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The adoption of Information and Communication Technology (ICT) in small and medium enterprises (SMEs) has some peculiarities that may depend on the combined effect of size and the competitive environment. The purpose of this paper is to use a contingency approach to explore how SMEs develop organizational capabilities through ICT investments in response to environmental conditions.

A survey on 284 SMEs in Italy was conducted and data were analyzed with regression models for testing seven hypotheses on the environmental influence on the development of ICT-based capabilities and the role played by firm size.

The results show that the environment influences the development of such capabilities in a different way, depending on size. Within munificent environments, ICT-based capabilities are more diffused among larger SMEs, whereas under environmental complexity, this pattern is inverted, with larger SMEs exhibiting a more limited deployment of ICT in support of both their internally and externally oriented processes. Under environmental dynamism medium-sized firms tend to develop more internally oriented ICT capabilities, but fail in reporting superior capabilities for managing external relationships.

This paper contributes to understand the relationship between the environment and ICT investments in SMEs. Since the combined effect of size and the competitive environment may influence considerably the ICT investments in SMEs, this study investigates the organizational responses with respect to how SMEs use ICT to address their external environment. This focus provides a contribution to understand the challenges that SMEs are facing in the current technological and market environment, where changes in the ICT paradigm raise the level of complexity and dynamism and bring changes in competition levels that leave few resources for growth to SMEs.

The purpose of this study was to investigate the views of school staff on a nutrition health project implemented via an ICT‐based learning environment in a secondary school (7th to 9th grades).

The study was a part of the wider European Network for Health Promoting Schools programme (ENHPS; since 2008, Schools for Health in Europe SHE) in Finland, and particularly its sub‐project, From Puijo to the World with Health Lunch, which sought to renew secondary schools' nutrition health education by developing and utilising an ICT‐based learning environment using participatory action research. The data were collected by means of recall interviews conducted with 12 teachers, two school health nurses and two school catering managers after the nutrition health project ended. The data were analysed with qualitative content analysis using Atlas.ti software.

The findings regarding the views of the school staff – teachers, school health nurses and school catering managers – on the nutrition health project implemented via an ICT‐based learning environment at the end of the three‐year educational development project revealed five main categories: the basis of multidisciplinary education in nutrition health, motivation to lifelong nutrition health learning, school community support of nutrition health activities, operational ICT culture in the nutrition health project and ICT for the nutrition health project process.

The sample of school staff consisted of two secondary schools in Eastern Finland, and the results cannot be generalised widely due to the small, geographically defined sample. However, the results are suggestive for other schools elsewhere in Finland.

Development of a nutrition health project via an ICT‐based learning environment as a project involves the entire school staff and all the pupils. It also enables renewing of the nutrition health curriculum. Pupils use ICT in their everyday activities, thus the school staffs have to manage and update their knowledge and skills in ICT and new action environments to promote pupils' nutrition health learning today and in the future.

The purpose of this study is to investigate the impact of the COVID-19 pandemic on the beliefs and attitudes toward the use of information and communication technology (ICT). The study examines the challenges of implementing ICT-based training and provides insights for promoting the acceptance of online training in volunteer sports communities.

The study uses an action design research methodology that combines the implementation of ICT-based training, interviews, and a survey of 523 participants to examine the influence of online training on beliefs and attitudes.

The study shows that before the COVID-19 pandemic, soccer referees had negative beliefs about the use of ICT for learning. However, the experience of being forced to use ICT for training during the pandemic led to a positive shift in their beliefs about ICT.

The study offers four lessons learned for promoting the use of ICT-based training in voluntary sports. Future research should investigate the influence of blended learning approaches on affective, cognitive, and skill-based learning outcomes.

The study has practical implications for those responsible for implementing ICT-based training in voluntary sport. The findings suggest that design features such as usefulness, ease of use and enjoyment should be emphasized to increase the acceptance of online training.

The study contributes to the literature by providing insights into the challenges of implementing ICT-based training in voluntary sport contexts. The findings suggest that the experience of being forced to use ICT can promote the acceptance of online training in volunteer sports communities.

