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The concept of lifelong learning and learning culture in education generally refers to the continuous acquisition of knowledge and skills throughout one's life, extending beyond formal education while learning culture is the creation of learning opportunities, resources and support systems that empower individuals to continuously enhance their knowledge and skills. Lifelong learning and a learning culture contribute significantly to the realization of SDG 4 by promoting inclusive, equitable and quality education that prepares individuals for a lifetime of learning and adaptation in a changing world. This paper aims to identify the level of understanding of school’s community regarding these concepts and measuring the implementation level and readiness of primary schools across Malaysia.

Employing a mixed-methods approach, the initial qualitative phase involved interviewing teachers to know their level of understanding regarding the concept of lifelong learning and learning culture. The subsequent quantitative phase assessed the readiness and implementation level of 35 primary schools across Malaysia.

An interview that been done has successfully collected the viewpoints of teachers about lifelong learning and learning culture. A survey administered to primary schools affiliated with the MUSLEH organization affirmed the readiness and implementation level of schools in which it was found that most of the schools has high degree of awareness and understanding regarding the significance of the concepts to be implemented in the education system.

This study's contributions extend beyond academia, offering insights for educators and policymakers alike. The findings can inform education ministries, curriculum developers and stakeholders, aiding them in providing substantial support to educators aligning with the principles of the Sustainable Development Goals (SDG).

This study aims to examine the underlying process through which learning organization culture positively influences knowledge sharing. It specifically explored the mediating role of social capital, underscoring its critical impact on enhancing both knowledge sharing and fostering learning organization culture.

To test the proposed hypotheses, structural equation modeling (SEM) analysis was conducted with a sample of 231 employees from a manufacturing firm in South Korea.

The results of this study indicate significant direct effects of learning organization culture on social capital. Also, social capital indicates a positive effect on knowledge sharing. Although learning organization culture had no direct effect on knowledge sharing, it indirectly affected learning organization culture and knowledge sharing by mediating social capital.

This study proposes that a learning organization culture will be interconnected with social capital and knowledge sharing. Organizations that can effectively harness the wealth of knowledge unlocked by social capital, and subsequently integrate this knowledge into their activities, are poised for competitive advantage.

First, this study places a special emphasis on the mediating role of social capital between learning organization culture and knowledge sharing. Despite extensive research exploring diverse knowledge-sharing factors (Wang and Noe, 2010), it is plausible that examining social capital as a mediator could offer insights for facilitating knowledge sharing through its structural, relational and cognitive dimensions. Second, while a plethora of literature examines knowledge sharing, this study also seeks to unravel the multifaceted pathways through which the learning organization culture influences knowledge sharing and how these processes could be optimized in organizations.

Cultivation of a learning culture and subsequent enhancements in employee performance can be translated through employee engagement. This study aims to examine the mediating role of employee engagement in the relationship between the learning culture and employee performance.

This research adopted a quantitative approach, wherein 450 questionnaires were distributed among employees in both public and private sectors in Nepal. A total of 389 questionnaires were returned, followed by two to three reminders. Convenience sampling was utilized, and the data was collected through a questionnaire survey. Descriptive analysis and Structural Equation Modeling – Path analysis was used to describe and hypotheses testing. Data was analyzed using SmartPLS 4.0 and SPSS 24v.

It was found that employee engagement has a mediating effect on the relationship between the learning culture and employee performance. Learning culture also has a positive influence on employee engagement that eventually affects the performance of the employees. This conclusion suggests that fostering a learning culture within an organization should be focused on cultivating an environment that promotes active employee participation, thereby enhancing overall employee performance.

This article provides significant insights into the cultivation of a learning culture inside firms, with a specific focus on establishing an atmosphere that fosters active employee engagement to improve overall employee performance in the service sector. This tool has the potential to facilitate further investigation and progress within the area, while also promoting the adoption of evidence-based learning practices and their associated implications.

A learning-focused culture promotes creativity, innovativeness and the acquisition of novel insights and competencies. The study aims to explore the relationship between human resource development (HRD) practice and employee competencies using organizational learning culture as a mediating variable.

Data were collected from 828 employees of 37 health care institutions comprising 24 (internationally-owned) and 13 (indigenously-owned). Construct reliability and validity was established through a confirmatory factor analysis. The proposed model and hypotheses were evaluated using structural equation modeling.

