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The development of an effective corporate vision is a necessary issue for corporate performance, and it is a key issue for corporate sustainable development as well. The recognition of questions like “what is the role of corporate vision in corporate performance” is directly related to the attitude and practice of entrepreneurs and managers toward the development of corporate vision as well as the effectiveness of the corporate vision itself. To better answer the questions concerning the role of corporate vision development and effectively guide the practice of corporations, the authors study the pathways and mechanisms by which corporate visions operate to assist businesses in achieving high performance.

The article completes the construction of indicators to measure each dimension of the corporate vision in line with social cognitive theory and analyzes the relationship between corporate vision and corporate performance by combining qualitative comparative analysis (QCA) and necessary condition analysis (NCA) research methods. The article provides insights into the logic of constructing and adjusting corporate visions from a process perspective.

The mechanisms by which corporate visions can be articulated, accepted and transformed within the organization are also the means by which corporate visions can improve corporate performance. In a dynamic environment, the corporate vision setting and acceptance process integrates the requirements of various stakeholders, leading to the adjustment and acceptance of the corporate vision. As a result, the vision has continuous validity in a changing environment. Both start-ups and non-start-ups can benefit from the guidance provided by a strong corporate vision in overcoming a variety of issues and obstacles to produce strong business performance.

This is the first study that shows the relationship between corporate vision and corporate performance from a process perspective. The authors are interested in understanding which characteristics for building a corporate vision are more accepted by organizational members and, in turn, create high corporate performance. The authors also explore the conditions for corporate vision acceptance. This research has positive implications for shedding some light on the mechanisms by which corporate visions improve corporate performance.

The rapid evolution of artificial intelligence (AI) is revolutionizing organizational operations and altering competitive landscapes. This study examines the influence of organizational resources on AI adoption in recruitment, focusing on their role in achieving competitive advantage through effective implementation.

This research utilizes a cross-sectional quantitative approach, applying partial least squares structural equation modeling (PLS-SEM) to data from 290 human resource (HR) professionals. It is grounded in the resource-based view (RBV) and dynamic capability framework (DCF).

The results reveal that HR competencies and open innovation significantly influence dynamic capabilities, which are essential for AI integration, supported by financial support and information technology (IT) infrastructure. These capabilities enable effective AI adoption, leading to a competitive advantage.

The cross-sectional data in this study captures the current landscape of AI adoption in recruitment, providing a snapshot of the present scenario in a rapidly evolving technological environment.

This study offers HR professionals and managers strategic guidance on effectively integrating AI into recruitment processes. By enhancing HR competencies, fostering collaboration and ensuring sufficient financial and infrastructural support, organizations can navigate AI adoption challenges and secure a competitive advantage in a rapidly evolving technological landscape.

The adoption of AI in recruitment can reduce biases, enhance diversity and improve fairness through standardized assessments. However, as AI technologies evolve, continuous human oversight is essential to ensure ethical use and to modify AI systems as needed, further reducing biases and addressing societal concerns in AI-driven recruitment processes.

This research introduces a novel framework that underscores the importance of integrating human expertise with advanced technological tools to ensure successful AI implementation. A key contribution is that HR professionals not only facilitate AI integration but also ensure accuracy, accountability and configure the most suitable AI tools for recruitment by collaborating with AI developers to meet the specific needs of the organization.

Artificial Intelligence (AI) is revolutionizing the world. Despite the numerous advantages of AI in terms of faster processing and higher efficiency, AI hasn’t been widely accepted by humans yet. This study aims to shed light on this phenomenon by exploring the Dunning–Kruger Effect in AI knowledge and examining how AI knowledge affects AI acceptance through AI-related self-efficacy.

By collecting data from 179 managers, we examined the Dunning–Kruger Effect in AI knowledge and used mediation analysis to explore the mechanisms by which AI knowledge leads to AI acceptance.

Our findings indicated the presence of the Dunning–Kruger Effect in AI knowledge. Furthermore, our results revealed that AI knowledge has a nonlinear effect on AI acceptance through AI-related self-efficacy.

In contrast to previous research that posited a linear link between knowledge and acceptance of technology, this study offers a new framework for the nonlinear relationships between AI knowledge, AI-related self-efficacy and AI acceptance by extending the Dunning–Kruger effect to the AI field.

Generative Artificial Intelligence (Gen-AI) has provided new opportunities and challenges in using educational environments for students’ interaction and knowledge acquisition. Based on the expectation–confirmation theory, this paper aims to investigate the effect of different constructs associated with Gen-AI on engagement, satisfaction and word-of-mouth.

