Volume 4 (2025-2026)

Even as online course enrolments rise, completion rates have remained persistently low. This study examines the early prediction of learner noncompletion or dropout in online education by converting behavioural engagement signals into actionable risk indicators. In response to persistent attrition and its strong association with learner motivation, the study implements and evaluates machine learning models (ML) that prioritise observable activity patterns rather than demographic characteristics. Using a public Massive Open Online Course (MOOC) dataset comprising 416,920 learners from MITx and HarvardX, the data were cleaned, standardised, and reduced through correlation-based feature selection. Four behavioural indicators, namely active days, interaction frequency, content exploration, and chapters engaged, were retained, while outcome-adjacent variables were excluded to prevent information leakage. Five models (Logistic Regression, Decision Tree, Random Forest, Naïve Bayes, and Support Vector Machine [SVM]) were trained on a balanced dataset and evaluated using accuracy, precision, recall, F1-score, and Receiver Operating Characteristic – Area Under Curve (ROC-AUC). Logistic Regression achieved the highest overall accuracy (0.9797) and ROC-AUC (0.9898), while Random Forest demonstrated the most balanced performance (precision = 0.7106, recall = 0.7220, F1 = 0.7163). Naïve Bayes and SVM produced very high recall (approximately 0.96) but lower precision (around 0.42), indicating their suitability for broad early warning screening where minimising false negatives is critical. The results highlight behavioural engagement as the primary driver of learner persistence and suggest that theoretically grounded, interpretable models can support real-time early-warning dashboards for targeted intervention strategies. This article is also included in The Business & Management Collection which can be accessed at https://hstalks.com/business/.
Keywords: online learning; noncompletion risk; educational data mining; Massive Open Online Course; MOOC; machine learning

This paper presents an empirical and theoretical examination of dialogic learning within an online adult education programme specifically designed for women in sport and business leadership. Drawing on data from a Course Experience Questionnaire administered to 27 participants across a third design-based research (DBR) iteration, the study integrates Bakhtinian dialogic theory — heteroglossia, polyphony, addressivity, and the chronotope — with feminist andragogical principles to interpret patterns of learner experience, engagement, and perceived transformation. The CEQ was developed iteratively across DBR cycles, with item selection guided by core programme constructs including tutor and peer support, peer narrative, and artificial intelligence (AI) avatar engagement; content validity was ensured through expert review and longitudinal reliability monitoring. Qualitative open-text responses were analysed using thematic analysis following Braun and Clarke’s1 framework. Non-parametric statistical analysis, including Wilcoxon signed-rank tests, Spearman rank correlations, and rank-biserial effect sizes, was applied to ordinal and scaled data. Results indicated exceptionally high overall satisfaction (M = 9.00/10) and course benefit (M = 8.78/10), with tutor support rated significantly higher than peer support (W = 46.0, p = .013, r = .49). Peer narrative emerged as a significant predictor of course benefit (rs = .49, p < .05) and course influence (rs = .46, p < .05). Notably, 85.2 per cent of participants did not engage with the AI learning avatar ‘Ruth’, with low uptake attributed to a preference for human interaction, usability challenges, insufficient integration into the course structure, and participants’ digital literacy expectations. All 27 respondents would recommend the course; 81.5 per cent expressed interest in further study. These findings are theorised in relation to Bakhtin’s concept of the dialogic chronotope, Mezirow’s2 transformative learning, feminist standpoint epistemology, and emerging debates about AI’s role in facilitating genuine pedagogical dialogue. Practical implications for educators and instructional designers are discussed, with explicit recommendations for embedding dialogic competence in tutor training, designing heteroglossic curricula, and critically integrating AI tools. Limitations related to sample size and generalisability are acknowledged. This article is also included in The Business & Management Collection which can be accessed at https://hstalks.com/business/.
Keywords: dialogic education; Bakhtin; feminist andragogy; women’s leadership; online adult learning; AI in education; design-based research

