International Journal of Management, Knowledge and Learning
ISSN: 2232-5107 (print), 2232-5697 (online) Editor-in-Chief: Andrej Flogie Editorial board The International Journal of Management, Knowledge and Learning (IJMKL) is a peer-reviewed, open-access journal publishing research in management, organizational learning, education, and entrepreneurship. The journal publishes original and review scientific articles, empirical research, and professional papers in English, shaping the global dialogue on contemporary management and pedagogical approaches. All articles are freely available in accordance with the principles of open access and the DORA declaration, making the research widely accessible and visible in the international academic environment. The journal operates on a Diamond Open Access model, meaning that we do not charge APCs at any stage of submission, peer review, or publication, and thus adheres to the principles of the UNESCO Recommendation on Open Science. We invite you to submit your research to the International Journal of Management, Knowledge and Learning (IJMKL) for our special section on "Metaverse and AI in Management Research and Education" section. Share your insights and contribute to shaping the discourse in these dynamic fields. For submission guidelines and more details, please check HERE. Kasetsart University, Thailand (Local Co-Organiser), International School for Social and Business Studies, Slovenia, Pegaso International, Malta, and Maria Curie-Sklodowska University, Poland would like to cordially invite you to participate at the MakeLearn and TIIM International Conference 2025. Academics, scientists, professionals, managers and editors from all over the world will have the opportunity to share experiences, bring new ideas, debate issues, and introduce their latest develop- ments in the largely multidisciplinary fields of research embraced by the MakeLearn and TIIM scientific commu- nities, from social, organizational and technological perspectives. MakeLearn & TIIM Conference takes place in May, each year in a different European country or online.
Performance Appraisal as a Motivational Mechanism in Public Sector Hrm: Evidence From a Quantitative Study
Performance appraisal systems are central components of human resource management; however, limited empirical clarity exists regarding how these systems influence employee motivation within public sector institutions. While performance assessments are widely institutionalized in bureaucratic environments, they are often examined as administrative procedures rather than as motivational mechanisms embedded within HR systems. This study quantitatively assesses the relationship between job performance assessments and employee motivation within the Limpopo Provincial Legislature in Lebowakgomo. Using structured survey data collected from employees subject to formal performance appraisal processes, the study evaluates the association between perceptions of performance assessments and motivational outcomes. The findings indicate a significant relationship between job performance assessments and employee motivation, suggesting that appraisal systems function as influential HR governance mechanisms within public sector settings. By situating performance assessment within HR systems theory, this study contributes to ongoing debates concerning the behavioural implications of performance management in bureaucratic institutions. The results refine understanding of performance appraisal as not merely an evaluative tool, but as a structural mechanism shaping motivational alignment within public sector organizations.
Copyright (c) 2026 Damien Kennedy Naidu Naidu, Sinakhokonke Mpanza https://creativecommons.org/licenses/by-sa/4.0
Ancient African Number Systems: Exploring Implications for Present-day Equity, Diversity, and Inclusion in Mathematics Classrooms
Inclusive educational systems value the unique contributions students of all backgrounds bring to the mathematics classroom and allow diverse groups to grow side by side, to the benefit of all. Such wide differences are easily catered for when instructional artefacts are culturally curated and utilized for teaching and learning. The differentiation that is present in African Indigenous Knowledge Systems (AIKS), such as ancient numeration systems, has been affirmed to enhance student self-monitoring, and ensures all students are involved, experience success, and yet are still challenged to improve their academic performance. However, many African indigenous numeral systems are already endangered, with some almost extinct, cutting off the present generation of learners from an appreciation of their cultural roots. This reality has necessitated an exploration of ancient African number systems to re-emphasize the need for incorporation into modern mathematics curriculum for preservation. This study is a conceptual non-systematic narrative literature review aimed at a broad exploration and implications of African numeration systems for present-day mathematics classroom. The study considers the origin of numeration with a particular interest on documented systems across the African continent, including the Bambara, Bamum, Yoruba, Mende, Oberi Okaime, and Wolof numeration systems. The implications of these indigenous numeration systems for equity, diversity and inclusion (EDI) in present-day mathematics education were duly considered. It is hoped that the deliberations of this study will spur all concerned stakeholders into a joint venture of revival and preservation of our cherished intellectual heritage.
Copyright (c) 2026 Dr Joshua Abah ABAH https://creativecommons.org/licenses/by-sa/4.0
Copyright (c) 2026 Editor-in-chief https://creativecommons.org/licenses/by-sa/4.0
Students With an Immigrant Background and Active Citizenship in Slovenia: Analysis of ICCS 2016 Database
This study examines the civic attitudes of eighth-grade students in Slovenia with and without an immigrant background within the framework of civic socialization and the institutional formation of civic competences. Drawing on ICCS 2016 data, linear regression models and weighted group comparisons were employed to analyse key dimensions of active citizenship: expected political participation, gender and ethnic equality orientations, national attachment, and trust in democratic institutions. The findings indicate that several statistically significant differences exist between the groups. Students with an immigrant background report lower expectations of electoral participation and weaker national attachment. Differences also emerge in equality orientations, with lower support for gender equality but stronger endorsement of ethnic equality. No statistically significant differences were identified in trust in democratic institutions. Although some differences reached statistical significance, effect sizes remain small, suggesting limited substantive divergence between the groups. The study advances discussions on civic integration and inclusion in contexts of increasing migratory diversity and underscores the role of schools as central educational spaces for the development of active citizenship.
