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Online learning has come to stay in a technologically advancing world with increasing populations. The search for ways to make online learning more efficient and effective in some developing countries continues as the accompanying issues in developing country contexts abound. This paper explores the issues that underlie online learning management in a developing country context, focusing on the Moodle, Sakai and Zoom platforms used in some selected public universities in Ghana.

The study relied on the qualitative approach to data collection and a descriptive design for analysis. Using the social constructivism theory, the paper discussed the critical issues students, and to a lesser extent, instructors encounter in their engagement on these platforms for academic learning.

The study found that the inefficient use of these platforms is due to several factors including the high cost of data, poor perception of the quality of online learning compared to traditional in-person contacts, poor attitude of students, low participation in online learning, lack of computers and poor internet connectivity among others.

It is important to mention that this study was limited to some selected public universities in Ghana. Data could have been collected from a wider sample including other Ghanaian tertiary institutions or some other developing countries. The similarity of study outcomes in other developing countries, however, suggests that similar results would have been obtained in an international sample.

Despite the robustness of the Learning Management systems in place, the evidence suggests that their utilisation is far less than optimal. However, with relevant policies and the provision of needed technical support, training, provision of equipment like computers for use by both students and instructors and efficient internet connectivity, the LMS platforms could be more efficient for online learning.

The authors conducted this research using original data from interviews in the selected public universities in Ghana. The data was meant to inform the discussion on some of the critical issues that underlie online learning in a developing country context. Although the study relied on data from selected public universities in a single country, its outcomes reflect fundamental issues of online learning in a developing country context which find relevance in available study outcomes.

In the era of Industry 4.0, the relevance of webinar tutorials, a form of distance learning, is paramount. These tutorials can catalyze self-regulated learning, critical thinking and communication skills, especially for prospective and in-service teachers pursuing higher education. This paper aims to develop a conceptual framework and report the results of implementing a flipped classroom with whiteboard animation and modules. This innovative approach seeks to enhance students' self-regulation, critical thinking and communication abilities.

This study employs a mixed-methods approach. In the first phase, a hypothetical model and conceptual framework for the Flipped Classroom with Whiteboard Animation and Modules were developed to enhance self-regulation, critical thinking and communication skills. The resulting conceptual framework was then implemented through a quasi-experiment using a non-equivalent control group design involving 83 elementary school teachers enrolled in the Elementary School Science Education course (PDGK4202), divided into three treatment groups. Qualitative data were collected through observations of the learning process, documentation of student worksheet completion and interviews with students. Questionnaires and tests were used as instruments for quantitative data collection. Qualitative data were analyzed using descriptive methods, while quantitative data were evaluated using MANCOVA.

The findings demonstrate significant improvements in students' self-regulation, critical thinking skills and communication abilities after implementing the Flipped Classroom with Whiteboard Animation and Modules.

Some limitations in this study need to be recognized. These limitations include the specific sample type of elementary school teachers who went back to college to take science learning courses in elementary school. Teachers have various diversity that may affect the dependent variable, such as age, educational background, facilities, internet signal stability at their learning location and teaching experience. This study was conducted in a specific context (using the flipped classroom model at UT), so the results may need to be more generalizable to other educational contexts with different facilities, systems and policies. In addition, the measurement of self-regulation and communication skills, particularly with questionnaires, relies on self-report, which can be biased due to socially desirable responses or inaccurate self-assessment. Although the MANCOVA test showed significant results, it is possible that other variables not controlled for in this study (e.g. intrinsic motivation, social support from family or colleagues) also affected the independent variables.

This study emphasizes the importance of adapting webinar tutorials for Industry 4.0 and enhancing self-regulated learning, critical thinking and communication skills, particularly for working students and teachers. It offers a practical framework for educators and suggests ways to improve online learning materials. The implementation results show significant skill enhancement. These findings have practical implications for educators, institutions and instructional designers, guiding the development of effective distance learning strategies and curriculum improvements in the digital age.

The social implications of this study are noteworthy. In the context of Industry 4.0, adapting webinar tutorials to promote self-regulated learning, critical thinking and communication skills is essential not only for the educational sector but also for the broader society. It equips prospective and in-service teachers, who are pivotal in shaping future generations, with the necessary skills to navigate a rapidly changing digital landscape. Furthermore, enhancing self-regulation and critical thinking abilities among employed students contributes to a more informed and adaptable workforce, fostering societal resilience in the face of technological advancements.

