This study introduces a model designed to improve the strategic readiness of private hospitals in Amman by incorporating strategic competencies as an independent variable and using a healthcare information system as a mediator. Targeting private hospitals with over 140 beds, the research included a population of 3263 employees across various managerial levels. Data collection methods involved interviews and electronic questionnaires, resulting in a sample size of 344. Statistical analyses comprised exploratory and confirmatory factor analysis, structural equation modeling, and hypothesis testing with SMART PLS 3.3.3 software. The results indicated medium levels of both strategic competencies and healthcare information systems, while strategic readiness was found to be low. Nevertheless, the proposed model showed a direct positive effect of strategic competencies on strategic readiness, with the healthcare information system acting as a significant partial mediator. Evaluation metrics included the arithmetic mean, standard deviation, and path analysis. This model surpasses traditional methods by effectively linking strategic competencies and information systems to enhance strategic readiness, providing a strong framework for improving hospital responses to crises and dynamic changes. The study suggests focusing on enhancing and developing strategic competencies and integrating a comprehensive healthcare information system to optimize hospital operations and increase readiness.

Rural sub-Saharan Africa faces limited medical access, healthcare worker shortages, and inadequate health information systems. Mobile health (mHealth) technologies offer potential solutions but remain underdeveloped in these settings. This review aims to explore the sociocultural context of mHealth adoption in rural sub-Saharan Africa to support sustainable implementation. A comprehensive Enhancing Transparency in Reporting the Synthesis of Qualitative Research (ENTREQ) search was conducted in databases like PubMed, MEDLINE, and African Journals Online, covering peer-reviewed literature from 2010 to 2024. Qualitative studies of mHealth interventions were included, with quality assessed via the Critical Appraisal Skills Program (CASP) checklist and data synthesized using a meta-ethnographic approach. Out of 892 studies, 38 met the inclusion criteria. Key findings include sociocultural factors like community trust influencing technology acceptance, local implementation strategies, user empowerment in health decisions, and innovative solutions for infrastructure issues. Challenges include privacy concerns, increased healthcare worker workload, and intervention sustainability. While mHealth can reduce healthcare barriers, success depends on sociocultural alignment and adaptability. Future interventions should prioritize community co-design, privacy protection, and sustainable, infrastructure-aware models.

The article emphasizes the dynamism of social processes in the world aimed at humanizing modern society. Social work in the third millennium became one of the priority topics in Europe and acquired the status of an independent field of science and research in terms of science and education. The possibility of extrapolation of innovative foreign technologies into the practice of social work in Ukraine was investigated. It was found that the process of implementation of innovative foreign technologies into the practice of social work in Ukraine has already begun and is ongoing. In the improvement of the domestic system of professional training of social workers, the authors of the article see an appeal to the experience of applying European innovative technologies and practices of social work, in particular in the Republic of Poland. The leading determinants of social technologies, which determine their specificity, are singled out: multidisciplinarity, hierarchy, multidirectionality, flexibility, standardization. The need for effective and timely implementation of the integration of three groups of social support technologies in the conditions of the martial law in which Ukraine is today has been updated. The perspective of further scientific research is defined in the substantiation of the organizational and pedagogical conditions of their application in the process of informal and informal education.

The Primary and secondary shadow education refers to a kind of unofficial education that exists outside the traditional mainstream primary and secondary education system in China, with both commercial and educational attributes. As the primary and secondary school stage is an important key stage for further education, existing research mainly focuses on the spatial distribution of primary and secondary school basic education facilities and non-subject training, with fewer studies targeting primary and secondary school subject tutoring shadow education. With the changes in China’s education industry and the introduction of the Double Reduction Policy, there is an urgent need to conduct in-depth research on the spatial aggregation characteristics and influencing factors of Shadow Education Enterprises for primary and secondary school students. This paper takes the main urban area of Zhengzhou City as the study area, and takes primary and secondary school Shadow Education Enterprises as the research object, and applies spatial analysis methods such as kernel density, nearest-neighbor index, and geographic detector to quantitatively analyze the spatial distribution characteristics of primary and secondary school shadow education tutoring enterprises in Zhengzhou City and the factors affecting them The results show that: 1) The overall spatial pattern of primary and secondary school tutoring Shadow Education Enterprises in the main urban area of Zhengzhou City has largely formed a core-edge structural feature that spreads from the urban center to the periphery, and presents the spatial agglomeration feature of “double nuclei many times” distributed along both sides of the Beijing-Guangzhou Line. 2) The distribution of mentoring Shadow Education Enterprises in the main urban area of Zhengzhou City in relation to provincial model primary and secondary schools is significant and there is a significant difference between the distribution around secondary schools and primary schools. 3) The spatial distribution of Shadow Education Enterprises in the main urban area of Zhengzhou City is mainly influenced by factors such as the size of the school-age population, the level of commercial development, the location of school buildings and the accessibility of transport.

This study explores the pivotal factors influencing the adoption of International Financial Reporting Standards (IFRS) in the banking sector of Vietnam, focusing on the perceptions of its benefits, the competence of accountants, the involvement of managers, and the guidance from the accounting and auditing community. Employing Exploratory Factor Analysis (EFA) on data collected from 236 professionals across accounting, auditing, banking, and finance, the research reveals that the perceived benefits of IFRS, active managerial participation, and advice from the accounting-auditing community significantly encourage the adoption of IFRS within Vietnamese commercial banks. Interestingly, the competence of accountants was not identified as a significant determinant. These findings suggest a nuanced landscape of IFRS adoption, emphasizing the importance of managerial support and community guidance over individual accountant competence. The study contributes to the broader discourse on IFRS adoption, offering actionable insights for banks, policymakers, and potentially applicable strategies for firms in Vietnam or similarly positioned economies on the path to IFRS compliance.

In the present and future of education, fostering complex thinking, especially in the context of the Sustainable Development Goals (SDGs), is critical to lifelong learning. This study aimed to analyze learning scenarios within the framework of a model that promotes complex thinking and integrated design analysis, to identify the contributions of linking design models to the SDGs. The research question was: How does the open educational model of complex thinking link to the SDGs and scenario design? The analysis examined a pedagogical approach that introduced 33 participants to the instructional design of real-life or simulated situations to develop complex thinking skills. The categories of analysis were the model components, the SDGs, and scenario designs. The findings considered (a) innovative design capacity linked to SDG challenges, (b) linking theory and practice to foster complex thinking, and (c) the critical supporting tools for scenario design. The study intends to be of value to academic, social, and business communities interested in mobilizing complex thinking to support lifelong learning.