International Journal of Education, Leadership, Artificial Intelligence, Computing, Business, Life Sciences, and Society
"International Journal of Education, Leadership, Artificial Intelligence, Computing, Business, Life Sciences, and Society" is an academic journal dedicated to publishing high-quality, interdisciplinary research that explores the intersection of cutting-edge fields. Our mission is to provide a platform for innovative scholarship that addresses the most pressing challenges and opportunities in contemporary society. We welcome contributions from a diverse range of disciplines, including Education, Business, Life Science, Computer Science, Artificial Intelligence (AI), Nature, and Leadership.
PREVENTIVE HEALTH EDUCATION IN SECONDARY SCHOOLS: A MULTIDISCIPLINARY APPROACH TO WELL-BEING
The imperative to embed preventive health education within secondary school curricula emerges as a critical vector for fostering holistic well-being and societal resilience in an era marked by escalating global health challenges and burgeoning psychosocial complexities among adolescents. This article undertakes a rigorous, multidisciplinary inquiry into the theoretical underpinnings, pedagogical modalities, and empirical outcomes of preventive health education as a transformative strategy to enhance adolescents' health literacy, resilience, and proactive health behaviours. Situated at the intersection of public health, educational sciences, psychology, and social policy, the research delineates a comprehensive framework for integrating multifaceted health promotion within secondary education, emphasising the synergy of cognitive, emotional, and social dimensions. The study critically addresses the global and Romanian educational contexts, with particular reference to evidence-based initiatives and systemic challenges observed within Romanian secondary schools. The article elucidates the complex dynamics and contextual contingencies that shape the efficacy of preventive health education interventions through a mixed-methods approach, which includes a meta-analytical review of existing literature and qualitative field research involving educators, healthcare professionals, and student cohorts. Findings point out the importance of a multidisciplinary approach that transcends traditional didactic paradigms, advocating for an integrative pedagogy that harnesses collaborative frameworks between educational institutions, healthcare entities, and community stakeholders. The data reveal significant improvements in students’ health-related knowledge, behavioural intentions, and psychosocial competencies, facilitated by curricula that incorporate mental health awareness, nutrition, physical activity, substance abuse prevention, and digital well-being. The study shows how important it is to train teachers, adapt content to be culturally relevant, and use new digital tools to address common issues like stigma, misinformation, and lack of interest. The research puts forward a model that shows how educational theory and public health needs are connected, suggesting a flexible plan for including preventive health education in national education policies. This model aligns with global Sustainable Development Goals (SDGs), particularly SDG 3 (Good Health and Well-being) and SDG 4 (Quality Education), affirming the indispensable role of education in advancing public health agendas and equity. This article contributes substantively to the scholarly discourse by illuminating preventive health education as a fulcrum for cultivating resilient, health-literate youth populations capable of navigating contemporary health risks and fostering lifelong well-being. It offers robust, empirically grounded recommendations for policymakers, curriculum developers, and educators to design, implement, and sustain multidimensional health education programs that respond dynamically to evolving epidemiological and sociocultural landscapes. In summ, the study not only bridges critical gaps in the literature but also articulates a visionary paradigm for secondary education reform, one that integrates preventive health education as an essential pillar of adolescent development and societal well-being in the 21st century.
Copyright (c) 2026 International Journal of Education, Leadership, Artificial Intelligence, Computing, Business, Life Sciences, and Society https://creativecommons.org/licenses/by-nc-nd/4.0
ALGORITHMIC GOVERNANCE IN EDUCATION: A BIBLIOMETRIC AND CRITICAL ANALYSIS OF ARTIFICIAL INTELLIGENCE INTEGRATION IN TEACHING AND LEARNING SYSTEMS
The rapid integration of Artificial Intelligence (AI) in education has significantly reshaped teaching, learning, and institutional governance. This study provides a bibliometric and critical analysis of research on algorithmic governance in education, focusing on publications indexed between 2015 and 2025. Drawing on a systematic review of peer-reviewed literature, the paper identifies key thematic clusters, emerging trends, and critical gaps. The methodological approach combines bibliometric mapping techniques with qualitative thematic analysis, enabling both quantitative identification of research patterns and in-depth conceptual interpretation. Specifically, the study examines publication dynamics, citation structures, thematic clustering, and geographical distribution of research outputs. The results indicate a sharp increase in scientific production after 2020, with a growth rate exceeding 50% in certain years, alongside a shift toward ethical and governance-related concerns. Learning analytics and AI-driven personalization emerge as the most cited domains, while algorithmic bias and transparency represent the fastest-growing areas of critical inquiry. The study advances the literature by proposing an integrative governance-oriented framework that connects technological innovation with ethical accountability and institutional decision-making. In practical terms, the findings support the development of policy-oriented approaches to AI implementation in education. The study contributes to the literature by offering a multi-layered understanding of AI integration in education, combining bibliometric evidence with critical theoretical insights. It further provides actionable implications for policymakers, educational leaders, and technology developers aiming to implement AI in a responsible and sustainable manner.
Algorithmic Masculinity and the Commodification of Authority: Leadership, Influence, and Digital Power in the Contemporary Manosphere
The rapid expansion of digital platforms has enabled the emergence of alternative leadership models within loosely connected online communities collectively described as the “manosphere.” Prominent figures - including Andrew and Tristan Tate, Myron Gaines, Justin Waller, Sneako, and Harrison Sullivan - have cultivated highly visible forms of authority grounded in performative masculinity, economic aspiration, and ideological polarization. This paper critically examines whether such figures constitute legitimate leadership or represent algorithmically amplified constructions of influence driven by attention economies and monetization strategies. Drawing on critical theory, digital sociology, and leadership studies, the article conceptualizes manosphere leadership as a hybrid formation in which symbolic capital, discursive control, and platform affordances intersect. Building on recent work on femmephobic discourse, the analysis demonstrates how authority in these environments is not institutionally grounded but constructed through repetition, emotional intensity, and identity alignment. The findings suggest that manosphere leadership operates less as a stable leadership model and more as a performative and commodified system of influence in which visibility substitutes legitimacy and algorithmic amplification replaces institutional validation. The paper further explores the implications of this phenomenon for educational contexts, where such narratives increasingly shape young male identity formation and social attitudes. The study contributes to leadership theory by introducing the concept of algorithmic authority, highlighting how digital infrastructures actively participate in the construction of leadership, and challenging traditional distinctions between influence, power, and legitimacy in contemporary society.
