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Implementing peer-to-peer learning models within an academic library environment presents several benefits and challenges. This study explores the effectiveness of integrating peer-assisted learning in research services and considers the impact on those providing support and those seeking assistance. A more comprehensive understanding of peer education approaches in research support services will benefit academic libraries interested in incorporating this model.

This article showcases case study data from the reference and instruction peer-led learning programs at California State University Fullerton's Pollak Library, incorporating library interns and student assistants trained to provide front line research support to fellow students from 2019 to 2022. Feedback was collected across the learning experience from student facilitators, patrons assisted and participating library supervisors.

Project data demonstrates that incorporating students in traditional academic library research services nurtures experiential learning and serves as an effective high-impact practice. Additionally, peer-led programs contribute to a helpful, welcoming atmosphere for library users and help connect libraries to the communities they serve.

Exploring survey data and student reflections, this combined study highlights advantages and implications of incorporating peer learning programs in research services in both formal and informal instruction environments. Results also reveal promising methods for recruitment, training and sustainable program development for libraries considering this approach.

The purpose of this article is the discussion of a service-learning experience in architecture pedagogy, based on two core courses at a private university in Mexico. The aim is to identify learning opportunities, challenges and implications arising from engaging with inhabitants of an informal urban settlement with limited digital resources in La Campana-Altamira in Monterrey, Mexico.

The methodology selected is a case study approach, chosen for its effectiveness in architectural pedagogy to create knowledge through exposure to a particular phenomenon, as well as highlight positive teaching practices to facilitate replicability. Case-study methodology was also beneficial in this case because its openness and flexibility allowed for research of a variety of phenomena simultaneously, in this case, both the effects in the informal settlement community and in the academic one.

Findings revealed that opportunities outweigh challenges, and meaningful service and learning are possible in an online context, even when the service aspects take longer than the course length if there are long-term relationships between communities and institutions.

The value of the article lies in the need for flexible and sensitive approaches that put communities in the center, a critical path to identifying and understanding their needs and improving their contexts. This holds especially true given the rapid pace of worldwide urbanization and the ubiquity of informal urban settlements. Implementing service-learning approaches in informal settings using online tools, while sanitary restrictions are in place shows that meaningful experiences can be achieved, even when courses are short and resources are limited.

This paper aims to create a conceptual model that connects learning organizations, service innovation and technology acceptance.

The importance of the interaction of variables benefiting both individuals and organizations has been comprehensively explained by combining two well-known theories – learning organizational theory and service innovation theory – with the technology acceptance model. In the first part of the study, conceptual model has been constructed and then applied to the hospitality industry of which results have been presented in the second part of this paper.

It is hypothesized that learning organization, service innovation and technology acceptance have significant relationships. It is also suggested that the learning organization plays an intermediary role in the relationship between technology acceptance and service innovation. Empirical results in this regard have been presented in the second part of the paper.

The relations have been established and tested in the hospitality industry in Antalya. However, the model can be applied and established relations tested in other industries.

This research contributes to our knowledge of the intricate linkages that exist between learning organizations, technology acceptance and service innovation. Originality of the paper is related to the novel multilayered model illustrating three-way interactions between the three dimensions of learning organization, technology acceptance and service innovation.

The massive expansion of digital platform has been responsible for the widespread progressive engagement created amongst learners and educators. The practice of requiring student feedback on online learning services ensures that teacher education continues to advance its strategic approach to online learning. This paper aims to examine the level of accessibility and adaptability of digital technology with particular focus on Malaysia, by elaborating the value of superior learning service and practical adaptability of online learning during the pandemic era.

This study was conducted using qualitative approach of data collection, namely via structured interview. The listed respondents included 30 higher learners who participated in the study by providing feedback on the issues encountered during the research process.

The findings revealed that the strategic enhancement of digital accessibility continued with digital adaptability to sources of learning services would contribute to advancing achievement of digital learning pathway.

Increasing accessibility to digital platforms in digital learning system can help to shape the digital environment. Digital expansion can create unlimited boundaries for online knowledge acquisition.

The social implication refers to acquiring the abilities developed through online engagement with peers by actualising and exploring information together with continuous inter-connectedness of sharing pathway in online platform. The instructor would need to give a proportional gateway to make learners experience the digital environment for future education.

This study aims to assess the value of developing accessibility of digital technology for students' online learning services during the pandemic and beyond. A well-structured plan would enable digital learning capabilities and mutual accessibility amongst learners. This can allow digital abilities to be transformed into collaborative teamwork amongst learners.

Numerous academic institutions have embarked on the pursuit of hybrid learning as an alternative approach, catering to students who opt for replacing a fraction of their conventional in-person meeting schedule with remote teaching. However, these new remote learning patterns have brought forth new stands against students' expectations. The universities have come across immense challenges in devising efficacious strategies that encompass the delivery, effectiveness and acceptability of hybrid courses. Consequently, identifying pivotal determinants related to user acceptance of technology persists as a crucial matter. This study aims to shed light on the adoption of hybrid learning from students' perspectives.

Structural equation modelling (SEM) was employed to scrutinise the proposed research model and hypotheses. A total sample of 444 students responded and partook in the survey. The data were analysed using AMOS software, a powerful tool for statistical analysis in the field of social sciences.

