ABSTRACT In the volatile, uncertain, complex, and ambiguous (VUCA) era, traditional incremental innovation struggles to overcome the constraints of technological path dependence and low-end lock-in. In contrast, radical innovation, characterised by profound transformation and disruption of existing technologies and products, has emerged as a critical mechanism for addressing technological bottlenecks and achieving leapfrogging strategies. Grounded in organisational learning theory, this study examines the relationship between organisational unlearning and radical innovation, with knowledge creation as a mediating variable and strategic flexibility as a moderating variable. The findings reveal that organisational unlearning significantly enhances radical innovation. Specifically, unlearning facilitates radical innovation through the mediating mechanism of knowledge creation, while strategic flexibility shapes the boundary conditions of this relationship. This study introduces an internal cognitive perspective to elucidate the micro-level mechanisms linking unlearning and innovation, thereby advancing research in organisational learning and innovation management. At the same time, it offers practical implications by highlighting how firms can refine unlearning–learning mechanisms, cultivate unlearning–learning organisations, optimise knowledge-creation environments, and enhance strategic flexibility to navigate an ever-changing business landscape.

Health care has widely adopted behavioral economics to influence clinical practice, with documented success using defaults and social comparison feedback in electronic health records. However, online medical education, now the dominant modality for continuing professional development, remains designed on assumptions of rational learning that behavioral science has disproven in clinical contexts. This viewpoint examines the paradox of applying sophisticated behavioral insights to clinical work while designing digital learning environments as if learners are immune to cognitive limitations. We propose digital choice architecture for medical education: intentional integration of behavioral design principles into learning management systems and online platforms. Drawing from clinical nudge units and implementation science, we demonstrate how defaults, social norms, and commitment devices can be systematically applied to digital continuing education. As medical education becomes increasingly technology-mediated, behavioral science provides the theoretical foundation and practical tools for designing online learning environments that align with how clinicians actually make decisions.

ABSTRACT Human-AI collaborative mentoring has significant potential to improve interns’ experiential learning in diverse management situations by harnessing the expertise of human mentors and the advancements in AI. This study expands on theories of situated learning and experiential learning by developing Situated Experiential Learning Theory (SELT) and proposing a theoretical framework of the collaborative mentoring based on SELT. This framework aims to facilitate the interns’ learning process and ultimately foster desired learning outcomes. The conclusion highlights key implications and offers a future research agenda.

The fast adoption of online technologies has greatly posed a challenge to the approaches of teaching and re-framed the traditional classroom as an interactive technology-mediated classroom. The paper will analyze the pedagogical change of traditional chalkboard-based education to the introduction of smart digital learning devices, chatbots, learning management systems, and artificial intelligent-based educational platforms. The research will examine the effects of these technological interventions on the practice of instruction, involvement of learners and the entire teaching learning process in various learning institutions. The paper presents the review of available models of pedagogy and traces the development of the teaching approaches as a response to the technological progress with the help of the conceptual and analytical approach. Rather, the main emphasis is made on the contrast between teacher-centered and learner-centered and adaptive learning models on the basis of digital technologies. It also discusses the ways in which chatbots and AI-driven solutions can be applied to make education more accessible by providing customized learning, instant feedback and 24/7 academic assistance. It is implied that the teaching practice of technology makes it easier to learn, student motivation, and differentiated instruction by fulfilling diverse students needs. However, the transition has problems. The issues of digital literacy, the infrastructure restriction, data privacy, and the changing role of teachers are mentioned as the priority areas of concern that have to be planned and facilitated on a institutional level. The article outlines the relevance of applying technology innovation and pedagogical integrity in an effort to attain meaningful learning outcomes. The paper will discover that the substitution of chalkboard by chatbots is a change in technology as well as paradigm shift in the philosophy of education. By applying proper utilization of digital technology alongside proper pedagogical theory, learning institutions can develop more dynamic, interactive, and progressive learning.

