This paper examines how leadership, organizational learning, and technology integration interact to foster innovation and adaptability within learning organizations in the context of digital transformation. While prior studies have largely examined these elements in isolation, there remains limited synthesis of how leadership, learning processes, and digital technologies jointly operate across organizational contexts. This review is novel in that it systematically integrates leadership styles, organizational learning processes, and digital transformation within a single analytical framework and classifies existing empirical studies according to direct, moderation, and mediation models. Using a systematic literature review guided by PRISMA, the study synthesises 23 peer-reviewed empirical articles published between 2015 and 2025 across education, healthcare, public, and private sector organizations. The findings show that leadership influences organizational learning and performance through both direct and indirect pathways, with effects shaped by contextual conditions such as organizational flexibility and sectoral characteristics. Mediation mechanisms, particularly employee productivity and knowledge sharing, are central in translating leadership practices and technology adoption into improved organizational outcomes. Moderation effects further indicate that leadership effectiveness varies according to organizational readiness and environmental complexity. The review highlights that context-sensitive leadership and strategically aligned digital learning initiatives are critical for sustainable organizational development. It concludes by recommending that future research and policy prioritize integrated and adaptive approaches to leadership development and digital learning, offering a coherent roadmap for scholars and practitioners seeking to build resilient and innovative learning organizations.

This study proposes a dual-dimensional framework to design such technologies in the EdTech industry using the conceptual framework methodology, which is based on thematic content analysis and theory-driven and evidence-based validation using scholarly literature, industry reports, and policies from the top EdTech organizations worldwide. The framework identifies trustworthiness as the key construct that integrates two interrelated dimensions. The governing dimension is operational at the managerial level and includes governance principles based on an extended Unified Theory of Acceptance and Use of Technology (UTAUT) framework and personalization governance principles based on three dimensions, such as intensity, tempo, and boundaries. The designing dimension is operational at the implementation level and identifies the technical requirements related to virtual sales personnel systems and AI promotion systems. The results of the validation process against known platform practices demonstrate a mixed pattern of alignment, with stronger support in regulatory-related areas and weaker support in governance-intensive domains where the framework extends current industry practice. The extension of the UTAUT model from personal acceptance to organizational governance represents a theoretical contribution with a link to existing research in personal acceptance and its expanded applicability. The three-dimensional personalization governance model has more detailed mechanisms than the current one-dimensional approaches. For educational technology organizations, the framework offers systematic guidance in the development of AI-based marketing systems that are trustworthy to users while being effective for organizational goals. Validation results indicate tempo governance and recommendation explainability as areas that need development in the industry for effective engagement with users in a sustainable manner.

Abstract: This report describes an artificial intelligence based real time facial recognition system, implemented using the open source Dlib library, to assist in attendance tracking. Traditional systems for managing attendance (manual register and biometric) are labor intensive and prone to errors. One common error is proxy attendance. Computer vision techniques can be utilized to automatically identify a person in real time using facial detection and recognition. Facial landmarks and facial encoding within the Dlib library will be used by the system to facilitate facial recognition. Image processing will be performed using OpenCV. The system will create a 128-dimensional vector for each facial feature extracted from images. Each vector will be matched with an existing encoding to identify a person. When a person is successfully identified by the system, the time and date will be recorded and attendance will be marked in real-time. In an experimental environment, the system successfully identified individuals with high accuracy. Manual effort was also significantly reduced. This technology will provide educational institutions and organizations with a contactless, reliable, efficient and scalable attendance management system. Keywords: Face Recognition, Dlib, Artificial Intelligence, Attendance System, Computer Vision, OpenCV

The purpose of the work is to theoretically substantiate the need for pedagogical support for parents in the process of forming a healthy lifestyle for children and families in a preschool educational organization based on the authors’ pedagogical model. The article describes the process of developing this model, based on an axiological approach that allows us to consider human health as an essential value. The target-related, operational and content-related and effective blocks of the model design are described. The main directions of activity and forms of pedagogical support of parents are revealed. The criteria and indicators reflecting the level of pedagogical support are defined. The scientific novelty of the work consists in determining the content of the component composition of the model of pedagogical support for parents in the process of forming a healthy lifestyle for a child and family in a preschool educational organization. As a result of the work, a theoretical model of pedagogical support for parents in the process of forming a healthy lifestyle for a child and family in a preschool educational organization has been developed, and each component of the model has been characterized.

