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Digital technology plays a vital role in empowering omnichannel integration. Research on digital technology has recently attracted attention and rapidly developed. However, a comprehensive assessment of the research status and potential gaps is yet to be conducted. Thus, this study investigated the current research status of digital technology-empowered omnichannel integration, and future research directions are proposed.

A three-stage bibliometric analysis was conducted on 764 articles published from 2000 to 2023, cited in the Web of Science database. Furthermore, performance and thematic analyses were performed.

The most productive contributors and influential articles in this field were identified, and four themes of focus were discovered: service quality, o2o commerce, omnichannel retailing, and digital transformation.

To the best of our knowledge, this work is the first attempt to enable researchers to understand the vast body of published scholarship on digital technology-empowered omnichannel integration.

Following the imperative for human-centric digital innovation brought by the paradigm of Industry 5.0, the article aims to integrate the dispersed and multi-disciplinary literature on individual risks for workers to define, explain and predict individual risks related to Industry 4.0 technologies.

The paper follows the question, “What is the current knowledge and evidence base concerning risks related to Industry 4.0 technologies, and how can this inform digital innovation management in the manufacturing sector through the lens of the Industry 5.0 paradigm?” and uses the method of systematic literature review to identify and discuss potential risks for individuals associated with digital innovation. N = 51 contributions met the inclusion criteria.

The literature review indicates dominant trends and significant gaps in understanding risks from a human-centric perspective. The paper identifies individual risks, their interplay with different technologies and their antecedents at the social, organizational and individual levels. Despite this, the paper shows how the literature concentrates in studying risks on only a limited number of categories and/or concepts. Moreover, there is a lack of consensus in the theoretical and conceptual frameworks. The paper concludes by illustrating an initial understanding of digital innovation via a human-centered perspective on psychological risks.

Findings yield practical implications. In investing in the adoption, generation or recombination of new digital technologies in organizations, the paper recommends managers ensure to prevent risks at the individual level. Accordingly, the study’s findings can be used as a common starting point for extending the repertoire of managerial practices and interventions and realizing human-centric innovation.

Following the paradigm of Industry 5.0, the paper offers a holistic view of risks that incorporates the central role of the worker as crucial to the success of digital innovation. This human-centric perspective serves to inform the managerial field about important factors in risk management that can result in more effective targeted interventions in risk mitigation approaches. Lastly, it can serve to reinterpret digital innovation management and propose future avenues of research on risk.

The purpose of this paper is to inspire a different way of thinking about digitalization and organizational change by theorizing simultaneity as an alternative to the otherwise dominant root metaphor of sequence in the literature on digitalization and organizational change.

The theoretical argument is based on a reading of central contributions to the literature on digital technology and organizational change, and particularly inspired by the work positing a constitutive entanglement of technology and organization. We argue for an extension of this line of thinking with a reading of Latour’s notion tonalities. The relevance of the theoretical argument is demonstrated through an illustrative empirical example of the phenomenon digital-ready legislation.

The paper identifies sequence as a root metaphor in the organization and digital change literature. It develops a simultaneity view and illustrates its relevance through the example of digital-ready legislation, pinpointing how technological, organizational and legal elements are attuned to one another at the same time rather than in sequence.

The sequentiality view has dominated the change management research, which has travelled from research into practice. The simultaneity view has the potential to offer a new approach to planning change, with a focus on the simultaneous alignment of, e.g. legal, organizational and technological elements.

The paper offers an alternative to dominant views on digitalization and organizational change, drawing on an overlooked notion in Latour’s scholarship, namely tonalities. This has potential to qualify the entanglement thesis and develop simultaneity as a new metaphor for understanding digital change.

Today, businesses, organizations and governments attach great importance to digital transformation to meet the needs of their customers, business partners, and employees to adapt to the developing technology in recent years. Digital transformation, which is a challenging and mandatory process, has been and continues to be passed by institutions today. However, the successful management of this transformation without conflict can be realized by accurately detecting new communication technologies and examining, understanding, and implementing the transformation process in detail. This process will be painful, where radical changes will take place in the structure, processes, functions, and business models of the organization. Different challenges may be encountered in each of the startup, execution, and governance subprocesses examined in the digital transformation process. Many conflicts such as time and budget shortages, inadequate digital skills and lack of vision for digital customer processes, cybersecurity threats, human resource shortages, difficulty in managing technology, failure to achieve cloud structure integration, vision, and culture differences are the reasons why this process cannot be managed fluently and accurately. For businesses that focus on this goal, regardless of scale, digital transformation has become a necessity, not an alternative to choose. In this study, the digital transformation process and maturity model were discussed, and technological and digital conflicts were emphasized. It seeks to shed light on the work they will do by making recommendations for institutions to manage this process in the best way.

The conditions that are constantly changing and transforming by digital technologies in today's world have forced businesses to think strategically and to comply with the rules and processes of strategic management. Technologies, such as the internet of things, cloud computing, artificial intelligence, and big data, especially in the Industry 4.0 ecosystem, cause some conflicts or constructive and destructive effects on the management approaches and management strategies of businesses. Businesses need to understand these technologies and their effects to maintain their existence and manage their resources and capabilities effectively and strategically. In this chapter, it is aimed to examine the conflicts with destructive and constructive effects of digital technologies on the strategic management of enterprises. For this purpose, the literature was searched qualitatively, and a conceptual study was carried out. At the beginning of the chapter, strategic management literature was researched, and strategic management approaches and views were examined. In the next part, digital technologies in the Industry 4.0 ecosystem are explained. In the last part, digital technologies and their impacts in terms of strategic management approaches (position approach, resource-based approach, and complementing views of resources-based approach) have been examined.

