This study explores the relationship between job satisfaction and organizational culture among formal and informal teacher leaders in Bahrain. Utilizing partial least squares structural equation modeling to analyze the data, it reveals that organizational culture significantly impacts leadership practices, with formal leaders experiencing higher job satisfaction due to their structured roles and authority. These leaders report greater satisfaction with income and respect from colleagues, attributed to their recognized positions. Conversely, informal leaders, despite their contributions, feel less influenced by organizational culture and report lower satisfaction, particularly regarding compensation. The study underscores the need for educational institutions to recognize and support both formal and informal leaders to enhance leadership practices and job satisfaction. Key recommendations include clear communication from supervisors, fair compensation through regular salary reviews, and fostering a collaborative environment for professional growth. By addressing these areas, schools can create a more inclusive and effective leadership environment, leading to improved educational outcomes and a positive school atmosphere.

Evaluation is essential for assessing whether policy and program outcomes align with their intended goals. A key critique of Western evaluation approaches is their failure to incorporate Indigenous ways of knowing, being and doing. Developing an Indigenist evaluation concept can enhance evaluation quality by recognising Indigenous perspectives. This study draws on Indigenous Lifeworlds as a theoretical basis to explore the idea of ‘collective capability’, asserting Indigenous societies operate at the ‘collective’ level over the individual and focus on ‘capability’ as a way of realising potential through collective effort. We conducted 20 in-depth interviews with Aboriginal and Torres Strait Islander Knowledge holders involved in evaluation to identify attributes of collective capability. Through manifest and latent content analysis, we defined collective capability and its key components. Our definition describes it as people coming together in a relational, collaborative environment to pursue a common goal, where cultural values are prioritised, knowledge is shared and the process is as important as the outcome . The two main elements of collective capability are relationality and knowledge sharing, each with several sub-elements. The next phase of the research will focus on integrating these elements into the context of Indigenist evaluation, developing criteria and processes for their operationalisation.

ABSTRACT Circular economy ( CE ) practices can help firms improve environmental, economic, and social performance. While collaboration is essential to CE implementation, the role of open innovation (OI)—a more intensive form of collaboration—remains underexplored. This study investigates how OI and environmental dynamism shape the impact of CE practices on sustainability across all three dimensions. We developed and tested a conceptual model using survey data from 310 European manufacturing firms. We analyzed the data with partial least squares structural equation modeling. Results show that CE practices increase both inbound OI activity and sustainability performance. OI also mediates the relationship between CE and sustainability, enhancing its effects. CE directly improves environmental and economic performance, but not social performance. Environmental dynamism positively moderates the CE –OI link. This reinforces the need for external collaboration in dynamic environments. These findings underscore the strategic value of integrating CE and OI to achieve comprehensive sustainability. For managers, the message is clear: Pairing CE with OI can improve outcomes for the environment, society, and the bottom line.

The study explores the critical relationship between conflict management and organizational efficiency within a public sector environment Utilizing a descriptive survey design, data were collected through structured questionnaires distributed among employees of the National Assembly Service Commission. The analysis employed both descriptive and inferential statistics to evaluate the relationships between conflict management practices and organizational efficiency. The use of spearman rank correlation being a non-parametric measure was utilized to access the relationship between conflict management and efficiency. The findings indicate that effective conflict management significantly contributes to improved organizational efficiency by enhancing a collaborative work environment and reducing misunderstandings among employees. Specifically, the study reveals that management styles that prioritize open communication and conflict resolution mechanisms lead to higher employee satisfaction and productivity levels. Furthermore, it identifies key conflict resolution strategies. The study concludes that organizations must adopt proactive conflict management strategies to maintain operational efficiency. Recommendations include training programs for managers on conflict resolution techniques, establishing clear policies outlining roles and responsibilities to minimize overlapping duties which is a source of conflict. Overall, this study underscores the importance of strategic conflict management in achieving organizational goals and improving employee performance in public sector institutions.

