This article addresses academic motivation learning from the perspective of the self-regulated learning paradigm. The interrelationship between motivation and self-regulation in learning has been widely recognized in literature. This study proposes a theoretical model that elucidates the relationship motivation between and self-regulated learning, with a particular focus on the differentiation between personal and social sources of motivation. It is hypothesized that self-regulated learning strategies mediate the relationship between motivational beliefs and academic achievement. Furthermore, it is theorized that epistemological beliefs influence the selection and implementation of learning strategies, thus generating subsequent effects on academic outcomes. Metacognitive strategies are assumed to regulate the relationship between past and current performance. The proposed model was empirically tested using data collected from a sample of 50 fourth-year students from the Faculty of Psychology and Educational Sciences. Alternative models were also evaluated, incorporating variables such as students' grade point averages, beliefs about the nature of learning, test anxiety, and general use of self-regulation strategies. Fit indices indicated that the final model provided a strong explanatory fit for the data. The findings show that a learning-goal orientation significantly predicts the use of metacognitive strategies and self-monitoring behaviors. Although a performance-goal orientation exerts a positive influence on all components of self-regulated learning included in the model, it demonstrates a weaker predictive effect on the use of metacognitive strategies. Furthermore, the direct effect of learning goal orientation on metacognitive regulation is stronger than the effect of performance goal orientation. A significant indirect effect of learning orientation on academic performance, mediated by metacognitive strategies, was also confirmed.

Purpose This study aims to examine the relationship between green learning orientation (GLO) and green innovation (GI) within the manufacturing sector. Furthermore, it explores the mediating effect of the knowledge creation process – specifically, knowledge exchange (KE) and knowledge integration (KI) – on this relationship, and analyses how environmental organizational culture (EOC) moderates these associations. Design/methodology/approach A quantitative methodology was employed using variance-based partial least squares structural equation modeling on survey data from 447 respondents across 122 manufacturing firms in Pakistan. Findings The results indicate that GLO significantly influences incremental GI but has no direct effect on radical GI. The relationship between GLO and both forms of GI is partially mediated by KE and KI. EOC was found to strengthen the impact of GLO on KE and enhance the effect of KE on both radical and incremental GI, whereas it weakens the influence of KI on radical GI. Research limitations/implications Future research should examine how green KI capabilities and environmental consciousness may further shape the GLO–GI relationship, particularly across product and process innovation dimensions in different business-to-business (B2B) sectors. Practical implications The findings have significant implications for B2B marketing strategy. Firms can enhance customer trust, supplier engagement and long-term relational value by institutionalizing GLO as a strategic asset that promotes GI through structured KE with external partners. The moderating role of EOC underscores the need for firms to foster a strong environmental culture to effectively leverage knowledge flows in collaborative B2B networks. Manufacturing firms can apply these insights to codevelop sustainable products with customers, strengthen green branding in industrial markets and deepen supplier integration for continuous innovation. Originality/value This study contributes to the GI and B2B marketing literature by elucidating how GLO facilitates GI through knowledge-based mechanisms and environmental culture. It offers a novel understanding of the interdependencies among organizational learning, interfirm knowledge dynamics and environmental values in driving innovation performance in B2B contexts.

The purpose of this study is to analyze the relationship between digital orientation and student innovation culture, the relationship between student creativity and student innovation culture and the relationship between e-learning and student innovation culture. This study uses a specific quantitative study by investigating the relationship between variables. These variables are measured using a research instrument, namely a questionnaire, so that the data obtained are in the form of numbers that can be analyzed through statistical calculations. The quantitative research method is chosen in this study because it uses data in the form of numbers that are analyzed by statistical calculations, and aims to test the established hypothesis. This study collects primary data using a survey method, namely distributing questionnaires to respondents in the form of Google Forms designed using a Likert scale of 1 to 5, which later the results of the questionnaire will be processed using the PLS-SEM application. Respondents in this study are 427 teachers who taught in elementary schools in Indonesia elementary school students, the sampling technique used is simple random sampling where each member of the population is given an equal opportunity to be selected as a sample. The results of this study are: Digital orientation has a positive effect on student innovation culture, Student creativity has a positive effect on student innovation culture and the influence of e-learning has a positive effect on student innovation culture. Digital learning is an educational innovation that can improve the quality of learning and support modern education. The benefits of e-learning include: Learning can be done anytime and anywhere, so it can reach more students, The teaching and learning process can be done more effectively and cost-effectively.

