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Due to the coronavirus 2019 (COVID-19) pandemic, primary and secondary schools worldwide are deploying online teaching/learning practices, fostering and thus innovation practices. The purpose of this study is to determine the degree to which practices reflecting educational innovation are implemented in the Greek public primary and secondary schools operating under conditions characterized by the COVID-19 pandemic. Determining the relationship among these educational innovation practices is also an aim of the present study.

A research study was conducted in the Greek public primary and secondary schools. 522 teachers fully completed a structured questionnaire. Descriptive statistics, exploratory factor analysis and structural equation modeling were applied to analyze the data.

The findings reveal that administration-related innovation practices, teaching-related innovation practices and online teaching/learning practices are implemented to some extent in primary and secondary schools in Greece, but there is still scope for continued development. The online teaching/learning practices set the foundations for further developing a culture of fully adopting other educational innovation practices in these schools to improve education.

Limited research concerning educational innovation practices has focused on primary and secondary schools. The need for more studies on teaching and learning innovations that have resulted from the COVID-19 crisis is highlighted by the literature. The results of this study support the fact that online teaching/learning implemented in primary and secondary schools is positively associated with administration-related and teaching-related innovation practices, concluding that this forced change in the educational process can act as a catalyst for more changes and innovative actions.

In times of strong global competition and worldwide economic downturn, there is an imperative need for public services organizations to reform and improve their quality. These organizations can base their improvement efforts on Lean philosophy. The purpose of this study is to assess the employees’ perceived degree of adoption of Lean principles by public services organizations in Greece. Determining the differences in the perceptions of groups of employees with regard to the adoption of Lean principles by public organizations is also an aim of the study.

A questionnaire survey was published online, inviting employees of Greek public services organizations to assess the degree of Lean adoption by their organizations, specified on the basis of general principles. A total of 1,022 employees completed the structured questionnaire. Descriptive statistics were applied to assess the degree of adoption of Lean principles by public organizations. The nonparametric Mann–Whitney U Test and Kruskal–Wallis Test were also applied to determine whether there are statistically significant differences in the perceptions of groups of employees with regard to the adoption of Lean principles by public organizations.

According to the perceptions of employees, Greek public organizations adopt Lean principles to a high extent. However, there is room for further improvement in the degree to which Lean is adopted. Statistically significant differences are observed in the perceptions of groups of employees from different sized organizations, hierarchical levels, skill sets and service subsectors, with regard to the degree of adoption of Lean principles by their organizations.

The employees of the public sector who were invited to respond to the survey through social media, the subjective nature of the data collected and the fact that this is a country-specific study constitute the main limitations of the present study, based on which future studies can be designed.

By determining the strong and weak points of the adoption of Lean principles by Greek public services organizations, suitable managerial initiatives can be undertaken by these organizations to fully adopt Lean, eliminate waste and enhance quality management.

Understanding and improving the current status of the adoption of Lean principles by Greek public organizations will influence the services provided to the citizens in terms of time, quality and delivery.

To the best of the authors’ knowledge, this is the first study which provides insights, based on employees’ perceptions, into the adoption of Lean by the public services sector.

Online learning gained ground during the pandemic and has continued to be used in the post-Covid era. Items related to online learning should be included in service quality assessment. The purpose of this study is to examine the influence of service quality, which includes the online learning dimension, on student satisfaction in higher-education in a blended learning environment.

A total of 452 valid questionnaires were collected from business undergraduate students enrolled in public universities in Greece. A modified version of HEdPERF is used to evaluate service quality. Due to the extensive use of online learning, an additional dimension was added to the HEdPERF scale which focuses on online education, a field that has not yet been widely examined. Structural equation modeling is used to examine the relationships between service quality, and student satisfaction.

The research findings verify the six-structure scale of the HEdPERF instrument (non-academic aspects, academic aspects, reputation, access and programs issues and online learning), providing satisfactory results in terms of reliability and validity tests. Service quality dimensions such as academic aspects, access, program issues and online learning are the influential dimensions of student satisfaction in a blended learning context.

To the best of the authors’ knowledge, no previous study has expanded traditional service quality instruments to include the dimension of service quality of online learning.