Purpose This study aims to examine the generation, diffusion and aggregation of collective knowledge on chatbots in the digital public sphere, focusing on multidimensional interactions that shape the structure and evolution of knowledge communities. Design/methodology/approach A clustered multilayer User–Opinion–Topic–Keyword network model is developed to map and analyze knowledge flows related to chatbot on a social media platform. Unsupervised clustering, network metrics and Moran’s I spatial autocorrelation are used to assess patterns of knowledge creation, diffusion and aggregation. Findings Results reveal tightly connected knowledge communities with strong internal cohesion and limited intercommunity knowledge exchange. User and topic layers are modular and efficient, while keyword and opinion layers provide semantic depth but slower long-distance flow. Moran’s I reveals significant positive spatial autocorrelation in knowledge popularity, reflecting reinforcement within localized clusters rather than broad integration across the network. Originality/value This research advances knowledge management theory by presenting a scalable, multilayer framework for analyzing online knowledge exchange. Integrating structural and semantic perspectives, it provides novel insights into knowledge fragmentation and integration dynamics in the digital public sphere, offering practical implications for managing knowledge flows and fostering collaborative knowledge environments.

This study aims to determine the influence of Transformational Leadership and Work Culture on Employee Performance at PT Dinasti Kreatif Indonesia. The research method used is a quantitative approach through the distribution of questionnaires to respondents as the primary data source. The analytical techniques applied include validity testing, reliability testing, multiple linear regression analysis, t-test, F-test, and coefficient of determination (R²). The results show that Transformational Leadership significantly influences Employee Performance, indicated by a t-value of 8.837 with a significance level of 0.000. Work Culture also significantly influences Employee Performance, with a t-value of 6.556 and a significance level of 0.000. Simultaneously, both independent variables have a significant effect on Employee Performance, as shown by an F-value of 58.367 with a significance level of 0.000. The coefficient of determination (R²) of 0.661 indicates that 66.1% of the variation in Employee Performance is explained by these two variables, while the remaining percentage is influenced by other factors outside this study. Thus, this study concludes that the implementation of strong transformational leadership and a positive work culture plays an essential role in improving employee performance. The findings are expected to serve as a reference for companies in developing managerial strategies to create a productive and collaborative work environment.

This study aims to descriptively and reflectively report the experiences of undergraduate dental students who participated in active learning methodologies in the Maxillofacial Pathology II and III courses. This observational study explored the implementation of case-based, team-based, problem-based, and project-based learning strategies. These methodologies were employed throughout the academic semester and incorporated into the courses’ assessment criteria. The integration of active learning methodologies served as a pedagogical strategy to facilitate students’ knowledge construction. These approaches made learning more meaningful and enhanced information retention, while also promoting a more engaging, dynamic, and collaborative learning environment by valuing teamwork. However, successful implementation requires faculty training in active methodologies and active student engagement to achieve optimal learning outcomes. In conclusion, active learning methodologies proved to be effective instructional strategies, as they contributed to the development of essential competencies for the students’ professional education.

This case study examines the design and implementation of an innovative Year 6 Humanities and Social Sciences (HASS) Civics and Citizenship lesson within an Australian primary school context. Drawing on multiliteracies pedagogy and gamification, the project integrates digital technologies—including Padlet and curriculum-aligned virtual tours—to foster student engagement, agency, and multimodal meaning-making. Informed by theories of multiliteracies, digital pedagogy, and ethical technology integration, the lesson moves beyond didactic instruction towards a student-centred, collaborative learning environment that reflects the complexities of contemporary digital societies. The project is situated within a broader discussion of algorithmic capitalism, teacher professional agency, and the ethical responsibilities associated with educational technology use, including student wellbeing, data privacy, and cognitive load. Using a bottom-up innovation lens supported by change management theory, the case study highlights the conditions required for sustainable pedagogical innovation, including leadership endorsement, peer collaboration, and ongoing professional learning. The findings suggest that when pedagogical intent leads technology selection, innovative practices can enhance conceptual understanding, critical thinking, and inclusion without compromising student safety or equity. This paper contributes to Australian educational discourse by offering an evidence-informed, ethically grounded model for integrating innovative pedagogy and technology in primary civics education.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0144/a.php" alt="Hit counter" /></p>

