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Engaging in international business (IB) is a particular challenge to small and medium-sized companies (SMEs), representing a condition to ensure growth and longevity. Due to their limitations of tangible resources, these companies make use of their levels of knowledge and capabilities to reach new markets. This study seeks to ascertain the role, the typologies of the knowledge and capabilities required for access to IB, and how benefits may arise for SMEs from their international experience.

To achieve these objectives, the authors ground the insights on a qualitative study that gathered data from ten semi-structured interviews with leading entrepreneurs engaged in IB. The data were analysed resorting to the QSR Nvivo software.

The results demonstrate how (1) knowledge and the development of dynamic capabilities all represent determinant facets to engaging in IB and that (2) the knowledge and learning capabilities acquired and developed in IB context also result in positive returns in domestic markets.

Despite the rising of IB studies, the interaction between knowledge and capabilities from the perspective of accessing international markets has not received attention enough from scholars. The authors argue that both constructs must act together to reach and maximize the IB of SMEs and provide evidence that engagement abroad brings several other advantages beyond economic returns.

Massive open online courses (MOOCs), a Taylorist attempt to automate instruction, help make course delivery more efficient, economical and better. As an implementation of Digital Taylorism Implementation (DTI), MOOCs enable individuals to obtain an occupation-oriented education, equipping them with knowledge and skills needed to stay employable. However, learning through online platforms can induce tremendous amounts of technology-related stress in learners such as complexity of platforms and fears of redundancy. Thus, the aim of this paper is to study how student perceptions of DTI and technostress (TS) influence their perceived employability (PE). The role of TS as a mediator between DTI and PE has also been studied.

Stratified sampling technique has been used to obtain data from 305 students from 6 universities. The effect of DTI and TS on PE, and the role of TS as a mediator, has been examined using the partial least squares (PLS) structural equation modelling approach with SMART PLS 4.0. software. Predictive relevance of the model has been studied using PLSPredict.

Results indicate that TS completely mediates the relationship between DTI and PE. The model has medium predictive relevance.

Learning outcomes from Digitally Taylored programs can be improved with certain reforms that bring the human touch to online learning.

This study extends Taylorism literature by linking DTI to PE of students via technostress as a mediator.

Most educational institutions worldwide have shifted to online teaching and learning approaches to mitigate risks imposed by the COVID-19 pandemic. This causes several issues, particularly in delivering the construction management (CM) courses which require site visits, interpreting technical drawings and developing 3D building models. This paper aims to identify the key strategies for online learning and teaching adopted during the COVID-19 pandemic and to investigate the implications for construction management education.

The research approach is twofold. First, the study presents a systematic literature review (SLR) through a synthesis of the existing literature to identify the key strategies and lessons learned about online education during the COVID-19 pandemic in tertiary programs. It also discusses their implications in the context of the construction management (CM) sector in particular. Secondly, the authors shared their hands-on experience as construction management course facilitators – using the autoethnography approach – during the COVID-19 crisis.

In addition to identifying the key strategies such as online course delivery and assessments, the paper critically discusses the barriers to online learning and teaching, including (1) the technological and infrastructure barriers; (2) required online teaching skills and competencies; (3) issues surrounding mental health and wellbeing; (4) lack of consistency in the online delivery of various courses in a given program (5) difficulties around students' engagement and (6) the course characteristics and requirements.

The study offers some implications and recommendations not only for educational institutions and staff but also for vendors of online course delivery software. To prepare educational institutions for future online course delivery, the paper proposes several strategies. These include developing a set of guidelines for online course delivery, incorporating online teaching training modules into the recruitment process for academic staff, applying agile and resilience teaching and learning methods, wellbeing and mental health support and continuously improving course features to adapt to the online environment.

Education for sustainable development (ESD) is a developing educational concept that aims to achieve economic, social and environmental sustainability through education. Cultural sustainability education aims to cultivate awareness and protection of cultural assets, promote sustainable development and foster environmental responsibility. This study establishes a cyber-physical metaverse of cultural sustainability learning to cultivate students' motivation, multicultural identity, critical thinking and sustainability thinking.

