Higher education institutions in archipelagic regions face persistent challenges in scientific journal governance, limiting the visibility of lecturers’ scholarly contributions and constraining institutional publication capacity. STKIP Hunimua, located in the Maluku archipelagic region of Indonesia, experiences similar constraints, particularly in the absence of systematically and sustainably managed internal journal platforms. This community service initiative was conducted under the “Teaching Assistance 2025” Program of Pattimura University at STKIP Hunimua, East Seram Regency, Maluku Province. The program aimed to initiate and strengthen scientific journal development through structured academic mentoring. A participatory assistance approach was employed, actively engaging partner lecturers in scientific writing workshops, journal governance training, strategic planning discussions, and the facilitation of a journal management team. The program resulted in the establishment of two scholarly journals – HUNIMUA: Jurnal Pendidikan Kepulauan and UKARBATI: Jurnal Pengabdian Kepulauan – along with the development of an Open Journal System (OJS)-based platform (https://journal.stkiphunimua.ac.id). Additionally, lecturers demonstrated increased literacy and engagement in scholarly publishing practices. Beyond producing tangible outputs in the form of online journals, the initiative fostered a more proactive academic culture and strengthened institutional commitment to sustainable journal management. This program contributes to enhancing the academic capacity of higher education institutions in remote island contexts and demonstrates that collaborative, structured interventions can effectively establish viable scientific publication platforms, thereby supporting equitable participation in the digital transformative era in alignment with the vision of “Impactful Campus – Advanced Indonesia”.

This systematic literature review examines the evolving role of the Scrum Master in contemporary project management, addressing how this critical agile leadership position has transformed since its original conception. Guided by the PRISMA 2020 framework and employing a PICO-informed search strategy, this study synthesized qualitative insights from peer-reviewed academic and grey literature published between 2010 and 2025. Thematic analysis revealed five major themes characterizing the role's evolution. First, the Scrum Master maintains a foundational identity as a servant leader who facilitates self-organization, though this ideal often conflicts with organizational pressures. Second, the role has expanded beyond its original scope to encompass coordination across scaled agile environments, global distributed teams, and remote work contexts. Third, Scrum Masters function as cultural catalysts who build organizational trust rather than merely managing processes. Fourth, role hybridization has emerged as a prevalent pattern, with Scrum Masters frequently assuming project management responsibilities that create accountability conflicts. Fifth, professionalization through structured competency frameworks and mentorship programs reflects the discipline's maturation, though gaps remain in practitioner supply and diversity. These findings reveal that while servant leadership orientation remains theoretically consistent, practical enactment varies substantially based on organizational maturity and structural clarity. The review identifies implications for organizations optimizing agile transformation, including the need for clear role boundaries and recognition of the Scrum Master as an organizational change agent. Future research should employ longitudinal designs and address diversity dimensions within the profession.

Purpose This study examines how workplace cohesion and supportive work culture influence in-role performance among employees working in remote and hybrid arrangements. Grounded in the Job Demands–Resources (JD–R) model, it explores work engagement as a core psychological mechanism linking organizational social resources to employee performance in flexible work settings. Design/methodology/approach Data were collected from full-time US-based employees via Amazon Mechanical Turk during the late phase of the COVID-19 pandemic. Established scales measured workplace cohesion, supportive culture, work engagement and in-role performance. After rigorous quality screening, responses from remote and hybrid workers were analyzed using partial least squares structural equation modeling with bootstrapping to test direct and mediated effects. Findings Both workplace cohesion and supportive work culture significantly predicted in-role performance, with work engagement partially mediating these relationships. Results highlight engagement’s dual function as a motivational and self-regulatory mechanism – particularly valuable in decentralized work environments where traditional oversight and in-person interaction are reduced. Originality/value This study extends the JD–R framework to remote and hybrid contexts, offering new evidence on how social and cultural resources sustain performance in digitally mediated workplaces. It demonstrates that cohesion and supportive culture remain vital drivers of engagement and effectiveness when physical proximity and structural support are limited.

Unprepared and under pressure: Transitioning experiences to emergency nursing in rural and remote areas.