Although micro, small, and medium enterprises (MSMEs) hold an important role in Indonesian economic growth, especially MSMEs that have already done internationalization through export and the use of information technology (IT) for leveraging, there is limited data that can explain their factors and relationships that can influence export performance in order to achieve more. This study aims to analyse the roles of information technology (IT) and internationalization in explaining export performance in micro, small, and medium enterprises (MSMEs). International entrepreneurial orientation, organisational learning orientation, and product/service quality are posited as the basis of internationalization analysis. Respondents are 104 MSMEs involved in the foreign market. This study uses a quantitative method, partial least squares (PLS), to test the hypothesis. The results indicate that export performance is positively significant influenced by international entrepreneurial orientation, and product/service quality. While the use of IT does not directly influence export performance, it does positively influence organisational learning orientation. The study also shows that organisational learning orientation does not positively influence the export performance. Studies on the internationalization of micro, small, and medium businesses in developing countries are still quite limited, so the study contributes to the existing literature on internationalization and international entrepreneurship research.

This study explored students’ approaches to learning organic chemistry across multiple academic levels to understand how learning orientations evolve as students progress through their programmes. A quantitative cross-sectional survey design was adopted, involving a purposive sample of 36 students comprising 28 males and 8 females. The participants included 17 Level 200 students, 6 Level 300 students, 5 Level 400 students, and 8 postgraduate students. Data were collected using the Revised Two-Factor Study Process Questionnaire (R-SPQ-2F), which measures deep and surface motives and strategies. Descriptive analyses showed that postgraduate students predominantly adopted a deep approach to learning, characterized by strong intrinsic motivation, reflective engagement, and the use of integrative learning strategies. Similarly, Level 400 students demonstrated a greater tendency toward deep motives and strategies compared with students at Levels 200 and 300, who were more inclined to rely on surface motives such as rote memorization and minimal-effort strategies. Despite these observable patterns across levels, inferential statistical analyses revealed no significant differences in learning approaches by academic level or gender. These findings suggest that while progressive exposure to advanced chemistry content may encourage deeper engagement, students across levels continue to rely differently on both deep and surface approaches. The study recommends that chemistry educators and curriculum designers incorporate conceptual change pedagogies, scientific reasoning tasks, modeling activities, interdisciplinary connections, and context-rich instructional strategies to foster deeper, more meaningful, and transferable learning in organic chemistry.

General Background: Islamic education aspires to develop learners’ character alongside knowledge through the internalization of divine values. Specific Background: In History of Islamic Culture learning, Islamic historical figures are often taught as biographical content and chronology rather than as lived moral exemplars, contributing to a gap between cognitive knowledge and noble conduct. Knowledge Gap: A conceptual framework is needed that unites educational psychology with Islamic educational concepts to explain both the learning mechanisms and the spiritual orientation of exemplary learning. Aims: This article formulates an integrative conceptual model between psychology and Islamic education to support exemplary value internalization through Islamic historical figures. Results: Using library research and descriptive-analytical synthesis, the study proposes a three-stage framework: a cognitive stage combining information processing theory with tadabbur for deep understanding; an affective stage aligning humanistic empathy with tazkiyatun nafs to build emotional attachment; and a conative/behavioral stage integrating shaping and reinforcement with ittibaʾ to realize values in concrete actions. Novelty: The framework synthesizes psychological stages of learning with Islamic spiritual concepts into a holistic pathway that shifts Islamic Cultural History from knowledge transfer to value-oriented character formation. Implications: The model calls for teachers as facilitators and living role models, participative-reflective methods, and authentic, holistic assessment of learners’ value-oriented behavior. Highlights: A triadic pathway connects information processing with tadabbur to deepen understanding of historical narratives. Empathic learning conditions are paired with tazkiyatun nafs to cultivate emotional attachment and reflective practice. Shaping and reinforcement are linked with ittibaʾ to translate moral lessons into sustained daily actions and authentic assessment. Keywords: Value Internalization, Role Modeling, Educational Psychology, Islamic Education, Islamic Cultural History

