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This paper explores the application of blockchain technology in the public cultural sector, where adoption remains limited despite its potential. The study identifies major use case scenarios and empirical examples of blockchain adoption in public sector cultural services through a scoping literature review.

A scoping literature review was conducted to map research and conceptual approaches to blockchain technology in the public cultural sector, focusing on key use cases emerging and empirical examples.

The review reveals that while blockchain has the potential to enhance public cultural services, its adoption is still in its early stages. Identified use cases include tokenization of cultural assets, digital rights management and decentralized funding models. Empirical examples in the public cultural sector are sparse, and the impact of the technology remains largely theoretical.

The study is limited by the scarcity of empirical data on blockchain adoption in public cultural services. Future research should focus on in-depth case studies and empirical analyses to understand the practical implications of blockchain in this sector.

Public sector organizations offering cultural services may use these insights to guide blockchain adoption and implementation decisions.

Blockchain adoption in public cultural services has the potential to democratize access, enhance transparency and foster community engagement, contributing to a more inclusive and participatory cultural ecosystem.

This paper contributes to the emerging discourse on blockchain in the public sector, focusing on the often-overlooked cultural services. It highlights the benefits and challenges of blockchain adoption in this sector, providing insights for future research and policy decisions.

Two essential components, a robust information technology (IT) infrastructure and faculty training in student-centred pedagogies and technology usage, are necessary for effective blended learning designs. Many universities invest in IT infrastructure such as bandwidth, high-end subscriptions, servers, SMART boards, projectors, Wi-Fi enhancement, learning management systems, IT support, and other tools. Faculty training is crucial and includes instruction on using the new infrastructure and adopting pedagogical methods associated with blended learning. This study’s primary objective is to explore the challenges and pedagogical transformation towards blended learning designs in India. The research also investigates the impact of social context and emotional support on blended learning. It examines the mediating role of technostress among teachers between hybrid mode transformation and blended learning. The study’s results will provide critical insights for academic institutions’ higher management to encourage the adoption of learning designs and blended techniques by their employees during unforeseen events in the future, utilizing effective leadership and management skills. The study aims to assist academic institutions in meeting the demand for experiential learning in the classroom by incorporating blended learning. It acts as a bridge between industry expectations and academic outcomes. The study uniquely addresses the need for increased student engagement in the classroom.

Multi-protocol label switching (MPLS) networks are basically packet-based networks. There are various advantages of MPLS, such as better utilization of the network, reduction in the network latency, and the ability to adhere to the strict and stringent quality of service (QoS) criteria of incoming traffic. Since most of the applications are moving towards the packet-based networks, this move is mounting a pressure on the network providers for changing and upgrading their existing systems. There are various innovations and upgrades which are under progress and being improvised. These innovations and improvements will ensure that the networks can provide the ever-growing and rising demand of bandwidth. This research study captures the review of the concepts of MPLS networks and innovative technologies like traffic engineering, differentiated services, protection, and restoration. This research study also captures MPLS transport profile and its applications. As per the recent literature review, new protocols and designs of MPLS should be handled with care, and designers should exercise caution while recommending and proposing new designs and protocols. Most of the universities need to converge their networks to a single infrastructure in order to reduce operational costs and provide better network with improvised QoS to the students and faculties. Most of the universities and colleges are migrating to internet protocol (IP)/MPLS-based infrastructure. This will help in providing better networks to students studying and staying in universities. IP/MPLS is highly scalable and can be deployed end to end to accommodate the needs of any network size.

The COVID-19 pandemic has profoundly impacted global education, with over 190 countries closing educational institutions, affecting 1.6 billion learners worldwide. This crisis led to a staggering 70% increase in Learning Poverty in low- and middle-income countries, with estimated lifetime earnings loss amounting to $17 trillion. In response, institutions swiftly implemented emergency remote learning (ERT), transitioning to online platforms and leveraging artificial intelligence and adaptive learning tools. This shift, embraced by all stakeholders, facilitated continuity in education amid unprecedented challenges. Moreover, social media platforms emerged as vital tools for promoting learning, fostering engagement, and facilitating global collaboration among students. However, sustainable education requires more than technological dissemination; it necessitates a holistic approach integrating technology, digital transformation, artificial intelligence, social media, and innovative pedagogies. This chapter explores the implications of these advancements in higher education, amid a deglobalized world, emphasizing the need for an integrated and futuristic approach to address contemporary challenges.

To inform ways of improving valuation quality, this study seeks to understand the lived experiences of practising valuers regarding the challenges of conducting quality valuations.

This study adopts a qualitative strategy involving 19 semi-structured interviews with valuers in New Zealand. The interview data were analysed using progressive comparative analysis and the constant comparative method, which yielded comprehensive and well-founded conclusions.

The data analysis revealed several challenges that hinder the improvement and maintenance of valuation quality. These challenges were categorised into nine key areas, covering a wide range of issues, including a wide scope of practice, lack of experienced valuers, inappropriate use of graduate valuers, stakeholder expectations, access to relevant information, differing approaches, valuer attitudes and dissatisfaction with compensation.

The findings of this study have the potential to inform the valuation profession and other stakeholders about the challenges that practising valuers face in conducting quality valuations, which can ultimately lead to improvements in the valuation process.

This study contributes to the valuation literature, by highlighting the lived experiences of valuers in terms of the potential and challenges pertaining to valuation quality improvement. This has been an area that has received limited attention in the past, and an understanding of these issues has the potential to approach valuation quality in new and innovative ways.

