Digital technologies pervade the lives of many people in Switzerland. This increasing digital datafication brings opportunities but also risks like algorithmization, dataveillance, and related to this, threats to subjective well-being. In my dissertation, I argue that individuals cope with such risks by engaging in different practices. To investigate these practices, I use a mixed-methods research design. Using representative surveys, I show that social inequalities are related to digital skills and internet usage over time, and also that being aware of a risk, feeling affected by it, and having the necessary skills are crucial for applying self-help strategies to cope with it. Using qualitative interviews, I show that individuals’ dataveillance imaginaries play a central role in the self-inhibition of digital communication, and also that resistance to digital technologies can be a way to deal with their omnipresence. From these findings, I derive an integrated conceptual framework, which illustrates that internet users actively negotiate their use of digital technologies through digital practices and sheds light on the factors associated with this process. By doing so, this dissertation advances critical discussions around individuals’ digital technology use and provides the basis for evidence-based policy strategies aiming at a more inclusive digitized society.

Purpose This research was performed to get a better understanding of social safety factors that impact students pursuing higher education degrees in engineering and technology fields and to understand what might be done to encourage students to begin and then complete the degrees. Design/methodology/approach A mixed-methods research design was used to examine student perceptions of social safety within engineering and technology-related academic programs. A survey that incorporated both quantitative and qualitative data was developed and administered via Qualtrics. The survey underwent an alpha and a beta version. Likert-scale questions assessed perceptions of respect, support and experiences with bias or discrimination within academic settings. Demographic questions were left open-ended, allowing students to self-identify using their own terms for gender, ethnicity, sexual orientation, religion and academic program. Open-ended questions were also used for students to provide detailed qualitative information about their personal social safety experiences. Findings Social safety and comfort levels reported by students include notable gender-based differences. When examined solely by religious affiliation, notable differences in comfort levels were observed. Students’ comfort within academic environments is shaped not only by structural or demographic factors but also by a variety of personal and internal experiences. Imposter syndrome and social anxiety were the most prevalent. Social and cultural factors most prevalent were instructor personality and academic pressure. The most impactful factors in supporting student comfort include inclusive pedagogical practices such as clear expectations, a welcoming atmosphere, encouragement of questions and celebration of success. Research limitations/implications The research investigates how institutional frameworks and personal relationships between students and faculty members affect students’ academic experiences in engineering and technology higher education. It establishes that social safety development stands as a fundamental requirement instead of an optional factor for student engagement and academic persistence. The research uses student perspectives to reveal institutional obstacles and also to recommend methods for building more socially safe academic spaces. Practical implications The results of this research can be used by higher education faculty, administrators and even students to better understand impacts on social safety in engineering and technology fields, including when differing demographics play a role and also offers practical and actionable recommendations for improvement by the student survey participants. Social implications The results of this research help express disparities in social safety based on gender, ethnicity and other personal characteristics. It demonstrates that there are various personal as well as structural barriers that impede a sense of comfort and social safety and offers recommendations for addressing them. Originality/value The research provides an original contribution through its study of social safety, which combines psychological internal factors with external structural elements, in STEM fields in dual-mission higher education. The research examines how gender identity, ethnicity and religion interact to produce specific patterns of student comfort and bias. The research identifies essential personal, classroom and environmental factors that affect student’s sense of belonging and offers practical recommendations from the survey participants, which helps advance STEM education equity understanding and creates a framework for future assessment and institutional improvement.

Adaptive job recrafting of gig workers: Concept, measurement, and validation of its impact on job satisfaction.