Copyright (c) 2026 Vesna Laissani, prof. dr. Eva Klemenčič Mirazchiyski, Igor Peras https://creativecommons.org/licenses/by-sa/4.0
Consumer Behavior and the Role of ECO Labels: Insights into Local and Sustainable Food Purchasing Habits
The food retail sector is increasingly shaped by changing consumer preferences towards sustainable, locally sourced, and organically certified food products. This study examines consumer purchasing behaviour in Slovenia, with a particular focus on the role of ECO labels in influencing food choice decisions. Using a quantitative research design, data were collected through an online survey conducted among 200 consumers aged 18–65. The analysis evaluates the relative impact of environmental, psychological, and economic factors on purchasing behaviour, as well as differences across age groups. The results indicate that environmental responsibility and psychological factors, especially trust in ECO labels, have a statistically significant and stronger influence on purchasing decisions than economic considerations such as price sensitivity. Younger consumers demonstrate higher levels of environmental awareness and place greater importance on eco-friendliness when selecting food products. Although ECO labels are perceived as influential by a substantial share of respondents, limited familiarity and partial skepticism towards label credibility remain evident. The findings highlight the importance of transparent, standardized, and credible ECO labeling systems, alongside targeted consumer education initiatives. This study contributes empirical evidence from a smaller European market and provides practical implications for policymakers and food retailers aiming to promote sustainable consumption and environmentally responsible purchasing behavior.
Copyright (c) 2026 prof. dr. Tina Vukasović, prof. dr. John L. Stanton https://creativecommons.org/licenses/by-sa/4.0
Rethinking Knowledge Management Strategies: The Role of Age, Gender, and Experience in Academic Knowledge Documentation
This study examines the knowledge management practices of teaching and non-teaching staff at Central Bicol State University of Agriculture (CBSUA), with an emphasis on how demographic factors influence knowledge documentation behaviors. Through structured surveys, information was gathered from 123 employees (71 teaching and 52 non-teaching staff) using a quantitative research design. Relationships between knowledge management practices and demographic factors like gender, age bracket, educational attainment, and years of work experience were investigated using Mann-Whitney U and Kruskal-Wallis tests. The findings showed that most employees were female, with the majority of teaching staff aged 36-46 and the majority of non-teaching staff aged 47-57. The majority of non-teaching staff had bachelor's degrees, whereas the majority of teaching staff had master's degrees. There were notable differences in knowledge documentation practices across age groups; younger employees had higher median scores than older employees. Although there is no significant differences between the teaching and non-teaching categories overall, gender analysis did reveal subtle differences in knowledge management engagement. These results imply that knowledge documentation practices in higher education settings are strongly influenced by age and professional development stage. The study offers useful implications for creating targeted knowledge management interventions in academic institutions and advances understanding of how demographic traits affect the efficacy of organizational knowledge management.
Copyright (c) 2026 Rochell Petil, Assoc. prof. Myra Luz M. Homillano, Assoc. prof. dr. Ludivico B. Homillano https://creativecommons.org/licenses/by-sa/4.0
Institutional Support for Sustainable Art Education through Material Reuse
The sustainable transformation of education increasingly demands systemic approaches that connect environmental awareness, social equity, and creative learning. Art education offers a distinctive context where these dimensions converge through the creative reuse of materials and reflective, participatory practice. This study examines how schools enable or constrain sustainability-oriented initiatives in art education across four European countries—Italy, Latvia, Slovenia, and Türkiye. Drawing on a cross-national, cross-sectional survey with a quantitative descriptive–comparative design, the research uses descriptive statistics and non-parametric group comparisons to analyse teachers’ responses on institutional support and social accessibility. Results reveal significant cross-national differences in organisational conditions, with Slovenian teachers reporting particularly strong leadership engagement and strategic support, and Turkish teachers perceiving high levels of social accessibility in art education. Across all four countries, teachers widely recognise material reuse as an effective way to enhance accessibility for financially disadvantaged students and to promote inclusive participation in art projects. The findings indicate that sustainability in art education relies not only on teacher creativity but also on systemic conditions such as leadership, infrastructure, and community collaboration. The study highlights art education’s dual role in fostering ecological responsibility and social inclusion, offering insights for school development and educational policy.