Marketing of post-secondary education (university or professional certification) has traditionally relied on established marketing techniques. In an environment where marketing departments are expected to achieve more with fewer resources, a shift towards embedded, self-sustaining advocacy becomes increasingly relevant. By integrating current students as social media micro-influencers, institutions can leverage peer-based communication as a structured extension of their marketing efforts, rather than leaving student advocacy to develop organically and without strategic direction. This paper presents the Three-Touchpoint Advocacy Model as a theoretical framework. This model systematises pre, mid, and post-education stages of learner engagement as a foundation for advocacy formation. It builds on the relationship between student satisfaction, perceived educational value, and institutional image and explains the mechanism through which these factors contribute to positive online word-of-mouth. By structuring communication across key stages of the student journey and incorporating post-learning community activation, the model further outlines how current learners emerge as credible communicators to prospective students, rather than merely describing this process. In high-cost educational contexts, trust-based mechanisms such as word-of-mouth and peer validation become increasingly influential relative to traditional paid advertising. As financial and personal investment increase, prospective students tend to rely more heavily on the experiences of current learners, further reinforcing the role of students as contributors to institutional credibility and visibility. This article is also included in The Business & Management Collection which can be accessed at https://hstalks.com/business/.
Keywords: student advocacy; micro-influencers; social media marketing; word-of-mouth; institutional branding; learner engagement; student-as-consumer

The rapid rise of generative artificial intelligence (GenAI) in higher education has been framed largely by concerns about academic integrity, surveillance, and misuse, particularly in online learning environments. This paper challenges deficit-oriented narratives by reframing GenAI as a pedagogical partner that can enhance student assessment and feedback when intentionally designed and faculty-guided. Drawing on principles of assessment for learning, self-regulated learning, and transparency in online assessment, the paper proposes the Faculty-Guided AI Feedback Loop (F-GAIFL). This conceptual framework integrates GenAI into formative feedback processes while maintaining human judgment and instructional authority. Using an exploratory, pilot-focused perspective, the paper presents a repeatable method for incorporating AI-assisted feedback into existing grading workflows to enhance feedback quality, speed, and student engagement. Instead of providing causal insights, the study offers theoretically grounded guidance for responsible implementation, emphasising ethical considerations, faculty development requirements, and impacts on equity in online education. By framing GenAI as a scaffold rather than a substitute, this work provides a practical and scholarly foundation for future empirical research and pedagogical innovation in higher education assessment. This article is also included in The Business & Management Collection which can be accessed at https://hstalks.com/business/.
Keywords: artificial intelligence; higher education; Faculty-Guided AI Feedback Loop

Third space practitioners working in the higher education sector (including learning development practitioners, subject librarians, and learning technologists) will undertake duties that would have traditionally been covered by either academic or professional service staff. By virtue of their expansive roles, third space practitioners will routinely develop distinct and unique understandings of the student journey and learning experience. As part of curriculum development processes, these insights have the potential to complement and enrich the learning, teaching, and assessment perspectives of a course team. Despite this, third space practitioners have historically often been overlooked as part of the curriculum development process. Given the potential added value that is being lost, it is suggested that universities should consider adopting proactive measures that will position third space practitioners to engage meaningfully in the co-creation of curriculum. For this to be possible, the conditions that can serve to promote, or inhibit, third space practitioners working in collaboration with course teams must be established. This paper includes five reflective co-creation case studies with a broad online education focus. These are provided by third space practitioners (two learning developers, two learning technologists, and a librarian) and consider the process of co-creation and what were prerequisite conditions for co-creation of curriculum to occur. Informed by these accounts, 10 strategies for facilitating co-creation between academic course teams and third space practitioners are proposed. This article is also included in The Business & Management Collection which can be accessed at https://hstalks.com/business/.
Keywords: third space in higher education; co-creation; online education; learning development practitioner; subject librarian; learning technologist

