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Purpose: This study aims to identify and rank the barriers to adopting Construction 4.0 and to evaluate the effectiveness of practical strategies for overcoming these challenges, focusing on sustainable development goals (SDGs), technological integration and safety considerations. Design/methodology/approach: This research paper identifies barriers related to the adoption of Construction 4.0 in the construction industry through a literature review of peerreviewed journal articles and construction industry experts. The study uses the Technique for Order of Preference by Similarity to the Ideal Solution (TOPSIS) to systematically evaluate and rank barriers to the adoption of Construction 4.0. Data were gathered through expert surveys, providing insights from experienced professionals within the construction industry. Then, the strategies were proposed and their effectiveness was evaluated. Also, these strategies were mapped with barriers and SDGs via the 5W2H (i.e., What, Why, Where, When, Who, How, and How Much) approach. Finally, a systematic framework for barrier management was proposed. Findings: Results indicate that high initial cost and internal communication issues are the top-ranked barriers, followed closely by project management inefficiencies, lack of funding for innovation and lack of demand. Also, the effectiveness index value for the proposed eight strategies to mitigate the identified 34 barriers is 4.6, which falls between “high effectiveness” and “very high effectiveness.” The study proposes a barrier management framework, providing actionable strategies to address these high-impact barriers for smoother adoption of Construction 4.0. Research limitations/implications: This study is limited to the perspectives of developing countries of construction sector professionals and focuses on a specific set of identified barriers. Broader generalizability may require further research across different countries or industries. Practical implications: The findings provide actionable insights for construction managers, enabling them to prioritize and implement strategies that address skill gaps, promote technological integration and ensure safety compliance for the smooth adoption of Construction 4.0. Originality/value: This research uniquely applies the TOPSIS approach to prioritize Construction 4.0 adoption barriers in the developing countries context, identifying and ranking critical barriers and proposing a decision-making framework that emphasizes sustainability, collaboration and skill development. © 2025, Emerald Publishing Limited.

In Norway, all subjects in vocational education and training (VET) must be passed in order to obtain a certificate of apprenticeship (Opplæringsforskrifta, 2024, § 9-48). Among these subjects is English, a subject in which students are expected to have a high level of English competence, based on ten years of learning English in primary school. These expectations are also placed on newly arrived students who have not learned English before coming to Norway. In other words, there is a lack of specific policy to meet the unique needs of students who do not have a background from the Norwegian school system. In this article, we shed light on the clash between English proficiency requirements in Norwegian vocational education programs and the life experiences of newly arrived students. More specifically, we examine how VET as a particular configuration of time and space, a chronotope (Bakhtin, 1981), interacts with the English subject and can lead to schizochronotopic experiences (Hadži-Muhamedović, 2018) for the newcomers and their teachers – experiences of being in the wrong place at the wrong time. The article is based on linguistic ethnographic fieldwork investigating the transition from combination classes to vocational education programs for newly arrived students. The empirical material consists of field notes and interview transcripts. The analysis shows that English is perceived as a significant barrier in the education for many of the newly arrived students, and that schizochronotopic tensions characterize both students’ and teachers’ experiences with the subject. We conclude that English needs to be developed into a more differentiated subject that not only reflects Norwegian chrononormativity, but that can also accommodate and take into account all students in VET, regardless of background. ©2025 Author(s).

Innovations in teaching and collaboration between businesses and universities can lead to improved learning outcomes and various benefits in international business (IB) practice. The Triple Helix Model (THM), incorporating government involvement, serves as a fundamental framework for this collaboration. This research, grounded in the THM and employing Challenge-Based Learning (CBL) as an innovative educational approach, aims to conceptualize the key drivers of successful university-business collaboration, by emphasizing students’ engagement. Focused on students enrolled in the Export Management undergraduate specialization at a Lithuanian higher education institution, this study employs a qualitative approach, involving in-depth interviews with students, teachers, social partners, managers, and representatives from government institutions. The study concludes that student engagement is the primary driver of successful collaboration in IB education between universities and businesses. This engagement is influenced by a wide range of second-tier factors, including assignment organization and delivery, as well as the motivations, expectations, and perceived benefits of students and other stakeholders involved. The conclusions of the study highlight the implications for educational practice and policy, emphasizing the need for effective student engagement strategies. This article also illustrates the application of the CBL approach within a business and entrepreneurship curriculum, with a particular emphasis on its integration into IB education. © 2025 Taylor & Francis Group, LLC.

Scientific labour market mobility is important for stability in tertiary education worldwide. The systematic research evaluates academic career progression challenges and trends through analysis of 792 Web of Science and Scopus papers spanning from 1990 to 2025. A bibliometric study identified research trends and nodes. and Scopus papers spanning from 1990 to 2025. Gender equality problems combine with limited funding alongside restrictive institutional barriers to create barriers for women in educational development. Limited professional development, international cooperation, and adoption of educational technology remain major challenges. Conversely, growth opportunities include enhanced leadership training, interdisciplinary collaboration, and digital transformation, all of which foster innovation and equity. This study reinforces equality, employability, and leadership as the main elements shaping academic career mobility. More importantly, this study suggests future paths of research that include the support of multicultural and multidisciplinary scholarships, and the expansion of engagement in higher education. The bibliometric analysis revealed a growing trend in research in providing equity for academic opportunities to minority ethnic and socioeconomic background groups. © This is an open access, peer reviewed article published under the Creative Commons License (CC BY 3.0).