In modern corporate settings, emotional intelligence (EI) has become a crucial skill affecting interpersonal effectiveness and professional performance. Technical proficiency is still crucial, but employees' capacity to identify, control, and react positively to emotions has a big impact on how they interact with coworkers and perform. This study looks at how emotional intelligence develops and shows up at various levels of professional experience, as well as how it helps people improve their interpersonal abilities. The study uses a mixed-methods approach, gathering primary data from 76 employees via a structured questionnaire. Employees with less than five years of experience (52 respondents) and those with more than five years of experience (24 respondents) were the two groups into which the respondents were divided. Initial emotional reactions, situational emotional intelligence, present emotional intelligence, and self-perceived emotional intelligence were all evaluated in the survey. To facilitate comparison analysis, qualitative replies were methodically transformed into quantitative scores using a predetermined scoring structure. The results show that emotional intelligence does not grow with experience in a linear fashion. While seasoned workers show emotional stability along with less situational flexibility, individuals in the early phases of their careers show more emotional adaptability, stronger situational emotional intelligence, and greater self-perceived emotional confidence. The findings show that learning orientation, exposure to the workplace, job demands, and ongoing reflection—rather than experience alone—all have an impact on the dynamic development of emotional intelligence. In order to maintain interpersonal effectiveness and job success, the study underscores the necessity of experience-specific emotional intelligence development interventions and stresses that emotional intelligence needs constant reinforcement throughout all career stages.

This study examines the modernization of Islamic boarding schools (pesantren) through the actualization and relevance of the educational thought of Maulana Syaikh TGKH. Muhammad Zainuddin Abdul Madjid in the era of Society 5.0. Amid rapid technological advancement and shifting social dynamics, the study aims to analyze how Maulana Syaikh’s philosophy-rooted in spiritual intelligence (al-aql al-ruhani), moral leadership (al-qiyadah al-akhlaqiyyah), and social transformation (al-taghyir al-ijtima'i)-can serve as a conceptual foundation for Islamic educational reform that remains ethically grounded while responsive to contemporary challenges. This research employs a qualitative descriptive approach using historical, philosophical, and phenomenological methods. Data were collected through field observations and in-depth interviews at Pondok Pesantren Darun Nahdlatain NW Pancor and Pondok Pesantren Syaikh Zainuddin NW Anjani, as well as document analysis of primary texts, particularly Wasiat Renungan Masa Pengalaman Baru, complemented by relevant secondary literature on pesantren modernization and the Society 5.0 paradigm. The findings indicate that Maulana Syaikh’s educational vision integrates ta'lim (instruction), tarbiyah (character formation), and ta'dib (ethical cultivation) into a holistic model that harmonizes knowledge ('ilm) and righteous action ('amal). His emphasis on tawhid and tazkiyah al-nafs as moral foundations aligns with the human-centered learning orientation promoted in Society 5.0, which prioritizes ethical digital literacy, creativity, and social empowerment. The study concludes that pesantren modernization inspired by Maulana Syaikh’s thought is not a departure from Islamic tradition but a dynamic synthesis between spiritual values and technological innovation, offering a transformative framework for nurturing morally grounded, socially responsible, and future-ready Muslim learners.

Purpose Developing a collaborative view, this study aims to investigate the underexplored role of team social resources, team member exchange (TMX), in mitigating team knowledge hiding (TKH). Specifically, the study examines the underlying psychological mechanisms of team embeddedness (TE) and the boundary conditions of learning orientation (LO) for mitigating TKH, providing fresh insights into team knowledge dynamics. Design/methodology/approach Grounded in the conservation of resources theory, this study tests hypotheses through a quantitative research design. Using a delivery and collection method, three time-lagged surveys gathered multilevel data from 520 employees in 104 teams working in knowledge-intensive IT firms in Pakistan. Multilevel path analysis was conducted using Mplus 8.0. Findings Empirical results revealed that TMX is a deterrent against TKH. Additionally, TE (fit and sacrifice) mediates between TMX and TKH. A multilevel moderated mediation model further shows that members’ LO strengthens the effect of TMX on TKH via TE (fit and sacrifice). Practical implications This study provides guidelines for managers and practitioners to mitigate TKH by enhancing socio-psychological resources and fostering individual LO. Originality/value The existing literature has primarily focused on why, how, and when individuals conceal knowledge in the workplace. However, there is a need to understand how knowledge hiding can be minimized, particularly at the team level. Therefore, this study aims to shift the conversation by addressing a rarely explored research question: How can knowledge hiding in teams be mitigated?