The findings of this study show that perceived service quality positively and significantly impacts the ease of use and usefulness of a hybrid learning system among students. In addition, the results demonstrate that ease of use and usefulness of the system positively and significantly influence students' favourable attitudes toward hybrid learning. Remarkably, the statistical analysis unveils the significant mediating effect of ease of use and usefulness in the relationship between perceived service quality and students' attitudes toward hybrid learning.

The findings suggest that the pervasive dependence on information systems and the quality of service from novel technologies continues to be a vital influence in the learning environment. The study has provided valuable insights into student perseverance learning strategies for higher education institutions.

This study's novelty lies in illuminating the crucial role of ease of use and usefulness as mediators, highlighting their criticality in enhancing students' attitudes towards hybrid learning. Notably, the study underscores that perceived service quality exerts a positive influence on ease of use and usefulness.

The purpose of this study was to identify the effects of emerging technologies in e-learning on university librarians and libraries. The study also intended to identify emerging technologies in e-learning and challenges being faced to implement e-learning technologies.

The preferred reporting items for the systematic review and meta-analysis method was applied as the research methodology for conducting the study. A total of 25 core studies published in peer-reviewed journals were selected to conduct a systematic literature review. The data were analysed through a thematic approach.

The results of the study revealed that e-learning technologies assist library professionals to strengthen their expertise and support them in initiating smart library services to deliver customer-focused services. A shortage of skilled manpower, the unavailability of adequate IT infrastructure, a lack of technical support, copyright issues, poor planning and ineffective library leadership are major challenges to implementing emerging technologies in e-learning.

The study offers theoretical implications by adding valuable literature to the existing body of knowledge. It has a societal impact as it has offered recommendations and practical solutions for the successful adoption of emerging technologies in e-learning. The study also offers managerial implications to develop fruitful policies for implementing e-learning technologies for the innovative sustainable competence development of library manpower and implementation of smart library services.

(Digital) servitization, referring to service-driven strategies and their increasing implementation in manufacturing, is one of the most rapidly growing areas in industrial service research. However, the cultural change involved in successful servitization is a phenomenon that is widely observed but poorly understood. This research aims to clarify the processes of social construction as manufacturers change their organizational culture to transform into industrial service providers.

This research takes a systematic approach to integrate disparate literature on servitization into a cohesive framework for cultural change, which is purposefully augmented by rationale culled from organizational learning and sensemaking literature.

The organizational learning framework for cultural change in servitization introduces a dynamic perspective on servitizing organizations by explaining social processes between organizational and member-level cultural properties. It identifies three major cultural orientations toward service, digital and learning that govern successful servitization.

This research contributes to the servitization literature by presenting a new approach to reframe and explore cultural change processes across multiple levels, thus providing a concrete starting point for further research in this area.

The purpose of this study is to identify the impact of online learning on university librarians’ professional development and library services.

A mixed-methods study through an explanatory research design was applied to address the study’s objectives. Quantitative data were gathered from 341 librarians working in 221 universities, while qualitative data were gathered from 27 experts working in 21 different universities of Pakistan.

The findings of the study revealed that online learning has a significant positive impact on the professional development of university librarians. Results revealed that online learning assists in the provision of sustainable, innovative library services in university libraries.

The study has offered a model in light of the study's quantitative and qualitative findings. It contributes to theoretical understanding by expanding the existing knowledge base. It offers managerial insights, enabling the development of policies that foster the professional development of library personnel and the implementation of smart library services.

The aim of this study is to examine the relationship between the determinants of student loyalty, i.e. service quality, e-service quality and university image in open and distance learning (ODL) based on the theory of reasoned action, in more systematic approach. This study also examines university's image role as a mediator on the relationship between service quality and e-service quality towards student loyalty.

This paper develops an integrative conceptual framework along with propositions by integrating comprehensive literature, in the field of service quality, e-service quality, university image and student loyalty. Through the review of detail literature and based theory of reasoned action (TRA), it is proposed that service quality, e-service quality and university image would be meaningful attributes towards student loyalty. In addition, it is also contended that university image would mediate the relationship between service quality and e-service quality towards students’ loyalty.

This paper provides an integrative conceptual framework on service quality, e-service quality, university image and students loyalty in open and distance learning (ODL) context.

None of the models presented in the literature explore the mediation of university image on the relationship between service quality and e-service quality towards student loyalty as the most recent research on the subject envisages.

The study analyzed how the service-learning (SL) methodology can become a university social responsibility (USR) strategy that generates shared value for the university and its stakeholders.

This qualitative and exploratory–descriptive research had a nonexperimental field and cross-sectional design that used field techniques such as focus groups and in-depth interviews with the participants of the USR program “MIPyME vs COVID-19” in two Latin American countries.

This study revealed the perceptions of students who participated in the USR program on how a virtual service-learning (vSL) strategy related to the use of technology generates a positive impact on the development of shared learning between students and micro-entrepreneurs from a global and Latin American perspective, as well as for the internationalization of their study plans.

The field study was conducted in only two Latin American countries; however, the USR program has been implemented in eight universities from eight Latin American countries with very similar social, political and health contexts.

It is one of the first studies on SL used in a strategic and articulated way in universities with a USR approach. It analyzed traditional evaluations of this methodology, incorporating others such as virtuality (produced by the effects of the COVID-19), which led the authors to generate methodological innovations based on new ways of connecting, linking and generating shared learning and value for all.