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This study quantitatively investigates the impacts of digital and learning orientations on supply chain resilience (SCR) and firm performance (FP), aiming to fill the gaps in understanding their specific impacts in the context of Industry 4.0 developments and supply chain disruptions.

This study utilized survey techniques and structural equation modelling (SEM) to gather and analyse data through a questionnaire based on a seven-point Likert scale. Hypotheses were formulated based on an extensive literature review and tested using Amos software.

The study confirms SCR’s significant impact on FP, aligning with existing research on resilience’s role in organizational competitiveness. This study uncovers the nuanced impacts of digital and learning orientations on SCR and FP. Internal digital orientation (DOI) positively impacts SCR, while external digital orientation (DOE) does not. Specific dimensions of learning orientation – shared vision (LOS), open-mindedness (LOO) and intraorganizational knowledge sharing (LOI) – enhance SCR, while commitment to learning (LOC) does not. SCR mediates the relationship between DOI and FP but not between DOE and FP.

This research focuses on digital and learning orientations, recommending that future studies investigate other strategic orientations and examine the specific contributions of various digital technologies to SCR across diverse contexts.

The empirical findings emphasize the significance of developing internal digital capabilities and specific learning orientations to enhance SCR and FP, aligning these initiatives with resilience strategies.

This study advances knowledge by distinguishing the impacts of internal and external digital orientations and specific learning dimensions on SCR and FP, offering nuanced insights and empirical validation.

The study aims to examine how organizational socialization occurs for interns transitioning from onsite to telecommuting work, particularly in a context where traditional supports have been reduced due to the pandemic.

Drawing from interviews (n = 22) of undergraduates interning at advertorial and marketing firms, the study conducted a thematic analysis of workplace learning experiences of undergraduate interns─newcomers at the workplace when disruption of traditional ways of performing work activities occurred. In particular, the enforced telecommuting work-from-home arrangements due to the pandemic provided a unique setting for this study of internship learning in changing contexts. The analyses reveal differences in undergraduate interns’ experiences of organizational socialization when they were at the physical workplace as compared to when they had to work remotely.

Interns reported benefitting from structured onboarding, supportive peer systems, and regular face-to-face meetings with supervisors, which facilitated their socialization and understanding of workplace culture before the pandemic. However, as telecommuting became the norm during the pandemic, these experiences shifted. Interns adapted by engaging in digital interactions to mirror office dynamics, extending work hours due to blurred work-life boundaries, and independently seeking information in the absence of direct guidance. When adapting to digital communication and independent learning, interns faced challenges like longer working hours and reduced spontaneous interactions, indicating a preference for the traditional, in-person socialization methods of the pre-pandemic workplace.

This study provides insight into interns’ experiences during the global shift to hybrid work as a result of the pandemic, contributing fresh insights into organizational socialization processes amidst workplace disruptions. The conclusions offer valuable implications for future adaptive onboarding practices in educational and professional settings.

This paper presents recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2020.

The paper provides a brief description of all 440 sources and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians, researchers and anyone interested in a quick and comprehensive reference to literature on library instruction and information literacy.

The purpose of this paper is threefold. First, the authors set out to advance the thesis that lesson study should be considered as the signature pedagogy of teachers. Second, the authors want to argue that combining the core attributes of Chinese lesson study and Learning study will improve the practice of lesson study. Third, the authors attempt to demonstrate how teachers discover necessary aspects of the object of learning (here called “keys to learning”) through their engagement in Learning studies.

The paper conducted a contrastive analysis of two varieties of lesson studies: the Chinese lesson study and the Learning study.

Lesson studies form a field of varieties, but the commonality among them (i.e. the focus on the lesson) makes the lesson study a strong candidate for being “the signature pedagogy” of teachers. The most important attribute of the Chinese lesson study is its close connection to the daily work of teachers through its embeddedness in teacher research group (arguably the core organisational principle of the Chinese educational system). The most important attribute of the Learning study is its theoretical grounding which helps teachers create an environment for the students to discern and appropriate necessary aspects of the object of learning.