Information and communications technology (ICT) offers enormous opportunities for individuals, businesses and society. The application of ICT is equally important to economic and non-economic activities. Researchers have increasingly focused on the adoption and use of ICT by small and medium enterprises (SMEs) as the economic development of a country is largely dependent on them. Following the success of ICT utilisation in SMEs in developed countries, many developing countries are looking to utilise the potential of the technology to develop SMEs. Past studies have shown that the contribution of ICT to the performance of SMEs is not clear and certain. Thus, it is crucial to determine the effectiveness of ICT in generating firm performance since this has implications for SMEs’ expenditure on the technology. This research examines the diffusion of ICT among SMEs with respect to the typical stages from innovation adoption to post-adoption, by analysing the actual usage of ICT and value creation. The mediating effects of integration and utilisation on SME performance are also studied. Grounded in the innovation diffusion literature, institutional theory and resource-based theory, this study has developed a comprehensive integrated research model focused on the research objectives. Following a positivist research paradigm, this study employs a mixed-method research approach. A preliminary conceptual framework is developed through an extensive literature review and is refined by results from an in-depth field study. During the field study, a total of 11 SME owners or decision-makers were interviewed. The recorded interviews were transcribed and analysed using NVivo 10 to refine the model to develop the research hypotheses. The final research model is composed of 30 first-order and five higher-order constructs which involve both reflective and formative measures. Partial least squares-based structural equation modelling (PLS-SEM) is employed to test the theoretical model with a cross-sectional data set of 282 SMEs in Bangladesh. Survey data were collected using a structured questionnaire issued to SMEs selected by applying a stratified random sampling technique. The structural equation modelling utilises a two-step procedure of data analysis. Prior to estimating the structural model, the measurement model is examined for construct validity of the study variables (i.e. convergent and discriminant validity).

The estimates show cognitive evaluation as an important antecedent for expectation which is shaped primarily by the entrepreneurs’ beliefs (perception) and also influenced by the owners’ innovativeness and culture. Culture further influences expectation. The study finds that facilitating condition, environmental pressure and country readiness are important antecedents of expectation and ICT use. The results also reveal that integration and the degree of ICT utilisation significantly affect SMEs’ performance. Surprisingly, the findings do not reveal any significant impact of ICT usage on performance which apparently suggests the possibility of the ICT productivity paradox. However, the analysis finally proves the non-existence of the paradox by demonstrating the mediating role of ICT integration and degree of utilisation explain the influence of information technology (IT) usage on firm performance which is consistent with the resource-based theory. The results suggest that the use of ICT can enhance SMEs’ performance if the technology is integrated and properly utilised. SME owners or managers, interested stakeholders and policy makers may follow the study’s outcomes and focus on ICT integration and degree of utilisation with a view to attaining superior organisational performance.

This study urges concerned business enterprises and government to look at the environmental and cultural factors with a view to achieving ICT usage success in terms of enhanced firm performance. In particular, improving organisational practices and procedures by eliminating the traditional power distance inside organisations and implementing necessary rules and regulations are important actions for managing environmental and cultural uncertainties. The application of a Bengali user interface may help to ensure the productivity of ICT use by SMEs in Bangladesh. Establishing a favourable national technology infrastructure and legal environment may contribute positively to improving the overall situation. This study also suggests some changes and modifications in the country’s existing policies and strategies. The government and policy makers should undertake mass promotional programs to disseminate information about the various uses of computers and their contribution in developing better organisational performance. Organising specialised training programs for SME capacity building may succeed in attaining the motivation for SMEs to use ICT. Ensuring easy access to the technology by providing loans, grants and subsidies is important. Various stakeholders, partners and related organisations should come forward to support government policies and priorities in order to ensure the productive use of ICT among SMEs which finally will help to foster Bangladesh’s economic development.

The purpose of the study was to evaluate the impact of Introduction of Smart Teaching and Learning (INSTAL) project on students' academic achievements in terms of students' science scores. Information and communication technologies (ICT)-based initiative was introduced in Sindh Education Foundation (SEF) schools at District Khairpur, Sindh, Pakistan. The aim of the study was to identify whether science test scores of students have been improved with the use of INSTAL facility at schools or remained the same at SEF-supported schools.

The quantitative research approach has been used in the current study, and within it a quasi-experimental research design was employed. The descriptive (mean, standard deviation) and inferential statistics (independent sample t-test and paired sample t-test) were computed to find the pre- and post-difference in science scores of students. Both primary and secondary data were used. The primary data were gathered through questionnaire from 48 science teachers. Whereas, secondary data of 382 students who used ICT-based facility under INSATL project for two academic years were taken from quality assessment test (QAT) scores conducted by third party in SEF-assisted schools in District Khairpur.

The findings of the study revealed that the students' science scores improved by 10% in one year and 23% in two years with the use of ICT-based facilities under INSTAL project. Also, it can be concluded from the results that ICT has a positive as well as statistically significant impact on students' science learning by using INSTAL facility in schools. Results of the study show that students' level of interest toward learning science has been enhanced by the use of ICT.

