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Modern digitalization is anticipated to impact on modern-day businesses and organizations, such as non-profit organizations, government institutions, educational institutions, banks, healthcare facilities, and logistic organizations. The digital transformation for our global economy poses benefits for innovative, resilient and human-centric business models, and sustainability initiatives in our societies as well as challenges in the areas of business and social development. Ultimately, it provides directionality needed for a competitive and sustainable future industry manifested in environmentalism, human-centricity, and economic resilience. human-Centric, Sustainable, and Resilient Organizations in the Digital Age explores the latest trends and business perspectives related to strategic management, digitalization and sustainability and their anticipated impact on modern-day businesses and organizations. It offers a comprehensive guide to be able to establish and maintain sustainable, human-centric, and resilient organizations that can thrive in the future. Covering topics such as startup assessment criteria, risk management, and circular economy, this book is an excellent resource for business leaders, entrepreneurs, policymakers, professionals, researchers, scholars academicians, and more. © 2025 by IGI Global Scientific Publishing. All rights reserved.

This study investigates the impact of real-world learning experiences, specifically employer engagement and problem-based learning, on the employability of private university students in Oyo State, Nigeria. Given the persistent challenge of graduate unemployability, attributed to factors such as skills mismatch and outdated curricula, this research focuses on integrating academic theory with practical experience to better prepare students for the workforce. Real-world learning, which includes activities such as internships, employer collaboration, and problem-solving exercises, has been shown to enhance students’ workplace readiness and professional networks. This study, guided by human Capital and Experiential Learning Theories, utilizes a descriptive survey research design, involving 1,000 final-year students across six private universities, with a response rate of 76.2%. Data were gathered through a four-point Likert scale questionnaire (reliability: r = 0.914) and analyzed using both descriptive and inferential statistics, including multiple regression at a 0.05 significance level. Findings indicate a significant positive relationship between real-world learning and employability (R2 = 0.777, F(2, 759) = 2644.42, p < 0.000), with employer engagement having a more substantial influence on employability (β = 0.561) than problem-based learning (β = 0.471). This research underscores the importance of real-world learning in bridging the employability gap, providing actionable recommendations for universities, policymakers, and industry leaders to enhance student employability through practical curriculum integration. Additionally, it suggests increased collaboration with employers for feedback, advisory roles, and involvement in curriculum development. The study’s insights contribute to the body of knowledge on employability, with implications for refining educational practices to meet market demands. Future research could broaden this scope by incorporating other forms of experiential learning, such as entrepreneurship education, and expanding to public universities for comparative analysis. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2025. All Rights Reserved.

The existence of sustainable organizations relies on human-centered approaches that prioritize employee well-being while avoiding compulsory citizenship behaviors (CCB). This study presents a bibliometric analysis of CCB research using data from the Web of Science database. Results reveal key trends: most articles are authored collaboratively, with contributors like Hongdan Zhao, Huai- Liang Liang, Zhenglong Peng, and Bora Yildiz making notable impacts. “Frontiers in Psychology” is the most relevant journal, and institutions such as Tongji University, Da- Yeh University, Huaqiao University, and Istanbul University are highly influential. Thematic analysis highlights “citizenship pressure,” “interpersonal deviance,” and “employee silence” as motor themes, while basic themes include work- family conflict, turnover intention, job stress, and burnout. Issues like “facades of conformity” and “impression management” are classified as niche or emerging themes. This study enriches the understanding of CCB research and offers insights for future studies. © 2025 by IGI Global Scientific Publishing. All rights reserved.

There is a need to examine how doctoral students in Arts and Humanities (A&H) can bolster their psychological capital in seeking employment that can potentially impact future career trajectories. This article reports a study on soft skills and self-perceived employability of A& H doctoral students from universities in select South Asian cities who participated in online mindfulness training (OMT) sessions vis-à-vis a waitlist control group. A&H doctoral students who participated in the OMT sessions reported higher posttest scores on soft skills (self-determination, resilience, empathy, assertiveness, social support, and team work) and self-perceived employability measures. Female A&H doctoral students, ever-singles, and those with higher OMT compliance in terms of attendance and homework completion, gained more on outcomes. With some refinements for male and gender non-disclosing students, those currently married or having experienced marital disruptions, mindfulness programmes could add to competence employability models focusing on strategic self-enhancement to address graduate labour market volatility. © The Author(s), under exclusive licence to Springer Nature B.V. 2025.

