The Connection between Mentoring, Continuous Learning and Sustainability

The modern workplace is undergoing significant changes as the Gen Z cohort, born between the mid-1990s and mid-2000s, enters the workforce. Gen Z has very different expectations compared to prior generations, demanding flexible work arrangements, continuous learning opportunities, and a strong sense of purpose in their work. To attract and retain top Gen Z talent, organizations must take a holistic and innovative approach, moving beyond standard HR policy adjustments. This article outlines three key challenges faced in engaging Gen Z employees - disengagement with traditional work structures, demand for continual skill development, and expectations of strong organizational purpose. It then provides research-backed recommendations for embracing flexible and remote work, offering continuous learning and skill-building opportunities, and aligning work with a clear organizational purpose and values. Successful implementation of these innovative workforce models is critical for organizations to build a sustainable talent pipeline for the future.

Background. The relevance of the presented topic should be associated with the existential situation characterized by the active development of the information society and its transition to a knowledge society, in which the values ​​associated with self-education and self-development of the individual prevail. Therefore, the strategy of continuous learning «throughout life» is in demand, allowing to satisfy the needs of the individual for self-development and self-improvement. The subject of this study is the concept of continuous lifelong learning, which acts as a practice of «self-care». Purpose. The main goal of the article is to explicate the axiological potential of continuous lifelong learning and to show that such learning acts primarily as «self-care», allowing the individual to develop and improve. Materials and methods. For the logic of development and solution of research problems, such methods as conceptual modeling, interpretation, and the method of contextual analysis were of great importance. The main provisions of the article contribute to the formation of a general conceptual idea of ​​the potential of continuous lifelong learning both for self-development and improvement of the individual, and for understanding the existence of the individual in the knowledge society. Results. The article raises the question: how or with the help of what can the strategy of continuous lifelong learning be implemented? It is stated that the demand for continuous lifelong learning of a large number of people can be satisfied only with the help of e-learning and distance learning technologies. And online courses, in particular massive open online courses (MOOCs), are the most popular and promising. It is argued that thanks to online courses, each person is potentially capable of creating a space for (self) education, and in a situation of personal readiness for continuous learning, MOOCs as a special case of online courses appear to be a phenomenon that contributes to the implementation of the practice of «self-care».

Collaboration and continuous learning

There is a synergistic potential between heritage and tourism which can offer a type of special interest tourism. However, despite the potential, it also brings out conflicts that result in negative socio-cultural impacts. Therefore, sustainability issues should be considered in developing heritage tourism. There are three dimensions incorporate in Sustainable Development, which are environment, economic, and social. As sustainable tourism was derived from sustainable development, thus the three dimensions of sustainable development are also applied in sustainable tourism development, especially in sustainable heritage tourism. Generally, the relationships between the three aspects of sustainable development are assumed to be compatible and mutually supportive. However, among the three dimensions of sustainable development, social sustainability is the least developed and often is proposed in relation to ecological or economic sustainability. There have been efforts to address and incorporate the social dimension of sustainability into standard setters, planners, and practitioners in many diverse areas such as forest certification, organic agriculture, conventional agriculture, urban and regional planning, corporate social and environmental management, reporting, and responsibility and fair-trade certification. However, there are still few studies of the social dimension in tourism development. To achieve sustainable tourism development, we cannot neglect the social dimension and only focuses on the economic and environmental dimensions. Social sustainability is not absolute or constant which has to be considered as a dynamic concept, which will change over time in a place. The purpose of this study exploring the key aspects of sustainable tourism development social dimension which is linked to theoretical and on how we should define and understand the fluid concept of the social dimension in tourism sustainability that can also be applied in heritage tourism. This research is using a systematic literature review to identify social dimension aspects or themes of sustainable development, sustainable tourism development, and sustainable heritage tourism. The preliminary findings show that there are few studies of the social dimension of sustainable tourism development. Therefore, it is rather difficult to obtain related articles of the social dimension, especially in the tourism subject fields. To this point, 160 works of literature were obtained and after screening, assessing, and selecting against the criteria for eligibility, there were 19 pieces of literature selected. Selected literature was reviewed to explore how the social dimension aspect in sustainable development debates is variously understood and how it constructs a social pillar. This research compiles a cross-disciplinary major theoretical concept from sustainable development, sustainable tourism development, heritage tourism, political sociology, economic theory, social theory, governance, and urban development to build a new multi-dimensional inquiry into the subject of social sustainability. Thus, this research gives a comprehension of the aspects of social sustainability which contributes to the improvement of the fluid concept of social tourism sustainability, especially in heritage tourism.

