In the realm of modern education, the integration of technology has emerged as a powerful catalyst for transforming traditional classrooms into dynamic and engaging learning environments. This paper provides a concise overview of the multifaceted ways in which technology contributes to enhanced classroom engagement.

This research looks into the differences in technological practices across Gen-X, Gen-Y, and Gen-Z employees in the workplace, with an emphasis on motivation, communication, collaboration, and productivity gaps. The study uses a systematic literature review to identify factors that contribute to these variations, taking into account each generation’s distinct experiences, communication methods, working attitudes, and cultural backgrounds. Bridging generational gaps, providing ongoing training, and incorporating cross-generational and technology-enhanced practices are all required in today’s workplace. This study compares the dominating workplace generations, Gen-X and Gen-Y, with the emerging Gen-Z. A review of the literature from 2010 to 2023, which was narrowed down from 1307 to 20 significant studies, emphasizes the importance of organizational management adapting to generational changes in order to increase productivity and maintain a healthy workplace. The study emphasizes the need of creating effective solutions for handling generational variations in workplace.

This research quantitatively examines how technology-mediated formative assessment techniques affect student learning outcomes in middle school education. The research investigates the correlation between instructors’ technology use, attitudes, and student performance in several academic disciplines using surveys and evaluations conducted with teachers and students. Results show strong positive connections between how often technology is used, the specific digital tools used, how effective technology-mediated formative assessment is judged to be, and the results of student learning. On the other hand, obstacles to implementation were shown to have a negative relationship with student accomplishment. The research emphasizes that technology-mediated formative assessment is more successful in some subjects, emphasizing the necessity to customize teaching methods for each subject’s requirements. The study revealed a positive correlation between student learning outcomes and the frequency of technology use, the types of digital tools used, and the perceived effectiveness of technology-mediated formative assessment. These results suggest ways to improve the use of technology and formative assessment in middle school instruction.

Technical Pedagogical Content Knowledge (TPACK) encompasses teachers’ understanding of the intricate interplay among technology, pedagogy, and subject matter expertise, serving as the essential knowledge base for integrating technology into subject-specific instruction. Over the decade, advancements in information technology have led to the consistent application of the TPACK framework within studies on instructional technology and technology-enhanced learning, significantly advancing the evolution of contemporary teacher education in technology integration. In this paper, we utilize the Teaching and Learning Knowledge of Subjects Based on Integrated Technology (TPACK) framework to administer a questionnaire survey to teacher trainees at Chinese colleges and universities. This survey aims to evaluate the current status of their integrated technology-based subject teaching and learning knowledge. Based on the research findings, we propose strategies aimed at enhancing the educational technology integration knowledge of students pursuing integrated technology courses in colleges and universities. Furthermore, we integrate the smart classroom setting to develop a comprehensive TPACK-integrated model teaching framework. Our final objective is to offer valuable references for the progress of modern teaching skills among education students in higher education institutions.

This paper investigates the transformative role of Artificial Intelligence (AI) in enhancing infrastructure governance and economic outcomes. Through a bibliometric analysis spanning more than two decades of research from 2000 to 2024, the study examines global trends in AI applications within infrastructure projects. The analysis reveals significant research themes across diverse sectors, including urban development, healthcare, and environmental management, highlighting the broad relevance of AI technologies. In urban development, the integration of AI and Internet of Things (IoT) technologies is advancing smart city initiatives by improving infrastructure systems through enhanced data-driven decision-making. In healthcare, AI is revolutionizing patient care, improving diagnostic accuracy, and optimizing treatment strategies. Environmental management is benefiting from AI’s potential to monitor and conserve natural resources, contributing to sustainability and crisis management efforts. The study also explores the synergy between AI and blockchain technology, emphasizing its role in ensuring data security, transparency, and efficiency in various applications. The findings underscore the importance of a multidisciplinary approach in AI research and implementation, advocating for ethical considerations and strong governance frameworks to harness AI’s full potential responsibly.

This study aimed to examine the impact of digital leadership among school principals and evaluate the mediating effect of Professional Learning Communities (PLCs) on enhancing teachers’ innovation skills for sustainable technology integration, both in traditional classroom settings and e-learning environments. Employing a quantitative approach with a regression design model, Structural Equation Modelling (SEM) and Partial Least Squares (PLS-SEM) were utilized in this research. A total of 257 teachers from 7 excellent senior high schools in Makassar city participated in the study, responding to the questionnaires administered. The study findings indicate that while principal digital leadership does not directly influence teachers’ innovation skills in technology integration, it directly impacts Professional Learning Communities (PLCs). Moreover, PLCs themselves have a significant influence on teachers’ innovation skills in technology integration. The structural model presented in this study illustrates a noteworthy impact of principal digital leadership on teachers’ innovation skills for technology integration through Professional Learning Communities (PLCs), with a coefficient value of 47.4%. Principal digital leadership is crucial in enhancing teachers’ innovation skills for sustainable technology integration, primarily by leveraging Professional Learning Communities (PLCs). As a result, principals must prioritize the creation of supportive learning environments and implement programs to foster teachers’ proficiency for sustainable technology integration. Additionally, teachers are encouraged to concentrate on communication, collaboration, and relationship-building with colleagues to exchange insights, address challenges, and devise solutions for integrating technology, thereby contributing to sustained school improvement efforts. Finally, this research provides insights for school leaders, policymakers, and educators, emphasizing the need to leverage PLCs to enhance teaching practices and student outcomes, particularly in sustainable technology integration.