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The purpose of this study is to examine the impact of computer-assisted language learning on cultural adaptation and language learning in non-traditional classroom settings.

The data of this study came from extended periods of observation, multiple rounds of semi-structured interviews and home visits. Using narrative inquiry, it analyzes an immigrant's journey of language learning and cultural adaptation within a virtual knowledge community.

The findings of this study reveal the profound impact of virtual knowledge communities on enhancing second language learning and facilitating cultural adaptation.

This study offers original insights by demonstrating the transformative power of virtual knowledge communities for the purpose of second language acquisition and cultural adaptation.

Social media marketers are keen to understand how viewers perceive their brands on a platform and how the learning experiences from content can impact their attitudes toward a brand. This study aims to focus on examining the effect of firm-generated content (FGC) on X (formerly known as Twitter), using Kolb’s experiential learning theory to analyze the viewers’ learning process. In addition, the study investigates how the length of time a viewer follows a brand and the type of brand can influence their attitudes toward it.

This study involved three qualitative studies on X to investigate how content learning affects consumer attitudes toward two brands, namely, Nike and Subway. The study also examined the impact of the duration of following the brands, with participants following the brands for 4, 8 and 12 weeks, respectively, to assess changes in their attitudes.

The results demonstrate that content learning significantly impacts consumer attitudes. By following brands and engaging with their FGC over time, viewers can transition from being occasional or intermittent followers to becoming devoted brand enthusiasts. Through the four-stage experiential learning process, followers undergo cognitive, emotional and behavioral transformations that collectively shape their brand attitudes. The impact of content learning varies according to the brand type, and the duration of following has a positive effect on brand attitudes.

The study’s findings have significant marketing implications for social media marketers, suggesting that they should restructure their social media platforms as learning platforms to effectively engage followers. Companies should adjust their content marketing strategies from a learner’s perspective, providing followers with content that resonates with them, enhances their learning outcomes and helps shift their beliefs and brand attitudes, ultimately converting them into loyal consumers.

To the best of the author’s knowledge, this qualitative research is the first of its kind to apply experiential learning theories to investigate how users learn from FGC by following brands on social media and how this learning ultimately changes their brand attitude. The study provides a unique perspective on social media marketing, enriching the understanding of content marketing and consumer experiences on social media platforms.

Despite the fact that research on creativity and cognition have garnered the attention of researchers and practitioners for decades, there is a lack of valid, reliable, and accessible instruments for enhancing and measuring these critical skills. Leveraging research from The LEGO Foundation and in collaboration with BrainPOP and the Learning Economy Foundation, this paper introduces an assessment framework for holistic skills and reports evidence from the 2022 validation study.

The complexities associated with both competencies such as multidimensionality, authenticity, and domain specificity pose a major issue for its measurement and credentialing. This paper provides evidence-based insights on promising ways to measure and provide actionable insights on holistic skills.

Preliminary evidence supports the assessment framework for holistic skills.

Future directions for further development of the assessment are discussed.

The framework should also be of help for practitioners looking for research-based guiding principles for the design of learning-through-play activities aimed to help develop holistic skills across a wide range of digital, physical, and hybrid modalities.

The framework provides new instruments and insights for evaluating the social and educational impact of learning-through-play programs and initiatives.

The learning progressions and formative assessment for holistic skills development are novel and clearly needed in research and practice of learning-through-play.

The pandemic's health and social issues have significantly altered the character and manner of teaching and learning in higher education across the country. The use of technology to replace or integrate face-to-face learning with online learning has become a necessary requirement for promoting and continuing learning processes. Furthermore, integrating technology is a goal of Sustainable Development Goal 4 (SDG 4) to make teaching and learning more innovative and sophisticated. This paper is based on a systematic review grounded in a synthesis of research papers and documents analyzing the current status of teachers' pedagogy through online learning modes in the context of Pakistan.

Through content analyses of academic studies in higher education and reflection on the online teaching experiences, this study discusses how students' learning is associated with teachers' teaching approaches in the modern era of digitalization and innovation.

The review and analysis suggest that online teaching is not viewed as an innovative phenomenon; rather, teachers simply teach their traditionally designed face-to-face courses through the use of technology. The paper suggests that transforming teachers' pedagogical insight to make online learning sustainable is an urgent need for higher education.