Data supported the hypothesized relationships. The results show that training and development and employee competencies were significantly related. Career development and employee competencies were significantly related. Organizational learning culture mediates the relationship between training and development and employee competencies. However, organizational learning culture did not mediate the relationship between career development and employee competencies.

The generalizability of the findings will be constrained due to the research’s health care focus and cross-sectional data.

The study’s findings will serve as valuable pointers to policy makers and stakeholders of health care institutions in developing system-level capacities that promote continuous learning and adaptive learning cultures to ensure sustainability and competitive advantage.

By evidencing empirically that organizational learning culture mediates the relationship between HRD practices and employee competencies the study extends the literature.

Executive isolation, also known as workplace loneliness, its factors and impact are major issues for organizational development, future of work for leadership and learning culture. The purpose of this study is to examine the Executive isolation phenomenon where relationships between power distance, organizational culture and executive isolation of Chief Executive Officers (CEOs) are analysed on how it is considered by their teams. The same is contextualized through the inputs received through interviews conducted with CEOs and employee surveys.

The qualitative in-depth interviews of five CEOs, and survey across 34 of the 50 employees, were undertaken over the course of two phases of this study. The investigation focused on identifying executive isolation of CEOs and perspectives of employees that can impact the leadership and learning progress of organizations based on work culture, power distance and decision-making; awareness and experience of executive isolation; workplace friendliness and rejection; and management development initiatives to minimize the impact of executive isolation. Qualitative data analysis was conducted using MAXQDA 2022 (Verbi Software, Berlin, Germany), which is a qualitative data analysis software.

The findings highlight and expose the significant gap between understanding and analysing of the factors due to which the CEOs undergo executive isolation. It also extends to providing details related to the lack of awareness of the teams’ actions contributing to the CEOs’ isolation. It further highlights the fact that the difference of perspectives between the CEOs and teams leads to the organization slowing in its learning activities due to the leaders’ own challenges of executive isolation The findings also provide immense need of developing knowledge assets and management development initiatives for learning interventions, to help understand, analyse and mitigate executive isolation, in the interest of the organizational learning and development.

Earlier research work have contextualized the executive isolation impact on CEOs ability to be a leader. This study extends it to include the implications of leadership and learning culture on the teams that are affected by organization culture, power distance, decision-making and analysing the gap between the understandings about executive isolation of the CEOs. Eventually, it interprets how CEOs courting the executive isolation impacts the overall developmental culture of the organization. This will help in asserting the serious need of new learning frameworks needed to minimize the impact of CEO-level executive isolation.

In the era of hyper-competitiveness, firms, especially project-based management structures, have to focus on ideas for both new and existing sets of products and services, i.e. ambidextrous innovation. The ambidextrous innovation can be helpful, but achieving such a level is a problem to be solved. This study aims to yield ambidextrous innovation by using innovative culture and knowledge that has been gained from learning.

The present research collected data from Saudi Arabian public-sector firms. The data collected is analyzed using the partial least squares structural equation modeling (PLS-SEM).

The findings of the study suggest that a range of factors can be operationalized in project-based firms to establish organizational learning and innovation culture. These factors include agile-based project management, leveraging existing innovative capabilities and growth mindset in case of innovative organizational culture and additional factors of agile-based knowledge management along with others in case of organizational learning. The PLS-SEM further concluded that both organizational learning and innovative organizational culture, in turn, help project-based Saudi Arabian public-sector firms to develop their ambidextrous innovation capability.

The PLS-SEM further concluded that both the organizational learning and innovative organizational culture, in turn, help project-based Saudi Arabian public-sector firms to develop their ambidextrous innovation capability.

Although much can be learned from schools that regularly foster deeper learning, little research has been undertaken into how and why these schools have been effective or to elucidate key leadership and cultural characteristics. Moreover, there has been limited attention toward deeper learning within schools that focus on career and technical education (CTE), a major omission given the potentially elevated potential for deeper learning in these contexts. This study aims to partially rectify these issues by examining the intersections of leadership and culture at an innovative school that has demonstrated excellence whilst providing a curriculum centered on CTE.

