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The purpose of this article is to investigate factors related to the time students spent on remote activities during the coronavirus (COVID-19) pandemic in 2020. Specifically, it analyzes whether the school’s relationship with the family and the guardians’ support are associated with longer study times for children and youth.

This was performed using an ordered logit model on data from two waves of the survey Remote Education in the Perspective of Students and Their Families (PENP) with a nationally and regionally representative sample of Brazilian public school students.

Results show the importance of contact between the school and the family and, to a greater extent, the direct support of parents or guardians. The odds of learners spending more hours studying increase 36% when schools provide guidance for parents and guardians; in turn, when they provide support for students during activities, these odds increase 144%.

Moreover, students spend more time doing school activities in the later years of elementary school, high school and when they attend a state school.

Educational accountability and student achievement polarization, which result in high dropout rates, pose significant challenges and pressures on teachers' pedagogical leadership. Whether pedagogical leadership, which originates in the Western educational environment, can significantly improve student achievement in Chinese high schools remains unclear. This concept has not yet been fully explored in the Chinese educational environment, and its direct impact on student achievement and the mediating role of English teaching methods remain to be investigated. However, existing research has concentrated on the effectiveness of principals' pedagogical leadership, with variations in teachers' pedagogical leadership practices. Many reform measures have been implemented in China to improve student achievement, but past educational practices have analyzed the impact on student achievement from a single instructional leadership, school capital or teaching method perspective. Furthermore, there is a lack of multidimensional and systematic assessments of the direct effects of teacher pedagogical leadership on student achievement and the mediating effects of English teaching methods.

To address this gap, this study analyzed the impact of teachers' pedagogical leadership on student achievement and the mediating effect of English teaching methods with the support of the theory of action for teacher leadership, specifically using pedagogical leadership and English teaching methods models.This study conducted a questionnaire survey of 968 participants in Taian City, China, and quantitatively analyzed the data using SmartPLS structural equation modeling (SEM).

This study revealed that pedagogical leadership has a positive direct effect on student achievement. Meanwhile, among the four mediating factors, the Direct Method, Audio-Lingual Method and Communicative Language Teaching had significant mediating effects.

This study shows that the effective use of academic and professional capital allocation in pedagogical leadership, combined with effective measures of using multiple effective English teaching methods, helps achieve high-quality student achievement.

This systematic review of the current gender inequality issues in operations and supply chain management (OSCM) seeks to illuminate the multifaceted aspects of this issue and their various implications for the field.

Employing systematic literature review and Preferred Reporting Items for Systematic Literature Reviews and Meta-Analyses (PRISMA) methodologies, this research delves into an analysis of 238 journal articles spanning a 47-year period. The objective is to discern existing voids and put forth actionable suggestions that align with the United Nations’ Sustainable Development Goal Number 5 (SDG5) in the context of men and women, which pertains to realizing gender equality and empowering girls and women.

The results show a significant increase in published articles over the period. However, only five literature review articles were found that specifically address gender inequality in OSCM. The five common themes impacting gender inequality in this field are gender issues, mindset, transportation disparities, human resources and gender roles in OSCM, alongside sustainability, mobility and government policy intersections. The paper emphasizes the need for further research on these themes. It also suggests implications for educators, researchers, companies, OSCM departments and policymakers to achieve SDG5.

This study offers valuable insights by comprehensively reviewing and systematically analyzing the prevailing gender inequality issues within OSCM. It accentuates the significance of gender equality in OSCM, augmenting the burgeoning discourse and catalyzing concerted endeavors for gender equality.

Through the review of several journal articles on the adoption of information and communication technologies (ICTs) and how it impacts students’ motivation to continue with their studies or to drop out of their academic program, this study aims to review the literature on the impact of ICTs on student motivation at a university.

This paper is based on a systematic literature review steered by the PRISMA guidelines. This paper uses both Durban University of Technology subscription-based and publicly available papers. The research articles examined were published between 2018 and 2023 in Scopus, Web of Science and ScienceDirect.

Reviewed literature bespeaks that ICTs can increase student motivation by enhancing interactive, engaging and individualized learning. Digital technologies that engage students and offer a more engaging learning environment include instructional apps, online simulations and multimedia content. Using ICTs may be useful in lowering university dropout rates.

The systematic review yielded valuable insights for both academic research and real-world applications in education regarding the Durban University of Technology. The study offers a comprehensive analysis of the nexus between ICTs and student motivation.

The current study seeks first to examine the prediction of school functioning in crises during the COVID-19 pandemic by school principals’ self-efficacy; second, to explore the differences in all dimensions of self-efficacy and school functioning during crises in Arab and Jewish schools in Israel and third, to determine which of school principals’ self-efficacy dimensions best predicted school functioning during the COVID-19 crisis.

