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The purpose of the current research is to present an explanatory framework for how people selectively attend to privacy-related news information about LBA depending on the extent to which they know about LBA already as well as their appraisals of privacy threats and efficacy.

The proposed model was tested using structural equation modeling based on a total of 522 useable responses obtained from an online survey.

The results revealed two different approaches to information exposure: (1) people choose to seek out privacy-related news articles when their persuasion knowledge and perceived threat level are high, whereas (2) they tend to avoid such information when perceived threats accompany fear as well as psychological discomfort, or when they believe that they are knowledgeable about LBA practices and highly capable of protecting their privacy.

With the development of real-time location-tracking technologies, the practice of LBA is becoming increasingly popular. As such, however, concerns about data collection and privacy are also on the rise, garnering a great deal of media attention. Despite the importance and constant stream of news reports on the subject, a comprehensive understanding of consumers' privacy assessments and information consumption remains underexamined. By incorporating the persuasion knowledge model and extended parallel process model, the current research presents an explanatory framework for consumers' privacy perceptions and information choice.

This study aimed to determine the expectations of students from mathematics teachers in the planning phase of lesson study (LS) in mathematics classrooms.

This study reported only a part of large-scale action research. The participants were Grade 8 students selected by the convenience sampling method. The data were obtained through open-ended questions. The content analysis method was used to analyze the data.

Four categories emerged: connection, technology-supported teaching, use of concrete materials, practice, and teacher behavior and teaching style.

This study reveals how students in a different culture and education system, such as Türkiye, want to learn mathematics in the LS process of Japanese origin. It also gives some important clues for applying LS in a different culture.

This study may attract the attention of educational stakeholders who want to implement LS in mathematics classrooms by considering student perspectives.

Due to the nature of LS, this study may emphasize teacher–student and teacher–teacher interactions. Thus, it can draw attention to the importance of social learning environments where students take responsibility and interact.

This study emphasizes the importance of listening to student voices in LS. Some ideas about mathematics teaching in Turkey should also be given. Finally, it can provide a good basis for understanding and comparing LS practices in different cultures and understandings.

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.

The purpose of this study is to critically review consumer knowledge in marketing and propose a future research agenda. Despite the many works that have examined this variable, given its strong influence on behaviour, it has generally been studied in association with other constructs, and no studies have focused on it in a specific way. Its definition, measurement and approaches to its role and usefulness are superficial and underdeveloped. After structuring and analysing the existing literature, the authors establish, (I) which aspects are of little use to the discipline, and (II) which research lines have the most potential and should be developed and studied in greater depth, to advance and complete the existing consumer knowledge framework.

A search was undertaken for documents in the main databases in which the term “consumer knowledge” appears in a marketing or consumer context, and a critical and reflexive approach was taken to analyse the main contributions and to structure them by content blocks.

Five main content blocks were identified. A set of research gaps were detected, mainly related to the lax conceptualisation of the topic, measurement problems and the scarcity of more useful works connected with business management, and several research lines are proposed that complement the existing framework to make it more complete and operational.

This paper offers a critical review and proposes a research agenda for one of the most used but little studied variables in the field of marketing, which may help academics and professionals in the discipline to continue developing useful theories and models.

El objetivo de este trabajo es revisar críticamente el conocimiento del consumidor en marketing y proponer una agenda de investigación futura. A pesar de los numerosos trabajos que han examinado esta variable, dada su fuerte influencia en el comportamiento, generalmente se ha estudiado en asociación con otros constructos, y ningún estudio se ha centrado en ella de manera específica. Su definición, medición y aproximaciones sobre su papel y utilidad son superficiales y poco desarrollados. Después de estructurar y analizar la literatura existente, establecemos (I) qué aspectos tienen poco uso para la disciplina y (II) qué líneas de investigación tienen más potencial y deben ser desarrolladas y estudiadas con mayor profundidad; para avanzar y completar el marco existente sobre conocimiento del consumidor.

Se realizó una búsqueda de documentos en las principales bases de datos en las que aparece el término “conocimiento del consumidor” en un contexto de marketing o consumo, y se adoptó un enfoque crítico y reflexivo para analizar las principales contribuciones y estructurarlas por bloques de contenido.

Se identificaron cinco bloques principales de contenido. Se detectó un conjunto de huecos de investigación, principalmente relacionados con la laxa conceptualización del tema, problemas de medición y la escasez de trabajos más útiles conectados con la gestión empresarial; y se proponen varias líneas de investigación que complementan el marco existente para hacerlo más completo y operativo.