In the rapidly urbanizing Global South, megacities face a perplexing “paradox of idleness”: acute land scarcity in the urban core coexisting with inefficient rural homesteads in the hinterland. Using Shanghai as a representative case, this study integrates spatial autocorrelation analysis with Geographical Detector modeling to quantify the spatial differentiation patterns and driving mechanisms of this phenomenon. The results reveal a distinct core-periphery gradient, with vacancy density increasing from the inner suburbs to the remote hinterland. Four regional typologies were identified: dispersed-inefficient, high-density accumulation, sparse-stable, and intensive-efficient. Quantitative analysis identifies demographic aging and low agricultural efficiency as dominant drivers. Counter-intuitively, the study finds that top-down institutional pilots alone exert a negligible direct impact. Instead, interaction analysis confirms a significant policy-bundling effect, in which institutional tools promote revitalization only when coupled with economic and locational incentives. These findings expose a mechanism of “involuntary vacancy” trapped by institutional rigidity, distinct from the market-driven abandonment seen in shrinking or remote Western contexts. Consequently, a gradient-based governance framework is proposed to transition from “one-size-fits-all” regulation to targeted spatial restructuring pathways.

Despite the increasing dependence on virtual assistants by industries worldwide and in the Philippines, there is no empirical research that explores the interaction between HRM practices, job autonomy, work-life balance, and economic stability. While HRM theories have been widely researched in conventional office-based work, whether these are applicable to remote working contexts remains questionable. The current research addresses these gaps by examining how HRM strategies can influence economic stability of virtual assistants, where job autonomy act as mediating variable and work-life balance as moderating variable. The linkage among variables gives a full picture of the direct and indirect effect of HRM interventions on the financial well-being using the motivation, autonomy and work-life balance. Quantitative research design was used, with 146 active virtual assistants selected using snowball sampling. HRM strategies, work autonomy, work-life balance, and economic stability were assessed using standardized scales. The spearman’s (ρ) rho was calculated to be 0.696 with p-value <. 001 representing a positive correlation between HRM strategies and economic stability. Indirect and direct effects were determined through mediation and moderation analysis. The job autonomy indirect effect (a × b = 0.0882, p = 0.024) accounts for 9.11% of the total effect which implies a partial mediation suggesting that autonomy is a contributor to a smaller extent than the predominant role of HRM strategies in the economic stability of virtual assistants. The interaction term accounts for Estimate = 0.038, p = 0.806 shows that WLB does not significantly moderate the relationship between HRM strategies and economic stability indicating that WLB should be regarded as independent predictor and contextual variable rather than a moderator. The results underscore the importance of HR policies that enhance autonomy, promote equitable and supportive HRM systems, and support work-life balance as the direct factor of well-being and stability in virtual assistants.

The COVID-19 pandemic accelerated a global shift from face-to-face to digital healthcare, increasing demand for valid and reliable tools that can be administered remotely. The Alberta Infant Motor Scale (AIMS) is a widely used observational measure of infant gross motor development, yet evidence supporting its psychometric performance via telehealth remains limited. This study evaluated the validity of remote AIMS administration across three digital modalities compared with traditional in-person assessment. Findings demonstrated excellent agreement between remote and face-to-face scores, confirming that virtual administration provides clinically reliable information about infant motor development. Validating the AIMS for telehealth has substantial implications for equity, research, and clinical practice. Remote delivery reduces travel, cost, and logistical barriers, improving access to early developmental assessment for families in rural, remote, or low-socioeconomic contexts. Reliable remote assessment also enables broader research participation and supports hybrid clinical models that maintain continuity of care when in-person visits are not feasible. These results strengthen confidence in digital modes of assessment and highlight remote AIMS administration as a viable, scalable approach to early developmental surveillance. The findings offer particular benefit for infants who face the greatest barriers to timely evaluation and intervention. IMPACT: Strengthens confidence in telehealth as a legitimate and scalable mode of early motor surveillance, especially for infants at risk of delay. Expands opportunities for equitable access by enabling high-quality assessment for families in rural, remote, or low-resource settings with barriers to in-person services. Supports inclusive and decentralised research models, enabling broader recruitment, reduced participant burden, and improved monitoring in clinical trials and developmental follow-up.

Purpose The study explores informal communication from the perspective of communication managers, aiming to understand their perceptions of these interactions. It examines the opportunities and risks associated with informal communication and investigates the measures organizations implement to encourage such interactions. Additionally, the study explores how informal communication can be nurtured in remote work environments. Design/methodology/approach Qualitative interviews were conducted with 14 communication managers recruited via LinkedIn. The data were analyzed through qualitative content analysis. Findings The results indicate that while informal communication is considered important, it is often inadequately supported. Communication managers see opportunities in informal communication, such as fostering a positive organizational culture, promoting integration, building social relationships and enabling knowledge sharing. It is also valued for facilitating feedback, gauging employee sentiment and providing space for employees to share opinions and experiences. However, respondents identified risks such as misinformation, gossip, and the uncontrolled dissemination of sensitive information. These risks present challenges for communication managers, who must mitigate them while leveraging the benefits of informal communication. In addition, the study shows that managers perceive remote and hybrid work environments as significant challenges to informal communication. Originality/value This study is one of the first to examine informal communication from the perspective of communication managers, considering the specific challenges of remote work contexts. The findings provide new insights into how organizations can foster informal communication more effectively in distributed work settings.