Online learning platforms are now central to higher education and raise important questions about quality, equity, and institutional readiness. This paper presents a scoping review of the literature on the current landscape and future trajectory of online learning platforms in higher education. Following the five-stage framework established by Arksey and O’Malley, the review maps the literature across five thematic domains: engaging learners while maintaining quality, challenges facing online learning platform users, equity and access across socio-economic groups, the role of artificial intelligence (AI) and machine learning (ML), and how traditional institutions are responding. The review drew on over 30 peer-reviewed sources identified through iterative keyword searches of major academic databases. The findings show that effective online learning requires attention to engagement, community, and authentic assessment. Infrastructure gaps, digital literacy disparities, and socio-economic inequality limit equitable access for many learners. AI and ML offer opportunities for personalised and adaptive instruction, although their benefits depend on thoughtful implementation and ethical oversight. Traditional institutions are navigating the transition through pedagogical reform, investment in technology, and blended learning models. Established open and distance education providers offer important lessons for institutions still managing this transition. Emerging technologies such as virtual and augmented reality offer possibilities for immersive and collaborative learning, although accessibility and equity concerns require attention. The review concludes that the potential of online learning platforms to advance inclusive and equitable quality education, consistent with the United Nations Sustainable Development Goals, will depend on intentional design, equitable access, and sustained institutional commitment. Implications are identified for educators, policy makers, and institutions involved in online education.This article is also included in The Business & Management Collection which can be accessed at https://hstalks.com/business/.
Keywords: online learning platforms; scoping review; educational equity; artificial intelligence; machine learning; virtual reality and augmented reality; higher education

This paper examines the implementation of contextualised, blended learning for forcibly displaced learners through the PArtnership for DIgital LEarning and Increased Access (PADILEIA), a four-year higher education initiative for Syrian refugees and disadvantaged host-community learners in Lebanon and Jordan. Drawing on a mixed-method evaluation comprising project data, 447 student survey responses and interviews with students, delivery staff and project staff, the paper analyses how blended learning functioned in practice as an ecosystem of online provision, local facilitation, study hubs, English language and academic support, psychosocial support and progression guidance. The findings suggest that the flexibility of blended learning increased access to higher education, particularly for women, while the integration of in-person facilitation and local support helped mitigate some of the limitations of remote study. The project also contributed to reported gains in English language, digital literacy, transferable skills, confidence and students’ sense of belonging. The study also identifies persistent constraints, however, including poor connectivity, unequal access to devices, limited scholarship availability and challenges in securing onward transitions. It concludes with recommendations for universities, learning designers and policy makers seeking to develop inclusive blended learning models in crisis and displacement contexts. This article is also included in The Business & Management Collection which can be accessed at https://hstalks.com/business/.
Keywords: blended learning; displaced learners; refugee higher education; contextualised curriculum design; learning support ecosystems; educational access and equity; PADILEIA project

As high-impact practices (HIPs) become critical for integrating functional and professional skills, the community partnership role has actively evolved toward a reciprocal exchange of ideas and resources and a co-educator perspective. This paper explores how community partners exchange value during HIPs through reciprocity and their teaching and learning roles as co-educators. Nine Midwest organisations responded to a survey highlighting their previous participation as community partners. This evidence helps identify preliminary insights that foster effective collaboration strategies to strengthen community partners’ expertise and contributions to the educational process. Importantly, findings also highlight the value of continued collaboration, with respondents expressing interest in ongoing roles or additional tools to enhance their effectiveness as co-educators.This article is also included in The Business & Management Collection which can be accessed at https://hstalks.com/business/.
Keywords: reciprocity; co-education; community partners; high-impact practices

This paper describes a study that evaluated learner perceptions of artificial intelligence (AI)-supported dialogues integrated into six leadership-oriented massive open online courses (MOOCs). These structured interactions, delivered via Coursera Coach, were designed to prompt reflection, support personal insight, and reinforce course concepts. A mixed-methods approach was employed, combining survey data (n = 510) with thematic analysis of 285 open-ended responses. Three core dimensions were assessed: perceived usefulness, cognitive engagement, and usability. Results showed that 79 per cent of learners rated the dialogues as ‘very useful’, while 73 per cent found them ‘very easy to use’, indicating strong acceptance and accessibility. Cognitive engagement outcomes were also positive: 43 per cent reported that the dialogues challenged them to think in new ways, and 53 per cent stated they helped consolidate existing knowledge. Courses employing two AI dialogues (at the start and end) saw increased learner ratings in both usefulness and cognitive engagement over time, compared to single mid-course dialogues. Learner responses suggest that AI dialogues can offer a useful space for motivation, reflection, and applied thinking; however, feedback also identified limitations in naturalness of AI responses, onboarding clarity, and personalisation. These insights indicate that while conversational AI holds promise for supporting learner engagement at scale, its effectiveness depends on thoughtful implementation and continued refinement. This article is also included in The Business & Management Collection which can be accessed at https://hstalks.com/business/.
Keywords: AI dialogue; massive open online courses; MOOCs; learner perception; cognitive engagement; usability; usefulness