Different varieties may be enriched by including the two core attributes found in the Chinese lesson study and the Learning study.

Two empirical studies are used to exemplify how teacher might discover previously unknown necessary aspects of the object of learning (here called “keys to leaning”).

Gamification has been widely applied in mobile fitness apps to motivate users to exercise continuously. Based on the affordances–psychological outcomes–behavioral outcomes framework, this study explores the roles of three specific gamification affordances (competition, visibility of achievement and interactivity) in self-health management (continuous use behavior and health behavior) from the perspectives of achievement satisfaction and gamification exhaustion.

We test the research model using a structural equation model (SEM) with 505 self-reported data points. Furthermore, we apply fuzzy-set qualitative comparative analysis (fsQCA) to explore configurations of gamification affordances associated with self-health management behavior, reinforcing the SEM results.

Results indicate that competition, visibility of achievement and interactivity can enhance achievement satisfaction, which further boosts self-health management behavior. However, competition and interactivity can also cause gamification exhaustion, which undermines self-health management behavior to some extent. Overall, the positive impacts of the three affordances outweigh the negative impacts.

This study provides new insights for relevant practitioners on designing gamification affordances, aiding the sustainable development of mobile fitness apps and their long-term effects on self-health management. Visibility of achievement should be emphasized, and competition and interactivity should be thoughtfully designed to minimize their negative effects.

This study extends the affordances–psychological outcomes–behavioral outcomes framework and the literature on gamification and health management by applying both SEM and fsQCA methodologies to examine the relationship between specific gamification affordances and self-health management behavior.

The study is designed to investigate whether women’s entrepreneurial success is affected by their emotional intelligence. It also investigates the mediating role of innovativeness in influencing the relationship of their emotional intelligence with entrepreneurial success.

Using a cross-sectional design, this study used a structured questionnaire to gather data from 274 women entrepreneurs spanning across various industries in north India. The data collected was analysed using the partial least squares structured equation modelling (PLS-SEM) technique.

The findings demonstrate a notable and positive association between emotional intelligence and the entrepreneurial success of women. Additionally, innovativeness was found to partially mediate the relationship between emotional intelligence and entrepreneurial success. Entrepreneurial experience moderates the relationship between emotional intelligence and entrepreneurial success. Furthermore, age was not observed to moderate the connection between emotional intelligence and entrepreneurial success.

This study provides valuable insights for female entrepreneurs seeking to achieve success by harnessing their emotional intelligence and fostering innovativeness in their entrepreneurial pursuits. The study mainly provides evidence on the conclusive role of emotional intelligence among women entrepreneurs in their success in the relatively underresearched context of India, thereby consolidating knowledge on gendered entrepreneurship.

This study aims to investigate the impact of emotional intelligence on work engagement by exploring the mediating roles of self-efficacy and psychological empowerment in this relationship.

Using the survey method, data were collected through both physical and online means. The final sample comprised 304 teachers working in elementary, middle and high schools. Structural equation modeling (SEM) analysis, utilizing IBM Amos version 26, was employed to assess the hypothesized model.

The study's results revealed that emotional intelligence does not exert a direct impact on work engagement. Additionally, self-efficacy was not found to mediate the relationship between emotional intelligence and work engagement. However, psychological empowerment emerged as a mediating factor in this context. Furthermore, self-efficacy and psychological empowerment concurrently demonstrated significant mediation of the relationship between emotional intelligence and work engagement.

The findings underscore the significance of teachers' emotional intelligence, suggesting that it can have profound implications for their work engagement through the mediating mechanisms of self-efficacy and psychological empowerment. Educational principals and administrators are encouraged to prioritize the enhancement of teachers' psychological empowerment, recognizing it as a pivotal link between teachers' emotional intelligence and work engagement.

This study contributes to the field by comprehensively examining the mediating roles of self-efficacy and psychological empowerment, addressing prior empirical gaps, and enriching the understanding of how emotional intelligence influences work engagement within the educational sphere.