Este documento ofrece una revisión crítica y propone una agenda de investigación para una de las variables más utilizadas pero poco estudiadas en el campo del marketing, lo que puede ayudar a académicos y profesionales en la disciplina a continuar desarrollando teorías y modelos útiles.

本文旨在对市场营销中的消费者知识进行批判性审视, 并提出未来的研究议程。虽然已有许多研究检验了该变量, 但由于其对行为产生强大影响, 通常会与其他结构变量一起研究, 而没有以特定方式专注于该变量。对其定义、测量以及其作用和用途的方法仍旧存在研究空白。通过对现有文献进行结构化分析后, 确定了以下两个方面：（I）哪些方面对该学科意义不大, （II）哪些研究方向最具研究潜力, 并且应该进一步深入发展和研究, 以推进和完善现有的消费者知识框架。

通过主要数据库检索市场营销或消费者背景下涉及“消费者知识”一词的文献, 采取批判性和反思性方法来分析其主要贡献, 并通过内容块对其进行结构化。

识别了五个主要内容块, 并发现存在一定程度的研究空白, 主要涉及该主题的概念松散化、测量问题以及与商业管理相关的有效研究的稀缺性。此外, 本文提出了几个研究线索, 这些线索为现有框架补充了信息, 使其更加完整且具备更强的操作性。

本文对市场营销领域中广泛使用但研究较少的变量进行了批判性评述, 并提出了相关研究议程。这一工作有助于学术界和专业人士继续发展实用的理论和模型。

This paper aims to discuss the significance of teacher authorship (jissen kiroku) developed during jugyo kenkyu. Specifically, it explores the structural conditions of jugyo kenkyu that enabled the flourishing of jissen kiroku.

To find how jissen kiroku developed in jugyo kenkyu, this paper settled triad of authors-text-readers as the analytical perspective. Disputes through 1960s–1980s are adequate to inquire because it can elucidate how readers read jissen kiroku, which is typically challenging to observe.

Jissen kiroku is a powerful tool for semantically preserving, reconstructing and consolidating professional values and knowledge in jugyo kenkyu with deepening connoisseurship. Voluntary educational research associations (VERAs) encourage teachers to write and read jissen kiroku to develop their professionalism, which also helped develop exclusive semantics within the field. These developments were possible due to the public nature of jissen kiroku, disseminated to lesson study (LS) actors, thereby strengthening discussions both inside and outside VERAs.

The paper proposes shift in views on educational science and emphasizes authorship as authority in that professionalism of teaching can be protected and elevated through authoring.

The significant roles of writing practice have not been explored enough. This paper finds the value of authorship in terms of public nature and openness to all teachers which enable the enhancement of professionalism of the LS field.

This study aims to investigate tourists’ impressions of the smart destinations model from the socio-technical systems and the technology–organization–environment (TOE) perspectives. Specifically, it aims to explore how information source credibility and cloud infrastructure influence tourists’ use of intelligent technology.

This measurement development is based on prior literature; after being evaluated for face and content validity, the authors used random sampling to collect data and conducted a field survey of tourists through Taoyuan Airport and using the airport MRT between December 2022 and March 2023. After confirming that tourists knew the destination information and had experience using travel-related mobile applications to plan their itinerary, the authors further invited tourists to participate in the survey, and 512 valid questionnaires were analyzed by the structural equation modeling approach.

The finding pointed out that source credibility and intelligent technology were innovative technologies that benefitted tourists, as were mobile travel planning apps, which created a relational context based on interests and activities from the socio-technical and TOE perspectives.

Technological innovation is closely related to the development of smart cities; tourists who used travel itineraries successfully understood travel-related actions and significantly had more positive affective images of the city.

Embedding citizenship and sustainability into higher education curricula is vital for ensuring that curricula remain up-to-date and support students with the skills and knowledge they need for our ever-changing world. But the conceptualisation of the term “sustainability” radically affects its perceived relevance for curriculum design, and hence the recognition of where education for sustainability is already embedded within a curriculum. Here we present a student-designed, freely accessible workshop, which can be used by colleagues off-the-shelf to challenge workshop participants to reconsider their understanding of sustainability and recognise its vast scope. The workshop is provocative yet encourages collaboration, drawing on participants' prior experiences to identify sustainability concepts already embedded within their course, and opportunities to further enhance the inclusion of sustainability in the curriculum. The workshop is also fully supportive of the increasing recognition of the value of engaging students, and others, as partners in curriculum development.

