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The COVID-19 pandemic has significantly impacted education systems worldwide, forcing schools and universities to close their doors and shift to remote learning. However, the transition to online education has exposed a deep digital divide, leaving vulnerable students at a disadvantage due to limited or no access to the Internet. Internet access during the COVID-19 pandemic has emerged as a critical necessity, transcending traditional notions of human rights. The concept of the fourth generation of human rights recognises that access to the Internet is not just a privilege but an essential right that enables individuals to exercise their other rights effectively. Governments, policymakers, and international organisations must prioritise bridging the digital divide to ensure equitable access to the internet for all students, especially the vulnerable ones. Initiatives such as providing subsidised internet services, distributing devices, and establishing community-based internet centres can help overcome these challenges. Public-private partnerships and collaborations between governments, civil society, and technology companies can play a crucial role in expanding internet infrastructure and affordability. By recognising internet access as a vital component of the fourth generation of human rights, societies can foster inclusivity and bridge the educational gap exacerbated by the pandemic. Efforts should focus not only on immediate solutions but also on long-term strategies to address systemic inequalities in internet access. Empowering vulnerable students with internet connectivity is pivotal for their educational success, personal development, and future opportunities.

Online education enables location-independent learning, potentially providing university students with more flexible study programs and reducing traffic-related CO₂ emissions. This paper aims to examine whether online education can contribute to university-related sustainable everyday mobility, with particular consideration given to aspects of social sustainability and potential rebound effects. Specifically, it explores sustainability dilemmas that arise from conflicting social and ecological effects.

Drawing on qualitative data from mobility diaries and extensive semistructured interviews (n = 26) collected at Osnabrück University of Applied Sciences in Germany, this study deploys thematic analysis and a typification approach to analyze and classify students’ daily practices related to studying, mobility and dwelling, which may be impacted by online education.

The study identifies six distinct student types with diverse practices in studying, mobility and dwelling. Comparisons between student types reveal stark differences regarding professional and social goals that students associate with their studies, influencing university-related mobility and residential choices. This leads to varying assessments of online education, with some students expecting benefits and others anticipating severe drawbacks.

The typology developed in this paper can assist Higher Education Institutions (HEIs) in comparable contexts in understanding the distinct needs and motivations of students, thereby proactively identifying sustainability dilemmas associated with online education. By leveraging these findings, HEIs can effectively balance diverse interests and contribute meaningfully to sustainability.

To the best of the authors’ knowledge, this study is among the first to systematically investigate conflicts and rebound effects of online education in the context of sustainable mobility within HEIs.

The purpose of this study was to investigate the impact of using a jigsaw learning strategy integrated with computer simulation (JLSICS) on the academic achievement and attitudes of students, along with exploring the relationships between them in the process of learning about acids and bases.

The research design used in the study was quasi-experimental, using non-equivalent comparison groups for both pre- and post-tests. A quantitative approach was used to address the research problem, with three groups involved: two experimental and one comparative group. The treatment group, which received the JLSICS intervention, consisted of two intact classes, while the comparison group included one intact class. Data collection involved achievement tests and attitude scale tests on acid and base. Various statistical analyses such as one-way analysis of variance, one-way multivariate analysis of variance, Pearson product-moment correlation, mean and standard deviation were used for data analysis.

The study’s results revealed that the incorporation of the JLSICS had a beneficial influence on the academic achievement and attitudes of grade 10 chemistry students towards acid and base topics. The JLSICS approach proved to be more successful than both conventional methods and the standalone use of the jigsaw learning strategy (JLS) in terms of both achievement and attitudes. The research demonstrated a correlation between positive attitudes towards chemistry among high school students and enhanced achievement in the subject.

The study only focused on one specific aspect of chemistry (acid and base chemistry), which restricts the applicability of the findings to other chemistry topics or subjects. In addition, the study used a quasi-experimental design with a pretest-posttest comparison group, which may introduce variables that could confound the results and restrict causal inferences.

This study addresses the gap in instructional interventions and provides theoretical and practical insights. It emphasizes the importance of incorporating contemporary instructional methods for policymakers, benefiting the government, society and students. By enhancing student achievement, attitudes and critical thinking skills, this approach empowers students to take charge of their learning, fostering deep understanding and analysis. Furthermore, JLSICS aids in grasping abstract chemistry concepts and has the potential to reduce costs associated with purchasing chemicals for schools. This research opens doors for similar studies in different educational settings, offering valuable insights for educators and policymakers.

The originality and value of this study are in its exploration of integrating the jigsaw learning strategy with computer simulations as an instructional approach in chemistry education. This research contributes to the existing literature by showing the effectiveness of JLSICS in improving students’ achievements and attitudes towards acid and base topics. It also emphasizes the importance of fostering positive attitudes towards chemistry to enhance students’ overall achievement in the subject.