This study presents the application of variance analysis (ANOVA) to evaluate the effectiveness of the STEM (Science, Technology, Engineering, and Mathematics) methodology in an educational intervention. The primary objective was to measure the learning impact per session and assess the influence of three key components: preparation time, teacher performance, and social interaction. The analysis revealed no statistically significant differences in the average learning rate per session, suggesting a consistent learning outcome above 75% throughout the intervention. However, notable differences emerged when examining the influence of specific components. Regarding preparation time, courses with extensive preparation achieved an average learning rate of 94.5%, in contrast to only 13.64% for sessions with immediate preparation. In terms of teacher performance, instructors who exceeded teaching expectations reached an average learning rate of 92.74%, while those demonstrating deficiencies resulted in only 11.25%. Finally, classrooms characterized by dynamic social interaction reported a 95.14% learning rate, compared to just 10.19% under minimal interaction conditions. These findings emphasize that the effectiveness of STEM methodology is significantly enhanced when supported by thorough preparation, high teaching quality, and active classroom engagement. The study highlights the value of pedagogical planning and collaborative learning environments in optimizing STEM-based education.

ABSTRACT This study explores co-production – as a form of co-design – as a collaborative process where stakeholders and professionals co-create change through ‘doing with’, emphasising that transformative practices demand advanced meaning-making, a dimension often underexplored in understanding how such collaborative forms are facilitated. The investigation revealed that experienced leaders utilise two distinct meaning-making approaches to co-production that influence their roles and process dynamics. Both cultivate a collaborative environment wherein every stakeholder’s voice is valued. Approach 1 is grounded in equality, consensus, and a sense of responsibility for others. Approach 2 emphasises shared learning, self-care for the leader, and process responsibility while viewing co-production as an emergent, experimental practice. As complexity increases, conflict evolves into a less personal, more fluid element that is crucial for learning and growth. Moreover, power transitions from a hierarchical commodity to a shared, collective experience, thereby leading to a shift in leadership from a controlling to a more adaptive, ‘light touch’ approach. The study underscores the importance of recognising these meaning-making strategies to cultivate more mindful, inclusive co-production and co-design practices. The findings advocate for a reflective journey towards understanding co-production, oneself, and the collective to lead to practices that resonate with stakeholders’ diverse perspectives.

This paper presents a comprehensive framework for evaluating the robustness and adaptability of human–robot collaboration (HRC) controllers under a spectrum of dynamic and unpredictable human intentions. Building upon variable admittance controller (VAC) frameworks augmented with Radial Basis Function Neural Network (RBFNN) online adaptation, we introduce two key innovations: (1) an intent-aware human force generator capable of simulating aggressive, hesitant, oscillatory, conflicting, and nominal behaviors, through the modulation of force gains and the introduction of stochastic noise, and (2) the extension of VAC to incorporate variable stiffness as an adaptive control parameter alongside damping and inertia. The adaptive parameters are jointly tuned online using a self-supervised learning (SSL) mechanism driven by motion error metrics and interaction dynamics. The framework is simulated in a dual-arm collaborative manipulation scenario involving two 7-DoF Franka Emika Panda robots transporting a shared object in a high-fidelity simulation environment. Simulation results demonstrate the system’s capability to maintain stable behavior and minimize tracking error despite abrupt changes in human intent. This work provides a novel and systematic tool for stress-testing adaptive controllers in HRC, with implications for the design of resilient, safe, and reliable robotic systems in real-world collaborative environments.

Abstract Graph-structured data are integral to applications like social networks, biological systems, cybersecurity, and fraud detection. Outsourcing these data to public clouds offers scalability but raises privacy concerns, as encryption is required before outsourcing, making traditional graph similarity search and access control challenging. This paper presents a novel solution for privacy-preserving full graph similarity search with fine-grained access control in cloud environments. To the best of our knowledge, this is the first work to integrate privacy-preserving graph similarity search in a multi-user/multi-query setting with attribute-based access control (ABAC). This enables scalable and secure access in realistic, collaborative environments. The graph owner leverages the neural Graph2vec model to create feature indexes for encrypted graph data. Simultaneously, a secure transfer learning mechanism enables graph users to generate query feature indexes in the same latent space, ensuring privacy while accurately capturing the user’s query intent. ABAC is employed to enforce flexible, fine-grained access policies. We conduct a formal security analysis under known-ciphertext and known-background threat models, demonstrating strong privacy guarantees. Experimental evaluations on real-world datasets show that our scheme achieves high semantic accuracy, lower search latency, and reduced storage overhead, outperforming existing approaches.

