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The purpose of this study is to present a systematic and comprehensive review of personalized, adaptive and semantic e-learning systems.

Preferred reporting items of systematic reviews and meta-analyses guidelines have been used for a thorough insight into associated aspects of e-learning that complement the e-learning pedagogies and processes. The aspects of e-learning systems have been reviewed comprehensively such as personalization and adaptivity, e-learning and semantics, learner profiling and learner categorization, which are handy in intelligent content recommendations for learners.

The adoption of semantic Web based technologies would complement the learner’s performance in terms of learning outcomes.

The evaluation of the proposed framework depends upon the yearly batch of learners and recording is a cumbersome/tedious process.

E-Learning systems may have diverse and positive impact on society including democratized learning and inclusivity regardless of socio-economic or geographic status.

A preliminary framework of an ontology-based e-learning system has been proposed at a modular level of granularity for implementation, along with evaluation metrics followed by a future roadmap.

The current study has a two-fold purpose. Firstly, it aims to analyze the extent to which knowledge management (KM) affects the performance of individuals (task and contextual) on the one hand and that of organizations (product or service, perceived and financial) on the other hand. Secondly, it proposes to investigate the mediating effect of motivation and innovation in the relationship between KM and individual and organizational performance.

Partial least squares structural equation modeling (PLS-SEM) was employed in this study, with mediation analysis performed using advanced PLS-SEM techniques. A total of 1,284 respondents from organizations in both the public and private sectors were included in the sample.

The findings emphasize that KM has a more significant direct effect on individual performance compared to organizational performance. Concurrently, in terms of indirect influence, it is found that KM, through motivation and innovation, has a positive and significant effect on both individual and organizational performances, with a higher influence on the organizational one.

The originality of the work can be noted in designing two different structural models to represent the proposed relationships at the individual and organizational levels. These findings could provide organizational decision makers with empirical evidence, helping them (1) internalize the significance of the KM process in organizations as well as its subsequent effects on individual and organizational performance and (2) identify factors that mediate variable relationships.

This study draws on neoclassical and behavioural economics theories to provide an empirical insight into the effect of knowledge, costs, and social norms on damp-proofing residential buildings in Ghana.

This study used the quantitative approach involving survey data. A sample size of 242 participants was involved in the study. Applying principal component analysis on the responses from the participants, an index for damp-proofing, cost, knowledge, and social norms was derived. After generating the indexes, the ordinary least squares (OLS) regression was applied to estimate the impact of knowledge, costs, and social norms on damp-proofing.

The results from the OLS regression revealed that knowledge has a significant positive effect on damp-proofing while costs and social norms have significant negative effect on damp-proofing in Ghana. This study, therefore, concludes that although neoclassical economic factors such as knowledge and cost affect behaviour (damp-proofing), behavioural factors such as social norms also matter.

The outcome of this study calls for policymakers to consider putting in place measures that increase knowledge and promote the use of damp-proofing techniques during the construction of buildings. In addition, the study calls for scholars to partake in collaborative research amongst disciplines such as economics, psychology, and the construction industry in order to provide more innovative solutions, the key of which is finding innovative ways to damp proof buildings.

This study is original in its context as it draws on neoclassical and behavioural economics theories to provide an empirical insight into the effect of knowledge, costs, and social norms on damp-proofing of residential buildings in Ghana. This is an area that has received less attention in the areas of building biology and building pathology globally.

The primary objective of this chapter is to synthesize and organize prevailing theoretical perspectives on metacognition into a framework that can enhance understanding of metacognitive phenomena, with the aim of stimulating future research in the field of organizational behavior and human resources management (OBHRM). The author starts with a review of the history of metacognition research, distinguishing it from related theoretical constructs such as cognition, executive function, and self-regulation. Following this, the author outlines five constituent elements of metacognition – metacognitive knowledge, metacognitive experiences, metacognitive monitoring, a dynamic mental model, and metacognitive control – with discussions on their interrelationships and respective functions. Two approaches to metacognition, a process approach and an individual-difference approach, are then presented, summarizing key questions and findings from each. Finally, three broad directions for future research in OBHRM are proposed: examining metacognitive processes, considering mechanisms beyond learning to explain the effects of metacognition, and exploring both domain-specific and general metacognitive knowledge and skills. The implications of these research directions for personnel and human resources management practices are discussed.

Against social cognitive and social exchange theories, this research paper aims to investigate the significance and interaction between perceived knowledge, involvement, trust and brand community engagement in brand communities (BC).

BC participants (n = 503) completed a cross-sectional survey for this research. Analysis was performed using PLS-SEM via SmartPLS (v. 4.1.0.2) and the novel Necessary Condition Analysis (NCA).

An integrative KITE model with positive and significant relationships of key BC constructs was established. The perceived BC knowledge influenced involvement and engagement. Furthermore, the constructs of involvement and trust were discovered to have a positive and significant impact on engagement, with trust having a substantial effect on BC engagement. The indirect effects of the trust construct via the BC knowledge and BC involvement constructs were also significant.