As the boundaries between work and leisure continue to blur, purposeful workplace play has gained recognition as a strategic human resource (HR) practice associated with enhanced employee engagement, creativity and performance. However, empirical evidence on its outcomes remains inconclusive. This systematic review of 35 peer-reviewed studies (1984–2024) synthesizes current scholarship on workplace play within human resource management (HRM) contexts. Findings reveal that play is a multifaceted and context-sensitive phenomenon, shaped by individual dispositions, team dynamics, leadership approaches and organizational culture. When authentically integrated into the workplace, play fosters well-being, innovation and collaboration. Conversely, when coercively imposed, it may generate cynicism and undermine trust. Theoretical insights in this domain remain fragmented, primarily dominated by psychological paradigms such as conservation of resources and social exchange theory, with limited engagement from cultural, institutional or paradox perspectives. This review advances a future research agenda that encourages multi-level theorization, cross-disciplinary integration and the use of longitudinal and mixed-method research designs. For HR practitioners, the findings underscore the importance of designing play initiatives that are voluntary, meaningful and contextually grounded, thereby aligning employee well-being and organizational objectives.

The proliferation of Shared Contact Centre Services (SCCs) across public and private sectors in the Eastern Cape reflects a broader global trend toward centralized service delivery. However, the conceptual underpinnings of SCCs particularly in relation to synergy, competitive advantage, and definitional precision remain underexplored. This study examines the synergistic interface between SCCs and organisational business units, with a focus on their collective impact on organisational performance, strategic competitiveness, and customer service within the Eastern Cape Provincial Administration. Anchored in the Attention-Based View (ABV) and informed by synergy theory, the research adopts a sequential Mixed Methods Research (MMR) design. A qualitative constructionist methodology enabled the co-creation of contextual insights, while quantitative analysis facilitated triangulation, enhancing the reliability and generalisability of findings across South African provincial contexts. The study culminated in the development of a multidimensional conceptual framework for evaluating synergy, structured around six core dimensions: strategic alignment, process integration, technological enablement, performance metrics, customer centricity, and continuous improvement. The empirical findings demonstrated that the proposed framework significantly enhances interdepartmental collaboration, communication, and knowledge exchange, thereby improving productivity, employee engagement, and organisational health. Furthermore, the framework contributes to elevated customer satisfaction, loyalty, and retention factors that collectively drive revenue growth and market expansion. By mitigating operational silos and fostering strategic coherence, the framework enables organisations to systematically assess SCC performance, identify areas for optimisation, and align service delivery with overarching corporate strategy to maximise customer value.

This study explores the knowledge, preparedness, challenges, and strategies related to electrical safety practices among residents of Barangay Balaoi, Pagudpud, Ilocos Norte, a disaster-prone coastal community in the Philippines. Using a mixed-method research design, the study employed structured surveys, semi-structured interviews, and focus group discussions to gather both quantitative and qualitative data. Descriptive statistics revealed that residents were slightly knowledgeable and slightly prepared to implement electrical safety practices, with notable deficiencies in areas such as grounding systems, proper use of extension cords, and emergency planning. Thematic analysis identified key challenges, including limited knowledge of electrical safety, insufficient tools and preparedness, lack of proactive safety measures, and resource constraints. Pearson correlation analysis indicated a strong positive relationship between residents’ knowledge and preparedness, highlighting the importance of education in fostering readiness to address electrical hazards. The study recommends enhancing community knowledge through targeted education programs, building capacity for emergency preparedness via hands-on training and affordable tools, and addressing resource constraints through financial assistance and subsidies for certified materials and professional services. Additionally, it emphasizes the need for stricter enforcement of electrical safety standards and further research to explore external factors affecting electrical safety practices. By addressing these gaps, the study aims to improve residents’ ability to maintain safe electrical installations, reduce risks, and strengthen community resilience in disaster-prone environments. These findings provide valuable insights for policymakers and program implementers in designing effective interventions to promote electrical safety.