To explore the research and development trend of practice-led research in the field of education over the past 20 years, a comprehensive bibliometric analysis was undertaken in this paper, screening 37 articles sourced from the WoS Core Collection and Scopus database. Through the review of the above literature, we can see that the application of practice-led research in education is continuously increasing, the subject areas involved are constantly broadening, and the use of PLR as a research approach is becoming more refined. The application of practice-led research in the field of education has demonstrated its unique value and potential, but it also faces some challenges. Future research should continue to explore the methodological framework of PLR and promote its wide application and in-depth development in educational practice. © 2025 by IGI Global Scientific Publishing.

The existence of sustainable organizations relies on human-centered approaches that prioritize employee well-being while avoiding compulsory citizenship behaviors (CCB). This study presents a bibliometric analysis of CCB research using data from the Web of Science database. Results reveal key trends: most articles are authored collaboratively, with contributors like Hongdan Zhao, Huai- Liang Liang, Zhenglong Peng, and Bora Yildiz making notable impacts. “Frontiers in Psychology” is the most relevant journal, and institutions such as Tongji University, Da- Yeh University, Huaqiao University, and Istanbul University are highly influential. Thematic analysis highlights “citizenship pressure,” “interpersonal deviance,” and “employee silence” as motor themes, while basic themes include work- family conflict, turnover intention, job stress, and burnout. Issues like “facades of conformity” and “impression management” are classified as niche or emerging themes. This study enriches the understanding of CCB research and offers insights for future studies. © 2025 by IGI Global Scientific Publishing. All rights reserved.

There is a need to examine how doctoral students in Arts and Humanities (A&H) can bolster their psychological capital in seeking employment that can potentially impact future career trajectories. This article reports a study on soft skills and self-perceived employability of A& H doctoral students from universities in select South Asian cities who participated in online mindfulness training (OMT) sessions vis-à-vis a waitlist control group. A&H doctoral students who participated in the OMT sessions reported higher posttest scores on soft skills (self-determination, resilience, empathy, assertiveness, social support, and team work) and self-perceived employability measures. Female A&H doctoral students, ever-singles, and those with higher OMT compliance in terms of attendance and homework completion, gained more on outcomes. With some refinements for male and gender non-disclosing students, those currently married or having experienced marital disruptions, mindfulness programmes could add to competence employability models focusing on strategic self-enhancement to address graduate labour market volatility. © The Author(s), under exclusive licence to Springer Nature B.V. 2025.

Introducing students to real-world contexts through clinical placements can provide rich learning experiences. In health professional education, these placements primarily focus on the supervised development of clinical skills within discipline-specific contexts. However, numerous implicit contexts influence the learning event, which may not be explicitly addressed in the placement’s curriculum or teaching structure but are nonetheless pedagogically significant. This study examines the distinctive contexts of a student-led, interdisciplinary Aboriginal allied health service placement in rural South Australia, highlighting the contexts’ unique experiential characteristics. We used a bricolage of phenomenological engagement and abductive thinking to investigate students’ experiences within and across these learning contexts. Students’ accounts revealed that their experiences at the intersections of these contexts held pedagogical significance. This finding prompts critical questions about the design and delivery of educational placements to maximise the inherent learning potential of contexts. We discuss the role of context in clinical placements and explore how context and context complexity can be effectively configured to support student learning across various clinical placement settings and models. We propose that developing context awareness and perspective, and attending to context convergence, can enhance meaningful learning in complex environments. © The Author(s) 2025.

Post-secondary educational outcomes for young people with care experience are poor. Studies have typically been limited to those who have aged out of care and have typically examined college/university attendance. Non-college educational options have potential for gaining credentials to secure productive employment, but these options have received less investigation. Using data from the Fostering Healthy Futures (FHF) study, which included a broader range of care-experienced young people (not just those who aged out), this study describes post-secondary educational aspirations and plans in young adulthood with a specific focus on vocational education. We provide descriptive findings on young adults' educational and career goals, plans for achieving those goals and intent to apply and attend post-secondary vocational education. Findings identify a range of planned paths, a significant percentage of which are vocationally focused, and the importance of work to many respondents. The findings offer implications for better supporting the care-experienced population in achieving their educational and career goals. © 2025 John Wiley & Sons Ltd.

This review critically examines recent teaching methods in computer network practicum and introduces augmented reality (ar) as a transformative enhancement. it begins by analyzing various traditional learning approaches used in computer network education, assessing their strengths and limitations. the review then highlights the potential of ar in revolutionizing the practicum learning experience. findings indicate that ar significantly boosts student engagement and understanding, particularly in applying course material to improve comprehension. ar's interactive and immersive qualities create a dynamic learning environment, fostering a deeper grasp of computer networking concepts. however, the review also identifies challenges in ar integration, including technical infrastructure needs, cost implications, and the necessity for educator training. addressing these, the article proposes thoughtful design considerations for ar-based practicums, emphasizing user-friendly interfaces, scalability, and effective integration with conventional teaching methods. The integration of AR in computer network practicums marks a notable advancement in educational technology, with broader implications for learning and technology fields. © 2025 Nirsal Nirsal; published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivs 4.0 License.