The analysis provides a basis for consideration of teacher learning and quality education (SDG #4) to fulfill the nation’s agenda for sustainable development. The analysis helps educators and administrators in higher education institutions reflect on their policies and practices that have short- and long-term effects on students' learning outcomes.

A core challenge for leaders for deeper learning is scaling promising practices to provide students with systematic access to deeper learning experiences. This case illuminates how a group of researchers organized professional learning activities around conferring, a promising deeper learning practice.

The author examines how the leaders of a Networked Improvement Community (NIC) created the conditions for teachers to share their deeper learning practices through a case study. The case study centers on one school team’s learning through their participation in the NIC activities, as evidenced by the artifacts they created and their exchanges with their team, participants from other schools and researchers.

The trajectory of one team through three NIC activities – a video club, a pitch and user testing – shows how they examined their own conferring practice, got ideas for change and shifted their thinking and practice toward a more student-centered approach. Insights from the case suggest three design principles – a common problem of practice, shared representations of practice and intentional network configurations – for deeper professional learning, or learning experiences that engage educators in purposeful and collaborative inquiry into deeper learning practices.

Two limitations of the case are a lack of data on the perceived experience of participants, which could speak to the depth of Irving’s shift toward student-centered conferring, and the narrow time scope of the NIC, which limits exploration of the sustainability of the changes to conferring.

The design principles represent important features for researchers and leaders to consider in ongoing efforts to scale deeper learning. Leaders might use the principles to examine existing or future professional learning efforts.

This case study extends an understanding of one facet of leadership for deeper learning: fostering professional community. Future research is needed to examine the educator experience of participating in deeper professional learning and its sustained impact on practices.

The importance of learning in development in increasingly dynamic contexts can help individuals and organizations adapt to disruption. Artificial intelligence (AI) is emerging as a disruptive technology, with increasing adoption by various human resource management (HRM) functions. However, learning and development (L&D) adoption of AI is lagging, and there is a need to understand of this low adoption based on the internal/external contexts and organization types. Building on open system theory and adopting a technology-in-practice lens, the authors examine the various L&D approaches and the roles of human and technology agencies, enabled by differing structures, different types of organizations and the use of AI in L&D.

Through a qualitative interview design, data were collected from 27 key stakeholders and L&D professionals of MSMEs, NGOs and MNEs organizations. The authors used Gioia's qualitative research approach for the thematic analysis of the collected data.

The authors argue that human and technology agencies develop organizational protocols and structures consistent with their internal/external contexts, resource availability and technology adoptions. While the reasons for lagging AI adoption in L&D were determined, the future potential of AI to support L&D also emerges. The authors theorize about the socialization of human and technology-mediated interactions to develop three emerging structures for L&D in organizations of various sizes, industries, sectors and internal/external contexts.

The study hinges on open system theory (OST) and technology-in-practice to demonstrate the interdependence and inseparability of human activity, technological advancement and capability, and structured contexts. The authors examine the reasons for lagging AI adoption in L&D and how agentic focus shifts contingent on the organization's internal/external contexts.

While AI-HRM scholarship has primarily relied on psychological theories to examine impact and outcomes, the authors adopt the OST and technology in practice lens to explain how organizational contexts, resources and technology adoption may influence L&D. This study investigates the use of AI-based technology and its enabling factors for L&D, which has been under-researched.

This paper aims at identifying the main contributions of Industry 4.0 (I4.0) technologies to the enhancement of knowledge management (KM).

A scoping review based on two stages was carried out. In the first stage, a numerical and descriptive analysis was conducted. In the second stage, the latent content of those papers was explored through a qualitative analysis, in which papers were assessed regarding the outcome of the implementation of ten I4.0 technologies on 14 KM abilities and 6 KM processes.

Six technologies (e.g. Internet of Things (IoT), big data, cloud computing, simulation, visualisation and industrial robot) were claimed to have a significant contribution on KM, especially for creation, organisation, dissemination and application processes. Overall, results indicated that technologies can significantly contribute to KM, although the extent of such contribution varies across technologies, learning levels, KM processes and abilities.

Existing studies in I4.0 fall short in exploring how embodied knowledge is articulated in practice, especially regarding opportunities to use new technological alternatives in favour of knowledge and learning development. This study complements the existing literature on I4.0 by identifying which technologies can contribute to KM. Also, a framework was proposed to examine the contribution of I4.0 technologies to KM at individual, team, and organisational levels.