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Several factors may play critical roles in alterations to product quality during storage of hog plum juice. This study aims to evaluate variations to physicochemical, antioxidant, anti-nutritional properties and microbial stability of hog plum juice during storage.

Juice was produced from hog plum fruits and stored for eight weeks at refrigerated and ambient conditions. Physicochemical, antioxidant properties, antinutritional factors and microbial properties of juices were determined using standard procedures

Degradation of ascorbic acid was higher in juices stored at ambient conditions (64.4%) compared to those stored by refrigeration (44.4%). Trends were similar for total phenolic, total flavonoid and total carotenoid contents. Total phenolic, total carotenoid and lycopene contents of fresh juice were 3.9 mg GAE/mL, 4.0 mg/mL and 1.3 mg/mL, which were not significantly different (at p = 0.08, 0.07 and 0.08, respectively) from the values at two weeks of storage at refrigerated conditions (3.9 mg GAE/mL, 3.9 mg/mL and 1.3 mg/mL). A sharp decrease of more than 40% (p = 0.02) in lycopene was recorded after four weeks, irrespective of storage temperature. Pasteurized hog plum juice showed no microbial growth until after four weeks of refrigerated storage when 1 CFU/mL each of bacterial and fungal growth were recorded. The juices, however, showed higher susceptibility to fungal growth as storage period increased.

Other variables not considered in this study such as nature of packaging materials may have significantly contributed to the observed data set. Further studies may, therefore, widen the scope of discussion to evaluate the associated relationship of these variables. Hog plum juice retained a considerable amount of bioactive components during refrigerated storage, which makes it a viable nutraceutical drink with industrial potentials and possible positive health implications for consumers.

This study provides new information that support the possible classification and use of hog plum juice as a safe functional beverage for human consumption.

Although the effect of storage temperature was significant in most of the properties studied, storage duration seems to have a greater influence on the stability of quality parameters during the storage of hog plum juice.

Human resources (HR) management has encountered unforeseen obstacles and issues in recruiting, retaining, training and developing workforces under the “new normal” due to pandemic circumstances followed by the Russo–Ukrainian War and global economic turmoil. As the world is now well-equipped with technological advancements and internet-based connectivity, many pandemic disruptions have been avoided through rapid adaptation of technological systems. Despite the constructive outcomes of this contemporary approach to learning and development (L&D), this study explores the further depths of massive open online courses (MOOC) platform adoption in human resource development initiatives during pandemic times.

A qualitative research approach was adopted to understand the employee and HR perspective on the changes in L&D approaches in organizations. To gather the primary data, respondents were divided into two clusters; different sets of questionnaires were developed for interview sessions.

Results suggest that employee L&D was much more improvised with distance or online learning, including organizational e-learning systems and MOOC platforms. To accomplish their HR development goals, organizations went through significant transformations during the Coronavirus pandemic; organizational attempts to initiate online training and MOOC-based learning fostered positive results in employee capacity development, process improvement, employee engagement and motivation.

This research will assist organizations in developing interactive training methods as an effective replacement for traditional training. Additionally, it will assist readers, practitioners and HR specialists in understanding how MOOCs are changing the L&D ecosystem.

The purpose of this study is to explore learner-centered emerging technologies, methods of learning with artificial intelligence (AI), student engagement and concerns related to the assessment process at public and private universities in Bangladesh.

The study employed a qualitative research approach to investigate innovations in learning, student engagement and assessment concerns. Respondents were categorized into three clusters: Cluster-A comprised students from various academic levels, Cluster-B included faculty members with online teaching experience and Cluster-C consisted of information and communication technology (ICT) experts from university information technology (IT) departments. Qualitative data were collected via in-depth interviews.

The research findings indicate the widespread acceptance and utilization of learner-centered technologies, with online and hybrid learning offering flexibility, accessibility, self-paced learning and better student engagement opportunities. While AI platforms like ChatGPT and Gemini are valued for clarifying theoretical concepts, concerns exist regarding their ethical use, particularly in completing assignments. The assessment process faces challenges related to online exams, with concerns over cheating prompting calls for AI-supported solutions. However, there is a gap between commitment and action in regulating unethical AI usage, highlighting the need for clearer guidance and investment in technological solutions for an effective assessment process.