Copyright (c) 2025 Maja Kerneža, Boris Aberšek, Metka Kordigel Aberšek, Dejan Zemljak, Dario Assante, Dagnija Vigule, Tija Zīriņa, Murat Gürkan, Durson Uçan, İhsan Metinnam, Fikred Yıldız, Özlem Alp https://creativecommons.org/licenses/by-sa/4.0
Financial Management Capacities of School Committees in Managing School Funds in Selected Eswatini Schools
This study explored the financial management capabilities of school committees in selected primary and secondary schools in the Manzini and Lubombo regions. Effective financial management is essential for transparency, accountability, and the proper use of educational resources. In Eswatini, school committees play a central role in managing school finances. Guided by Agency Theory and Financial Governance Theory, this study examines how school committees in Eswatini manage financial resources and exercise accountability. The research used a phenomenological design and qualitative approach to explore the experiences of school committee members and principals. The study was conducted in five public schools across the two regions. Data was gathered through semi-structured interviews with ten participants and analysed using thematic analysis. The findings revealed five linked themes: limited financial literacy, weak budgeting processes, reliance on manual record-keeping, inadequate accountability mechanisms, and unclear role boundaries between principals and committee members. Together, these issues reduce transparency and hamper sound financial decision-making. The study concludes that decentralisation without proper capacity building leads to financial inefficiencies and undue dependence on school committees. It recommends continuous financial management training, the adoption of digital accounting systems, and a clearer definition of roles and responsibilities to strengthen accountability and governance in Eswatini’s education sector.
Copyright (c) 2026 Gawie Schlebusch, dr. Goodness Tshabalala https://creativecommons.org/licenses/by-sa/4.0
Blade Runner as a Means for Leadership Education
Purpose: The purpose of this article is to demonstrate how a science fiction film classic such as Blade Runner can be used as a means of leadership education. Approach: This article is conceptual and contends that the film Blade Runner serves as a powerful tool for leadership education by encouraging exploration of what it means to be human. Findings: We argue that Blade Runner could serve as a tool for leadership education, encouraging an exploration of what it means to be human. Scholars have noted that the film prompts critical questions and evokes unease. Moreover, the film prompts an existentially grounded reflection. Blade Runner offers a “thick description” of a possible future, making it suitable for thinking along various rhizomatic pathways to possible or already emergent human life worlds employing multiple educational methods, both direct and indirect, or in combination. Originality: Direct methods involve connecting the film to, for example, myths, while indirect methods might examine viewers' emotional reactions and reflections. Indirect methods, due to their open-ended nature, encourage students to explore their responses and develop a participatory learning process. Ultimately, the variety of narratives in Blade Runner makes it a compelling example of a medium that can contribute to a more holistic approach to leadership education.
Copyright (c) 2026 Trygve J. Steiro, Ragnar M. Vennatrø, Johan Bergh, Ole Boe https://creativecommons.org/licenses/by-sa/4.0
Optimizing Sustainable Manufacturing in Ekurhuleni’s Small, Medium and Micro Enterprises through Technological Production Management Tools
The research examines how Small, Medium, and Micro Enterprises (SMMEs) in Ekurhuleni Municipality can use technological production management tools to improve their sustainable manufacturing operations. The research involved surveying 300 manufacturing SMMEs through an online questionnaire developed by Google Forms from a total population exceeding for improving operational performance and sustainability. The research team used SPSS v28.0 to evaluate the 4,000. Response of 223 presenting 74.3% response indicated agreement or strong agreement with statements (B1 through B13) the need of access to technological production manufacturing tools of the business, showing that the majority recognize the importance of technological production management tools despite challenges in full utilization. The survey tool evaluated how well SMMEs access technological resources and their effectiveness difference between what manufacturers value in technological tools and their current ability to access these resources. The research results show that numerous businesses understand the worth of these tools, yet they do not have the necessary infrastructure or skills to deploy them. The research results identify three main obstacles which prevent technological adoption through high implementation expenses and insufficient digital skills and insufficient policy backing. The research results provide essential guidance for developing strategies to boost technological adoption in this business sector.
Copyright (c) 2026 Murembiwa Justice Mashau, Dr Mpanza, Mr Tshabalala https://creativecommons.org/licenses/by-sa/4.0
Artificial Intelligence in Online Assessment: A Review of Pedagogy, Support and Millennial Retention in Higher Education
Artificial Intelligence (AI) now emerges as an engine in education, with online assessments feeling its most immediate reverberations. This systematic literature review examines the connection between AI tools and the dynamics of the labour market, focusing on scholars in Higher Education Institutions (HEIs). Anchored in Herzberg’s Two‑Factor Theory, the review interrogates how AI‑powered assessment platforms shape institutional support, retention tactics, and pedagogical practice. As Gen X declines in the labour market, millennials digital natives seeking innovative and supportive environments have become the prevailing cohort on campuses, pushing universities to rethink assessment practices. AI promises scalable, personalized, and streamlined feedback solutions, yet its rollout raises concerns about staff workload, institutional culture, and digital readiness. To investigate these tensions, the research team applied the (Preferred Reporting Items for Systematic Reviews and Meta‑Analyses) PRISMA systematic‑review protocol. A total of 1267 records were retrieved, with 477 duplicates excluded. 790 titles and abstracts were screened, of which 412 were excluded for irrelevance. 378 full‑text articles were assessed, and 292 were excluded for insufficient methodological rigor or lack of AI assessment focus. Finally, 86 studies were retained for synthesis The review connects retention, institutional backing, and generational transitions to the growing use of AI in assessment. Findings show that AI can lift achievement and reduce administrative burdens, but its promise depends on alignment with millennial values and strong institutional endorsement. This study enhances understanding of how AI can sharpen assessment methods while supporting talent retention. In closing, the paper outlines take‑aways for HEIs, acknowledges limitations, and offers directions for future research into AI’s pedagogical and workforce repercussions.
