Intellectual capital is one of the most crucial determinants of long-term economic development. The countries compete for highly skilled labor and talented youth. State regulatory interventions aim to, on the one hand, facilitate the retention of foreign high-productivity intellectual capital in the host country, transforming ‘educational’ and ‘scientific’ migrants into residents, and on the other hand, prevent the outflow of their own qualified workforce. The paper aims to outline the role of the nation’s higher education system in the influx and outflow of labor resources. A two-stage approach is applied: 1) maximum likelihood—to cluster the EU countries and the potential candidates to become members of EU countries based on the integrated competitiveness of their higher education systems, considering quantitative, qualitative, and internationalization aspects; 2) logit and probit models—to estimate the likelihood of net migration flow surpassing baseline cluster levels and the probability of migration intensity changes for each cluster. Empirical findings allow the identification of four country clusters. Forecasts indicate the highest likelihood of increased net migration flow in the second cluster (66.7%) and a significant likelihood in the third cluster (23.4%). However, the likelihood of such an increase is statistically insignificant for countries in the first and fourth clusters. The conclusions emphasize the need for regulatory interventions that enhance higher education quality, ensure equal access for migrants, foster population literacy, and facilitate lifelong learning. Such measures are imperative to safeguard the nation’s intellectual potential and deter labor emigration.

In the evolving landscape of the 21st century, universities are at the forefront of re-imagining their infrastructural identity. This conceptual paper delves into the transformative shifts witnessed within university infrastructure, focusing on the harmonisation of tangible physical assets and the expanding world of digital evolution. As brick-and-mortar structures remain pivotal, integrating digital platforms rapidly redefines the academic landscape, optimising learning and administrative experiences. The modern learning paradigm, enriched by this symbiotic relationship, offers dynamic, flexible, and comprehensive educational encounters, thereby transcending traditional spatial and temporal constraints. Therefore, this paper accentuates the broader implications of this infrastructural metamorphosis, particularly its significant role in driving economic development. The synergistic effects of physical and digital infrastructures enhance academic excellence and position universities as key players in addressing and navigating global challenges, setting forth a resilient and forward-looking educational blueprint for the future. In conclusion, integrating physical and digital infrastructures within universities heralds a transformative era, shaping a holistic, adaptable, and enriched academic environment poised to meet 21st-century challenges. This study illuminates the symbiotic relationship between tangible university assets and digital innovations, offering insights into their collective impact on modern education and broader economic trajectories.

The transportation sector is currently experiencing a significant transformation due to the influence of digital technologies, which are revolutionizing travel, goods transportation, and interactions with transportation systems. This study delves into the possibilities and obstacles presented by digital transformation in the realm of sustainable transportation. Moreover, it identifies the most effective methods for implementing digital transformation in this sector. Furthermore, our analysis sheds light on the potential impacts of digital transformation on sustainable development and environmental performance indicators within transportation systems. We discover that digital transformation can contribute to reduced greenhouse gas emissions, improved air quality, and increased resource efficiency, among other benefits. Nevertheless, we emphasize the potential risks and uncertainties associated with digital transformation, including concerns regarding data privacy, security, and ethics. Collectively, our research provides valuable insights into the opportunities and challenges presented by digital transformation in sustainable transportation. It also identifies best practices for successfully implementing digital transformation in this sector. The implications of our findings are significant for policymakers, businesses, and other stakeholders who aspire to drive the future of sustainable transportation through digital transformation.

The mining industry significantly impacts the three pillars of sustainable development: the economy, the environment, and society. Therefore, it is essential to incorporate sustainability principles into operational practices. Organizations can accomplish this through knowledge management activities and diverse knowledge resources. A study of 300 employees from two of the largest mining corporations in South Kalimantan, Indonesia, found that four out of five elements of knowledge management—green knowledge acquisition, green knowledge storage, green knowledge application, and green knowledge creation—have a direct impact on the sustainability of businesses. The calculation was determined using Structural Equation Modelling (SEM). However, the study also found that the influence of collectivist cultural norms inhibits the direct effect of green knowledge sharing on corporate sustainable development. The finding suggests that companies operating in collectivist cultures may need to take additional measures to encourage knowledge sharing, such as rewarding employees for sharing their expertise on green initiatives, supportive organizational culture, clear expectations, and opportunities for social interaction.

The present study, developed under a quantitative approach, explanatory scope and causal correlational design, aims to determine the influence of invisible learning on the research competence of high school students in two private schools in the city of Lima, Peru, whose educational models seek to develop autonomous learning and research through discovery learning and experimentation. Two questionnaires were applied to 120 students of the VII cycle of basic education, one to measure the perception regarding invisible learning with 20 items and the other to measure investigative competencies with 21 items; both instruments underwent the corresponding validity and reliability tests before their application. Among the main findings, descriptive results were obtained at a medium level for both variables, the correlations found were significant and moderate, and as for influence, the coefficient of determination R² yielded a value of 0.13, suggesting that 13% of investigative competence is predicted by invisible learning. These results show that autonomy, the use of digital technologies, metacognition and other aspects that are part of invisible learning prepare students to solve problems of varying complexity, allowing them to face the challenges of contemporary knowledge in an innovative and effective manner.