Purpose This study explores the transformative impact of open and distance education (ODE) on the lived experiences of learners at Anadolu University, one of the world's largest ODE universities. Design/methodology/approach Adopting a qualitative phenomenological approach, this research draws on the narratives of 953 learners to examine how the ODE experience affects the personal, professional and social dimensions of their lives. Findings The findings revealed four overarching themes: being a lifelong learner, turning dreams into reality, starting a new career and overcoming disabling conditions. Learners reported benefits ranging from intellectual and personal growth to overcoming sociocultural, financial and physical barriers to higher education. The results further demonstrate how ODE contributes to individual empowerment, social equity and human development by widening access to higher education among non-traditional and underserved populations. Originality/value This study highlights the significance of learner-centered, inclusive and flexible educational models in advancing lifelong learning and supporting the broader goals of sustainable development. By giving voice to learners' experiences, this study contributes to a deeper understanding of the value and potential of ODE in transforming lives and fostering inclusive educational environments.

Purpose This study explores the factors influencing enrollment and learning preferences of current and prospective open and distance learning (ODL) students in Malaysia. Understanding these factors is essential for addressing challenges related to enrollment and retention in ODL. Design/methodology/approach A convergent parallel mixed-methods design was employed, integrating qualitative and quantitative data. Semi-structured interviews identified factors influencing ODL enrollment, while a survey using a student preference profile assessed learner preferences. Integrating these methods provided a comprehensive understanding of both perspectives. Findings Qualitative findings revealed that time constraints and limited access to human support services are significant factors influencing ODL enrollment. Quantitative results showed that both current and prospective students share similar learning preferences, including a desire for peer and instructor collaboration, flexible learning schedules and an emphasis on deep learning. Research limitations/implications The study focuses on ODL students in Malaysia, which may limit generalizability to other educational contexts. Further research is needed to explore these factors across diverse ODL settings. Practical implications Based on these findings, the study recommends that ODL providers enhance student engagement by strengthening instructor interaction, fostering peer collaboration and promoting learner autonomy and independence. Originality/value This study offers a novel contribution by examining both prospective and current ODL students, addressing a gap in previous research, which has primarily focused on current students. The findings provide actionable strategies for ODL institutions to improve retention and success rates.

PurposeThis study investigates how digital literacy, digital competence and work behavior influence online teaching productivity among educators in higher education. It aims to understand how these elements interact to enhance digital teaching effectiveness.Design/methodology/approachA mixed-methods approach was employed. Quantitative data were gathered via surveys from 200 educators, and qualitative insights were obtained through interviews with 20 educators. Data were analyzed using structural equation modeling (SEM-PLS) and thematic analysis.FindingsDigital competence had a strong positive impact on teaching productivity. While digital literacy alone did not show a significant direct effect, its influence was enhanced when combined with positive work behavior. The qualitative findings supported the need for continuous training, motivation and adaptability in improving online teaching.Originality/valueThis study contributes to the understanding of how digital skills and behavioral factors jointly impact online teaching performance. It provides a framework for integrating professional development with behavioral competencies to enhance digital education.

PurposeThis research examines the essential competencies open university students in Thailand require to meet the demands of the sustainable smart manufacturing industry. The study addresses skills gaps in technological, green, 21st-century and future-thinking dimensions, aligning with Thailand’s 4.0 strategy and the United Nations Sustainable Development Goals.Design/methodology/approachA mixed-methods approach was employed, integrating quantitative data from a survey of 421 undergraduate students, selected through stratified sampling and qualitative insights from 31 industry experts, chosen using purposive sampling. Competency assessments were validated using a four-dimensional model and analysed through descriptive statistics to compare expert expectations with student self-assessments.FindingsThe study identified significant discrepancies between expert expectations and student self-assessments, particularly in advanced technological skills (e.g. robotics and Internet of Things [IoT]) and green competencies (e.g. lifecycle assessment). While students demonstrated moderate proficiency in 21st-century and interpersonal skills, comprehensive curriculum adjustments are required to address these critical gaps.Practical implicationsThe findings highlight the need for curriculum reforms integrating blended learning, hands-on practical training and academic–industry collaboration. These measures are critical for equipping students with the skills required for sustainable smart manufacturing.Originality/valueThis study offers a validated, multi-dimensional competency framework tailored to the sustainable smart manufacturing industry. It provides actionable insights for educators and policymakers to bridge educational and industrial gaps and ensure workforce readiness for an evolving technological landscape.

PurposeThis study examined students’ perspectives on teachers’ written formative feedback on their writing assignments in an online learning setting.Design/methodology/approachA qualitative approach was used to gain insights into the effect of individual written formative feedback on writing assignments from teachers in an online setting. Eight matriculated doctoral students participated, and data collection was conducted using a set of open-ended questions distributed at the end of their program.FindingsThe findings indicated that feedback helped students improve their writing competencies. Meaningful feedback also played a role in communication between students and the teacher, ultimately promoting effective learning and strengthening the students’ motivation and self-esteem. Feedback provided beneficial guidance for students with limited experience in writing academic papers.Practical implicationsThis study emphasizes the value of feedback during the teaching and learning process for both teachers and students. In a distance learning context where students and teachers are separated, feedback is essential in students’ communication with the institution and the teacher.Social implicationsThe findings emphasize the importance of teacher feedback. Instead of generic praise, students value feedback that addresses specific issues in their assignments. Giving feedback is time-consuming; however, this work reveals that individual formative written feedback is an effective solution to help distance learning students improve their academic writing skills.Originality/valueMeaningful feedback enables students to enhance their critical thinking skills, which in turn improves their academic writing abilities. Further work is required to determine the information that should be included in the feedback to enhance learning outcomes.