본 연구는 의도하지 않게 발생할 수 있는 직무소진이 조직 내 학습조직활동에 어떠한 영향을 주는가를 연구하고자 하는 것이었다. 연구의 결과, 첫째, 학습조직활동 중 지속학습 기회제공에 영향을 미치는 독립변수는 정서적 탈진이 부(-)의 영향관계가 있는 것으로 분석되었다. 즉, 정서적 탈진이 낮을수록 지속적인 학습의 기회제공이 더 높아진다고 볼 수 있다. 하지만 개인성취감 감소는 지속학급 기회제공에 에 유의한 영향을 미치지 않은 것으로 나타났으며, 이는 학습조직활동의 모든 종속변수에 영향을 미치지 않는 것으로 분석되었다. 둘째, 학습조직활동 중 연구와 대화 활성화에 영향을 미치는 독립변수는 정서적 탈진이 부(-)의 영향관계가 있는 것으로 분석되었다. 즉, 정서적 탈진이 낮을수록 연구와 대화 활성화가 더 높아진다고 볼 수 있다. 셋째, 학습조직활동 중팀 학습 조직화에 영향을 미치는 독립변수는 정서적 탈진이 부(-)의 영향관계가 있는 것으로 분석 되었다. 즉, 정서적 탈진이 낮을수록 팀 학습 조직화가 더 높아진다고 볼 수 있다. 넷째, 학습조직 활동 중 지식공유 시스템에 영향을 미치는 독립변수는 정서적 탈진이 부(-)의 영향관계가 있는 것으로 분석되었다. 즉, 정서적 탈진이 낮을수록 팀 지식공유시스템이 더 높아진다고 볼 수 있다. 다섯째, 학습조직활동 중 자율 역량 활동에 영향을 미치는 독립변수는 정서적 탈진이 부(-)의 영향관 계가 있는 것으로 분석되었다. 즉, 정서적 탈진이 낮을수록 자율 역량 활동이 더 높아진다고 볼 수있다. 여섯째, 학습조직활동 중 조직과 환경 상호 연계에 영향을 미치는 독립변수는 정서적 탈진이 부(-)의 영향관계가 있는 것으로 즉, 정서적 탈진이 낮을수록 조직과 환경 상호 연계가 더 높아 진다고 볼 수 있다. 일곱째, 학습조직활동 중 전략적 학습 리더십에 영향을 미치는 독립변수는 정서적 탈진이 부(-)의 영향관계가 있는 것으로 분석되었다. 즉, 정서적 탈진이 낮을수록 전략적 학습 리더십이 더 높아진다고 볼 수 있다. 본 연구의 시사점은 학습조직을 잘 구축하고 교육의 효과 성을 향상시키기 위해서는 직무소진을 줄일 수 있도록 조직은 노력을 해야 할 것이다. 결국 직무 소진이 되지 않도록 선행적인 관리가 중요할 것이다.This study examines the effects of burnout on learning organization activities. The results of this study show that, first, among learning organization activities, the provision of continuous learning opportunities is negatively associated with emotional exhaustion, the main independent variable in this study. Individuals who feel less emotionally exhausted tend to be given more opportunities for continuous learning. However, the study signifies that reduced personal achievement does not have a meaningful impact on continuous learning opportunities, as well as all the other dependent variables of learning organization activities. Second, among learning organization activities, research and dialogue facilitation is negatively correlated with emotional exhaustion (independent variable), which means that individuals who feel less emotionally exhausted are more encouraged to conduct research and dialogue. Third, among learning organization activities, learning organization effectiveness has a negative relationship with emotional exhaustion (independent variable). A team of members with less emotional exhaustion is more likely to be transformed into a learning organization. Fourth, among learning organization activities, a knowledge sharing system is negatively associated with emotional exhaustion (independent variable). The less emotional exhaustion team members feel, the better knowledge sharing system could work within the team. Fifth, among learning organization activities, self-competence is negatively correlated with emotional exhaustion (independent variable). When individuals feel less emotionally exhausted, they are more likely to be engaged in self-competence activities. Sixth, among learning organization activities, mutual relationship between an organization and the environment is negatively associated with emotional exhaustion (independent variable). When organizational members feel less emotionally exhausted, the mutual relationship between their organization and the environment in which they operate can be enhanced. Finally, among learning organization activities, strategic learning leadership is negatively correlated with emotional exhaustion (independent variable). When members of an organization feel less emotionally exhausted, strategic learning leadership can be enhanced within the organization. Finally, company sould prepare the precedence of burnout management.