The uniqueness of this study stems from the creative modification of a webinar tutorial, which specifically targets the urgent requirement for enhancing abilities among teachers and university students. The conceptual framework serves as a valuable tool for educators, and the findings of this study confirm its effectiveness in enhancing self-regulation, critical thinking abilities and communication proficiency. Furthermore, the recommendations offered also furnish practical insights to improve this model.

This paper aims to investigate the e-waste aspect of sustainability in education, with a specific interest in engineering education. Specifically, it focuses on recycling through reclaiming electronic components from e-waste and reusing them in repairs or in the design and construction of new devices.

A systematic literature review is performed according to the PRISMA methodology. In total, 27 articles are analysed as to publication parameters, characteristics and evaluation of educational interventions on e-waste and evaluation results across major domains of learning (cognitive, affective and 21st century skills).

The reviewed subject is under-research; publications are rare and mostly in conference proceedings. The majority of interventions take place at university level, in face-to-face mode, using a practical approach in hands-on labs. Educational methods draw from modern, learner-centred pedagogies such as collaborative learning and constructionism. Topics focus on innovative design and construction, while interventions tend to become embedded in engineering curricula/courses. Evaluation of learners’ gains across domains of learning is rare and follows informal procedures that shake the reliability of results. Domains other than the cognitive are scarcely and subjectively evaluated.

Contrary to other aspects of sustainability, the aspect of e-waste has not been reviewed. The applied, hands-on approach and the analytic, synthetic, collaboration and creativity skills it requires are all much valued in education. The current review, therefore, comes to inform, inspire and guide educators and researchers in planning and implementing activities on this subject.

The development of zero-carbon buildings (ZCBs) is beneficial to the society and biodiversity. Despite the benefits of ZCBs, there are challenges limiting its development in construction industry. The current study seeks to examine the technology-related factors affecting the development of ZCB in Lagos Nigeria.

The study designed a questionnaire to achieve the main objective. Data were collected using non-probability and snowballing sampling methods. Questionnaires were distributed, and 272 valid responses were collected. Thereafter, data were analysed using mean value, percentage, frequency distribution, normality test, Kruskal Wallis test and Kendall’s coefficient of concordance.

The results from data analysis showed that, “less technical expertise in new technological advancements”, “research outcomes are not translated effectively into technology innovations”, “high cost of maintenance on ZCB”, “poor knowledge on renewable technologies” and “industry’s ability to embrace ZCB technologies (policy initiatives and industry practices)” were the topmost five technology-related factors hindering development of ZCBs in Lagos, Nigeria. Also, the results from the study show a statistically significant degree of agreement between various groups of construction organisations in Lagos, Nigeria concerning the technology-related factors hindering the development of ZCBs.

The study contributed to more effective ZCB studies by drawing attention to technology-related factors hindering the development of ZCBs in construction industry. An understanding of these challenges can help construction stakeholders, organisations, policymakers and governments in devising strategies targeted at minimising these challenges and fostering the development of ZCBs in the construction sector. The identified results on technological barriers to ZCBs development can guide targeted interventions and policy adjustments, promoting more effective implementation of ZCBs in Lagos Nigeria and serving as a model for addressing similar challenges in other developing countries. Recommendations for future research on ZCBs were also highlighted.

University students often encounter academic challenges and setbacks, which can impact their beliefs about their capabilities, leading to a phenomenon known as learned helplessness. This study explores the antecedents of learned helplessness through the interaction between teacher support, self-efficacy, and cultural dimensions such as power distance, uncertainty avoidance, and masculinity.

Drawing from constructivism, the authors empirically examined a conceptual model utilizing structural equation modeling (SEM). A total of 268 university students completed a self-survey on learned helplessness via a Google Form.

The study shows that LH is influenced by personal attributes, perceived support, and cultural context. Higher self-efficacy is linked to lower LH scores, while teacher support indirectly affects LH through self-efficacy. Power distance and uncertainty avoidance also directly impact LH. Additionally, cultural influences indirectly affect LH through perceived support and self-efficacy. However, the hypothesized connections between masculinity and LH were not supported.

