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This title represents an essential resource for understanding the evolving landscape of AI-augmented pedagogy, examining the transformative effects of generative artificial intelligence (GenAI) on education through the lens of agile course design and project-based learning. Through a detailed analysis of diverse empirical case studies from eight countries between 2015 and 2024, the authors effectively illustrate the dual impact of GenAI on education, academic integrity, and teacher autonomy. They demonstrate how GenAI can enhance personalized STEM education and STREAM (Science, Technology, Reading and Writing, Engineering, Arts and Mathematics) instruction, as well as project-based learning, while simultaneously presenting significant challenges. They provide a nuanced assessment of the opportunities and disruptions introduced by GenAI and offer concrete pedagogical strategies for teaching practitioners. This book serves as a vital reference for scholars in GenAI, educational technology and curriculum, and instruction. It also provides practical, ready-to-implement pedagogical approaches for pre-service teachers in higher education and primary and secondary schools. © 2026 Jijian Lu and Huifen Xu.

After the Nigerian Civil War, the Biafrans started from scratch through trades, mostly adopting the igba-boi apprenticeship system in Nigeria. This paper examines the impact of the igba-boi entrepreneurship system in post-Biafra for the survival of the Igbo identity. Historical–analytical and documentary methods were adopted in this investigation, through primary and secondary sources. This study found different phases of the igba-boi-apprenticeship model, which was adopted in entrepreneurship by the Igbos to survive after the war. This study found that economic towns in Eastern Nigeria, like Aba, Owerri, Enugu, Nnewi, Onitsha and Awka, have enhanced economic development. Also, it found that umu-boi and ndi-oga have synergies after freedom, as they could operate in different prime locations and exchange goods amicably. The implications for both economic resilience and community development were highlighted as experiential learning. These lessons underscore the effectiveness of communal support, mentorship and structured transitions to financial independence. It contributes to the discussions about recovery after the war, entrepreneurship in Africa, Biafran nationalism and the formation of ethnic identities. © 2025 The Author(s). Studies in Ethnicity and Nationalism published by Association for the Study of Ethnicity and Nationalism and John Wiley & Sons Ltd.

This study provides an example of critical performative practice in business school leadership learning. Through qualitative research with an academic team and leadership learners, we offer novel insights into critical performativity; where a critical approach becomes performative through various tactics aimed to disrupt the normative, while engaging with practitioners, practice and the normative. We articulate how we facilitate a critical pedagogy and deliver a normative UK Government Senior Leader Apprenticeship with leadership practitioner learners. Using the metaphor of ‘educators as curators’, we theorise our critical performative tactics through a relational pedagogic process of ‘Elegant Curation’. This illustrates how we practically engage in ‘progressive pragmatism’ aiming to impact on leadership practice by simultaneously combining and switching between critical pedagogy and offering alternatives to normative leadership, while delivering normative apprenticeship knowledge, skills and behaviours. We extend understandings of critical performative practice and how critical leadership learning can practically respond to contemporary society and organisational contexts by highlighting how critical performative tactics can both disrupt the normative and ‘deliver’ a Senior Leader Apprenticeship. © The Author(s) 2025. This article is distributed under the terms of the Creative Commons Attribution 4.0 License (https://creativecommons.org/licenses/by/4.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page (https://us.sagepub.com/en-us/nam/open-access-at-sage).

This book showcases the successful integration of multisensory learning and computer-assisted language learning (CALL) in under-resourced schools and universities in Indonesia, aimed at addressing the learning crisis as indicated by the sharp decline of English Proficiency Index and PISA in the last two decades. Multisensory learning provides a well-rounded learning experience that helps students to accelerate their learning. The authors describe how brain-informed learning tools, such as the Verbotonal Approach, Reading for Emotions, and Aesthetics, can facilitate rich and engaging learning practices, and argues that adopting these practices can allow students to take a more active role in their learning, resulting in improved outcomes. This book will be of interest to readers in the Indonesian and other similar contexts, particularly those with an interest in language education, applied linguistics, CALL and TESOL. © 2025 The Editor(s) (if applicable) and The Author(s), under exclusive licence to Springer Nature Switzerland AG.