This study examines the pedagogical differences between digital natives and digital immigrants in the context of artificial intelligence (AI) supported teaching strategies. Using mixed methods research design, teachers' adoption processes of AI tools were analyzed through quantitative (questionnaire) and qualitative (interviews and classroom observations) data collection techniques. The findings show that digital natives adapt to AI-supported teaching methods faster, while digital immigrants struggle in this process due to lack of technical knowledge and pedagogical habits. AI tools have the potential to reduce teachers' workload, create individualized learning environments and increase student achievement. However, for the effective integration of AI technologies, teacher training programs need to be strengthened, technical support mechanisms need to be established, and more comprehensive regulations on data privacy issues need to be made. The results of the study suggest that educational policies should be restructured in line with AI-supported pedagogical transformation.

Explore the extended impacts on psychological well-being in older adults through application of virtual reality technology: An integrative review.

Purpose This study aims to uncover the role of teacher professional capital (PC) in developing distributed leadership (DL) practices at Turkish public schools. Design/methodology/approach The study adopts a sequential explanatory mixed-methods research design. The quantitative phase included a stratified sample of 394 teachers. The qualitative findings reflected the insights of six purposefully selected school principals from the same research site. Findings The results revealed a strong and positive relationship between teachers’ PC and DL. Notably, PC scores significantly predicted 76% of the variance in DL practices. Qualitative findings highlighted the importance of trust-based leadership, shared responsibility and support for teacher development, alongside structural and cultural barriers. Leadership styles, teacher agency and school culture emerged as key contextual factors shaping the enactment of DL. Originality/value The paper expands the existing knowledge base regarding the role of teacher PC in promoting DL practices in centralized educational systems. Incorporating perspectives from both educators and administrators within the school offers valuable insights to policymakers, practitioners and researchers.

The present research is an empirical study that examined how leadership practice was associated with the work-life balance (WLB) among migrant workers working in the Employment Permit System (EPS) in South Korea. By applying a mixed-method research design, the data were gathered through surveys and qualitative interviews of migrant workers in different industries, such as manufacturing and agriculture. The results reveal that both the transformational and servant styles of leadership have a positive and significant correlational relationship to the better outcomes of WLB. On the contrary, there is no significant or even weak connection between transactional leadership and transactional leadership. Supervisor empathy and supervisor flexibility are found to be the crucial moderating variables that enhance the positive influence of constructive leadership in the investigations. The structural limitations, which pose a significant obstacle to WLB, comprise limitations of mobility on job change, cultural adjustment, and working excessive hours. The research concludes that supportive leadership has the potential to alleviate the negative impact of a demanding structural environment to a large extent. Practical implications are presented, stating that cross-cultural leadership training is required, reforms of organizational policies in order to provide flexibility, and the role of the government involves the enforcement of labor standards and changes of visa policies in order to safeguard the welfare of migrant workers.

Maintaining a clean and orderly school environment is essential for promoting student well-being, fostering positive learning outcomes, and strengthening a culture of discipline and responsibility. Recognizing recurring issues in campus cleanliness, Cantabaco National High School implemented a Project-Based Housekeeping Program integrated with Lean Six Sigma’s DMAIC (Define, Measure, Analyze, Improve, Control) framework. This study aimed to evaluate the effectiveness of this combined approach in improving cleanliness standards, enhancing student involvement, and supporting sustainable school-wide hygiene practices. The study employed a mixed-method research design using surveys, on-site cleanliness audits, interviews, and document reviews. Quantitative data were gathered from standardized cleanliness assessment checklists across classrooms, restrooms, and common areas, while qualitative insights were collected from teachers, students, and non-teaching staff. The Lean Six Sigma DMAIC framework directed the process improvement cycle, facilitating the methodical identification of issues, assessment of conditions, root-cause analysis, execution of enhancements, and evaluation of results. Descriptive statistics and thematic analysis were used to interpret the data. Findings revealed a significant improvement in overall cleanliness scores after the implementation of the Project-Based Housekeeping Program. Classrooms and common areas displayed higher compliance with hygiene standards, while restrooms showed marked progress due to enhanced resource allocation. Students reported increased awareness of sanitation practices, accountability, and collaborative engagement. Teachers and staff noted better organization, more efficient cleaning routines, and a stronger culture of shared responsibility. The DMAIC framework played a crucial role in addressing bottlenecks, standardizing procedures, and ensuring consistency. The study finds that combining project-based learning with Lean Six Sigma methods is a good way to make schools cleaner and teach students how to be leaders, work together, and care for the environment. To sustain and expand these gains, the school is encouraged to institutionalize the program, provide continuous training, strengthen stakeholder collaboration, conduct regular audits, and ensure adequate cleaning resources. The model developed in this study may serve as a replicable framework for other schools seeking scalable, structured, and sustainable approaches to campus cleanliness and hygiene management.

