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During the last two decades, education systems worldwide have been working under an increasing need to adapt to a rapidly changing postindustrial external environment with social, technological, economic, and political transformations. The unprecedented growth, complexity, and competitiveness of the global economy with its attendant sociopolitical and technological developments have been creating relentless and cumulative pressures on education systems to respond to the changing environment. Today, educational institutions from primary schools to universities are being forced to compete and excel in the international arena, and are thus expected to go far beyond simply providing pure knowledge and skills as before. Increasingly, more institutions in primary and secondary education are embracing innovative practices from the global business world and dedicating growing attention to strategic and marketing aspects of educational management.

The European Commission has defined innovation as the “building block of the future competitive workplace during the 21st century” and the strategy of educational institutions around the world is being affected to a large extent by this statement. This chapter focuses on the identification and definition of the future challenges in schools’ governance, and presents a novel logical framework for the arena of educational marketing. Special attention is given to innovation as a key driver for further development of educational institutions and its possible impact on marketing efforts in educational institutions. These aspects, previously overlooked by research literature, are discussed in the present chapter, adding a new dimension to the understanding of strategic facets in the educational marketing arena.

This paper aims to present a research outcome to an investigation towards the innovative use of electronic-learning (e-Learning) software solutions to strengthen the interactive component of mobile learning (m-Learning) in university contexts. This work was motivated by observations of interactive limitations in existing m-Learning solutions in well-intentioned software development and e-Learning efforts. The aim of the project, thus, was to interrogate hindrances to the potency of m-Learning interventions. The idea was to strengthen the interactive component, to improve the compatibility of the desktop e-Learning process – with mobile appliances such as mobile phones and, finally, to explore cost minimizing avenues of downloading learning materials over mobile phones.

The methodology of the project was twofold: that is, both literature-based and experimental. Literature background offered insight on existing efforts towards interactive m-Learning solutions. Against this background, the project was then designed to explore ways to provide presentations and interactive chats for effective m-Learning over mobile phones. The idea was to reduce the file size of presentations slides for effective display on mobile devices. Finally, the aim was also to minimize airtime costs when transmitting presentation slides and when conducting interactive chats on mobile phones. An experiment research method was, thus, used. In this method, a problem and question were articulated first. Then, a practical technological solution was conceptualized, developed, pre-tested, modified and re-tested until it complied with sought specifications, Finally, the solution was implemented, to confirm its viability and response to a research problem and, ultimately, was reported in the findings.

Slides were developed with light colour resolutions to open effortlessly on tiny mobile screens. The best quality was between 128 and 201.188 (out of 255) pixels (more visible mobile phone screens), using Open Source Software. Clear slides also had a font greater than size 32. The average data per presentation were 9,872.66 bytes, and, when seven learners were chatting, it was 3,686.63 bytes (0.03 megabytes). For airtime costs, the Vodacom rate of R0.46 per megabyte was used. This translates to 0.8 × 0.46 = R0.0368 cost per slide. The m-Chisimba platform therefore, seems to be cost-effective, quality expedient and most appropriate for interactive m-Learning.

Existing m-Learning has been inadequate, failing to align adequately the desktop e-Learning solutions with mobile phone platforms. Desktop presentation slides, for example, have been incompatible with mobile phones’ operations and screen sizes. Mostly, content could consume a lot more airtime, owing to large sizes of desktop originated material that was incompatible with mobile platforms. A solution that emerged from original experiments, leading to the enhanced interactive m-Learning solution, the m-Chisimba platform, is, therefore, presented in this paper. The thinking is that mobile applications are convenient enablers which extend access to information. Nevertheless, mobile applications (including m-Learning solutions) cannot be seen as panaceas to solve all learning concerns as literacy and affordability remain challenges in many under-developed social environments. As a newly developed innovation, the m-Chisimba platform offers an improved m-Learning solution for learning activities over mobile gadgets such as mobile phones.

The research work offers new innovative solutions in a number of practical ways. It improves the interactivity component of the m-Learning process, to empower educators and learners to effectively engage learning over m-Learning devices.

The innovation makes it easier to for learning to take place effortlessly, over mobile platforms. Implications are that more people will be able to access learning processes on the move, meaning that obstacles to access learning opportunities are minimised.

Existing m-Learning has been inadequate, failing to align adequately the desktop e-Learning solutions with mobile phone platforms. Desktop presentation slides, for example, have been incompatible with mobile phones’ operations and screen sizes. Mostly, content could consume a lot more airtime, owing to large sizes of desktop-originated material that was incompatible with mobile-platforms. A solution that emerged from original experiments, leading to the enhanced interactive m-Learning solution, the m-Chisimba platform, is, therefore, presented in this paper. The thinking is that mobile applications are convenient enablers which extend access to information. Nevertheless, mobile applications (including m-Learning solutions) cannot be seen as panaceas to solve all learning concerns as literacy and affordability remain challenges in many under-developed social environments. As a newly developed innovation, the m-Chisimba platform offers an improved m-Learning solution for learning activities over mobile gadgets such as mobile phones.

The idea of active learning classrooms (ALCs) in post-secondary institutions across North America is not a new one and it continues to gain prominence (Davis, 2018; Ellern & Buchanan, 2018; Park & Choi, 2014). Research shows that these dynamic classrooms increased student comprehension of key concepts, problem-solving ability, improved attitude toward learning, and overall learning gains (Cotner, Loper, Walker, & Brooks, 2013; Park & Choi, 2014). Not surprisingly then, there has been a growing number of academic libraries which see the potential benefits and have incorporated ALCs, or elements of such, into their spaces (Ellern & Buchanan, 2018; Karasic, 2016; Soderdahl, 2011).