Alpha, Authority, and Algorithmic Power: Leadership Myths and Realities in the Online Manosphere
The explosive growth of digital platforms has allowed for the rise of alternative leadership narratives in online communities, loosely known as the “manosphere.” These spaces were trendy and highly visible proponents of “alpha” leadership based on dominance, self-optimization, and hierarchical masculinity. In response to this, this article explores whether such representations amount to genuine leadership and/or simply reproduce simplified myths made hyper-visible through algorithms. Using interdisciplinary insights from leadership studies, digital sociology, and Critical Theory, the study examines how authority is created, legitimated, and spread in manosphere spaces. Special emphasis is placed on the contribution of algorithmic amplification in favoring emotive, divisive content that promotes performative domination at the expense of relational or ethical forms of leadership practice. Drawing on Foucauldian and Bourdieusian frameworks, the paper theorizes leadership as involving power/knowledge regimes and symbolic capital accumulation within digitally mediated fields. While many authors in the manosphere express opposition to stable models of leadership, these findings suggest that their leaders themselves are less a reflection of those dynamics than a product of platform dynamics which reward visibility, certainty, and identity affirmation. This results in a distorted leadership paradigm where influence comes to be equated with authority and visibility becomes correlated with legitimacy. Digging deeper, the paper advances leadership theory by rethinking authority formation as a socio-technical process situated in algorithmic infrastructures and cultural power dynamics.
INNOVATIVE PEDAGOGICAL APPROACHES IN PHYSICAL EDUCATION: ENHANCING STUDENT MOTIVATION AND ACTIVE LEARNING
In the rapidly evolving global educational landscape, the imperative to innovate pedagogical methodologies within Physical Education (PE) has become paramount for fostering holistic student development and counteracting widespread motivational deficits. This article rigorously investigates cutting-edge pedagogical frameworks that catalyze enhanced student engagement and promote active learning paradigms within secondary and tertiary PE settings. The study foregrounds the critical nexus between contemporary educational imperatives - rooted in constructivist, experiential, and technology-enhanced learning theories - and the pressing need to recalibrate PE curricula to meet 21st-century learners’ diverse psychosocial and physiological exigencies. Framed within the empirical context of Romanian educational institutions, particularly the Academy of Economic Studies (ASE) in Bucharest, this research synthesizes an extensive corpus of international scholarly literature and best practices to construct a comprehensive, evidence-based model of innovative PE pedagogy. The article elucidates how integrative strategies—ranging from gamification and digital augmented reality applications to peer-cooperative learning and personalized fitness plans—can serve as potent catalysts for intrinsic motivation and sustained active participation among students. It delineates the symbiotic relationship between pedagogical innovation and learner autonomy, emphasizing how these approaches contribute not only to physical literacy but also to the cultivation of lifelong health-promoting behaviors. Employing a robust mixed-methods research design, the study combines quantitative data from psychometric assessments of motivational indices and physical activity levels with qualitative insights gleaned from semi-structured interviews and focus groups involving students, educators, and curriculum developers. This triangulated methodology allows for a nuanced interrogation of contextual variables, including socio-economic status, gender, and prior physical activity experience, which modulate the efficacy of innovative pedagogical interventions. Findings substantiate the transformative potential of a multidimensional pedagogical approach that integrates cognitive, affective, and kinesthetic domains to dismantle barriers to student engagement and optimize learning outcomes. The research further interrogates systemic challenges within PE instruction - such as entrenched traditionalist mindsets, infrastructural constraints, and policy lacunae - advocating for institutional reforms and professional development initiatives tailored to equip educators with the competencies necessary for implementing avant-garde instructional techniques. Crucially, the article foregrounds the role of culturally responsive pedagogy and inclusive practices in fostering equitable access to PE benefits, thereby aligning with global educational equity and health promotion agendas. In sum, this article contributes substantially to the extant literature by articulating a novel pedagogical framework that enhances motivation and active learning in Physical Education through innovative, interdisciplinary, and contextually adaptive strategies. It offers pragmatic, empirically grounded recommendations for policymakers, educators, and curriculum designers aiming to revolutionize PE delivery and advance student-centered, health-oriented education in diverse socio-cultural milieus.
gamification and augmented reality in PE
inclusive and culturally responsive practices
multidimensional health literacy education
Public administration and life-long learning: rethinking skills development for the digital state
In an era characterized by rapid technological transformation and digital governance, public administration confronts unprecedented challenges and opportunities in the cultivation of human capital, necessitating a paradigmatic shift toward life-long learning (LLL) as an essential mechanism for continuous skills development. This article critically examines the intersection of digital state imperatives and public sector human resource development, advocating for a comprehensive reconfiguration of traditional competencies frameworks to better align with the complex demands of contemporary governance ecosystems. The scholarly inquiry draws upon a dual-methodological approach, integrating an extensive bibliographic meta-analysis of contemporary theoretical constructs on life-long learning, digital governance, and skills development with an empirical case study conducted at the UNAp, Romania. The case study investigates the efficacy of innovative LLL programs tailored for mid-career public administration professionals navigating digital upskilling challenges. Quantitative metrics derived from pre- and post-intervention assessments of digital literacy, cognitive flexibility, and organizational learning attitudes are triangulated with qualitative data collected through semi-structured interviews and focus groups, revealing nuanced insights into the motivational, institutional, and technological factors that underpin successful LLL integration. Findings elucidate the transformative potential of digitally-enhanced, modular learning interventions in cultivating hybrid skillsets that transcend technical proficiency to encompass critical thinking, ethical reasoning, and collaborative problem-solving. The research underscores how fostering a culture of continuous professional development within public institutions not only mitigates skill obsolescence but also actively contributes to the digital state’s resilience against socio-technical disruptions. Moreover, the article delineates systemic barriers such as bureaucratic ine
The Counter-Intuitive Leadership Principles Driving Premier League Dominance
The received wisdom with regard to leadership is that it usually requires charisma, is most effective with a clear chain of command, and is at its best when it announces grand strategic visions. Nevertheless, lessons learned from the highly competitive and high-stakes universe of elite football management, especially matches (both in Premier League and European competitions) that cast a set of counterintuitive principles critical for sustained success. As Mike Carson's "The Manager: Inside the Minds of Football's Leaders, considers most winning coaches: inside the minds of football's leaders; this feature article examines how great and winning football coaches develop peak performance. We suggest that these less visible principles - that is, the power of deliberate unknowing, strategic retreat, the significance of micro-changes, and the nurture of a ‘no-blame’ learning culture have significant implications for practices of educational leadership. Through questioning status quo models of educational leadership, this paper aspires to offer a new model enabling the development of stronger, more entrepreneurial and high-performing educational organisations.