Women are essential to the growth of any progressive society. Equal access to employment is necessary for both women’s empowerment and global economic growth. However, discrimination against women persists at all career levels, making it challenging for them to overcome barriers to leadership such as access to personalized learning opportunities, mentorship, and career development programs. In addition, women leaders must navigate intergenerational change and transform existing systems to ensure that the experiences of all women within the organization are visible and valued, regardless of age. With different generations working together, the integration of Artificial Intelligence (AI) into leadership training presents revolutionary prospects for enhancing the skillsets of women leaders, especially in historically male-dominated industries. This article provides evidence of how AI-generated content can help women leaders bridge intergenerational gaps and create a more collaborative environment. Furthermore, we present a practical framework that women managers can implement to foster strong intergenerational connections by leveraging AI in pursuit of inclusive leadership and gender equity.

ABSTRACT Although Fab Labs are proliferating globally, there is still little literature on their operational management, and therefore a significant research gap exists on how to adapt industrial efficiency methodologies to these collaborative and open environments. This study addresses this research gap by presenting “5S-FabLab-USER,” a participatory methodology that adapts the 5S framework (Seiri, Seiton, Seiso, Seiketsu, Shitsuke) to these environments, integrating user feedback as the central driving force of the improvement cycle. The methodology was validated through an action research study in a university Fab Lab, focusing on the Seiri and Seiton phases. The results combine quantitative metrics of perception and operational efficiency, demonstrating that active user participation not only significantly improves perceived space organization and safety, but also facilitates the cultural adoption of Lean practices. The main novelty lies in the iterative, user-centered approach that overcomes traditional resistance to standardization in creative spaces. The findings offer laboratory managers a validated roadmap for improving operational efficiency and sustainability without sacrificing the creative flexibility inherent in these environments.

Imlā’ learning in Arabic language education often encounters challenges related to students’ low writing accuracy and limited classroom engagement. Conventional teaching methods tend to be less interactive, which affects students’ motivation and learning outcomes. This study aims to describe the implementation of the Kahoot-assisted Teams Games Tournament learning model in Arabic Imlā’ learning for first-semester students of the Arabic Language Education Program at State Islamic University Sunan Kalijaga Yogyakarta. This research employed a descriptive qualitative approach conducted during the Field Study Program from October to December 2025. The participants consisted of all first-semester students of Class C selected through total sampling. Data were collected through classroom observations, documentation of learning activities, analysis of students’ written works, and Kahoot quiz results. The findings indicate that the integration of the Teams Games Tournament model with Kahoot created an interactive and collaborative learning environment that increased students’ participation, motivation, and writing accuracy, particularly in applying Arabic orthographic rules (qawāʿid al-imlāʾ) related to hamzah (including hamzah waṣl and hamzah qaṭʿ), alif layyinah (alif mamdūdah and alif maqṣūrah), and the distinction between tāʾ marbūṭah and tāʾ maftūḥah. This study contributes to Arabic language pedagogy by providing practical evidence on the integration of cooperative learning models and digital game-based media in Imlā’ instruction at the university level. Future research is suggested to apply experimental designs, involve broader participant groups, and examine the long-term impact of this learning model on other Arabic language skills.

This study investigates the mediating role of transformational leadership in the relationship between parent involvement and school climate, as perceived by teachers. A preliminary bibliometric mapping using VOSviewer was conducted to identify current research trends and gaps related to these constructs, providing a conceptual foundation for the empirical model. Using a quantitative causal–correlational design, data were collected from 93 teachers from ten top-ranking junior high schools in Bandung, Indonesia. Structural Equation Modeling–Partial Least Squares (SEM-PLS) with SmartPLS 4.0 was employed to assess direct and indirect relationships among the constructs. The findings indicate that parent involvement significantly influences both school climate (β = 0.230, p = 0.002) and transformational leadership (β = 0.740, p < 0.001). Transformational leadership also has a positive effect on school climate (β = 0.580, p < 0.001) and partially mediates the relationship between parent involvement and school climate (β = 0.429, p < 0.001). These results highlight the importance of integrating external parental engagement with internal leadership practices to foster a supportive, collaborative, and positive school environment. The study contributes to the refinement of School Climate Theory by demonstrating how community participation and leadership dynamics jointly shape the school’s organizational atmosphere.

