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This paper aims to investigate public library staff engagement and perceptions of video games and video game services.

Quantitative and qualitative data on staff video game experiences, perceptions and confidence were collected through an online questionnaire.

The results indicate an overall positive perception of video games in public libraries, with 87% of the respondents supporting video games in public libraries. Video game players appear to think more positively about video games and have more general knowledge about them than non-players. They also appeared to be more confident in delivering related services and were more likely to be running gaming-related events. It was concluded that staff attitudes towards video games are not a barrier to their inclusion in public libraries, as found in previous research.

Encouraging staff engagement with video games may improve their knowledge and confidence in delivering video game services, although further research is required to confirm this. There is a potentially underserved population of those aged 46–84 years, nearly half of whom play video games. Evaluation of this potentially underserved population is an interesting topic for future research.

To the best of the authors’ knowledge, this was the first survey of public library staff views towards video games in Aotearoa New Zealand, and it updates previous research in light of developments in gaming, gaming technology and the increased focus on public libraries as providers of digital technology and sites of community engagement.

The main goal of this study is to develop accounting students’ solidarity with and sensitivity to cooperation for sustainable development. This study also aims to analyze the role of participatory learning activities in developing the dimensions of involvement, critical reflection and thinking analysis.

This empirical study analyzes a case study activity conducted in accounting seminars with students from different universities in Spain. After completing the activity, the students completed a questionnaire divided into four areas: sociodemographic information, involvement, critical reflection and creativity. Students also answered an open-response question that asked them to propose new activities to enhance their learning experience and contribute more to sustainable development. The study thus used mixed methods, complementing quantitative analysis with qualitative data.

The multivariate analysis obtained significant results showing that female students were more willing to help and that most students said they were more sensitive to these issues after the participatory learning activity. Furthermore, the items and dimensions analyzed revealed a positive impact of involvement, critical and creative thinking and participatory learning on accounting students’ commitment to cooperation for sustainable development. When students answered the open-response question, they proposed more activities to enhance their learning and improve the functioning of the Non-Governmental Organization’s (NGO’s) beneficiary. HEIs must design more transversal courses aligned with the Sustainable Development Goals in their social science degrees.

The study not only examines university education in sustainable development but goes a step further in trying to involve students in a real development project from a financial and accounting point of view. The study also focuses on education for sustainability, and the project invites the students to think critically, reflect and assess real situations.

The purpose of the paper is to determine the extent to which ESG education in graduate finance programs at Kazakhstani universities impacts ESG-related issues incorporating emissions, unemployment rates and corruption.

This research relies on cross-sectional data for 20 regions of Kazakhstan and 66 universities clustered in those regions for the academic year 2022–2023. This study uses a multiple linear regression method to ascertain the relationship between ESG education and ESG problems.

Findings indicate that environmental education and overall ESG education have a negative impact on the volume of emissions and the youth unemployment rate. The number of universities is positively related to all three dependent variables representing issues on each aspect of ESG.

I might have omitted some important variables that can play a pivotal role in elucidating ESG-related problems, including the mobility of students from one region to another. Furthermore, the paper analyzed only finance programs at a graduate level, without touching undergraduate-level studies and other programs. Finally, the variables and, hence, the regression results are based on the academic year of 2022–2023; it does not account for the change for the past years and does not include time-series analysis.

This paper is original, as it examines whether ESG education helps to curb ESG-related issues at a national level in Kazakhstan, and the studies on sustainability education in Kazakhstan are limited.

There is a growing interest among academics, government agencies and private organisations to examine the scale, characteristics, and impact of Open Innovation (OI). Studies have examined these issues mainly in the context of a developed world. Because firms in developing economies face unique challenges of OI such as building networks, inter-firm interactions, collaboration for resource utilisation and knowledge sharing, these warrant an examination of the theoretical relationships between the antecedents of OI and their impact on performance as well as mediators of these relationships. Therefore, this study develops a comprehensive OI framework to measure open innovation and analyse its effect on the innovation performance of Indian IT organisations.

Theoretically, the study draws upon the Resource-Based View, Relational View, and Absorptive Capacity theories. Empirically, a survey questionnaire was distributed to Indian IT organisations through the online survey tool “Qualtrics”. The research framework was tested using the data collected from 346 Indian IT organisations.

The results highlight the positive effect of OI activities on innovation performance and the mediating role of absorptive capacity. IT organisations with a higher inbound knowledge and absorptive capacity demonstrated better innovation performance.

This study is limited to understanding the mediating effect of absorptive capacity for inbound innovation. Future studies into the mediating role of desorption capacity could reveal its impact on innovation performance.

From a management perspective, this knowledge will enable managers and policymakers to emphasise OI to achieve better innovation performance. This knowledge will provide both government decision-makers and IT managers with definite OI implications for innovation performance.

The main contribution of this study lies in exploring the interconnectedness among IT organisations and collaborative processes on OI and innovation performance. This empirical study pinpoints the causes and sources of OI that would lead to innovation performance and the mediating role of absorptive capacity in achieving innovation performance. It extends the empirical base of OI scholarship based on firms in an emerging economy.