The relevance of this study stems from the need to resolve the contradiction between society’s demand for equal rights to supplementary education for children with disabilities and their typical peers, and the insufficient systematization of educational process models that increase accessibility to children’s art schools for students with disabilities. The purpose of this article is to systematize the key areas and principles of effective work with children with disabilities and to characterize a model for organizing the educational process for children with disabilities and children with disabilities in a children’s art school. This article utilizes theoretical scientific methods—generalization, synthesis, modeling, systematization, and classification of publications and educational experience on this topic. Using a case study method, a model for organizing the educational process for children with disabilities, based on the experience of a specific institution, is substantiated. The formation of an inclusive cultural environment in an art school is ensured by a variety of educational practices, individualized instruction, a supportive communicative atmosphere, partnership with parents, and a focus on the personal and creative development of students. The educational process organization model for children with disabilities at Children’s Art School No. 4 “ArtSozvezdie” features a hierarchical structure: from the additional educational programs for early aesthetic development (inclusive inclusion and socialization) through the adapted additional general development program for free creativity and music-making to the adapted additional pre-professional program. This ensures continuity, individual adaptation, and inclusion, progressing from intervention to professional development. This article presents a model for organizing the educational process for students with disabilities at the children’s art school, examines current issues in creating conditions for an inclusive cultural environment at the school, and analyzes key aspects of developing adapted educational programs. The article also examines key areas of work with this category of students. This article is intended for all professionals involved in art education for children with disabilities and children with disabilities, and will be useful for administrators, teachers, and parents. Administrators will also benefit from recommendations on the inclusion of students with disabilities and adapted groups. Teachers are provided with a framework for various educational programs. Parents are provided with a step-by-step model for creative work and socialization for children with disabilities.

Workplace violence (WPV) in emergency medical services (EMS) has become a part of everyday life, constituting an occupational safety risk for paramedics. This study aimed to explore EMS personnel and students' experiences and expectations regarding WPV prevention training. A cross-sectional study using data collected via social media. The survey included structured and open-ended questions that were analyzed by using descriptive statistics and inductive content analysis. A total of 124 EMS personnel responded, with 93% having received WPV prevention training during their studies or at work. Key topics included anticipation, planning and preparedness (92%), occupational safety (87%), and situational awareness (84%). Less covered topics were organizational reporting (41%), filing a criminal report (30%), and screening previous risk information (14%). Among those who had received training, 90% found it useful, citing benefits like improved preparedness, situation management, safety, and a sense of security. As the result of a qualitative analysis, the main category Consistent training to reinforce safe practices and resilience was created. This category consisted of three sub- categories: Consistency, Safe working practices, and Attention to psychological resilience and recovery. Training appears to be well-structured, but it seems to lack uniformity and does not fully meet the needs of EMS personnel and students. In particular, the portion of the training related to aftercare in WPV situations seems to receive insufficient attention. Further research is needed to determine how WPV prevention training should be developed. The knowledge gained from this study can be utilized in educational institutes and EMS organizations to support the development of WPV prevention training.

Planning and improving the performance of educational organizations is a strategic issue that requires a managerial approach integrated with psychological aspects. This study aims to examine and synthesize factors influencing organizational performance through a management psychology approach. The method used was a qualitative systematic literature review design for scientific articles from 2022–2025 obtained from Google Scholar. Data collection techniques were carried out through documentation and article selection based on inclusion criteria, resulting in seven articles for analysis. Data analysis used a thematic approach to identify patterns and relationships between findings. The results showed that organizational performance improvement is influenced by three main factors: structured human resource planning, effective organizational communication, and transformational leadership and work motivation as psychological factors. These findings indicate that integration between structural and psychological aspects plays a crucial role in improving organizational effectiveness. In conclusion, a management approach that integrates planning and psychological factors can improve the performance of educational organizations sustainably.

