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Toward the construction of a new paradigm in teacher education in a globalized and digitalized society where it is intended to value knowledge and teacher professional development sustained by collaboration and cooperation, training policies and models based on technology-enhanced active learning will be required. This chapter aims to analyze the dimensions that can affect these training models within a new educational paradigm, at the level of professional development and increase of technological skills, collaborative processes for the creation of communities of practice, and promotion of active learning that contribute to innovative hybrid environments and transformative learning. In the Covid-19 post-pandemic, it is crucial to study and mobilize the experiences developed in the educational field exploring how these can be harnessed to build this new educational paradigm. This work aims to contribute with a reasoned reflection and insights concerning learning models and methodologies in teacher education that contribute to transformative active learning. Focusing on the link between preservice and in-service teacher education, the interrelation among teacher education and evaluation, and the construction of innovative technology-enhanced learning environments, for instance through the active training model.

This study aims to enhance the understanding of the current research landscape regarding the utilisation of telepresence robots (TPRs) in education.

The bibliometric and thematic analysis of research publications on TPRs was conducted using papers in the Scopus database up to 2023. The final analysis focused on 53 papers that adhered to the selection criteria. A qualitative analysis was performed on this set of papers.

The analysis found a rising trend in TPR publications, mostly from the USA as conference papers and journal articles. However, these publications lacked technology integration frameworks, acceptance models and specific learning design models. TPRs have proven effective in various learning environments, fostering accessible education, better communication, engagement and social presence. TPRs can bridge geographical gaps, facilitate knowledge sharing and promote collaboration. Obstacles to implementation include technical, physical, social and emotional challenges. Publications were grouped into four thematic categories: didactic methods of using TPRs, TPRs for educational inclusivity, TPR as a teacher mediator and challenges in using TPRs. Despite the significant potential of TPRs, their broader adoption in education is still facing challenges.

This research solely analysed research papers in the Scopus database, limiting TPR publications with the keywords “telepresence robots”, “learning”, “teaching” and “education”, excluding studies with different other keywords.

This study enhances understanding of TPR research in education, highlighting its pedagogical implications. It identifies a gap in the inclusion of technology integration frameworks, acceptance models and learning design models, indicating a need for further research and development.

With the advent of Internet technologies, shorter product life cycles and increasing competition, organisations have started looking for innovation sources outside the organisational boundaries. The external community of crowds can be used as a valuable source of co-creation in a company's innovation process to generate value. Despite its growing popularity, organisations often face difficulty capturing value from crowdsourcing due to the lack of proper mechanisms behind crowdsourcing-based value co-creation between a crowd and an organisation and their impact on organisational learning and innovation performance. The present study seeks to understand the crowdsourcing-based co-creation mechanism that influences knowledge transfer effectiveness and the organisation's absorptive capacity, resulting in improved innovation performance.

The model was empirically tested using online survey data received from 300 managers of IT firms. Partial least squares structural equation modelling was used to test the model.

The empirical results reveal that crowdsourcing-based value co-creation causes structural, cognitive and relational linkages between a crowd and a firm, among which crowdsourcing-based cognitive linkage contributes more to organisational value capture. Further, an organisation's effective knowledge transfer and absorptive capacity play an important role in influencing the crowdsourcing-based-co-creation organisational learning-innovation performance framework.

This is the first and foremost study that has developed an integrated model using social capital dimensions to understand the entire mechanism behind crowdsourcing-based value co-creation between a crowd and an organisation and their impact on organisational learning and innovation performance. The study provides organisations with theoretical and practical implications of using crowdsourcing as a value co-creation tool and its effects on enhancing organisational learning and value capture.

The aim of this paper is to examine the usefulness of the stimulus-organism-response (S-O-R) model for systematizing and further exploring the knowledge of the role of entrepreneurship education (EE) in fostering students' entrepreneurial mindset (EM). Current research studying the EM in an educational setting often fails to conceptualize this mindset and its attributes rigorously and to include epistemological considerations regarding how the authors can know whether a person has developed an EM or not.

The authors test the S-O-R model by combining it with a critical realist approach to develop a conceptual model for understanding the EM and its development in an educational setting.

The authors identify eight psychological constructs that represent markers of the EM. The authors further surface the multi-causal characteristic of learning in EE. The authors' model cannot be applied to detect causal relationships, but it is useful in exploring potential causal tendencies and plausible explanations of the mechanisms and circumstances of EE, which may, in concert, potentially foster the psychological attributes associated with an EM.