In this study, virtual reality (VR) and 3D printing technologies were utilized to create a cyber-physical metaverse learning environment. This learning environment is designed to allow elementary school children to learn about indigenous cultures and the architecture of slate houses, as well as socio-architectural issues. Learners will be able to experience first-hand the plight of the indigenous tribal areas and the exploration of related cultural knowledge.

The study collected pre- and post-test data through questionnaires, using covariates to analyze learners' perceptions of learning. The results of this study showed that cyber-physical metaverse learning environment had a significant impact on learning motivation, multicultural identity and sustainability thinking for culturally sustainable education. However, this study’s impact on critical thinking skills in students remains to be confirmed.

This is a quasi-experimental study of a single country’s elementary school children in the indigenous area, so its findings cannot be extrapolated to other areas or to learners of different ages.

This study introduces a framework for incorporating both virtual and real cultures to promote sustainable learning. The cyber-physical metaverse learning is used to supplement teaching activities to enhance learners' motivation in learning multicultural knowledge. Students were able to recognize and protect cultural assets, as well as emphasize the importance of sustainable development.

The purpose of this study was to analyze importance of artificial intelligence (AI) in education and its emphasis on assessment and adversity quotient (AQ).

The study utilizes a systematic literature review of over 141 journal papers and psychometric tests to evaluate AQ. Thematic analysis of quantitative and qualitative studies explores domains of AI in education.

Results suggest that assessing the AQ of students with the help of AI techniques is necessary. Education is a vital tool to develop and improve natural intelligence, and this survey presents the discourse use of AI techniques and behavioral strategies in the education sector of the recent era. The study proposes a conceptual framework of AQ with the help of assessment style for higher education undergraduates.

Research on AQ evaluation in the Indian context is still emerging, presenting a potential avenue for future research. Investigating the relationship between AQ and academic performance among Indian students is a crucial area of research. This can provide insights into the role of AQ in academic motivation, persistence and success in different academic disciplines and levels of education. AQ evaluation offers valuable insights into how individuals deal with and overcome challenges. The findings of this study have implications for higher education institutions to prepare for future challenges and better equip students with necessary skills for success. The papers reviewed related to AI for education opens research opportunities in the field of psychometrics, educational assessment and the evaluation of AQ.

Education 4.0 is one of the major transformations in the field of education to improve the quality of teaching and learning processes and prepare students as 21st-century learners. This study aims to examine the effect of Educations 4.0 on creative and collaborative learning of students.

In this correlational research study, a quantitative data collection tool such as a questionnaire is used. This research is conducted on university students (N = 365), and purposive sampling technique is used to achieve the purpose. Statistical Package for Social Sciences (SPSS) version 27.0 is used to analyze the data.

The findings of the study reveal that there is a strong positive relationship between education 4.0 and the two major 21st-century skills, i.e. collaboration and creativity. The value of correlation coefficient value of the variables is 0.597, which indicates positive and strong relationship; hence, null hypothesis is rejected and an alternative hypothesis is accepted.

The results of the current study are beneficial for the school managers to enhance students' two significant 21st-century skills, i.e. “Creativity” and “Collaboration.” Also, the school managers can make efforts to develop teachers' competence to adapt the technological advancements for improving students' creativity and collaboration to benefit their learning.

This is a unique study because there are only a few recent studies that show a connection between Education 4.0 and 21st-century skills. Also, there is no other study that presents the direct association of Education 4.0 and students' creativity and collaboration specifically in the context of Pakistan.

Due to the growing complexity involved in leveraging the endless possibilities of ICT on all levels, the technical competence of faculties of higher education institutions (HEI) and effective methods for fostering e-readiness has become questionable.

This research has developed and validated an empirically supported e-readiness scale, which can be used by HEIs to assess faculty members’ preparedness toward online teaching. The measurement model and the structural model were developed as the results of exploratory factor analysis and confirmatory factor analysis (n = 245). The previously identified components and their indicators were validated using the structural models and the final scale was developed with five dimensions (“online technological readiness, pedagogical readiness, institutional readiness, learning and delivery readiness and content readiness”).