This study examines the acceptance and utilization of the Moodle Learning Management System (LMS) among undergraduate students in higher education, applying the Unified Theory of Acceptance and Use of Technology (UTAUT) as the theoretical framework. The research aims to identify the key factors influencing student engagement with Moodle and assess patterns of actual usage. A quantitative approach was employed, using a structured questionnaire to collect data from 164 participants. Descriptive statistics were conducted to evaluate perceptions of the four core UTAUT constructs: performance expectancy, effort expectancy, social influence, and facilitating conditions. Results reveal a moderate level of Moodle utilization, with effort expectancy and facilitating conditions emerging as the most significant aspects perceived by students. The findings highlight the importance of institutional support, intuitive design, and effective training to foster meaningful e-learning engagement. The study offers practical insights for educational institutions aiming to enhance technology integration and recommends future research incorporating additional variables and cross-institutional comparisons.

Student engagement is a key predictor of academic achievement and retention in higher education. This study investigated the impact of personalised behavioural nudges, delivered through structured phone calls and supported by personalised email/Microsoft Teams messaging, on student engagement with a Learning Management System (LMS) and academic outcomes among 192 at-risk STEM undergraduates identified by initial low LMS activity. Students received up to five phone call nudges from an academic buddy, weekly, over an eight-week period, coupled with personalised email/MS Teams follow-ups, designed to provide informational and relational support. Results showed a significant improvement in LMS engagement (p < 0.01) among students who responded to at least one phone call nudge compared to non-responders. Although LMS engagement was not significantly associated with module outcomes within the sample, academic outcomes, measured by module results, improved for students who engaged with the nudges; improvements were statistically significant for those who responded to two, three, and five phone call nudges (p < 0.05) compared to non-responders, with the highest gains observed in the five (highest nr. nudges) response group. Content analysis of student feedback highlighted four themes: Valuing Supportive Journeying with an Academic Buddy, Improved Academic Engagement, Motivation Triggered by Intervention, and wider Challenges. Findings suggest that while an initial personalised telephone call can enhance student engagement with their studies, achieving measurable academic success requires sustained intervention. This study underscores the value of relationally grounded nudges in promoting success among at-risk students.

Deep learning in inclusive schools demands an approach that able to accommodate the diversity of learners' needs, abilities, and learning styles. This article discusses the application of digital technology based on Universal Design for Learning (UDL) as a strategy to support deep learning in inclusive schools. The method used is a conceptual study with a descriptive analytical approach through literature review, education policies, and technology based inclusive learning implementation practices. The results of the study show that the use of digital technology, such as interactive video, learning management system, text to speech, automatic captioning, and digital portfolio assessment, able to improve accessibility, learning engagement, learning differentiation, and the quality of the deep learning process. In addition, the role of school management, teacher competence, and parental collaboration are key factors for the success of implementation. The conclusion of this article emphasizes that the integration of UDL based digital technology not only supports inclusivity, but also contributes significantly to realizing meaningful, equitable, and sustainable learning in inclusive schools.

Bees play a vital ecological role as pollinators, contributing to biodiversity, forest regeneration, and agricultural productivity. In recent years, precision beekeeping has emerged as a promising approach to support hive management through sensor-based monitoring. However, existing systems often lack predictive capabilities, limiting their usefulness in anticipating disruptive events that threaten colony health. To address this gap, we present BeeViz, an intelligent monitoring system that combines time series forecasting and anomaly detection to enhance decision-making in apiculture. The system integrates sensor networks, cloud infrastructure, and AI-based data processing modules to continuously track key hive parameters (temperature, humidity, and weight) and generate short-term forecasts and real-time alerts. Preliminary results show that the system can effectively detect anomalies and generate short-term forecasts for key hive parameters, with promising accuracy across different metrics. By enabling proactive interventions, BeeViz supports more resilient and sustainable beekeeping practices, paving the way for collaborative learning and data-driven hive management.

