Problem: Learning is extensively recognized as central to HRD, but no comprehensive, evidence-based synthesis has mapped how learning scholarship has evolved over the last two decades – its intellectual structure and thematic shifts. Solution: We examined the scholarly landscape of learning-related AHRD-sponsored articles using bibliometric analysis and topic modeling, analyzing 490 peer-reviewed articles published between 2005 and 2024. Bibliometric analysis identified publication characteristics and annual production patterns, examined influential sources and collaboration networks, and mapped relationships among cited references, authors, and keywords. Topic modeling yielded 12 distinct topics capturing major learningrelated themes. A time-series analysis classified topics as “Hot” or “Cold,” indicating areas of increasing or decreasing scholarly attention over time. Stakeholders: The study offers actionable implications for HRD researchers and practitioners to support evidence-based learning strategies and strengthen learning climates in organizations. For HRD leaders and policymakers, the findings provide an empirical basis for aligning learning investments with workplace priorities and targeting evidence-informed interventions.

Problem Widespread disengagement among the working professionals and changing career expectations of Generation Z and Millennials pose a risk to talent management, retention, and performance in the IT sector. Solution This quantitative study examines how employees’ perceived competence translates into engagement via multi-directional career development pathways (career lattice, career-goal progress, professional ability improvement, and promotion) using a survey of 304 IT professionals and PLS-SEM. Results show that employees who felt more competent reported higher engagement, and this relationship was strengthened when organisations provided career lattice pathways such as skill development, lateral mobility, and goal progress. Stakeholders The findings identify actionable levers for organizational leaders, HRD practitioners, and talent managers to design adaptive career frameworks that increase engagement among Gen Z and Millennial employees. Implication HRD leaders and talent managers should prioritise flexible, skills-based mobility and career-goal supports to boost Gen Z and Millennials’ engagement.

Problem Inclusion evolved as a process that represents a right to participation and active involvement within the diversity, equity, and inclusion (DEI) framework. In the workplace, inclusion has been applied more universally with the premise of inclusion for all. While it is acknowledged that inclusion should be practiced in a way to instill belongingness and authenticity, universality contradicts the reality that the playing field is not level for everyone. Inclusion does not always generate positive interactions or relationships across lines of difference. Solution A narrower view of inclusion as social inclusion allows a deeper view of inclusion within the social system, where everyday interactions occur. Shifting the conversation to social inclusion has important implications for human relations and inclusive education. Education for socially inclusive workplaces will require reimagining human resource development (HRD) education from a view of human relations. Stakeholders Human resource development scholars, educators, researchers, practitioners, professionals.

The Problem Human Resource Development (HRD) remains a dedicated program in numerous colleges and schools of Education. However, a curriculum of diversity education and social justice education that develops and prepares future leaders, practitioners, professionals, and educators to contribute to an ever-changing, diverse world has not been strongly advocated. The Solution The Diverse Voices Framework, a 3-part conceptual development model, will be introduced as a framework that engages student voices and other forms of diverse expressions. The model highlights a participatory approach for teaching diversity and social justice beyond the classroom. In this article, the framework will be applied to a conference format as a practical application for promoting social justice outcomes beyond the classroom. Stakeholders HRD educators, practitioners, leaders, and all others engaging in social justice work.

Problem The COVID-19 pandemic reshaped organizational dynamics and employee perceptions, particularly in terms of employee experience (EX). Solution This study explores the evolving conceptualizations of EX by reviewing and comparing academic literature before and after the emergence of the COVID-19 pandemic. Through an integrative literature review methodology, this research reveals a paradigm shift in EX, moving from traditional focuses on workplace engagement and satisfaction to a more holistic view that includes flexibility, digital connectivity, and well-being. Stakeholders Stakeholders include human resource development and organization development scholars, practitioners, and organizational leaders, as it emphasizes the need for continued innovation and flexibility in the workplace to enhance EX in the post-pandemic era.

Problem Teaching diversity and critical human resource development (CHRD) presents significant challenges, particularly in politically polarized contexts and classrooms with diverse cultural and linguistic dynamics. Male educators teaching gender-related topics must navigate implicit power dynamics, including the risk of “mansplaining,” which is condescending explanations that reinforce harmful stereotypes. The limited literature on such pedagogical experiences complicates this task. Solution This trioethnography explores strategies to address gendered power dynamics in HRD classrooms. It draws on reflections from two hearing assistant professors and a Deaf graduate student, emphasizing the importance of centering student voices, understanding diversity needs and prior knowledge, fostering safe spaces, and practicing reflexive teaching. The findings highlight practical approaches for male educators to create inclusive, respectful learning environments while avoiding mansplaining and addressing systemic inequities. Stakeholders This study is directly relevant to HRD educators focused on teaching and inclusion, as well as to those indirectly devoted to the goal of creating more equitable HRD learning spaces.

Problem The discourse on transfer of learning has predominantly emphasized a profit-oriented, skill-based perspective—evaluating how learners apply acquired skills in workplace settings. However, this approach may be insufficient when the purpose of learning is to foster critical consciousness and social change. Solution This conceptual study introduces a critical perspective on the transfer of learning, proposing transfer of critical learning (TCL) as an alternative framework. TCL emphasizes how adult learners apply critical learning from the classroom to the workplace to challenge injustice, inequity, domination, and oppression. Drawing on literature in critical adult learning and transfer of learning, we suggest four key factors that may influence TCL: learner characteristics, pedagogical approaches and learning environments, work environments, and socio-political environments. Stakeholders Educators, practitioners, consultants, and coaches who educate critical perspectives in organizations, including higher education institutions and non-profit or profit organizations.