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Building on current debates on innovation, knowledge diffusion, and institutional dynamics, we explore the influence of national innovation systems (NISs) on international innovation collaborations in Latin America, focusing on intellectual property rights (IPR), access to scientific knowledge and regulatory quality.

We analyze data from 17 Latin American countries from 2002–2015 using time-series panel analysis to evaluate how different NIS elements affect regional cooperation for innovation.

Regulatory quality can improve international collaboration by compensating for weaker IPR and scientific knowledge bases. Interestingly, while both IPR and scientific knowledge inherently promote cooperation, stronger regulatory environments may diminish the effectiveness of IPR protections, suggesting a potential substitution effect.

The study offers actionable insights for policymakers in developing regions to help them craft more effective policies for collaboration in innovation that consider the balancing act between regulatory quality and other NIS elements.

This research shifts focus from the conventional analysis of how developing countries attract collaboration from developed nations to how they can foster innovation among themselves, providing a unique perspective on the interaction between institutional factors and innovation capabilities within the Latin American context.

Design an innovative Flipped classroom’s Delivery through virtual laboratory.

The fundamental framework of the present investigation is a Participatory Action Research (PAR) design. By merging the impetus of “action.” with the inclusiveness of “participation,” PAR establishes a “network” for collaborative teaching or research. PAR is pertinent to our research because it facilitates the participation of infrastructures and individuals in formulating a critical community. This community encourages critical self-reflection, promotes accountability, redistributes authority, and cultivates confidence in research. PAR fosters constructive transformation in educational environments by utilizing participants' combined insights and experiences to establish a structure for substantive dialogue and proactive measures.

As virtual laboratories are becoming essential in 21st-century science education, we found groundbreaking evidence that can support our novel approach to enhance the quality and equity in education. Our results show that virtual labs engage scientific goals and practices, develop scientific literacy, foster scientific inquiry and problem-solving, and promote metacognition. The effects of the virtual laboratory can develop high self-efficacy and positive attitudes among students. It improves students' laboratory performance, which we noted from laboratory activities, simulations, and long exam results.

The study offers groundbreaking account to depict epistemic fluency aided by virtual laboratory.

In this chapter, we examine the negative impact of excessive teacher entitlement on school life. We argue that teacher entitlement goes beyond individual traits, intricately linked to sociocultural processes and power dynamics within and outside educational institutions. The focus is on theoretical foundations to understand pedagogical practices in science education, highlighting two key components contributing to excessive teacher entitlement. First, we discuss the relationship between teachers and scientific knowledge, emphasising that a narrow view of science may create a strong hierarchical dynamic in classrooms, with teachers positioned as knowledgeable authorities and neglecting students' needs. Second, the organisation of interaction between teachers and students is explored, emphasising how teachers perceive and wield authority. We recognise the limitations of common critiques of authority in science education, as they may lead to excessive indulgence or indifference. We propose a teaching framework based on cultural-historical activity theory to address or prevent excessive teacher entitlement in science classrooms. While acknowledging the phenomenon's complexity, the framework is presented as a pedagogical reorientation addressing identified underpinnings. The study concludes by suggesting that the proposed framework, grounded in science education experiences, could serve as a foundation for understanding and addressing excessive teacher entitlement across various academic fields. We suggest that the authoritative teacher style aims to balance extremes, providing an alternative to authoritarianism while avoiding carelessness. Additionally, the scientific-cultural inquiry promotes a pluralist approach to knowledge, challenging the notion of absolute truth in science education.

This study aims to explore the factors that affect online knowledge sharing among the scientific performance of academics at the University of Mosul, Republic of Iraq.

Data were collected by using a random sample by means of an electronic questionnaire distributed to 211 academics at the University of Mosul via online platforms. Structural equation modeling was used to test hypotheses using AMOS 24 software.

The results showed that collaboration, perceived flexibility and willingness to share had a significant effect on online knowledge sharing behavior and that which in turn had an effect on the academic performance of respondents, while the results showed no influence of knowledge self-efficacy and communication on the behavior of online knowledge sharing.