Purpose: This study extends Srivastava’s earlier conceptual work on women’s entrepreneurial competencies in family business contexts by developing and validating the Women in Family Business Entrepreneurial Readiness (WFBER) scale. The study aims to diagnose skill and mindset gaps among women students and support higher education institutions in redesigning entrepreneurship programs for improved leadership outcomes. Design/methodology/approach: Following a multi-stage mixed-method design, 94 initial items were generated through literature synthesis and expert validation, refined to 67 through pilot testing, and finalized into a 51-item, seven-dimensional model after exploratory and confirmatory factor analyses. Findings: The seven dimensions—Family-driven factors, Society-driven factors, Individual-driven factors, Institutional-driven factors, Technology-driven factors, Education & learning orientation, and Entrepreneurial readiness & mindset—capture holistic readiness factors influencing women’s participation and leadership in family enterprises. Grouped interventions were developed under six actionable categories: Mentoring & networking, Skill-building/Workshops, Experiential learning/Practical exposure, Digital & technology enablement, Policy/Awareness/Ecosystem support, and Family/Community engagement. Practical implications: The WFBER scale offers a diagnostic and intervention-oriented framework for institutions to assess, analyze, and address readiness gaps, aligning program design with women’s entrepreneurial learning needs. Originality/value: This study bridges a significant gap by transforming conceptual insights into an empirically grounded, action-oriented tool that empowers both institutions and women learners toward equitable leadership in family business ecosystems.

Mastery motivation is an internal drive to master challenging tasks and achieve competence. In the context of early childhood teachers in Indonesia, studies on this topic remain limited. This research aims to explore the level of mastery motivation among kindergarten teachers in the Special Region of Yogyakarta and identify the factors that influence it. A qualitative, exploratory approach was employed, involving in-depth interviews, non-participant observations, and document analysis with 15 teachers representing the five districts in Yogyakarta. Thematic analysis was conducted to identify patterns of meaning and characteristics of mastery motivation. The findings reveal three levels of mastery motivation high, moderate, and low with most teachers falling within the moderate to high categories. Teachers with high motivation demonstrated strong learning orientation, persistence, and innovative behaviors in improving teaching practices. Meanwhile, moderate motivation tended to fluctuate, influenced by administrative burdens, limited time, and work demands. These findings highlight that mastery motivation is multidimensional and shaped by individual, social, and institutional factors. This study is expected to broaden understanding of professional motivation among early childhood teachers, provide empirical foundations for educational policies and sustainable teacher competency development programs, and open opportunities for further, more in-depth research

ABSTRACT Lifelong learning has become an increasingly prominent topic in European policy agendas. This paper examines the policy rationale of European lifelong learning policies since the 1990s, as they have become overly economically oriented. Likewise, it explores how lifelong learning is approached in education policies, youth policies and skills polices. This study comprises 23 policy texts from the European Commission and the Council of the European Union, which were analysed according to thematic documentary analysis. The article aims to problematise how lifelong learning has been conceptualised within the policy texts, discussing the main ideas that underpin the politics of lifelong learning. Scholars from Sociology and Education Science primarily support the theoretical and conceptual background of this study. Our findings indicate that, over the last three decades, European education and lifelong learning policies, youth policies and skills policies have favoured an economic and instrumental perspective on lifelong learning. Learning appears to be primarily oriented towards the needs and imperatives of the labour market, with a strong emphasis on the need for upskilling and reskilling to improve the employability of individuals. Overall, European policies have foregrounded the economic dimensions of education, overshadowing its cultural, civic and personal development areas.