As generative artificial intelligence (GenAI) becomes increasingly embedded into health science education, faculty are expected to integrate these tools into their teaching practices while contending with challenges in governance and infrastructure. This paper examines faculty perceptions, current uses, and professional development needs related to GenAI at an academic health centre (AHC). The study was informed by the Clark and Estes1 gap analysis framework and employed a two-phase approach consisting of a faculty survey and semi-structured interviews. Teaching faculty (n = 725) were invited to participate; 101 completed the survey, and six participated in follow-up interviews. Survey data was analysed descriptively, and interview transcripts were thematically coded with findings organised into organisational, knowledge, and motivation gaps. Faculty recognised the growing relevance of GenAI in health professions education but reported limited institutional guidance and fragmented support. Some faculty reported using GenAI for assessment development, to improve accessibility and for course design, but they also described a trial-and-error approach when working with it. Organisational gaps included a lack of guidance and underdeveloped training, knowledge gaps centred on lack of familiarity and uncertainty regarding best practices, while motivational gaps reflected concerns about professional identity, institutional support, and time constraints. Faculty found most of their support through their colleagues, engaging only slightly with available resources. Faculty readiness to engage with GenAI is shaped by intersecting organisational, knowledge, and motivation gaps. These gaps include professional identity concerns, limited institutional guidance, and uneven access to professional development, limiting adoption despite perceived urgency. Along with creating clear and coordinated governance, institutions should invest in structured, longitudinal development opportunities and create supportive spaces for experimentation to help educators responsibly and equitably integrate GenAI in health sciences education. This article is also included in The Business & Management Collection which can be accessed at https://hstalks.com/business/.
Keywords: generative artificial intelligence; GenAI; faculty development; health sciences education; institutional readiness; gap analysis

This paper examines how finance instructors adapt the case method to online delivery and proposes design moves that strengthen employability outcomes, decision quality, and participation. Using a qualitative, exploratory design, semi-structured interviews were conducted with finance professors across Asia-Pacific (APAC) business schools that covered instructional design, facilitation, assessment, and technology use. Data was thematically coded and interpreted through the lenses of community of inquiry, cognitive load, and self-determination theory. Findings point to five reproducible moves that improved online outcomes: scaffolded pre-class models, transparent cold-call rotation, time-boxed breakout valuation, live polling on decision forks, and a rotating scribe working in a shared sheet. A 48-hour memo then secured individual judgment, reported gains included higher-quality participation, cleaner documentation, and faster team convergence, alongside frictions such as uneven quantitative readiness, digital fatigue, and challenges attributing individual contributions in groups. The study is limited by instructor perspectives from the APAC context and a cross-sectional snapshot; future work should add multisite student outcome data, comparative platform analyses, and longitudinal tracking of workplace transfer. Practical guidance includes providing modelling templates, publishing a cold-call roster, using poll and repoll cycles, assigning a scribe, grading a short memo, and tracking a small set of weekly metrics on a one-slide dashboard. Well-designed online case teaching can widen access for working learners and international cohorts while maintaining rigour. The paper offers a finance-specific playbook that links the online case method to employability skills with observable metrics and reproducible routines. This article is also included in The Business & Management Collection which can be accessed at https://hstalks.com/business/.
Keywords: employability; e-learning in business schools; case method; finance education; instructional design

While discussions of the accessibility of instructional materials are not new, librarians and instructional faculty are facing increased pressure to ensure the accessibility of their materials in the wake of the COVID-19 pandemic’s rapid shift to online education. Many faculty and librarians, however, do not receive adequate training and support in the area of accessible design. In addition, there is often confusion about who is responsible for ensuring the accessibility of instructional materials in higher education environments. This paper presents practical strategies for librarians and instructional faculty to identify readily available resources, create inventories of their own instructional materials, identify common accessibility errors and remediate those materials. The paper presents a brief overview of accessibility terminology and legislation before focusing on three common types of instructional objects: presentation slides, instructional videos and content pages in learning management systems (LMS). For each type of object, it discusses common accessibility errors associated with the format, connecting those errors to the Web Content Accessibility Guidelines (WCAG), as well as available tools to check the accessibility of the materials. The rising use of artificial intelligence (AI) in accessibility checkers is also discussed. Identifying the types of accessibility errors made in the design of their own materials provides a productive way for faculty and librarians to learn about and apply accessibility principles to their own instructional design process. This article is also included in The Business & Management Collection which can be accessed at https://hstalks.com/business/.
Keywords: academic librarians; faculty; accessibility; instructional design; higher education