In this research, the effects of five factors on online knowledge sharing behavior were studied, in addition to the effect of the latter on academic performance. The research did not study the effect of the participants’ personal characteristics on the behavior of knowledge sharing online, which could be an area of future investigation. The study was limited to online knowledge sharing for academics working in public universities, and the authors suggest conducting a future study from the perspective of medical staff working in hospitals and its impact on their performance.

Based on the findings of the current study, this study suggests that the academic staff at the University of Mosul and similar universities pay attention to scientific cooperation between researchers and teaching staff, by creating online groups to carry out joint research projects that contribute to sharing knowledge among participants through social media in general and scientific platforms in particular. Establishing a scientific research portal could serve this well for example.

Most previous studies have focused on areas related to knowledge sharing in higher education institutions from the traditional perspective and therefore studies that examine the factors affecting online knowledge sharing among academics are limited, so this study fills this gap. This paper focuses on identifying the scientific benefits for academics through knowledge exchange and the use of electronic platforms at the University of Mosul. The study is expected to contribute to enhance the exchange of knowledge online between academics in similar universities in Asia and Africa due to the convergence of cultures and the nature of the work of these universities, as well as the possibility of generalization due to the research’s use of the deductive method.

In November 2022, the commercial company, OpenAI, launched ChatGPT. Since then, university students have rapidly become regular users of this artificial intelligence (AI) platform. One reason for this is the powerful capability of this generative AI tool to produce textual content, which in many cases, is almost indistinguishable from human-generated content. Another reason is that ChatGPT easily gives anyone access to knowledge. However, there is a problem as the vast majority of its users have no idea how this AI platform works and thus overlook the importance of thinking critically about information communicated in ChatGPT. While some call for banning this generative AI tool, this study aims to provide evidence that science classrooms can become scenarios where students find explicit, concrete, and realistic opportunities to critically evaluate scientific information generated by ChatGPT.

An intervention study was conducted with 55 students (26 females and 29 males, 17–24 years old) during a university Spanish-English bilingual science course taught within an active learning environment. The data consist of the written critiques of the students about Spanish-English bilingual scientific texts produced by ChatGPT.

Results indicate that the intervention had a positive effect on students’ abilities to construct sound arguments in Spanish and in English while judging the quality of scientific texts produced by this AI bot. Moreover, the findings suggest that the intervention enriched students’ skills to make improvements to texts produced by this generative AI tool.

The evidence provided in this study contributes to the exploration of possibilities to help students become critical users of ChatGPT.

Due to excessive carbon dioxide emissions, the world is facing environmental devastation. Energy and environmental innovations are considered to be critical tools in combating the growing CO₂ emissions. Developing these innovations requires extremely high investments in research and development processes, where knowledge is generated as one of the important outputs. This knowledge serves as a basis for innovation development and raising awareness among all relevant stakeholders about excessive environmental degradation. One of the significant sources of knowledge is scientific publications. Therefore, the aim of this research is to examine whether increased CO₂ emissions stimulate the scientific community to publish a greater number of papers, as well as whether the knowledge contained in these publications is utilized in reducing CO₂ emissions. The sample consists of G7 member countries. The time frame of the research is 1996–2019. The dynamic properties of the vector autoregression (VAR) models were summarized using impulse response function and variance decomposition forecast error. In most G7 countries, it has been determined that an increase in scientific production in environmental science and energy leads to a reduction in CO₂ emissions. On the other hand, increased CO₂ emissions affect higher scientific productivity in environmental science and energy only in Canada.

This paper examines the relationship between open innovation (measured by exploratory and exploitative linkages) and firm-level innovative activity in the offshore renewable energy (ORE) sector.

A unique, purpose-built survey that targeted firms operating in the ORE sector and its supply chain was used. The data provides novel insights into the research activities and networking capabilities of an industry in its infant stages of development. Regression models are used to estimate the relationship between firm-level external linkages and innovative activity.