Background: Employing a focused study methodology, our investigation centers on the motivational drivers from the perspectives of midwives, elucidating key incentives that shape their dedication to the successful and very efficient implementation of preventive healthcare initiatives within the operational framework of an Integrated Care Organization (ICO) in Poland. Inclusion criteria and Methods: A qualitative research design was employed, featuring focused interviews conducted with midwives operating within the integrated care structure in Poland. All 6 midwifes working in 4 medical centres in a rural and small town community, which turned out to have much better results than large city (70%, 63%, 69% and 65% in cervical cytology prophylactic programme in small town and rural area of lukowski county (eastern part of Poland, close to the border with Belarus and Ukraine) vs 31% in the capital city of Warsaw) were selected to participate in a focus group discussion, ensuring a diverse representation of experiences and viewpoints pertaining to midwife-led prophylactic programs. Thematic analysis was employed to discern recurring patterns and emergent themes from the collected data. Results: The study identifies several pivotal incentives that contribute to the commitment of midwives in facilitating efficient prophylactic programs. Foremost among these is the intrinsic motivation rooted in a sense of professional fulfilment derived from actively contributing to preventive healthcare measures. Midwives expressed a genuine commitment to enhancing patient outcomes through the promotion of health and the prevention of ailments. Moreover, current integrated care organisation politics, extensive financial incentives and the provision of ongoing professional development opportunities emerged as significant extrinsic incentives. Midwives acknowledged the importance of continuous learning, skill enhancement, and staying abreast of innovative healthcare practices as instrumental in fostering efficiency. Institutional support in the form of educational resources, workshops, and training sessions was deemed crucial in bolstering midwives' competence and efficacy in prophylactic initiatives. Additionally, the study underscored the value of recognition and acknowledgment within the organizational context as motivational stimuli. Midwives expressed that acknowledgment of their contributions, both at individual and collective levels, served as a reinforcement mechanism, fostering a positive work environment and a sense of professional pride. Conclusion: This focused study provides comprehensive insights into the intrinsic and extrinsic incentives shaping midwives' commitment to the efficient execution of prophylactic programs within the context of an Integrated Care Organization in Poland. The identified motivational factors, encompassing intrinsic professional fulfilment, current integrated care organisation politics, extensive financial incentives, opportunities for continuous learning, and institutional support, inform strategies to optimize midwives' engagement in preventive care delivery, thereby contributing to the overall effectiveness of integrated healthcare systems.

In the knowledge society today, there is a strong need for providing continuous lifelong learning opportunities. Recently, the Covid-19 pandemic has acted as a catalyst for technology enhanced learning, involving new challenges for higher education. The main focus for this study has been the ongoing reform of higher education for providing lifelong learning opportunities. This study is the second phase of a Delphi study on higher education reform. Data were gathered by email interviews with an expert panel, where all respondents have genuine knowledge in the field of technology enhanced lifelong learning. The interview answers were analysed according to the Grounded Theory concepts of open coding and axial coding. The central main category for the axial coding was ‘Higher education reform for the provision of lifelong learning opportunities. This category was later found to be dependent on ‘Infrastructure’, ‘Multimodal delivery’, ‘Pedagogical change’, ‘Financial aspects’, and ‘Quality and organisation’, ‘Digital literacy’, ‘Accessibility’, and ‘Equity, diversity and inclusion’.

