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The study aims to identify the key advantages/enablers and disadvantages/barriers of augmented reality (AR) implementation in education through existing reviews. It also examines whether these factors differ across educational domains.

This study conducted a systematic review of reviews to synthesize evidence on the barriers and enablers influencing AR adoption in education. Searches were performed across five databases, with 27 reviews meeting the inclusion criteria. Data extraction and quality assessment were completed. Content analysis was conducted using the AR adoption factor model and consolidated framework for implementation research.

The findings reveal several enablers such as pedagogical benefits, skill development and engagement. Equally, multiple barriers were identified, including high costs, technical issues, curriculum design challenges and negative attitudes. Interestingly, duality emerged, whereby some factors served as both barriers and enablers depending on the educational context.

This review contributes a novel synthesis of the complex individual, organizational and technological factors influencing AR adoption in education across diverse domains. The identification of duality factors provides nuanced understanding of the multifaceted dynamics shaping AR integration over time. The findings can assist educators in tailoring context-sensitive AR implementation strategies to maximize benefits and minimize drawbacks. Further research should explore duality factors and their interrelationships in AR adoption.

To increase the understanding of how entrepreneurship education impacts entrepreneurial careers, the purpose of the paper is to investigate the role that a venture creation program (VCP) might have in mitigating or surpassing a lack of other antecedents of entrepreneurial careers. In particular, the authors focus on entrepreneurial pedigree and prior entrepreneurial experience.

Data from graduates of VCPs at three universities in Northern Europe were collected through an online survey. Questions addressed graduate background prior to education, yearly occupational employment subsequent to graduation and graduates' own perceptions of entrepreneurial activity in employment positions. The survey was sent to 1,326 graduates and received 692 responses (52.2% response rate).

The type of VCP, either independent (Ind-VCP) or corporate venture creation (Corp-VCP), influenced the mitigation of prior entrepreneurial experience. Prior entrepreneurial experience, together with Ind-VCP, made a career as self-employed more likely. However, this was not the case for Corp-VCP in subsequently choosing intrapreneurial careers. Entrepreneurial pedigree had no significant effect on career choice other than for hybrid careers.

Entrepreneurial experience gained from VCPs seems to influence graduates toward future entrepreneurial careers. Evidence supports the conclusion that many VCP graduates who lack prior entrepreneurial experience or entrepreneurial pedigree can develop sufficient entrepreneurial competencies through the program.

This study offers novel evidence that entrepreneurship education can compensate for a lack of prior entrepreneurial experience and exposure for students preparing for entrepreneurial careers.

The main objective of this work is to design a statistical multiple regression model that helps to empirically explain the impact of economic incentives, management style, emotional health and research activities on university professors in northern Mexico and their perception of happiness.

In this research, the authors analysed the correlation between happiness perception and four independent variables divided into two dimensions: 1. individual dimensions: emotional health and research activities and 2. organisational dimensions: economic incentives and management styles. A questionnaire was developed, tested and analysed for this matter. The authors applied this instrument to 384 university professors of both genders among 1301 in the region.

Using correlational analysis, the authors confirm a strong and statically significant relationship between all variables. It is also no evidence of multicollinearity. Finally, by applying multiple regression analysis, it was accepted that all independent variables have significance in explaining the emergence of personal happiness (R2 = 42%). Finally, the predictive equation presents possible results with values that confirm the effectiveness of the theoretical model. Results indicate that happiness perception is related to independent variables, with economic incentives being the most vital relationship.

This study's limitations are that the novel perspective of the explanatory variables of economic incentives, emotional health, management style and research activities needs additional confirmatory studies. Therefore, the authors need to perform studies with new explanatory perspectives. Another limitation of the study may be considering a cross-sectional and not a longitudinal model. This study considered it more appropriate to analyse the explanatory variables that influence and are the outcome of happiness perception for the data collected. Finally, it is essential to highlight that this research has been conducted in an underdeveloped country. Thus, it should consider conducting subsequent confirmatory studies in similar settings and other types of economies, such as in a developed country.

This paper explains the relevance of two-dimensional activities in the happiness perception of professors. As other studies mention, productivity is correlated to happiness, and production outcomes could be improved if the schools implement policies to promote this perception. Happiness could be a solid strategy to improve academic outcomes, and the results propose several actions to achieve this goal.

This paper addresses an important activity of professors from a perspective of happiness perception. Thus, putting the professor as the leading relevant agent in schools, the authors propose a multivariate analysis of the outcomes of professors' jobs. Both the schools and the professors have their own goals at their own levels. If policies are created based on persons, in this case, professors, to improve organizational goals, then it might profoundly impact social actions inside the schools.