Exploratory linkages are positively related to more innovative activity. This relationship is subject to diminishing returns, distinguishing the ORE sector from other sectors. Collaborating with suppliers and accessing scientific journals are conducive to research and development (R&D) activity and process innovation, whilst collaborating with customers is associated with the decision to introduce new products and processes.

This study provides evidence of a positive, but curvilinear, relationship between external knowledge linkages and innovative activity, adding novel insights into the relationship between open innovation (OI) strategies, research and innovation outcomes for firms predominantly in the introductory stages of the technological life cycle with limited commercialisation experience. The nuanced finding that specific linkages matter for certain research and innovation (R&I) outcomes adds deeper complexity to March’s (1991) framework, where tailoring certain exploratory or exploitative linkages to specific innovation activities is important.

This article demonstrates how psycho-sociological concepts have a place in disaster risk sciences. It draws attention to the relationship between risk perception and disaster management from Western and traditional viewpoints.

This paper is conceptual and draws from published works. The systematic literature review (SLR) methodology was adopted to analyse existing literature on the subject matter.

Risk perception evolved over centuries and disciplines until it found applicability in modern times. Despite the proliferation of western science-based approaches to risk perception, Indigenous knowledge systems still hold sway over communities’ understanding of risk. These perspectives are enshrined in religious and cultural convictions that become the lenses through which a society assigns cause, effect and remedy to risk events. A deeper understanding of these convictions enables disaster risk management strategies to be better accepted by those at risk and to align with their lived realities.

Risk perception becomes the lens through which we better understand the realities and complexities of populations at risk. Indigenous knowledge systems have a strong influence on society’s perception of risk and if they are not harnessed and studied, they will stand in conflict with Western approaches. Hence, the study of the nexus between risk perception and disaster management presents an opportunity for policymakers and practitioners to design risk management solutions that have a higher chance of acceptance and sustainability.

Organizational sociology and organization studies have a long history together, while also sharing a proclivity to self-diagnose crises. Instead of taking these assessments at face value, this paper treats them as an object of study, asking what conditions have fueled them. In the case of organizational sociology, there are indications of a connection between rising levels of discontent and community building: self-identified organizational sociologists have progressively withdrawn from general debates in the discipline and turned their attention to organization studies, which, they suspect, has seen dramatic levels of growth at their expense. Organization studies, on the other hand, are still haunted by “a Faustian bargain”: leaning heavily on the authority of the social sciences, business school faculty were able to facilitate the emergence of a scholarly field of practice dedicated to the study of organizations, which they control. However, in doing so, they also set organization studies on a path of continued dependence on knowledge produced elsewhere: notably, by university disciplines such as sociology.

This study aims to contribute to the understanding of Entrepreneurship and Resource-Based View (RBV) by investigating the research landscape of Innovation Determinants (ID). Through an extensive bibliometric analysis and knowledge mapping, we explore intellectual structures, emerging trends, research hotspots, and future prospects in the field from 1990 to December 2022. Additionally, we focus on identifying top research organizations, authors, collaboration patterns, and commonly used keywords to advance knowledge and awareness in this area.

A comprehensive retrieval strategy was employed to gather 2359 articles on ID from Web of Science, covering the period from 1990 to 2022. Utilizing CiteSpace as a visualization tool, we visually represent authors, institutions, and keywords. By examining knowledge maps using various indicators, we showcase the intellectual foundation and current research frontiers within the domain of ID.

Our findings reveal significant progress in academic research on ID over the past three decades, with a substantial number of 2359 published articles in the field. This signifies considerable advancement in exploring ID. The analysis of the co-authorship network presents a network of 406 authors represented as nodes and 112 collaborative interactions as links. The network's density indicates that only a minute 0.14% of the potential connections in the ID network have been established, highlighting the need for more cohesive and extensive global collaborations in this field.

This paper's originality lies in its temporal and dynamic examination of the past thirty years, utilizing CiteSpace for co-citation and co-occurrence network analysis. Additionally, the scientometric analysis reveals key co-occurring keywords, providing insights into the conceptual characteristics within the research field.