Immersive Virtual Reality as a Pedagogical Catalyst for Experiential Learning and Conceptual Development in Secondary STEM Education
Immersive Virtual Reality (VR) is increasingly positioned as a transformative instructional medium capable of bridging theoretical abstraction and experiential practice in STEM education. This study investigates the pedagogical impact of VR-supported physics simulations on secondary students’ conceptual understanding and motivational engagement within a STEAM framework. A quasi-experimental design was implemented during a structured instructional unit involving 94 secondary school students in Bucharest. Participants were assigned to either an experimental group, which engaged with immersive VR-based physics laboratory simulations, or a control group, which completed equivalent curricular activities through conventional laboratory instruction. Conceptual mastery was assessed using curriculum-aligned post-intervention measures targeting foundational physics constructs, while motivational and affective responses were captured through validated self-report instruments. Semi-structured interviews provided qualitative insight into learners’ perceptions of immersion, collaboration, and cognitive engagement. Findings indicate significantly higher levels of conceptual comprehension and learner motivation among students exposed to VR-supported instruction. Qualitative evidence further suggests enhanced curiosity, deeper collaborative inquiry, and stronger perceived knowledge retention. These results reinforce the potential of immersive environments to support experiential learning processes when pedagogically structured and aligned with curricular goals. The study concludes that VR serves not merely as a technological novelty but as a pedagogical catalyst capable of enriching STEM learning when embedded within reflective, teacher-mediated instructional design. Purposeful integration of immersive technologies can foster deeper conceptual understanding and sustained learner engagement beyond surface-level visual immersion.
Functional Fixedness and Organizational Inertia: A Microfoundational Perspective on Leadership Failure
Despite extensive research on organizational inertia and strategic rigidity, the micro-level cognitive mechanisms underlying leadership failure remain under-theorized. This article advances a microfoundational perspective by integrating the psychological construct of functional fixedness into leadership and organizational theory. We argue that cognitive rigidity at the individual leader level constitutes a foundational mechanism through which organizations develop structural inertia and fail to adapt under environmental turbulence. Drawing on behavioral decision theory, upper echelons theory, and dynamic capability perspectives, we conceptualize leadership failure as the cumulative outcome of constrained cognitive schemas, interpretive lock-in, and strategic misalignment. We develop a formal conceptual model linking functional fixedness to organizational inertia via cognitive framing, resource orchestration biases, and escalation dynamics. The framework contributes to leadership theory by specifying how cognitive micro-mechanisms scale into macro-level strategic stagnation. Implications for governance, executive development, and resilience under systemic volatility are discussed.
Overton Leadership: Shifting Legitimacy Boundaries as a Strategic Capability in Complex Adaptive Systems
Purpose: This article develops a novel theory of Overton Leadership, conceptualizing leadership as the strategic management of legitimacy boundaries in complex adaptive systems. It addresses a critical gap in leadership theory: how leaders expand the range of perceived acceptable strategic options under conditions of institutional constraint and normative resistance. Design/Methodology/Approach: The study adopts a theory-building approach integrating institutional theory, complexity leadership, strategic framing, and legitimacy scholarship. A dynamic conceptual model is developed specifying core constructs, structural relationships, and formal propositions. The framework is expressed through a longitudinal equation model enabling empirical operationalization. Findings: We theorize that Overton Leadership operates through narrative reframing and stakeholder cognitive realignment, resulting in legitimacy window expansion and strategic option growth. Organizational trust moderates reframing effectiveness, while environmental volatility accelerates legitimacy shifts. The model distinguishes leadership that adapts within constraints from leadership that redefines constraints. Theoretical Contributions: The article contributes to leadership theory by: (1) Reframing leadership as legitimacy-boundary management; (2) Extending institutional entrepreneurship through a leader-centric dynamic model; (3) Formalizing legitimacy expansion as a measurable rate-of-change construct; (3) Integrating narrative framing into dynamic systems modeling. Practical Implications: In AI governance, ESG transitions, and digital platform regulation, leaders must strategically expand normative acceptance before implementing transformative strategies. Overton Leadership provides a systematic framework for managing such shifts. Originality/Value: This is the first formal theory positioning leadership as the dynamic expansion of the legitimacy window. It introduces a measurable construct of legitimacy shift and establishes a foundation for longitudinal empirical testing across organizational, technological, and governance domains.
Transformational Strategy under Resistance
Digital divide and technological exclusion: strategies for inclusive ict skill development in adult education
These days, there is no doubt that we are marked by rapid technological innovation and pervasive digital integration across socio-economic and educational domains. The persistent phenomenon of the digital divide constitutes a profound barrier to equitable access, participation, and empowerment within knowledge societies. This article critically examines the multifaceted dimensions of digital exclusion as experienced by adult learners, interrogating the structural, cognitive and socio-cultural impediments. Against this backdrop, the study foregrounds inclusive ICT skill development as a pivotal catalyst for social inclusion, economic mobility, and lifelong learning, thereby underscoring its salience within global and national educational policy frameworks. Leveraging an interdisciplinary approach that synthesizes theoretical constructs from digital sociology, adult education pedagogy and technology acceptance models, this research situates its empirical inquiry within the Romanian context, drawing on comprehensive data collected at the Bucharest University of Economic Studies alongside extensive bibliographic analyses of international and regional case studies. The article aims to explain the nexus between technological exclusion and broader educational inequities. It is also highlighting how factors such as socio-economic status, age, educational background and geographic location exacerbate disparities in digital competence among adult populations. Methodologically, the study employs a robust mixed-methods design, integrating quantitative assessments of ICT skill proficiency, access metrics, and participation rates with qualitative insights from semi-structured interviews, focus groups and participant observations within adult learning centers. This holistic analytic framework enables an intricate understanding of the lived experiences and pedagogical challenges faced by digitally marginalized adults. Findings reveal that comprehensive, context-sensitive strategies - encompassing tailored curriculum design, community engagement, and culturally responsive pedagogies—are instrumental in mitigating technological exclusion and fostering sustainable digital competence development. The research further identifies the transformative potential of leveraging emerging technologies such as mobile learning platforms, gamified instruction, and peer-led digital mentorship. In addition, the article articulates a strategic framework for inclusive ICT education that integrates technological infrastructure expansion and intersectoral collaboration between governmental bodies, educational institutions, and civil society actors. By foregrounding adult education as a critical arena for bridging the digital divide, the study advances a policy-relevant discourse aimed at fostering digital equity and empowering marginalized communities within and beyond Romania.