Purpose – This study aims to explore whether intrinsic motivation mediates the relationship between students’ acceptance of a blended research-based learning (RBL) environment and their self-perceived acquisition of cognitive knowledge and research-related skills in business education. Design/methodology/approach – A cross-sectional posttest design was implemented with 69 first-year business education students enrolled in a research methods course at a German university. Validated instruments assessed acceptance of the blended RBL environment, intrinsic motivation and self-perceived learning outcomes. Findings – Results revealed a simple mediation: acceptance of the blended RBL environment positively predicted intrinsic motivation, which, in turn, predicted self-perceived acquisition of knowledge and skills. The direct effect of acceptance on learning outcomes became nonsignificant when intrinsic motivation was included. Bootstrapped confidence intervals confirmed the significance of the indirect path. Research limitations/implications – The cross-sectional design restricts causal inference and generalizability. Future research should use longitudinal designs, objective learning outcomes and diverse student populations across institutions. Practical implications – The findings suggest that blended RBL environments should be intentionally designed to satisfy students’ needs for autonomy, competence and relatedness. Aligning digital tools with authentic, inquiry-driven tasks may enhance motivational relevance and improve learning outcomes. Originality/value – Grounded in self-determination theory, this study highlights intrinsic motivation as a central psychological mechanism through which acceptance of blended RBL environments translates into self-perceived acquisition of cognitive knowledge and research-related skills. To the best of the author’s knowledge, it is among the first to test this mediation model in the context of business education. © 2025 Emerald Publishing Limited

Purpose – In Pakistan's evolving technical and vocational education and training (TVET) landscape, this study aims to examine how personalised learning experiences and gender identity shape transformational leadership skills acquisition within a digitally mediated learning environment. Design/methodology/approach – The quantitative correlational design used data from n = 375 TVET leaders participating in virtual leadership programs. An adapted survey instrument measured three constructs: virtual leadership experience, personalised learning and gender identity. Data were analysed using Spearman's correlation to explore the relationship among the variables. Findings – Findings indicate a significant positive correlation between participation in virtual leadership programs and the development of transformational leadership skills. Personalised learning emerged as a key facilitator in enhancing leadership capabilities. Gender identity significantly influenced participants' experiences, suggesting the need for inclusive leadership training approaches. Practical implications – The results suggest that program designers and TVET educators should embed personalised learning strategies and gender-responsive pedagogical frameworks into virtual leadership training. Such measures can foster more equitable and effective leadership development in diverse vocational education contexts. Originality/value – This study contributes to the evolving discourse on virtual leadership by providing empirical evidence from a Global South perspective. It offers a nuanced understanding of the interplay between gender identity and digital learning in leadership development, an area underexplored in vocational education research. By investigating this significant aspect conceptually and practically in virtual leadership in TVET, institutions can influence policy implementation, pedagogical innovation and institutional resilience in digital environments. © 2025 Emerald Publishing Limited

Purpose – While vocational education develops technical skills, it often neglects critical thinking and adaptability in solving real-world problems. Using a web-based constructivist’s learning environment model (Web-Based CLEM), this study aimed at enhancing 60 Thai vocational students’ ill-structured problem-solving and psychomotor skills. Design/methodology/approach – Using a Design and Development approach, the study followed three phases: (Phase 1) Model Development, involving a literature review, surveys and theoretical synthesis; (Phase 2) Model Validation, where experts assessed content, media and instructional design, and pre- and post-tests were conducted on 30 first-year students from Khon Kaen Business Administration Technology College and (Phase 3) Model Implementation and Assessment, where another 30 students from Nakhon Khon Kaen Technology College participated in model testing, along with a survey to evaluate consistency. Findings – The study resulted in a comprehensive model comprising seven interconnected components: Problem Situation, learning Center, Cognitive Tool Center, Collaborative learning Center, Ill-Structured Problem-Solving Enhancement Center, Scaffolding Center and Coaching Center. Experts validated its effectiveness in fostering knowledge construction and problem-solving. Post-test results showed significant academic improvement, with students demonstrating higher cognitive engagement. Furthermore, the participant assessments confirmed the model’s consistency across three dimensions: content, media and design, reinforcing its role in developing problem-solving skills. Originality/value – This study contributes to vocational education by addressing gaps in traditional training and demonstrating how Web-Based CLEM equips students with essential problem-solving and industrial skills for modern industries. © 2025 Emerald Publishing Limited