Microlearning is emerging as a key strategy in higher education, offering brief, focused modules, typically under 20 minutes, that make complex information more digestible, engaging and applicable. Especially valuable for adult and non-traditional learners who balance education with work, family and other responsibilities, microlearning provides flexibility and just-in-time access that aligns with contemporary learning needs. Research demonstrates its capacity to reduce cognitive load, increase motivation through frequent small achievements, and strengthen retention through strategies such as spaced repetition and retrieval practice. Yet concerns remain that poorly designed modules can lead to fragmented knowledge, limited opportunities for peer interaction and difficulties in assessing higher-order thinking. To be effective, microlearning must go beyond brevity, integrating interactivity, accessibility and purposeful sequencing that align with the principles of Universal Design for Learning (UDL). In blended and hybrid courses, microlearning serves as a bridge between online and face-to-face instruction, enhancing engagement through the use of videos, podcasts, infographics, digital escape rooms, social media snippets and artificial intelligence (AI)-powered tools. When integrated into broader teaching approaches, microlearning channels students’ digital habits into meaningful learning, supporting both immediate application and long-term intellectual development. This article is also included in The Business & Management Collection which can be accessed at https://hstalks.com/business/.
Keywords: microlearning; Universal Design for Learning (UDL); cognitive load; adult learners; mobile-first; blended; hybrid

The study ’Lurkers in the Fashion Business School: A study of learning participation in online classrooms’ investigates how and whether students who do not actively contribute in online learning environments (known as ‘lurkers’) learn effectively. The research addresses a key problem that emerged during the COVID-19 pandemic: the widespread assumption that online participation must be visible to be valuable. While earlier studies often labelled lurkers as disengaged or those who participated minimally, this project questions that view and explores whether passive engagement may still support meaningful learning. To examine this, the study focused on online learning at the Fashion Business School at the London College of Fashion (LCF). Using an interpretivist, qualitative approach, the researcher conducted a focus group and six follow-up interviews with students on a hybrid Graduate Diploma course who self-identified as either active ‘posters’ or quieter ‘lurkers’. To reduce bias, participants were re-labelled as ‘dolphins’ (posters) and ‘deer’ (lurkers). Thematic analysis of the data revealed three dominant themes as access or barriers to learning: communication, participation and personality. Findings showed that communication was central to learning in both face-to-face and online settings, but many students found online environments limited opportunities for spontaneous discussion. ‘Lurkers’ often preferred to observe, listen and reflect, describing this as an intentional and effective learning strategy rather than disengagement. Participation levels were influenced by personality, confidence, language ability and mode of delivery. Many ‘deer’ gained understanding through observation. Personality emerged as a major factor: introverts tended to participate less visibly but still demonstrated engagement and learning. The study concludes that lurking can represent legitimate participation and that learning can occur through observation as well as contribution. It recommends that higher education institutions adopt inclusive, hybrid pedagogies that recognise different participation styles, support reflective learners, and design online environments that value both active and silent engagement. This article is also included in The Business & Management Collection which can be accessed at https://hstalks.com/business/.
Keywords: online learning; lurkers; student engagement; hybrid pedagogy; participation behaviour; fashion education