This study aims to analyze the pedagogical competence of Al-Qur'an Hadith teachers in improving students Al-Qur’an reading skills at State Islamic Junior High School 1 West Tanjung Jabung using a descriptive qualitative approach. The results indicate that teachers pedagogical competence is quite good, but still needs improvement in aspects of learning management and media utilization. Students Al-Qur’an reading skills are influenced by family, student, and madrasah environmental factors. Efforts to improve this are carried out through MGMP (Student Group Leadership Group), teacher training, Al-Qur’an reading habituation, and provision of learning facilities.

Learning based on a learning management system (LMS) is a necessity for the academic community, especially lecturers and students. The course Writing Criticism and Literary Essays is one of the courses that must be taken by students majoring in Indonesian Literature. The use of LMS provides various benefits for lecturers and students in carrying out learning because of its flexibility. Students can submit assignments and engage in discussions through the LMS easily and efficiently. Learning can also be done anytime and anywhere. Learning in the Writing Criticism and Literary Essays course can be optimized through a learning model with the following design: (1) a constructivist approach, (2) discussion and question-and-answer methods, and (3) strategies used. The use of this learning model is expected to accommodate students in obtaining optimal learning services, especially in this era of increasingly dynamic science and technology, which requires learners to be more active, creative, and flexible in the face of change

Teachers play a crucial role in creating engaging and enjoyable learning by leveraging advances in media and technology to facilitate material delivery and student understanding. However, in several schools in Cluster VIII Bukik Saroban, Solok Regency, teachers still face difficulties in creating effective and innovative learning media due to limited technical skills, creativity, and understanding in adapting media to the material. The solution is ongoing training and mentoring through the Wayground platform, which is implemented in two sessions: a conceptual introduction and guided practice. The use of Wayground has been successful and received a positive response, resulting in increased student participation, ease of learning management, and improved student understanding and motivation to learn. Thus, this activity successfully bridges the demands of a student-centered curriculum with teachers' practical skills in the classroom.

This study aims to examine the dimensions of knowledge—factual, conceptual, procedural, and metacognitive—in Islamic Religious Education (PAI) learning as mandated by Regulation of the Minister of Education and Culture Number 54 of 2013. Employing a library research method, this study analyzes various academic sources, including books, journals, official curriculum documents, and relevant scholarly literature related to the 2013 Curriculum. The findings indicate that PAI learning integrates four essential knowledge dimensions. Factual knowledge encompasses students’ understanding of terminology, vocabulary, symbols, and sources of Islamic teachings. Conceptual knowledge involves comprehension of definitions, classifications, general principles, and structural relationships within religious concepts. Procedural knowledge is reflected in students’ mastery of religious practices, such as the steps of ablution and the implementation of Hajj rituals. Meanwhile, metacognitive knowledge emphasizes students’ awareness of their own learning processes, including memorization and reflection on Qur’anic verses and Hadith. The study implies that integrating these knowledge dimensions through a holistic instructional approach can enhance the effectiveness of PAI learning and support students’ higher-order cognitive development, enabling them to understand and apply Islamic teachings more meaningfully

There is little evidence of the implementation of the Principles for Responsible Investment in Agriculture and Food Systems between universities and businesses, and there is even less research that prioritizes people and implements sustainable development with a territorial focus. In this article, we address a form of collaborative work that integrates academia with business, where the Principles for Responsible Investment in Agriculture and Food Systems (CFS-RIA) are seen as an opportunity to promote and strengthen the management of a business in the communities where it operates, and determine a new way of working from its links with the university. The experience is developed in the provinces of Santiago Rodríguez, Valverde (Mao), and Dajabón in the Dominican Republic, with the aim of contributing, using this new approach, to economic, social, environmental, and governance development in the territory. The conceptual and methodological basis for the university–business link is Working With People, a model that integrates key elements of planning such as social learning, collaborative participation, and project management models. The main catalysts of the experience are the business values and the stakeholders who insert the principles into their programs and projects. Among these is an innovative Family Social Responsibility Program with female entrepreneurs and organic banana production. It is concluded that the implementation of the CFS-RIA Principles has a significant impact on the sustainable development of the region and that the university–business link reinforces the social responsibility of companies, providing an opportunity for the entry of new actors.