This paper increases the literature on happiness perception studies and proposes the examination of the relationship between perceived personal happiness and dimensions that influence this perception; these are from two kinds: 1. individual dimensions: emotional health and research activities and 2. organisational dimensions: economic incentives and management styles, which is an original approach and open discussion to further new approaches to this study.

This study investigates the barriers and drivers of using green methods and technologies (GMTs) in supportive educational buildings (SEBs) in South Africa, and assesses their impact on the circular economy (CE) in achieving net-zero carbon goals. While there has been extensive literature on green building technologies, there is limited research on the barriers and drivers of using GMT in SEBs, as well as their impact on the circular economy (CE) in achieving net-zero carbon goals.

This study adopts an interpretivist approach with an ontological basis, using an overarching case study of a SEB at the University of Cape Town (UCT). Semistructured interviews were conducted with executive UCT management, and a field survey of a UCT supportive education building was performed.

At UCT, multiple GMTs have been installed across various buildings to enhance monitoring and management of water and energy consumption. Moreover, initiatives to positively influence student behavior, such as water and energy-saving campaigns around UCT premises, have been introduced. The findings further indicate that UCT has recently emphasized the implementation of GMTs, resulting in improved resource efficiency, CE practices and progress toward achieving net-zero carbon targets for supportive education buildings and the university as a whole.

This research highlights the positive impact of GMTs on a SEB’s CE and net-zero carbon operations. As a result, facility managers should consider incorporating GMTs when planning the development or refurbishment of SEBs.

This paper shares findings from a multi-year literacy professional development partnership between a school district and university (2014–2019). We share this case of a Literacy Cohort initiative as an example of cross-institutional professional development situated within several of NAPDS’ nine essentials, including professional learning and leading, boundary-spanning roles and reflection and innovation (NAPDS, 2021).

We asked, “In what ways did the Cohort initiative create conditions for community and collaboration in the service of meaningful literacy reforms?” Drawing on social design methodology (Gutiérrez & Vossoughi, 2010), we sought to generate and examine the educational change associated with this multi-year initiative. Our data set included programmatic data, interviews (N = 30) and artifacts of literacy teaching, learning and leading.

Our findings reflect the emphasis areas that are important to educators in the partnership: diversity by design, building relationships through collaboration and rooting literacy reforms in teacher leadership. Our discussion explores threads of reciprocity, simultaneous renewal and boundary-spanning leadership and their role in sustaining partnerships over time.

This paper contributes to our understanding of building and sustaining a cohort model of multi-year professional development through the voices, perspectives and experiences of teachers, faculty and district administrators.

Creating suitable learning conditions in university classrooms continues to be a topical issue in higher education. The above means that a continued search for innovative teaching and learning strategies in universities remains a priority issue. The study therefore investigated conditions that facilitate the effective implementation of cooperative learning (CL) as well as how CL influences the academic performance of students in universities in Zimbabwe.

The research adopted a quantitative research approach located in the descriptive research design. A sample of 341 undergraduate students selected using a simple random sampling strategy from a sample frame of 701 undergraduate students participated in the study. The study first used a pre-test and later, a post-test to determine the initial and end of semester (EOS) academic performance levels of students, respectively, on a Calculus 1 course. A self-constructed structured questionnaire was also used for data collection on the views of students towards the use of CL with particular reference to the 5 dimensions of positive interdependence (PDI), promotive interaction (PI), individual and group accountability (IGA), social and interpersonal skills (SS) and group processing (GP). The questionnaire was validated using confirmatory factor analysis. Structural equation modelling was used to test proposed relationships. A total of 341 questionnaires were administered through an email survey. Of the total, 149 completed questionnaires were received from the students, giving a return rate of 43.7%.

The results showed that positive interdependence, promotive interaction, social and interpersonal skills, individual and group accountability as well as group processing were important antecedents to the effective implementation of CL in universities. The results further showed that CL plays a significant role in improving the academic performance of university students; hence, academic performance was viewed as a significant consequence of CL.

This is the first study on the application of CL to enhance the academic performance of university students in the context of Zimbabwe. As a result, caution should be exercised when generalising the results as more studies to either confirm or disconfirm these results in the context of Zimbabwe may still be required.

These results have implications on policy and practice with regards to active teaching strategies in universities. With regards to practice, the results demonstrated that the use of group activities that allow students to share knowledge and support each other while the teacher plays a facilitating role is important for enhancing students' academic performance. With regards to policy, the results showed that universities can enhance the academic performance of students if policies that promote student-centered teaching and learning approaches to ensure that teaching in universities is more student-led than lecturer-led are developed.

While many studies have been conducted in other contexts, to establish the influence of CL on the academic performance of university students, there is no known study on the influence of CL that has been conducted in the context of Zimbabwean universities. The results of this study therefore are an eye opener on the role of CL in enhancing the academic performance of students in Zimbabwean universities.