Copyright (c) 2026 Murembiwa Justice Mashau, Tshilidzi Eric Nenzhelele https://creativecommons.org/licenses/by-sa/4.0
Barriers and Enablers to Competitive Intelligence Adoption in South African SMEs: A Contextual Analysis of Challenges and Opportunities
Small and Medium Enterprises (SMEs) are important for growth, jobs, and new ideas in South Africa's fast-changing economy. But they still can't use and integrate Competitive Intelligence (CI), which is a strategic tool for making businesses more sustainable and responsive to the market. The objective of this study is to look at how many SMEs in South Africa are using CI right now and to find the main things that make it easier or harder to use. The research specifically examines the impact of structural difficulties, including financial limitations, insufficient management and technical competence, inadequate infrastructure, and regulatory complications, on the strategic utilization of CI for the sustainability of SMEs. A quantitative study design was utilized, employing a self-administered web-based questionnaire sent to 400 SMEs in Gauteng and KwaZulu-Natal, yielding 179 valid replies. To make sure the data was reliable and to find relevant patterns, we used descriptive statistics, exploratory factor analysis, and Cronbach's alpha. The results show that there are big gaps in CI awareness, resource allocation, and strategy integration. They also show that there are ways to make things better through focused interventions, capacity building, and supporting legislative frameworks. This study enhances comprehension of CI dynamics in resource-limited SMEs contexts and offers practical guidance for policymakers, development agencies, and SMEs stakeholders. The research aids the strategic progression of SMEs in accordance with South Africa’s National Development Plan and its objectives for inclusive economic transformation by tackling the obstacles and utilizing the facilitators of CI adoption.
Copyright (c) 2026 Murembiwa Justice Mashau, Prof. Nenzhelele, Prof. Ramasimu https://creativecommons.org/licenses/by-sa/4.0
Knowledge Management as a Mediating Variable in the Relationship Between Digital Transformation and Enterprise Performance
The main objective of this study is to develop a structural causal model that integrates both direct and indirect relationships among the study variables to measure the causal link between digital transformation and enterprise performance, with knowledge management acting as a mediating variable. Data were collected from 72 personnel working in Tramway Management enterprises in Western Algeria (SETRAM), responsible for urban transportation in Oran, Mostaganem, and Sidi Bel Abbes—cities characterised by high population densities. A purposive (judgmental) sampling method was employed, and the collected data were analysed using the PLS-SEM approach. The research demonstrates a strong, direct positive relationship between digital transformation and knowledge management, as well as between knowledge management and enterprise performance. Although digital transformation also exerts a positive and statistically significant influence on enterprise performance, this effect is not particularly strong. Importantly, knowledge management exhibits a partial mediating role in the link between digital transformation and enterprise performance. The study offers insights into how government-supervised institutions perform during digital transformation. Findings emphasise the need to invest in digital transformation and knowledge management to maintain institutional continuity in line with Algeria’s economic reforms. This empirical study contributes to the ongoing debate by demonstrating that digital transformation enhances enterprise performance, particularly through the mediating role of knowledge management.
Copyright (c) 2026 D.Bachir. Zenagui , D.Chafia.Hadjadj , P. Roucham. Benziane , P. Mohamed. Saadaoui https://creativecommons.org/licenses/by-sa/4.0
Managing Teaching and Learning in South African Secondary Schools After the Abolition of Corporal Punishment
The abolition of corporal punishment in South African schools has significantly reshaped classroom management and disciplinary practices. This study explores how principals and teachers in Umlazi District navigate teaching and learning in the absence of corporal punishment. Using a qualitative interpretivist approach, the research draws on the lived experiences of 16 school management team members across four secondary schools. Findings reveal a disconnect between policy ideals and classroom realities, with educators facing increased learner defiance, strained teacher-student relationships, and emotional burnout. The study identifies systemic challenges such as inadequate training, limited resources, and inconsistent parental support. Despite these constraints, some educators have adopted restorative and learner-centred strategies, including behaviour tracking and collaborative learning. The Concerns-Based Adoption Model (CBAM) provides a framework for analysing educators’ responses to disciplinary reform, highlighting varied levels of adaptation and use. International comparisons underscore the need for culturally responsive and contextually grounded approaches to discipline. The study contributes to ongoing debates on post-corporal punishment education and offers practical insights for policymakers, teacher educators, and school leaders seeking to foster inclusive, respectful, and effective learning environments.