Given the COVID-19 pandemic and the development of remote work, this conceptual study proposes integrating OHS leadership competences into responsible leadership education. This study teaches executives how to enhance employee well-being in distributed work contexts to help achieve UN Sustainable Development Goals (SDGs). PRISMA was used to conduct a systematic literature review for transparency and rigour. The review used Web of Science, Scopus, and Sabinet scholarly sources. Qualitative thematic analysis with Atlas.ti identified key themes and research gaps in occupational health and safety, responsible leadership, and remote work. Leadership education and responsible leadership are linked to sustainable development and organisational sustainability. Leadership education still lacks occupational health and safety standards, especially for remote and hybrid work contexts exacerbated by the COVID-19 epidemic. Socio-economic vulnerabilities, violence, and climate change increase occupational risks and health inequities in Africa, highlighting this shortcoming. The suggested approach focusses adapting leadership education to remote work dynamics and including occupational health and safety competences. Online adult education is growing rapidly, offering a chance to adapt leadership development to Africa's socio-cultural and economic conditions. The framework helps train leaders who safeguard health, promote ethical governance, and boost worker resilience in emerging workplaces.This study introduces a new interdisciplinary paradigm that merges leadership education and occupational health, a neglected area of research. In the post-COVID-19 setting, OHS leadership is vital to responsible leadership education, filling a vacuum in scholarship and practice. The framework helps educators, legislators, and leaders create safer, fairer, and more sustainable workplaces.

Abstract The complexity surrounding refugee education, grappling with learners' inadequate literacy skills due to interrupted schooling, the trauma of familial loss and discrimination, is indelible. Thus, teachers teaching refugee students employ diverse techniques and strategies to facilitate better learning. This study delves into the professional and teaching experiences of four novice instructors from Bangladesh, providing remote instruction to pre‐university displaced students in various camps in Bangladesh, Kenya and Jordan. Through a narrative inquiry approach, it investigates various dynamics of remote teaching that the instructors experienced in the refugee context. The thematic analysis of the instructors' logs, stories, and anecdotes showcases how tailored course contents and strategies were used to teach these students and the challenges educators faced in implementing the teaching strategies they explored in their teacher training sessions while instructing displaced students remotely. The close examination of the findings addresses valuable perspectives and insights on the broader teaching landscape of these unique circumstances, which not only help to address pedagogic implications for refugee students in their remote learning context but also add new perspectives to the teacher training programs designed for refugee education and development.

This study analyzes the relationship between remote work and organizational well-being, addressing its post-COVID-19 relevance. The objective was to examine, through a scientometric approach, the trends and challenges present in recent scientific literature on this topic. Based on the PRISMA methodology with a search in Scopus (2020-2024), 31 articles were analyzed using tools such as VOSviewer and Scimago Graphica. The results show an interdisciplinary production (Social Sciences, Medicine, and Business), with thematic patterns in mental health, work-life balance, and job satisfaction. Geographically, research focused on Europe and Asia, centering on post-pandemic organizational adaptation. It concludes by highlighting the need to develop objective indicators to measure well-being in remote contexts and to deepen the study of hybrid models, integrating specific cultural and organizational variables.

This scoping review aims to comprehensively map and analyze existing literature on the roles of supervisor and coworker support in remote and hybrid work contexts. The review systematically examined studies published between 2015 and 2025 across multiple databases. Findings reveal that both supervisor and coworker support significantly enhance psychological well-being and work engagement while mitigating strain and burnout. Supervisor support primarily contributes to role clarity and work–life balance, whereas coworker support strengthens social connectedness and collaboration. When combined, these supports generate synergistic benefits, amplifying positive outcomes for employees and organizations