In the digital-revolutionary era, the role of teachers utilizing ICT-based learning resources in schools has become very important. However, it has become evident that its application is not always optimal. This can be the case in some schools in developing countries, possibly because of factors such as human resources, readiness, facilities, and regulations inherent in each educational institution. This research aims to describe teachers’ perspectives on ICT learning resources that have been used for the learning process. It is a qualitative, case study, involving a sample of seven teachers at the high-school level in Central Java and West Java, Indonesia. Data collection techniques include semi-structured interviews, followed by an interview guide as the data collection instrument. The interviews were analyzed thematically, in order to describe an overview of the issues that were commonly raised by the teachers during the data-collection process. The research results show that there are three themes that were often the main topics of discussion, namely motivation and readiness of teachers in utilizing ICT-based learning resources, teachers’ perspectives and resource support of the implementation of ICT-based learning resources, and the challenges that teachers faced when implementing ICT-based learning in the classroom. These findings have the potential to assist in the professional development of teachers in integrating ICT for dynamic and innovative learning in the digital era. © This work is licensed under a Creative Commons Attribution- Noncommercial 4.0 International License (CC BY-NC 4.0)

Thus, the chapter aims to unravel the role of AI in skill enhancement with reference to critical thinking ability, problem- solving skills, and digital skills. With AI technologies gradually progressing to redefine employment situations in different parts of the world today, it has become essential to train the learners for the arising complex employment scenario. The first part of the chapter explores how critical thinking and problem solving can be improved by AI, such as using adaptive learning systems, simulation, and data analysis. It then goes further to illustrate how the use of AI tools in the teaching of digital literacy is conducted, with a focus on how the use of AI in learning makes it possible for a learner to be taught based on his/her specific needs and the acquisition of the fundamental skills needed in the digital competency. The last part looks at the ways of teaching education to prepare students for jobs with artificial intelligence, balancing between technical and humanities, ethics, and retraining. © 2025 by IGI Global Scientific Publishing.

Introducing students to real-world contexts through clinical placements can provide rich learning experiences. In health professional education, these placements primarily focus on the supervised development of clinical skills within discipline-specific contexts. However, numerous implicit contexts influence the learning event, which may not be explicitly addressed in the placement’s curriculum or teaching structure but are nonetheless pedagogically significant. This study examines the distinctive contexts of a student-led, interdisciplinary Aboriginal allied health service placement in rural South Australia, highlighting the contexts’ unique experiential characteristics. We used a bricolage of phenomenological engagement and abductive thinking to investigate students’ experiences within and across these learning contexts. Students’ accounts revealed that their experiences at the intersections of these contexts held pedagogical significance. This finding prompts critical questions about the design and delivery of educational placements to maximise the inherent learning potential of contexts. We discuss the role of context in clinical placements and explore how context and context complexity can be effectively configured to support student learning across various clinical placement settings and models. We propose that developing context awareness and perspective, and attending to context convergence, can enhance meaningful learning in complex environments. © The Author(s) 2025.

Post-secondary educational outcomes for young people with care experience are poor. Studies have typically been limited to those who have aged out of care and have typically examined college/university attendance. Non-college educational options have potential for gaining credentials to secure productive employment, but these options have received less investigation. Using data from the Fostering Healthy Futures (FHF) study, which included a broader range of care-experienced young people (not just those who aged out), this study describes post-secondary educational aspirations and plans in young adulthood with a specific focus on vocational education. We provide descriptive findings on young adults' educational and career goals, plans for achieving those goals and intent to apply and attend post-secondary vocational education. Findings identify a range of planned paths, a significant percentage of which are vocationally focused, and the importance of work to many respondents. The findings offer implications for better supporting the care-experienced population in achieving their educational and career goals. © 2025 John Wiley & Sons Ltd.

Technology is changing how we understand knowledge in all its tenets. A direct implication which is often overlooked is how knowledge creation, production, and storage are reshaping the landscape of education. It wouldn’t be an understatement to say that human development has arrived at the historical junction where Technology, Education and Science function in an assembly. This transformation necessitates a re-evaluation of the operational framework of education in the digital age. The paper delves into the procedural aspects of knowledge production and explores the influence of technological advancements at each stage. The pervasive nature of technology has significantly shaped the evolution of society at large and education in tandem with its function and purpose. Drawing on applied educational principles, the paper underscores the need to reimagine the key mechanisms of education in a knowledge-saturated technological era. These implications call for a reassessment of the essential components of education and the pedagogical approaches necessary to uphold its role in advancing human development. The paper examines three educational approaches of Critical Pedagogy, Challenge-based Learning, and Work-based Learning which treat technology not as an obscure aspect hidden in the undercurrents but consciously acknowledged as a distinct element: advocating the mindfulness of technology and its implications. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.

Significant progress has been made in artificial intelligence (AI) in recent years, with AI applications now being used across various fields, including education, healthcare, economics, and scientific research. In this context, AI offers valuable contributions to education and public administration, such as personalized learning experiences, improved teaching strategies, data analysis, and strategic recommendations. Consequently, examining the adoption and diffusion of AI in these areas has become a critical focus. AI Adoption and Diffusion in Education explores the adoption and diffusion of AI in education and public administration. It examines the opportunities, challenges, and ethical considerations of AI adoption, offering insights into its practical implementation and future impact. Covering topics such as accessibility technologies, data mining, and unemployment, this book is an excellent resource for researchers, managers, governmental employees, educators, administrators, and more. © 2025 by IGI Global Scientific Publishing.