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Business creation is an important measure of real economic activity as it shows the dynamics with which new firms are born, create jobs, move their capital, innovate and compete with old firms. In this sense, this paper aims to analyze the short-term impact of the lockdown policies implemented to stop the spread of the COVID-19 on the creation of new formal firms in Ecuador.

This paper uses a regression discontinuity in time (RDiT) design jointly with official administrative real-time data. This data is collected by the supervisory and regulatory institution of formal companies in Ecuador. The authors use real-time data from January 13, 2020, to May 15, 2020. This period allows to use the President’s order of effective lockdown on March 16, 2020, as the exogenous event. This gives 43 working days on each side of the cutoff date on the baseline model.

The authors find: an overall large drop in the creation of new formal firms (−73%) and a decrease in the total amount of initial capital coming from the new formal firms (−40%). Additionally, the results suggest that the negative impact of the COVID-19 lockdown on the creation of new formal firms seems not to decrease in the short term. The main conclusion is that lockdown policies have a negative impact on firm creation, a result that is of high policy relevance and can be a tool to design business attraction policies.

The analysis is carried out in a short period because on May18, 2020, a new policy was applied in Ecuador that allowed firms to be created more quickly, with 1 USD of capital, and 1 shareholder, among other benefits, and this may affect the outcomes analyzed in this document, so extending the analysis of the impact of the lockdown to a longer period could result in biased results due to this policy. Additionally, studying daily sales would be of the utmost importance; however, these data are not found in the database of the supervising institution.

This study contributes to the empirical literature and the policy debate in various aspects. First, it is important to generate facilities for the creation of new formal firms, from the reduction of days it takes to create one (using technology as a support in this matter) to the decrease of the minimum capital to formalize a company. Second, improve the business conditions of the new formal firms that were born during the pandemic, but also that these conditions create stimulus for the creation of new companies. Third, the authors show that induced-lockdown policies have a negative impact on the creation of new formal firms and the total amount of initial capital from new formal firms; this effect could be a full-blown recession if governments do not apply mechanisms to revert this situation that could be a drag on the economy.

This paper opens the debate on the effects of the COVID-19 lockdown on the creation of new formal firms; therefore, future research could study the impact in a broader time window to analyze medium and long-run effects, but also in different economic sectors and in the effects on firm bankruptcy, which added to an analysis of job loss, will show a total effect of damage in the economy.

Education 4.0 (E 4.0) represents a new paradigm in the field of education, which emphasizes a student-centric approach that allows learners to access education anytime, anywhere, tailored to their individual needs through modern-day technologies. The purpose of the study was to unearth the critical success factors (CSFs) essential for the successful implementation of E 4.0.

The CSFs were unearthed using a literature review and further the interrelationships were analysed using multi-criteria decision making (MCDM) approach.

The study unearthed 15 CSFs for the successful implementation of E 4.0. The most important factor for the successful implementation of E 4.0 was personalized learning which was found to be the casual factor. The other causal CSFs were clear vision and leadership for E 4.0, stakeholder involvement, data analytics in teaching and learning, inter-disciplinary learning and blended learning environments. The effect factors were digital citizenship-based education, teacher training and development for E 4.0, supportive environment, curriculum redesign for E 4.0, open educational resources, digital technologies, formative assessments, infrastructure for E 4.0 and sustainability in education.

This is the first study which unearthed the CSFs and found the interrelationships among them, thus contributing to the theory of technology organization environment.

This study represented a pioneering effort in understanding the CSFs underpinning the successful adoption of E 4.0, paving the way for a more personalized, tech-savvy and effective education system.

The purpose of this paper is to analyse the mediating role of organisational citizenship behaviour between transformational leadership and successful implementation of education 4.0 in higher educational institutes using the PLS-SEM approach.

The study uses cross-sectional and quantitative approach to decode the relationship amongst the variables. Purposive non-probability sampling technique was used to select the sample size for the study.

The research findings reveal that transformational leadership has a significant and positive effect on education 4.0. Further, it also indicates that the organisational citizenship behaviour in the study served as a mediating variable between transformational leadership and education 4.0, explaining 40% of the effect of transformational leadership on education 4.0. This highlights the importance of transformational leaders in creating a conducive environment that encourages employees to exhibit organisational citizenship behaviour, thereby facilitating the successful adoption and integration of education 4.0.

The authors recognise a research gap in the existing literature that focusses on the direct effects of transformational leadership on education 4.0 in higher educational institutes of management. Also, there is a lack of inclusive studies that explore the mediating mechanisms through which transformational leadership affects education 4.0, predominantly the role of organisational citizenship behaviour. Thus, this study is first in itself to explore the inter relationship between transformational leadership, organisational citizenship behaviour and education 4.0.