The paper addresses the often-overlooked epistemological considerations related to how the authors can know anything about psychological and theoretical constructs, such as the EM. A conscious discussion about how the authors can develop knowledge and insight about the EM and how individuals develop it is critical to justify a continued focus on the EM in EE.

The research aims to discuss technical and vocational students' long-term and complete evaluation of learning effectiveness under school-wide thematic teaching design.

This study adopted a mixed qualitative and quantitative approach to measure the learning effectiveness of thematic teaching in technical vocational schools using the Kirkpatrick model. Qualitative research conducted in-depth interviews with 32 interviewees, including students, parents, teachers, graduate alumni and the supervisors of off-campus internship units. Quantitative research conducted a questionnaire survey on vocational students. A total of 221 valid questionnaires were collected. In addition, this research conducts another quantitative survey on cooperative enterprises to compare the actual effect of the implementation of the school-wide thematic teaching students with the others, and a total of 35 valid questionnaires were collected.

The results of the research found that the effectiveness of thematic teaching method can achieve the expected goals of each level of Kirkpatrick model. The students taking thematic teaching are significantly better and fitting in the industry expects. Therefore, this research suggests the comprehensive introduction of school-wide thematic teaching to other school operators.

This research is the first study used the Kirkpatrick model to evaluate the effectiveness of school-wide thematic teaching design in hospitality education and providing a practical case for schools. This research combined qualitative and quantitative research methods to investigate the effectiveness of the teaching method through multiple perspectives. Through the feedback from supervisors of the hospitality industry, the school-wide thematic teaching design provides a good foundation for technical and vocational graduates.

The purpose of this study is to propose a research model based on the stimulus-organism-response (S-O-R) model to examine whether media richness (MR), human-system interaction (HSI) and human-human interaction (HHI) as technological feature antecedents to medical professionals’ learning engagement (LE) can affect their learning persistence (LP) in massive open online courses (MOOCs).

Sample data for this study were collected from medical professionals at six university-/medical university-affiliated hospitals in Taiwan. A total of 600 questionnaires were distributed, and 309 (51.5%) usable questionnaires were analyzed using structural equation modeling in this study.

This study certified that medical professionals’ perceived MR, HSI and HHI in MOOCs positively affected their emotional LE, cognitive LE and social LE elicited by MOOCs, which together explained their LP in MOOCs. The results support all proposed hypotheses and the research model accounts for 84.1% of the variance in medical professionals’ LP in MOOCs.

This study uses the S-O-R model as a theoretical base to construct medical professionals’ LP in MOOCs as a series of the psychological process, which is affected by MR and interaction (i.e. HSI and HHI). Noteworthily, three psychological constructs, emotional LE, cognitive LE and social LE, are adopted to represent medical professionals’ organisms of MOOCs adoption. To date, hedonic/utilitarian concepts are more commonly adopted as organisms in prior studies using the S-O-R model and psychological constructs have received lesser attention. Hence, this study enriches the S-O-R model into an invaluable context, and this study’s contribution on the application of capturing psychological constructs for completely explaining three types of technological features as external stimuli to medical professionals’ LP in MOOCs is well-documented.

Competencies are significant predictors of employee outcome. Nowadays, new technologies are changing maintenance processes and workflow. The role of employees and their competencies will therefore undergo decisive changes in the future. Therefore, a well-designed competency model for maintenance departments is important. The purpose of this paper is to develop a maintenance 4.0 competency model applicable to all industrial sectors by adapting it to the specificities of each sector.

The research methods consist of a comprehensive literature review on the main characteristics of the competency model and the individual competencies needed for the maintenance 4.0 employees. Interviews were conducted in order to validate and prioritize the required competencies for maintenance 4.0 employees identified in the literature.

The maintenance 4.0 competency model combines the required competencies in maintenance 4.0 and crosses the three hierarchical levels: managers, engineers and technicians. These competencies are organized in terms of four categories: technical, personal, social and methodological. In addition, a degree of importance for each competency is assigned as very important, moderately important and slightly important. As a result, this study identified the essential competencies for maintenance 4.0 stakeholders, where 12 competencies are considered very important for maintenance 4.0 technicians, 19 for engineers and 18 for managers.

This work has some limitations. First, although the articles related to competencies and their classification were selected very carefully, it is difficult to eliminate the probability of overlooking publications. Second, the limitation of the study is based on the difficulty of implementing the model in a case study, given that a minority of industrial companies have implemented maintenance 4.0 technologies in Morocco.