This article examines the role of humor and playfulness in higher education dance training, particularly in addressing creative apprehensiveness in a postpandemic context. It discusses how the intentional inclusion of these elements can foster an environment of trust and collaboration among students. The research highlights the challenges students faced during the COVID-19 pandemic and their impact on creative arts education, including the effects of disembodied approaches to teaching and learning, as well as the impact on students’ sense of belonging. Drawing on the author’s extensive experience as a dance facilitator and educator, the article presents strategies to address creative apprehensiveness, including key approaches to creating an atmosphere of ease and equality, prioritizing social and physical preparation, encouraging student-led contributions, and modeling authenticity and vulnerability. These methods are found not only to support creative learning, but also to promote overall well-being.

Hybrid education is one area of learning that can move forward tremendously with the functionalities provided by digital twin technology. Digital twin (DT) is a virtual replica of physical reality; digital twins mirror the real objects they represent, including components, infrastructure, architecture, and functionality. Deep learning is a subset of machine learning that uses multilayered neural networks called deep neural networks, to simulate the complex decision-making power of the human brain. Some form of deep learning powers most of the artificial intelligence (AI) applications in our lives today. This paper focused on Deep learning (DL) AI assistant for hybrid education with digital twin technology. Related works were explored; results, conclusion and recommendations were drawn out. From the work, we discovered to build a dynamic and collaborative hybrid learning environment; digital twin technology becomes its bedrock. Digital twin technology can be established at all levels of education, it can be employed in a variety of educational contexts. Students can mimic scientific experiments that may be very difficult to conduct in classroom as a result of lack / limited resources, safety, time and cost of conducting such an experiment. Digital twins can be used to develop virtual versions of the finding; it can help academic researchers to plan virtual field trips that enable learners travel the globe without ever leaving the classroom. Students can interact with the subject teacher or the experts virtually by using digital duplicates to build virtual versions of the model for hybrid education in a remote community where students face the challenges of accessing th learning facilities.

This study aims to analyze the role of psychological resources (Psychological Capital/PsyCap) and perceived organizational support (Perceived Organizational Support/POS) in explaining employee performance at technology startups in Indonesia. The dynamic, flexible, and digitally collaborative work environment of startups requires employees to not only possess technical skills, but also psychological readiness and adequate organizational support in order to remain productive amid high work pressure. This study uses an explanatory quantitative approach with SEM-PLS analysis of data collected through an online questionnaire from 150 technology startup employees in Indonesia using the Psychological Capital Questionnaire (PCQ), Survey of Perceived Organizational Support (SPOS), and employee performance scales based on task performance and contextual performance. Validity, reliability, and hypothesis testing were conducted through outer model and inner model evaluation as well as bootstrapping procedures. The analysis results show that POS (β = 0.260; p < 0.05) and PsyCap (β = 0.174; p < 0.05) have a positive and significant effect on employee performance, with POS having a stronger effect than PsyCap. The R² value of 0.130 indicates that the contribution of both variables is at a moderate level, opening up the possibility of other psychological mechanisms such as engagement, readiness for change, motivation, and well-being that have the potential to mediate this relationship. These findings confirm that the performance of technology startup employees in Indonesia is the result of the interaction between external organizational support and internal psychological strengths of individuals, so startup management needs to simultaneously strengthen organizational support and develop employee psychological capital to encourage sustainable performance.

Educational institution more and more give to emphasized teacher collaboration to improve school effectiveness. This study investigated how teacher collaboration and leaders conduct relate to one another at the secondary level in Muzaffarabad, Azad Jammu and Kashmir the research was supported by theory of planned behavior which \illuminated how individuals intentions were shaped by attitudes and perception. A descriptive quantitative research design was adopted. Data was collected from 174 randomly selected female secondary school teachers across 57 school using a likert scales questionnaire developed by the researcher. The instruments measured teacher perceptions of their principal leadership behavior and the extent of teacher collaboration. Data was analyzed through SPSS using descriptive statistics, Pearson correlation and regression analysis. Conclusion revealed a statistically significant positive relationship between leader’s behavior and teacher collaboration however demographics variables such as age academic qualification and teaching experiences did not show a significant impact on collaboration levels the study confirmed that supportive and participative leadership positively contributed to a collaborative school culture. These finding added to the existing body of literature by highlighting the importance of principal behavior in fostering teacher collaboration the study recommended leadership developments programs that promoted collaborative environments to improve institutional performance and teacher relationship. Future studies were recommended to investigate the long term effects of leadership conduct on student’s efficacy.