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Apprenticeships in England, while defined by level and typical duration, are not quantified regarding the number of learning hours required to achieve the outcomes specified, as with other regulated qualifications and accredited programmes. This paper proposes an approach to ascribe credit to apprenticeships recognising both on-and-off-the-job learning to remove some of the existing barriers to accessing higher education (HE) and the professions.

A mixed methodological approach resulting in a total learning hours/credit value was proposed.

There is significant HE-wide confusion regarding the amount of learning/training that is required to complete apprenticeships in England. Whilst sector guidance made it clear that there was no prescribed method to ascribe credit to qualifications, programmes, modules, units or apprenticeships by drawing out the core principles within current practice, a key outcome of this project was the development of a method to ascribe a credit value to apprenticeships.

There is potential to support further research into the recognition of prior learning as a specialised pedagogy and for reflecting on apprenticeship practice in other roles and sectors.

Whilst the project underpinning this paper focused on the healthcare sector, the method used to ascribe credit to the level-3 healthcare support worker apprenticeship was not sector specific and can therefore be applied to apprenticeships within other contexts providing more widespread benefits to workforce development.

Policy makers must ensure that employers and providers are clear that the minimum statutory off-the-job hours constitute an apprentice employment entitlement, which must not be conflated with total apprenticeship learning hours requirements. This recommended policy clarification could assist in simplifying the process required for ascribing credit to apprenticeships and at the same time support a move towards better and more consistent recognition of the value of apprenticeship learning.

It is a first attempt to ascribe a credit value to an apprenticeship in England for the specific purpose of facilitating progression to HE.

Due to the extremely complicated and unpredictable outside world, using and unlocking the potential of learning agility (LA) has become a key part of making businesses more competitive, and there is a lot of new research being produced on this topic very quickly. Thus, this study aims to carry out a bibliometric analysis to systematically analyse the existing literature on LA and propose an integrated framework depicting various predictors, mediators and outcome variables covered in the LA research. Moreover, this study lays out a rich and detailed agenda for future research and enhances understanding of LA by suggesting future research questions.

This study applied bibliometric analysis using the Scopus database. This study applied bibliometric analysis and cluster analysis to examine the contributions of research constituents (authors, institutions, countries and journals) and their structural and thematic relationships (co-citation network and thematic trends). The most important insights were used to propose an integrated conceptual model.

Based on the results of the performance analysis, this study discovered that the USA is the most productive country in this research field, followed by Belgium, Australia, Korea and India. In addition, the findings highlight the most prominent journals, authors and countries contributing to LA, document citations and theories contributing to the field of LA. This study identifies four emerging future research themes (clarity of construct, identification of variables to be studied with LA, strategies enhancing LA and context of study) and proposes subsequent research questions using science mapping analysis.

A review of existing literature on LA provides a clear understanding of the current and future state of research on this topic. And, from a practical standpoint, this study highlights emergent clusters that will help practitioners build LA as a tactical reaction to the current volatile, uncertain, complex and ambiguous environment.

This study is relevant as it aims to systematically review articles on LA and proposes an integrated conceptual framework based on existing literature that will serve as a guide for existing and future research in this area.

The widespread uptake of digital technology tools for online teaching and learning reached its peak during the nationwide lockdown triggered by the COVID-19 pandemic. It transformed the higher education institutions (HEIs) marketplace both in developed and developing countries. However, in this process of digital transformation, several HEIs, specifically from developing countries, faced major challenges. That threatened to affect their sustainability and performance. In this vein, this study conducts a bibliometric review to map the challenges during the COVID-19 pandemic and suggest strategies for HEIs to cope with post-pandemic situations in the future.

This comprehensive review encompasses 343 papers published between 2020 and 2023, employing a systematic approach that combines bibliometrics and content analysis to thoroughly evaluate the articles.

The investigation revealed a lack of published work addressing the specific challenges faced by the faculty members affecting their well-being. The study underscores the importance of e-learning technology adoption for higher education sustainability by compelling both students and teachers to rely heavily on social media platforms to maintain social presence and facilitate remote learning. The reduced interpersonal interaction during the pandemic has had negative consequences for academic engagement and professional advancement for both educators and students.

This has implications for policymakers and the management of HEIs, as it may prove useful in reenvisioning and redesigning future curricula. The paper concludes by developing a sustainable learning framework using a blended approach. Additionally, we also provide directions for future research to scholars.

This study has implications for policymakers and HEI management to rethink the delivery of future courses with a focus on education and institute sustainability. Finally, the research also proposes a hybrid learning framework for sustainability and forms a robust foundation for scholars in future research.

This research aimed to capture undergraduate students' experiences in the transition from face-to-face (F2F) learning to online learning. This study explored their perceptions regarding the effectiveness of online learning in their academic lives, challenges encountered and suggestions for enhancing online learning in the post-COVID-19 era.

This study employed a concurrent mixed-methods research design and selected 118 undergraduate students using a multistage random sampling technique from four colleges in Assam. Standardized questionnaires and open-ended interview schedules were used.

Undergraduate students reported a positive attitude and satisfaction with online learning, valuing its adaptability to their schedules, its role as a motivating factor for self-learning, its effect on making them more technically proficient and enhancing their communication skills to articulate their thoughts. However, the challenges identified by the students have the potential to overshadow the promises of online learning. This research provided more constructive suggestions under the themes of “content delivery”, “systemic and infrastructural issues”, “pedagogy” and “capacity building” to enhance their experiences with online learning.

Our research findings would assist educational institutions in adopting innovative approaches for simpler and more efficient online learning experiences post-COVID-19 pandemic. Institutions should prepare themselves and design dual-mode courses for F2F and online learning.