The performance of sewer systems in developing urban areas faces significant challenges due to inadequate maintenance prioritisation frameworks. This study developed a comprehensive maintenance management prioritisation model to enhance the performance of sewer systems in Arusha Central Business District (CBD), Tanzania. Using a mixed-methods research design, the study assessed six sewer sections to identify critical factors affecting maintenance prioritisation through Relative Importance Index (RII) analysis. A multiple regression model was developed and validated to predict maintenance priority scores based on eight key factors: structural deterioration, traffic load impact, population served, pipe age, pipe depth, hydraulic capacity, pipe material, and pipe diameter. The regression model demonstrated strong predictive power with R² = 0.774, explaining 77.4% of the variance in maintenance priority scores (F = 23.480, p < 0.001). Among the factors, structural deterioration (β = 0.842), traffic load impact (β = 0.716), and population served (β = 0.499) emerged as the most significant predictors. Application of the model to six sewer sections in Arusha CBD ranked Soko-kuu as the highest priority (score = 6.028), followed by Kaloleni (4.964), Makao Mapya (4.464), Ngarenaro (3.531), Arusha Technical (2.182), and Bondeni (0.181). Validation testing showed excellent predictive accuracy with a Mean Absolute Error (MAE) of 0.47 and a Root Mean Squared Error (RMSE) of 0.6 on a priority score scale ranging from 0.181 to 6.028, confirming the model's reliability for maintenance prioritisation decisions. The study concludes that systematic, evidence-based maintenance prioritisation significantly improves sewer system performance and resource allocation efficiency. The developed model provides stakeholders with practical tools for proactive maintenance planning, ultimately reducing system failure risks and enhancing service delivery. These findings contribute valuable insights for sewer maintenance management in similar developing contexts and establish a framework for sustainable urban infrastructure management.

Purpose This study aims to discover the factors that affect the adoption of artificial intelligence (AI) technology by academic librarians within Pakistani universities. It aims to identify the vibrant drivers and challenges within organisational, technological and environmental contexts and to produce theory and practical knowledge about the integration of AI within higher education libraries. Design/methodology/approach This study uses a mixed-methods research design, involving both quantitative and qualitative interviews. To understand the principles underlying the interactions between these constructs, the study administers a survey questionnaire to evaluate the research model, using structural equation modelling (SEM) and necessary condition analysis (NCA) to identify essential conditions for outcomes and conduct heterogeneity analysis to identify factors for AI adoption success. Findings The technological aspects of compatibility and complexity are strong drivers in shaping perceptions of AI’s ease of use and utility, with compatibility positively influencing perceptions of usability but not always affecting perceived value. Organisational elements include top management support and technological readiness, while environmental factors encompass competitive pressures that drive the imperative for integration. Originality/value This study uses an innovative integration of two theoretical models, the technology acceptance model (TAM) and the technology–organisation–environment (TOE) framework, to provide an understanding of AI adoption. The TAM and TOE frameworks will be used to explore AI adoption within university libraries and address an essential research gap in developing economies, such as Pakistan. It provides practical managerial guidelines to policymakers, encouraging AI integration through leadership support, infrastructural readiness and responsiveness within the organisation. It also provides a baseline standard for AI adoption research, using the stringency of mixed methods through the employment of SEM, thematic analysis and NCA.