We collected data from 508 students in the UK using Qualtrics, a prominent online data collection platform. The conceptual framework was analysed through structural equation modelling.

The findings show that Gen-AI expectation formation and Gen-AI quality help to boost Gen-AI engagement. Further, we found that active engagement positively affects Gen-AI satisfaction and positive word of mouth. The mediating role of Gen-AI expectation confirmation between engagement and the two outcomes, satisfaction and positive word of mouth, was also confirmed. The moderating role of cognitive processing in the relationship between Gen-AI quality and engagement was found.

This paper extends the Expectation-Confirmation Theory on how Gen-AI can enhance students’ engagement and satisfaction. Suggestions for future research are derived to advance beyond the confines of the current study and to capture the development in the use of AI in education.

The purpose of this paper is to introduce the artificial intelligence (AI) Citizenship Framework, a model that equips teachers and school library professionals with the tools to develop AI literacy and citizenship in students. As AI becomes increasingly prevalent, it is essential to prepare students for an AI-driven future. The framework aims to foster foundational knowledge of AI, critical thinking and ethical decision-making, empowering students to engage responsibly with AI technologies. By providing a structured approach to AI literacy, the framework helps educators integrate AI concepts into their lessons, ensuring students develop the skills needed to navigate and contribute to an AI-driven society.

This paper presents a theoretical framework, developed from the author’s experience as an information and digital literacy coach and teacher librarian across Asia, the Middle East and Europe. The AI Citizenship Framework was created without following specific empirical methodologies, drawing instead on practical insights and educational needs observed in diverse contexts. It outlines a scope and sequence for integrating AI literacy into school curricula. The framework’s components build on existing pedagogical practices while emphasising critical, ethical and responsible AI engagement. By providing a structure for AI education, it serves as a practical resource for school librarians and educators.

While no empirical data was collected for this theoretical paper, the AI Citizenship Framework offers a structured approach for school librarians and educators to introduce and develop AI literacy. It has the potential to influence AI education by fostering critical and ethical awareness among students, empowering them to participate responsibly in an AI-driven world. The framework’s practical application can be expanded beyond school librarians to include classroom teachers, offering a comprehensive model adaptable to various educational settings. Its real-world implementation could enhance students’ readiness to engage with AI technologies, providing long-term benefits for both educational institutions and the broader society.

One limitation of the AI Citizenship Framework is that it has not yet been empirically validated. Future research could focus on testing its practical effectiveness in real-world settings, offering insights that may inform refinements and adaptations to better support school librarians and educators in fostering AI literacy and AI citizenship.

The practical implication of the AI Citizenship Framework is its application in educational settings to equip students with AI literacy and responsible citizenship skills. School library professionals and teachers can use the framework to integrate AI concepts into curricula, fostering critical thinking, ethical understanding and informed decision-making about AI technologies. The framework provides ready-to-use curriculum plans, enabling educators to prepare students for an AI-driven world. Its adaptability also allows classroom teachers to lead AI literacy initiatives, making it a versatile tool for embedding AI education across subjects and promoting responsible use and engagement with AI technologies in real-world contexts.

The originality and value of the AI Citizenship Framework lie in its approach to integrate AI literacy into educational contexts, specifically tailored for teacher librarians and school librarians. To the best of the authors’ knowledge, it is the first framework that comprehensively addresses the need for AI literacy from an ethical, critical and societal perspective, while also promoting active participation and leadership in AI governance. The framework equips educators with practical tools and curriculum plans, fostering responsible AI use and engagement. Its adaptable structure ensures it can be implemented by classroom teachers as well, adding significant value to AI education across disciplines and age groups.

This study aims to explore how information systems (IS) capabilities, organisational agility and artificial intelligence orientation (AIO) influence the competitive advantage (CA) of theme parks operated in the United Arab Emirates (UAE).

Data were collected using a survey of 341 theme park representatives. Partial least squares structural equation modelling was used to test the hypotheses and multigroup analysis was applied to examine the control variables.

The results show that theme parks with strong IS capabilities tend to achieve significant competitive edge. In addition, theme parks that are more agile outperform their competitors. However, although artificial intelligence (AI) tools are crucial, they do not necessarily strengthen the impact of these capabilities on a theme parks’ success.

