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The paper aims to develop a coherent understanding of literacy assessment, one that draws on current conceptualising of assessment generally while accounting for the complexity of literacy and literacy development. It responds to The Foundation for Learning Literacy Touchstone #8, offering a view of assessment as an “eco-system” comprising national, system, school and classroom sites and argues for recognition of the crucial place of teachers’ expertise and professional judgement.

The paper reports on action-oriented research in which upper primary teachers worked with an education academic to improve writing pedagogy in their classroom practice. Part of a larger project which took a genre-based, disciplinary literacy approach, the paper focuses on five year five teachers who collaboratively designed and implemented a literature study in each of their classrooms. Data collected included planning documents, exemplar texts, student work samples, teacher reflections and interviews and student interviews. Data were mapped against the teachers’ goals with respect to genre and literary concepts and analysed for key concepts related to current conceptualisations of assessment.

The paper offers insights into the interconnection between curriculum, pedagogy and assessment. It demonstrates how the teacher–participants planned for literacy and content and how they drew on formative assessment at different points of the teaching–learning cycle to support students to successfully complete a culminating writing task. In doing so, it demonstrates the expertise of the teachers in weaving together formative and summative assessment as well as the complexity of literacy assessment that cannot be captured entirely in one-shot assessments or diagnostic tests. Such complexity requires the richness possible when curriculum, pedagogy and assessment are aligned, as is evident in the case study.

The action research approach offers opportunities to develop deep understandings of the site but cannot be generalised to other sites. However, the detail with which we describe the practices means aspects of the study may be recognisable as like those in other sites.

The paper brings together a range of disparate literacy assessment practices in a coherent and accessible way that policymakers, schools and teachers will find generative. It will be useful for preservice teachers who often witness a range of practices in schools and wonder how they fit together. It also offers a means of communicating with media and other commentators about literacy and literacy assessment in an educative way.

The paper fulfils an identified need for a coherent approach which brings together the many practices and tools that currently exist in systems, schools and classrooms.

This study aims to explore the relationship between digital transformation and resilience development in the Australian food supply chain (FSC), and identify the contribution of digital technologies to it using the dynamic capabilities theory as theoretical lens.

For that, a mixed-method approach was used. It combines both quantitative and qualitative data to identify trends and details of the phenomenon, yielding more robust findings. We firstly collected and analyzing quantitative data obtained from food industry practitioners and, then, qualitative data gathered through semi-structured interviews with experts.

The study findings suggest that the relationship between digital transformation and resilience varies among tiers of the FSC and that digital technologies adoption affects resilience development differently across tiers. This highlights the potential cost savings of developing strategies that jointly address digital transformation and resilience development, improving performance outcomes and determining the extent to which digital technologies enhance or inhibit certain aspects of resilience in the FSC.

The study frames the relationship between digital technologies and resilience within the dynamic capabilities theory and suggests that digitalization can enhance resilience by enabling organizations to sense, seize, and transform strategies. We also provide insights for managers to develop strategies that simultaneously enhance digitalization and resilience, resulting in improved performance during disruptive events.

Entrepreneurial orientation is critical to staying ahead in the current competitive hospitality industry. Drawing on the theories of social capital, socioemotional wealth and upper echelons, this study aims to highlight the mechanisms through which CEO servant leadership enhances entrepreneurial orientation. Moreover, this paper examines (1) the mediating role of internal social capital in the CEO servant leadership–entrepreneurial orientation relationship and (2) the moderating role of family and non-family firms.

Our hospitality industry sample frame was based on several databases (SABI, Camerdata, INE). Large and medium-sized hotels with more than 30 employees in the Canary and Balearic Islands (Spain) were targeted. After eliminating duplicate cases and entities no longer in business, 597 hotels remained. Complete information was obtained for 176 hotels. To test our hypotheses, structural equation modeling based on partial least squares (PLS) and Smart PLS 4 was used.

Our results revealed that CEO servant leadership was positive for entrepreneurial orientation, mediated by internal social capital through its three dimensions: structural, relational and cognitive. In addition, the results also showed that the relationships observed were generally stronger in family firms than in non-family firms.

Our study shows that CEOs of family and non-family firms can improve the practice of servant leadership through implementing appropriate management selection and training policies.

Our findings advance the servant leadership literature, currently dominated by individual- and group-level research, by providing empirical evidence that CEO servant leadership has a positive impact on firm-level variables (internal social capital and entrepreneurial orientation). In addition, using multigroup analysis, we are able to study the moderating role of family and non-family firms.

