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The study aims to understand the way metaverse might revolutionize the governance format – precisely the e-government concept – besides underlining the challenges leaving suggestive contours for further research in this realm.

An inductive research approach included the content analysis of relevant literature to identify patterns and generalize them into areas and approaches. Developing a conceptual framework seeks to systematically organize knowledge on metaverse government and provide an understanding of its contributions to enhancing the e-government maturity models.

The authors identified three general areas and approaches – content and data lifecycle management; platforms, tools and services; and infrastructure and computing resources – that shape how challenges of enterprise architecture layers should be resolved in a future research agenda. Integration of these government metaverse areas and approaches is linked with four enterprise architecture layers (technology, applications, data and business) that advance a new e-government meta stage of e-government maturity and the related challenges.

Hitherto, metaverse literature has hinged itself on the benefits and challenges of metaverse in the private sector. However, the exact dimensions have not been probed in the public sector and its e-government domain – the present study seeks to plug this gap.

The purpose of this paper is to investigate the relationship between digital transformation and sustainable development within the context of higher education institutions.

This paper uses a systematic review methodology to analyze the intersection of digital transformation and sustainability in higher education institutions, drawing on academic sources and institutional reports.

Universities face a dual challenge of advancing digital transformation while integrating and enhancing sustainable development, necessitating a balance between inclusivity and innovation to meet the evolving demands of a digital-centric world and global sustainability goals. Digital transformation of higher education institutions is not only influenced by socioeconomic changes and market demands but also offers practical pathways to enhance sustainability efforts across campus operations and curriculum delivery.

This paper provides an overview of the concepts of digital transformation and sustainable development in the higher education environment.

High-stakes decision-makers, including human resource (HR) professionals, often exhibit accent biases against second language speakers in professional evaluations. We extend this work by investigating how HR students evaluate simulated job interview performances in English by first and second language speakers of English.

Eighty HR students from Calgary and Montreal evaluated the employability of first language (L1) Arabic, English, and Tagalog candidates applying for two positions (nurse, teacher) at four points in the interview (after reading the applicant’s resume, hearing their self-introduction, and listening to each of two responses to interview questions). Candidates’ responses additionally varied in the extent to which they meaningfully answered the interview questions.

Students from both cities provided similar evaluations, employability ratings were similar for both advertised positions, and high-quality responses elicited consistently high ratings while evaluations for low-quality responses declined over time. All speakers were evaluated similarly based on their resumes and self-introductions, regardless of their language background. However, evaluations diverged for interview responses, where L1 Arabic and Tagalog speakers were considered more employable than L1 English speakers. Importantly, students’ preference for L1 Arabic and Tagalog candidates over L1 English candidates was magnified when those candidates provided low-quality interview responses.

Results suggest that even in the absence of dedicated equity, diversity, and inclusion (EDI) training focusing on language and accent bias, HR students may be aware of second language speakers’ potential disadvantages in the workplace, rewarding them in the current evaluations. Findings also highlight the potential influence of contextual factors on HR students’ decision-making.