This research advances the existing conceptual approaches by introducing knowledge as the key BC constructs. The study illustrates that members’ knowledge about a BC facilitates their involvement in the BCs. The vital role of trust is revealed in the KITE model, as it is significantly related to BC knowledge, BC involvement and BC engagement with at least medium to large effect sizes. Notably, the role of trust is enhanced as it is the only necessary must-have (instead of “should-have”) condition to achieve high levels of BC engagement. Furthermore, the KITE model provides insights for marketers to develop a valuable BC.

This study aims to examine how knowledge sharing contributes to organizations’ ambidexterity, their overall performance and the role of knowledge quality in this relationship. Knowledge sharing is conceptualized based on tacit and explicit dimensions, and ambidexterity is viewed as comprising exploitative and explorative capabilities.

This study uses a cross-sectional survey-based research design and structural equation modeling to test the proposed model of knowledge sharing and knowledge quality in organizational ambidexterity and the related hypotheses.

The results indicate that tacit knowledge sharing has a significant, direct impact on the exploitative and explorative capabilities of the organization and indirectly impacts both dimensions of ambidexterity (i.e. exploitative and explorative) through knowledge quality. In contrast, explicit knowledge sharing does not have a significant impact on knowledge quality and affects only the exploitative extent of ambidexterity. Both exploitative and explorative capabilities significantly impact organizational performance.

To the best of the authors’ knowledge, this study is the first study to empirically examine the role of knowledge quality in the context of knowledge sharing for ambidexterity, especially within the context of organizations in the United Arab Emirates.

This study aims to ascertain the impact education for sustainable development (ESD) on knowledge, attitude and behavior among senior (last year undergraduate) Indian students.

This study is a cross-sectional causal investigation with descriptive design using survey method. It uses the knowledge, attitude and behaviors toward the sustainable development scales of the International Institute of Sustainable Development (IISD) for data collection and partial least-square structural equation modelling for empirically testing the proposed research model.

The study results establish the importance of sustainability education on knowledge, attitude and behavior. The impact of knowledge on behavior is direct and partially mediated through the attitudinal pathway – indicating central and peripheral routes sustainability related information processing and attitude formation. The results also indicate poor knowledge of the impact of socio-cultural issues on sustainability.

The study results will help assess the impact current ESD initiatives in India and redesign the ESD curriculum in line with ESD for 2030 initiatives to facilitate the achievement of UN’s sustainable development goals by 2030. This study is limited to senior students and offers scope for extension to other groups.

The study results can help redesign the sustainability curriculum at the school and undergraduate levels in the country in line with ESD for 2023 objectives. The results indicate an urgent need to include the impact of sociocultural issues on sustainability to sensitize Indian students towards the same.

This study contributes to the sustainability education literature by assessing the impact of sustainability curricula on sustainability knowledge, attitude and behavior among Indian senior students – hitherto uninvestigated. It also will help in the informed redesign/ improvement of ESD curriculum under the ESD for 2030 initiatives.

This study investigates the impact of entrepreneurial orientation (EO) and knowledge management (KM) on firm performance (PERF), as well as the mediating role of KM in the EO–PERF (EO-PERF relationship). In particular, this study aims to explain the impact of KM on the relationship between the EO dimensions and PERF; dimensions are risk-taking (RT), innovativeness (IN) and proactiveness (PR).

This study uses structural equation modelling and fuzzy-set qualitative comparative analysis (fsQCA) methodologies to explore target relationships. The sample consists of 150 small furniture manufacturers operating in Poland (out of 1,480 in the population).

The study findings show that KM partially mediates the IN–PERF relationship. Furthermore, fsQCA reveals that KM accompanied by IN is a core condition that leads to PERF. Moreover, the absence of KM (accompanied by the absence of RT and IN) leads to the absence of PERF. In addition, the results show that all the variables examined (RT, IN, PR and KM) positively impact PERF.

This study explores the role of KM in the context of EO and its impact on PERF in the low-tech industry. The study uses simultaneously two methodologies that represent different approaches in the search for the expected relationships. The findings reveal that KM mediates the EO-PERF relationship.

This study examines the relationship between teacher leadership and learning in lesson study (LS).

A multilevel analysis of data was conducted based on the results of a questionnaire survey of 129 teachers collected through Google forms from 27 schools in the city.

First, in the sample, leadership and learning perceptions in LS did not differ depending on the school that teachers belonged to but appeared as a difference between teachers who perceived leadership and learning within their school and those who did not. Second, the influence of leadership on learning perceptions in the LS was found to be different depending on the socialization, externalization, combination and internalization phase. Third, the results suggested that principals should provide leadership supporting the research team’s leadership.

Previous research on LS has not focused on the relationship between the principal’s leadership and teacher learning. The findings of this study are significant both academically and practically, as they suggest in what settings of LS leadership can work effectively for teacher learning.