Copyright (c) 2026 Oluwatoyin Ajani, Emmanuel Ngogi Mahaye https://creativecommons.org/licenses/by-sa/4.0
TFP in Germany and the USA (2000–2017): Classical and Bayesian Approaches to Trend Analysis
This study analyses the trends in total factor productivity (TFP) in Germany and the USA during the period 2000–2017 using a combination of classical and Bayesian methods. First, TFP was calculated with the Cobb–Douglas production function and the Solow residual, and trends were estimated using linear and interaction models. Parametric estimates confirmed statistically significant higher TFP growth in the USA, while nonparametric permutation tests did not confirm these differences, highlighting the limitations of short time series. The Bayesian panel model made it possible to incorporate prior knowledge about the production function and provided more stable estimates, while posterior tests confirmed good model fit and robustness of the results. Despite the short time span and limited sample, the study offers a meaningful methodological framework for comparative productivity analysis that combines frequentist and Bayesian approaches. Such an approach can also be applied in studies of other countries or over longer time periods.
Copyright (c) 2026 Anton Pastukhov, dr. Rado Pezdir https://creativecommons.org/licenses/by-sa/4.0
Artificial Intelligence (AI) in Educational Management: Applications and Challenges
Because of its potential to improve the quality, accessibility, and effectiveness of educational systems worldwide, the incorporation of artificial intelligence (AI) into educational management has drawn the attention of numerous academics in the field. This study examines the uses and challenges of AI in educational management. The study uses resources such as Google Scholar, ResearchGate, ScienceDirect, and Scopus to synthesise material published between 2023 and 2025, employing a scoping review approach. According to the findings, the use of AI in educational management can improve student performance and engagement, automate repetitive tasks, facilitate data-driven decision-making, increase administrative efficiency, improve the quality and efficiency of management work, personalise learning experiences, support equity and inclusivity in education, optimise resources, and facilitate communication and engagement. Nevertheless, its use is hampered by issues like data privacy and security breaches, the digital divide, ethical concerns, high implementation costs, a lack of technical know-how, infrastructure constraints, a lack of AI-integrated curricula, restricted access to technology, and resistance to change. This review highlights the critical need for a more thorough understanding of AI in educational management and identifies key topics, gaps, and future research objectives in the fragmented literature. Future research should examine flexible approaches to integrating AI into educational administration, emphasising the value of ongoing studies in this area.
Copyright (c) 2026 Ass. prof. dr. Saifaldin Idris Onia, Elzain Elkhalefa Elkhder https://creativecommons.org/licenses/by-sa/4.0
Managing Change in Business Financing: A Worrisome Trend for SMEs’ Performance
Managing change is a pivotal phenomenon in fostering various sources of business financing to alleviate the worrisome issues often associated with promoting economic development and enhancing SME performance. The study objectives include examining available funding options, the relationship between financing access and business success, and the challenges of securing funds. The study employs a quantitative cross-sectional survey design, utilising two-stage sampling techniques of the clustered and purposive stratified sampling for the selection of three local governments with the highest presence of domiciled SMEs in Lagos State, Nigeria. A questionnaire was administered to a sample of 186 SMEs across the country, based on operational years, relevance, and accessibility. Data were analysed using Pearson's correlation and multiple regression. The study shows that effective management of change in SME financing increases performance, as revealed by results indicating that self-funding is the most commonly used financing option, with other methods showing a positive relationship. Profitability, market share growth, and operational efficiency are indicators of success in creating a user-friendly alternative financing mechanism. At the same time, high interest rates and limited access to information are the primary drivers of challenges for SMEs’ effectiveness. Implementing funding timeliness and availability to encourage key aspects of business performance, reinforce growth sustainability, and improve funding processes, interest rate percentages, literacy awareness programs, and flexible collateral to lower lenders’ risk perception. Study limitations include sample size, reliance on self-collected data, choice of statistical tools, and the use of a mixed-methods approach, all of which could be improved.
Copyright (c) 2026 Dr. Akeem Olanrewaju Ajani, Dr. Suraju Abiodun Aminu, Dr. Isaac Oludare Faseyiku https://creativecommons.org/licenses/by-sa/4.0
Does Higher Education Dropout in Slovenia Increase? An Empirical Assessment Using Robust and Bayesian Methods
Purpose: The study aims to assess whether dropout rates in Slovenian higher education have increased over time, focusing on persistence and potential trends between 2011 and 2019. It also seeks to evaluate how robust and Bayesian statistical methods can improve dropout analysis when only limited data are available. Study design/methodology/approach: The research uses aggregated dropout data from nine consecutive student cohorts (2011–2019) within the Targeted Research Programme (CRP V5-2360). The analysis combines descriptive statistics, robust methods (Theil–Sen estimator with bootstrap confidence intervals), and Bayesian regression modelling with weakly informative priors. This mixed methodological framework is particularly suitable for short time series and allows probabilistic interpretation of results. Findings: The results reveal that dropout in Slovenia is persistently high, averaging around 51%. Two distinct phases were identified: a decline between 2011 and 2015, followed by renewed growth from 2016 onwards. While classical robust methods yielded inconclusive results regarding a linear trend, Bayesian analysis indicated with high posterior probability (>95%) that dropout has been increasing by about one percentage point per year since 2015. Originality/value: This study contributes substantively by confirming that Slovenia belongs to the group of European countries with exceptionally high and persistent dropout levels. Methodologically, it demonstrates the added value of applying robust and Bayesian approaches to small-sample educational data, offering more reliable and nuanced insights than conventional frequentist techniques.