This paper explores how librarian–faculty collaboration at a Canadian university promoted the strategic integration of LinkedIn Learning (LiL), a third party digital learning platform, into teaching, professional development and co-curricular activities. Using specific institutional case studies, the paper examines how librarians led instructional design, facilitated access to digital microlearning content and supported self-directed and reflective learning across academic and professional settings. The first case explores the integration of LiL into undergraduate commerce courses and a graduate eHealth programme where curated learning paths addressed specific skill gaps and improved student readiness. The second case investigates how LiL supported reflective practice and metacognitive development in an engineering management course, with measurable effects on student engagement and skill development. The third case showcases the use of LiL in staff training and development, including tailored learning pathways for academic library staff. Findings indicate that academic librarians played a crucial role in aligning LiL content with curricular and institutional objectives, fostering inclusive and adaptable learning environments and assisting learners in using digital tools effectively. The expiration of McMaster’s campus-wide LiL licence in autumn 2025 has raised sustainability concerns, including licensing expenses, access equity and long-term curricular planning. The study concludes that while third party platforms such as LiL can improve digital pedagogy, their success relies on cross-functional teamwork, continuous institutional backing and well-defined instructional alignment. The paper provides practical strategies for integrating digital platforms into curricula and examines the limitations of depending on proprietary tools. These findings add to broader discussions about digital transformation in higher education and the changing instructional roles of academic librarians and faculty collaboration. This article is also included in The Business & Management Collection which can be accessed at https://hstalks.com/business/.
Keywords: academic librarianship; librarian–faculty collaboration; digital pedagogy; LinkedIn Learning; lifelong learning; reflective practice; instructional design

This study evaluates the implementation and impact of the ‘Skills for Practice’ website, a technology-enhanced learning platform developed at Northumbria University to support clinical skill acquisition among healthcare students. Designed as a supplementary resource to face-to-face instruction, the website offers multimedia content — including videos, podcasts and posters — structured to deconstruct clinical procedures in a step-by-step format. A sequential explanatory mixed methods design was employed, combining quantitative survey data (n = 136) with qualitative interviews (n = 4), to explore student engagement, usage patterns and perceptions of the platform’s effectiveness. Findings indicate that students valued the platform’s accessibility, visual quality and variety of resources, with videos identified as the most effective medium for learning psychomotor skills. The website was particularly useful for revision before clinical placements and objective structured clinical examinations (OSCEs), aligning with flipped classroom and blended learning pedagogies. Two overarching themes emerged from the data: platform (quality, accessibility, variety) and resources (reliability, realism, relevance). Students appreciated the authenticity of the content, which featured familiar staff and real clinical environments, and the reliability of evidence-based materials authored by qualified professionals. The study concludes that the pedagogical value of digital tools lies not in their novelty but in their thoughtful integration into curriculum design. The website’s success demonstrates that when students are given autonomy and their feedback informs content development, engagement and learning outcomes improve. This evaluation contributes to the growing body of literature advocating for student-centred, pedagogically grounded approaches to technology integration in healthcare education. This article is also included in The Business & Management Collection which can be accessed at https://hstalks.com/business/.
Keywords: clinical skill development; technology-enhanced learning; nursing education; mixed methods evaluation; multimedia learning resources; blended and flipped learning; student engagement

Clinical placement experience is a fundamental component of healthcare training. Higher education institutions (HEIs) are increasingly incorporating simulated placement activities into their training programmes to expand placement experience and meet professional requirements. The national orthoptic Clinical Placement Expansion Project (CPEP) represented a collaboration between the British and Irish Orthoptic Society (BIOS) and two universities that deliver orthoptic undergraduate degree programmes, with funding awarded from Health Education England (now NHS England). CPEP was a novel opportunity to incorporate authentic clinical resources and live patient interactions into teaching and build a bespoke portal of video resources to augment clinical experience. This reflection outlines barriers encountered and solutions determined during the project; these insights could be valuable to others within healthcare organisations or HEIs with intentions to expand placement capacity using a similar approach. Barriers included variation in data protection requirements and digital maturity of trusts, funding limitations, resource constraints, and technical and logistical complications. Proposed solutions include effective teamworking and project management, information sharing, and careful consideration regarding the digital maturity and the time availability and reward of clinical educators. Development of a national standard for remote placement provision would facilitate expansion of this approach to other professions and trusts nationwide. This article is also included in The Business & Management Collection which can be accessed at https://hstalks.com/business/.
Keywords: remote placement; livestreaming; placement capacity; simulation; authentic clinical education

