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The modern educational system is rapidly evolving due to Artificial Intelligence (AI) adoption worldwide. However, existing literature lacks empirical support on how AI effects student engagement, and learning outcomes in the educational institutions of Kingdom of Saudi Arabia (KSA). Therefore, this research examines the role of AI-based learning tools in affecting psychological factors (e.g., autonomy, competence, intrinsic motivations, self-efficacy, and social influence). Furthermore, it also investigates the ultimate impacts of these relationships in explaining student's learning and engagement in Hail region of KSA. This research was carried using a cross-sectional design. A structured and closed ended survey was conducted with undergraduate students of University of Ha'il in KSA. The hypotheses were tested using structural equation modeling (SEM) as a method of estimation. The finding confirmed that AI tools have a positive and significant impact on psychological factors. Moreover, a partial mediation of student's engagement was also confirmed to explain the impact of AI tools on employability, academic success and empowerment. However, it was found that competence strongly reduces engagement due to some contextual, cultural or regional dynamics for which a qualitative study is needed. The findings require the policymakers and educational institutions to design some customized AI tools. These tools must fulfill the social, educational and motivational needs of students and help them to achieve better academic outcomes. This research contributes theoretically and empirically for uninvestigated context of educational institutions in KSA. It further provides practical suggestions for possible adoption of AI tools in academia to fulfill vision 2030. © 2025 The Authors

The burgeoning interest in the flipped language learning approach (FLLA), characterized by its learner-centered pedagogy and utilization of instructional technology, necessitates a systematic review to synthesize its psychological and learning effects. This review meticulously analyzed 55 peer-reviewed articles published between 2010 and 2023, employing a comprehensive search strategy across major databases including Education Source, ERIC, Web of Science, Scopus, and Computers and Applied Sciences Complete. Through bidirectional citation searching and Boolean logic, this study ensured the inclusion of relevant studies, adhering to stringent eligibility criteria to maintain the review’s integrity. The articles were subjected to an inductive paradigmatic analysis to identify empirical evidence of FLLA’s affordances and challenges, focusing on psychological effects, learning effects, instructional tools, and educational activities. The review reveals that FLLA promotes a broad spectrum of positive psychological effects, such as enhanced motivation, reduced anxiety, and improved attitudes towards technology, alongside significant learning outcomes including increased learner autonomy, engagement, and skill development. However, challenges such as increased workload and inconsistency in instructional design were also identified. In addition, all 55 studies underwent a structured methodological quality assessment adapted from the Mixed Methods Appraisal Tool (MMAT) and four custom domains (sampling adequacy, instrumentation validity, statistical transparency, and ecological validity), revealing generally moderate-to-high methodological quality but with notable variability in sampling and reporting practices. The systematic review concludes that FLLA holds substantial promise for enriching language learning pedagogy, though further research is needed to address its challenges and fully leverage its benefits. The systematic review concludes that FLLA holds substantial promise for enriching language learning pedagogy, though further research is needed to address its challenges and fully leverage its benefits. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2026.

This study aims to identify research trends in critical thinking skill frameworks and instructional designs that contribute to enhancing the critical thinking abilities of biology students in higher education. This systematic literature review was conducted following the PRISMA (2020) guidelines, incorporating bibliometric analysis to explore the application of critical thinking skills in biology programs in higher education. The PICOS strategy framework was employed to assess the eligibility of systematically identified articles from the Scopus database. The results Bibliometric analysis via Biblioshiny software revealed that out of 199 identified articles, 11 met the inclusion criteria for further analysis. The key findings reaffirm that critical thinking skills are an essential component of biology education. However, there is variation in definitions and approaches depending on the framework adopted in each study. These findings suggest that while there is no universally standardized conceptualization of critical thinking skills in biology education, they remain an integral part of higher-order cognitive abilities. Overall, innovative learning models such as inquiry-based learning (IBL), problem-based Learning (PBL), and the reading, questioning, and answering (RQA) model, along with the integration of digital technologies such as digital mind mapping and localized instructional videos demonstrate significant contributions to enhancing critical thinking skills. © 2026, Malque Publishing. All rights reserved.