ABSTRACT While linguistic diversity is an asset to Nigeria, it poses challenges, especially in the educational sector. English, serving as the official language and language of instruction in schools, often overshadows the numerous indigenous languages, forming barriers for students who lack proficiency in English. Despite the importance of multilingual education, instructors in Nigerian schools are confronted with difficulties navigating multilingual classrooms, affecting teaching practices and students’ performances. This research investigates the challenges teachers face in Nigerian classrooms, focusing on how linguistic barriers impact students’ academic achievements and examining reliable strategies for managing these challenges. Bronfenbrenner’s Ecological Model provided the theoretical backing for the study. This study sampled 706 teachers’ responses across regions and used a mixed-method research design to analyze the data. The findings showed, among other factors, that over 80% of the responses identify language-associated challenges in Nigerian classrooms, and many struggle with inadequate resources and skills to manage these problems. This study concludes by recommending tailored instructional aids, teaching culturally relevant methods, and supportive policies to improve the academic performances of learners in Nigerian multilingual classrooms.

ABSTRACT Practical instructional skills are crucial for pre-service teachers (PSTs) training. Traditional training methodologies, however, struggle to replicate authentic classroom interactions and are further constrained by ethical considerations regarding the involvement of actual students. To address these challenges, this study proposes an innovative approach using ChatGPT-4o to simulate students to facilitate interactive classroom engagement and provide targeted post-lesson feedback within a controlled training environment. In this setting, zero–shot chain–of-thought prompts guided the AI to generate diverse, realistic student reactions – including probing questions and occasional misunderstandings – to challenge PSTs' adaptive teaching skills. The experimental study involved 29 PSTs from a normal university in eastern China, employing a mixed-methods research design. Quantitative and qualitative analyzes demonstrated that interactions with AI-simulated students significantly enhanced participants' instructional dialogue quality, approximating the proficiency levels observed in experienced educators. Furthermore, participants exhibited marked improvements in self-efficacy and demonstrated increased receptiveness toward AI-mediated training modalities. These empirical findings substantiate the efficacy of AI-based simulation as a scalable and ethically viable alternative in teacher preparation programs, effectively addressing the persistent theory-practice divide in teacher education.

This study assessed stakeholder engagement in planning and monitoring the performance of water supply projects at the Songea Water Supply and Sanitation Authority (SOUWASA) in Tanzania. Employing a mixed-methods research design, the study combined both quantitative and qualitative approaches. Data were collected from 91 SOUWASA staff, community representatives, and local government officials, selected through simple random and purposive sampling. Quantitative data were analysed using descriptive and inferential statistics, including regression analysis, while qualitative data were examined through thematic analysis.

The swift expansion of mobile commerce (m-commerce) has significantly influenced the way consumers engage with retail platforms globally, including within the Kingdom of Saudi Arabia. The increased availability of smartphones, improved internet infrastructure, and the cultural shift toward digital convenience have made mobile shopping a central component of modern consumer behavior. This study focuses on the usage of mobile shopping applications among the academic community at Onaizah Colleges, a regional institution where students, faculty, and administrative staff represent a diverse user base with varied digital habits. Through a comprehensive mixed-methods research design, this investigation integrates quantitative survey data with qualitative interview responses to explore how different user segments interact with shopping apps. The study specifically examines user preferences, frequently used applications, types of products purchased, and the barriers that limit seamless adoption. Popular platforms such as Noon, Amazon.sa, Carrefour, and Jarir emerged as dominant choices, largely due to their reliability, user-friendly interfaces, and culturally adapted features like Arabic language support and cash-on-delivery options. However, challenges persist. Participants frequently reported frustrations such as delayed deliveries, high shipping fees, application crashes, and unclear refund policies. These issues, combined with ongoing concerns about data privacy and trust in digital payments, underscore the need for tailored improvements to enhance user satisfaction. The results also highlight the role of cultural alignment, social norms, and demographic differences in shaping app usage patterns. This research not only adds to the existing body of knowledge on mobile commerce adoption but also offers practical recommendations for developers, digital marketers, and retailers seeking to better serve consumers in the Saudi educational sector. By focusing on a specific and under-researched population, the findings provide insight into how localized strategies can support digital transformation in alignment with Vision 2030 goals.

