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The purpose of this paper is to present an analytical review of the educational innovation field in the USA. It outlines classification of innovations, discusses the hurdles to innovation, and offers ways to increase the scale and rate of innovation-based transformations in the education system.

The paper is based on a literature survey and author research.

US education badly needs effective innovations of scale that can help produce the needed high-quality learning outcomes across the system. The primary focus of educational innovations should be on teaching and learning theory and practice, as well as on the learner, parents, community, society, and its culture. Technology applications need a solid theoretical foundation based on purposeful, systemic research, and a sound pedagogy. One of the critical areas of research and innovation can be cost and time efficiency of the learning.

Several practical recommendations stem out of this paper: how to create a base for large-scale innovations and their implementation; how to increase effectiveness of technology innovations in education, particularly online learning; how to raise time and cost efficiency of education.

Innovations in education are regarded, along with the education system, within the context of a societal supersystem demonstrating their interrelations and interdependencies at all levels. Raising the quality and scale of innovations in education will positively affect education itself and benefit the whole society.

Originality is in the systemic approach to education and educational innovations, in offering a comprehensive classification of innovations; in exposing the hurdles to innovations, in new arguments about effectiveness of technology applications, and in time efficiency of education.

With the rapid transition of education from the traditional, classroom- or campus-based to the online format, there grows a need for not only taking advantage of online technology but also assessing actual and potential effects it can make on the learners, learning, education, and society. One of the risks inherent in online learning is its growing formalization both in the organization of the learning and in its process, which may gravely affect students’ learning, health, cognition, behavior and quality of the learning outcomes. It can also produce serious implications for the society. This article investigates the origins of formalization, its forms and stages, and discusses asynchronous, precision, and automated learning formats from this perspective. Among many issues, the impact of formalization on the learner's development and socialization is considered. The author offers a pragmatic solution for deformalization of online learning.

Qualitative analysis of contemporary research literature, educational trends and practices.

It was found that formalism permeates online education in many ways. It is present in asynchronous, precise and automated learning and may produce significant impact on students, their learning, and society.

This is a qualitative research based on the analysis of current research literature and teaching practices.

While formalism in education is an unavoidable evil, its impact must be diminished. Critical analysis and practical recommendations offered may help improve online teaching and learning.

Formalism affects both students' socialization in the online learning environment, and patterns of socialization in the society. It also impacts students’ cognition and behaviors. So, counteracting formalism may benefit the society's well-being.

The authors could not find any publications on this topic. So this is an original material which may contribute to improving online teaching and learning.

The service sector has witnessed an important transformation due to technological disruption. The widespread adoption of digital technologies has enabled service providers to automate various tasks and processes. Blockchain technology, for instance, has transformed payments, remittances, and financial transactions in the financial services sector by providing greater transparency and security. The travel and hospitality industry has also seen changes through online booking platforms, review aggregators, and AI-driven recommendations. Other activities like entertainment, education, logistics, and transportation as well as retail have been disrupted by technologies leading to increased accessibility and efficiency and shaping the service economy into a customer-centric business model. This literature survey reviews the technological disruption in the services sector, including the health, education, financial, transport, tourism, and communications sectors. Across the subsectors reviewed, an average of 30 articles were reviewed and analyzed during the period 2000–2023.

The purpose of this paper is to explore perspectives of secondary (9–12) teachers on how to sustain growth mindset concepts within instructional practices as well as identifying barriers to sustainment.

This study employed an exploratory case study to obtain the lived experiences of participants. An inductive analysis process was utilized on the data collected through structured interviews and a semi-structured focus group.

Four major themes emerged from an in-depth analysis process: embed growth mindset practices in daily classroom instruction, communicate verbal affirmations and implement growth mindset learning tasks, allow students to experience academic successes and failures and teachers should receive continual support.

The study was limited to secondary grades (9–12). Therefore, it is recommended to expand the study to grades K-8.

Due to a gap in the literature, this study provided insights into sustaining an innovative psychological approach, growth mindset, within academic instruction. Growth mindset concepts have been supported through the work of seminal researcher Carol Dweck and other prevalent educational researchers (e.g. Robert Marzano) to provide teachers with effective classroom instructional practices that can academically progress students.

