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This paper aims to center the experiences of three cohorts (n = 40) of Black high school students who participated in a critical race technology course that exposed anti-blackness as the organizing logic and default setting of digital and artificially intelligent technology. This paper centers the voices, experiences and technological innovations of the students, and in doing so, introduces a new type of digital literacy: critical race algorithmic literacy.

Data for this study include student interviews (called “talk backs”), journal reflections and final technology presentations.

Broadly, the data suggests that critical race algorithmic literacies prepare Black students to critically read the algorithmic word (e.g. data, code, machine learning models, etc.) so that they can not only resist and survive, but also rebuild and reimagine the algorithmic world.

While critical race media literacy draws upon critical race theory in education – a theorization of race, and a critique of white supremacy and multiculturalism in schools – critical race algorithmic literacy is rooted in critical race technology theory, which is a theorization of blackness as a technology and a critique of algorithmic anti-blackness as the organizing logic of schools and AI systems.

Building information modeling (BIM) is mostly limited to the design phase where two parallel processes exist, i.e. creating 2D-drawings and BIM. Towards the end of the design process, BIM becomes obsolete as focus shifts to producing static 2D-drawings, which leads to a lack of trust in BIM. In Scandinavia, a concept known as Total BIM has emerged, which is a novel “all-in” approach where BIM is the single source of information throughout the project. This paper's purpose is to investigate the overall concept and holistic approach of a Total BIM project to support implementation and strategy work connected to BIM.

Qualitative data were collected through eight semi-structured interviews with digitalization leaders from the case study project. Findings were analyzed using a holistic framework to BIM implementation.

The Total BIM concept was contingent on the strong interdependences between commonly found isolated BIM uses. Four main success factors were identified, production-oriented BIM as the main contractual and legally binding construction document, cloud-based model management, user-friendly on-site mobile BIM software and strong leadership.

A unique case is studied where BIM is used throughout all project phases as a single source of information and communication platform. No 2D paper drawings were used on-site and the Total BIM case study highlights the importance of a new digitalized construction process.

This study aims to explore how libraries in the United Arab Emirates use technology to preserve and digitize cultural and historical documents. It examined how these institutions use different technology models to facilitate the dissemination of UAE’s cultural traditions, practices, historical experiences and expressions to the local and global populations interested in learning about the country.

This study relied heavily on a review of the relevant literature and case studies covering how UAE libraries use technology to preserve, document and share tangible and intangible cultural heritage. The methodology entailed gathering and synthesizing relevant information from scholarly journal articles, government and reputable institutional resources online and reports. Collectively, it led to a close analysis of the impact of technology on cultural preservation and an assessment of the specific technology models preferred for optimal outcomes in preserving and disseminating cultural heritage information of the UAE.

Multiple UAE libraries rely heavily on technology to collect, record, translate and store cultural heritage information, including releasing it to users when required. The National Archives of the United Arab Emirates, the Arabian Gulf Digital Archive, Mohammed Bin Rashid Library, the UAE National Library and Archives, New York University Abu Dhabi and Khalifa University of Science and Technology and Research libraries have leveraged different technological models and tools to make UAE’s cultural heritage information available and accessible globally. Artificial intelligence and machine learning algorithms, three-dimensional imaging and scanning, electronic archiving systems, document management systems and ICT storage systems have helped the UAE libraries to promote and disseminate the nation’s tangible and intangible cultural heritage.

By relying on scholarly and authoritative sources of information and evidence to draw conclusions, this study contributes to the existing literature by offering insights into the innovative strategies used by UAE libraries to leverage technology for cultural preservation and promotion. In underlining the value of digital approaches to safeguard tangible and intangible cultural heritage, the research highlights the instrumentalism of technology in preserving the UAE’s cultural heritage and identity.

This paper explores a five-year case example of two educators engaged in practice-based professional development (PBPD) for the Self-Regulated Strategy Development (SRSD) model in a middle school. It examines the transformative effects and challenges of improving writing instruction, the activities involved and alternative PBPD delivery methods. Highlighting a collaborative effort between an institute of higher education (IHE), a middle school and ThinkSRSD, a PBPD for SRSD developer, the example underscores the long-term benefits and innovative insights into engaging with PBPD for SRSD over multiple years.

The case involves analyzing survey data collected over five years. These surveys, which included specific SRSD-related queries and open-ended questions, were instrumental in assessing the evolution of the educators’ perceptions regarding SRSD and their engagement with PBPD. Additionally, the paper details PBPD activities as documented in a research journal, providing a comprehensive account of the developmental process.