Tourists’ irresponsible behaviours (e.g. damaging flowers, writing and painting on the walls and throwing waste material in the water and around the sea site) damage the coastal environment. The irresponsible behaviour of tourists has raised concerns about the sustainability of the coastal tourism environment. The purpose of this study is to identify and explain the behavioural patterns of tourists that can influence the environmentally responsible behaviours (ERBs) of tourists, particularly in the context of coastal tourism. The study aims to provide a theoretical and practical explanation of destination image and perceived destination value (PDV) in shaping ERB with the mediating role of destination social responsibility (DSR) among tourists at the coastal touring destination.

The study used a quantitative research design and data were gathered from the five beaches in Karachi. Structured equation model was used to analyse the direct and mediating effect while stepwise regression was used to analyse the moderating effect of DSR. The results of the direct effect showed that cognitive image has a significant effect on the affective image, while the insignificant effect on conative image and ERB. While the affective image has a significant effect on conative and ERB, and finally, results showed a significant effect of conative image on ERB. Results of the study revealed that PDV significantly mediated the relationship between cognitive, affective and conative destination image and ERB. Finally, the study’s results revealed that DSR has significantly moderated the relationship between affective, conative destination image, PDV and ERB.

The results are divided into three categories, direct effect, mediating effect and moderating effect. The results of the direct effect showed that cognitive image has a significant effect on the affective image, while the insignificant effect on conative image and ERB. While affective image has a significant effect on conative and ERB, and finally, results showed a significant effect of conative image on ERB. It is found in the results that PDV significantly mediated the relationship between cognitive, affective and conative destination image and ERB. Finally, the study’s results revealed that DSR has significantly moderated the relationship between affective, conative destination image, PDV and ERB.

First, data has been collected from a single geographic area of Pakistan. Therefore, cross-country data are required to compare the ERB of tourists. Second, only local respondents are considered in the study; future studies may include foreign tourists as well. Finally, data has been collected during one month in summer, which may have measured the experience of only summer. The respondent may have different perceived values and destination images during winter. The future study may split data collection into summer and winter to cover diverse perceptions of tourists.

It is almost impossible for coastal destinations to achieve a competitive advantage without attaining sustainable coastal environments. Clean and green beaches and responsible behaviour towards marine mammals can only be achieved through tourists’ ERB. This study has major contributions towards society by reserving the natural environment of coastal areas.

This research will significantly contribute to the existing literature by extending the ERB knowledge through the theoretical lens of cognitive-affective-conative models and social expectancy theory. Moreover, PDV as a mediator and DSR as a moderator will enhance the understanding of ERB and extend the existing literature. Further research has provided a strong understanding of how cognitive, effective and conative image helps in influencing the ERB of tourists. Moreover, research will benefit destination managers and policymakers to enhance the image and perceived value of touring destinations. Finally, this study is a unique attempt to present a comprehensive model which could be applicable to diverse situations and areas.

This study examined the factors impeding the implementation of micro-credentials and accepting it as a credible source of earning professional qualifications and certifications necessary for pursuing higher education or other career goals.

The factors were identified by reflecting on the recent literature and Internet resources coupled with in-depth brainstorming with experts in the field of micro-credentials including educators, learners and employers. Two ranking methods, namely Preference Ranking for Organization Method for Enrichment Evaluation (PROMETHEE) and multi-objective optimization based on ratio analysis (MOORA), are used together to rank the major challenges.

The results of this study present that lack of clear definitions, ambiguous course descriptions, lack of accreditation and quality assurance, unclear remuneration policies, lack of coordination between learning hours and learning outcomes, the inadequate volume of learning, and lack of acceptance by individuals and organizations are the top-ranked and the most significant barriers in the implementation of micro-credentials.

The findings can be used by educational institutions, organizations and policymakers to better understand the issues and develop strategies to address them, making micro-credentials a more recognized form of education and qualifications.

The novelty of this study is to identify the primary factors influencing the implementation of micro-credentials from the educators', students' and employers' perspectives and to prioritize those using ranking methods such as PROMETHEE and MOORA.

Tourists’ resource integration both offers opportunities and presents challenges to tourism service providers. Focussing on the tour guide perspective, the purpose of this paper is to explore how tour guides experience knowledge/information-based asymmetry in encounters with tourists and identifies the roles and coping strategies used by guides to facilitate service co-production.