Succession planning is crucial for educational organizations; however, the implementation of leadership succession planning in higher education has proven to be ineffective. This emphasizes the need for educational institutions to develop strategic approaches to address this issue. The primary problem this study aims to tackle is the lack of leadership succession planning in higher education. The purpose of this qualitative descriptive phenomenological study is to explore the absence of leadership succession planning in higher education institutions and to identify strategic solutions. The research questions focus on participants' perspectives regarding the lack of leadership succession planning, the administration's role in this process, and the succession planning strategies employed by education leaders in higher education. An open-ended interview protocol was used, guided by transformational leadership theory. The snowball sampling method was used to recruit ten higher education leaders who worked remotely at universities and voluntarily participated in the study. Thematic data analysis was applied to interpret the findings. All ten participants highlighted a significant gap in leadership succession planning within higher education institutions. These findings are consistent with prior research indicating that effective succession planning has not been successfully integrated into the higher education landscape. Most participants recognized the critical role administration plays in fostering leadership succession, while a few did not view administrative involvement as influential. Although various strategies to enhance succession planning were identified, they were not consistently implemented across all higher education institutions.

This study explores whether school culture alone can drive teacher leadership agility or if collaboration serves as the critical link needed for success in evolving educational settings. Using an exploratory design and Partial Least Squares Structural Equation Modeling (PLS-SEM), survey data were collected from 199 basic education teachers in the Department of Education (DepEd), Region VIII, Philippines, during the Academic Year 2025–2026. The findings reveal that collaboration is the most significant factor in enhancing teacher leadership agility, overshadowing the direct impact of school culture, which was not statistically significant. However, the study identifies that professional development positively influences school culture, which, in turn, fosters collaborative practices that act as a mediator in strengthening leadership agility. These results underscore the importance of integrating structured collaborative mechanisms to transform cultural and developmental resources into adaptive leadership practices effectively. The research highlights the need for school administrators and policymakers to prioritize the establishment of professional learning communities, targeted professional development initiatives, and intentional collaboration frameworks. By addressing the interplay between school culture and collaboration, this study contributes to the broader discourse on adaptive leadership in educational organizations, offering strategic insights to support resilient and innovative schools in diverse and resource-constrained environments.

The article examines the institutional foundations of interaction between corporations and the state in the process of integrating Ukrainian business into the European value chains of creative industries. It is substantiated that under the conditions of globalization, digital transformation of the economy and the rapid development of knowledgebased sectors, creative industries have become an important driver of economic growth, innovation development and international competitiveness. Particular attention is paid to the role of institutional environment in ensuring effective cooperation between the public sector and corporate structures, which creates the necessary prerequisites for the integration of enterprises into international economic networks and European markets. The study analyzes the key institutional mechanisms that influence the development of creative industries and facilitate the integration of Ukrainian companies into European value chains. It is emphasized that modern creative industries are closely connected with global value creation processes, which involve cooperation among various actors, including enterprises, research institutions, educational organizations and public authorities. Special attention is given to the role of digital economy development and digitalization of public administration as important institutional factors supporting the integration of Ukrainian enterprises into European economic networks. The introduction of digital technologies, electronic governance systems, open digital platforms and electronic public services significantly simplifies communication between business and government institutions, reduces administrative barriers and creates favorable conditions for entrepreneurial activity.The research proves that the formation of an effective institutional environment aimed at supporting innovation, developing creative sectors and strengthening cooperation between business and the state plays a decisive role in enhancing the competitiveness of Ukrainian enterprises. The implementation of modern institutional mechanisms and strategic public policies will contribute to the successful integration of Ukrainian companies into the European value chains of creative industries and strengthen Ukraine’s position within the European economic space.