The faculties’ e-readiness assessment tool, as a useful tool, could aid institutions in identifying problems that affect the implementation of e-learning or digitalization in the institutions and developing strategies in response.

Like any research this research also has some limitations and can be considered as future research probability like the responses for this research were collected from HEI in India; however, a cross-cultural study can be conducted to understand the parameters across the globe. Although the psychometric qualities of the e-readiness scale are acceptable, additional research in various higher educational environments, both nationally and internationally, is required to further establish the scale’s relevance, validation and generalizability.

Although many scales have been developed to assess the readiness level in the education sector, a scale, that holistically measures, the readiness level of faculties from an overall perspective was required. This scale can be used to recognize the e-readiness level of teachers in HEIs. This scale can also help the institutions assess the readiness level of their faculty members and address any improvements required in their teaching and learning pedagogy, further acknowledging training needs.

The metaverse offers great potential for creating a new educational environment with unique experiences. Currently, it has been integrated into many stages of education, including classroom study aids, clinical skill interaction and image training simulators, thanks to a new generation of Internet applications. This paper aims to provide a comprehensive systematic review using bibliometric analysis on the metaverse in health education and analyze the trends and patterns of research output within the field.

The paper conducts bibliometric analysis and follows the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines to ensure a rigorous and transparent review process. Specifically, this article identifies research questions, develops a data-collection strategy and establishes a screening approach that includes determining relevant keywords and applying inclusion and exclusion criteria.

A bibliometric analysis is conducted comprising 231 studies from 145 scientific journals to assess the trends, patterns and collaboration networks in research on the use of metaverse technology in health education. This paper provides insights into the research themes, publication trends and countries leading in this field, which can guide future research in this field.

The use of metaverse technology in health education has gained momentum in recent years. Despite this interest, comprehensive studies to review and analyze the existing literature on this topic systematically are lacking. In response, this paper provides a systematic review that explores the potential role of the metaverse in health education. By considering the current research, key trends, research hotspots and opportunities for future investigations are identified. The findings not only shed light on the current state of research but also offer guidance for advancing this exciting field.

This study aims to mitigate the inherent challenges associated with implementing project-based learning (PjBL) by integrating it with the service engineering methodology (SEEM). The study demonstrates that combining PjBL with a methodological approach provides a step-by-step procedure that facilitates the practical application of PjBL and preserves the development of competencies inherent to PjBL.

Action research methodology was used to assess the effectiveness of combining PjBL learning strategy with SEEM. Data was collected through observations, questionnaires and focus group discussions to evaluate students’ expectations and perceptions of this combination.

The results show that PjBL implementation combined with SEEM enabled the organization of class dynamics, helping to mitigate difficulties encountered in the application of PjBL. Students conveyed that the integration of PjBL with SEEM afforded them a guiding structure without compromising their autonomy in decision-making for proposed solutions. It proved efficacious in honing skills pertinent to service design and analysis, teamwork, solution formulation, creativity and innovation stimulation.

This research has been limited to four classes in one university in Brazil. Besides, PjBL was combined with only one methodology (SEEM). Therefore, this needs to be tested in broader settings and contexts.

The article highlights the potential benefits of PjBL in bridging the gap between academia and the professional world while acknowledging the challenges involved in its implementation, combining PjBL with a methodology that provides a sequence of steps to be followed.

The social implications of implementing PjBL in higher education in the Brazilian and international contexts are multifaceted. The adoption of PjBL encourages instructors to adapt their learning strategies and align them with the evolving needs of worldwide society. Through PjBL, Brazilian and international higher education institutions may contribute to the development of individuals who are not only knowledgeable but also capable of applying their knowledge effectively in practical situations around the world.

The theoretical contribution lies in suggesting that combining PjBL with a methodology that provides a sequence of steps to be followed (such as that exemplified through SEEM) can address intrinsic issues that consider the complexity of PjBL implementation, preserving the development of competencies inherent to PjBL.

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.