Critical incident technique is used in qualitative interviews with 47 tour guides in Scotland, broadly representative of the Scottish tour guiding context. 107 critical incidents were analysed, with an average of 2.32 incidents per interview. Narrative analysis of the incidents was performed inductively in four iterative steps using QSR NVivo.

Three resource asymmetry incident categories are identified: probing – Guide-Oracle is questioned by inquiring tourists and copes through diverting, evasion, and follow-up strategies; learning – Guide-Magpie learns from expert tourists through acknowledging and co-delivery; and negotiation – Guide-Diplomat with greater knowledge helps misguided tourists save face through appeasing, following the official line and tactfully correcting.

The paper contributes to service co-production research in tourism by theorising about contexts where knowledge/information asymmetry exists between tour guides and tourists, particularly where fluid power relations between guides and knowledgeable tourists occur or where misguided tourists co-produce the service by prioritising own meanings. Findings highlight the importance of soft skills and other non-content capabilities of guides, and suggestions are offered for effective training and resource sharing/ learning initiatives for tour guiding services.

游客资源整合为旅游服务提供商提供了机遇, 同时也带来了挑战。本文以导游视角为重点, 探讨了导游在与游客接触中如何体验知识/信息不对称, 并识别了导游用于促进服务共同生产的角色和应对策略。

本研究采用关键事件技术（CIT）进行质性访谈, 对象为苏格兰的47名导游, 广泛代表苏格兰导游环境。分析了107个关键事件, 每次访谈平均2.32个事件。对事件的叙述分析在QSR NVivo中通过四个迭代步骤进行归纳性分析。

确定了三个资源不对称的事件类别：1）探询 - 导游-神谕被询问, 通过转移、回避和后续策略来应对询问的游客; 2）学习 - 导游-喜鹊通过承认和共同交付从专业游客中学到经验; 3）协商 - 导游-外交官以更多知识帮助误导的游客保全体面, 通过安抚、追随官方路线和巧妙纠正来应对。

本文通过理论化导游和游客之间存在知识/信息不对称的情境, 特别是在导游和知识丰富的游客之间存在流动权力关系的情况下, 或者误导的游客通过优先考虑自己的意义来共同生产服务的情境, 为旅游服务的共同生产研究做出了贡献。研究结果强调了导游的软技能和其他非内容能力的重要性, 并提出了关于为导游服务提供有效培训和资源共享/学习倡议的建议。

La integración de recursos de los turistas ofrece oportunidades y presenta desafíos para los proveedores de servicios turísticos. Centrándose en la perspectiva de los guías turísticos, este artículo explora cómo los guías turísticos experimentan una asimetría basada en conocimiento/información en encuentros con turistas, e identifica los roles y estrategias de afrontamiento utilizados por los guías para facilitar la coproducción de servicios.

La técnica de incidentes críticos (CIT) se utiliza en entrevistas cualitativas con 47 guías turísticos en Escocia, ampliamente representativos del contexto de los guías turísticos escoceses. Se analizaron 107 incidentes críticos, con una media de 2,32 incidentes por entrevista. El análisis narrativo de los incidentes se realizó de forma inductiva en cuatro pasos iterativos utilizando QSR NVivo.

Se identifican tres categorías de incidentes de asimetría de recursos: 1) Sondeo: los turistas interrogan a Guide-Oracle y lo afronta mediante estrategias de desvío, evasión y seguimiento; 2) Aprendizaje: Guide-Magpie aprende de turistas expertos a través del reconocimiento y la entrega conjunta; y 3) Negociación: el guía-diplomático con mayor conocimiento ayuda a los turistas descarriados a salvar las apariencias apaciguándolos, siguiendo la línea oficial y corrigiendo con tacto.

El artículo contribuye a la investigación de la coproducción de servicios en el turismo al teorizar sobre contextos donde existe asimetría de conocimiento/información entre guías turísticos y turistas, particularmente donde ocurren relaciones de poder fluidas entre guías y turistas conocedores, o donde turistas equivocados coproducen el servicio priorizando propios significados. Los hallazgos resaltan la importancia de las habilidades interpersonales y otras capacidades de los guías no relacionadas con el contenido, y se ofrecen sugerencias para iniciativas efectivas de capacitación e intercambio de recursos/aprendizaje para los servicios de guías turísticos.