Abstract Introduction The Northern Ireland Centre for Pharmacy Learning and Development (NICPLD) provides workforce development programmes and continuing professional development (CPD) opportunities for the pharmacy profession in Northern Ireland (NI). NICPLD has identified digital skills training as a priority for their CPD programme, aligning with the national digital health and social care plan, and the All-Ireland Digital Capability Framework, which support a digitally skilled workforce to deliver safe, effective and person-centred care, and extend digital health development.[1,2] Aim To evaluate the impact of a digital diagnostics training webinar on pharmacists’ understanding, confidence, and intended practice with respect to the use of related tools, and to identify their ongoing training needs. Methods A 1.5-hour digital diagnostics webinar was developed for NI pharmacists, exploring the use of using digital diagnostic tools, their integration into practice, and patient support. The webinar was promoted via NICPLD newsletters and digital channels. It was evaluated via an anonymous self-completed online questionnaire containing Likert-scale items assessing changes in participants’ understanding and confidence and intended onward use of digital diagnostic tools. Multiple-choice and multi-select questions explored the use of digital diagnostic tools, their integration, and preferred areas for future CPD in related areas. Data were analysed descriptively. Results Fourteen (40%) attendees completed the post-webinar evaluation. On a five-point Likert scale (strongly disagree to strongly agree), all respondents (n = 14, 100%) agreed or strongly agreed that the webinar improved their understanding of digital diagnostic tools, increased their confidence in discussing them, and increased their awareness of related professional development frameworks. Most respondents agreed or strongly agreed that they were more aware of key considerations when using such tools (n = 13, 93%) and knew where to obtain information or guidance about using or recommending them (n = 13, 93%). In addition, 13 respondents (93%) reported being more likely to promote appropriate digital tools to patients. Twelve respondents (86%) agreed or strongly agreed that they felt more confident interpreting data from these tools. With respect to ongoing learning needs, 13 respondents (93%) indicated that training in the following areas would be beneficial: relevant digital health regulation, emerging areas of practice (e.g. artificial intelligence), along with a desire for further training in the use of digital diagnostic tools. All respondents requested more guidance on implementation of digital health in practice (such as via case studies). Conclusion The described digital diagnostics training appeared to be valuable and have a positive impact on attendees’ practice. Study strengths include the collation of useful data which reinforces key areas of importance for retention within further iterations of this training, and moreover, identifies future training needs in other areas of digital health (with this data being transferable to other healthcare contexts). Limitations centre on the small sample size. In terms of implications, and for digital implementation and integration into pharmacy practice to be successful, guidance and policies will need to be developed by key organisations such as the NI Department of Health, and related healthcare regulators. Pharmacy education organisations should continue to develop approaches to support current and future pharmacists with their learning in this area.

This study was motivated by the importance of understanding the genealogy of thought concerning dakwah institutions through tracing the historical development and institutional transformation of dakwah from the classical, modern, to the contemporary period. This study aims to explain how dakwah institutions were formed, developed, and adapted to social, political, and technological changes in each phase of Islamic history. This study used a qualitative approach with a secondary data analysis method through a historical-philosophical approach to examine the dynamics of thought and practice of dakwah institutions. The results of the study show that in the classical period, dakwah institutions were centered on the mosque institution, which functioned as a center of worship, education, and community organization since the time of the Prophet. During the Khulafaur Rasyidin period, dakwah began to undergo a process of institutionalization through strengthening the structure of government, managing community administration, and expanding Islamic territory, which encouraged the emergence of more organized dakwah mechanisms. Entering the modern period, various dakwah institutions emerged, such as Muhammadiyah, Nahdlatul Ulama, Persatuan Islam, and Hizbut Tahrir Indonesia, which brought diverse patterns of thought, methods, and dakwah strategies in accordance with their respective ideological and social orientations. Meanwhile, in the contemporary era, dakwah institutions underwent transformation through institutional professionalization, the digitalization of dakwah media, and the strengthening of global networks. However, these developments also gave rise to various problems, such as the commercialization of dakwah, the fragmentation of religious authority, and challenges in maintaining the substance of dakwah values amid the development of modern society’s thought. This study emphasizes that the genealogy of thought concerning dakwah institutions shows continuity, change, and dynamic adaptation in accordance with the historical context, while also expanding understanding of the development of dakwah institutions in Muslim society.