As the world is rapidly moving toward digitalization, the modes of teaching and learning have been changing. ICT plays a very significant role in the betterment of education. ICT helps to achieve socio-economic development of a country. However, Pakistan, being a developing country, has not that much resources, and ICT-based learning is not common in Pakistan. Therefore, it is very important to be aware people about the usage of technology in teaching and learning. The present study is an attempt to create such type of awareness. Moreover, the current study may be the first kind of study in the context of Pakistan which used TPACK as theoretical framework, and this study may contribute to the body of knowledge in the context of ICT.

Implementing ICT-based software for teaching and learning in rural context of Pakistan was a challenging task, but it has brought positive results in terms of student's achievement. This may be the first study that has been conducted in the context of adopted schools of SEF.

This paper aims to present an exploration of the potential utilisation of different information and communication technologies (ICT) in Indian academic libraries.

A survey method was used for the collection of data. A structured questionnaire, containing close-ended questions, was sent by postal mail to 30 librarians of the Central University Libraries in India, of which 15 questionnaires were returned.

Academic libraries in India have mostly been involved in applying traditional ICT-based solutions for the management of various library functions and services, particularly for organising and retrieving information. Use of modern ICT-based tools of knowledge creation and sharing such as web discovery tools, blogs, wikis, Real Simple Syndication feeds, social networking and social bookmarking seems uncommon in academic libraries. Lack of trained staff in ICT, low level of ICT skills among library users, unawareness of potential benefits of ICT and inadequate ICT infrastructure were found as the major barriers of ICT applications in academic libraries.

Academic libraries in India are still in the early stage of understanding the importance of modern ICTs. Librarians should renovate existing library environment and develop knowledge and skills among their staff in the fields of computer programming, website or portal development, hardware maintenance and metadata or e-resource management for providing quality information services to their users.

Because no empirical study on the use ICT-based knowledge management (KM) tools in academic libraries in India has been carried out before, this study closes this gap and provides guidelines for practising librarians, policy makers, management and the University Grants Commission of India to promote the use of ICTs in libraries, and to design courses of information communication technology and related skills.

Integration and use of technology in teaching and learning in the education sector from pre-primary education (PPE) to the higher levels of education, is a policy issue. In developed countries, including Tanzania, information and communication technology (ICT), especially in PPE, is inadequately researched for laying evidence on its applicability in instruction and learning. Therefore, this paper aims to determine pre-primary teachers’ preparedness in integrating ICT in classroom instruction and challenges teachers face in integrating it for child’s meaningful learning.

Methods and instruments: a qualitative transcendental phenomenological approach was used in determining teachers’ preparedness in integrating ICT in PPE in Tanzania. It was further used to collect data that describe the teaching and learning through the integration of ICT in every session as their lived experience for pre-primary teachers. Its selection was appropriate as it allowed researchers to systematically analyse for description the commonalities and differences existing among the involved teachers in integrating ICT in teaching and learning as their lived experiences (Moerer-Urdahl and Creswell, 2004). To appropriately analyse teachers’ understanding and experiences regarding ICT and its integration in teaching and learning in pre-primary classes, semi-structured interviews and open-ended questionnaires were used for in-depth understanding of the study problem. Semi-structured interviews were used to collect data through open-ended questions where researchers took an average of 40 min per session with participants’ (teachers) using notebooks to take note of their thoughts, feelings and beliefs about ICT integration in PPE. Use of the semi-structured interview was based on the reality that it provides in-depth information pertaining to participants’ experiences and viewpoints of a particular topic (Turner, 2010). Once the interview session was complete, each teacher was given a questionnaire to fill in for triangulating their experiences. Description of participants: a total of 14 schools constituting 28 teachers were purposively sampled and engaged in this study. Analysis of participants’ demographic characteristics indicates that all of the involved teachers had certificate in teacher education that qualified them as primary school teachers. Meanwhile, 18 (66.7 per cent) of the pre-primary school teachers who were involved in this study were female with only 10 (33.3 per cent) had working experience at and above five years of teaching in early grade classes. Study participants (teachers) from Itilima and Meatu Districts were purposively involved in the study as their experiences in young children’s learning and contextual influences (educational and training policy of 2014, the ICT policy of 2007, and foreign studies) are potential in improving the quality of learning. Study area: the current study was conducted in two districts (Itilima and Meatu) all found in Simiyu region. The two districts were selected and considered appropriate by the study as they constituted the 17 most disadvantaged rural areas in Tanzania (Mosha et al., 2015). Authors describe the two districts as having poor educational outcomes mainly relatively low pass rates in the primary school leaving examination results. In Itilima, one ward out of 22 was studied in which its six schools [with a total of 12 teachers] among 87 schools in the district were involved. While in Meatu district, eight of 121 schools [with a total of 16 teachers] in one ward of 29 wards were studied. This implies that a total of 14 schools and 28 teachers were involved in this study. Data analysis: the data collected through the interviews and open-ended questionnaires were subjected to content analysis procedures (reading and re-reading notes and transcripts followed by a three-steps-coding process consisting of open, axial and selective coding procedures). The analysis process was informed by the Vagle’s (2014) six steps for phenomenological research data analysis procedure (holistic reading of the entire text, first line-by-line reading, follow up questions, second line-by-line reading, third line-by-line reading, and subsequent readings). Practically, the researchers read and re-read the texts and transcribed data from the language used during data collection that is Kiswahili, into the reporting language that is English. Following transcription, data were coded for developing categories of data through axial and elective coding processes.