This chapter presents a case study on the 2017 redesign of a Canadian academic library, the Albert D. Cohen Management Library at the University of Manitoba in Winnipeg, Canada. Once considered a “study hall,” the renovated business library has been transformed into a modern student learning space. The library is outfitted with a modular ALC equipped to accommodate the varied learning needs of the twenty-first-century students at the Asper School of Business. The author provides a detailed first-hand account of the ALC planning process, key partnerships, challenges, and post-launch reaction.

Final research papers are still the preferred method for end-of-term assessment in higher education. However, there is a recent push for a greater increase in digital literacy skills in today’s students. Determining the best way to utilize technology, while keeping an eye dedicated toward the pedagogical purpose, is the ultimate focus of this chapter. The authors of this chapter have endeavored to exhibit how tools such as wikis, blogs, and podcasting were best used in higher education situations to promote learning and expand student digital literacy by providing an alternative to the classic final paper option while fully engaging learners with a multimodal approach to learning. The research discussed has demonstrated that learner-generated knowledge requires a higher order of understanding, and as such, leads to higher levels of learning and longer retention of material. Cooperation and collaboration are now key components of the higher education experience; many of these technical alternatives are designed with built-in collaborative elements.

Blockchains, also known as “distributed ledger technologies” (DLT) are perhaps the emerging innovation that, in the years leading up to and including 2019, is raising the highest expectations for HRM in the 4.0 business environment. In essence, a blockchain is a very specific type of database, with characteristics that made it the ideal application for cryptocurrencies like Bitcoin. Within the context of digital- or e-HRM, there is potential to improve human resource management (HRM) processes using blockchains for employment screening, credential and educational verification, worker contracts and payments, among others, notwithstanding questions about its efficiency vis-à-vis conventional alternatives (Maurer, 2018; Zielinski, 2018). The research questions examined in this chapter include the following: What are the main characteristics of blockchains? Will they be adopted in a widespread form, specifically by HRM departments? Constructs from Diffusion of Innovations (DOI) theory (Rogers, 2003) are used to inform the Human Resources scholarly and practitioner communities; this robust theory may help companies allocate resources (e.g., budgets, personnel, managerial time, etc.) in an evidence-informed manner. As of this writing, very few blockchain applications, such as credential verification and incident reporting, seem to hold a strong potential for adoption.

This study investigates user preferences for motivational features aligned with self-determination theory (SDT), emphasizing autonomy, relatedness, and competency. The study seeks to identify the most appealing and effective motivational features in AI-driven mobile apps for fostering autonomy, promoting relatedness, and enhancing feelings of competency in the context of reading comprehension.

Employing a mixed-methods research design based on the self-determination theory, the study used triangulation of methods to enhance the research findings' quality, completeness, validity, and understanding.

Both qualitative and quantitative findings showed similarities in the emphasis on personalization, progress tracking, social interaction, gamification, differences in specific feature preferences, and nuanced recommendations, highlighting the importance of a comprehensive and user-centric development approach.

The study design and sample size might constrain the statistical power and generalizability of the results. The study used a convenience sample of students from one school.

The synthesis of findings suggests the need for a comprehensive development strategy that incorporates both the commonalities and nuanced recommendations from qualitative and quantitative data. Combining the strengths of both findings, a holistic user-centric approach that integrates personalization, progress tracking, social interaction, and gamification is crucial for effective app development. Recognizing that individual preferences may vary, developers should consider tailoring features to accommodate a range of user needs, as indicated by qualitative and quantitative insights.

This comprehensive approach contributes to advancing knowledge in AI-driven mobile applications and their impact on student motivation and reading comprehension in the Philippine context. Also, it provides valuable insights for designers and developers, contributing to creating engaging and user-friendly platforms that enhance reading comprehension skills.

The purpose of this paper is to explore what is believed to be a deep connection between Islamic pedagogy as a way to cultivate personal learning experiences. The paper discusses the relationship between the characterising features of Islamic pedagogy and personalised learning that remains central to Islamic institutional developments. The paper concludes by highlighting the importance of the embodiment of knowledge in Islamic pedagogy for personalised learning.

The endeavours to define the characterising features that represents the relationship between Islamic pedagogy and knowledge embodiment.

The paper proposes that Islamic pedagogy is dependent on both a personalised approach towards teacher and student embodiment. From an Islamic perspective, embodiment has a physical and spiritual dimension where prophecy is retained and is inherent to existence and daily practice. Without the embodied learning the Islamic approach towards pedagogy is seen to disconnect with many students seeking knowledge. This highlights the centrality of the teachers’ relationship with the student and the distinguishing belief of Islamic pedagogy in knowledge embodiment.

The papers contribution to knowledge is in considering personalised learning within the context of Islamic education.

The purpose of this paper is to determine the awareness levels of teachers with regard to cyber bullying. In line with this purpose, the extent of awareness levels of teachers in general, regarding the issue of personal cyber security in their daily lives and the precautions that can be taken in this context have been measured.

Survey method is used in this study. The participants of this research were 184 teachers working at various provinces in Turkey during 2012-2013 academic year. A scale was used in this study.

The findings of the study reveal that the teachers in the sample group of the study have an average level of awareness on cyber bullying, in general. According to the findings of the study, based on branch, gender and frequency of internet use, there are statistically significant differences among teachers’ awareness levels on cyber bullying.

The data collection tool used for the study is a self-report scale and it is restricted to determining the awareness levels of teachers with respect to personal cyber security within the context of cyber bullying awareness and the precautions that need to be taken in this respect.

The data obtained from the study, the authors have conducted, can contribute to updating in-service and pre-service educational contents developed for teachers and prospective teachers, by providing insight for the policy makers.

It is believed that this research will contribute to the literature. On the other hand, this study will guide the policy makers/implementers in Turkey, as well.