This study aims to capture children’s interpretation of holistic well-being within Irish primary schools and add to the development of a comprehensive systems-informed positive education model.

This study utilized visual participatory research methods, including PhotoVoice and one-on-one interviews, to assess children’s (n = 16) well-being, guided by Von Unger’s comprehensive seven-step framework. Data analysis was anchored within grounded theory, beginning with data collection, initial coding, focused coding and culminating in identifying themes and subthemes. Data were interpreted using the mosaic approach by integrating visual and verbal data.

This analysis uncovered three primary themes that affect student well-being: relationships, space and physical environment and learning and curriculum, each with detailed subthemes. For instance, student–teacher relationships, peer relationships, safety, learning spaces, the creative curriculum including arts and music and the experiential richness of outdoor learning are crucial to students' educational growth and well-being. These aspects are seen as interconnected, shaping a holistic educational experience beyond academic learning to encompass students’ comprehensive well-being. The students' narratives demonstrated that learning is not merely an academic exercise but a vital component of their well-being.

This study significantly departs from traditional educational research by advocating for a dynamic, action-oriented understanding of “well-being.” It challenges the static, possessive interpretations of well-being and introduces the concept of well-being as a fluid and ever-evolving process. This reconceptualization positions well-being as a complex construct, influenced by an intricate web of relationships, spanning human and non-human interactions, organizational and environmental structures, personal desires, behavioral practices and broader societal and cultural frameworks.

This study aims to investigate the challenges associated with the integration and implementation of blockchain technology in the education sector. The primary objective is to identify and categorize these challenges using the Technology-Organization-Environment (TOE) framework, shedding light on the technological, organizational and environmental factors that influence the adoption of blockchain solutions in educational settings.

A comprehensive literature review was conducted across multiple databases including Science Direct, Web of Science, Springer, IEEE Xplore and MDPI. The selected articles were analyzed based on the TOE framework to categorize challenges from the technological, organizational and environmental perspectives. The methodology involves a systematic search, analysis and synthesis of relevant articles to provide an in-depth understanding of the challenges hindering blockchain adoption in education.

This review revealed a predominant focus on technological challenges, emphasizing scalability issues, integration complexities, security and privacy concerns and data immutability. However, there is a notable research gap in the exploration of organizational and environmental challenges. The scarcity of studies addressing these perspectives may impact acceptance and resistance to blockchain adoption in educational settings.

This study contributes to the literature by systematically categorizing and analyzing the challenges associated with blockchain implementation in education using the TOE framework. It identifies the need for further research on organizational and environmental aspects, addressing a significant gap in the current scholarship on blockchain adoption in educational institutions.

Over recent years, public health threats, economic losses and crises of confidence resulting from adverse events along the global food chains have pressured food traceability systems to operate more efficiently. Based on that, this paper aims to expand the body of knowledge on the connection between Industry 4.0 technologies and food chain traceability and how they have been integrated.

Before conducting a systematic literature review (SLR), we consulted academic experts in traceability and Industry 4.0 technologies to define the leading 4.0 technologies adopted. We then developed protocols and criteria for article selection. Based on the developed codebook, we performed a content analysis, refining it through discussions with experienced researchers.

This paper identified seven Industry 4.0 technologies applied in conjunction with support and device systems. These combinations hold promise for generating value for food chain traceability systems. Value for the food supply chain originates from five sources: trust, process improvement, data processing, security, sustainability and regulation. Besides, three barriers to implementing such traceability technologies were identified: resources, lack of structure, stakeholders and values.

While this study focused specifically on the food chain, the technology combinations, values, barriers and categories identified herein can inform analyses for other chains, e.g. the pharmaceutical chain. Moreover, due to the recent growth of this topic, some existing values and barriers may not have been fully explored and the technology combinations may vary slightly.

The results of this study provide food chain professionals with a comprehensive understanding of the values and corresponding barriers associated with employing Industry 4.0 traceability technologies. This knowledge can be leveraged to develop effective strategies and implement improvements in traceability, thereby benefiting society and addressing identified barriers.

This study expands the literature on using Industry 4.0 technologies for traceability in food chains, providing valuable directions to build safer, more efficient, transparent and potentially more sustainable food chains. Additionally, we provide promising avenues for future research.