PurposeThe purpose of this study was to collect data from surveys and focus groups to describe the overall experiences and perceptions of racism of parents of non-Hispanic Black (NHB) children with diabetes.MethodsA concurrent mixed-methods research design was utilized. Surveys (General Intake, Brief Hypervigilance Scale) were obtained, and 5 focus groups (4 type 1 diabetes, 1 type 2 diabetes) were conducted with parents of NHB children followed at an urban pediatric diabetes center. A focus group guide was developed, and transcripts were coded and analyzed by the research team.ResultsForty-seven parents consented to participate in the study; 22 parents (47%) participated in 1 of 5 focus groups. Focus group participants were generally in good health and had higher education and income levels than nonparticipants. Hypervigilance (a heightened awareness to threat) was reported in parents, especially of those children with type 2 diabetes. Focus group themes related to experiences with diabetes management, including (1) communication with the diabetes team, (2) coping mechanisms, and (3) perceptions of medical racism.ConclusionsKey insights that emerged from the study included the importance of communicating openly with the diabetes team, the inequitable provision of diabetes technology, a desire for NHB role models, and high levels of hypervigilance in the participants. Innovative approaches, including trauma-informed care focused on patient/caregiver and parent voice, can help to address the racial disparities in the treatment and outcomes of youth with diabetes.

Building Information Modelling (BIM) offers the capability to automate building quantity take-offs directly from a digital information model. This can save the time spent by the QS manually measuring and counting items to focus on more valuable cost advice for the success of the projects. However, cost management and cost control remain the most significant challenges facing construction businesses worldwide. This paper aimed to establish the current status of BIM adoption in the Quantity Surveying Practice in Kenya. A mixed-methods research design was used, where quantitative results from the survey questionnaire were validated using qualitative results from the interviews. 167 responses were received out of 270 targeted respondents, and 5 interviews. The results indicated a below-average adoption rate, with a mix of computer-aided onscreen measurement and traditional paper-based practices prevalent. BIM use is less planned and more of a by-chance implementation. Institutions of higher learning should incorporate BIM in their quantity surveying curricula, and professional bodies in their seminars to build awareness on the benefits of its use for the QS profession.

Men's behavior change programs are a crucial component of contemporary efforts to address domestic violence, particularly (though not exclusively) across the Global North. Yet studies of program effectiveness consistently report high attrition rates and, importantly, an association between non-completion and recidivism. Scholars are thus increasingly concerned with understanding factors that predict program completion. However, limited research examines engagement beyond this binary notion of completion/non-completion. Adopting a broader scope, our systematic review examined English language, peer-reviewed research into the risk and protective factors that may influence engagement with/disengagement from all-male domestic violence perpetrator group programs. Our review was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement. Databases searched include ProQuest, Ovid, EBSCOhost, and Web of Science, from which 164 sources were subject to full-text review, and 80 sources (published 1988-2023) were included. The sources report on studies that use quantitative, qualitative, and mixed methods research designs, based in the United States, Canada, the United Kingdom, Australia, Portugal, and Spain. Through narrative synthesis, we explore how this research conceptualizes completion, considers (or indeed overlooks) engagement, and makes sense of risk/protective factors for non-completion and disengagement. Our findings highlight the inconsistent and often arbitrary definition and measurement of program completion across studies, calling into question its usefulness as a proxy for program effectiveness. Most crucially, our findings support the need for more nuanced analyses of program outcomes that capture the non-linear, relational process with which people engage in perpetrator programs, and behavior change more broadly.