Most physicians believe that to provide the best possible care to their patients, they must commit to continuous learning. For the most part, it appears the learning activities currently available to physicians do not provide opportunities for meaningful continuous learning. At the same time there have been increasing concerns about the quality of health care, and a variety of groups within organized medicine have proposed approaches to address issues of physician competence and performance. The authors question whether CME will be accepted as a full partner in these new approaches if providers continue to use current approaches to planning and assessing CME. A conceptual model is proposed for planning and assessing continuous learning for physicians that the authors believe will help CME planners address issues of physician competence, physician performance, and patient health status.

This qualitative research study explores employee attitudes and coping behaviors toward AI artificial intelligence implementation using Lazarus and Folkman’s (1984) Coping Theory as a framework. Thirteen healthcare technology professionals participated in semi-structured interviews. Thematic analysis revealed five key themes: mixed attitudes toward AI, support for continuous learning, organizational communication gaps, and privacy and security concerns. Participants expressed both optimism and anxiety, using problem-focused strategies like self-direct learning and emotion-focused coping such as avoidance. The research demonstrates organizational challenges in communication, training, and infrastructure. This research provides practical recommendations for ethical AI adoption, including transparency, secure tools, and continuous learning opportunities.

Having a greater role in the social and environmental sustainability has caused many challenges to addressing the paradigm of sustainable development in developing countries. The aim of this study is to update the uses and commons of the ergonomics with the sustainable development paradigm. In this review study, to find relevant literatures the “Ergonomics”, “Human Factors”, “Sustainable Development, and Sustainability” were searched as core keywords. The search was limited since 2000 to 2017. Finally, 13 articles were selected. The results indicated a dramatic increase in the number of articles in ergonomics and sustainable development field recently. These results indicate the role of micro-ergonomic interventions in sustainability that can take place in various economic, social or environmental domains. Reducing occupational accidents and illnesses and increasing the health of employees is related to aspects of social sustainability and leads to social sustainability in people's work life. Ergonomics attention to design/redesign of systems including production subsystem, communications, human resources and other support subsystems, such as health and well-being, and the system's life cycle consideration can be a move towards the sustainability.

The pressures of coping with the real‐world situations of daily operations do not afford many opportunities for continuous learning or contemplation in industry. Hiring young talent from universities is intended to bring in knowledge, but these people usually lack the work experience necessary to integrate their knowledge into the realities of the new job. Hiring talented people from one's competitors presents analogous problems. One option that is not considered often enough is for industry to support grants and stipends for new research at the university level. This paper will present the connections between innovation and systems engineering and the motivations for sustainable innovation. Cases are selected for illustration. The paper draws on the wealth of innovation literature derived from INCOSE publications, and other research sources.

This is an inquiry into adult Mexican English foreign language learners' perceptions of the significance of culture in teaching and learning of English as foreign language. The participants were Spanish-speaking adults studying at the university level in Morelia, Michoacan, Mexico. Working within the framework of qualitative-interpretative methodology, the focus of this inquiry is the investigation of the participants' perceptions of their experiences in the context of the inquiry in the classrooms. This context was an EFL course designed specifically for Spanish-speaking adults in Mexico based on the analysis of my personal experiences as an adult language learner and as an EFL teacher in Mexico. The research questions of this inquiry are: • What are adult learners' perceptions of beginning with an overview of the history and development of the target language? • What are adult learners' perceptions of learning about particular target culture where the target language is spoken? • What are adult learners' perceptions of the inclusion of their maternal language and culture in foreign language learning? • What are adult learners' perceptions of working with awareness of language, culture and learning in the foreign language classroom? • What are adult learners' perceptions of explicit teaching in the foreign language classroom? The indications of this inquiry are that some adult EFL learners in Mexico perceive that an introduction to the target language and culture for the adult learner is called for in order to meet adult learner needs, along with the inclusion of the learner's maternal language and culture in EFL teaching and learning, an orientation to foreign language learning, and explicit teaching rather than other types of activities in the classroom. The practical application of these issues in the foreign language classroom with adults may not be indicated in all situations or appreciable for a adult learners.