PurposeArtificial intelligence (AI) is an emerging research variable. It aims to enhance students' cognitive and creative abilities through the use of AI applications to better think and perform in their various academic fields. Nowadays, AI tools and applications are rapidly growing in the education sector and have not yet been fully studied in online and distance learning (ODL) settings with respect to students’ creativity (SC). Based on the theory of planned behavior, the objective of this study is to highlight the role of AI in SC in ODL education. This research also investigates the mediating role of happiness between the use of AI and SC.Design/methodology/approachThe study used a mixed-method approach to measure the students’ perceptions, integrating both quantitative and qualitative tools and techniques. Data were collected through a questionnaire and structured interviews of ODL students through convenience sampling. The quantitative data were analyzed through the PROCESS macro in SPSS, whereas the qualitative data were analyzed through content analysis.FindingsFindings reveal that AI is positively associated with SC. Additionally, the results show that AI is positively related to SC indirectly through its impact on happiness, highlighting the mediating role of psychological well-being in the relationship between AI and creativity.Originality/valueIn today’s diverse and highly competitive educational environment, the psychological and emotional well-being of the students has a strong impact on their perceived behavioral control and attitudes. This study provides novel implications for policymakers, educationists and teachers to enhance SC by understanding the underlying mechanism through happiness.

PurposeThe paper aims to clarify the mediating effect of spirituality on the relationship between principal leadership and pre-service teacher efficacy in open and distance learning (ODL) environments. The issue of leadership weaknesses in school management remains a pertinent area of exploration.Design/methodology/approachThis study employed a quantitative methodology, collecting data from 300 pre-service teachers engaged in ODL settings in Penang. The data were analysed using partial least squares-structural equation modelling (PLS-SEM) with Smart PLS software version 3.3.3 to evaluate the hypotheses.FindingsThe results show that principal leadership has a positive and significant influence on spirituality. Additionally, the findings indicate that the three dimensions of spirituality meaningful work, a sense of community and alignment with organisational values also significantly influence principal leadership. Furthermore, the results show that spirituality has a positive and significant influence on teacher efficacy.Research limitations/implicationsThe field of research, education and leadership in private preschools can benefit from the findings of this study. However, the study is limited by its focus on private preschools within Penang, restricting the generalisability of the findings to other contexts. Additionally, relying solely on a quantitative research method may not capture the full range of administrative styles adopted by leaders in these settings.Practical implicationsThis research highlights the importance of leadership in early childhood education, offering insights for private preschool management and the Ministry of Education. It examines the relationship between principals’ leadership styles, self-efficacy and spirituality, which influence teacher effectiveness. The study underscores the need for strong support in teacher training and professional development, particularly for pre-service teachers in ODL programmes. Continuous qualification upgrades are essential for ODL teachers to balance learning and teaching. Effective leadership significantly impacts preschool teachers, who must manage teaching, administration and student needs, emphasising the role of leadership in fostering quality education.Social implicationsThis study highlights the social implications of transformational leadership in early childhood education, emphasising its impact on teacher effectiveness and spirituality. Using Bandura’s social cognitive theory, it explores how leadership styles shape self-perceptions and behaviours within a social environment. The findings suggest that principals play a crucial role in fostering a supportive culture, aligning with Goetz et al. (2021). By prioritizing social sensitivity, preschool leaders can enhance teacher guidance and minimize conflicts. Additionally, the study contributes to Malaysian preschool literature, revealing that teachers’ work experience indirectly influences their perceptions of leadership effectiveness and spiritual orientation.Originality/valueThis study provides valuable insights and reference sources for early childhood education administration and leadership, particularly within the context of ODL. It highlights the importance of spirituality as a mediator in enhancing teacher efficacy in supportive leadership environments.

PurposeThis empirical study was carried out to examine predictors of perceived usefulness of the learning management system (LMS) from the viewpoint of distance learning students of Allama Iqbal Open University (AIOU) Islamabad.Design/methodology/approachThis study used a positivist paradigm and a correlation research design. The information success model was adopted as a theoretical framework. The unit of analysis was postgraduate students from four departments, enrolled at AIOU, Islamabad. Out of a population of 836, using a stratified sample technique, 260 students were selected as a target sample size. Next, a cross-sectional survey method was applied, and a close-ended 5-point Likert scale questionnaire was adopted to collect data from the target samples, yielding an 88.2% (n = 247) response rate.FindingsThe study found a positive perception of respondents regarding the “information quality,” “system quality,” “readiness for online learning,” “service quality,” “use of LMS,” “perceived usefulness” and “user satisfaction” of Aaghi LMS. The findings of the multiple standard regression analysis depicted that all five variables (i.e. information quality, system quality, readiness for online learning, service quality and user satisfaction [independent variables]) were the most influencing factors of “perceived usefulness (dependent variable) except for LMS use.” These empirical results have proved that online and distance learning (ODL) students in Pakistan are adopting web-based integrated systems and/or LMS to fulfill their educational and learning needs. Based on the findings, suggestions were given for more effective and efficient use of Aaghi LMS.Originality/valueThis is a unique empirical research study that investigated the adoption of LMS from the viewpoint of distance learning students in Pakistan. The results of the study contribute significantly to the current literature on the adoption as well as acceptance of LMS by ODL students for academic activities.