Aim . In this article, the results of a cross-sectional empirical study aimed at examining the relationships between the quality of social connections (family, peers, school environment), the level of self-regulation and emotional well-being of adolescents aged 13–17 years are presented. The study involved 612 adolescents (M = 15.1; SD = 1.3) from eight educational organizations of various types. Methodology . Validated self-assessment scales were used to measure key constructs – the scale of emotional well-being (SEB), the scale of self-regulation (SRQ), the scale of family relationship quality (FQS), the scale of peer relationship quality (PRS) and the scale of school adaptation (SAI). The statistical analysis method included descriptive statistics, correlation analysis, multiple regression, and analysis of mediator effects with the bootstrap procedure (5000 samples). Attention was paid to testing the hypotheses about the mediator role of self-regulation and the moderation of relationships by gender and age. Results . The results showed that self-regulation and the quality of family relationships are stable predictors of adolescents’ emotional well-being: together, the predictors explained approximately 42% of the variance in the well-being indicator (R² = 0.42). Self-regulation demonstrated the strongest direct contribution (β = 0.39, p < 0.001), while the quality of family relationships had both a direct effect (β = 0.27, p < 0.001) and an indirect effect through self-regulation (significant mediator effect according to the bootstrap procedure). The influence of school adaptation and peer relationships turned out to be significant, but relatively less powerful and largely mediated by self-esteem and self-regulation skills. Moderation analysis showed that the influence of peer relationships was statistically significantly stronger for girls, and age strengthened the relationship between academic stress and decreased self-regulation. Research implications . The findings of the study highlight the importance of an integrative approach – in addition to supporting the family environment, the key task of preventing a decrease in emotional well-being is the development of self-regulation skills in adolescents. Practical recommendations include the implementation of school and family interventions aimed at self-regulation training, improving parent-adolescent interactions, and creating a supportive school climate.

ABSTRACT Education has become a fundamental divide in global politics. This may be seen in the recent attacks on higher education by the state in the US and other countries, and the growing polarisation of views on education among political parties on the left and right. It can also be seen in the opposing voting preferences of university and non-university educated electorates in countries across Europe, North America and beyond. While these education divides in politics are driven by a number of factors, many of which do not have to do with the field of education specifically, we focus in this article on how these divides – and in particular, increasingly polarised views on education – have been driven in part by a set of divides internal to the organisation and practice of formal education itself. It is not coincidental that education is now a site of contestation in national and global politics; these divides help to explain why this is the case. If we are to move beyond the pathologies and dangers that are erupting all around us in relation to the question of education, then fostering a new educational imaginary that can address and resolve these divides will be essential.

Abstract—Attendance management is an essential activity in educational institutions and organizations. Traditional attendance systems based on manual registers or ID cards are time-consuming, error-prone, and susceptible to proxy attendance. With the advancement of artificial intelligence and computer vision technologies, face recognition has become an effective solution for automated identification. This research paper presents an AI-based Face Recognition Attendance System developed using Python, OpenCV, and deep learning-based face recognition techniques. Keywords— Face Recognition, Artificial Intelligence, Computer Vision, OpenCV, Attendance System, Deep Learning

Sleep health and mental health: A position statement from the National Sleep Foundation.

Consumer sleep technology: A position statement from the National Sleep Foundation.

Faculty development is vital for sustaining and advancing medical education. While accreditation standards require US medical schools to offer faculty development, existing frameworks lack the specificity to guide program planning, implementation, and evaluation across all key domains-and none have been developed through a systematic, consensus-based process with national medical education leaders. To address this gap, authors launched a pilot initiative to derive a consensus-based framework, entitled the Medical Education Faculty Development Program Framework (FDPF), for undergraduate medical education. Over the course of 2021 to 2024, faculty development experts from 3 medical schools conducted a sequential, mixed-methods study in 7 phases to develop the FDPF. Phases included literature and expert conceptual reviews to generate an initial draft, followed by 4 iterative rounds of focus groups and semi-structured interviews with faculty development leaders from national medical education organizations to refine the framework. A short form with 27 quality indicators was then piloted at 2 US medical education conferences in 2023 with a combined sample of 55 faculty development participants. Focus group and conference participants endorsed the FDPF as potentially valuable for onboarding new faculty development professionals and for self-assessment of institutional programs or accreditation preparation. Across both pilot administrations of the short form, participants reported the highest agreement with quality indicators related to tracking faculty development participation and offering sessions on core teaching topics and learning science. Agreement was lower for indicators related to program alignment with teaching standards, access to faculty performance metrics, preceptor training programs, and support for instructional design. Iterative expert feedback through focus groups and leader interviews contributed to 2 distinct final products: (1) a concise short form, "27 Quality Indicators of Faculty Development Programs," designed for rapid self-assessment, and (2) a comprehensive FDPF checklist designed for systematic program benchmarking, design, and enhancement. Together, these tools offer faculty development professionals a systematic, consensus-based resource for driving continuous improvement and adaptability in medical education.