The embedding of generative AI (GenAI) tools in education has become a groundbreaking development, creating significant opportunities to enrich teaching practices and drive innovative learning design. This study investigates how educators evaluate the impact of these tools on their teaching, the extent to which their practices align with established pedagogical frameworks and how artificial intelligence (AI) literacy influences their adoption and use of such technologies. Employing a mixed-methods approach, the research analysed survey data from participants of a Generative AI in Education massive online open courses (MOOC). Quantitative findings reveal high levels of satisfaction with AI tools, with educators reporting improved engagement and efficiency. Qualitative insights highlight key benefits, such as support for higher-order thinking and personalised learning, alongside challenges related to time constraints, AI literacy gaps and resource limitations. This study employs theoretical frameworks, including Technological Pedagogical Content Knowledge (TPACK), Substitution, Augmentation, Modification and Redefinition (SAMR) and Bloom’s Taxonomy, to evaluate how educators integrate AI into their teaching. While many respondents reported achieving a balance between traditional and innovative pedagogies, fewer utilised AI tools for transformative practices. The findings underscore the need for targeted professional development, tailored resources and ongoing ethical considerations to maximise the benefits of AI in education. This research advances the discussion on AI-enhanced teaching by offering actionable insights for educators and institutions aiming to align AI tools with pedagogical goals. By addressing barriers and utilising the functionalities of GenAI, this study advocates for its role in redefining teaching and learning, setting the stage for more engaging, efficient and equitable educational experiences. This article is also included in The Business & Management Collection which can be accessed at https://hstalks.com/business/.
Keywords: generative AI; AI literacy; pedagogical frameworks; TPACK; SAMR; Bloom’s Taxonomy; mixed-methods research

This study investigates the effectiveness of online continuous professional development (CPD) for promoting lean management in agriculture, thereby advancing digital learning in traditional industries. Despite the global rise of online education, its application in rural and agri-business settings remains underexplored. This research addresses the gap by evaluating how online learning can effectively support complex management innovation among agricultural practitioners, a demographic traditionally underserved by digital transformation initiatives. Utilising a sequential mixed-methods design, the study combined quantitative data from participants in a four-week online lean farm management course with qualitative data from five in-depth case studies. The online course was developed with principles of adult learning and project-based pedagogy, incorporating interactive media, peer collaboration forums and practical implementation tasks. Findings demonstrate statistically significant improvements in lean management knowledge, with post-course correct response rates increasing from 15 per cent to 87 per cent (McNemar’s χ² = 12.25, p < 0.001; Cohen’s h = 1.89). Time audits revealed an average reduction in weekly task time of 12.4 per cent across farms (Cohen’s d = 1.24). Financial benefits included a 9.2 per cent mean reduction in operational costs and an 18.4 per cent reduction in inventory holding. These outcomes reflect the high efficacy of digital CPD in improving real-world outcomes in traditional agricultural settings. The research also identified positive correlations between forum participation and learning gains (r = 0.67, p = 0.001), as well as between interactive content engagement and implementation success (ρ = 0.72, p < 0.001). Participants particularly valued the flexibility and contextual relevance of the online format, with 85 per cent sustaining lean practices six months after course completion. This study contributes to the fields of digital pedagogy and agricultural education by demonstrating that well-designed online CPD can be a powerful tool for promoting management innovation in resistant or under-digitised professional contexts. The findings provide actionable insights for course designers, policymakers and educators seeking scalable, effective learning solutions for traditional sectors. This article is also included in The Business & Management Collection which can be accessed at https://hstalks.com/business/.
Keywords: online education; digital professional development; lean management; agricultural enterprises; adult learning; continuous professional development (CPD); project-based learning; e-learning effectiveness; farm business management

The proliferation of generative artificial intelligence (AI) tools, such as GPT-3 and ChatGPT, has raised concerns about academic integrity in higher education, as uncited AI-generated text may constitute plagiarism. This quantitative trend analysis examined 40 open-access doctoral dissertations from 2020 to 2025 to quantify the increase in AI-generated text and its implications for academic integrity. Using Spearman correlation and linear regression, the study found a significant increase in AI use (ρ = 0.91, p < 0.001), rising from 2.3 per cent in 2020 to 20.4 per cent in 2025, with a 4.3 per cent annual increase (R2 = 0.77). Education and science, technology, engineering, and mathematics (STEM) disciplines showed higher AI use (19.8 per cent and 18.3 per cent in 2024–2025) than humanities and social sciences (12.8 per cent and 15.5 per cent). These findings underscore the need for AI detection tools and ethical guidelines to address plagiarism risks, offering evidence for segment-specific policy development in academic institutions. This article is also included in The Business & Management Collection which can be accessed at https://hstalks.com/business/.
Keywords: generative AI; academic integrity; plagiarism detection; higher education; dissertation writing; AI citation policies; ethical AI use

