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.
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
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
Exploring The Role of Engagement in Learning Within a Rescue Department Community of Practice
Purpose: The purpose of this study is to explore how engagement in a CoP within the rescue department could support learning, knowledge sharing and professional development. Study design/methodology/approach: A qualitative study based on focus group interviews was conducted exploring the context of work and learning in the rescue department. The two groups represented firefighters and fire officers. Findings: Engagement in the CoP is shaped by peer support, facilitation, intrinsic motivation and flexible participation, while organizational structures and leadership practices influence sustainability. Originality/value: This paper provides new insights into CoP dynamics in the emergency services, highlighting the importance of inclusive practices, adaptive leadership, and digital facilitation to foster engagement.
Copyright (c) 2025 Filip Sever https://creativecommons.org/licenses/by-sa/4.0
Attitudes of Engineering and Technology Teachers Towards the Use of Humanoid Robots in Education
Purpose: The aim of the study was to investigate the attitudes of teachers of technical and engineering subjects towards the use of humanoid robots in the learning process. The aim was to find out whether these teachers are more willing to integrate robots in the classroom than teachers of other subjects, and whether they perceive concrete possibilities to use robots in different learning situations (e.g. substituting in the absence of a student). Study design/methodology/approach: The survey was quantitative and conducted through an online questionnaire, which was completed by 206 teachers of different subjects and levels of education in Slovenia. The questionnaire contained two sets of statements - one on the willingness to incorporate robots, the other on the concrete possibilities of their use. The analysis of differences between teachers of technical and non-technical subjects was carried out using the Mann-Whitney U-test, using IBM SPSS software. The questionnaire had high internal reliability (Cronbach α = .912). Findings: The results showed statistically significant differences in the expressed willingness to incorporate robots, with teachers of technical and engineering subjects showing higher willingness than other teachers. However, there were no statistically significant differences in the perception of concrete possibilities for the use of robots, such as helping to work with students remotely, assisting teachers with administrative tasks, etc. Teachers of technical subjects expressed more interest and openness to the use of robots in the classroom. Originality/value: The research provides important insights into a specific segment of teachers (engineering and technology teachers) who, due to the nature of the subject, are more inclined to make practical use of new technologies such as humanoid robots. This is one of the few studies that comparatively analyses the attitudes of different groups of teachers towards this topic. The results have value for the further development of pedagogical approaches, teacher training and the design of strategies for introducing robots in schools, especially in STEM fields.
Copyright (c) 2025 Andrej Flogie, Jakob Škrobar, Dejan Zemljak https://creativecommons.org/licenses/by-sa/4.0
Modern Slavery in the Gig Economy: Analysing the Exploitation of Gig and Freelance Workers through AI-Driven Communication Strategies and Automated Surveillance
Purpose: In modern corporate slavery, especially in Gig and freelance there is a significant gap concerning the critical analysis of AI-driven communication technologies and automated surveillance instruments in continued exploitation. This article aims to explore how modern communication and AI technologies contribute to modern slavery within the gig economy by focusing on understanding the mechanisms through which AI-driven communication systems and automated surveillance techniques impact the autonomy, earnings, and rights of gig and freelance workers. Study design/methodology/approach: Through qualitative research, this article responds to how AI-driven communication and automated surveillance practices aggravate or mitigate the exploitation of gig and freelance workers. The authors interviewed twenty-two gig and freelance workers and six managers who employed gig and freelance employees. Moreover, Foucault's Theory of Surveillance (Panopticism), Labour Process Theory (LPT), and Technological Mediation Theory (TMT) helped to understand the crossroad between technological control, economic exploitation, and moderated communication. Findings: The results demonstrated that AI-powered communication systems improve efficiency and task distribution. However, they concurrently create power imbalances. Besides, this encourages continuous monitoring and algorithmic control, which creates employee dissatisfaction and marginalization. Originality/value: This research reinforces the discourse on labor practices within the digital economy by emphasizing the convergence of AI and modern slavery. On the other hand, it offers organizations insights into ethical AI usage for transparent communication practices in corporate slavery.