This work has practical implications for both individuals and institutions (companies and academies) to cope with new competency requirements in maintenance 4.0. Organizations can use the model in the recruitment process and for the identification of training needs. The results of the research will also contribute to identifying the scope of competencies of the maintenance 4.0 actors (engineer, manager and technician), which, in practice, contributes to the creation of requirements for the candidates applying for a job in the maintenance department. Additionally, educational institutions should make the necessary changes to their curricula to suitably prepare students for the required maintenance 4.0 competencies.

The social implications of the article result from the contribution to the development of maintenance competencies. Individuals can use this model for their own personal development. Furthermore, companies can use this model to define job profiles for vacancies in M4.0. Therefore, using the model for training program implementation has a positive effect on employee job satisfaction and employees ’morale.

This research develops a novel maintenance 4.0 competency model by categorizing the maintenance workforce into three hierarchical levels: managers, engineers and technicians. In addition, the competency requirement is prioritized to three degrees: very important, moderately important and slightly important. According to the previous studies conducted on maintenance 4.0 and employees' competencies, this study revealed that no research has developed a competency model for maintenance 4.0. Hence, this model is unique, generic and integrative since it presents the most relevant competencies for the three hierarchical levels. Moreover, this work combines the results of the literature review and the experts' returns. This model can be useful in the recruitment of new maintenance employees, the evaluation of their performance and the identification of training needs to cope with new changes in maintenance competencies.

This conceptual study investigates the adoption of education technology (EdTech) products among college students, focusing on identifying the key factors influencing the adoption process within educational institutions. Technology integration in education has rapidly gained prominence, with EdTech offering innovative solutions to enhance teaching and learning experiences. However, understanding the determinants that affect EdTech adoption remains critical for its successful implementation and impact. This paper aims (1) to identify the factors influencing the adoption of EdTech by college students (2) to create a conceptual model that shows the connections between the elements that lead to college students adopting EdTech.

The research employed a mixed-methods approach, combining qualitative data analysis and conceptual modeling to achieve the objectives. The underlying knowledge required to create a qualitative data gathering tool was obtained through a thorough literature analysis on innovation dissemination, educational psychology and technology adoption. College students, teachers and administrators participated in semi-structured interviews, focus groups and surveys to provide detailed perspectives on their attitudes about and experiences with EdTech. The Scopus and Web of Science databases are searched for relevant information in an organized manner in order to determine the factors influencing the adoption of EdTech. Second, an extended version of the technology adoption model is adopted to develop a qualitative data-based conceptual framework to analyze EdTech adoption in the Indian context.

Overall, by highlighting the critical components that emotionally influence college students' adoption of EdTech products in educational institutions, this course adds to the body of information already in existence. The conceptual framework model serves as a roadmap for educational stakeholders seeking to leverage EdTech effectively to enrich the learning environment and improve educational outcomes. By recognizing the significance of the identified factors, academic institutions can make informed decisions to foster a climate conducive to successful EdTech integration.

A comprehensive conceptual framework model was developed based on qualitative data analysis to illustrate the interrelationships between the identified factors influencing EdTech adoption. This model presents a valuable tool for educational institutions, policymakers and EdTech developers to comprehend the complex dynamics of implementing these technological solutions.

The findings of this study demonstrated a number of important variables that affect the uptake of EdTech products in educational settings. These factors encompassed technological infrastructure, ease of use, perceived usefulness, compatibility with existing academic practices, institutional support, financial constraints and individual attitudes towards technology. Additionally, the research explored the significance of institutional preparation for embracing technological advancements as well as the influence of socio-cultural elements.

The Chinese government hopes to achieve the goal of benefiting citizens by building a National Integrated Online Government Service Platform (NIOGSP). However, citizens' low adoption of the platform makes it difficult for the government to achieve its goal. Research on the influencing factors of citizen adoption of NIOGSP can help the government fully understand the concerns and needs of its citizens and take targeted measures to increase citizen adoption.

First, this research builds a model of the citizen adoption process, including attention, retention and motivation, based on an observational learning model. Next, research variables are determined based on social cognitive theory, literature review and real-world needs. Finally, based on the questionnaire survey and structural equation model, the influencing factors of each stage of the citizen adoption process model are studied and the relationship between the three stages of the model is verified.

Results show that perceived usefulness (PU) and self-efficacy (SE) positively affect attention. SE positively affects retention, while perceived privacy (PP) negatively affects retention. PU, social influence, PP and anxiety positively affect motivation.

The conclusion of this study can provide reference for governments in various countries to establish and improve online one-stop government. In addition, this study verifies the citizen adoption process model and finds that there is no obvious causal relationship between attention and retention, but both have positive effects on motivation.