This instrumental, insider, single-case study is focused on how leadership–cultural interactions have fostered and shaped students' opportunities to experience deeper learning. The authors take the perspective that it is largely through these leadership–cultural intersections that an organization and the work that happens within it takes on a particular meaning, direction and value. This study applies ethnographic methods, drawing upon formally and informally collected data over the past three years – e.g. from field notes, from leadership meetings and site visits; focus group interviews with students, parents, teachers, partners and school leaders; and additional artifacts.

The authors detail three interrelated features at this school, noting that it is: (1) driven by moral purpose; (2) open, collaborative and trusting; and (3) ambitious and entrepreneurial. The authors explain how/why such a culture has developed and to what effects, especially in relation to facilitating deeper learning.

Study findings meaningfully add to the literature regarding leadership for deeper learning, broadly and in relation to career and technical education and yield recommendations for educational leaders and policymakers.

This study aims to explore how the three types of human resource (HR) practices, encapsulated in the ability, motivation and opportunity (AMO) model, foster a learning organizational culture (LOC). In doing so, the authors evaluate the centrality of knowledge sharing (KS) in mediating this relationship.

A quantitative survey is undertaken to collect data from managers working in organizations operating in the UK. The authors use several statistical techniques to assess the psychometric properties of the measures and test the hypotheses using multiple regression executed with Preacher and Hayes’ Process macro.

The findings show that the AMO HR practices significantly facilitate the development of a LOC in the workplace, and KS among organizational members amplifies the effects of these HR practices in the process.

A LOC functions as an important source of organizational performance and effectiveness. It enhances the absorptive capacity of the organization to capture, share and transfer knowledge to optimize work. Hence, developing a culture that nurtures organizational learning could be a priority for managing HR. This study, therefore, extends the understanding of the role of AMO HR practices in fostering a learning culture – thus, providing managers with the essential knowledge to improve performance. The study also enriches the literature on HR practices, KS and LOC by integrating these three variables into a unifying framework.

Leadership is key to building a culture of continuous learning within organizations. This study aims to explore the pivotal role of leadership in creating a culture of constant learning within organizations by bibliometric and content analysis. It also introduces propositions and frameworks that emphasize the importance of fostering a growth mindset, encouraging knowledge sharing, promoting learning agility and leveraging technology to support lifelong development.

Using data from the Web of Science Core Collection, the author performed a complete analysis of publication features, collaboration networks and keywords in the field using VOSviewer software. Furthermore, drawing on social cognitive theory, this paper also presents propositions that integrate key concepts and strategies for fostering a culture of learning.

The data shows a large increase in publications on leadership and organizational learning, particularly since 2000, indicating an increasing interest and importance in this field. The author proposes leaders who demonstrate a commitment to continuous improvement and invest in learning resources empower their teams to embrace new challenges and explore innovative solutions. By fostering a culture of learning, organizations can enhance employee engagement, foster creativity and innovation and adapt more effectively to changing market dynamics.

This study offers a unique perspective on the role of leadership in driving learning and development initiatives. By implementing the principles, organizations can create a competitive advantage by cultivating a workforce that is agile, resilient and equipped to thrive in an ever-changing world.

This study aims to investigate the impact of Hofstede’s six national cultural dimensions on informal learning behaviors (ILBs) and how they moderate the prediction of these behaviors by workplace interaction (WI), autonomy (WA) and readiness to learn (RtL).

Cultural scores were extracted from The Culture Factor Group in 2023. Data on ILBs and their antecedents were selected from a Program for the International Assessment of Adult Competencies sample of 59,103 workers – 33 Countries. The authors applied hierarchical linear modeling (HLM) to analyze data.

None of those cultural dimensions had significant direct relationships with ILBs. The moderations were significant for power distance (ILBs with WA and RtL), individualism (ILBs with WI) and motivation toward achievement and success (ILBs with WA).

The cultural dimensions were limited to Hofstede’s model, and scores at the country level did not consider individual perceptions of them. The results provide empirical evidence for solid theoretical development on the impact of national culture on informal learning and the development of public policies to promote it.

The authors are unaware of other studies that have quantitatively investigated relationships between ILBs and their antecedents and the cultural dimensions using HLM. Findings from different countries allow for better generalization and may provide directions for research and the expansion of the nomological network on the impact of national culture on ILBs.