Copyright (c) 2025 Ioseb Gabelaia, Ramunė Bagočiūnaitė, Viktorija Navickienė https://creativecommons.org/licenses/by-sa/4.0
Redesigning Knowledge Creation Support in Online Environments: An Empirical Study on Process Structures and Adaptive Strategies
Purpose: This study aims to theorize and empirically validate a recursive and mediated support process for online knowledge creation in organizational contexts. Drawing on the IEM model—which comprises internalized expression, explicit collaboration, and mediated integration—the research challenges the conventional assumption that face-to-face interaction is a prerequisite for effective knowledge generation. Study design/methodology/approach: A large-scale nationwide survey was conducted with 2,408 business professionals in Japan. Structural equation modeling (SEM) was employed to examine the hypothesized relationships among the IEM model constructs, including a feedback loop structure from mediated integration to internalized expression. Findings: The analysis revealed that all three phases—internalized expression, explicit collaboration, and mediated integration—are not only sequentially connected but also mutually reinforcing. The recursive feedback from mediated integration to internalized expression was statistically significant, underscoring the adaptive and cyclical nature of digital knowledge creation. Originality/value: This study introduces a theoretically grounded and empirically validated IEM model for online knowledge creation. By demonstrating that effective knowledge generation can be sustained through digitally mediated, empathy-supported processes, the study provides a novel framework with strong implications for remote collaboration and knowledge management in hybrid work environments.
Copyright (c) 2025 Kouichi Hayashi https://creativecommons.org/licenses/by-sa/4.0
The Role of AI, Blockchain, Cloud, and Data (ABCD) in Enhancing Learning Assessments of College Students
Purpose: This study attempts to examine how ABCD (Artificial Intelligence, Blockchain, Cloud, and Data) technologies influence postsecondary learning measurements. It specifically examines students' beliefs, behavior, and action intentions, and how the ABCD technologies impact customized learning, academic integrity, collaboration, and belief in grading. Study design/methodology/approach: A quantitative design was applied with a structured survey distributed to university students. Statistical tests of correlation and regression tests were carried out to test the relationships between Perceived Usefulness (PU), Perceived Ease of Use (PEU), and Behavioral Intention (BI) in the adoption of ABCD technologies. Findings: Results did not imply a strong correlation between Perceived Usefulness, Perceived Ease of Use, and Behavioral Intentions, stating students' adoption of ABCD technologies is less likely to be accounted for by individual factors, i.e., institutional support, infrastructure, and faculty participation. Although students are aware of potential benefits of ABCD technologies in terms of enhancing assessment efficiency and security, concerns over fairness, usability, and engagement remain barriers to greater adoption. Originality/value: The present research adds to the Technology Acceptance Model (TAM) and Constructivist Learning Theory (CLT) by emphasizing the role of context and institutional drivers in the adoption of technology. It presents pragmatic advice to educational institutions for improving faculty development, digital infrastructure, and policy mechanisms for efficient and moral utilization of ABCD technology in assessment in learning.
Copyright (c) 2025 Joel Mark Rodriguez, Genesis Austria, Glen Millar https://creativecommons.org/licenses/by-sa/4.0
Personality Factors Impact on Success in the Mentor-Protégé Relationship
Purpose: Based on theory from the literature, an inventory for perceived success was created to analyse the relationships between personality factors and mentoring outcomes. Study design/methodology/approach: A written questionnaire was developed incorporating the Big Five Personality Dimensions and the inventory for perceived success. The analysis examined influencing patterns between personality factors and mentoring outcome. Findings: The model predicting relationships between personality factors and mentoring outcome was supported. Additional relationships were discovered between perceived success and both age discrepancy and gender constellations. Originality/value: The study provides a three-perspective framework for analysing mentoring relationships: the personality discrepancy between participants, each individual's personality separately, and an individual's personality in relation to their counterpart's perception of mentoring outcomes.