Revisiting Protein Intake in Fitness Training: New Evidence on Dose, Timing, and Skeletal Muscle Adaptation
Protein intake is a fundamental nutritional determinant of skeletal muscle adaptation in response to resistance-based fitness training. Over the last two decades, advances in exercise physiology and nutritional science have substantially refined the understanding of how protein dose, distribution, and timing influence muscle protein synthesis, hypertrophy, and strength development. The purpose of this article is to revisit and critically synthesize contemporary evidence on protein intake in fitness training, with a specific focus on optimal dosing strategies, temporal distribution relative to exercise, and their interaction with resistance training–induced skeletal muscle adaptation. This review integrates findings from recent systematic reviews, meta-analyses, and international position stands to examine the dose–response relationship between dietary protein intake and hypertrophic outcomes. Evidence indicates that daily protein intakes above traditional recommendations, typically in the range of ≥1.6–2.2 g·kg⁻¹·day⁻¹, are associated with greater increases in fat-free mass in resistance-trained individuals. Furthermore, emerging research challenges the traditional concept of a narrow post-exercise “anabolic window,” suggesting that total daily protein intake and even distribution across meals may exert a more pronounced influence on long-term muscle adaptation than precise nutrient timing alone. Mechanistic insights related to amino acid availability, leucine threshold signaling, and regulation of muscle protein turnover are discussed to contextualize these findings. In addition, individual moderators such as training status, age, energy balance, and training volume are examined for their role in shaping protein requirements and adaptive responses. By integrating physiological mechanisms with applied evidence, this article aims to clarify ongoing controversies and provide an updated, evidence-based framework for protein intake strategies in fitness training. The findings support a shift from rigid timing-focused models toward a holistic approach emphasizing adequate total protein intake, appropriate per-meal dosing, and alignment with resistance training demands to optimize skeletal muscle adaptation.
Design and Development of Mobile Freelance Tutoring Platform for College Students
At the tertiary education level, a notable gap persists in connecting college students seeking academic assistance with peers capable of providing tutorial services. The lack of an efficient and accessible platform for peer-to-peer tutoring often results in students struggling to obtain reliable academic support within their institutions. This study addresses this issue through the development of an Android-based mobile application designed to facilitate peer-to-peer tutoring among college students. The Agile software development methodology was employed to ensure a flexible and iterative development process, allowing for timely responses to evolving system requirements and unforeseen challenges. Serving as an intermediary between tutors and tutees, the application features key functionalities such as user registration, tutor application and approval, session scheduling, and a secure token-based payment system. Additional features include a real-time chat interface, notification system, tutor profiling, session management, tutor rating and review system, and a user reporting mechanism. The design and development process adhered to user-centered design principles and incorporated rigorous testing to enhance usability, reliability, and overall user experience. By effectively bridging the gap between student tutors and those in need of academic support, the mobile tutoring application fosters a collaborative learning environment while also offering an opportunity for student tutors to earn. This platform not only improves access to academic assistance but also encourages peer-driven knowledge sharing within the university community.
Impact of performance appraisal system on the employee job satisfaction in the phase of sustainable development
Performance assessment is a crucial component of an organization's evaluation process for assessing the performance of its personnel. Appraisal is an ongoing procedure that occurs once a year as a formal evaluation before the end of the fiscal year. The purpose of performance appraisal is to enhance the employee's motivation inside the organization, hence facilitating the attainment of organizational objectives. People are the primary assets of an organization. Without people, it is challenging to sustain the firm in the market for an extended duration. The research examines the performance appraisal method at IT companies in the tricity, focusing on how management fosters employee motivation and understanding of the working environment. The study aims to meet the partial requirement and gain insight into the satisfaction level of employees as it is connected directly with the sustainable development.
sustainable development goal employees job satisfaction
Lexical synonymy and its impact on second language acquisition
Aim: The purpose of the paper is to explore the importance of synonymy in the acquisition of second languages and the influence of literary texts (the language of literature) in enriching vocabularies, new meanings of words and their synonymous forms, within the same type, the type of artistic literature. In general, we have analyzed the influence of synonymous forms in the second language acquisition as well as native language acquisition. Methods: The research employs a mixed-methods approach, integrating both quantitative and qualitative analyses. Data was collected through a Google Forms questionnaire completed by 71 students from two universities in Albania, assessing their linguistic formation and comprehension of synonymy. Additionally, 15 literary texts from English language textbooks were analyzed at the word level, free phrase level, and within phraseological expressions. The collected data was processed using statistical analysis to interpret the research questions. Results: The analysis of literary texts indicates that exposure to figurative language enhances students' imaginative perception. However, questionnaire results suggest that many students struggle with abstraction and tend to replace figurative expressions with more concrete and general terms. A significant portion of participants demonstrated a limited ability to incorporate figurative language into their writing. Conclusions: Cognitive interconnections between languages play a crucial role in developing fundamental linguistic competencies. The findings highlight that a lack of embedded English writing conventions hinders spelling acquisition. Additionally, the study underscores the importance of synonymous variations in SLA, reinforcing the hypothesis that students who engage more with artistic literature develop stronger expressive skills in both their native and second languages. These results suggest the need for greater emphasis on literary exposure in pre-university and university curricula to enhance linguistic competence.