This study aims to selects a teacher training program located in China’s rural area and focus on its preservice teachers’ attitudes towards inclusive education in China and their expectations of teacher training programs.

The selected teacher training program is in School of Education of a comprehensive university, located in a small town in Northeast China. Five preservice teachers in the Department of Teacher Education were interviewed. The interviewees were randomly selected among those who have already gained at least 60 credits of coursework prior to the interview. Each interview lasted for approximately 0.5 h. Interview notes were summarized and coded using Braun and Clarke’s (2006) six-step approach. In addition to interview data, other data sources were used, such as classroom observation and review of curriculum and program requirement.

Although the selected teacher preparation program started offering some selective special education courses to preservice teachers, there are limited number of offerings and a lack of field placement in inclusive settings, and stereotypical opinions towards disabilities still exist as a roadblock for choosing special education teacher profession.

The current study only focuses on one rural teacher training institution and report preservice teachers’ opinions toward teacher education curriculum, factors that lead to their decision in the teacher education major and their vision towards inclusion in China. Recommendations are provided to increase public awareness of disability, and create more field based experience in inclusive settings for preservice teachers. However, the result may not be generalized to reflect preservice teachers of teacher training institutions located in developed areas where there are rich opportunities for field experience in inclusive setting or special education programs, and who offer more extensive special education courses.

It is recommended that teacher preparation program modify curriculum and offer more special education courses, as well as develop connections with local special education schools and inclusive programs, thus creating more field based opportunities for preservice teachers to work with children with disabilities.

There are limited studies on rural preservice teachers’ attitudes towards being a special education teacher and how the teacher training programs prepare them to become a special education teacher. The current study fills the gap and conduct an interview study of preservice teachers’ from a rural teacher training programs perceptions of China’s special education, how they choose the program of study that prepare them to become a special education teacher, and their rating of the teacher preparation program.

Although CLS has been implemented in China for over a century, it is barely known to educators internationally. The purpose of this paper is to synthesize the salient characteristics of Chinese lesson study (CLS), introduce the major themes of this special issue, and invite dialogues about the theories and practices of CLS.

The authors of this editorial paper conducted an extensive literature review on CLS, analyzed the contents and methods of the existing research categorically, compared CLS with other models of LS globally, and present this special issue articles and their major contributions thematically. The theoretical framework of the paper relies mainly on cultural theories and theories on research paradigms such as improvement science, which explain why and how CLS functions in Chinese education system over time.

Existing studies suggest that CLS is a deliberate practice for developing instructional expertise, a research methodology for linking research and practice, and an improvement science for instruction and school improvement system wide. In addition to the theorization of CLS, this special issue also introduces some adaptations of CLS outside of China such as the USA and Italy.

This paper, for the first time, spells out some salient features of CLS, and discusses issues in adapting CLS in other parts of the world. It will enrich the understanding of LS theories and practices in China and promotes trans-cultural development of LS internationally.

The COVID-19 pandemic has caused a decline in overall consumption, but luxury sales within offline department stores rose significantly. This study identifies changes in the market environment variable (i.e. pandemics) and their impact on clothing consumption behavior. Moreover, it examines consumer behavior characteristics and provides implications for future fashion marketing and merchandising strategies.

This study analyzed post-pandemic consumption trends by obtaining luxury brand sales data from the Korea National Statistical Office and department stores. Moreover, it investigated luxury consumption fluctuation after the pandemic and statistically analyzed the characteristics of luxury consumers by customer level (CL) that affected sales.

The results of the study showed that offline (online) clothing consumption at mass markets has decreased (increased) since the pandemic, whereas sales of luxury fashion brands at offline department stores have grown. Moreover, the in-depth analysis showed a significant sales decline (increase) for clothing-centered (leather-centered) luxury brands.

If such a trend in luxury brand consumption continues, current polarization is expected to be maintained. Therefore, the study’s findings can be used as basic data in strengthening luxury brands and planning products.

This is the first work to undertake a comparative study of fashion consumer behavior, before and after the pandemic, involving the mass and luxury markets in South Korea.