The data analysis was conducted and results and its discussion are presented in three sub-sections: preparedness of teachers in using ICT in teaching and learning; teachers’ views about the integration of ICT in teaching and learning; and challenges faced by teachers in integrating ICT in teaching and learning. Teacher’s preparedness in the use of ICT in teaching: exploration of teachers’ preparedness in integrating ICT in teaching and learning was preceded by exploration of teachers’ understanding of ICT in teaching and learning. Analysis revealed that majority of teachers were aware about ICT in teaching and learning and they understood it as the implementation of curriculum at school level that involves use of ICT-based facilities such as television, mobile phones, computer and radio. Teacher elaborated that appropriate use of ICT-based facilities that would later develop children to potentially improve their understanding and practical application in daily life. Other teachers understood ICT in teaching and learning as use of printed materials [newspapers and magazines] in facilitating pupil’s learning of planned lessons. While other teachers were aware of what ICT means the second category of teachers as noted in their responses, had limited understanding, as to them, ICT in education meant use of printed materials. Difference in teachers’ understanding of the ICT in teaching and learning also indicate some teachers viewing it as use of ICT facilities in developing children’s competencies in the specific subject. In the teachers’ views, ICT is considered as subject content and they delimited their understanding into that perspective ignoring it as technological use for facilitating meaningful learning in all subjects. Their views are based on the development of children with competencies useful in facilitating further learning in the subject known as Teknolojia ya Habari na Mawasiliano. Following the question based on exploring teachers’ understanding of ICT in teaching and learning, researchers explored teachers’ preparedness in using ICT in teaching and learning. Table 1.0 illustrates teachers’ multiple responses regarding their preparation. Table I: teacher’s preparedness in using ICT in teaching and learning. S/N; preparedness; freq; and per cent. Enhancing child’s understanding on the use of ICT-based facilities-20, 71.4; using remedial sessions teaching ICT-12, 42.8; using ICT-based facilities for teaching other classes-8, 28.5. Table 1.0 illustrates that teachers are prepared to enable children use ICT to access information and more knowledge related to their school subjects and general life. They were of the view that ICT could serve well in areas where text and supplementary books are scares or torn-out by pupils because were poorly bound or due to poor quality of papers used. Therefore, availability of ICT facilities in schools would become important resource-materials for pupils, as well as teachers. For instance, a teacher said that; Availability of ICT facilities, such as computers in schools will help us in preparing notes or content for supplementing their learning. Different from the paper-based notes, computers will keep our notes properly compared to the papers that get easily displaced and hard to retrieve notes when lost (Interview, 20 April 2016). In addition to the use of ICT facilities in serving as resource material, their use in schools would aid pupils and teachers to use them beyond teaching and learning. Teachers narrated that children may find games and puzzles that all help in stimulating their thinking, hence interest in schooling and further learning. Teachers also said they are prepared to use even extra hours that are beyond school timetable to ensure children learn well to meet the uncovered periods once facilities are placed in school. Use of extra hours beyond the normal school timetable comm.

The study was limited to the accessed and involved schools as some schools were found to have no specific teachers teaching a pre-primary class on reasons the responsible teacher for the class had retired. As a result, researchers spend extended time to travel and reach schools that were located far from one school to the other. Again, some teachers were reluctant in participation on reasons that researchers are evaluating their competency for reporting to the higher authorities.