The recent COVID-19 pandemic underscores the need for educational innovation and digitalization during crises where many educational institutions were forced to shift to online and remote learning. This chapter is a discursive review of problems and solutions and key trends that have emerged because of crises. One of the key benefits of educational innovation and digitalization during crises is the ability to continue providing education and learning opportunities to students even when traditional face-to-face learning is not possible. Educational institutions need to invest in building resilient online learning ecosystems to ensure that education can continue uninterrupted even in the face of unforeseen disruptions. This ecosystem should include robust technological infrastructure, a diverse range of digital resources and tools, and training and support for educators. Ultimately, a resilient online learning ecosystem is not just a response to crises but a proactive investment in the future of education.

The Millennials (1981–1995) witnessed conceptualization, adaptation, incorporation, and improvement of numerous technological aspects like the first personal computers by IBM in 1981 as well as the ARPANET adoption of the TCP/IP protocol which is the fundamental basis for the internet. The Generation Z (Gen-Z) (1996–2010) are born in a period that practically amalgamated a wide range of technologies in various realms – cloud computing, machine learning, introduction of e-commerce, big data analysis, mobile technology, automations, etc. Some of the existing deep learning-based tools are ChatGPT, TensorFlow (open-source library developed by Google), PyTorch (deep learning-based digital library), Keras (TensorFlow and allows users to quickly prototype and experiment with deep learning models), and OpenCV (open-source computer vision library that includes a wide range of image and video processing algorithms). In the academic sector, the Millennials (42–28 years of age) are currently the educators, and the Gen-Z (13–27 years of age) can be from any stage of life – students to educators. The study is to statistically evaluate the perceptions of Gen-Z as well as the Millennials in the incorporation of deep learning-based AI tools in education. The research framework used is the unified theory of acceptance and use of technology-3 (UTAUT-3) model. The research methodology is a qualitative analysis based on the data collected in a questionnaire from 200 participants; 100 each from Gen-Zs and Millennials. The study is limited to the understanding of perceptions regarding application of the deep learning-based AI tools in education. The technical aspects and knowledge required to create deep learning tools are not in the scope.

Technological innovations have affected and modified practically every element of human life and work. Education is one of the areas that has been greatly influenced by its dynamism. Technology has created an ecosystem in which education can be delivered via e-modes. The objective of this chapter is to study the impact of personalized learning on the student’s concentration level. The research methodology is top-down and includes both primary and secondary data sources. The sample was drawn using a probability-random sampling procedure with a response distribution of 50%, a margin of error of 10%, and a confidence level of 90%. The inquiry was carried out in various Indian states throughout the academic year 2020–2023. A 419-student sample was used in the study, and they were evaluated in two rounds using a pre-tested questionnaire. The association was determined for the experiencing group utilizing SPSS Version 25 and the analytic methods of factor analysis. This chapter presents options for higher education institutions, governments, and regulators to embrace and adapt. We are convinced that the study’s various recommendations will contribute to the development of a long-term strategy and plan to achieve the aim of ‘education for all, work for all’. The study investigates how the existing education model might adapt in the near future to keep up with the shifting paradigm and the arrival of Education 5.0.

Increasingly, we believe, B schools are at a crossroads and will have to take a hard look at their value propositions. (Datar et al., 2011)

Increasingly, we believe, B schools are at a crossroads and will have to take a hard look at their value propositions. (Datar et al., 2011)

While this was said more than a decade ago, it could not be further from the truth even today. In early 2020, the pandemic, a black swan-like event, struck suddenly, forcing educational institutions to adapt in the blink of an eye. Business schools (B-Schools) too had to transition and adapt to a new learning normal. Platforms like Webex, Zoom, Microsoft Teams, Google Meet, etc. became the new classrooms across the globe. The pandemic forced the industry to change and enabled the adoption of technology much faster than what was estimated. The metaphor of the chrysalis is apt in the context of B-Schools as they emerged out of the pandemic. The new order required B-Schools to relook at teaching pedagogy, learning mechanisms, methodologies for evaluation, collaborations, and industry connect. While digital literacy gave way to digital citizenship, there was a need to nurture it responsibly. As students move forward in their journey of becoming digital citizens, it becomes necessary to evolve norms and practices that will be acceptable.

Hybrid teaching-learning unlocked the potential to shape the world of education through disruptive innovation, emerging as an innovative, resilient, and viable model of the teaching-learning process. The model meets the evolving needs of teachers and students by providing wider accessibility, better engagement levels, and opportunities for a sustainable and flexible learning model. Playing the role of change-agent and catalyst in enabling transformation in every sector especially in education, the proliferation of technology in the teaching-learning process has brought tremendous changes into the teaching-learning activities. Technology-enabled hybrid learning approaches have resulted in a transformation from the traditional chalk-and-talk methodology towards experience-based learning, leading to ‘improved academic achievement’ and ‘enhanced industry-readiness’. Made feasible through artificial intelligence (AI), virtual reality, augmented reality, and other immersive learning techniques, a heterogeneous combination of technologies is essential for effective implementation. There is a high degree of involvement of audio-video technologies, collaborative software, interactive whiteboards, and wireless presentation displays which could vary based on the requirement and budget. Hybrid learning approaches have leveraged AI, helping teachers ascertain learning capabilities of students and provide feedback in a convenient manner. A hybrid teaching-learning model facilitates upskilling and reskilling in a flexible mode. Elements needing consideration in a hybrid teaching-learning model include experiential learning, experimental learning, assessment-related transformation, elevated levels of creative thinking, and potential for improved employability. This chapter focuses on various enablers that drive the hybrid teaching-learning process, and the role of technology as an important pillar in educational transformation, introducing a technology-enabled framework for a systematic and sustainable solution.