This article examines the integration of educational foundations with Islamic education principles to strengthen both theoretical understanding and contemporary educational practice. Educational foundations comprising philosophical, psychological, sociological, historical, juridical, curricular, cultural, technological, economic, and religious dimensions serve as the fundamental basis for determining the direction and objectives of education. From an Islamic perspective, education adopts a holistic orientation that emphasizes not only intellectual development but also moral, spiritual, and character formation. This study employs a qualitative descriptive approach using content analysis to explore the conceptual relationship between modern educational foundations and Islamic educational values. The findings indicate a strong integrative relationship, particularly in the development of human potential, character education, and holistic learning orientation. The discussion demonstrates that this integrative framework offers a relevant response to 21st-century educational challenges, including moral degradation, rapid technological advancement, and future-oriented learning demands. This article contributes conceptually by reinforcing the position of Islamic educational foundations within the contemporary global educational discourse.

Objective: This study examines the relationship of Learning Orientation (LO) and Firm Performance (FP), with the moderating role of Market Dynamism (MD), among Micro, Small and Medium Enterprises (MSMEs) in Polish technology parks. This study will offer strategic insight in establishing organizational learning in changing environments.Methods: Data analysis was conducted in three stages: descriptive statistics summarized the sample and relevant variables, Kolmogorov–Smirnov tests confirmed data normality, and construct integrity was verified. The moderating effect of MD on the relationship between LO and FP was assessed through statistical techniques.Results: The results show a positive relationship of LO with FP hence highlighting the significant strategic need to develop a learning culture of MSMEs. In the context of MD's moderating role, speakers show that high MD makes a strong positive relationship between LO and FP, which indicates that firms need to adapt for their survival in competitive and dynamically changing environments.Novelty: This study addresses one of the important gaps in MSMEs literature that shows the effect of organizational learning on environmental dynamism. Examining the case of technology parks in Poland, it fills an empirical gap thus enriching the dynamic capabilities literature. It brings in market dynamism as an important moderating construct and this perspective could provide fresh insights on how firms can better match learning practices with external uncertainties to achieve sustained and enhanced performance.Research Implications: The study highlights the importance of nurturing a strong learning orientation as not only a peripheral mechanism but a strategic focus for MSME success in fast-paced and rapid markets. It involves embedding this learning structure across the breadth of the organization, in coordination with real- to external market trends and effective response to changes. Future studies may investigate further moderating factors including but not limited to digital transformation or innovation intensity, as well as broaden the applicability of this framework towards studies with cross-national comparisons. Longitudinal studies could deepen insights into LO development across organizational life-cycles, and uncover synergies that contribute to sustainable, competitive advantage over time.

This study analyzes the influence of learning orientation, strategic renewal, and information and communication technology usage on organizational performance through innovation capability in Indonesia’s automotive component industry. Using a quantitative descriptive-verificative design with Structural Equation Modeling (SEM), the research surveyed 248 companies selected from 362 units in Jakarta, Banten, and West Java through purposive sampling. Respondents were company leaders or owners. The findings show that learning orientation and innovation capability usage positively affect both innovation capability and organizational performance. Strategic renewal, however, only directly influences organizational performance without significantly affecting innovation capability. Furthermore, innovation capability plays a mediating role, strengthening the impact of learning orientation, strategic renewal, and innovation capability usage on organizational performance. These results highlight the importance of fostering innovation in services and processes, supported by innovation capability adoption, to enhance competitiveness and productivity in the national automotive component industry. The study provides practical insights for industry leaders in making strategic decisions to adapt to intense market competition.