Purpose – This study investigates the mediating role of virtual experience in the relationship between UTAUT2 constructs and perceived employability among vocational high school students. While previous research has examined students’ behavioral intentions toward augmented reality (AR) and virtual reality (VR) using UTAUT2, their impact on job market readiness remains underexplored. This study aims to bridge this gap by integrating UTAUT2 with virtual experience to assess how immersive learning influences perceived employability. Design/methodology/approach – A quantitative, non-experimental research design was employed, using cross-sectional data collected from 402 vocational high school students across five regencies in Indonesia. Participants were introduced to AR and VR learning materials before completing an electronic questionnaire. Data were analyzed using structural equation modeling (PLS-SEM) to examine the relationships between UTAUT2 variables, virtual experience and perceived employability. Findings – Effort expectancy was the only UTAUT2 variable with a significant direct effect on perceived employability, indicating that ease of use enhances students’ confidence in their job readiness. However, virtual experience significantly mediated the effects of performance expectancy, hedonic motivation, social influence, price value and facilitating conditions. This suggests that immersive AR/VR engagement is essential for translating these factors into employability perceptions. Students benefit most when they actively experience AR/VR rather than relying solely on expectations or external influences. These findings highlight the need for well-designed virtual training programs that enhance engagement, realism and practical application in vocational education. Practical implications – The study highlights the importance of aligning immersive virtual experiences with students’ perceptions of usability to enhance employability outcomes. Rather than relying solely on industry-specific simulations, educators and vocational institutions should prioritize ease-of-use and pedagogical relevance to ensure that immersive technologies translate into perceived job readiness. This implies the need for instructional design that emphasizes guided interaction, clarity of task expectations and meaningful linkage between virtual tools and real-world competencies. Originality/value – This study extends UTAUT2 by incorporating virtual experience as a mediating factor in vocational education. Unlike previous studies that primarily focused on technology adoption, this research provides a novel perspective on how immersive virtual experiences enhance job readiness. By integrating experiential learning with technology acceptance theories, this study contributes to the growing body of literature on vocational training and employability. © 2025 Emerald Publishing Limited

Purpose – This study explores the potential adaptation of the UK's degree apprenticeship model within Thailand's higher education context. As global demands intensify for more work-ready graduates, the study examines how academic–vocational integration can be advanced through international policy learning. Design/methodology/approach – A qualitative comparative case study was employed, drawing on document analysis and 15 semi-structured interviews with policymakers, university leaders and employers in both the UK and Thailand. Thematic analysis was used to explore structural, pedagogical and cultural contrasts between the two systems. Findings – The UK model benefits from institutional autonomy, employer co-ownership and cultural legitimacy. In contrast, Thailand faces barriers including centralized governance, rigid curricula and persistent stigma toward vocational learning. The study finds that direct policy borrowing is insufficient without structural alignment and cultural reframing. Research limitations/implications – This research focuses on two national cases, which may limit generalizability. It emphasizes qualitative insights over measurable outcomes and does not assess specific programmatic success metrics. Future research could expand to longitudinal impact studies, quantitative evaluations or incorporate perspectives from learners and marginalized communities. Despite its scope, the study provides a conceptual basis for countries with similar centralized systems to explore how global models can be localized without losing relevance or equity. Practical implications – Insights from this research can inform the design of context-sensitive apprenticeship programs in Thailand and other middle-income countries seeking to strengthen university–industry partnerships and enhance graduate employability. Social implications – Adapting degree apprenticeships can help reduce educational inequality and challenge hierarchies that devalue vocational pathways. Promoting cultural legitimacy of practice-based learning is key to advancing lifelong learning goals. Originality/value – This research contributes to policy transfer literature by highlighting the conditions under which apprenticeship models can be meaningfully adapted. It offers an evidence-based framework for embedding work-based learning in higher education systems undergoing transformation. © 2025 Emerald Publishing Limited