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This study aimed to utilize Epistemic Network Analysis (ENA) for a thorough evaluation of policy documents concerning the digital transformation in Vietnam's higher education sector.

Adopting a quantitative ethnography approach, this research employed ENA to analyse a curated collection of 21 documents that specifically addressed higher education (HE) and digital transformation within Vietnam. The study also incorporated qualitative content analysis, utilizing the constant comparison method as outlined by Onwuegbuzie et al. (2009), for data coding. ENA facilitated the examination of connections among various policy aspects.

The study revealed a consistent overarching theme in Vietnam's digital transformation policies during and post-pandemic, focusing on key areas such as ADMINISTRATION, VISION, QUALITY, and INFRASTRUCTURE. However, a temporal shift in emphasis was observed: during the pandemic, policies were more focused on ADMINISTRATION and INFRASTRUCTURE, while post-pandemic, there was an increased emphasis on COLLAB, VISION, and TEACH_LEARN.

This research represents one of the initial efforts to showcase the utility and significance of ENA in analysing policy documents. It underscores ENA's potential in elucidating the complex interplay of policy elements in the context of digital transformation in higher education, particularly within a developing country setting.

Self-regulated learning (SRL) is crucial for successful learning and lifelong learning in today’s rapidly changing world, yet research has shown that many learners need support for SRL. Recently, learning analytics has offered exciting opportunities for better understanding and supporting SRL. However, substantial endeavors are still needed not only to detect learners’ SRL processes but also to incorporate human values, individual needs and goals into the design and development of self-regulated learning analytics (SRLA). This paper aims to examine the challenges that lifelong learners faced in SRL, their needs and desirable features for SRLA.

This study triangulated data collected from three groups of educational stakeholders: focus group discussions with lifelong learners (n = 27); five teacher interviews and four expert evaluations. The groups of two or three learners discussed perceived challenges, support needs and willing-to-share data contextualized in each phase of SRL.

Lifelong learners in professional development programs face challenges in managing their learning time and motivation, and support for time management and motivation can improve their SRL. This paper proposed and evaluated a set of design principles for SRLA.

This paper presents a novel approach for theory-driven participatory design with multistakeholders that involves integrating learners, teachers and experts’ perspectives for designing SRLA. The results of the study will answer the questions of how learners’ voices can be integrated into the design process of SRLA and offer a set the design principles for the future development of SRLA.

The growing impact of artificial intelligence (AI), especially generative AI, on education introduces both challenges and opportunities. Educators and learning technologists must be prepared to integrate and evaluate the ethical implications of these technologies in teaching. This chapter demonstrates a case study on improving AI literacy among postgraduate students in a Master’s in learning, education, and technology (LET) programme. Our reflection highlights how mindsets and attitudes towards technology influence the use of AI in education. It demonstrates that these attitudes, which are crucial for AI literacy, can be developed through self-regulated and experiential learning. To further support the integration of AI in education, we propose future research and practical efforts to investigate and improve the beliefs and mindsets that underpin AI literacy.

Artificial intelligence (AI) is crucial for competitive advantage in operations and supply chain management, enhancing logistics, forecasting, and customer service efficiency. Integrating AI education into social sciences curricula equips future leaders with the skills to navigate and adapt to automation and economic shifts. This chapter presents a case study on AI in supply chain education. Our findings show that incorporating generative AI in education enhances student engagement and satisfaction, aligning with prior research that AI education improves learning experiences. Students with prior AI exposure perceive these activities as more beneficial, indicating that broad AI literacy is essential before mastering domain-specific applications. Our case study calls for integrating AI education as a foundational component of curricula, preparing students to innovate and thrive in AI-enhanced professional environments.

Refurbishing houses is considered a key measure to improve the energy efficiency of the built environment. However, little is known about the implementation and outcome of housing renovation for energy upgrades in the Vietnamese practice. The purpose of this paper is to investigate the energy performance of the current housing stock in Vietnam and the potential to reduce energy use in households.

The paper is based on a survey with 153 respondents in three major climatic regions of Vietnam. The survey focusses on building characteristics, environmental performance, energy performance and refurbishment activities. Data collected from the survey were statistically analysed to give insight into the current performance of the housing stock and its energy saving potential.

