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The Delphi study Educate Northwest Helvetia is part of a multi-stakeholder approach to define common challenges and priorities for public schooling in a federal setting. This paper aims to take stock of the outcome of expert ratings and group discussions.

Based on a literature review of megatrends, 21st century skills and sustainable development goals, the study focused on four domains: digital change, economic change, sociocultural change and ecological change. Opinions of teachers, principals and other experts were collected in the first wave via an online survey (n = 707). In the second wave, findings of the survey were discussed in ten online workshops, and participants refined priorities for schooling 2030 via real-time online scoring. Quantitative data were analyzed using exploratory and confirmatory factor analysis.

Analysis of quantitative data shows an emphasis on soft skills, self-organization, equity and transversal competencies. The enhancement of computational thinking and teaching on sciences, technology, engineering and mathematics are important minority concerns.

The study delivers a manageable set of 12 priorities addressed to cantonal ministries of education, teacher unions, associations of principals and other stakeholders.

Since these priorities are rather abstract, qualitative in-depth research concerning uptake and impact is needed.

This study provides new perspectives for the dialogue on evidence-based policymaking in settings of consensus democracy. It also provides valuable pointers for school improvement and teacher education that can be further explored.

There has been an unprecedented increase in online learning worldwide, including in teacher education. However, student lurking can be a common issue, leading to a non-interactive learning environment.

The authors employed a qualitative case study with thematic analysis to examine a novel “self-directed” pre-service teacher online degree module that engaged students in regular peer-feedback, which intended to promote student engagement and interactivity. The research questions were as follows: To what extent did the seminar series represent the principles of self-directed learning and were learning outcomes effective from the process? And, how effective was the use of peer feedback?

The thematic analysis revealed that student progression and course completion was successful, and it represented some principles of self-directed learning; but (a) it cannot be presumed that pre-service teachers are competent in giving (peer) feedback and (b) pre-service teachers may need specific guidance and training for providing competent feedback.

This paper is highly original in respect of its combination of the self-directed learning framework with use of peer feedback, to engage students in an interactive learning environment. The present paper identifies that peer feedback is a powerful tool in online learning; peer feedback can supplement self- and teacher-assessment; but it should not be assumed that pre-service teachers are competent in providing (peer) feedback – pre-service teachers may need specific training in providing feedback.

While educators impart FMEA instruction, its practical implementation within the educational sector remains limited. This study investigates the application of FMEA within higher education institutions. Implementing FMEA in these institutions is difficult due to statutory requirements, schedule restrictions, and stakeholder participation challenges. Moreover, higher education institutions struggle with preserving education quality, faculty training, and resource management, complicating organised methods such as FMEA.

This research conducted a global survey to identify the critical success factors, benefits, and common challenges in using FMEA in the higher education sector.

The outcomes highlighted that lack of awareness regarding the tools’ benefits is the primary barrier to FMEA implementation. However, respondents perceive that FMEA can improve process reliability and quality in higher education institutions. Further, the analyses found that knowledge about the FMEA tools is the prime critical success factor, and the lack of time due to other priorities in the organisation is a significant challenge in tapping the potential of FMEA.

A limitation of the study is the relatively low number of HEIs surveyed globally. Further, the study provides a broad perspective rather than a focused study on one HEI.

This study addresses this gap by exploring the potential benefits, challenges, and factors associated with the successful adoption of FMEA in academic settings. Using this information, HEIs can become more successful in applying FMEA.

This study is unique in its exploration of the application of FMEA with higher education institutions for service quality improvement.

The study aims to examine the association between virtual communication effectiveness (VCE), leadership effectiveness (LE) and the role of emotional intelligence (EI) in the post-pandemic era.

A survey was conducted among 305 employees in the Indian IT sector using an online questionnaire. Data were analyzed using reliability, validity and moderated regression analysis.

The findings reveal that VCE is a significant predictor of LE. EI plays a significant moderating role between VCE and LE.

This study establishes the role of EI in pre-empting LE. Furthermore, it results in the advancement of improved tools for the selection, training and development of leadership talent. Research on virtual communication (VC) and EI enhances our understanding of effective leadership. To the best of the authors’ knowledge, the present research is one of the first to link and standardize various practices of VC, and EI to increase LE in the post-pandemic era.

The study aims, based on the symbiotic relationship between tourism agencies and various stakeholders, to investigate what “policy-level” partners would advise their “practice-level” counterparts on, first, how the World Heritage Site (WHS) status of monuments can be made attractive for travellers, and second, what steps can be taken by stakeholders to enhance the WHS tourist experience.

A qualitative approach involving e-mail interviews was adopted. Content analyses of open-ended exploratory questions put to “policy-level” respondents yielded 10 major themes that can enhance the brand appeal of the WHS.

The findings offer in-depth solutions for better trip experiences of Heritage Tourists. Insights from the responses under ten thematic areas have direct relevance for application by tourism and hospitality facilitators.

Although this study was conducted in India, its findings hold implications for practice throughout the world. They could similarly be incorporated as elements of policy directed at incentivising communication of the value of preserving heritage for future generations.

While previous research focused on stakeholders for planning and policy making, this study explores the stakeholder's perspective for a more comprehensive understanding of how using the WHS brand can generate more holistic tourism development.

Drawing on the Job Demands-Resources (JD-R) theory, the primary goal of this study is to conceptualise and empirically validate a theoretical framework that explains the process by which digital job resources influence the innovative work behaviour of technological professionals. Specifically, this study aims to examine the impact of digital job resources, especially digital training, and digital communication, on employee digital engagement. Furthermore, it investigates the influence of digital engagement on digital leadership and the effect of digital leadership on innovative work behaviour. Lastly, the study examines whether digital engagement and digital leadership serially mediate the relationship between digital job resources and innovative work behaviour.

Data were collected from full-time technological professionals using multiple sampling techniques. A total of 307 samples were utilised for the final data analysis. Partial Least Squares Structural Equation Modelling (PLS-SEM), employing SmartPLS 4.0, was used to test the study hypotheses.

The findings of this study emphasize that digital engagement and digital leadership are pivotal in mediating the impact of digital communication on technological professionals' innovative work behaviour. Specifically, our results show that digital communication significantly shapes the digital engagement of these professionals. Digital engagement, in turn, positively influences digital leadership, which then fosters technological professionals’ innovative work behaviour. Notably, both digital engagement and digital leadership serve as mechanisms that link digital communication and innovative work behaviour. Contrary to our initial expectations, the study finds that digital training neither directly affects digital engagement nor has an indirect effect on innovative work behaviour.

The present study is distinct in offering a theoretical framework outlining the steps through which digital resources influence technological professionals' digital engagement, digital leadership capabilities, and their innovative work behaviour. Prior studies have predominantly focused on antecedents of innovative work behaviour, with an emphasis on individual characteristics and organisational environmental factors. There is limited research exploring how, or even if, digital job resources – such as digital training and digital communication – affect employees’ innovative work behaviour. Additionally, the examination of the interrelationship between digital engagement and digital leadership is notably lacking in existing literature. Much of the research has instead probed the converse relationship: how leadership styles impact employees' engagement. Lastly, this research is among the pioneering efforts to consider the serial mediating role of digital engagement and digital leadership between digital job resources and innovative work behaviour, a topic that remains underrepresented in academic discourse. This study addresses these gaps.