This study explores the integration of mobile games as educational tools in remote learning environments, focusing on their impact on student engagement, collaboration, and learning outcomes. Drawing exclusively from existing academic literature, this research examines how mobile games can enhance educational experiences through interactivity, gamification, and real-time feedback mechanisms. Mobile games have emerged as powerful tools to foster learner motivation and attention by incorporating reward systems, storytelling, and multiplayer features. These features contribute to increased engagement by encouraging active participation and social interaction among students. Collaborative elements, such as team-based challenges and cooperative gameplay, have been shown in prior studies to promote peer-to-peer learning and communication skills. However, the adoption of mobile games in remote education is not without challenges. Technological barriers, including limited internet access and device availability, continue to restrict equitable implementation. Moreover, the digital divide is particularly pronounced in regions where educators lack adequate training to incorporate mobile learning strategies effectively. Existing research also highlights concerns regarding the alignment of game content with curriculum standards and the risk of over-reliance on entertainment-driven features. A comprehensive review of academic studies and published analyses on mobile learning applications indicates that, when thoughtfully integrated, mobile games can serve as effective supplements to traditional e-learning platforms. They offer inclusive, adaptive, and engaging learning experiences that cater to diverse learning styles. This study contributes to the ongoing discourse on game-based learning by consolidating isnsights from existing research and identifying key considerations for future adoption in remote education contexts.

Deep-rooted educational inequality remains a major challenge in Thailand's remote and rural areas. Against this backdrop, this academic article explores the potential of Microlearning, or modularized learning, as an educational innovation that could help bridge existing learning disparities. Employing a systematic literature review methodology, the article synthesizes theoretical principles, evidence from applied case studies, and practical insights to demonstrate that concise, accessible, and mobile-based learning content directly aligns with the needs, lifestyles, and constraints of learners in remote contexts. This article connects the concept of Microlearning with established educational and psychological theories to explain its potential to enhance learning effectiveness. Drawing from Cognitive Load Theory and Self-Determination Theory, the study highlights the cognitive and motivational mechanisms underlying Microlearning's success. The findings suggest that Microlearning, when contextually adapted, can enhance learner motivation, autonomy, and retention. In addition, the article proposes a practical framework for implementing Microlearning that integrates contextually relevant content design, accessible technology, strategies for assessment and feedback, and a redefined role for facilitators. It also identifies possible challenges and provides policy recommendations for educators and government agencies. Ultimately, this article proposes Microlearning not only as a technological innovation but also as a human-centered approach to achieving long-term educational transformation.

The rapid evolution of digital workspaces has fundamentally redefined how projects are managed and executed, giving rise to the era of remote project management. This review explores the tools, techniques, and human dynamics that underpin effective delivery in virtual environments. Drawing on recent academic and industry sources, it examines how project managers leverage technology to coordinate dispersed teams, ensure accountability, and maintain performance across geographical and temporal boundaries. Central to the discussion is the integration of collaboration platforms, cloud-based systems, and digital analytics in sustaining visibility, communication, and decision-making in remote contexts. Beyond the technological dimension, this review emphasizes the human factors—leadership, trust-building, and cultural intelligence—that determine the success of virtual teams. It highlights how emotional intelligence, adaptive communication, and inclusive engagement strategies are indispensable in fostering team cohesion and commitment. The review also identifies the challenges of virtual project environments—ranging from miscommunication and time zone discrepancies to digital fatigue—and proposes frameworks for addressing them through strategic alignment between tools and management philosophy. Ultimately, this paper argues that effective remote project management is not merely a technological shift but a human-centered transformation, demanding a balance between structure and flexibility, autonomy and accountability. The insights presented serve as a valuable reference for scholars, practitioners, and policymakers seeking to understand and optimize project delivery in the digital era.

Mental health and substance use (MHSU) disorders are the primary contributors to disability among children and youth, often with an early age of onset. Rural communities face added challenges in accessing care. Nurses may be a key professional support for rural children and youth needing MHSU care, but there is a gap in the literature about nurses’ roles in this practice area. This interpretive descriptive study explored the insights of rural nurses regarding MHSU care for children and youth in community practice settings in British Columbia, Canada. Semi-structured interviews were conducted with eleven rural nurses who were either MHSU specialists or generalists with MHSU as part of their practice. Reflexive thematic analysis and interpretive description were used to analyse the data. Three key themes were constructed: (1) children and youth’s mental health was tethered to the rural and remote context; (2) MHSU care was more than just MHSU treatment; and (3) the essential components of rural child and youth MHSU nursing practice. Early intervention and rural-centric approaches may support rural children and youth. By supporting rural nurses, MHSU care for children and youth can be enhanced.