The paper addressed a relevant topic in this era of online learning by examining undergraduate students’ viewpoints that added complementary information to the current body of literature on online learning in rural India. The insights gleaned from their experiences would be beneficial for the development of best practices for online learning in the coming decades.

This study examines learner satisfaction and success as mechanisms through which online learning quality translates into learners’ continuous intentions of use by extending DeLone and McLean’s information system success model. It also examines the moderating effect of perceived supervisory support and learners’ self-regulation on online learning quality in Higher Education Institutions.

Survey data were obtained from 540 students in both private and public higher institutions of learning in Ghana. The Partial Least Squares – Structural Equations Modelling (PLS-SEM) technique was used to test the hypothesised relationships.

The results revealed that system quality emerged as the single most important variable in the DeLone and McLean model, that influences learner success and satisfaction. Further, learner satisfaction has a significant positive effect on learner attitudes, whilst self-regulation was found to moderate the relationship between online learning quality and learner success as well as learner satisfaction.

The study appears to be among the first to explore the inter-relationship among online learning environment quality and learner attitudes and moderating factors perceived supervisory support and self-regulation. The study highlights insightful practical implications for students, faculty and administrators of higher institutions.

The purpose of this research is to achieve multi-task autonomous driving by adjusting the network architecture of the model. Meanwhile, after achieving multi-task autonomous driving, the authors found that the trained neural network model performs poorly in untrained scenarios. Therefore, the authors proposed to improve the transfer efficiency of the model for new scenarios through transfer learning.

First, the authors achieved multi-task autonomous driving by training a model combining convolutional neural network and different structured long short-term memory (LSTM) layers. Second, the authors achieved fast transfer of neural network models in new scenarios by cross-model transfer learning. Finally, the authors combined data collection and data labeling to improve the efficiency of deep learning. Furthermore, the authors verified that the model has good robustness through light and shadow test.

This research achieved road tracking, real-time acceleration–deceleration, obstacle avoidance and left/right sign recognition. The model proposed by the authors (UniBiCLSTM) outperforms the existing models tested with model cars in terms of autonomous driving performance. Furthermore, the CMTL-UniBiCL-RL model trained by the authors through cross-model transfer learning improves the efficiency of model adaptation to new scenarios. Meanwhile, this research proposed an automatic data annotation method, which can save 1/4 of the time for deep learning.

This research provided novel solutions in the achievement of multi-task autonomous driving and neural network model scenario for transfer learning. The experiment was achieved on a single camera with an embedded chip and a scale model car, which is expected to simplify the hardware for autonomous driving.

Challenges of conducting site visit activities, a vital component of architecture learning during the recent pandemic have proved our unreadiness in facing the digital future. The lack of understanding of learning technology has affected the education experience. Thus, there is a need to investigate immersive learning technology such as immersive virtual reality (IVR) to replace students’ concrete experience in the current learning setting. This study aims to answer: (1) What is the influence of IVR in experiential learning (EL) in enhancing the personal spatial experience? (2) Does IVR in EL influence students' approach to learning during the architecture design process?

The research was conducted as an action research design approach. Action research was employed in the first-year architecture design studio by the lecturer as a practitioner-researcher. The personal spatial experience survey was performed in the earlier phase to identify the students’ prior spatial experience. Architectural Spatial Experience Simulation (ASES) a learning tool was implemented and assessed with Architecture Design Learning Assessment (ADLA) rubric, which was developed to evaluate EL and student’s approach to learning during the architecture design learning process.

The outcomes revealed that ASES as a learning tool in EL could improve the participants’ spatial experience, particularly those with minimal prior personal spatial experience. ASES was recognized to enhance the participants’ EL experience and encourage changes in student’s approach to learning from surface to deep learning.

This research benefits the architecture design learning process by offering a learning tool and a framework to resolve challenges in performing site visit activities and digital learning. It also contributes by expanding the EL theory and students’ approach to learning knowledge in the architecture education field.

The purpose of this study is to identify the impact of online learning on university librarians’ professional development and library services.

A mixed-methods study through an explanatory research design was applied to address the study’s objectives. Quantitative data were gathered from 341 librarians working in 221 universities, while qualitative data were gathered from 27 experts working in 21 different universities of Pakistan.

The findings of the study revealed that online learning has a significant positive impact on the professional development of university librarians. Results revealed that online learning assists in the provision of sustainable, innovative library services in university libraries.

The study has offered a model in light of the study's quantitative and qualitative findings. It contributes to theoretical understanding by expanding the existing knowledge base. It offers managerial insights, enabling the development of policies that foster the professional development of library personnel and the implementation of smart library services.

This paper aims to further our understanding of policy–practice gaps in organizations from an organizational learning perspective. The authors conceptualize and analyze policy–practice gaps in terms of what they label the dual challenge of organizational learning, i.e. the organizational tasks of both adapting ongoing practices to prescribed policy demands and adapting the policy itself to the needs of practice. Specifically, the authors address how this dual challenge can be understood in terms of organizational learning and how an organization can be managed to successfully resolve the dual learning challenge and, thereby, bridge policy–practice gaps in organizations.

This paper draws on existing literature to explore the gap between policy and practice. Through a synthesis of theories and an illustrative practical example, this paper highlights key conceptual underpinnings.

In the analysis of the dual challenge of organizational learning, this study provides a conceptual framework that emphasizes the important role of tensions and contradictions between policy and practice and their role as drivers of organizational learning. To bridge policy–practice gaps in organizations, this paper proposes five key principles that aim to resolve the dual challenge and accommodate both deployment and discovery in organizations.

Because this is a conceptual study, empirical research is called for to explore further and test the findings and conclusions of the study. Several avenues of possible future research are proposed.

This paper primarily contributes by introducing and elaborating on a conceptual framework that offers novel perspectives on the dual challenges of facilitating both discovery and deployment processes within organizations.

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.