Differences in teachers’ understanding of the ICT in teaching and learning also indicate some teachers viewing it as the use of ICT facilities in developing pupils’ competencies in the specific subject. In the teachers’ views, ICT is considered as subject content and they delimited their understanding into that perspective ignoring it as technological use for facilitating meaningful learning in all subjects. Effective integration of ICT for efficiency in instruction depends on the teacher’s preparedness especially competency in using the equipments and infrastructures especially electric power.

Integration of Information and Communication Technology in teaching and learning in PPE is socially important in the view that all children regardless of their background (urban or rural, affluent or poor) benefits in learning through use of technology. The children’s access to education integrating ICT would ensure equal opportunities for quality learning outcomes. In contrast, lack of exposing young children early in using ICT facilities for interaction and learning would adversely impact their participation in knowledge sharing in later years of schooling and employability opportunities.

There is limited empirical evidence about teachers' engagement in research particularly in PPE in Tanzania. Together with limited research in the level of education, this study is the original contribution to state of teachers at the school level about their engagement in integrating information and communication technology for informing education decision makers and administrators on matters of focus to improve educational instruction and implementation of Tanzania education and training policy, as well as the implementation of the ICT policy of 2016.

The purpose of this paper is to describe a computer‐assisted learning experience in operations management (OM) higher education that entailed the development of interactive learning software, its evaluation in an experimental environment and the formal analysis of the teaching method's influence on student perceptions.

The software design follows the constructivist focus based on widely‐accepted educational technology principles. Objective tests of knowledge and subjective appraisal of the learning process were used in the experiment to compare two educational scenarios (computer‐assisted learning and on‐site class). Students' perceptions of the software's technical and teaching features are also analyzed.

The study shows that the teaching method can significantly affect students' perceptions of the learning process. The findings also confirm the pedagogical effectiveness of the software that was designed and that information communication technologies (ICT)‐based methods are an alternative to traditional methods used in OM education.

The experiment involved strict control over various potential threats to validity. From a statistical point‐of‐view, the conclusions can only be generalized in the population analyzed. Nevertheless, the features of the software and the student profile allow the main conclusions to be generalized to other OM environments.

The use and evaluation of interactive software in OM educational environments are reflected on, with emphasis on the influence that the teaching methodology has on students' attitudes to the learning process. It is of interest for researchers interested in improving teaching through the use of ICT.

There are very few studies on interactive self‐learning software for OM and its effects on student perceptions. This paper is a new contribution to this field.

In Japan, virtual exchange and mobility are regarded as an emergency response to the COVID-19 pandemic and as alternatives to international learning through physical mobility. International educators express concerns that online international learning methods may fade away after physical student mobility resumes on a larger scale. However, it is crucial for universities to leverage newly developed online learning tools after the pandemic in order to offer inclusive international education which reaches the larger student pool who are unable to study abroad. Now is the time to reflect on how international education policy and practice have relied excessively on cross-border student mobility. In turn, it will be important to position ICT-based educational practices as an opportunity to create new value and meaning for international education in an environmentally friendly and low-cost manner in the new normal world. Also, in Japan, internationalization at home was not addressed to any great extent before the pandemic. However, there is an increasing awareness that ICT-based international education can effectively contribute to the expansion of internationalization at home. Adapting to the new normal situation requires a new modality of internationalization, and it will have a significant impact on the attractiveness of higher education in the country.

Prior research highlights the vital role of Information and Communication Technologies (ICT) for innovation in response to environmental conditions. However, there is a lack of studies that analyse the determinants of ICT investments on the innovation activities of firms in relation with their impacts on the industrial and competitive dynamics using large data sets. The paper aims to discuss these issues.

In this paper, the authors investigate the effects of ICT investments on the industrial and competitive dynamics for a large and representative panel data set. All the industries are included, and lagged effects of ICT investments are studied. The model is tested on a seven-year panel (2008–2014) of 231 Italian industries using two-stage least squares instrumental-variables estimators with industry time and fixed effects.

The results indicate that munificent industries and higher ICT spending are interrelated facts, showing that in sectors with more growth opportunities firms invest more in ICT and this leads to higher industry concentration, greater profit dispersion and higher competitive turbulence in the sector. Also, the paper shows that SMEs can rarely take advantage of their ICT-based innovation to start high-growth phenomena.

The results suggest that ICT-based innovation may create competitive advantages that are hard to sustain over the long-term raising important implications for managers involved in ICT-enabled innovations and policy-makers involved in building programs to foster innovation.

Against the backdrop of today’s digital transformation, the paper enriches our understanding on the disruptive effects exerted by the digitalization of the innovation process and provides a base to continue the investigation of industrial changes and competitive dynamics.