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This paper seeks to ascertain the effectiveness of a two-week-long faculty development programme (FDP), organized by Indira Gandhi National Open University (IGNOU), for teachers of the open and distance learning (ODL) system, with the aim of upgrading their knowledge and skills for developing print self-learning materials (SLMs). The specific aim of this study is to ascertain whether the objectives of the FDP have been achieved, to examine the effectiveness of the training programme and to suggest measures for improvement in future FDPs regarding the design and development of print SLMs.

The study was conducted using a descriptive survey research method, through semi-structured questionnaires and adopted purposive sampling. The first survey was conducted immediately after the completion of the programme, in order to collect feedback from the trainees, while the second survey was conducted after six months of the FDP, using the follow-up approach, so that more reliable and authentic results could be obtained.

The outcomes of the study revealed that the training had been effective in imparting appropriate knowledge and skills to the trainees, with respect to designing print SLMs. However, certain gaps were also identified and have been reported in this paper. Key suggestions have been made to address the shortcomings and improve forthcoming FDPs.

The present research focused on a specific training programme regarding the design and development of SLMs. Therefore, only the teachers and academics who participated in this specialized training activity were considered for the collection of feedback.

The recommendations of this work may be useful for the trainers, FDP coordinators, training institutions and ODL policymakers for planning and designing effective staff development activities for teachers and academics working in ODL institutions. These would be especially useful in the design of FDPs, aimed at orienting teachers who are involved in curriculum planning, design and development of learning resources.

This study is an original research based on the empirical primary data obtained by the researchers. As the largest open university in the world, IGNOU has been playing a key role in staff development for and in ODL in developing countries. This evaluative study of a specialized FDP in the area of SLM design and development is a significant work that may be valuable for planning the staff development strategies and building a training evaluation mechanism.

This paper aims to reduce waste management and generate wealth by investigating the novelty of combining chicken feather fiber and bamboo particles to produce hybrid biocomposites. This is part of responsible production and sustainability techniques for sustainable development goals. This study aims to broaden animal and plant fiber utilization in the sustainable production of epoxy resins for engineering applications.

This research used two reinforcing materials [chicken feather fiber (CFF) and bamboo particles (BP)] to reinforce epoxy resin. The BPs were kept constant at 6 Wt.%, while the CFF was varied within 3–15 Wt.% in the composites to make CFF-BP polymer-reinforced composite (CFF-BP PRC). The mechanical experiment showed a 21% reduction in densities, making the CFF-BP PRC an excellent choice for lightweight applications.

It was discovered that fabricated composites with 10 mm CFF length had improved properties compared with the 15 mm CFF length and pristine samples, which confirmed that short fibers are better at enhancing randomly dispersed fibers in the epoxy matrix. However, the ballistic properties of both samples matched. There is a 40% increase in tensile strength and a 54% increase in flexural strength of the CFF-BP PRC compared to the pristine sample.

According to the literature review, to the best of the authors’ knowledge, this is a novel study of chicken fiber and bamboo particles in reinforcing epoxy composite.

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.

The purpose of this paper is to study and specify to what extent Iran will succeed in being a regional hegemon. The paper is devoted to clarification of the constitutive elements for regional hegemony. These elements will be related to an actor’s perception of its role and regional perception, and how these hegemons exert power, do these work for the public good in the region (provision) and how this regional power projects power and exerts power to influence others’ preferences and values without reference to violence (projection). For the Middle East, Iran emerged as a key player in most regional conflicts and it tried to increase its sphere of influence as a regional hegemon. Therefore the question here would be: To what extend could Iran succeed in being a regional hegemon and what are the circumstances that could enhance or constrain this Iranian ambition? So the aim of the paper is to look at three dimensions in general and see whether Iran makes a plausible candidate for regional hegemony. The paper outlines the essential traits of a regional hegemon, and the main elements that constitute a regional hegemony such as perception, provision and projection, and then analyze how Iran follows those elements by analyzing internal perceptions of the Iranian elite about Iranian regional role, regional acceptance, provision of public good, projection and finally impact of the relation with external great powers. Through analyzing its regional strategy in Syria and Iraq since 2003, the year of invasion of Iraq, since ever a political vacuum was created, that enabled Iran to extend its regional influence, after the fall of its historical regional rival, Saddam Hussein baathi regime.

The study adopts an analytical framework of analyzing a regional hegemony strategy which is approached by Miriam Prys in her study “Hegemony, domination, detachment: differences in regional powerhood” to study and analyze Iran’s regional behavior as one of regional power that is seeking regional hegemony. This analytical framework is one of the most significant analytical tools that interests in the study of the behavior of regional power and identify the constitutive dimensions for regional hegemony such as self-perception, regional perception, provision and power projection.

The study concludes that there are obstacles completely in front of achieving the Iranian quest to regional hegemony over the Middle East. These are the continuing US involvement in the Middle East and the consequent tense relationship between Iran and the USA. It is most unlikely that Iran will be hegemonic state over the Middle East as long as there are refusal and resistance from other regional states for Iranian regional role; as each of regional powers has tools to contain the influence of the other. The Iranian regional behavior that is sectarianism-based, whether to protect Shiite shrines and holy places or to protect Shiites in the region, such policies deepen the ideological and sectarian conflicts. It also has not provided an attractive cultural model for the peoples of the region.

This paper enhances the deep analysis of the Middle East dynamics through the prospective of regional power. Also, the paper focuses on the analysis of the relation between great power and aspiring regional power and the impact on its strategies.

This study enhances the understanding of how Iranian decision-makers perceive their regional Iranian and the threats. Moreover, the tools that Iran uses its hard power and ideational one to create regional followers and change its allies’ normative and value systems to come in line with its national interests. Moreover, the study tries to measure the actual Iranian influence, its weakness and strength so that the Arab states and the West could behave in a fruitful way.

In the final analysis, the paper offers an insight into the regional behavior and the importance of external power in regional dynamics and to what extent the regional hegemon is applicable to Iran.

Just-in-Time (JIT) arrival in the context of port calls can be used to reduce fuel and emissions to achieve environmental targets. The purpose of this paper is to study the implementation process of the Pre-booking Berth Allocation Policy (PBP) and analyze the effectiveness of this policy for the implementation of JIT in port calls.

The study deploys a single case study approach to empirically analyze port authority’s transition from a first-come-first-served (FCFS) arrival policy to the PBP. Observations, interviews and documents were used to collect data during 2020–2022. The analysis deployed the capability, opportunity, motivation and behavior model.

The transition from FCFS to PBP requires an inter-organizational approach, engaging external actors to manage diverse needs and preferences. This fosters effective transition and addresses conflicting interests. The PBP enables JIT arrival, enhancing operational and environmental performance, but faces barriers such as resource dependency and lack of trust. Information sharing capability among the actors, supported by Port Community Systems and adjusted operating rules, is crucial. Moreover, the PBP facilitates integration between sea and hinterland transportation, improving planning and efficiency across maritime transportation chains.

The single case study limits the generalizability of the findings.

Implementing the PBP is complex and demands careful planning from managers. Involving port call actors in the transition is helpful for port managers because they provide valuable feedback and highlight overlooked issues.

Five propositions are suggested to highlight the role of inter-organizational collaboration, information sharing and overcoming barriers such as resource dependency to successfully realize the benefits of JIT in maritime transportation chains.