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.

Primary reason for interpretation the paper was the creation of a starting position for setting up e-learning in the structures of the executive forces of the Slovak Republic, which absent in the current dynamic environment. Problems with education arose mainly in connection with the global problem of Europe, such as the influence of illegal migrants, and it was necessary to retrain a large number of police officers in a short time. We reflect on the combined model of LMS Moodle and proctored training through MS TEAMS and their active use in practice. We focused on the efficiency in the number of participants in individual trainings and costs per participant according to the field of training. We compared the processed data with the costs of the pilot introduction of analytical organizational unit providing e-learning and interpreted the positive results in the application of e-learning compared to conventional (face-to-face) educational activities. As a basic (reference) comparative indicator, the costs of educational activities of selected organizational unit of state institution represented by own educational organizations and the number of trained employees for the periods in question were chosen. To measure effectiveness, we set financial—cost KPIs. Our findings clearly demonstrated that it is possible to significantly optimize costs when changing the current form of ICT education to e-learning. The implementation of another educational activities form of education, e-learning, within public institutions, according to the results of the analysis, can simplify and at the same time make education processes more efficient in the context of individual subjects of the Ministry of the Interior of the Slovak Republic.

This research explores the advancement of Artificial Intelligence (AI) in Occupational Health and Safety (OHS) across high-risk industries, highlighting its pivotal role in mitigating the global incidence of occupational incidents and diseases, which result in approximately 2.3 million fatalities annually. Traditional OHS practices often fall short in completely preventing workplace incidents, primarily due to limitations in human-operated risk assessments and management. The integration of AI technologies has been instrumental in automating hazardous tasks, enhancing real-time monitoring, and improving decision-making through comprehensive data analysis. Specific AI applications discussed include drones and robots for risky operations, computer vision for environmental monitoring, and predictive analytics to pre-empt potential hazards. Additionally, AI-driven simulations are enhancing training protocols, significantly improving both the safety and efficiency of workers. Various studies supporting the effectiveness of these AI applications indicate marked improvements in risk management and incident prevention. By transitioning from reactive to proactive safety measures, the implementation of AI in OHS represents a transformative approach, aiming to substantially reduce the global burden of occupational injuries and fatalities in high-risk sectors.

Introduction: Chatbots are increasingly utilized in education, offering real-time, personalized communication. While research has explored technical aspects of chatbots, user experience remains under-investigated. This study examines a model for evaluating user experience and satisfaction with chatbots in higher education. Methodology: A four-factor model (information quality, system quality, chatbot experience, user satisfaction) was proposed based on prior research. An alternative two-factor model emerged through exploratory factor analysis, focusing on “Chatbot Response Quality” and “User Experience and Satisfaction with the Chatbot.” Surveys were distributed to students and faculty at a university in Ecuador to collect data. Confirmatory factor analysis validated both models. Results: The two-factor model explained a significantly greater proportion of the data’s variance (55.2%) compared to the four-factor model (46.4%). Conclusion: This study suggests that a simpler model focusing on chatbot response quality and user experience is more effective for evaluating chatbots in education. Future research can explore methods to optimize these factors and improve the learning experience for students.

The purpose of this study is to explore the relationship among higher vocational college (HVC) students’ social support (SS), learning burnout (LB), and learning motivation (LM), and to further explore the influence regulation mechanism. By analyzing the questionnaire survey data of 500 HVC students, this study found some important conclusions. First, a positive correlation is found between SS and LM, whereas LB exhibits a negative correlation with LM. Second, regression analysis results indicate significant influences of SS and LB on LM, with the latter serving as a partial intermediary between SS and LM. Lastly, analysis of group disparities reveals noteworthy distinctions in SS, LB, and LM across students of varying grades. These discoveries underscore the pivotal roles of SS and LB in molding the LM of HVC students, offering valuable insights for educational practices and policy recommendations. This study benefits the understanding of the key factors in the learning process of HVC students and provides a new direction for further research.

This research delves into the intricate dynamics of ethical leadership within the context of Vietnamese Small and Medium Enterprises (SMEs). By scrutinizing its impact on organizational effectiveness, the study unveils a comprehensive understanding of the interconnectedness between ethical leadership, knowledge sharing, and organizational learning. Employing a mixed-methods approach, the research investigates the mediating roles played by knowledge sharing and organizational learning in the relationship between ethical leadership and organizational effectiveness. Through empirical analysis and case studies, this study contributes valuable insights to the literature, offering practical implications for fostering ethical leadership practices in Vietnamese SMEs to enhance overall organizational effectiveness. The findings shed light on the nuanced mechanisms through which ethical leadership contributes to sustainable success, emphasizing the pivotal roles of knowledge sharing and organizational learning in this intricate relationship.