Teaching adult learners is not an easy mission for instructors. Among many factors affecting adult learners' learning, motivation seems to be the most significant. Studies on adult learners' motivation, especially on Vietnamese ones who pursue political science programs to become leaders in government offices and in the private sector, are still limited. Accordingly, this current study was conducted to investigate what motivates adult learners to be successful in their learning. Forty-six instructors who have worked with adult learners in political science programs for at least five years participated in this study to provide their perceptions of adult learners' reasons for taking an advanced political science course. A sixteen-item questionnaire was used to collect the quantitative data on teachers' perception of learners' motivators, and two focus group interviews were conducted to gain an in-depth understanding of the motivators stimulating learners to get involved and thrive in their study program. According to the survey results, the instructor participants perceived the desire to serve the community and the country and the trust of beloved people as the primary motivators for encouraging adult learners to continue their learning. Additionally, personal advancement and selfinterest were also believed to have a remarkable impact on adult learners' learning motivation. The research context contributes to an explanation of why these motivators were highly perceived as adult learners' motivators. The results also stated the important role of institutional support for them to stay focused on their learning and foster the values of their school comeback.

The subject of research is the theoretical basis for understanding the essence of the potential and practical approaches to the formation of its componentsfor sustainable development of the enterprises, particularly in agricultural industry. The purpose of the research is to study the essential characteristics and components of the enterprise’s sustainable development potential, and to foremost determine the interaction of economic, social and environmental sub-potentials at the level of enterprise. Results of the research. Author's interpretation of the concept of enterprises’ sustainable development potential is proposed. It has been revealed that in the list of components of sustainable development potential, the innovative component acquires special significance, and forms an innovative field for the further development of economic, environmental and social potential.It has been determined that an innovative field in agro-industrial production should be formed by the large processing enterprises of agricultural industry.In order to further stimulate them, innovators should participate in management of innovative companies and be supported by the state.Summarizing of the essence and the author's definition of the terms «social» and «environmental» potentialof the enterprise’s sustainable development was provided.The basic structures of economic and social potential for sustainable development of agro-industrial enterprises have been developed.The interconnection between economic, social and environmental components of agro-industrial enterprises’ sustainable development has been exposed. Field of application of the results – the enterprises of agricultural industry, and further scientific research on evaluating the components, and forming the organizational and managerial directions of agro-industrial enterprises’ sustainable development potential’s use. Conclusions. The results of studying the theoretical views on the content of «enterprises’ sustainable development potential» phenomenon indicate a triple determination of the process of its creation and functioning.It is determined by the dynamics of the structure and direction of public needs, and also by the possibilities of interaction of one factor (environmental and social) with another (economic), providing balance between them.

Organisations consider knowledge as a vital factor and important resource, as effective knowledge management can stimulate sustainable competitive advantages for firms, (Darroch, 2005, Liebowitz, 2001). Therefore, improving knowledge management processes especially in terms of effectiveness and efficiency became crucial for the learning organisations (Omotayo, 2015) This paper thus explores whether and how knowledge management works in various organisations operating in Hungary. Our empirical research inquires KM initiatives detectable in these organizations, their knowledge management systems, the potential roles of digital technology in the field of knowledge management and their environment and networking opportunities in knowledge sharing. The study uses data collected from 265 employees of various companies in Hungary, it uses independent samples t-test (ANOVA), Scheffe analysis and Spearman’s rank corelation to investigate correlations between different dimensions and items of the Dimensions of Learning Organisations Questionnaire (Watkins and Marsick, 2003). Research results show that organisations mostly focus on providing continuous learning opportunities and neglecting other important factors, they face challenges in terms of effective adult learning, meantime managers may not be fully exploiting their potential in terms of knowledge management. Customer satisfaction and its connectedness to knowledge management systems are hardly recognised and less integrated, though this is key success factor for business competitiveness. ICT investment and strategies are not necessarily connected to such important dimensions like knowledge management strategy, leadership, future vision or creating continuous learning opportunities.