Circular economy (CE) is a structured model of production and consumption involving sharing, leasing, reusing, recycling, repairing and refurbishing existing products or materials sustainably. Despite the numerous benefits of CE adoption, the construction and demolition (C&D) sector still struggles to comprehensively understand, integrate and adopt this approach. This study provides a comprehensive analysis of CE within the C&D sector and proposes a structured conceptual framework for an effective construction and demolition waste management (CDWM) program.

A systematic literature review (SLR) was conducted using the “Preferred Reporting Items for Systematic Reviews and Meta-Analyses” (PRISMA) framework to search for articles across three databases: Scopus, Web of Science and EBSCO. EndNote software and Excel spreadsheets were used to analyze and synthesize the articles up to 2024. A total of 102 articles were included in the study. Various key facets of the CE in CDWM, including barriers and mitigation actions, enablers, tools and techniques, benefits, strategies and frameworks, have been thoroughly reviewed and analyzed for the C&D sector to understand their nature and effectively adopt the CE approach in CDWM operations.

The findings provide a comprehensive analysis of different facets of CE in CDWM and a structured conceptual framework for the effective adoption of CE. This will contribute to improving the management of CDWM in the C&D sector. The outcomes offer a comprehensive knowledge base of CE in CDWM to managers, planners, decision-makers, stakeholders and researchers, enabling effective deployment.

This study offers a substantial knowledge base to researchers by examining various key facets of CE in CDWM, aiding further exploration of research in the same domain. Additionally, it assists C&D managers, planners, stakeholders and decision-makers by furnishing a structured conceptual framework of CE, thereby enhancing effective implementation. Furthermore, this study supports society by providing a pathway to improve C&D waste circularity through the execution of CE.

This study is the first to comprehensively review the various facets of CE from a CDWM perspective and to propose a structured conceptual framework for the effective adoption of CE in the C&D sector. Additionally, it not only advances theoretical knowledge of CE adoption in the CDWM field but also provides practical guidance to stakeholders on how to implement a comprehensive CE approach to enhance C&D waste circularity.

The paper explores the implementation and process of a Participatory Action Research (PAR) project in Jacksonville, Florida. Using PAR principles, we sought to disrupt traditional dynamics in research, co-generating knowledge with the community. We aimed to elevate disenfranchised voices and foster effective solutions for neighborhood revitalization and resilience, which are designed and led by the community. In this paper we explore researcher positionality, examining how engagement with the community context profoundly influences researchers' perspectives and roles, thereby shaping the study trajectory.

We use reflexive and thematic approaches to analyze researcher positionalities and dynamics with the community. Researchers' reflections were scrutinized with a focus on their backgrounds, adaptability to community pace of work, lessons learned and evolving perspectives on community-centered research. We present a comprehensive discussion of emerging themes and emphasize the transformative nature of PAR and the significance of the researcher pursuing a relationship of belonging within the community.

The study uncovered key themes clarifying the transformations experienced by researchers engaged in PAR. We underwent a significant shift from a predetermined, structured PAR model to a more organic, community-driven model. This shift is illustrated under key themes in the paper: being vulnerable, valuing relationships, transforming the sense of self and solidarity, focusing on the process and recognizing and valuing community-derived knowledge. We write about the metamorphosis of researchers' roles from passive observers to active and empathic participants and about the implications for our methodological approach. As a result of this adaptation, the research process was enhanced and a symbiotic learning environment was created between the researchers and the community.

This paper distinguishes itself through its community-centric approach, diverging from traditional research paradigms. It explores how PAR-based community engagement can have a positive impact on those who are involved in PAR themselves, contributing to a better understanding of reciprocal dynamics in community-based research. We hope that our process of reflection can help other disaster researchers to ask better questions of themselves when engaging with communities and be open to following the lead and the pace of the community.

This study aims to develop a comprehensive insolvency model tailored to Islamic banks, ensuring alignment with Shariah principles throughout pre-insolvency, bankruptcy and post-bankruptcy stages.

The research adopts a qualitative research method, using a desktop research approach. Primary sources and secondary sources are examined to gather information and draw conclusions.

This study presents a comprehensive insolvency model designed for Islamic banks, rooted in Shariah principles. The model covers pre-insolvency, bankruptcy (taflis) and post-bankruptcy stages, incorporating key Shariah parameters to ensure adherence to Islamic finance principles. It addresses challenges such as adapting to dynamic financial landscapes and varying interpretations of Shariah principles. Notably, the model recognizes the separate legal personality of Islamic banks and emphasizes transparency, fairness and compliance with religious obligations. In the post-bankruptcy stage, directors are urged to voluntarily settle remaining debts, aligning with ethical and Shariah-compliant standards.

The study contributes to the stability and growth of Shariah-compliant financial systems by extending insolvency principles to Islamic banks, providing a foundation for future research and policymaking specific to this context.

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.