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The COVID-19 pandemic is a unique event that forced K-12 schools to rethink the delivery of instruction to protect the well-being of school system stakeholders. Teachers, school administrators and parents had to adapt to and embrace new ways of teaching and learning by utilizing available technology. The purpose of this study is to examine the challenges encountered by in-service teachers when moving from face-to-face to online teaching.

This study utilized a qualitative phenomenological research methodology to examine Ecuadorian and Uruguayan teachers' perceptions and experiences transitioning from face-to-face to online teaching during the COVID-19 pandemic. This comparative study used convenience sampling to include 12 K-12 teachers from Ecuador and Uruguay.

The results of this study produced two themes that evidenced the demands placed on educators. The first theme was job demands, relating to teachers' perceptions about workload, preparation time and curriculum issues. The second theme related to available support provided by the school administrators and technology issues faced by teachers and students. Even though the teachers demonstrated adaptability for educating students during the pandemic, the experiences from both countries should be considered by teacher training programs and in post-graduate professional development.

This article examined how COVID-19 affected teachers in Uruguay and Ecuador. Data analysis documented the challenges encountered by teachers transitioning to online learning during the pandemic. The findings inform a larger audience about the needs of teachers working online.

Purpose – To highlight ways to overcome challenges in conducting authentic assessments and using data effectively in program planning.

Approach – To help teachers investigate the definition and purpose of assessments available for use in today's diverse classrooms, and use assessment results to inform instruction.

Practical implications – A school team analysis framework focused on teacher collaboration when conducting evaluations of districts' reading programs, a data use cycle, and a reflective questionnaire are provided for professional development.

Social implications – Social justice and differentiated instruction require balanced assessment methods and portfolio use as an implementable and manageable method to document student progress.

Originality/value of paper – This chapter engages teachers in the reality that they can be the driving force behind assessments for learning in their classrooms, schools, and districts.

The present study’s goal is to assess the effect of a serious game on the development of entrepreneurial competence, self-efficacy and intention and thereby contribute to clarifying the usefulness of this approach in entrepreneurship education.

The study sample and method included 76 graduate students, selected through a convenience sampling technique and collected through a self-administered questionnaire. To examine the impact of the gaming session, a pre-test post-test design approach was employed. Consequently, all students completed a survey both at the beginning and end of the gaming session.

Our study found that game-based learning effectively enhances students' entrepreneurial competence, particularly in areas like generating ideas, managing resources and taking action, while also boosting self-efficacy. However, it didn't significantly impact entrepreneurial intentions. The effectiveness depends on students' prior gaming experience, especially in resource management and taking action. Additionally, it positively influences women's self-efficacy more than men. The field of study also plays a role, with design students showing notable development in idea generation, entrepreneurial intentions, and self-efficacy. Overall, game-based learning is a valuable tool for entrepreneurship education, but its effects vary based on prior experience, gender and field of study.

Several limitations of the study should be considered. First, the small sample size acquired through convenience sampling and the potential for social response bias, even with respondent anonymity, could limit the generalizability of the study's findings. Second, the study recognizes that the effectiveness of a serious game is greatly influenced by the game's design, making findings from studies with different game-based learning approaches potentially different. Lastly, the impact of student interactions during the game session was not evaluated.

The study's practical implications are significant. It demonstrates the effectiveness of game-based learning in cultivating entrepreneurial competence and self-efficacy, particularly benefiting women and design students. These findings emphasize the importance of integrating serious games (SG) into entrepreneurship education to nurture vital entrepreneurial competences essential for students' career development as entrepreneurs or employees. The study encourages the development of SG tailored for use in entrepreneurship classes. Additionally, it underscores the need to educate educators about the advantages of incorporating game-based learning into their teaching strategies, offering a practical pathway to enhance entrepreneurship education and better prepare students for the modern job market.

The study's social implications are substantial. It highlights the effectiveness of game-based learning in nurturing entrepreneurial competence and self-efficacy, particularly benefiting women and design students. This underscores the importance of integrating Serious Games (SG) into entrepreneurship education, emphasizing the need for more SG tailored for use in entrepreneurship classes. Furthermore, it calls for increased awareness among educators about the advantages of incorporating game-based learning into their teaching methods. Ultimately, these findings have the potential to positively impact students' career development, whether as entrepreneurs or employees, by equipping them with crucial entrepreneurial skills.

This study brings a novel perspective in three distinct ways. Firstly, it centers on the pivotal entrepreneurial competences outlined in the EntreComp framework by the European Commission, addressing the challenge of identifying which competences are most relevant for entrepreneurial education. By doing so, it ensures a focus on competence areas critical for entrepreneurs, such as ideas and opportunities, resources, and action. Secondly, it explores the impact of game experience on the development of entrepreneurial competences, entrepreneurial intention, and self-efficacy, a relationship hitherto unexplored. Thirdly, the study examines how students' demographic and contextual characteristics influence the development of entrepreneurial competence, intention, and self-efficacy through a game-based learning approach. These unique perspectives contribute valuable empirical data to both theory and practice in the field of entrepreneurship education.

Although multi-brand loyalty (MBL) in consumer markets has been identified in previous brand loyalty research, empirical studies have not yet explored the facets of its different types. This paper aims to have a deeper understanding of MBL by investigating its different types and facets.

This study uses a sequential, qualitatively driven mixed-method design consisting of in-depth interviews and supplementary survey research.

The findings of this study suggest that mood congruence, identity enhancement, unavailability risk reduction and market competition are the most important facets that explains the two types of MBL (complementary-based and product substitutes). Furthermore, the findings show that the family factor can motivate consumers to be multi-brand loyal by adding brands to an initially family-endorsed brand.

This study advances the conceptual foundations of MBL and extends previous research on brand loyalty. Some of the findings may be limited to the economic and cultural context of relatively affluent countries with an abundance of market offers.

Marketing managers gain insights into how to manage brand loyalty and how to transition from MBL to single-brand loyalty.

The study generates novel insights into the facets of different types of MBL.

Novel technologies such as tokenization have the potential to disrupt value co-creation in sport marketing. Tokenization in particular has generated a hype in sport marketing by facilitating engagement behavior. However, it remains unclear to what extent tokenization can serve as an engagement platform to enable new and innovative interactions between sport organizations and its network of actors.

The study investigated a tokenized governance platform of a professional sport club as engagement platform by means of a case study applying a multi-method approach combining document analyses and semi-structured interviews with sport management, sport club fans and blockchain experts.

Governance tokens indeed foster fan engagement by including fans in decision-making processes. The engagement platform is meant to enable two-way communication between fans and professional sport clubs. However, benefits could be overrated, and fans describe concerns about increasing commercialization due to the application of governance tokens. Thus, opportunities must be balanced out to foster engagement of sport club fans.

The findings contribute to extending the phenomenon of tokenization as a financing model and engagement platform in sport marketing. The results show how tokenized governance platforms can be applied in sport marketing and how they contribute to value co-creation in the digital world of sport clubs.