Copyright (c) 2025 Rado Pezdir https://creativecommons.org/licenses/by-sa/4.0
Digital Transformation of Companies in the Western Balkans
Purpose: The purpose of this research is to assess the state of digital transformation among companies in the Western Balkans and identify key opportunities and barriers. The study aims to inform strategies that enhance competitiveness, support sustainable development, and facilitate closer integration with the European Single Digital Market. Study design/methodology/approach: The methodology is a comparative, indicator-based assessment of digital transformation in the Western Balkans, combining statistical data, policy analysis, and a focus on SMEs and national strategies. Findings: The study reveals pronounced disparities in digital transformation across the Western Balkans, with Croatia and Slovenia approaching EU benchmarks, while Albania, Bosnia and Herzegovina, and North Macedonia continue to lag due to limited digital skills and underdeveloped infrastructure. Strengthening human capital, enhancing business adoption of digital tools, and reinforcing supportive policy frameworks are critical for advancing competitiveness and fostering deeper integration into the European digital single market. Originality/value: This paper contributes to the literature by providing a comparative, indicator-based analysis of digital transformation in the Western Balkans, a region that remains underexplored. It offers original insights into the role of SMEs, structural barriers, and policy frameworks, highlighting how digitalization can enhance competitiveness, promote sustainable development, and facilitate integration into the European single digital market.
Copyright (c) 2025 Teodora Kelečević, prof. dr. Dušan Lesjak https://creativecommons.org/licenses/by-sa/4.0
Educational Technologies, Student Engagement and Challenges in Blended Learning During the Recovery Phase of the COVID-19 Pandemic: A Scoping Review
Purpose: This scoping review explores the relationship between educational technologies and student engagement in blended learning environments during the post-acute phase of the COVID-19 pandemic. It seeks to identify the most effective technologies, their impact on engagement, and the challenges institutions face when implementing these tools. Study design/methodology/approach: The review adheres to the PRISMA-ScR guidelines and follows the Arksey and O'Malley (2005) framework, which has been enhanced by Levac et al. (2010). A systematic search was conducted across the prescribed journals using keywords such as "blended learning," "student engagement," and "Covid-19." The inclusion criteria focused on peer-reviewed articles published between 2019 and 2024, yielding 17 selected studies. Findings: The review emphasises key technologies such as Learning Management Systems (LMS), video-conferencing tools, and interactive multimedia resources that promote flexibility, active learning, and collaboration. Challenges included the digital divide, technical skill gaps, and alignment issues in pedagogy. Social and emotional support emerged as essential for maintaining engagement. Originality/value: The study provides universities with insights to optimise blended learning by addressing technological and pedagogical challenges. It underscores the need for inclusive strategies to support diverse student needs, fostering equitable and engaging learning experiences in the post-pandemic era.
Copyright (c) 2025 Takawira Ndofirepi https://creativecommons.org/licenses/by-sa/4.0
AI‑Optimized, CX‑Driven: High‑Volume Hiring for Sales, Retention, Support and Operations
Purpose: The purpose of this paper is to investigate the effectiveness of a hiring pipeline designed to be cost effective and improve customer experience (CX)—with an emphasis on candidate experience—to increase time to hire, candidate satisfaction, and eventual first year retention across supporting functions in sales, support, and operations in high-volume hiring firms. Design/methodology/approach: A mixed-methods design was utilized and was derived from ATS, CRM logs, industry standards, and AI simulations. Quantitative information was based on a before-and-after quasi-experimental design. In contrast, qualitative information was based on natural language processing (NLP) of recruiter-candidate exchanges using total AI and anonymized candidate surveys. Human-in-the-loop controls and bias checks (metrics) assured flexibility in AI deployment. Findings: Implementation of AI resulted in significant operational and experiential gains. Time to hire decreased from 28.4 to 14.7 days (−48.2%), candidate satisfaction was increased by 40% (6.2 to 8.7), and first-year retention was increased by 19% (72.5% to 86.3%). Qualitative data confirmed operational efficiencies, personalization, and increased perceived fairness. Research limitations/implications: The study was limited to a single large service-focused company, which is based on a pre–post design, without a randomized control group design, and therefore, the findings are not generalizable. Future research should examine AI-driven CX-enhanced hiring in more diverse organizational contexts and longitudinal or controlled experimental designs. Practical implications: With proper AI governance (e.g., bias audits, oversight checkpoints, and transparency), large volume hiring organizations can reduce hiring cycle time; improve retention; and reduce cost via AI-CX. Originality/value: This study demonstrates how AI can jointly improve efficiency and the candidate experience and identifies governance practices needed for ethical and sustainable adoption at scale.