The rapid integration of digital platforms has transformed English as a Foreign Language (EFL) instruction in Saudi higher education under Vision 2030. This study examines Saudi first-year students’ beliefs about online EFL learning as facilitated via Blackboard and the Cambridge Learning Management System, two widely used educational technology platforms, using a sequential explanatory mixed-methods design. Survey data from 201 first-year students were analyzed across six constructs: transition and ease of use, engagement and interaction, self-regulation and time management, technology readiness, perceived usefulness and satisfaction, and online exams and assessment. Follow-up interviews provided qualitative insights to contextualize these findings. The results revealed a clear hierarchy: students rated online exams and assessment and perceived usefulness and satisfaction most positively; transition and ease of use and self-regulation and time management fell in the middle range; and engagement and interaction together with technology readiness ranked lowest. Participants valued the convenience and autonomy of online learning but expressed concerns about the fairness of assessments, limited pedagogical interaction, and infrastructural instability. This tension between valuing autonomy and questioning fairness illustrates both the transformative potential and structural fragility of online learning in Saudi higher education. The findings highlight the need for transparent assessment practices, interactive pedagogy, and reliable technological support to improve satisfaction and learning outcomes. This study contributes to Vision 2030 reforms by emphasizing that sustainable digital transformation requires alignment between human-centered design and technological capacity.

The digital transformation of business and management education epitomizes a paradigm shift from traditional lecture-based pedagogies to technology-enabled, cloud-based, and data-informed learning ecosystems. Cloud computing, artificial intelligence (AI), learning management systems, and blended learning models now constitute the core infrastructure supporting flexible, scalable, and personalized learning environments. This study synthesizes contemporary research to explore the pedagogical, technological, and institutional shifts driving this digital turn, based on peer-reviewed evidence from leading scholarly publications between 2014 and 2025. Findings emphasize that cloud-enabled platforms substantially enhance accessibility, collaboration, and continuity of learning, while well-designed blended learning models enhance student engagement and academic performance. Furthermore, AI-driven analytics support adaptive instruction, early identification of at-risk learners, and data-informed academic interventions. However, the success of digital transformation depends on robust digital infrastructure, strategic institutional commitment, faculty readiness, and efforts to mitigate digital inequities that influence learner participation.

Students (N = 135) pursuing degrees in health-focused programs participated in an interprofessional virtual journal club during the spring semesters of 2022 and 2023. The journal club was integrated into multiple courses and facilitated through the university’s learning management system and a web conferencing platform. Students applied the 2016 Interprofessional Education Collaborative (IPEC) Core Competencies throughout the activity. The journal club included four pre-selected articles on ethics in healthcare, and students developed one discussion question per article to guide synchronous virtual discussions. The IPEC Competency Self-Assessment Tool was administered before and after participation. Paired samples t-tests showed statistically significant change in the Interprofessional Interaction Domain (IID) and the Interprofessional Values Domain (IVD) scores from pre- to post-survey, indicating improved competencies. IID scores increased significantly (t(131) = 7.95, p < .001, d = 0.69), as did IVD scores (t(131) = 3.67, p < .001, d = 0.32). This study contributes to dietetic education by introducing an innovative teaching model that meets Accreditation Council for Education in Nutrition and Dietetics (ACEND)-accredited program standards aligning with IPE, demonstrates how web conferencing platforms can overcome traditional IPE challenges, and encourages critical thinking and professional dialogue among students. The virtual journal club incurred no costs and needed minimal resources, offering a scalable, flexible, and effective model for interprofessional education in higher education settings.

