This study conducts a systematic review to explore the applications of Artificial Intelligence (AI) in mobile learning to support indigenous communities in Malaysia. It also examines the AI techniques used more broadly in education. The main objectives of this research are to investigate the role of Artificial Intelligence (AI) in support the mobile learning and education and provide a taxonomy that shows the stages of process that used in this research and presents the main AI applications that used in mobile learning and education. To identify relevant studies, four reputable databases—ScienceDirect, Web of Science, IEEE Xplore, and Scopus—were systematically searched using predetermined inclusion/exclusion criteria. This screening process resulted in 50 studies which were further classified into groups: AI Technologies (19 studies), Machine Learning (11), Deep Learning (8), Chatbots/ChatGPT/WeChat (4), and Other (8). The results were analyzed taxonomically to provide a structured framework for understanding the diverse applications of AI in mobile learning and education. This review summarizes current research and organizes it into a taxonomy that reveals trends and techniques in using AI to support mobile learning, particularly for indigenous groups in Malaysia.

Drawing on the theoretical framework of Job Demands-Resources (JD-R), our study aims to consider how workplace antecedents of perceived quiet firing (also known as involuntary attrition), perceived co-worker support, and experience (tenure at an organization) may influence quiet quitting behavior. Data were collected via questionnaire responses from 209 workers in India who had graduated from university within the last 7 years. The findings show that (1) perceived quiet firing is positively associated with quiet quitting; (2) perceived co-worker support is negatively associated with quiet quitting; (3) experience moderates the positive association between perceived quiet firing and quiet quitting in such a way that the relationship is weaker as one’s tenure at an organization increases; and (4) experience does not moderate the negative association between perceived co-worker support and quiet quitting. The study’s contributions come from understanding how the interplay of demands (i.e., perceived quiet firing) and resources (i.e., perceived co-worker support and experience) determine quiet quitting behaviors in the workplace. Additionally, the temporal dimension of experience facilitates the acquisition of organizational-specific knowledge and resources. In contrast, perceptions of co-worker support appear specific to a given point in time. Policy implications come from providing guidance to organizations on how to reduce quiet quitting behaviors by ensuring that the resources available to employees exceed the demands placed on them.

Environmental Education (EE) programs are of crucial importance. EE are aimed at global citizenship to generate new knowledge and new, more participatory and conscious ways of acting in the environment. This study, therefore, wants to verify the effectiveness of a training intervention that is based on education on climate change issues and on the active participation of subjects in the dimension of the small psychological group. At the intervention 309 students took part, equally distributed by gender (52.1% males), 64.4% enrolled in primary school, 35.6% enrolled in lower secondary school. A quantitative protocol was administered to evaluate the effectiveness of the intervention. The study shows an increase in pro-environmental behaviors and their stability even after 15–30 days. The intervention seems to be effective in triggering pro-environmental behaviors and maintaining them in the following weeks. The results of this study highlight the need to develop environmental education pro-grams in schools to increase levels of knowledge and awareness on the issue of climate change.

The development of the maize agribusiness system is highly dependent on the role of social capital in facilitating interaction among actors in the chain of activities ranging from the provision of farm supplies to marketing. Therefore, this research aimed to characterize the key elements of social capital specifically bonding, bridging, and linking, as well as to demonstrate their respective roles. Data were collected from farmers and non-farmers actors engaged in various activities in the maize agribusiness system. The data obtained were processed using ATLAS Ti, applying open, axial, and selective coding techniques. The results showed the roles played by bonding, bridging, and linking social capital in the interaction between farmers and multiple actors in activities such as providing farm supplies, farming production, harvesting, post-harvest, and marketing. The combination of these social capital forms acted as the glue and wires that facilitated access to resources, collective decision-making, and reduced transaction costs. These results have theoretical implications, suggesting that bonding, bridging, and linking should be combined with the appropriate role composition for each activity in the agribusiness system.

This research analyses the effects of openness, telecommunications, and institutional nexus on economic growth in African countries using a panel model with data from 16 landlocked countries from 1996 to 2021 and employing the pooled mean group estimation technique that mitigates bias from country heterogeneity and discerning short-term and long-term equilibrium dynamics and two-step system-generalized method of moments (GMM) estimation for robustness check. The empirical findings indicate that openness exerts a significantly positive effect on economic growth in the models. This supports the neoclassical model, suggesting that being landlocked should not impede economic growth, but rather, growth should depend on opportunities available to each country. However, institutions and telecommunications show a mixed correlation with economic growth. These findings can guide landlocked developing countries in enhancing their exports and fostering skill acquisition to attract advanced technology. In conclusion, policymakers should improve macroeconomic policies, telecommunications infrastructure, and institutional structure to strengthen the sustainability of economic growth in African landlocked countries.