The rising prominence of entrepreneurship education (EE) for management students reflects its potential to cultivate entrepreneurial intentions, innovation, and socio-economic development in the future. However, despite increasing academic interest, the existing research in this field is limited and dispersed. This study conducted a systematic literature review of 82 peer-reviewed journal articles sourced from Scopus and the Web of Science (1995–2025). Using TCM and ADO frameworks, this study provides insights into the intellectual structure, conceptual evolution, and dominant themes of EE among management students. Findings show a focus on individual-level outcomes, such as entrepreneurial intention and self-efficacy, while long-term and behavioural outcomes are underexplored. Most studies have adopted psychological theories and quantitative methods, with limited interdisciplinary or qualitative approaches. Geographically, research is skewed towards high-income Anglophone nations, leaving significant contextual gaps. This review synthesizes the field and proposes directions for theoretical diversification, context inclusion, and mixed-methods longitudinal studies. It reframes EE not only as a pedagogical intervention, but also as a strategic tool for individual empowerment, institutional innovation, and inclusive development. © 2025 Elsevier Ltd

This article examines exposure to carcinogens in workplaces among vulnerable youth in a Co-op training program for adolescent and young adult trainees with low educational attainment. It explores how socio-environmental factors increase these risks. An ergonomic approach was used to understand real-world work situations, going beyond measuring exposure to understanding the mechanisms involved. The methodology includes self-reflection interviews (SRI) with eleven trainees, using video of their work situations to stimulate reflection. The analysis examines how gender, communication difficulties, and the gendered nature of trades influence the perception of risks, the understanding of exposure mechanisms, and knowledge of prevention measures. Key findings reveal that trainees often underestimate cancer-related risks, associating the absence of immediate discomfort with the absence of danger. Their understanding of exposure pathways is limited, with ingestion being the most recognized route. Trainees often recognize immediate effects over long-term health consequences. Gender plays a significant role, with young women in caregiving roles prioritizing the safety of others over their own. Trainees in masculine-typical jobs are more likely to receive support and guidance from colleagues. Communication skills impact risk awareness, with trainees who struggle to articulate their thoughts having more difficulty in identifying and explaining hazards in interviews. The study highlights significant gaps in trainees’ comprehension and application of occupational health and safety measures. This research advances efforts toward a sustainable and equitable approach to occupational cancer prevention. © 2026

Aim The purpose of this Systematic Literature Review (SLR) is to define the attributes of Competencies and Capabilities Between Staff and Management (CCBSM) under different definitions, dimensions, antecedents, and consequences. Background Organizations increasingly rely on competencies and capabilities to achieve strategic goals, yet existing research shows several critical gaps. Prior studies highlight a lack of comprehensive strategies, insufficient integrative framework development, and limited methodological diversity for examining organizational dynamics. In addition, practice gaps in human resource management continue to hinder the effective application of these principles in real-world contexts. Addressing these gaps is important not only for advancing theoretical understanding but also for ensuring practical relevance, which underscores the significance of the present study. Introduction In today’s challenging and uncertain economic environment, robust competencies and capabilities are crucial for management to lead staff in achieving business goals. Staff members are often tasked with supporting line functions, indirectly contributing to the organization’s success. The effectiveness of these roles depends on the competencies and capabilities of both staff and management, which this review investigates through an analysis of existing literature.√. Design The SLR is designed to synthesize research on CCBSM, where the search methodology is conducted in academic databases (Science Direct, Springer, Emerald, AOM, Wiley Online Library, and Taylor & Francis) and other publication database sources (Google Scholar, FT50, WoS, Free-Full-PDF site) under the guidelines of the PRISMA protocol over the period of 2010 to 2022. The inclusion criteria focused on relevant articles in English from high-impact journals, while excluding non-research reports and studies outside the domain of competencies and capabilities.√. Findings The findings reveal a complex landscape of CCBSM in terms of definitions, dimensions, antecedents, and consequences. The attributes of CCBSM in organizations comprise communication and engagement, execution of trust building programs, professional and technical expertise, understanding and intelligence, devolution of power, information and knowledge, leadership attitudes and behaviours, and a resource-based view. Antecedents to CCBSM in an organization involve decision-making, risk taking, self-management, team building, coordination, staff training and education, support organization routines, changes to policy and the mission statement, types of theoretical models, and evaluation measures. Consequences contain personal factors, professional factors, staff outcomes, organizational outcomes, and financial outcomes. √. Discussion The review highlights the importance of effective communication, engagement, execution of trust-building programs, professional and technical expertise, understanding and intelligence, devolution of power, information and knowledge, leadership attitudes and behaviours, and a resource-based view as the key dimensions of CCBSM. These dimensions are critical in shaping the competencies and capabilities of staff and management, which in turn impact the overall performance of the organization. √. Conclusion and implications for organizations The study highlights the importance of various dimensions of CCBSM, including communication, engagement, trust-building, professional and technical expertise, leadership, and a resource-based view. These dimensions are critical in shaping the competencies and capabilities of staff and management, which impact organizational performance. √This study contributes by developing an evidence-based framework that enables organizations to adopt a more strategic approach to staff and management development within the CCBSM context. The framework emphasizes targeted investment in competencies, the cultivation of a supportive organizational culture, and the promotion of continuous learning and innovation, thereby advancing both theoretical understanding and practical application in organizational settings. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2026.