The study advances LH literature by exploring it among university students using a multidimensional, constructivist approach, providing valuable insights for educational authorities. We illuminate how individual, social, and cultural factors influence LH, underscoring the serial mediation between self-efficacy and perceived teacher support. Existing literature frequently overlooks the intricate interplay among cultural dimensions and other factors, limiting the formulation of comprehensive solutions. Our research breaks new ground in quantitative LH examination within education, delving into Hofstede’s cultural dimensions and suggesting strategies to mitigate uncertainty and power distance for student well-being and success.

This paper aims to explore the interplay between methods and methodologies in the field of international relations (IR) over the 100 years of its lifetime reflecting on the relationship between the rise of new research methods and the rise of new methodologies.

This paper looks in retrospect into the field’s great debates using a historiography approach. It maps chronologically the interplay of methods and methodology throughout the stages of the development of the study of IR.

This paper argues that inspite of narratives of triumph being common in the field, the coexistence of competing research methods and methodologies is the defining feature of the field. All theories, all methods and all methodologies have undergone a process of criticism, self-criticism and change. New methodologies have not necessarily accompanied the rise of new research methods in the field.

Drawing a map of the field’s methodologies and methods reveals necessarily its dynamism and its plurality. An honest map of the field is one that highlights not only theoretical differences but also ontological, epistemological and methodological differences embedded in the field’s debates.

This study aims to assess the readiness of both citizens and the government for digital participatory planning (DDP) as a contribution to the undergoing transformative shift toward smart and sustainable cities to address the challenges posed by rapid urbanization. While much attention has been devoted to leveraging technology to mitigate these challenges, there has been a relative lack of emphasis on engaging stakeholders in the planning process in a smart and inclusive manner. DPP stands as a cornerstone for the development of sustainable and smart cities. However, before DPP can be effectively implemented on the ground, it is crucial to assess the city readiness for DPP to ensure its success. This assessment is undertaken as part of Oman's broader initiative to transition into sustainable smart cities in alignment with the goals outlined in Oman Vision 2040.

A generic evaluation framework was identified, validated and customized to the local context by experts using the pile sorting technique based on the social constructivism theory. Then, the revised framework was used to evaluate the readiness of a sample of local citizens and government officials in Oman for the DPP concept.

The inferential statistical analysis revealed that citizens are willing to participate in DPP when trust and transparency with policymakers are enhanced. On the government side, the results showed that there is adequate infrastructure that can enable DPP, and planners have a positive attitude toward DPP provided that trust in citizens' opinions is strengthened. This study concludes with a roadmap for preparation for DPP implementation in smart sustainable cities mandated by Oman Vision 2040. The findings and roadmap can inform policy development, decision-making and urban planning practices toward more inclusive, participatory and technologically enabled urban environments.

The study contributes to the existing body of knowledge by emphasizing the significance of stakeholders' smart involvement in planning processes, social sustainability, evaluating city readiness for DPP and providing practical recommendations for DPP implementation in the context of smart sustainable cities. At a theoretical level, the study contributes a framework for assessing readiness for DPP and emphasizes that mutual trust is not only important for conventional participation practices but it is also essential for smart citizens. This study argues that a building or a city is not sustainable unless it is seen as such by its stakeholders, including the end users. Therefore, effective and smart involvement of the citizens in smart city planning is a precondition for the success of the future cities.

Teacher agency plays a crucial role in teachers’ professionalism and makes them capable of acting powerfully in their teaching context. The purpose of this study was to explore the role of case-based instruction (CBI) on the agency development of EFL (English as a foreign language) student-teachers.

The study followed a descriptive narrative design and involved ten student-teachers in five CBI sessions. The data collected through different data sources, such as narratives, interviews, recorded sessions and focused groups, were analyzed using a deductive-inductive thematic analysis.

The results showed that CBI has a constructive role in developing the agency of EFL student-teachers. Active participation in CBI sessions helps teachers consider their future desires. The exploration of cases in CBI sessions helps them recall past experiences that led to the development of their agency. Brainstorming ideas in CBI sessions helps teachers consider their beliefs in decision-making and analyze their past experiences. In conclusion, CBI can help develop teacher professionalism and acknowledgment of the importance of teacher agency.