This study examines the influence of Learning Management System (LMS) management on learning outcomes and Islamic character development among students of Madrasah Aliyah through an explanatory quantitative research design. The study conceptualises Islamic character development not as a subject-specific religious outcome, but as an institutional and managerial outcome of systematically managed digital learning environments. LMS management is operationalised as the structured use of digital platforms to support planning, implementation, monitoring, and evaluation of learning processes within madrasahs. The research analyses the relationship between LMS usage and two key dependent variables: cognitive learning outcomes and Islamic character development, encompassing honesty, discipline, responsibility, digital ethics, and empathy. Data were collected using a structured Likert-scale questionnaire administered to 120 students who had been actively using the LMS for at least 1 academic semester. The collected data were analysed using multiple regression techniques to examine the magnitude and significance of the relationships between variables. The results indicate that LMS management has a statistically significant and positive influence on both learning outcomes and Islamic character development. The effect of LMS management on learning outcomes was found to be stronger (β = 0.562, p < 0.01) than its effect on Islamic character development (β = 0.494, p < 0.01), suggesting that LMS is more effective in supporting cognitive achievement than in fostering character development. Further analysis shows that LMS usage explains 41.6% of the variance in students’ learning outcomes and 36.5% of the variance in Islamic character development. Despite these positive findings, the study reveals that the integration of Islamic values into LMS platforms remains limited, with only 50% of the surveyed madrasahs reporting the effective implementation of Islamic value-based digital learning content. This limitation indicates that character development through LMS has not yet been systematically planned or institutionally governed, but remains largely incidental. The findings highlight the need for stronger pedagogical planning, institutional coordination, and strategic content development to optimise the LMS's role in supporting holistic student development.

Enhancing students’ learning motivation is crucial in higher education. This paper presents a flipped-classroom teaching system that combines the expectancy-value theory and timely adjustments of course contents to improve student engagement. A newly developed evaluation framework assesses instructional effectiveness by analyzing students’ learning behaviors. The study first designed a Moodle-based learning management system that incorporated the theoretical framework, practical structure of the flipped-classroom course, and a course-adjustment model. Then, it developed a new evaluation framework for data acquisition, behavior analysis, and instructional effectiveness assessment. Teaching practice statistics using this system enable instructors to obtain a comprehensive picture of students’ learning behaviors, while descriptive statistics of learning behaviors provide an overview of students’ learning engagement. Finally, the paper summarizes the significance and contributions of this study and outlines future directions.

In the context of higher education, student engagement and personalized learning are increasingly being recognized as critical factors for academic success and effectiveness. This research explores how academic information ecosystems, comprising learning management systems, student information systems, and research analytics platforms, can be leveraged to represent, manage, and evaluate student engagement and personalization strategies. The aim is to enhance evidence-based decision making in universities by providing tools and metrics for monitoring and improving students’ learning experiences. This study contributes to the advancement of research data management practices in academic institutions, aligned with contemporary trends in open science, data-driven governance, and learning analytics. By analyzing student participation in online distance learning and examination processes, we identify key deterrents to engagement and tailor announcements, recommendations, and feedback. We utilized a hybrid modeling technique that combines individual student profiles and community-based groupings to predict student performance and failure risk with high accuracy. Our findings indicate that personalized interventions significantly improve student success rates across multiple programming courses from C and C++ to advanced mobile programming. Additionally, the research highlights students’ willingness to provide anonymous feedback on academic processes, emphasizing the value of incorporating their opinions into the system design. The proposed system facilitates continuous quality improvement in teaching and assessment, fostering a supportive learning environment and encouraging active student participation.

This research purposes evaluate the creativity through learning management of “Scaffolding” Technique with the Diploma students in Branch of Management, Songkhla Community College. To foster creative thinking by employing "Scaffolding" Technique to the Diploma students. The target group in this research was 25 first year students in Branch of Management in Songkhla Community College, who registered for a Basic Business course. The student samples were obtained through a purposive sampling method because only one basic business course in Branch of Management was offered due to the requirement of the Institute of Community College. The result of the research can be concluded that the comparison of the creativity evaluation of the diploma student samples on the Business Model Canvas (BMC) by using the evaluation criteria based on the theory of creative thinking of the Guilford’s is 70% significantly higher than the preset criterion at .01.