This paper concludes that building design and construction, particularly the building envelope, have a significant influence on the occupants’ comfort. However, the energy consumption in houses is not statistically associated with building design and indoor environment. It is suggested that financial status and occupants’ behaviour currently have a strong influence on the household energy use. The survey also showed that refurbishment improves the housing performance, especially if improving the indoor environment was one of the drivers.

There are very few studies on energy use in households in Vietnam, especially with regards to actual energy consumption. This paper brings insights into the actual energy consumption and reveals the “performance gap” in Vietnamese housing stock.

This study aims to theoretically hypothesize and empirically examine the impact of economic policy uncertainty (EPU) on firms' innovation performance as well as the contingency conditions of this relationship.

This study collects and combines secondary longitudinal data from multiple sources to test for a direct impact of EPU on firms' innovation performance. It further examines the moderating effects of firms' operational and marketing capabilities. A series of robustness checks are performed to ensure the consistency of the findings.

In contrast to the common belief that EPU reduces the innovativeness of firms, the authors find an inverted-U relationship between EPU and innovation performance, indicating that a moderate level of EPU actually promotes innovation. Further analysis suggests that firms' operational and marketing capabilities make the inverted-U relationship steeper, further enhancing firms' innovation performance at a moderate level of EPU.

This study adds to the emerging literature that investigates the operational implications of EPU, which enhances our understanding of the potential bright side of EPU and broadens the scope of operational risk management.

Building on theories of adolescent learning, including cognitive, personal, social, and moral development, this chapter considers how using media literacy techniques to analyze a children’s television program can create wide-awake, active learners while dissecting media messages. By analyzing children’s television for its portrayal of race and ethnicity, this chapter will explore the role media play in children's understanding of people and cultures outside of their own. A textual analysis of episodes of Maya & Miguel, the chapter describes the depiction of several cultures found represented on the program including White, Asian, African, Dominican, and Mexican and how race, ethnicity, and culture is framed in the television program.

Some theories suggest that television is a primary tool in the socialization of children. Children are attracted to the animation in cartoons, the colors, the movement and the easy-to-follow simplicity of the dialogue. Given the impressionable nature of children, it is possible that they begin to act out the biased nature of the cartoons they watch. Thus, considering their vulnerability, information literacy is relevant to discerning media messages. In this way, information literacy converges with media literacy and visual literacy. Guiding children to interrogate what they view is critically important especially when they are at an age where they can be easily influenced by misinformation or dominant messages. Additionally, the volume of information is steadily increasing in the 21st century as are the modes for accessing, creating and manipulating information. Thus, this work will demonstrate how promoting participatory learning by objectively viewing media and exercising reflective thinking will be important components of children’s education in this millennium.

The outbreak of the COVID-19 pandemic brought about rapid changes in higher education (HE) pedagogies, with universities adding online options to their core face to face offering. The use of technology to facilitate learning has been a mainstay in traditional distance education settings. The paper aims to understand student and teacher experience of synchronous online learning in HE to develop practice and assist those newly coming to online teaching.

The authors conducted a ‘rapid review’ of articles related to this topic over the last 21 years. Thematic analysis of the 61 studies identified for inclusion were; Use of technology, planned pedagogy, comparison of synchronous and asynchronous learning, relationships online, teacher and student attitudes, COVID-19 reflections.

This study’s findings show many studies examined the transition from classroom to online learning, rather than the experience of being online. Building a community of learning, with interaction between all parties, was central to success in the development of an approach to online synchronous teaching.

Few of the early papers included here expressly explored student and teacher experiences of synchronous learning. Instead, they broadly discussed blended learning, or compared functionality and effectiveness of online teaching, with traditional in person or offline/asynchronous alternatives. An additional drawback was that educators were frequently involved in studies which investigated the experiences of their own students.

This study is one of the few to focus on the experience of staff and students in the online synchronous environment. The results show there is scope to achieve improvement in online learning, through research focussed on how students, lecturers and institutional administrators adapt to the new normal.