Providing energy access in “hard to reach” under- or unelectrified contexts like informal settlements or remote rural regions requires rethinking how we develop and finance energy access business models. While terminologies like “hardest to reach,” “reaching the last mile” or “leaving no-one behind” have increasingly been used within energy access and broader development discourses, different country and regional contexts present unique and practical challenges for deploying electrification models in these areas. These challenges are also intrinsically linked to the viability gap, which results from a disjuncture between end-users' ability to pay and revenues required to cover the cost of service. “Hard to reach” areas can comprise geographically remote regions like rural villages or urban informal settlements where households and businesses are precluded from grid electricity and other key infrastructure services due to financial, socio-technical and socio-political barriers despite being directly “under the grid.” In this paper we argue that contextual grounding is needed when exploring the intricacies of delivering energy access in contexts that traditionally lack formal service provision, security of tenure and material certainty. We furthermore argue that it is necessary to critically engage with discourses that characterize geographic remoteness as “un-electrifiable.” Notwithstanding the increased focus on leaving no-one behind in the international agenda, more pragmatic grounding is needed to understand and draw lessons from energy access in dynamic contexts. Drawing on the authors' current and prior experience working on research projects on off-grid energy and other infrastructures across sub-Saharan Africa, the paper compares the geographic contexts of urban informality and geographically remote contexts through six case studies from Kenya, Rwanda, Uganda, South Africa, the Kingdom of Eswatini (formerly Swaziland) and Madagascar. It explores the intricacies and practicalities of providing energy access in urban informal settlements, remote rural villages or displacement settings, and provides lessons for policy and practice.

ABSTRACT Based on social information processing theory, this study investigates the role of informal leader-follower communication for transformational leadership (TFL) and job satisfaction across different work settings. Using both a daily diary study and an experimental vignette study, we found that informal interactions are significantly associated with perceptions of TFL and partially moderate the relationship between TFL and job satisfaction. However, such informal exchanges decline on remote workdays, potentially undermining leadership effectiveness in hybrid and fully remote contexts. Based on these insights, we recommend that leaders proactively foster both trivial and meaningful informal communication with their followers on remote workdays, and that organizations establish norms and occasions that support casual, nonwork-related exchanges among employees.

This study examines the effectiveness of assessment methods in synchronous and asynchronous online learning environments in higher education. The research was conducted with entrepreneurship courses at the Faculty of Economic Sciences, University of Warsaw, during the 2020/2021 academic year, comparing two parallel student groups (n = 58 in synchronous mode and n = 49 in asynchronous mode). The research methodology involved analysing the assessment data including final exam results, formative assessment activities, final grades, and student satisfaction surveys. Results indicate that students in asynchronous courses achieved higher academic performance scores but reported lower satisfaction with instructor interaction than synchronous course participants. Conversely, students in synchronous classes rated overall quality of instruction higher despite lower academic outcomes. Both modes employed innovative assessment techniques including gamification, flipped classroom approaches, quizzes, and collaborative assignments, which significantly increased student engagement with the assessment tasks. The findings contribute to understanding the relationship between assessment design, learning mode, and student outcomes in digital learning environments. This research provides a foundation for developing more effective assessment strategies that respond to diverse student needs in both emergency remote teaching contexts and intentionally designed online learning.

Abstract This research was conducted to evaluate the effectiveness of the Task-Based Learning (TBL) method in enhancing the English language learning outcomes of Great students at SMA YPPGI Sinakma, Wamena, Papua Pegunungan. The study employed a quantitative approach, utilising a pre-experimental design featuring a one-group pre-test and post-test model. A total of 30 students were selected as the sample through purposive sampling. Data collection instruments included pre-tests, post-tests, classroom observations, and student questionnaires. The findings indicated that the Task-Based Learning method significantly enhanced students’ English proficiency. The average pre-test score of 58.2 rose to 78.6 in the post-test, reflecting an overall mean improvement of 20.4 points. Statistical analysis via a sample t-test confirmed a significant difference between the pre-test and post-test results at the 0.05 significance level. Furthermore, observational and questionnaire data revealed that students exhibited increased motivation, confidence, and active engagement during the learning process. The results demonstrate that Task-Based Learning effectively promotes students’ English learning by fostering meaningful communication, collaboration, and practical language use. Consequently, it can be concluded that the TBL method is a suitable and effective teaching strategy for enhancing English proficiency among high school students, particularly in remote learning contexts such as SMA YPPGI Sinakma Wamena.