Theme park operators should invest in technology that improves operational efficiency and customer service while building flexible organisational structures that swiftly adapt to market trends. Although AI is valuable, the real focus of UAE theme parks should be on strengthening their ability to adapt and effectively use IS, which directly contributes to a sustained CA.

This study uniquely integrates IS capabilities and agility with an AIO, offering fresh perspectives for theme parks in the UAE to navigate technological shifts. The findings suggest that successful digital adaptation relies on balancing technological capabilities with agile practices.

本研究旨在探究信息系统（IS）能力、组织敏捷性以及人工智能取向（AIO）是如何影响阿联酋（UAE）境内主题公园的竞争优势（CA）的。

我们对341名主题公园从业者开展了问卷调查, 并收集数据。我们利用“偏最小二乘法结构方程模型”对假设加以检验, 并运用多组分析检视控制变量。

研究结果表明, 那些拥有强大信息系统能力的主题公园往往更能获得显著的竞争优势。此外, 如果主题公园的组织敏捷性更强, 那么相较竞争对手而言其表现更为优异。然而, 尽管说人工智能工具至关重要, 但其并不一定就能为主题公园带来成功。

本研究独创地将信息系统能力、组织敏捷性与人工智能取向相结合, 进而为阿联酋境内主题公园该如何应对技术变革提供了全新的观点。研究结果表明, 数字化转型成功的关键取决于能否在技术能力与敏捷性实践之间取得平衡。

主题公园的运营方应一方面当大力投资那些可以提升自身运营效率及客服水平的技术, 另一方面搭建能够灵活且迅速适应市场变化的组织结构。虽然人工智能技术颇有价值, 但阿联酋的各个主题公园当务之急应是强化自身适应市场变化以及有效使用信息系统的的能力, 这直接决定其能否在竞争中获取到源源不断的优势。

Este estudio analiza cómo las capacidades de los sistemas de información (SI), la agilidad organizativa y la orientación a la inteligencia artificial (IA) influyen en la ventaja competitiva (VC) de los parques temáticos operados en los Emiratos Árabes Unidos (EAU).

La investigación se basó en una encuesta aplicada a 341 representantes de parques temáticos. Para evaluar las hipótesis propuestas, se empleó el modelo de ecuaciones estructurales de mínimos cuadrados parciales (PLS-SEM) y se realizó un análisis multigrupo para examinar las variables de control.

Los hallazgos revelan que los parques temáticos con sólidas capacidades en sistemas de información logran una ventaja competitiva notable. Asimismo, aquellos que exhiben una mayor agilidad organizativa tienen un desempeño superior frente a sus competidores. Sin embargo, aunque las herramientas de inteligencia artificial son esenciales, no siempre potencian directamente el impacto de estas capacidades en el éxito de los parques temáticos.

Los operadores de parques temáticos deben priorizar la inversión en tecnología que optimice la eficiencia operativa y la experiencia del cliente, al mismo tiempo que desarrollan estructuras organizativas flexibles capaces de responder rápidamente a las dinámicas del mercado. Aunque la IA es un recurso valioso, el foco principal para los parques temáticos en los EAU debe ser fortalecer sus capacidades en sistemas de información y su capacidad de adaptación, lo que les permitirá mantener una VC sostenible.

Este estudio integra de manera novedosa las capacidades de los sistemas de información y la agilidad organizativa con una orientación hacia la IA, proporcionando perspectivas innovadoras para que los parques temáticos en los Emiratos Árabes Unidos se adapten a las transformaciones tecnológicas. Los resultados indican que el éxito de la adaptación digital depende de equilibrar las capacidades tecnológicas con prácticas organizativas ágiles.

This study uses the pleasure–arousal–dominance (PAD) theory to explore how users’ emotional engagement with ChatGPT drives their continued adoption of ChatGPT and word-of-mouth (WOM) behaviour in the context of travel-related service.

This study obtained reliable data from 428 Chinese respondents who used ChatGPT for travel-related purposes. Structural equation modelling was used to test a series of hypotheses based on the PAD framework.

This study identifies three key features of human–artificial intelligence (AI) interaction, namely, service ubiquity, entertainment and anthropomorphism, which significantly influence users’ emotional responses, including pleasure, arousal and dominance. Dominance and pleasure are found to enhance emotional experiences, driving continued adoption and positive WOM recommendations for ChatGPT, whereas arousal influences WOM but does not affect continued adoption. The results also confirm that users’ perceived pleasure from interacting with ChatGPT has the strongest effect. These findings advance theoretical understanding by clarifying the emotional mechanisms underlying human–AI interactions in the tourism context.