Data were aggregated at the school level for structural equation modeling (SEM) analysis using AMOS analysis of 103 middle schools across Israel, 53 from Jewish and 50 from Arab society. Participants included 103 school principals (who answered the school principals’ self-efficacy questionnaire) and 1,031 teachers who answered the school functioning during crises questionnaire (477 Jewish teachers and 554 Arab teachers).

The findings showed that the principals’ self-efficacy positively predicted school functioning during the crisis. Among the five self-efficacy dimensions (general management efficacy, leadership efficacy, human relations efficacy, efficacy in managing external relations and pedagogical management efficacy), significant differences were found only in “external relations efficacy,” which was higher for “Arab” school principals; the only dimension that predicted school functioning during crises in both societies was “human relations efficacy.”

The current results emphasize the importance of principals’ self-efficacy in general and specifically caring leadership practices “human relations efficacy” in their relations with the school staff, the students and the parents for effective school coping and functioning during crises in two societies in Israel: Arab and Jewish. Further, no previous studies have explored this correlation.

This paper aims to systematically review the application of artificial intelligence (AI) in the tourism industry. By integrating human–computer interaction, machine learning, big data and other relevant technologies, the study establishes a comprehensive research framework that explores the systematic connections between AI and various facets of tourism.

This paper conducts a keyword co-occurrence analysis of 4,048 articles related to AI in tourism. The analysis identifies and classifies dominant topics, which are further refined through thematic literature review and manual coding for detailed discussion.

The analysis reveals five main topics: AI’s impact on tourist experience, AI in tourism marketing and prediction, AI in destination management, AI’s role in tourism enterprises and AI integration in strategic and regulatory framework. Each topic is reviewed to construct an integrated discussion that maps the current landscape and suggests directions for future research.

This paper transcends the fragmented discourse commonly found in the literature by establishing a unified framework that not only enhances understanding of the existing methodologies, theories and applications of AI in tourism but also identifies critical areas for breakthroughs, aiming to inspire a more humane and sustainable integration of AI in the tourism industry.

本文旨在系统回顾人工智能（AI）在旅游业中的应用。通过整合人机交互、机器学习、大数据和其他相关技术, 本研究建立了一个全面的研究框架, 探索人工智能与旅游业各方面之间的系统联系。

本文对4048篇与旅游业人工智能相关的文章进行了关键词共现分析。分析确定了主要议题并对其进行了分类, 然后通过主题文献梳理和手动编码对其进行了进一步完善, 以便进行详细讨论。

分析揭示了五个主要主题：人工智能与旅游体验、人工智能与旅游营销和预测、人工智能与目的地管理、人工智能与旅游企业, 以及人工智能在战略和监管框架中的整合。每个主题都进行了回顾, 以构建一个综合讨论, 勾勒出当前的研究格局, 并提出了未来的研究方向。

研究力图突破目前关于旅游与人工智能的碎片化讨论, 建立了一个统一的框架, 旨在加强对旅游业中人工智能现有方法、理论和应用的理解, 还点明了需要突破的关键领域, 以助力旅游业与人工智能共同创造更加人性化和可持续发展的前景。

Este artículo pretende revisar sistemáticamente la aplicación de la inteligencia artificial (IA) en el sector turístico. Mediante la integración de la interacción humano-ordenador, el aprendizaje automático, big data y otras tecnologías relevantes, el estudio establece un marco de investigación exhaustivo que explora las conexiones sistemáticas entre la IA y diversas facetas del turismo.

Este trabajo realiza un análisis de co-ocurrencia de palabras clave de 4.048 artículos relacionados con la IA en el turismo. El análisis identifica y clasifica los temas dominantes, sobre los que se profundiza mediante una revisión temática de la literatura y una codificación manual para su discusión detallada.

El análisis presenta cinco temas principales: El impacto de la IA en la experiencia turística, la IA en el marketing y la predicción turística, la IA en la gestión de destinos, el papel de la IA en las empresas turísticas y la integración de la IA en el marco estratégico y normativo. Cada tema se revisa para construir un debate integrado que trace el panorama actual y sugiera direcciones para futuras investigaciones.

Este artículo expande el análisis fragmentado que suele encontrarse en la bibliografía al establecer un marco unificado que no sólo mejora la comprensión de las metodologías, teorías y aplicaciones existentes de la IA en el turismo, sino que también identifica las áreas críticas para los avances, con el objetivo de inspirar una integración más humana y sostenible de la IA en la industria turística.

