Purpose This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies. Design/methodology/approach This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context. Findings This paper identified that digital literacy does have an impact on how generative artificial intelligence can support sustainable development outcomes. Research limitations/implications The paper identified the different contextual factors that can be necessary when considering the use of artificial intelligence within sustainability realms. Practical implications The paper offered practical solutions that can assist in the achievement of sustainability goals. Originality/value The briefing saves busy executives, strategists and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

Purpose This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies. Design/methodology/approach This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context. Findings This paper identified that there are certain factors that motivate employees to undertake work-based learning that incorporates artificial intelligence (AI). Research limitations/implications This research offers some understanding on some of the factors employees consider when choosing whether or not to engage in work-based learning that uses artificial intelligence (AI). Practical implications This research can be used to increase the participation of employees in undertaking work-based learning that uses artificial intelligence (AI). Originality/value The briefing saves busy executives, strategists and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

Purpose This study aims to investigate the role of artificial intelligence (AI) in workplace coaching and to provide a framework for integrating AI and human intelligence to enhance employee learning and development. Design/methodology/approach This study employs a comprehensive review of existing literature, focusing on understanding the role of humans in the loop while integrating AI systems into workplace learning processes. Data for the review were collected from the Google Scholar database using the search criteria (“Artificial Intelligence Coach” OR “AI coach”) AND (“Human Coach” OR “Workplace Learning” OR Organizational Development” OR “Human-AI integration”). We further filtered the results to the Management and Business categories, followed by the abstract review to identify the final articles considered for the review. Findings The review highlights the growing utility of AI in providing insights, feedback, and decision support while underscoring its limitations in promoting empathetic response, critical thinking, ethical judgment, and adaptive learning. The proposed AI-HIL framework emphasizes the complementary roles of humans and AI in workplace coaching, ensuring humans remain actively engaged in monitoring, decision-making, and contextual interpretation. Comparative insights suggest that combining human expertise with AI’s analytical capabilities can optimize learning outcomes, trust, and engagement within organizations. Research limitations/implications Future research should investigate how long-term repeated interactions with AI-HIL systems affect employee learning outcomes, trust, engagement, and reliance on AI over time. Scholars might also explore the extent of human monitoring and the level of autonomy required to achieve optimal learning outcomes. Comparative studies of AI and human coaching, both independently and collaboratively, could provide further clarity on the differential impacts on the emotional, cognitive, and behavioral development of employees within organizational learning contexts. Practical implications The AI-HIL Complementary Coaching Framework emphasizes that organizations should not rely solely on AI systems; instead, AI should serve as an augmentative tool that supports and enhances human coaching, decision-making, and learning. In addition, managers and leaders play a crucial role as experts, guiding the AI-generated insights using human intelligence and empathetic support. Furthermore, the socio-technical alignment necessitates that organizations integrate AI tools into workflows that facilitate meaningful human participation. This includes providing human coaches with access to AI-generated insights, training them to effectively interpret and act on these insights, and establishing mechanisms to monitor and correct AI outputs to prevent errors or bias. Originality/value This study contributes a novel conceptual framework that integrates AI and HIL principles, addressing a gap in understanding how AI can augment rather than replace human coaching in the workplace.

Purpose The aim is to trace important aspects of the changes in organizational learning and development over the 40-year history of this journal. Design/methodology/approach The paper is a Viewpoint. Findings Changes from the use of “training” to more of a focus on “learning and development” are evident. However, some of this appears to be re-badging and not necessarily changing the focus of the work. Research limitations/implications The impact of AI needs significant investment in new research. Practical implications A real focus on learning is important in helping organizations change for the better. Originality/value The historical examples point to the value of this journal in being at the forefront of change in the fields of L&D, organizational development and leadership development.

Purpose This viewpoint examines the critical role of trust, ethics and transparency in AI-driven learning organizations, exploring how algorithmic opacity and ethical ambiguity create barriers to organizational learning effectiveness. Design/methodology/approach Drawing on social cognition theory and organizational learning frameworks, this conceptual analysis illustrates how trust erosion in AI-mediated environments creates a cyclical pattern of resistance behavior that impedes knowledge sharing and collaborative learning processes. Findings AI systems’ lack of transparency generates interpretive uncertainty among employees, leading to skepticism, resistance behavior and the formation of negative cognitive schemas that hinder organizational learning cycles. Trust deficits compound these effects through reduced participation in AI-enabled training programs. Research limitations/implications As a conceptual viewpoint, this paper lacks empirical data, future studies (longitudinal surveys or field experiments manipulating transparency) should test the proposed cycle and cultural boundary conditions. Practical implications Organizations must establish transparent AI governance frameworks and ethical oversight mechanisms to build employee trust and maximize the effectiveness of AI-driven learning initiatives. Social implications Ethical AI implementation in learning organizations contributes to broader societal goals of responsible technology adoption and sustainable institutional development and can improve fairness in upskilling access. Originality/value This work uniquely integrates trust theory with AI governance frameworks to demonstrate how ethical transparency gaps create psychosocial barriers to learning, offering a novel perspective on human-AI interaction in organizational contexts. Unlike many AI-ethics models that prioritize technical compliance, this viewpoint emphasizes psychological pathways from opacity to employee learning behavior.