motivation for foreign language learning
second language acquisition and technology
The rapid integration of digital technologies into sports sciences education has transformed traditional approaches to teaching strength training and muscle hypertrophy. Digital Variable Resistance (DVR) systems enable precise load modulation, real-time feedback, and data-driven monitoring of training variables, offering new pedagogical opportunities for experiential and personalized learning. The purpose of this article is to analyze current educational trends in sports sciences related to teaching muscle hypertrophy through digital resistance training technologies. Drawing on recent research in resistance training physiology, digital training systems, and technology-enhanced learning, this paper explores how DVR-based training can improve students’ understanding of progressive overload, neuromuscular adaptation, and hypertrophic mechanisms. The analysis highlights the educational value of digital resistance training for curriculum innovation, active learning, and objective assessment in higher education and vocational fitness programs. The findings support the integration of digital resistance technologies as effective instructional tools for bridging theoretical knowledge and applied practice in sports sciences education.
Resilient leadership in a fragmented world: strategic approaches for organizational stability
Stability to fuel success In a world shaped by geopolitical uncertainty, economic dislocation and technological revolution, the stability of organizations now appears to be more important than ever in achieving enduring competitive advantage. This paper explores the concept of resilient leadership as a strategic capability to lead in complex, uncertain conditions. The review of literature on crisis management, adaptive strategy and leadership theories enables development of an integrative conceptual framework that connects leader behaviours, organisational culture and strategic decision-making processes to improved resilience organisation capability. To draw from this framework, we use a qualitative case-study methodology to explore the course of UiPath, a Romania-born global tech company that has shown extraordinary adaptive capability in an era marked by global market turbulence and competition. The case study reveals key leadership practices - aligning vision, communicating with stakeholders and decentralizing decision authority-have allowed continuity but also disruptiveness during turbulent times. Results indicate that resilient leadership acts both as stabilizing and enabling force, stabilizing core values and operational priorities while enabling strategic agility and opportunity discovery. The paper makes two contributions to the literature by integrating disparate pieces of insights into an integrated framework of resilient leadership in this highly fragmented world where executives are searching for actionable approaches to enhance organisational preparedness against a geopolitically fragmented reality. The implications make evident the necessity to develop resilience not only as a reactive capability but as a proactive strategic orientation inherent in leadership development, organizational design and corporate governance.
Interdisciplinary education as a foundation for value-based societal development
This article presents the results of a research project conducted in Romania that investigates the role of interdisciplinary education in shaping value-based competencies among students in higher education. The study aims to demonstrate how educational practices that integrate ethical reflection and civic engagement across multiple academic domains contribute to forming responsible, empathetic, and socially active professionals. The research involved 427 students from five academic fields - education, medicine, economics, law, and public administration - selected from four major Romanian universities. The methodology employed a convergent mixed-methods design that combined quantitative data (collected through standardized questionnaires measuring ethical sensitivity, civic attitudes, and prosocial tendencies) with qualitative insights gathered through focus group interviews and reflective essays. Quantitative analysis revealed statistically significant differences between students exposed to interdisciplinary curricula and those trained in traditional, mono-disciplinary programs. Participants who engaged with interdisciplinary content showed higher levels of ethical reasoning, tolerance, and civic responsibility. Qualitative findings further illustrated the students’ capacity to identify value-laden dilemmas in professional scenarios and to articulate ethical solutions grounded in democratic and humanistic principles. Students from faculties of education and public administration demonstrated the strongest alignment with civic values, while those in medicine and economics reported the highest impact when ethical issues were integrated into case-based learning. The study also identified several institutional and curricular barriers that hinder the systematic implementation of value-based education in Romanian universities. Among these were insufficient collaboration between faculties, limited training for academic staff in ethics education, and the lack of national frameworks supporting interdisciplinary and ethical integration. However, the research also documented innovative practices at faculty level, including interdisciplinary modules, ethics workshops, and partnerships with civil society organizations. The article argues that interdisciplinary education - when strategically embedded into university curricula - enhances students’ readiness to address complex moral challenges in their future professions. It further contends that value-based learning must become a core dimension of educational reform in Romania, especially in a context marked by social fragmentation, institutional distrust, and increasing pressure for ethical accountability in all sectors. The authors conclude with concrete recommendations for academic leaders, curriculum developers, and policymakers to institutionalize value-based approaches in higher education. These include the development of national guidelines for interdisciplinary ethics education, incentives for inter-faculty collaboration, and investment in training programs for educators on how to facilitate moral reasoning and civic dialogue in the classroom.
interdisciplinary education professionals
A review of Applying Game-Based Learning and Learning Motivation
This review explores the potential of Game-Based Learning (GBL) as an innovative approach to enhance motivation in the social sciences and humanities, particularly in subjects like Marxist-Leninist Philosophy. These foundational disciplines often face challenges due to their abstract and theoretical nature, which can reduce students’ engagement and performance. GBL offers a promising alternative by integrating interactive gameplay, feedback systems, immersive storytelling, and reward mechanisms that foster active participation and sustained attention. Empirical studies in higher education indicate that GBL significantly enhances emotional engagement, cognitive activation, and perseverance, particularly in theory-heavy courses. When applied to ideological or philosophical education, GBL can contextualize abstract ideas through simulation, dialogue, and narrative interaction, helping students internalize complex concepts. However, successful implementation requires pedagogical alignment with course objectives and sensitivity to the cultural and ideological context of Vietnamese education. The review concludes that GBL holds transformative potential for teaching political theory, provided it maintains academic rigor and ideological integrity. Future research should focus on experimental interventions, long-term motivation assessment, and the development of localized GBL models that integrate Vietnamese cultural values and educational goals, ensuring that innovation strengthens, rather than dilutes, the humanistic and ideological foundations of these disciplines.