There are two main objectives in this study. First, we aim to develop a set of constructs for health task management support (HTMS) features to evaluate which health-related tasks are supported by mobile health application (mHealth app) functions. Second, drawing on innovation resistance theory (IRT), we examine the impacts of the newly developed HTMS dimensions on perceived usefulness, alongside other barrier factors contributing to technology anxiety.

Using a mixed-method research design, this research seeks to develop new measurement scales that reflect how mHealth apps support older adults’ health-related needs based on interviews. Subsequently, data were collected from older adults and exploratory factor analysis was used to confirm the validity of the new scales. Partial least squares structural equation modeling (PLS-SEM) was used to analyze survey data from 602 older adults.

The PLS-SEM results indicated that medical management task support, dietary task support, and exercise task support were positively associated with perceived usefulness, while perceived complexity and dispositional resistance to change were identified as antecedents of technology anxiety. Perceived usefulness and technology anxiety were found to positively and negatively influence adoption intention, respectively.

This study enriches the information systems literature by developing a multidimensional construct that delineates how older adults’ health-related needs can be supported by features of mHealth apps. Drawing on IRT, we complement the existing literature on resistance to innovation by systematically examining the impact of five types of barriers on technology anxiety.

This article demonstrates the reach of Tuhiwai Smith’s ideas across Pacific research. It discusses the theoretical and practical influence of her seminal work Decolonizing Methodologies: Research and Indigenous Peoples through “holographic epistemology”, an indigenous way of viewing knowledge.

The authors present a talanoa (Pacific-style relational conversation) to explore Tuhiwai Smith’s legacy for Pacific Islander researchers and research. The talanoa between two academics at different career stages draws upon personal and professional research experiences and peer-reviewed published sources to explore the expansive and enduring legacy of Tuhiwai Smith’s life and ideas.

Decolonizing Methodologies has helped Pacific Islander researchers flourish, and Pacific Island research approaches gain legitimacy in higher education. Its epistemological influence can be seen in research which utilises knowledge of body, mind and spirit – holographic epistemology – and in indigenous innovations to qualitative research.

This article has value for those seeking to understand the epistemological underpinnings of indigenous approaches to research. It has originality in its presentation as a talanoa between two researchers who have found affirmation and academic freedom with Tuhiwai Smith’s ideas. It is also original in offering a Pacific perspective from a Hawaiian and a Samoan academic about the immense koha (gift) they have received from a Maori tuahine (sister).

Publicly available datasets in the USA present data suppression issues that limit the ability to investigate entrepreneurial subgroups like military veterans, which account for about one in ten entrepreneurs in the USA. Thus, despite public desire to support veteran entrepreneurs (“vetrepreneurs”), there is a limited descriptive understanding on the relationship between veteran business owner demographics, such as gender and race, and their business survival and growth. We address this limited understanding in this article by providing descriptive evidence on veteran-owned business survival and growth, emphasizing variation across race and gender.

We use limited-access longitudinal microdata to provide descriptive evidence on the survival and growth of veteran-owned firms across race and gender.

Findings indicate statistically significant variation across demographic subgroups’ business survival and employment growth. For example, veteran-owned firms have high women ownership rates, greater employment, revenues and payrolls, but also lower employment and revenue growth. More generally we provide descriptive evidence that military experience or the military community help women overcome the gender gap in small business survival.

This type of descriptive research is common among entrepreneurial researchers, however, peer-reviewed research specific to US veterans is very limited. These descriptive results are useful for policymakers and for spurring future policy research related to veteran entrepreneurs.

The purpose of this study is to highlight a paradox between inclusion/exclusion at the level of the organisation and classroom practices, as well as between general and disability/special educational needs (SEN)-specific approaches to diversity in the classroom. The authors recommend better alignment between school policies and teaching practices to offer all students an equal chance to benefit from inclusive pedagogies.

This study analyses a school that has gained public reputation as an innovative, inclusive school in Austria. Applying a case study with an ethnographic methodological approach, the authors explore what strategies are implemented to become more inclusive at the level of school organisation and classroom practices? What are the pedagogical beliefs and actions relating to diversity that drive inclusive efforts? How is this school's general approach to diversity enacted with students with SEN?

The findings show that context-specific circumstances shape inclusive school development, which comes with a set of affordances and challenges. The authors argue that in this case, striving for inclusion indicated two ways of “doing difference differently”. First, the school has built on many cornerstones of inclusion when relating and responding to student diversity, that was remarkably different than in other mainstream schools in Austria. On the contrary, while creating new educational and pedagogical norms, it also recycled conventional segregating tendencies, and as such, reproduced hierarchised difference, but in other ways than schools typically do in mainstream schooling.

This school and its pedagogical mission have never been analysed through the rich data that two researchers were able to gather and work through.