Since OpenAI’s release of ChatGPT (November 2022), generative AI models have proliferated and evolved rapidly. Beyond chat-based interactions and text generation, newer multi-modal and reasoning models incorporate image, video and audio generation and interpretation, as well as citation tools. These tools are increasingly embedded into mainstream productivity systems (e.g., Copilot in the Microsoft suite), lowering barriers to everyday use. The widespread availability of AI tools has had a profound impact on education. In Australia, the AI disruption has prompted the higher education sector to rethink existing assessment practices to mitigate misuse while adopting approaches that support the ethical, critical, and responsible use of AI (Lodge et al., 2023). As Huijser et al. (2024) explain, the challenge for academics and professionals supporting teaching and learning in higher education is not just to build technical proficiency with these tools, but also to build staff capabilities to critically engage with AI’s complexities and make informed decisions on its appropriate use in teaching contexts (Markauskaite et al., 2022). The project aims to design and iteratively refine a layered professional development (PD) suite to support staff AI literacy, defined as the capabilities enabling individuals to critically evaluate, communicate, and collaborate with AI (Long & Magerko, 2020). In this design case, I ask: How can responsive PD scaffold staff adaptability, critical judgment, and ethical engagement with AI? This approach responds to critiques that Technology Enhanced Learning (TEL) PD initiatives primarily focus on knowledge and skill acquisition and to calls for PD that goes beyond tool proficiency by intentionally designing for “learning about AI…, learning with AI…, and learning for human-AI collaboration” (Carvalho et al., 2022, p.2). The PD suite iterates an earlier pilot approach to support staff AI literacy at the same institution (Tibbs et al., 2024). This presentation focuses primarily on the workshops, which were delivered in six cycles (2024-2025). The 2024 workshops provided opportunities for first encounters with AI, tool comparisons, ethical discussions, and assessment design considerations. By 2025, informed by facilitator observations and reflections, transcripts, participant artefacts, evaluation survey responses, evolving AI technologies, and institutional infrastructure, the workshops were iteratively redesigned across cycles, alongside an updated self-paced module. The 2025 workshops were underpinned by socio-constructivist principles: more space was created for dialogue, critical evaluation of AI outputs was emphasised, and collaborative peer design challenges and the crafting of contextually relevant agents for practical use were included. They also incorporated a critical pedagogical orientation and elements of transformative learning, where staff interrogated assumptions about AI through engagement with ethical and Aboriginal and Torres Strait Islander perspectives, and explored their professional obligations to support students’ AI literacy development. The next planned layer in the suite, an AI in Learning and Teaching micro-credential, is currently in development. The evidence-driven, situative approach is grounded in educational design research (McKenney & Reeves, 2018) and design-based professional learning (Friesen & Brown, 2022); engagement and evaluation data from each workshop cycle informed the next cycle’s design. The PD suite is positioned to support staff’s critical and adaptive expertise, not just technical proficiency, to capably respond to the opportunities and uncertainties brought by AI (Markauskaite et al., 2022). Its layered architecture, from low-stakes self-paced exploration to applied collaborative workshops, and soon to reflective micro-credential, supports different starting points and scaffolded progression, enabling adaptation for institutions with different resource constraints. For example, a train-the-trainer model could be adopted so that tailored, discipline-specific workshops drawing on structured dialogue and critical reflection can be facilitated by school-based champions. This case offers insights into how this PD model can create conditions for adaptive and critical AI literacy development for university educators, beyond one-off technical upskilling (Friesen & Brown, 2022). It underscores the value of design interventions attuned to shifting teaching and learning ecologies, building staff capabilities to both create with and critique AI. The presentation will illustrate these design cycles, share facilitator reflections and participant artefacts, and outline future directions.

Purpose Drawing upon the theoretical lens of the resource-based view theory (RBT) and dynamic capability view theory (DCT), this study aims to develop and test a theoretical framework illustrating how learning orientation (LO) enhances sustainable supply chain management (SSCM) performance through the serial mediation role of collaborative innovation (CI) and supply chain agility (SCA), while also exploring the moderating role of environmental complexity (EC). Design/methodology/approach An explanatory sequential mixed-methods design was employed. In the first study, a quantitative research design was applied to test the theoretical framework by analyzing survey data from 216 manufacturing firms across various industries in Vietnam via SmartPLS 4.0 software. In study 2, semi-structured, in-depth interviews with 12 managers of manufacturing companies were performed to interpret the findings of the quantitative study using a thematic coding approach. Findings The findings confirm and validate that LO within organizations significantly boosts SSCM performance through direct and mediation pathways, with CI and SCA serving as sequential mediators. In addition, EC is a significant moderator that inhibits the mediation effects of CI and SCA in the LO-SSCM performance relationship. Originality/value This study is an initial examination to highlight that organizations with strong LO are more proficient at integrating innovative approaches and agile practices, ultimately leading to superior sustainability outcomes. Moreover, the effectiveness of LO is contingent upon the level of EC; thus, offering key insights for businesses in creating sustainable supply chain strategies through organizational learning.