Limitations of this study include the inability to quantify the satisfaction level with the emergence of learner-centered technologies, which could be better explained through a quantitative study.

This study’s originality and value stem from its thorough investigation of innovations in learner-centered education considering the emergence of AI and student engagement, uniquely focusing on the perspective of a developing country.

In 2020, the education system was preliminary halted by the COVID-19 crisis and went through radical improvisation, and online-based distance learning was the only plausible initiative to continue educational activities ensuring health guidelines properly. However, in reality, such desperate measure in case of a lower-middle-income developing nation lacking proper structural capabilities raised some issues and concerns for both pupils and mentors, and this study aims to explore the practice of online-based distance learning in private universities of Bangladesh and the challenges associated with it.

This exploratory research is qualitative in nature. A total number of 89 undergraduate level university students from different private universities were divided into two main clusters and interviewed in depth.

The findings of this paper revealed that common developing country syndromes like improper technological infrastructure development, limitation to devices or internet accessibility and financial hindrances can disrupt the harmony of the online learning experience. Also, the lack of tech literacy has created a huge tension and psychological inertia among both the teachers and the students.

The coronavirus pandemic event, with its dreadful influence, is creating immense mental pressures for students to cope well with the online learning system. Comprehending the underlying challenges affiliated with online-based distance learning and enabling faculties or respected personnel with training and development programs to handle impediments better way, this learning initiative can ensure the best outcomes.

The significance of this study lies in comprehending the feasibility of online-based education regarding lower-middle-income developing nation context and the realism of such learning process's acceptability considering its actual effectiveness.

The extreme measures that have been taken by governments across the globe to minimize the spread of COVID-19 have had significant impacts on almost all the public sectors, especially on the economy and education. This study aims to address the approaches and prospective of online-based training and e-learning for employee learning and development during this COVID-19 crisis.

With an emphasis on the qualitative approach and considering the complex COVID-19 emergency, required data were collected from in-depth interviews to interpret the experiences of the respondents.

The findings suggested that the digital learning ecosystem offered flexibility of time, place and pace, which provided essential convenience during the COVID-19 crisis. From the human resource (HR) perspective, the e-learning culture has enabled the organizations to quickly adopt the new normal, secure sustainable continuity of organizational development and ensure decent work and growth within and across organizations. The adoption of e-learning and flexible working conditions following the setback has enabled the organizations to quickly cope up with the new normal, causing a significant paradigm shift in the organizational culture and corporate sector of Bangladesh.

The study will assist the HR of any organization to contemplate e-learning systems as effective alternative training methods. Also, the study will be suggestive to traverse new dimensions and skillsets for the pedagogues.

This study offers new evidential scenarios regarding the emergence of effective e-learning initiatives and online-based learning programs for developing the workforce to be efficient and productive even in distressful and inconvenient COVID-19 situations.

Like every other sector, educational institutions have also been suffering immensely due to COVID-19 pandemic. Many educational institutions are now adopting digital classroom services. However, an online platform with the need for appropriate technology and infrastructure from the students’ perspective poses a severe challenge to developing countries like Bangladesh. The paper aims to figure out the relevant factors that affect the extent of student satisfaction with digital classroom services at the school and tertiary levels.

It is a quantitative study of 450 students from Bangladesh who encountered online classes during the pandemic of COVID-19. An equal number of students from all levels, including schools, colleges and tertiary stages, participated in the survey. Exploratory and confirmatory factor analyses are used to interpret the data. Structural equation modeling using AMOS graphic software is incorporated to test the study’s hypothesis.

Among all the four determinants of student satisfaction during this critical era, all levels look satisfied with the three underlying influences: technological, convenience and resource-related factors. However, school-level students found the digital classroom services abrasive with Internet connectivity and technical structures during online classes and exams.

A comprehensive study can assess the difference between private and public university students in this regard. In addition, the impact of gender and/or location (rural/urban area) can be assessed by using the same model of the study.

Having the experience of the students’ satisfaction level during this pandemic, the government, educational institutions and other stakeholders can take away the findings of the results to have a better plan for Internet-based education at every level.

The study is unique to see the readiness of developing nations such as Bangladesh to focus on the sudden uncertainty like a pandemic in introducing the digital education platform. The study can add value to achieving the country’s sustainable development goal of becoming a digitally enabled regional education hub.