Utilizing datasets of Ecuador, Hungary, Kazakhstan, Mexico and Peru from the Programme for the International Assessment of Adult Competencies survey from 2017 to 2018, this study aimed to develop and validate a profile indicating core workplace skills in developing countries.

DeVellis' guide of scale development navigated the development of the profile. Multiple techniques including item analysis, exploratory factor analysis, confirmatory factor analysis and multigroup confirmatory factor analysis were used on a sample of 7,166 participants to validate the profile of core workplace skills in developing countries.

A resultant five-dimensional profile with 18 items was developed: oral communication skills, reading skills, math skills, information and communication technology skills and learning skills. The estimates of composite reliability showed the profile was reliable. The validity estimates of the profile were obtained from several sources including content, convergent, discriminative and construct validity. The measurement invariance was also held for the profile.

Based on the researcher's knowledge, the study is the first attempt to develop a profile to indicate core workplace skills in developing countries. The profile theoretically framed the core workplace skills in developing countries and provides a new measure for identifying, evaluating and thus improving core workplace skills in developing countries for different stakeholders in the era of Education 4.0.

Education 4.0 is one of the major transformations in the field of education to improve the quality of teaching and learning processes and prepare students as 21st-century learners. This study aims to examine the effect of Educations 4.0 on creative and collaborative learning of students.

In this correlational research study, a quantitative data collection tool such as a questionnaire is used. This research is conducted on university students (N = 365), and purposive sampling technique is used to achieve the purpose. Statistical Package for Social Sciences (SPSS) version 27.0 is used to analyze the data.

The findings of the study reveal that there is a strong positive relationship between education 4.0 and the two major 21st-century skills, i.e. collaboration and creativity. The value of correlation coefficient value of the variables is 0.597, which indicates positive and strong relationship; hence, null hypothesis is rejected and an alternative hypothesis is accepted.

The results of the current study are beneficial for the school managers to enhance students' two significant 21st-century skills, i.e. “Creativity” and “Collaboration.” Also, the school managers can make efforts to develop teachers' competence to adapt the technological advancements for improving students' creativity and collaboration to benefit their learning.

This is a unique study because there are only a few recent studies that show a connection between Education 4.0 and 21st-century skills. Also, there is no other study that presents the direct association of Education 4.0 and students' creativity and collaboration specifically in the context of Pakistan.

This study explored students' experiences of creative problem-solving using a design thinking approach in higher education, mainly focusing on the importance of empathetic approach in the problem identification and definition phase.

The authors used a descriptive qualitative research design and thematic analysis, in which observation and 27 semi-structured reports were used to reveal the impact of design thinking on undergraduate students' experience of creative problem-solving.

The authors found multiple themes in students' responses concerning problem identification and definition in design thinking, which could be described as a systematic innovation process. Four major themes were identified. They included identifying and defining problems in a real-world context, empathizing with people from the target beneficiary group as a process of problem identification and definition, working with a team to expand the empathizing view, and perceiving the need for deep exploration in the empathetic process and defining a problem.

This study examined the perceived role of empathy in students' creative problem-solving process. However, the main limitation of this study was the small sample size, which can limit the generalizability of the results of the study. Nonetheless, this study provides valuable insights into understanding the role of empathy and problem identification as an essential process in creative problem-solving.

It is worthwhile to integrate design thinking as an effective teaching and learning strategy in university education, particularly for fostering empathy and creative problem-solving skills in students. Among the processes of design thinking, empathy is critical in the problem identification and definition phase.

This study adds to existing knowledge by examining the role and ways of perceiving real-world problems in a human-centered mindset in university programs.

Recycling construction waste is a promising way towards sustainable development in construction. Recycled aggregate (RA) is obtained from demolished concrete structures, laboratory crushed concrete, concrete waste at a ready mix concrete plant and the concrete made from RA is known as RA concrete. The purpose of this study is to apply multiple linear regressions (MLRs) and artificial neural network (ANN) to predict the mechanical properties, such as compressive strength (CS), flexural strength (FS) and split tensile strength (STS) of concrete at the age of 28 days curing made completely from the recycled coarse aggregate (RCA).

MLR and ANN are used to develop a prediction model. The model was developed in the training phase by using data from a previously published research study and a developed model was further tested by obtaining data from laboratory experiments.

ANN shows more accuracy than MLR with an R²-value of more than 0.8 in the training phase and 0.9 in a testing phase. The high R²-value indicates strong relation between the actual and predicted values of mechanical properties of RCA concrete. These models will help construction professionals to save their time and cost in predicting the mechanical properties of RCA concrete at 28 days of curing.

ANN with rectified linear unit transfer function and backpropagation algorithm for training is used to develop a prediction model. The outcome of this study is the prediction model for CS, FS and STS of concrete at 28 days of curing.