Copyright (c) 2025 International Journal of Education, Leadership, Artificial Intelligence, Computing, Business, Life Sciences, and Society https://creativecommons.org/licenses/by-nc-nd/4.0
Cultural Value Orientations and Leadership Preferences among European University Students: A Cross-National Empirical Analysis
This study examines how cultural value orientations shape leadership preferences among university students across Europe, drawing on a large-scale, multi-country dataset collected over five consecutive academic years. Grounded in cross-cultural management and leadership theory, the research investigates the extent to which cultural norms, societal values, and individual characteristics influence perceptions of effective leadership styles, ethical responsibility, and authority relations. Data were collected using validated psychometric scales and cross-cultural survey instruments and analyzed through hierarchical linear modeling to account for individual- and country-level variation. The results indicate that students from collectivist cultural contexts demonstrate stronger preferences for participative, transformational, and ethically oriented leadership styles, whereas respondents from more individualistic or high uncertainty-avoidance environments tend to favor transactional, performance-driven, and competitive leadership approaches. Additional analyses reveal significant moderating effects of gender, field of study, and socioeconomic background, underscoring the multidimensional nature of leadership perception formation. By providing robust empirical evidence on the cultural embeddedness of leadership preferences, this study contributes to the cross-cultural leadership literature and highlights the importance of culturally responsive leadership education. The findings offer practical implications for leadership development programs, curriculum design, and institutional governance within increasingly internationalized higher education systems.
VIDEO INSTRUCTIONAL PACKAGES AND GENDER DIFFERENCE ON PUPILS’ LEARNING OUTCOMES IN PRIMARY SCHOOLS’ COMPUTER STUDIES IN ONDO STATE, NIGERIA
The purpose of the study was to investigate the Video Instructional Package (VIP) and gender differences on pupils’ academic achievement and attitude towards computer studies in public primary schools in Ondo State. The study explored gender differences in pupils’ responses to a Video Instructional Package (VIP) used in the teaching of Computer Studies in selected primary schools in Ondo State, Nigeria. Using a quasi-experimental research design of the pretest-posttest control group type. The population of the study comprised all primary four pupils in Ondo State. The sample consisted of an intact class of 66 primary four pupils selected from schools using purposive sampling techniques based on the availability of a functional computer system for the treatment group, while another school was randomly selected for the control. Two research instruments were validated and employed for the study: the Pupils' Attitude Towards Computer Studies Questionnaire (PATCSQ) was validated using Cronbach's Alpha formula for the reliability, with r = 0.78. While the Computer Studies Achievement Test (CSAT) was validated using the test-retest method for reliability, with r = 0.87. These were judged to be reliable for the study. The experimental group received instruction using an adopted video instructional package, while the control group received instruction in a conventional method format. Two hypotheses were formulated, while inferential statistics such as ANOVA were used to test the hypotheses at the 0.05 level of significance. Findings showed that there was a significant difference in the academic achievement between male and female pupils exposed to the video instructional package and those exposed to the conventional method. The F-value is 10.77 for the instructional method, which is high, while the p-value (0.014) is a statistically significant p-value < 0.05. (F = 10.77, P < 0.05). The findings also showed that there was a significant difference in attitude between male and female pupils who were exposed to a video instructional package and those in the conventional method. The F-value is 14.47 for the instructional method, which is high, while the p-value is 0.016 with a statistically significant p-value < 0.05. (F = 14.47, P < 0.05). The study concluded that pupils’ academic achievement was greatly enhanced with the use of the video instructional package compared to the conventional method, which consequently made pupils develop a positive attitude towards computer studies. The study therefore recommended the integration of the Video Instructional Package into primary school education to improve learning outcomes and attitudes to computer studies.
The impact of Social Media on Competency Based Curriculum Skills Acquisition Among pupils in Chesumei constituency, Nandi County, Kenya
Despite the Competency-Based Curriculum (CBC) emphasizing the integration of digital tools to enhance skills acquisition, many schools in Chesumei Constituency, Nandi County, experience limited access to technology.. This technological gap constrains pupils’ effective use of social media as a learning tool, thereby limiting opportunities to develop key CBC competencies such as communication, collaboration, creativity, and digital literacy. The purpose of the study was to examine the impact of social media on Competency-Based Curriculum (CBC) skills acquisition among primary school pupils in Chesumei Constituency, Nandi County, Kenya. The study employed a mixed-methods approach involving 200 pupils and 20 teachers. Quantitative data was collected through structured questionnaires, while qualitative insights were gathered from teacher interviews. Findings indicate that social media significantly enhances key CBC competencies such as communication, collaboration, creativity, problem-solving, and digital literacy. A majority of pupils (70.2%) reported improved communication skills, while 63.0% noted enhanced problem-solving abilities. Social media platforms provide a rich source of diverse learning materials and foster collaboration among pupils, supporting the CBC’s emphasis on holistic skill development. However, challenges such as poor internet connectivity (73.5%), lack of devices (61.3%), and distractions from non-educational content (50.8%) limit the effective utilization of social media for education. Teachers highlighted both the transformative potential of social media and the need for structured guidance to address misuse and ensure alignment with educational goals. The study concludes that while social media has the potential to supplement traditional learning and foster CBC competencies, addressing infrastructural and behavioral barriers is essential for maximizing its educational benefits. Recommendations include improving internet access, providing affordable devices, training teachers on social media integration, and promoting digital literacy among pupils. These interventions can help pupils leverage social media to achieve the CBC’s goal of developing competent, adaptive learners.
