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This paper aims to provide a research agenda for knowledge management (KM) scholars interested in the sharing economy.

A total of 342 articles published between 2012 and 2021 are analysed to identify the topics examined, how the sharing economy was conceptualized, the academic disciplines of authors and the methods used.

Based on the findings, research gaps and conceptualization issues relevant to KM scholars are discussed. Collaboration opportunities and methodological challenges are also identified.

By facilitating KM scholars’ engagement with the sharing economy, this paper contributes to a better understanding of this emerging phenomenon and helps uncover potential KM trends.

This study aims to analyze the Journal of Workplace Learning (JWL), focusing on articles between 1997 and 2020. Specifically, this study will examine articles in JWL, themes in JWL and the influence of JWL.

This study adopts bibliometric analysis methods, with indicators such as total articles, total citations, citation per article, h-index, Citescore, citation per year and considers different dimensions, including the leading articles, the most productive and influential authors, universities and countries, top keywords and keywords concurrence clusters and top journals, universities and countries that cite JWL.

JWL is an international journal with growing influence over workplace learning research. JWL’s leading articles focused on learning activities and learning environments, with single-authored and multi-authored articles evenly distributed. Dealtry and Billett are among the most productive and influential authors, and universities from Europe, Australia and North America dominate in JWL. Persistent topics and new topics that emerged in recent years in JWL are identified. JWL’s influence is well-evidenced by citations from over six continents.

This study represents the earliest attempt to study workplace learning using bibliometric analysis. It serves as a baseline for future bibliometric studies on workplace learning and guides authors in identifying research directions through the shift in keywords. It offers objective information about JWL, thus providing a reference for authors who are considering JWL as a potential publication outlet.

The focus of this chapter is the role of technology in diverse students’ active learning and interconnectedness in inclusive classrooms. The discussion is guided by the inclusive pedagogical approach in action (IPAA) framework, which is used as a tool for planning teaching and critical reflection. Inclusive education has previously considered the role of technology through the lens of Universal Design for Learning to inform how teachers plan instruction for students’ maximal accessibility, participation and engagement. We use the IPAA framework to build on and extend this by challenging teachers to also consider and incorporate technologies in innovative ways for students to collaborate with each other and build classroom relationships, as well as engaging with the curriculum on their own terms to make learning more meaningful.