Introduction: Substance abuse refers to the harmful or dangerous use of psychoactive substances such as alcohol and illicit drugs. Illicit drugs have significant negative health effects on members of society, including secondary school teachers. It also places a substantial financial burden on families, individuals, and the wider community. Therefore, this study aimed to assess the effects of substance abuse on the health and productivity of teachers aged 25 to 65 in certain randomly selected secondary schools within Lusaka District of Zambia. Methods: A cross-sectional study design was utilized to evaluate these effects among secondary school teachers in Lusaka district. A stratified random sampling technique was used to select 300 study participants for the study. Ethical approval was obtained from The University of Zambia Biomedical Research Ethics Committee (UNZABREC) -REF. No. 5915-2024, Lusaka Provincial Education Office, and Lusaka District Education Board Secretary (LDEBS) before data collection process commenced. Respondents were informed that participation in the study was entirely voluntary and that they were free to withdraw at any time without any form of coercion. In addition, a written and signed informed consent form was obtained from all study participants before they were given a structured questionnaire to complete. Primary data were collected using a structured questionnaire with closed-ended questions and was analysed using SPSS version 28 and the results were presented in tables and pie charts. Results: The study found that most participants were married (75.0%) and identified as Christians (86.7%). Additionally, the findings revealed that a majority of respondents (70%) abused drugs, while a smaller proportion (30%) did not, indicating a high prevalence of substance abuse among secondary school teachers in Lusaka District. Most respondents (62.2%) reported that substance abuse had severe negative effects on their physical and mental health, while a smaller proportion (22%) stated that it had a moderate negative impact. The study further revealed that a small proportion of respondents (9%) indicated that substance abuse had no effects on the mental and physical health of teachers in the workplace environments. Additionally, 6.8% of the study participants reported mild negative effects on the mental and physical health of secondary school teachers in Lusaka District in Zambia. Moreover, the study demonstrated that substance abuse minimally affected the productivity of most respondents (32.5%), whereas 30.4% of participants indicated that drug abuse significantly impacted their productivity levels at the place of work. The study further found that 29.6% of respondents reported that substance abuse had an extremely negative impact on the productivity of secondary school teachers, while 7% reported a moderate impact. Additionally, 3.5% of study participants indicated that substance abuse had no impact on the productivity of teachers in the workplace environment. Conclusion: All in all, the study demonstrates a high prevalence of substance abuse among secondary school teachers in Lusaka District, with the majority reporting severe negative effects on their physical and mental health as well as substantial reductions in workplace productivity. Although a small proportion of respondents perceived minimal or no impact, the overall findings indicate that substance abuse poses a significant occupational and public health concern within the teaching profession. The researcher therefore recommends that the Lusaka District Education Board Secretary (LDEBS) and the Ministry of Education in Zambia, in collaboration with the United Nations Educational, Scientific and Cultural Organization (UNESCO) should implement comprehensive stress management programs in secondary schools to help teachers cope with the pressures of their profession. The investigator further recommends that, Lusaka District Education Board Secretary, Lusaka District Health Office, Ministry of Education, and Ministry of Health in Zambia, in collaboration with the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the World Health Organization (WHO), should embark on conducting awareness campaigns for teachers in secondary schools on the effects of substance abuse through health education, health communication, community engagement, and social mobilization.

The article examines the theoretical and practical aspects of introducing inclusive education into the system of preschool educational organizations. It analyzes the importance of early socialization of children with special educational needs, as well as the role of an inclusive environment in shaping a tolerant society. Particular attention is paid to the psychological and pedagogical conditions necessary for successful integration, the professional competencies of teachers, and cooperation with the families of children. It is substantiated that inclusion in a preschool educational organization is an important foundation for ensuring equal starting opportunities at subsequent stages of education.