Kaizen Leadership in the Age of Artificial Intelligence: Continuous Improvement as a Governance Strategy for Sustainable Organizations
In the context of accelerated digital transformation and artificial intelligence (AI) diffusion, organizations face increasing pressure to reconcile innovation, sustainability, and ethical governance. While AI promises efficiency gains and predictive capabilities, its deployment also amplifies systemic complexity, ethical risk, and governance challenges. This article advances a conceptual analysis of Kaizen leadership as a governance-relevant leadership philosophy capable of mediating these tensions. Rooted in the Japanese tradition of continuous improvement, Kaizen is reconceptualized not as an operational technique but as a leadership and governance logic that aligns incremental learning, human-centered decision-making, and long-term sustainability. Drawing on systems theory, leadership studies, and AI governance literature, the article argues that Kaizen leadership provides a robust framework for integrating AI-enabled analytics into organizational decision processes without undermining human judgment, ethical accountability, or institutional legitimacy. The analysis positions Kaizen as an adaptive governance strategy that transforms AI from a disruptive force into an enabling infrastructure for sustainable value creation. By articulating the complementarities between Kaizen principles and AI-driven continuous improvement, the study contributes to emerging debates on responsible AI, sustainable leadership, and organizational resilience under systemic uncertainty. This article examines how Kaizen leadership principles can be effectively integrated with Artificial Intelligence (AI)- enabled continuous improvement strategies to establish transformative governance models that drive sustainability. By combining the human-centric ethos of Kaizen with AI’s data-driven capabilities, organizations can foster an environment that simultaneously promotes operational excellence, corporate sustainability, and adaptive governance. The discussion covers foundational theories of Kaizen leadership, the role of AI in amplifying continuous improvement strategies, and the integration of these tools into sustainable governance frameworks that encapsulate stakeholder engagement, risk management, and innovation promotion. The conceptual framework is supported by detailed comparisons and visualizations that highlight the synergy between traditional methodologies and advanced technological tools, ultimately proposing a pathway toward long-term, sustainable organizational success.
Nutritional Education and it's Impact on Adolescent Athletes Performance and Well-Being
In the context of the ever-increasing global emphasis on optimizing adolescent health and athletic performance within educational frameworks, this article interrogates the pivotal role of nutritional education as an indispensable determinant of both physiological efficacy and holistic well-being among adolescent athletes. Amidst escalating concerns surrounding malnutrition, suboptimal dietary habits, and the consequent ramifications on young athletes’ performance trajectories and psychosomatic resilience, this research advances a multidisciplinary inquiry into how strategically designed nutritional pedagogy can function as a transformative lever within secondary and tertiary educational systems. Grounded in a comprehensive meta-analytical synthesis of extant international scholarship and contextualized through empirical data derived from studies conducted in Romanian educational and sports institutions, including the Academy of Economic Studies (ASE) in Bucharest, this work elucidates the intricate interplay between nutritional literacy, behavioral modification, and athletic output. It critically appraises the integration of contemporary didactic models - anchored in constructivist learning theory and behavior change frameworks - within adolescent sports curricula, thereby addressing the current lacunae in formalized nutritional guidance in athletic training regimens. Employing a robust mixed-methods approach, the research triangulates quantitative performance metrics - such as VO2 max, strength, endurance indices, and recovery rates - with qualitative analyses obtained through in-depth interviews and focus groups involving adolescent athletes, coaches, nutritionists, and educational policymakers. This methodology facilitates an intricate exploration of contextual moderators, including socioeconomic stratification, gender disparities, cultural dietary norms, and access to nutritional resources, which collectively influence the effectiveness of educational interventions. The study’s findings substantiate a statistically significant correlation between enhanced nutritional education and improvements in athletic performance markers, injury prevention, cognitive function, and psychosocial well-being. Moreover, the article elucidates the systemic challenges impeding the effective dissemination and uptake of nutritional knowledge, highlighting infrastructural constraints, pedagogical inadequacies, and policy-level insufficiencies that perpetuate nutritional ignorance among young athletes. It argues for a paradigm shift towards intersectoral collaboration between educational institutions, sports federations, and healthcare entities, emphasizing the necessity for curriculum innovation, educator training, and policy reforms to embed nutritional education as a core pillar of adolescent athletic development. This scholarly contribution not only fills a critical gap in the literature by providing an integrative framework for nutritional education tailored to the unique needs of adolescent athletes but also offers actionable recommendations to stakeholders aiming to leverage nutritional literacy for enhanced sports performance and lifelong health trajectories. It positions nutritional education as a vital vector of preventive health and performance optimization, advocating for its strategic prioritization within contemporary educational and athletic milieus worldwide.
nutritional education in adolescent athletics
performance enhancement and dietary literacy
TEACHING SUSTAINABILITY IN ECONOMICS THROUGH GAME-BASED LEARNING: AN INTERDISCIPLINARY APPROACH
In the face of escalating global ecological crises and the imperative for sustainable development, the education sector assumes a pivotal role in shaping the cognitive, and behavioral dispositions of future economic actors. This article investigates the transformative potential of game-based learning (GBL) methodologies in fostering sustainability literacy within undergraduate economics education, advancing an interdisciplinary pedagogical framework. Recognizing the limitations of traditional, didactic pedagogies, this study posits that GBL serves as a dynamic catalyst for enhanced learner engagement, critical systems thinking, and applied problem-solving competencies essential for navigating the multifaceted dilemmas of the Anthropocene era. The research contextualizes its inquiry within the evolving educational mandates in higher education institutions worldwide, particularly emphasizing the increasing integration of sustainability goals into economics curricula as mandated by global frameworks such as the United Nations Sustainable Development Goals (SDGs) and the European Higher Education Area (EHEA) reform agenda. By situating the analysis in the Romanian academic landscape, with a focused empirical case study at the Bucharest University of Economic Studies (ASE), the article highlights the specific challenges and opportunities in embedding sustainability education within economics, a discipline traditionally oriented toward growth maximization and market efficiency paradigms. Methodologically, the article adopts a mixed-methods research design, comprising an extensive bibliographic synthesis of interdisciplinary scholarship on sustainability pedagogy and GBL, coupled with an empirical intervention involving 152 undergraduate economics students at ASE Bucharest. The intervention integrates carefully curated, interdisciplinary game simulations designed to represent real-world economic-environmental scenarios, including resource allocation dilemmas, carbon trading mechanisms, and circular economy strategies. Quantitative data, collected through validated instruments measuring ecological literacy, systems thinking aptitude, and motivational engagement, are complemented by qualitative analyses derived from focus group discussions, reflective essays, and instructor observations.Empirical findings reveal statistically significant improvements (p < 0.005) in students’ ability to conceptualize sustainability as an inherently interdisciplinary construct, negotiate trade-offs between economic growth and environmental stewardship, and develop adaptive decision-making heuristics under conditions of uncertainty and complexity. The study also highlights the affective dimension of learning, where game-based interactions foster empathetic understanding and ethical reflection, thus cultivating a holistic sustainability mindset indispensable for future economists and policymakers. The article advances a nuanced theoretical model delineating the synergies between GBL, interdisciplinary content integration, and learner-centered pedagogies within the sustainability education paradigm. It critically examines institutional, curricular, and technological enablers and barriers in the Romanian higher education context, offering strategic recommendations for policymakers, curriculum developers, and faculty to scale and sustain innovative teaching practices aligned with global sustainability imperatives.