Copyright (c) 2025 Oriana Valentina Rodriguez Guedes https://creativecommons.org/licenses/by-sa/4.0
Proficiency of teachers’ digital content creation
In this paper, we explore the proficiency in digital competencies of around 1,400 Slovenian teachers from 70 primary and secondary schools. Our main research question was: How proficient are teachers in the area of Digital content creation and what differences are observed across various projects? A quantitative survey methodology was employed to assess teachers’ competence in creating digital content. The findings reveal that teachers generally demonstrate basic to intermediate proficiency that varies across specific sub-competencies. Programming is by far the least developed sub-competence. The results highlight the ongoing need for targeted teachers’ professional development of digital competencies in order for students to benefit.
Copyright (c) 2025 Vanesa Korže, Vesna Skrbinjek https://creativecommons.org/licenses/by-sa/4.0
E-Portfolios in South African Higher Education: Fostering Autonomy and Lifelong Learning in Remote Contexts
Purpose: This study explores the transformative role of e-portfolios in South African higher education, particularly in promoting lifelong learning and fostering self-directed, autonomous students. It addresses the gap in understanding academics’ perceptions of e-portfolios' effectiveness in remote learning environments. Study design/methodology/approach: A qualitative interpretive systematic review was conducted, grounded in experiential learning theory, to analyse existing literature on e-portfolios and their impact on student development in remote contexts. Findings: E-portfolios enhance learning by encouraging goal-setting, progress tracking, and critical self-reflection, which support the development of both soft and technical skills. Academics view them as valuable tools for promoting student independence. However, challenges such as limited digital literacy and inadequate support systems hinder adoption, especially in under-resourced areas. Originality/value: This study contributes to the limited body of research on academic perspectives of e-portfolios in remote learning. It highlights their potential to enrich educational experiences and foster autonomy, while also identifying barriers that must be addressed to ensure equitable access and effectiveness.
Copyright (c) 2025 Oluwatoyin Ayodele Ajani, Welile Msimango, Zanele Mtshali https://creativecommons.org/licenses/by-sa/4.0
Copyright (c) 2025 Editor-in-chiefe https://creativecommons.org/licenses/by-sa/4.0
Exploring Legitimation Practices in Numeracy Education Curriculum: A Specialisation Code Analysis of Knowledge and Dispositions in a South African University of Technology
This study explores the integration of nursing within higher education curricula, using a case study from a South African University of Technology. It investigates how academic staff across faculties conceptualise, plan for, and embed numeracy in their teaching practices, particularly in the context of curriculum transformation and widening access. Drawing on Legitimation Code Theory (LCT) as the primary analytical framework, the study employs a qualitative case study approach, analysing interviews, curriculum documents, and planning artefacts. The findings highlight varying levels of awareness, conceptual clarity, and pedagogical strategies among lecturers when it comes to numeracy integration. The study identifies challenges including disciplinary silos, lack of shared understanding, and limited institutional support. However, it also surfaces promising practices, such as interdisciplinary collaborations and reflective curriculum design, that offer pathways for embedding numeracy meaningfully. The study argues that planning for numeracy requires both epistemological and social accountability, particularly in universities serving diverse student populations. It concludes by proposing a framework for enhancing numeracy through deliberate curriculum planning, cross-faculty dialogue, and professional development. The insights aim to inform higher education policy and practice in contexts grappling with curriculum transformation, equity, and academic literacy in quantitative reasoning.
Copyright (c) 2025 Oluwatoyin Ayodele Ajani, Shobal Rathilal https://creativecommons.org/licenses/by-sa/4.0
Human-centered approaches to technology: a review within a tourism context
Purpose: This paper lays the groundwork for future research by clarifying how a human‑centered perspective can be applied in tourism to harness digital technology for stakeholder value creation and enhanced human experience. Study design/methodology/approach: A systematic literature review following the PRISMA protocol was conducted across Web of Science, Academic Search Premier, and Hospitality & Tourism Complete to identify studies addressing human‑centeredness in tourism. Findings: The concept is at an embryonic stage in tourism scholarship. Terminology is inconsistent and few studies apply human‑centered theory in depth; gaps exist around technology‑supported co‑creation, network integration, and human agency in digital environments. Originality/value: By unifying the historical emancipatory view of human‑centeredness with tourism research, the study offers a reference framework for critically assessing digital technology adoption beyond profit‑driven narratives.