Under the backdrop of the rural revitalisation strategy, enhancing the quality of rural return employment among college graduates has become increasingly critical. Grounded in human capital theory and social support theory, this study investigates the influence of career competence orientation and lifelong learning orientation on the quality of rural return employment, with particular attention to the mediating roles of household economic capital and teacher support. Data were collected through a questionnaire survey of 397 university graduates and analysed using the Partial Least Squares Structural Equation Modelling (PLS-SEM) approach. The findings indicate that: (1) Career competence orientation and lifelong learning orientation positively affect the quality of rural return employment both directly and indirectly, mediated by household economic capital and teacher support. (2) Household economic capital serves as a vital source of material security and risk mitigation, whereas teacher support provides essential informational resources, skill development opportunities and signalling advantages, together forming a core psychology-resource-outcome transmission pathway. (3) These two mediating mechanisms reflect a dual assurance framework for improving employment quality, where the household economic capital path emphasises financial stability, and the teacher support path highlights the capacity-building function of the education system. This study contributes a systematic analytical framework for understanding the determinants of employment quality among returning graduates, offering valuable theoretical insights and practical implications for fostering talent circulation and advancing rural revitalisation.

Abstract: This study examines the connection between early technology exposure and social-digital outcomes as per parental guidance practices among Generation Alpha children. The research focuses on how parents mediate technology use regarding children's digital development. Data were surely collected from 141 millennial parents in Bangalore through structured questionnaires. Moreover, this approach helped gather reliable information for the study. Four major factors were used in this study: Technology-driven Social Validation Pressures, Digital Learning Disruptions, Marketing Influence and Consumer Susceptibility, and Emotional Resilience, which have been divided into high and low groups. In addition, the use of logistic regression was to check how technology exposure and parent control factors definitely affect children's results. The study also looked at basic family details to see their impact. It is also observed that learning orientation and parental support help to reduce high validation pressures in children, but resilience only increases these pressures unexpectedly. Basically, the model got 85.7% accuracy with good agreement (κ = 0.71), but the ROC curve showed poor discrimination with an AUC of 0.461, which is the same as saying it struggles with probability predictions. As per these findings, logistic regression shows good potential for predicting Gen-Alpha's digital validation habits but also has clear limitations. Regarding the results, this method can explain some patterns but cannot capture all aspects of their online behavior. The study shows that parental strategies and socio-cognitive orientations both shape children's digital behaviors. It further suggests that nonlinear modeling approaches can provide better predictive insights, as the relationship itself is complex.

Purpose Digitalization is transforming public services, making employee creativity essential for driving this transformation and enhancing the quality of service delivery. In this context, digital leaders can play a pivotal role in employees' development and creativity. This study aims to examine the direct effects of digital leadership on employee creativity as well as its indirect effects through digital literacy and learning orientation. Design/methodology/approach Data were collected from 300 employees working in public sector organizations in the United Arab Emirates. A quantitative method was adopted, and statistical analyses were performed. Findings The findings demonstrate that digital leadership affects employees' digital literacy and learning orientation. While the latter influences employees' creativity. Additionally, employee learning orientation mediates the relationship between digital leadership and employee creativity. Practical implications This study highlights the critical role digital leaders play in fostering a learning-oriented environment that enhances both digital literacy and employee creativity. Public sector organizations should invest in developing digital leadership capabilities and encourage continuous learning programs to promote employees' creativity, ultimately improving organizational performance and adaptability in a rapidly evolving digital landscape. This study provides practical recommendations for leaders, employees and human resource management (HRM) practitioners in the public sector. Originality/value Studies examining the associations between digital leadership, employee creativity, digital literacy and learning orientation in the public sector are sparse. This study not only addresses this research gap but also broadens the scope and adds evidence to leadership, management and HRM studies in the public sector.