Curiosity has been connected to motivation, engagement and enhanced learning, but its role in course design, particularly in online courses, remains under-researched. This qualitative study explores how undergraduates enrolled in an asynchronous online general education literature course defined and experienced curiosity. Findings reveal that students view curiosity as a multi-dimensional process that entails emotional resonance, motivational drive and active exploration rather than an intellectual or behavioural state or trait. Their perspectives contrast with university stakeholders who often conceptualise curiosity as a measurable academic skill or learning outcome. The layered learning model identifies five key course design features and emphasises integrating the elements across the learning experience to create multiple ways for students to engage. Implications for faculty development, course design and pedagogy are noted along with recommendations for future research on cultivating curiosity in the online classroom. This article is also included in The Business & Management Collection which can be accessed at https://hstalks.com/business/.
Keywords: curiosity; course design; student engagement; enhanced learning; emotional resonance; personal connections

The digital shift in education has expanded access to science, technology, engineering and mathematics (STEM) learning through platforms like massive open online courses (MOOCs), virtual labs and artificial intelligence (AI)-driven tools. While these offer flexibility and global reach, they often lack practical training, critical thinking development and industry relevance. This review critically examines current online STEM models, supported by insights from an empirical survey of 84 STEM students and professionals. Key challenges include low engagement, insufficient mentorship and limited project-based learning (PBL). To bridge these gaps, the paper proposes a structured model focusing on mentorship, hands-on practice, academia-industry links, competency-based assessment and professional growth. It also stresses fostering entrepreneurship and global citizenship to prepare learners for ethical, impactful innovation. This article is also included in The Business & Management Collection which can be accessed at https://hstalks.com/business/.
Keywords: online STEM education; project-based learning; industry-academia collaboration; personalised mentorship; competency-based learning

The COVID-19 pandemic disrupted global education systems, necessitating rapid adaptation to virtual learning modalities. In medical education, this situation triggered innovation in teaching strategies, including the implementation of digital and blended learning. Case-Based Learning (CBL), known for fostering clinical reasoning and critical thinking, has proven particularly effective in preclinical settings. At Phramongkutklao College of Medicine, a refined approach — Laboratory Integrated Case-Based Learning (LI-CBL) — was developed to integrate clinical case analysis with laboratory diagnostics, particularly for the Infectious diseases course (Microbiology section). This study aimed to evaluate and compare the academic performance and satisfaction of medical students participating in virtual LI-CBL and face-to-face LI-CBL sessions between 2021 and 2024. A cross-sectional, comparative study was conducted over four academic years (2021–2024) among third-year preclinical students enrolled in the Infectious Diseases course. In 2021, students participated in a fully virtual LI-CBL format, while face-to-face sessions resumed from 2022 to 2024. LI-CBL consisted of three structured phases: case study, laboratory diagnosis; and case summary. Learning outcomes were measured using pre- and post-test constructed-response questions (CRQs), and satisfaction was assessed via a ten-item Likert scale questionnaire. Data were analysed using paired t-tests and one-way ANOVA (p < 0.05). Across all years, students demonstrated significant improvement from pretest to post-test (p < 0.05). In 2021, the virtual format yielded a post-test mean of 4.12 ± 0.34 versus a pretest mean of 3.76 ± 0.32. Post-test scores further improved in subsequent face-to-face formats, reaching 4.33 ± 0.26 in 2024. Satisfaction scores were consistently high across all modalities, with face-to-face sessions showing slightly higher ratings in areas such as instructor facilitation and interpersonal skill development (eg 4.94 ± 0.38 in 2022 versus 4.79 ± 0.47 in 2021 for interpersonal skills; p < 0.05). The LI-CBL model effectively supports student learning and engagement in both virtual and face-to-face settings. Despite initial challenges, the virtual LI-CBL preserved key educational elements such as motivation, content comprehension and psychomotor skills. These findings emphasise the pedagogical robustness of LI-CBL and its adaptability as a valuable teaching strategy for infectious diseases education in evolving educational contexts. This article is also included in The Business & Management Collection which can be accessed at https://hstalks.com/business/.
Keywords: Laboratory Integrated Case-Based Learning (LI-CBL); virtual LI-CBL; face-to-face LI-CBL; constructed-response questions (CRQs); Likert scale