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This paper systematically reviewed research work on drivers of teamwork, which will reinforce construction work teams to enhance workers’ safety performance. This study adds to the existing but limited understanding of teamwork drivers on construction workers’ safety performance. This paper presents scholars and industry-based professionals with critical initiatives that have to be implemented in organisations to get positive results in safety while working in teams with an emphasis on systems drivers of teamwork on safety performance at the organisational level, which will help in providing information on the functioning of the teams and contribute towards improved safety performance of team workers.

This study aims to systematically examine the existing body of knowledge on drivers of teamwork by analysing 53 publications from the years 1997–2021. The Scopus search engine was used to conduct a systematic review and germane publications were collated.

According to the findings of the review, since 1997, there has been a burgeoning concern in the research of drivers of teamwork and its impact on workers’ safety performance. After performing a systematic review, 37 drivers of teamwork were identified. The top five drivers are effective communications, team workers’ relations, leadership, shared knowledge and information, and team training. Moreover, it was noted that the United States and Australia have been the international regions of focus for most of the research in the area of drivers of teamwork from the years 1997–2021. The 37 drivers of teamwork are distributed into six major socio-technical components: people drivers; culture drivers; metrics drivers; organisational and management practices and procedures drivers; infrastructure drivers and technology drivers.

The results reported present research scholars and professional practitioners with an overview of the drivers of teamwork that could be implemented in the construction industry to streamline potential implementations and improve safety performance of construction workers.

A list of teamwork drivers has been developed to ratify potential empirical research in the area of construction safety. The results would contribute to the existing but restricted understanding of drivers of teamwork in the construction industry.

A gripping keyword emerged in the dynamic world of 2022: GPT or the advent of Generative Artificial Intelligence (GAI), at its forefront, embodied by the mysterious ChatGPT. This technological marvel had been silently lurking in the background for just over five years. However, all of a sudden, it emerged onto the scene, capturing the public’s attention and quickly becoming one of the most widely adopted inventions in history. Therefore, this narrative review is conducted in order to explore the impact of generative AI and ChatGPT on lifelong learning and upskilling of students in higher education and address opportunities and challenges proposed by Artificial Intelligence from a global perspective.

This review has been conducted using a narrative literature review approach. For in-depth identification of research gaps, 105 relevant articles were included from scholarly databases such as Scopus, Web of Science, ERIC and Google Scholar. Seven major themes emerged from the literature to answer the targeted research questions that describe the use of AI, the impact of generative AI and ChatGPT on students, the challenges and opportunities of using AI in education and mitigating strategies to cope with the challenges associated with the integration of ChatGPT and generative AI in education.

The review of the literature presents that generative AI and ChatGPT have gained a lot of recognition among students and have revolutionized educational settings. The findings suggest that there are some contexts in which adult education research and teaching can benefit from the use of chatbots and generative AI technologies like ChatGPT. The literature does, however, also highlight the necessity of carefully considering the benefits and drawbacks of these technologies in order to prevent restricting or distorting the educational process or endangering academic integrity. In addition, the literature raises ethical questions about data security, privacy and cheating by students or researchers. To these, we add our own ethical concerns about intellectual property, such as the fact that, once we enter ideas or research results into a generative chatbot, we no longer have control over how it is used.

This review is helpful for educators and policymakers to design the curriculum and policies that encourage students to use generative AI ethically while taking academic integrity into account. Also, this review article identifies the major gaps that are associated with the impact of AI and ChatGPT on the lifelong learning skills of students.

This review of the literature is unique because it explains the challenges and opportunities of using generative AI and ChatGPT, also defining its impact on lifelong learning and upskilling of students.

The purpose of this study is to identify seminal research works on distance and online learning that have had significant impact on the domain.

The authors used the SCOPUS database for this study as the data source, and a well-defined search strategy retrieved the items for analysis. First, the authors identified the h-index (n = 207) of the discipline to determine the threshold for listing the top works. The authors critically analysed these classic publications using several bibliometric parameters to present the analysis. To understand the primary focus of the classic research works, the authors also carried out a keyword cluster analysis using VOSviewer.

While the USA produced maximum classic research, authors from Canada have maximum research visibility in terms of citations (n = 474.06). Canada also received the highest value of RCI (1.30), followed by Taiwan and Australia. The majority of the classics are published in 67 scientific journals. Of these, Computers and Education published the highest number with a quarter of the total citations (n = 19,403). Although e-learning was the nucleus of the research theme, the authors observed that students, learning systems, online learning, blended learning, learning management systems and computer-aided instructions dominated their influence in the research cluster.

To the best of the authors’ knowledge, this is the first of its kind work in the field of distance and online learning. Findings of this study would be useful to faculty, researchers and students in the discipline to focus on the seminal works and understand their implications better in the context of the growing significance of the discipline.

This paper aimed to determine the self- and co-regulation influences on the community of inquiry (CoI) for collaborative online learning.

A quantitative survey was used on a sample of (N = 626) enrolled postgraduate students in a South African Open Distance and e-Learning (ODeL) university. The measuring instruments were the CoI and the shared metacognitive surveys. Correlation and multiple regression analyses were used to determine the association and influence of self- and co-regulation on the CoI.

The results indicated that self- and co-regulation related to the CoI (teaching, cognitive and social) presences. In addition, the results revealed that self- and co-regulation influence the CoI presences. Self-regulation had the highest influence on teaching and cognitive presence, while co-regulation influenced social presence.

The study’s convenience sampling method from a single university limited the applicability of the findings to other online learning environments.

Higher educational teachers who encourage student self- and co-regulation may enhance their online teaching, cognitive and social presence when studying online. The research’s findings may be valuable to teachers to enable them to provide a more collaborative and interactive online learning environment and promote productive online communities.

This study contributes to the body of knowledge about the relationship between teaching, social and cognitive presence and self- and co-regulation within the CoI framework. Furthermore, there has also been limited research focussing on the dynamics of shared metacognition within the CoI framework in an ODeL context.