This study examines the emerging trend of tourists’ continuous adoption of ChatGPT for travel-related services. The results highlight how different emotions in human–AI interaction influence long-term use of AI-powered tool for travel-related services.

本研究基于愉悦-兴奋-支配（PAD）理论, 探讨在旅行相关服务中, 用户对 ChatGPT 的情感投入如何推动其持续使用该技术, 并激发口碑行为。

本研究基于428名使用过ChatGPT进行旅游相关服务的中国受访者所提供的可靠数据, 运用结构方程模型（SEM）, 结合PAD框架, 对一系列假设进行了验证。

本研究确定了用户与人工智能互动的三个关键特征：服务无处不在、娱乐性和拟人化, 这些特征对用户的情感反应（包括愉悦感、兴奋感和主导感）产生了显著影响。研究发现, 主导性和愉悦感增强了用户的情感体验, 推动了对ChatGPT的持续采用和积极的口碑推荐（WOM）, 而兴奋感仅影响口碑推荐, 但不影响持续采用。研究结果还证实, 用户在与ChatGPT互动中感知到的愉悦感具有最强的影响力。这些发现阐明了旅游业中人与人工智能互动的情感机制, 推动了相关理论的深入理解。

本研究探讨了游客持续采用ChatGPT进行旅游相关服务的这一新兴趋势。研究结果突显了在人机交互中, 不同情感如何影响游客对人工智能驱动工具在旅游服务中的长期使用。

Propósito: El estudio emplea la teoría del placer-despertar-dominio (PAD) para explorar cómo el compromiso emocional de los usuarios con ChatGPT impulsa su adopción continuada de ChatGPT y el comportamiento boca a boca en el contexto de un servicio relacionado con los viajes.

Este estudio recopiló datos fiables de 428 participantes chinos que utilizaron ChatGPT para fines relacionados con viajes. Se empleó el modelado de ecuaciones estructurales para evaluar una serie de hipótesis fundamentadas en el marco PAD.

Este estudio identifica tres características clave de la interacción entre humanos e IA: la ubicuidad del servicio, el entretenimiento y el antropomorfismo, que influyen significativamente en las respuestas emocionales de los usuarios, como el placer, la excitación y la dominación. La dominación y el placer mejoran las experiencias emocionales, impulsando la adopción continuada y las recomendaciones boca a boca positivas de ChatGPT, mientras que la excitación solo influye en las recomendaciones boca a boca, sin afectar la adopción continuada. Los resultados también confirman que el placer percibido por los usuarios al interactuar con ChatGPT es el factor con mayor impacto. Estos hallazgos contribuyen a la comprensión teórica al esclarecer los mecanismos emocionales que subyacen en las interacciones entre humanos e IA en el contexto del turismo.

Este estudio analiza la tendencia emergente de la adopción sostenida de ChatGPT por parte de los turistas en el ámbito de los servicios de viaje. Los resultados subrayan cómo las diversas emociones generadas en la interacción humano-IA inciden en el uso prolongado de herramientas basadas en IA para servicios turísticos.

This study aims to examine the trends and advancements in AI-supported language learning over the past decade. By analyzing 15 empirical research articles, the study seeks to fill the gap in understanding the effectiveness and challenges of AI-assisted language learning for both first- and second-language learners.

The research utilizes activity theory, which includes seven components: tool, subject, object, rules, community, division of labor and outcome. This theoretical framework helps to reveal the dynamic interactions and contradictions among these elements. The selection and screening process for relevant articles followed the PRISMA method, ensuring a systematic and comprehensive review.

The study found that AI-supported technology shows promise in enhancing language learning, particularly in areas such as writing quality, scoring accuracy and learner engagement. However, challenges remain in terms of dialogic competence and the necessity of teacher intervention in pedagogical design. While AI-supported systems can effectively aid in language acquisition, improvements are needed to foster language use for communication and collaborative design.

The review highlights the need for more empirical studies on the pedagogical impacts of AI-supported language learning and the engagement levels of both learners and teachers. It also underscores the importance of investigating the application of AI-assisted language learning in actual classroom environments.

The implications of this study offer significant insights for both educational practice and future research in AI-supported language learning. As AI technologies continue to evolve, their potential to enhance learning outcomes and support teachers’ efforts becomes increasingly apparent. However, effective implementation requires not only the availability of technological tools but also proper pedagogical integration and teacher intervention. Furthermore, AI presents unique opportunities to personalize learning and foster collaboration among learners, aligning with the growing trend of hybrid learning environments.