Tourism; Technology; Human‑centered; Digital humanism; Review; CriticalTourism
Copyright (c) 2025 Dr. Truls Engström, Anne Sofie Engelschiøn https://creativecommons.org/licenses/by-sa/4.0
Diverging and converging perspectives: Exploring the leadership of informal learning in knowledge work
Purpose: This study examines how experiences of informal learning and its management diverge and converge across organizational levels in a knowledge-intensive organization. The study bridges a gap in comparative perspectives concerning informal learning leadership by examining managerial and employee points of view. Study design/methodology/approach: The study employed a qualitative, cross-sectional case study design with 18 semi-structured interviews with managers and employees from within a multinational IT and consulting organization. Data analysis was conducted by an inductive thematic analysis, enabling the emergence of themes related to informal learning, learning modalities, leadership engagement and organizational support structures. Findings: The findings indicate a consensus among managers and employees that informal learning is important, but there is significant disagreement regarding its visibility, support and linkage to career development. Managers tended to depict their role as enabling autonomy, while employees perceive a lack of structured support and recognition. Informal learning was found to be prevalent but extremely invisible in formal organizational processes. Originality/value: This study deepens understanding of the leadership of informal learning by highlighting the concept of "symbolic autonomy", where support for learning is rhetorically there without substantive mechanisms. It provides a theoretical contribution by positioning the relational and systemic aspects of informal learning leadership in the front line and offering practical understanding of how informal learning can be embedded more effectively within organizational practice.
Copyright (c) 2025 Oona Vuorio, Arto Reiman, Päivi Kekkonen, Hannele Lampela https://creativecommons.org/licenses/by-sa/4.0
Building HE Institutional QA system and QA offices: the QA-SURE Project in Kosovo and Albania
Through the Erasmus+ QA-SURE project, this study examines the institutional development of internal Quality Assurance (QA) offices and systems in higher education institutions (HEIs) in Kosovo and Albania. The initiative concentrated on creating or improving specialised QA offices at three HEIs in Albania and two in Kosovo, as opposed to more general national QA system changes. The study emphasises the ways in which training, participatory governance, strategic planning, and infrastructure support aided in the development of institutional capacity, drawing on ESG 2015. Results show advancements in digitisation, student and stakeholder interaction, and quality culture. The report makes the case that system alignment with European standards and sustained academic success are made possible by institution-driven QA systems.
Copyright (c) 2025 Anica Novak Trunk, Nada Trunk Širca, Albana Ndreu Halili, Lejla Abazi Bexheti, Merita Shala https://creativecommons.org/licenses/by-sa/4.0
The Role of Effective Leadership on the Employees of Small and Medium Enterprises in Ghana
Purpose: Leadership style is one of the most crucial human resource-related outcomes and one of the most studied topics in management. The study assessed the role of effective leadership on employee performance on the small and medium scale enterprises (SMEs) in the Cape Coast Metropolis in Ghana. Study design/methodology/approach: A descriptive research design was adopted for the study. The population of the study constituted 480 SME’s but 205 participants responded to the questionnaire. Microsoft Excel was used to analyze and present the data in tables and chart for easy interpretation. Findings: The findings indicated that, transformational, transactional, democratic, laissez-faire and autocratic are some of the leadership styles exhibited by the SME operators in the Metropolis. It was revealed that, the factors influencing employee performance were planning and controlling ability, role model and self-confidence, standards of performance for group members, rewarding achievement and influence by subordinates. Finally, it was disclosed that, leadership styles exhibited by the SME operators positively influences employees’ performance. Originality/value: This study is useful to the SMEs operators and the National Board for Small Scale Industries (NBSSI) in Ghana to create policies on the leadership styles that will increase employee engagement and performance which will improve the economy growth in the country.
Copyright (c) 2025 Jane Arthur-Sam https://creativecommons.org/licenses/by-sa/4.0
Empowering Engineering - Technology and Practice Teachers: Joining Virtual Exchanges for Enriched Learning
Purpose: The purpose of the research was to explore how virtual exchanges can empower teachers of engineering and technology and practical subjects. The aim was to determine whether and how these teachers see virtual exchanges as an opportunity for personal and professional development, improvement of teaching, and exchange of good practices. Study design/methodology/approach: The research was conducted at the beginning of the 2023/2024 school year with interviews conducted via online video calls. The sample included 16 teachers and 2 students (future teachers of engineering and technology). Before the interviews, participants received an introductory presentation of the concept of virtual exchanges, and then answered four pre-prepared questions that focused on the perception and meaning of these exchanges for teachers. Findings: The results show that most teachers perceive virtual exchanges as a useful experience for exchanging ideas and good practices, learning about new pedagogical approaches, obtaining teaching materials, improving intercultural communication and professional and personal development. Teachers expressed interest in learning how subjects such as engineering and technology are taught elsewhere in the world, especially in terms of practical work. Some also raised concerns about the additional workload, but the overall responses were mostly positive. Originality/value: The paper is important because it focuses on a less researched area - the use of virtual exchanges in the context of technical education that includes practical work. The research fills a gap in the literature and offers valuable insights for the development of international collaboration among teachers of technical subjects and for the design of supporting platforms, tools and policies that would enable and promote this collaboration.
Copyright (c) 2025 Dejan Zemljak, Borut Čampelj, Urška Martinc, Maja Kerneža https://creativecommons.org/licenses/by-sa/4.0