The idea to use computers for teaching and learning is over 50 years old. Numerous attempts to use computers for knowledge dissemination under a variety of names have failed in many cases, and have become successful in others. The essence of this paper can be summarized in two sentences. One, in some niches, applications tend to be successful. Second, attempts to fully eliminate humans from the educational process are bound to fail, yet if a large number of aspects is handled well, the role of teachers can indeed be much reduced. The paper aims to discuss these issues.

Report on experimental results.

In some niches, applications of e-Learning technology tend to be successful. However, attempts to fully eliminate humans from the educational process are bound to fail, yet if a large number of aspects is handled well, the role of teachers can indeed be much reduced.

A number of features that seemed essential in earlier e-Learning systems turn out to be superfluous.

New e-Learning systems have to concentrate on quality of content, not complex technology.

E-Learning the right way helps learners, teachers and institutions.

Experiments reported verify or do the opposite of often loosely stated opinions.

The quality of education depends upon the quality of teachers, i.e. professional competence. The purpose of this paper is to empirically identify the state of faculty’s quality in technical higher education institutions of Punjab (India) in terms of their competences. Later, differences in the quality of the faculty of both public (government funded) and private (partially or not funded by government) technical institutions were examined.

In total, 35 technical institutes were selected to conduct a field survey and total 594 respondents including teachers, students and administrators had responded to the present study from different departments of engineering and management. The state of faculty’s quality in terms of their competences has been examined through confirmatory factor analysis in AMOS 20.0. Discriminant analysis in SPSS 20.0 has been performed to find the differences in faculty of both the public and private sectors.

This paper provides a broader picture of the poor quality of teachers in technical institutions of Punjab (India) in terms of lacking most of the competencies. The study also reveals significant differences in the faculty of both public and private sector institutes in terms of select competences.

This paper demonstrates an alarming stage of poor-quality state of teachers. Therefore, educational administrators and policy makers need to show their concern for the improvement of teachers’ quality in technical higher education institutions of Punjab (India).

Education can cultivate a variety of skills for future entrepreneurs. The purpose of this study was to explore the role of a marketing simulation game as a pedagogical tool to enhance the entrepreneurial mind-set and boost the predisposition of postgraduate students to become entrepreneurs.

Qualitative data from the feedback of students regarding their simulation experience in an advanced marketing course were collected and analyzed.

The reports showed that, in a simulation setting, entrepreneurial learning can develop students' entrepreneurial skills and encourage them to undertake entrepreneurial activities. The simulation experience allowed students to face challenges, overcome limitations, improve their analytical skills, and enhance their business knowledge.

First, these findings cannot be generalized as they are based on a small sample of students. Second, qualitative research is very reliant on the individual characteristics of students. Because of the restricted time of the module, the students were only allowed to run six rounds (the minimum) out of 10. More rounds would have benefitted student learning and increased the likelihood of capturing more of their insights.

By using qualitative research, this study provides more thoughtful insights into students' perceptions of entrepreneurial skills and competency improvements by using simulation as a pedagogical tool. Following the suggestions of Fayolle et al. (2016), this study underlines the entrepreneurship education outcomes in terms of students' reflections on understanding their capability and their predisposition to take entrepreneurial actions in the future. Also, the role of education in fostering entrepreneurship is highlighted.

This study primarily aims at assessing Faculty Competences Development Components (FCDCs) that help in the development of educational leaders. The study further formulates a model using seven latent constructs that explain the development of the mechanism of development of educational leaders and extend the benefits of their development to different stakeholders including faculty, educational institutions and society at large.

A systematic review of the literature was conducted to identify various FCDCs to construct a conceptual framework. Later, this conceptual framework was tested through empirical research using the structural equation modeling (SEM) technique carried out with respect to technical institutions of Punjab (India).

The study identified that organizational roles are of the highest importance for the competences development of educational leaders followed by teachers’ attributes and teachers’ roles. The study’s findings also revealed that FCDCs significantly impact beneficiaries by developing competent educational leaders as mediators between the FCDCs and beneficiaries link. The biggest beneficiaries of development are faculty members of these institutes in terms of their performance enhancements.

The study is unique in terms of developing a model for the competences development of educational leaders and helpful in understanding various benefits of the educational leaders to various educational stakeholders.