experiential pedagogy in higher education
Digital Resistance Training and Its Effects on Muscle Development and Physical Fitness in Competitive Young Adults
Resistance training represents a fundamental stimulus for muscular development, neuromuscular adaptation, and athletic performance enhancement in young adult athletes. While traditional resistance training modalities have been extensively investigated, the emergence of digitally controlled resistance training systems introduces new methodological possibilities for load prescription, real-time feedback, and individualized progression. However, scientific evidence regarding the effectiveness of digital resistance training (DRT) remains limited. The aim of this paper is to investigate the efficacy of digital resistance training interventions on muscle hypertrophy and performance-related parameters for competitive young adults, through aggregation of evidence from resistance training studies and assessing its relevance in the context of digital exercise. A narrative-integrative approach was utilized including systematic reviews, meta-analyses, and conceptual models in resistance training adaptations in youth and young adults. The results emphasize the potential use of digital resistance training as an efficient and novel option for muscle strength development and improvement of physical condition in competitive young adults, but underline also a necessity of further controlled experimental research to prove its superiority or at least equality to a traditional exercise treatments. Please note that always-on scrutiny is an organisational construct and a form of distributed leadership; the authority is dispersed across coaching not just with staff in the same location, but also on other parts of the continent or globe via remote-access consulting, analysis and executive teams in other buildings. This logic of governance is pragmatic with respect to uncertainty – a recognition of the incomplete nature of information guided by collective knowledge and error correcting iterated learning rather than centralised command. Although this research does not make direct reference to AI ethics, it offers empirically grounded observations about how organizations maintain excellence and resilience in the face of continuous scrutiny and hazard.
Integrative education in professional training of doctors of philosophy
The article shows the feasibility of forming integrative education for candidates for the scientific degree of doctor of philosophy (PhD), in particular in the territories of Western Ukraine, where for historical research most of the scientific materials in archives are in Polish. Integration of professional knowledge and knowledge of the Polish language allow to increase the professional level of architectural historians and have a positive impact on the professional activities of both ethnic Poles and Ukrainians. The optional block for the research work “Restoration of Architectural Monuments and Urban Planning, Reconstruction of Architectural Objects” contains such professional competencies as the ability to work in archives; awareness of the importance of preservation and exposition of architectural monuments; the ability to collect, analyze and evaluate information necessary for making reasonable architectural design decisions. The generalization of the results of testing our methodology indicates the feasibility of its implementation in the practice of training doctors of philosophy (PhDs).
Precision Monitoring of Body Composition in Strength Athletes
Accurate measure of body composition is an important element in strength and bodybuilding sports, for which small differences in fat mass and fat-free mass have a significant influence on the optimization of performance, recovery, and competition results. Traditional gold-standard techniques, such as Dual-Energy X-ray Absorptiometry (DXA) and Underwater weighing (UWW), are highly accurate but may be constrained in availability, cost and feasibility for repetitive assessments necessary in sporting environments. Bioelectrical impedance analysis (BIA), especially advanced multi-frequency and segmental methods, represents a valid, fast and non-invasive alternative, which is able to provide reproducible results under controlled conditions. The purpose of the present article is to summarize current knowledge and to highlight this information based upon evidence from comparative studies with BIA, DXA, and UWW in relation to methodological approach, effects of hydration status, training load as well as between algorithm differences on accuracy and on our ability to individualize nutrition and/or training strategies. The focus is on the incorporation of BIA into athlete monitoring systems and its utility for longitudinal tracking, assessing asymmetry between body sides, and providing real-time feedback during competition preparation. Results suggest that if implemented properly and regularly calibrated to reference methods, BIA can be a keystone technology in high-level sports science for practical solutions to individual physique optimization, health maintenance and data-informed coaching decision-making.
Organizing STEM education activities for elementary school students to develop scientific thinking
In the context of educational reform toward competency development, the application of STEM education (Science, Technology, Engineering, Mathematics) to develop scientific thinking for students from elementary level is receiving attention from many countries. In Vietnam, although there have been studies on STEM education, the specific organization of STEM activities for elementary students to develop scientific thinking remains limited. This study aims to investigate the effectiveness of organizing STEM education activities on the development of scientific thinking among elementary school students, thereby proposing an organizational model suitable for Vietnamese educational conditions. A quasi-experimental study design, using educational intervention was implemented to 237 students of grade four and five from six primary schools in Hanoi capital and three surrounding provinces (Bắc Ninh, Hưng Yên, Hà Nam) within 12 weeks. This research was conducted using a quasi-experimental control group approach and mixed-methods for data collection. The participants in the STEM activities demonstrated a mean increase of scientific thinking scores between 6.13 and 8.47 points (p < 0.001), whereas the control group only increased from 6.09 to 6.83 points for this parameter. This effect was particularly strong in observation skills (2.71 points) and in experimental skills (2.59 points). Organizing STEM education activities according to the proposed model has a positive impact on the development of scientific thinking among elementary school students. The study contributes scientific evidence for applying STEM education in elementary education practice in Vietnam.
Healthcare Service Quality Over Two Decades: Mapping the Global Research Landscape Through Bibliometrics Analysis
This study offers a bibliometric review of healthcare service quality, a field that has become increasingly important in the literature. We analyzed 3932 research articles published from 2000 to 2024 extracted from the Scopus database through employing VOSviewer and Biblioshiny software. Our analysis attempted to reveal patterns in this research area, such as the most prolific and influential writers, level of collaboration among authors, preferred outlets for publications, themes that dominate and evolve in the field. The results indicate that the United States and the United Kingdom rank as the largest contributors to literature on quality in health care services and Health Services Research and International Journal for Quality in Health Care emerging as the most productive journals. The most important contributors were Crabtree B.F. and Rubenstein L.V., among others. The study indicates a strong and increasing publication trend portraying an ongoing interest and growth in the research of health care service quality. This research has important implications for researchers as well as practitioners who are interested in this important healthcare area.