The research has addressed student-teachers’ agency development through an ecological perspective and CBI.

This qualitative study deals with the career longevity phenomenon in the hospitality sector of Pakistan and aimed at exploring the factors which become the reason for continuing services in this sector for a longer period despite the prevailing perception of the short-term and unsatisfactory hospitality careers.

The study has taken up an interpretive social constructivism approach to carry out the research. The purposive sampling technique is used to solicit expert insights into the dynamics of the hospitality career. A thematic analysis was employed to identify the common themes, extract the meaning from the discussion patterns of the respondents, and outline viewpoints and ideas of the respondents.

The findings of the study are discussed at three levels of career, i.e. entry level, development level, and consolidation level. Long careers in the hospitality sector are a product of dedication and commitment to the job, professionalism, variety, complexity of the job, and healthy relationship with coworkers, supervisors, and guests.

The study links the belief of belonging and socialization attributes to the retention of employees in the hospitality sector jobs. Secondly, the study uses a qualitative approach to provide a diverse perspective of employee–industry loyalty rather than employee–organization loyalty. Thirdly, the study brings forth practical implications for personnel managers in the hospitality sector and proposes that the management should systematically stimulate the socialization of the workers to hold the talent despite providing workers with the opportunity to join another sector. Finally, the study informs about research limitations and directions for future research.

The breakout of the COVID-19 pandemic has forced governments all over the globe to bring radical changes to all walks of life. Strict lockdowns are not only adversely affecting the social, economic, and psychological wellbeing of individuals but also questioning the sustainability of most businesses. In wake of the current scenario, this study is aimed at exploring how the COVID-19 pandemic is influencing the sustainability of entrepreneurship particularly from a female perspective and further providing insights into the role of Islamic financial institutions in the sustainability of businesses during COVID-19.

This is a qualitative study that takes social constructivism approach to study the underlying phenomenon. Semi-structured interviews are conducted to collect primary data. Secondary data are also utilized in this study to theoretically define various concepts relating to entrepreneurial sustainability. The application of thematic analysis revealed various risks associated with sustainability. The interviews reveal the ground realities and tell us about the hardships being faced by the entrepreneurs due to ongoing crises. The participants of the study also shed light on the role of Islamic financial institutions during the pandemic.

The study results revealed that it may look impossible for women entrepreneurs to halt or avoid the adverse consequences of the pandemic; however, a few female entrepreneurs strived to guard their existing portfolios with the help of Islamic microfinance institutions. Whereas, several women, especially those running home-based businesses, lost their income streams. Despite these rapid challenges, most female entrepreneurs are working on inventive online systems to sustain their business activities during the crisis. Finally, guidelines are suggested which can help achieve sustainability of the entrepreneurial startups.

The outcomes of this study are expedient for funding agencies, government authorities and Islamic financial institutions as well as for non-government institutions to establish sustainable and broader policies for women to become successful entrepreneurs during severe disasters like COVID-19. Moreover, the study is a helpful tool for women entrepreneurs to avert the worst impact of the pandemic with the help of Islamic microfinance institutions. The themes of this study help generate realistic information to appraise the strategies to create facilitating business environments that drive the women to carry out the entrepreneurial activity during any crisis like the COVID-19.

The results of this study provide evidence that crisis can be anticipated up to some extent if entrepreneurs become able to take proactive decisions in case of expected or identifiable threats. The study may also help the women entrepreneurs to comprehend the serious consequences of the pandemic by shifting their mode of financing to Islamic finance. Although this pandemic is a cause of physical discomfort instead this research may encourage the female entrepreneurs not to lose heart, just find the potential opportunities for their home-based and small businesses and manage funding from the Islamic microfinance institutions.

The study adds to the existing literature on entrepreneurial sustainability with a particular focus on the role of Islamic microfinance institutions for women entrepreneurs' sustainability in Pakistan. Secondly, the study employs the entrepreneurial sustainability model (ESM) that, according to the best of our knowledge, has not been used by the researchers earlier to study the given research phenomenon. Thirdly, the study findings are expedient for funding agencies, government authorities and financial institutions as well as for non-government institutions to establish sustainable and broader policies for women to become successful entrepreneurs during disasters like COVID-19.