Purpose The review paper focuses on the strategic and technological aspects of Digital Leadership. It aims to identify key antecedents, decision-making factors, and outcomes associated with digital leadership and provide actionable, practical implications. Design/methodology/approach The paper reviews 66 Scopus-indexed articles. The subsequent findings are presented according to the antecedents-decision-outcome framework of Paul and Benito. Findings The paper identifies leadership competencies, innovative mindset, and organizational culture as key antecedents of digital leadership. It finds that aligning technology with business goals, collaboration, and reskilling were key enablers of strategic and operational decision-making. Furthermore, prominent outcomes included enhanced innovative performance, employee adaptability, and strategic transformation. Research limitations/implications The limited number of articles referred to in the paper could potentially restrict the understanding gained about digital leadership and the subsequent findings. Practical implications The paper finds that organizations can navigate technological disruptions by strengthening the digital capabilities of their workforce, embedding agility into their work culture, and redefining their work structure. Originality/value The paper highlights digital leadership as a crucial technological and strategic capability. The practical insights can help practitioners navigate technological disruptions effectively.

Purpose The researchers sought to gain insights from award-winning principals on the importance of preparing future-ready principals. The researchers purposefully selected principals who were recipients of the NASSP Principal of the Year award. The study was designed to gain a deeper understanding of their perspectives on preparing future administrators for current and future challenges. Design/methodology/approach Our research team interviewed 30 award-winning principals to gain an understanding of the needs of preparing principals in the current context of school leadership. The interviews, which lasted approximately an hour each, were transcribed and coded to identify themes across the participants. Findings Key themes included the importance of prioritizing people in K-12 leadership preparation, providing early career support, and engaging in networking throughout the principal’s professional journey. Implications provide direction for preparation programs and districts to better support early-career school leaders. Research limitations/implications Although the NASSP award process involved a nomination procedure and rubric criteria, the selection process did not use other indicators of success. Future research may focus on a different set of success considerations beyond public accolades. Practical implications The research can inform principal preparation programs to better support leaders as they navigate turbulent times. It also provides guidance to school districts in establishing mentorships and provides principals with direction on networks. Social implications The findings from this study provide guidance for universities in preparing principals, districts in supporting their growth and development, and principals in establishing their own professional networks. A focus on prioritizing people in preparation and in-service support requires intentionality in an age of challenges and change. Originality/value The principals were selected because of their exemplary service to the field of school leadership. Understanding their perspectives on how to improve the field provides a unique lens for principal preparation.

Purpose Underscoring the need of, yet challenge with, implementing change, even when necessary Design/methodology/approach A reflective essay based on long term academic leadership Findings While the pressure for change is all around, educational institutions struggle with implementing necessary restructuring mechanisms, due to internal myopia and external policy pressures Research limitations/implications Stressing the need for scholars and practitioners to join forces toward actually developing workable educational models in a changing world Practical implications An invitation: - to educational institutions to step up contemplations toward more revolutionary approaches, - to business stakeholders to pledge greater openness to educational transformations, and - to regulating bodies to reassess quality standards Originality/value Bringing the importance of education in light of general accessibility

Purpose This paper examines how the metaverse, a convergence of virtual reality (VR), augmented reality (AR), and persistent digital platforms, can reshape leadership development and team collaboration. It evaluates opportunities and challenges, positioning the metaverse within established theories of leadership and adult learning. Design/methodology/approach The study employs a qualitative, descriptive methodology using secondary data from scholarly research, case studies, and industry reports. Open coding and thematic analysis identified recurring patterns, which were synthesized with theories of experiential learning, emotional intelligence, and transformational leadership. Findings Immersive simulations enhance emotional intelligence, adaptive leadership, and collaborative problem-solving across distributed teams. Gamification sustains motivation and supports innovation through virtual prototyping. However, barriers such as unequal access to digital infrastructure, cognitive fatigue, and overreliance on vendor-driven narratives limit effectiveness. A hybrid model, combining immersive tools with traditional development practices, emerges as the most effective approach for balancing engagement, inclusivity, and sustainability. Research limitations/implications Relying solely on secondary data, the study calls for future longitudinal research to explore the psychological and organizational impacts of sustained metaverse use in leadership development. Practical implications Organizations can leverage metaverse platforms to deliver scalable, interactive leadership programs but must prioritize digital inclusion and adopt hybrid strategies to mitigate risks. Social implications If implemented equitably, the metaverse can broaden access to leadership development for geographically or economically disadvantaged groups, fostering greater inclusivity in organizational learning. Originality/value The paper bridges metaverse applications with established theoretical frameworks. Rather than treating the metaverse as a wholesale replacement for leadership development, it positions immersive environments as complementary tools that democratize access to training while reinforcing essential leadership competencies.

Purpose This viewpoint paper critically examines how Learning and Development (L&D) strategies must evolve to address talent mobility challenges arising from contemporary trade policy shifts, offering perspectives on organizational adaptation requirements. Design/methodology/approach This paper presents a critical analysis based on the author interpretation of current global talent management challenges, examining the intersection of trade policy changes with organizational learning strategies through a viewpoint methodology. Findings Traditional L&D approaches are inadequate for addressing contemporary talent mobility constraints. Organizations require more adaptive, geographically flexible learning strategies that can respond to trade policy changes while maintaining knowledge transfer effectiveness. Research limitations/implications Future empirical research should validate these viewpoints across different organizational contexts and industry sectors to develop evidence-based adaptation strategies. Practical implications Organizations must reconceptualize L&D strategies to accommodate geographical constraints, regulatory changes, and disrupted knowledge transfer channels. Originality/value This viewpoint offers the first critical examination of how trade policy changes specifically impact L&D strategy design, challenging conventional approaches to global talent development.