Research on zakat has captured the attention of scholars since 1981, exhibiting an increasing trend in publications and citations. This trend presents an opportunity for the author to delve into zakat research. The primary aim of this study is to dissect 10 years of zakat research, spanning from 2013 to 2022, with a focus on evaluating past achievements, current research patterns, and potential future research directions. Utilising bibliometric analysis as the primary tool, this study has formulated seven research questions derived from the primary objective. Key findings indicate a consistent upward trajectory in both publication and citation rates over the past decade, with 2013 being a pivotal year. Notably, Malaysia, Indonesia, and Saudi Arabia emerged as the top three countries actively contributing to zakat research during this period. This study further outlines eight contemporary research trends, exploring various facets of zakat over the past decade. Additionally, this study identifies four prospective areas in zakat for future scholars to explore. This study’s outcomes offer three significant contributions: 1) signalling to scholars that zakat research continues to burgeon; 2) providing inspiration and ideas for current scholars; and 3) motivating future scholars to embark on research ventures in untapped areas within the realm of zakat.

With the requirements of New English Curriculum Standards, English teaching has shifted towards organising content thematically, focusing not only on the transmission of linguistic knowledge but also on the improvement of students’ comprehensive quality during language learning. This evolution undoubtedly raises higher demands on English instruction. Unit-based integrated teaching, as an innovative pedagogical model, is characterised by its holistic, interconnected, progressive, and comprehensive features. It can help students to build a correlated knowledge network facilitates the establishment of connections between disparate pieces of knowledge, deepens students’ understanding and enhances their retention, improves their overall linguistic competence and learning ability, so as to foster the comprehensive development of core literacy. Therefore, this article takes the teaching of English in compulsory education as an example, and explores and elaborates on the design and implementation path of integrated teaching of English units under the new curriculum standards from four aspects: teaching objectives, teaching content, teaching process, and teaching evaluation, in order to provide reference for promoting integrated teaching of English units in compulsory education.

The development of the personal innovative competences in workers is of capital importance for the competitiveness of organizations, where the ability of the employees must respond in an innovative way to diverse situations that arise in specific contexts. Considering this, the question arises: How do innovative employees’ competences affect the sustainable development of Micro, Small and Medium Enterprises (MSMEs)? Therefore, the objective of this work is to present a multi-criteria method based on the Analytic Network Process (ANP), to relate innovative personal competences and the sustainable development of MSMEs. An instrument was applied to groups of experts from 31 Ecuadorian fruit-exporting MSMEs, to develop a multi-criteria decisional network that allowed identifying the innovative personal abilities that have the greatest impact on the sustainable development of these organizations. The results demonstrate the relevance of the elements of innovative personal competencies, with a cumulative participation of 39.15%, Sustainable Export Development with 32.18% and Improvements with 28.66%. It also presents three types of analysis: i) Global to establish the weight of each variable; ii) Influences, to establish solid cause-effect relationships between the variables and iii) Integrated. The most relevant innovative personal competences for sustainable development and improvements for exporting SMEs are teamwork, critical thinking, and creativity within the international context.

The advent of Artificial Intelligence (AI) has transformed Learning Management Systems (LMSs), enabled personalized adaptation and facilitated distance education. This study employs a bibliometric analysis based on PRISMA-2020 to examine the integration of AI in LMSs from an educational perspective. Despite the rapid progress observed in this field, the literature reveals gaps in the effectiveness and acceptance of virtual assistants in educational contexts. Therefore, the objective of this study is to examine research trends on the use of AI in LMSs. The results indicate a quadratic polynomial growth of 99.42%, with the years 2021 and 2015 representing the most significant growth. Thematic references include authors such as Li J and Cavus N, the journal Lecture Notes in Computer Science, and countries such as China and India. The thematic evolution can be observed from topics such as regression analysis to LMS and e-learning. The terms e-learning, ontology, and ant colony optimization are highlighted in the thematic clusters. A temporal analysis reveals that suggestions such as a Cartesian plane and a league table offer a detailed view of the evolution of key terms. This analysis reveals that emerging and growing words such as Learning Style and Learning Management Systems are worthy of further investigation. The development of a future research agenda emerges as a key need to address gaps.