Through a cross-institutional partnership, two middle school general educators participated in PBPD for SRSD for 30 h across five years. Their engagement with PBPD progressed from initial introduction and implementation to facilitating PBPD for SRSD among peers and at the national level. Over time, the most consistently enacted SRSD action was “memorize it,” while actions such as “discuss it,” “support it” and “independent performance” showed greater variability. Both educators consistently praised SRSD and sought continued PBPD engagement over the five years.

Our case example is the first five-year analysis of PBPD for SRSD among general middle school educators, highlighting the benefits and challenges of adopting evidence-based writing instruction. Our example emphasizes the need for continuous and focused professional development in areas crucial for student success, including self-regulation, prewriting strategies and techniques for fostering independent performance. Moreover, the two middle school educators’ critical feedback is invaluable for refining PBPD for SRSD. This work also enriches professional development schools (PDS) literature by offering effective strategies to support middle school teachers in developing a vibrant writing community, a cornerstone for student advancement in writing.

Employees facing challenges in their careers – i.e. female, migrant, elderly and lower-educated employees – might expect job searches to have a low likelihood of success and might therefore more often stay in unsatisfactory positions. The goal of this study is to discover inequalities in job mobility for these employees.

We rely on a large sample of Dutch public sector employees (N = 30,709) and study whether employees with challenges in their careers are hampered in translating job dissatisfaction into job searches. Additionally, we assess whether this is due to their perceptions of labor market alternatives.

Findings show that non-Western migrant, elderly and lower-educated employees are less likely to act on job dissatisfaction than their advantaged counterparts, whereas women are more likely than men to do so. Additionally, we find that although they perceive labor market opportunities as limited, this does not affect their propensity to search for different jobs.

This paper is novel in discovering inequalities in job mobility by analyzing whether employees facing challenges in their careers are less likely to act on job dissatisfaction and therefore more likely to remain in unsatisfactory positions.

Based on student responses to a set of customized questionnaires, this study aims to present evidence that while student evaluations of instructors and courses remain consistent, a designated mobile app enhances perceived online learning experience.

This study addresses quality assurance issues in accelerated online graduate-level education by identifying factors that influence nontraditional adult student preferences for using mobile applications (apps).

It is evident that affordability and functionality are the two most important determinants of nontraditional student preferences for app-based learning, followed by mobility and ease of purchase.

These findings underscore the potential of app learning to bolster positive perceptions of online education. Findings of this study imply that integrating additional app learning tools can be used as a quality assurance mechanism and enhance nontraditional students’ satisfaction through improving their perceived online learning experience.

Purpose: The research determines how the COVID-19 pandemic affected India’s burgeoning education technology sector and how the new normal responded to this advancement worldwide.

Need for Study: India’s education sector saw a boom in Ed-Tech funding during the pandemic. The Indian Education industry adopted technology as a partner and succeeded in being called as the Ed-Tech capital of the world. The country has a strategic edge in online education that, if explored and researched upon, can be deployed for market growth at a global level.

Research Methodology: The researcher prioritised rigorous original quantitative and qualitative methods of investigation on technology applications in educational contexts during COVID-19 pandemic and drew its conclusions after conducting a comprehensive literature review and collecting and analysing the data from numerous journals and published expert articles on the sector.

Findings: The study found that despite the global pandemic, the Ed-Tech industry was an expanding marketplace for start-ups in India. After the pandemic, the market expanded rapidly, and by 2025, it is expected to have quadrupled in size, expenditure, and investment. It is expected that the global e-learning business, which the outbreak of the COVID-19 pandemic has bolstered, will grow to over 400 billion US dollars by 2026.

Practical Implications: The study sets forth the various Ed-Tech categories, outlining their user bases, growth projections, and the innovative technologies employed in developing these products. The research’s long-term investment projections are envisioned to aid consultants in positioning themselves for profitable operations in the era of digital Ed-Tech disruption worldwide.

This research empirically studies consumers' continued intention to use mobile food delivery applications (apps) during the post-pandemic era in Saudi Arabia.

Using the unified theory of adoption and use of technology 2 (UTAUT2) as a theoretical model, this study collected data from a survey of 304 Saudi Arabian consumers. Structural equation modelling (SEM) was used to examine the proposed model and its hypotheses.

Social influence and performance expectancy (PE) had the strongest effects on the intention to continue using mobile food delivery apps in the post-pandemic era. In addition, effort expectancy (EE) significantly influenced PE regarding the adoption of food delivery apps. Meanwhile, EE was not an important predictor of the continued intention to use mobile food delivery apps in Saudi Arabia.

This study enriches the literature on consumers' continued intention to use food delivery apps in the post-pandemic era, a subject that has rarely been studied. In addition, this study expands the theoretical potential of the UTAUT2 model by examining the role of trust in continued intention and the effect of PE on EE in the adoption of food delivery apps during the post-pandemic era in Saudi Arabia.