The increasing domains of digital technology in educational settings urgently require digital leadership (DL) to ensure the sustainability of school improvement initiatives in the digital era and to facilitate the digital transformation of educational institutions. DL emerges as an urgent and evolving topic of significant public interest. However, there is a notable lack of consensus persists regarding its definition and constructs within educational settings, hindering the advancement of DL theory. To address this gap, a systematic literature review was conceived, employing the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology. The primary aim was to enhance comprehension of the geographical and temporal distribution of relevant publications, as well as to elucidate prevalent definitions and constructs of digital leadership in educational contexts. This article endeavors to synthesize the extant scientific literature on DL, focusing on studies published between 2019 and 2024. Inclusion criteria encompassed scientific research publications sourced from Scopus and the Web of Science (WoS) databases, available in English, and centered on educational settings. Initial database queries yielded 578 papers, subsequently refined to 35 studies through meticulous screening for duplicity and adherence to inclusion criteria. Notably, the reviewed publications predominantly characterize DL as a multifaceted process, amalgamation, or integration, with a predominant emphasis on functional aspects of leadership. Noteworthy constructs frequently encountered include digital age learning culture, visionary leadership, excellence in professional practice, systemic improvement, and digital citizenship. This review contributes to the enrichment of theoretical conceptualizations surrounding DL. It underscores the imperative for future research to explore into the measurement of DL, thereby presenting promising avenues for evaluating principal DL within educational institutions.

Colonialism has had a profoundly negative impact on national consciousness. Although the Republic of Kazakhstan has gained independence, it has not yet fully overcome the adverse effects of colonialism on its national consciousness. A portion of the Kazakh people has been Russified. Meanwhile, the younger generation, raised in their native language, either lacks a deep understanding of or is gradually forgetting the foundations of national identity that date back to ancient times. During the Soviet era, communist ideology prevented the population from truly knowing their history, traditions, and beliefs. In this context, literature plays a crucial role in reviving national memory. This article examines the concept of personality in literary works and the uniqueness of national identity based on the works of several contemporary authors. The introduction provides an overview of researchers’ conclusions related to the concept of personality. The ancient origins of national identity—sacred elements, rituals, shamanism, and the mystical connections between humans, nature, and animals—as depicted in literary works are analyzed within the dynamics of the present day, alongside the fates of the characters. The desecration of sacred elements is not merely ignorance but a sign of the erasure of national memory; rituals are not just words but embody sacred concepts accumulated from centuries of the people’s experience, which are reflected in the works. Accordingly, the research article analyzes and provides examples from several literary works. In compiling conclusions about the concept of personality, the study utilized descriptive, biographical, and socio-psychological methods to describe national identity in literary works and its ancient manifestations, as well as the depiction of sacred elements and rituals.

Research in the field of online advertising has focused on the effect of in-stream ads on viewers’ attitudes and intentions to purchase. However, little is known regarding the crucial role of viewer’s control in terms of the ‘skip ad option’ towards the attitude to purchase. This research aims to investigate the effect of in-stream ads on viewers’ attitudes to purchasing with the moderating role of viewer control. Primary data was collected from respondents of Vehari district of Pakistan through a questionnaire based on 5 points Likert scale. 370 questionnaires were incorporated after excluding the questionnaires having missing values. Structural equation modelling was used through SmartPLS-3 software in testing the hypotheses. The findings reveal that, in-stream (emotional, informational, and entertaining) ads have positive impact on viewers’ attitudes, and viewers’ control moderates the relationship between in-stream ads and viewers’ attitudes towards the ads. Further, viewers’ attitude toward the ads has a significant positive impact on viewers’ intention to purchase. To the best of our knowledge this is one of the first studies that examines the effect of in-stream ads on viewers’ attitudes to purchasing with the moderating role of viewer control in the context of a developing country, like Pakistan.

This study, based on the Theory of Planned Behavior (TPB), aims to explore the entrepreneurial intentions of university students in Shandong Province, China, and analyze the major factors influencing these intentions. Structural Equation Modeling was applied to data collected from 680 students across five universities in Shandong Province. The findings reveal that attitudes, subjective norms, and perceived behavioral control significantly influence the students’ entrepreneurial intentions. Specifically, a positive attitude towards the outcomes of entrepreneurship emerged as the strongest factor influencing their intentions, indicating that positive perceptions and expectations of entrepreneurship significantly enhance students’ entrepreneurial inclinations. Perceived behavioral control also showed a strong influence, suggesting that enhancing students’ self-efficacy and awareness of accessible resources is crucial for fostering entrepreneurial intentions. However, the influence of subjective norms was weaker, which may relate to specific cultural and social environmental factors. This study not only provides an empirical basis for entrepreneurship education and policy-making in Shandong Province and beyond but also offers new insights into the application of TPB in the field of entrepreneurship research.

This study provides empirical data on the impact of generative AI in education, with special emphasis on sustainable development goals (SDGs). By conducting a thorough analysis of the relationship between generative AI technologies and educational outcomes, this research fills a critical gap in the literature. The insights offered are valuable for policymakers seeking to leverage new educational technologies to support sustainable development. Using Smart-PLS4, five hypotheses derived from the research questions were tested based on data collected from an E-Questionnaire distributed to academic faculty members and education managers. Of the 311 valid responses, the measurement model assessment confirmed the validity and reliability of the data, while the structural model assessment validated the hypotheses. The study’s findings reveal that New Approaches to Learning Outcome Assessment (NALOA) significantly contribute to achieving SDGs, with a path coefficient of 0.477 (p < 0.001). Similarly, the Use of Generative AI Technologies (UGAIT) has a notable positive impact on SDGs, with a value of 0.221 (p < 0.001). A Paradigm Shift in Education and Educational Process Organization (PSEPQ) also demonstrates a significant, though smaller, effect on SDGs with a coefficient of 0.142 (p = 0.008). However, the Opportunities and Risks of Generative AI in Education (ORGIE) study did not find statistically significant evidence of an impact on SDGs (p = 0.390). These findings highlight the potential opportunities and challenges of using generative AI technologies in education and underscore their key role in advancing sustainable development goals. The study also offers a strategic roadmap for educational institutions, particularly in Oman to harness AI technology in support of sustainable development objectives.