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.

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.

This study investigates the impact of various educational and social factors on the digital skills of vocational education and training (VET) students, emphasizing the significance of continuous skill development in the digital age. Utilizing structural equation modeling (SEM), the paper analyzes data from 382 adult VET students in Greece, examining the effects of Erasmus program participation, daily computer use, educational platforms, and social network engagement on digital competencies. The findings reveal that participation in Erasmus programs and the use of educational platforms significantly enhance students’ digital skills, highlighting the value of international experiences and digital learning tools in VET. Conversely, daily computer use alone does not significantly impact digital skills, suggesting that structured and purposeful digital tool integration is essential for skill development. The study also underscores the positive role of social networks in improving content management skills, advocating for their strategic use in educational settings. These results demonstrate the need for targeted digital literacy initiatives within VET programs to prepare students for modern labor market demands. The research contributes to the theoretical understanding of digital skill acquisition and offers practical insights for educators and policymakers to enhance VET curricula, fostering economic and social progress through improved digital literacy.

The Malaysian government's efforts to promote solar photovoltaic (PV) usage among households face a challenge due to its low adoption rate. This study delves into the factors influencing the exponential adoption of solar PV electricity generation among landed residential property owners in Malaysia. The research aims to comprehensively examine the predictors influencing the adoption of solar PV systems among Malaysian households. Hence, the study employs an enhanced Theory of Planned Behavior framework, integrating sustainable energy security dimensions such as availability, affordability, efficiency, acceptability, regulation, and governance. The sample comprised 556 Malaysian residents who owned and resided in the landed properties. The home locations where at least one solar PV installation existed within a residential street. Snowball sampling was employed through referrals, leveraging social and community networks. Collected data was analyzed using the partial least squares structural equation modeling. Attitude, affordability, and acceptability emerged as pivotal factors significantly impacting the intention to use solar PV systems among Malaysian households. This research not only enriches academic discourse but also offers practical implications for policymakers, guiding the formulation of targeted strategies to promote sustainable energy practices and facilitate the widespread adoption of solar PV systems in Malaysia.

This study explores the relationship between GDP growth, unemployment rate, and labor force participation rate in the Gulf Cooperation Council (GCC) countries from 1990 to 2018. Furthermore, the study incorporates control factors such as government spending, trade openness, and energy use into the regression equation. We used panel dynamic ordinary least squares (DOLS) and Fully Modified Ordinary Least Squares (FMOLS) estimators to investigate the relationships between variables in this investigation. The econometric technique accounts for nonstationary, endogeneity bias and cross-sectional dependencies between country-year observations. Cointegration was found among GDP growth, unemployment rate, and labor force participation. Long-term, the unemployment rate has a statistically significant negative effect on economic growth in the GCC nations. Meanwhile, the labor force participation rate significantly influences economic expansion in the long term. The expansion of government expenditures and international trade reduces economic growth. Alternatively, it is discovered that energy consumption has a substantial and positive effect on economic expansion. Okun’s rule and the unidirectional causality from economic growth to unemployment indicate that the primary cause of unemployment in GCC nations is a failure to adequately expand their economies. When developing economic strategies to reduce unemployment, policymakers are particularly interested in determining whether or not economic development and the unemployment rate are cointegrated.