This chapter reports on an ethnographic case study of how a group of elementary school teachers designed technology enhanced learning with mobile technology (e.g. notebooks, tablet computers and mobile phones) to facilitate students’ development of literacy and twenty-first century competencies. These teachers designed the school’s literacy pedagogical approach, leveraging the use of technology, namely digital storytelling. The school in this case study is one of the eight Future Schools in Singapore under the FutureSchools@Singapore program. The school has been providing one-to-one mobile computing learning devices and wireless Internet access for its students. The introduction of technology in the classroom makes it possible for twenty-first century competencies to be integrated into literacy development. The conversational framework is used as a framework to examine how the design of the digital storytelling pedagogical approach brings about the various teaching–learning activities – acquisition, inquiry, practice, production, discussion and collaboration. The use of digital storytelling as an approach to integrate information communication technology (ICT) into the classroom has not only modified how ICT is being used in the school, it has redefined how ICT could be used to engage young learners. It has fundamentally transformed conventional storytelling with the use of current state-of-the-shelf (i.e. easily and widely available) technologies. This case study also outlines the processes involved in improving the design of digital storytelling over the years by the teachers. The ecosystem of the school is also taken into consideration and described in detail. Findings suggest the importance of the collaborative efforts of the teachers in the continuous improvements made to this design. The adoption of a learning design framework, such as the one used in this study, can be beneficial to ensure a systematic approach to the design of learning. In addition, the availability of technological infrastructure and computing devices are necessary for the seamless use of technology in the classroom. The just-in-time learning approach is adopted for students to learn technology as they are developing their digital stories.

Technostress reduces employees' work performance and increases their turnover intentions, such that technostress harms organizations' success. This paper investigates how the digital mindset of employees, reflecting their cognitive filter while using digital technologies, influences reactions to techno-stressors.

In this quantitative study, the authors conducted a survey among 151 employees who regularly use digital technologies and encounter various techno-stressors in their daily work. To build this research model and evaluate the influence of employees’ digital mindset on technostress, the authors followed arguments from the transactional model of stress. The authors evaluated our research model using the covariance-based structural equation model.

The study findings reveal that employees’ digital mindset influences technostress. Employees with high levels of digital mindset react with less adverse effects on perceived techno-stressors. Further, the authors find that employees with high levels of digital mindset perform well and are satisfied with their job. The authors contribute to technostress research by revealing that digital mindset buffers the adverse effects of techno-stressors. The authors also contribute to research on digital mindset by showing that it influences psychological and behavioral reactions to techno-stressors.

This study develops and empirically tests an integrated model of technostress to explain how digital mindset mitigates technostress. The study findings outline relevant research avenues for studies investigating employees’ characteristics and technostress.

Digital technology is crucial to improving a firm’s core competitiveness. However, the existing research on the relationship therein shows heterogeneity. Using digital technology can enhance competitive advantage, which is crucial for enterprises and scholars. Thus, based on the digital technology affordance theory, this study explores the relationship between digital technology affordance and digital competitive advantage.

Survey data were collected from 509 large and medium-sized manufacturing enterprises in China, and multiple regression and structural equation modelling were used to test the hypotheses. Specifically, we discuss the mediating role of digital business capability and the moderating role of organisational legitimacy.

Editability, association and visibility positively affect digital competitive advantage, and their coordination is strong. Further, they can help enterprises gain a competitive advantage through the mediating role of digital business capability (digital strategy, digital integration and regulation). However, the influence effect and action path differ per in different dimensions. Organisational legitimacy positively moderates the mediating effect of digital integration and regulation, and there is a moderated mediating effect. However, the moderating effect on the mediating effect of digital strategy is not significant.

Existing studies neglect the relationship between the coordination of digital technology functions and digital competitive advantage. This study provides a new theoretical explanation for an in-depth understanding of these issues. These findings promote the development of innovation theory and provide valuable insights for guiding the application of digital technology in enterprises.

This chapter argues that promising opportunities for digital education in the humanist tradition can be found in college co-curricular programs that connect critical thinking, creativity, digital technology, and global writing to public service and community citizenry. In this chapter, digital literacy co-curricular programs, which in simple terms merge digital technology and public writing, are titled “digital activism” because they give students opportunities to bring their academic learning to real-world experiences in ways that are meaningful to students and that benefit the college community. This chapter presents an ethnographic case study of one co-curricular digital activism program at a small private Midwestern university. Information was collected from description of interactions with the program’s team as well as from scholarly literature on digital technology, digital literacy, and technology’s impact on young adults. This information provided valuable background and context to the study. The case study highlights the stages of the program’s development and the outcomes of the program after its one-year pilot initiation. Case study findings show that co-curricular digital activism programs can positively impact students by offering them the freedom to develop rich collaborations, the responsibility to make conscious, ethical choices about how they share knowledge, and a platform to teach their peers, as well as other internal stakeholders, about issues that matter to them. This chapter supports the notion that co-curricular digital activism programs can empower students to use teaching and learning to shape their college communities into vibrant places of respect and mutuality.