Copyright (c) 2025 Truls E. J. Engström, Mitja Gorenak https://creativecommons.org/licenses/by-sa/4.0
The Effectiveness of AI-Powered Sentiment Analysis in Corporate Communication in Improving Stakeholder Engagement
Purpose: There is limited research on Artificial intelligence and its distinctive and measurable impact on corporate communication and stakeholder engagement. Besides, existing and new research frequently lacks industry-specific insights, practical case studies, and cross-disciplinary insights. This article is the first of two articles on corporate communication and artificial intelligence developed by the authors. This article explores the effectiveness of integrating artificial intelligence into corporate communication to improve stakeholder engagement. Study design/methodology/approach: The authors used a mixed methodology, quantitative surveys (n = 241), and qualitative interviews (n = 7) with corporate communication managers. Convenience and Snowball sampling was used. Findings: AI-powered instruments significantly improve the capability to identify key sentiments, permitting organizations to respond proactively and maintain positive stakeholder relationships. Moreover, integrating AI in sentiment analysis improves feedback management processes, reducing response times and encouraging a more dynamic communication environment. Originality/value: in the times of AI, this research contributes to the practical and theoretical characteristics of improving stakeholder engagement in corporate communication, and offers recommendation for actionable decisions.
Copyright (c) 2025 Ioseb Gabelaia, Migle Smaidziunaite https://creativecommons.org/licenses/by-sa/4.0
Exploring ESP University Students’ Critical Thinking Skills through Films
Purpose Critical thinking as a new educational trend has been much discussed and proposed by theorists and educators in the recent decades and particularly in foreign language settings (Tarvin & Al-Arishi, 1991; Halpern, 2003; Liaw, 2007). The changing economic context has placed new demands on higher education as employers are in demand of new skills and abilities in future graduates among which critical thinking skills (McNair, 1997; Avis, 2010). So if we aspire to prepare our future graduates for the workplace and life, ESP teachers are not to be different to this new demanding situation. Thus, the purpose of the study was to embark in a new teaching learning experience with the aim of exploring the use film as a content material to help ESP students enhance their critical thinking skills along language learning. Study design/methodology/approach The study is the report of a qualitative action research that aimed at exploring how critical thinking skills could be enhanced within first year ESP students through the study of film viewing and analysis. Data was mainly gathered by means of interviews, classroom observations and students’ artifacts. Findings The study revealed that the participants were able to enhance their critical thinking skills after the film viewing and analysis experience. The study also suggested that film, as a content material can be an effective teaching tool to engage students to analyze, interpret and discuss. Thus, providing insight into a useful teaching approach that can help English language learners enhance their critical thinking skills.
Copyright (c) 2025 Dorsaf Selmi https://creativecommons.org/licenses/by-sa/4.0
Learning Analytics: A Case Study on Exploring Social Interaction and Problem-Solving Strategies
Purpose: The purpose of this study is to preliminarily verify the concept of personalised and collaborative learning and to formatively observe students' knowledge, skills, problem-solving strategies and social dynamics in the classroom. Study design/methodology/approach: The study was conducted with 8th grade students (N=21) using the ClassRoom Analytica (CRA) application as part of a thematic unit on ionic bonds. Students participated in digitally facilitated group problem-solving activities guided by predefined parameters for accessing information. Findings: The use of the CRA application proved highly beneficial in a heterogeneous class as it was responsive to all students and provided the teacher with detailed information about each individual’s role within the class. Originality/value: This study presents CRA as a novel integration of learning analytics and domain-specific visualisations in the science classroom.
Copyright (c) 2025 Vladimir Grubelnik, Nataša Rizman Herga, Andrej Flogie, Mihaela Brumen, Marko Marhl, Dejan Dinevski https://creativecommons.org/licenses/by-sa/4.0