This paper addresses the need for a comprehensive review of AI’s role in language education, providing insights into emerging trends and identifying areas for future research. It emphasizes the importance of integrating AI tools with educational theories and the necessity of teacher configuration in enhancing AI-supported language learning.

This study aims to investigate academic integrity considerations of Generative Pre-Trained Transformer (ChatGPT) usage in assessment activities among the finalist student teachers at the University of Dar es Salaam. The study builds upon other previous studies on the topic of artificial intelligence (AI) tools. However, it is unique in terms of its context and the focus on integrity.

A questionnaire was used to collect data from 383 finalist student teachers, and other 30 students were involved in focus group discussions (FGDs). Data for this study were analysed using IBM-SPSS Statistics Versions 25 to obtain descriptive statistics for the quantitative part and thematic analysis was used along with QDA Miner Lite for the qualitative part to generate themes.

Student teachers consider ChatGPT as a transformative AI technology to ease the accomplishment of their assessment tasks. However, a large percentage of them did not pay much attention to academic integrity while using the AI tool. About 199 (52%) out of 383 respondents said ChatGPT is a useful tool in generating answers for their assessment tasks compared to 192 (50.1%) of respondents who had negative opinions.

Given the sensitivity of the topic on academic integrity some participants were hesitant to share information until when the researchers clarified the purpose of the study. Participants were told that the information they would provide was purely for academic purpose. Also, this study was conducted when students’ regular classes were in progress, such that it was challenging to set universal time to conduct FGDs where all intended participants could attend. The researcher was flexible enough to find hours which were conducive for participants to participate in FGDs.

For practitioners, given the fact that ChatGPT is a relatively new AI tool, training for raising awareness of its use should be conducted. Besides, specific academic integrity guidelines for its ethical use should be formulated and implemented. Likewise, instructors should set questions that prompt students original thinking which the AI tool cannot easily give contextualized solutions.

The university where the AI tool is used is an open system that is within the society, and the impacts of AI technologies are inevitable in social domains. The society, therefore, should be informed about the emerging AI tools with their associated potentials and shortcomings to safeguard the norms and interests of the society.

The study provides a comprehensive overview of student teachers’ ChatGPT use and its implication on academic integrity. Given the novelty nature of ChatGPT use in education, course instructors and students may benefit from insights into responsible utilization of this AI technology without compromising integrity and quality of education.

This study explores the factors influencing artificial intelligence (AI)-driven decision-making proficiency (AIDP) among management students, focusing on foundational AI knowledge, data literacy, problem-solving, ethical considerations and collaboration skills. The research examines how these competencies enhance self-efficacy and engagement, with curriculum design, industry exposure and faculty support as moderating factors. This study aims to provide actionable insights for educational strategies that prepare students for AI-driven business environments.

The research adopts a hybrid methodology, integrating partial least squares structural equation modeling (PLS-SEM) with artificial neural networks (ANNs), using quantitative data collected from 526 management students across five Indian universities. The PLS-SEM model validates linear relationships, while ANN captures nonlinear complexities, complemented by sensitivity analyses for deeper insights.

The results highlight the pivotal roles of foundational AI knowledge, data literacy and problem-solving in fostering self-efficacy. Behavioral, cognitive, emotional and social engagement significantly influence AIDP. Moderation analysis underscores the importance of curriculum design and faculty support in enhancing the efficacy of these constructs. ANN sensitivity analysis identifies problem-solving and social engagement as the most critical predictors of self-efficacy and AIDP, respectively.

The study is limited to Indian central universities and may require contextual adaptation for global applications. Future research could explore longitudinal impacts of AIDP development in diverse educational and cultural settings.

The findings provide actionable insights for curriculum designers, policymakers and educators to integrate AI competencies into management education. Emphasis on experiential learning, ethical frameworks and interdisciplinary collaboration is critical for preparing students for AI-centric business landscapes.

By equipping future leaders with AI proficiency, this study contributes to societal readiness for technological disruptions, promoting sustainable and ethical decision-making in diverse business contexts.

To the author’s best knowledge, this study uniquely integrates PLS-SEM and ANN to analyze the interplay of competencies and engagement in shaping AIDP. It advances theoretical models by linking foundational learning theories with practical AI education strategies, offering a comprehensive framework for developing AI competencies in management students.