Purpose – The purpose of this study is to provide researchers, policymakers and practitioners with a state-of-the-art snapshot of the competence-based education and training (CBET) research domain by identifying its main research streams, as well as its dominant and under-explored research areas. Design/methodology/approach – We employed direct citation network analysis to examine the intellectual structure of CBET research and identify its main research streams across 1, 090 journal articles. To further explore the themes within these streams, we applied topic modelling with latent semantic analysis. Findings – CBET is a fragmented research domain, based on the citation relationships among articles and the diversity of journals in which they have been published. Its core consisted of 231 articles, from which three main research streams emerged: the Higher Education Stream, the Vocational and Professional Education Stream, and the General Education Stream. We present six dominant topics covered by the research streams and highlight the need for future studies that transcend educational levels. Originality/value – We employ novel methods to provide researchers, policymakers and practitioners with the first topical overview of CBET research. © 2025 Joonas Mannonen, Felipe Urrutia, Raija Hämäläinen, Roberto Araya, Sami Lehesvuori and Danial Hooshyar

This comparative case study analysis explores higher education equity in South Africa and Australia, garnering insights from South Africa to inform the implementation of the Australian Universities Accord. This article identifies challenges and opportunities from South Africa that may assist with implementing the managed growth policy framework and needs-based funding model. Four insights were identified. First, Australia should embrace managed growth but minimise equity students’ tuition fees to reduce, not reproduce, inequality. Second, Australia could consider a nested equity approach to intersectional, compounding disadvantage to enable differential redistribution. Third, needs-based funding will provide the opportunity for a ‘fair chance for success’. Lastly, epistemic access, epistemic success, RPL as an equity tool, university and vocational education and training harmonisation and alternative equity student tuition debt arrangements could be explored. The article promotes an uncommon equity alliance between Australia and South Africa, offering a broader view of equity policy and funding options. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

This systematic review to identify the distribution of articles from two databases using the science mapping method, and to investigate the preparedness of educators for the development of digital education in economics. The descriptive analysis is used to identify the research trends globally on the development of digital education in the scope of economics worldwide and ROSES (Reporting Standards for Systematic Evidence Syntheses) was carried out as a review protocol to conduct Systematic Literature Review (SLR). The frequency of the distribution of the articles based on two databases (Web of Sciences and Scopus). The review synthesizes research from a variety of disciplines, including education, psychology, and computer science, to identify key themes and trends in the literature. The thematic analysis was undertaken on 14 selected articles resulted in three main themes: (1) Adaptation of digital learning, (2) Practices of technological learning; (3) Effectiveness of digital learning. The development of digital education in economics has been driven by advances in technology and the need to prepare students for an increasingly digital and globalized economy. The review concludes with recommendations for future research and practice, emphasizing the importance of a holistic and collaborative approach to technological empowerment in education. © The Author(s) 2025.

Introduction: The BOPPPS teaching strategy has gained popularity in medical education in China as a more effective and practical pedagogy. However, its impact on knowledge acquisition and clinical skills in urology education has not been comprehensively evaluated. This study seeks to assess the effectiveness of the BOPPPS strategy in comparison to traditional lecture-based learning (LBL) during clinical internships in Chinese urology education, utilizing meta-analysis for verification. Methods: A cohort of 96 clinical medicine students from Xijing Hospital, engaged in clinical practice at the Department of Urology from September 2022 to June 2023, were stratified into two groups and exposed to identical teaching materials. The experimental group (n=48) was instructed using the BOPPPS model, while the control group (n=48) adhered to traditional instructional methods. Data on student satisfaction and self-assessment of the course were collected through a questionnaire, and end-of-course performance was evaluated through a post-study examination. We used meta-analysis aimed to evaluate the overall effectiveness of the BOPPPS teaching strategy compared to LBL teaching in surgery-related medical education. Results: The experimental group, which received instruction using the BOPPPS teaching model, achieved significantly higher scores in theoretical knowledge assessments and clinical practical skills compared to the control group. Additionally, the experimental group demonstrated greater levels of interaction with both teachers and students, with instructors displaying a higher ability to foster independent thinking among students. Furthermore, the teaching process in the experimental group was found to utilize classroom time more efficiently in comparison to the control group. And we confirmed that the BOPPPS model demonstrated a greater capacity to stimulate student interest in urology and improve their overall proficiency by meta-analysis. Discussion: The BOPPPS model exhibits superior efficacy in clinical teaching of urology, thus warranting consideration for wider adoption and dissemination. © © 2025 Zhang, Gan, Zuo, Han, Shi, Wang, Zhang, Jiang, Wang and Li.