the complex relationship between DC and SE.

This study advances the literature by delineating the dynamic interplay between DC, SPU and SE in digital learning. It extends SDT within educational contexts, emphasizing the role of internal motivations and DS. Methodologically, it innovates through reflective-formative HOCs, deepening the analysis of complex educational constructs. Managerially, it guides institutions in enhancing DC and integrating smartphones effectively into learning, advocating for tailored strategies to foster engaging and autonomous digital learning environments, thereby enriching both theoretical understanding and practical application in education.

The basis for this study on electronic transferable records (ETRs) in the context of digitalizing cross-border trade is established in this chapter. It illustrates how the growing trend toward paperless trade and technological improvements is changing trade operations. This chapter focuses on the need to look into ETRs because of their capacity to influence business transactions while navigating complex legal issues. The specific goals of the study are outlined, including a review of the advantages, legality, difficulties and best practices of ETRs. This study aims to shed light on the possible advantages and disadvantages of ETRs, the legal framework that controls their use and the best practices for their efficient implementation. This study also seeks to provide informative recommendations for businesses and people that are considering using ETRs.

This study explores the evolving world of ETRs and their crucial function in international trade. Multidimensional technique is used to examine the transformative potential of ETRs from a variety of research angles. The research design is based on a comprehensive evaluation of the literature that includes a wide range of reliable sources, including academic papers, business reports and legal documents. The comprehensive retrieval of essential material is ensured through keyword searches in renowned academic databases and industry resources. The qualitative synthesis of secondary sources further enhances this methodology and allows for a complex examination of the implications of ETRs. The case study analysis provides practical information on the benefits, hazards and practical applications of ETRs. Multifaceted aspects are uncovered via a thematic approach and qualitative investigation, including potential advantages, hazards, implementation plans and regulatory frameworks.

ETRs offer a range of potential advantages for cross-border trade, encompassing augmented efficiency, reduced costs and heightened security. Nonetheless, their implementation also presents legal challenges and risks, spanning security and privacy concerns, legal ambiguities and technical complexities. Consequently, it is crucial for individuals and businesses to meticulously assess and mitigate these risks through the integration of robust security protocols, staying informed about legal developments and adhering to pertinent regulatory stipulations. In spite of these hurdles, the trajectory of ETR adoption is anticipated to remain on an upward trajectory, driven by increasing recognition of their potential benefits and the concurrent evolution of legal frameworks and technical standards.

Research limitations included the following: lack of adoption of ETRs internationally; and legal diversity and different legal systems results in different consideration of the ETRs. It makes reaching a unified ETR system more difficult.

It is necessary to develop clear policies and procedures and establish well-defined policies and procedures governing ETR use. These should encompass security guidelines, data protection measures and adherence to legal mandates. Regular review and updates are imperative. Stay current on legal developments: In light of the continuously evolving legal and regulatory landscape pertaining to ETRs, businesses and individuals must stay abreast of pertinent changes and seek professional counsel when necessary. Collaborate with partners and stakeholders: To ensure harmonization and standardization in ETR deployment, active collaboration with partners, regulators and industry associations is vital.

Enhance awareness and education: Investment in awareness and educational initiatives is crucial. Decision-makers should organize training programs, workshops and seminars to enhance understanding of ETRs’ potential benefits in cross-border trade among stakeholders. Socially, the use of ETR can achieve several political advantages for the society. It minimizes risks of corruption through enhancing tracing and auditing abilities for relevant authorities making it more difficult to engage in corrupt practices. That can promote integrity within government and public procurement system.

The development of standardized technical frameworks and interoperable platforms for ETRs could enhance their seamless integration into existing trade systems. Additionally, investigating the integration of emerging technologies like blockchain, IoT and AI into ETR ecosystems could unlock innovative solutions to security, authenticity and data management concerns. This study examines how ETRs can radically alter how trade is conducted on a global scale. This paper examines ETRs’ role in improving cross-border trade digitization by examining their advantages, legal difficulties and implementation techniques. The conclusions will aid firms, decision-makers and attorneys in navigating the constantly changing world of trade agreements. The study’s ultimate goal is to offer takeaways that support effective, secure and legally compliant integration of ETRs, ensuring that they operate as a catalyst for improved global trade efficacy and efficiency.