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.
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).
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
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.
Beyond the Numbers: Reframing Team Leadership Through Coaching and Behavioral Development
Team leadership in contact centres is often characterized by an overreliance on quantitative performance metrics such as service levels, productivity rates, and average handling time. While these indicators provide operational visibility, they frequently distract leaders from fostering the behavioral competencies that ultimately shape sustainable performance and customer outcomes. This study critically examines the tension between metric-driven management and coaching-focused leadership in contact centre environments. Drawing on survey data and qualitative insights from industry reports, the research highlights how excessive focus on numerical targets undermines employee engagement, coaching effectiveness, and long-term service quality. By contrast, leadership practices that emphasize behavioral development - such as effective questioning, active listening, and customer-centred communication - are shown to enhance team resilience, improve customer satisfaction, and align short-term performance goals with long-term organizational success. The findings underscore the importance of reframing leadership practices to prioritize coaching over counting, providing a framework for managers to cultivate a balanced approach that integrates necessary performance measurement with meaningful behavioral development.
The Application of Artificial Intelligence in economics: A review of current trends and future directions
Artificial Intelligence is fundamentally reshaping the practice and mission of economics, creating massive opportunities to augment analytical capacity, increase predictive accuracy, and steer policy decision-making. The present study provides a systematic survey on the trends and trajectories of AI in modern economics, covering both its methodologies, various domain-specific applications as well as potential advantages and challenges. This paper includes Key AI subfields such as ML, DL, NLP and RL (reinforcement learning), but especially also Causal AI due to its advantages of dealing with vast, complex, often unstructured economic data. The report calls attention to the role AI is playing in transforming economic forecasting, shaping behavioral economics, improving econometric models and enhancing public policy such as monetary policy, social programs and climate change mitigation. Although AI offers potential advances in efficiency, speed, and the discovery of finer patterns, its embedding comes with Head 1 3 important challenges concerning data quality, model interpretability, and algorithmic bias. The future of AI in economics will be characterized by the emergence of hybrid econometric-AI models, more long-term macroeconomic applications and further focus on interdisciplinary collaboration as well as robust governance structures for fair and responsible deployment.
Exploring Integration of 4IR Technologies in Nigerian Universities: Implications for Pedagogy and Skills Development
The Fourth Industrial Revolution (4IR) is reshaping education around the world. It presents innovations such as artificial intelligence (AI), robotics, the Internet of things (IoT) and big data. Such resources are also being implemented in several educational systems. But Nigerian universities have been slow in adopting them to train students for skills. In this conceptual paper, we discuss the ways in which 4IR technologies (and particularly AI) are being employed within Nigerian higher education. It investigates quality and potential to support teaching and learning of future-ready skills. The TPACK and UTAUT models are used in the paper to evaluate technology use. The results indicate that it is too soon to say if these tools are being used to teach well, serving local needs or showing clear gains. The study follows a conceptual and interpretive approach. It is based on a narrative review of academic literature, policy documents and theoretical works. The sources were retrieved from Scopus, the Web of Science, and Google Scholar. The thematic analysis identified obstacles at three levels: national (absence of policy and finance), institutional (infrastructure and planning) and personal (digital skills, resistance). The paper ends with concluding remarks. This includes building local strategies to embrace the 4IR, training teachers in digital approaches, and upgrading infrastructure for skills development in Nigerian universities.
The Katch-McArdle Formula for TDEE Estimation: Applications in Sports Science and Bodybuilding Research
Accurately quantifying Total Daily Energy Expenditure (TDEE) is essential to practicing fitness science, sports nutrition, and bodybuilding research. Classic predictive equations, including Harris–Benedict and Mifflin–St. Jeor base their calculations primarily on total body weight and demographic factors that could underestimate calories in athletes and overestimate them in those with higher percentages of body fat. The Katch-McArdle (K-M) equation represents an important methodologic improvement because lean body mass (LBM), a major determinant of metabolism, is included and maintains the specificity for populations with greater muscle mass or unusual body composition. This report provides an extensive review of the theoretical background, validation studies, and applications of the K-M model in sport and clinical settings. Comparison with indirect calorimetry and doubly labeled water studies reveals the equation's close relationship to fat free mass and low error of the estimate, indicating that it is highly suited to resistance-trained individuals and athletes, such as bodybuilders. K-M use within nutritional periodization, optimization of physique and body weight regulation are also further discussed in the review with particular reference to methodology issues pertaining to the assessment of body composition. This article emphasises the equation’s utility as a convenient and evidence-based tool for customising energy availability targets and exercise training prescriptions, and advocates its potential in the progression of personalised protocols within sports science and applied nutrition research.
Burnout and Resilience in Education: Integrating Mindfulness, Motivation, and Contextual Moderators for Sustainable Well-being
Burnout among educators represents a critical challenge, impacting not only individual well-being but also student outcomes and institutional viability. This article argues for a shift from reactive stress management to a proactive, multidimensional approach to resilience-building. Drawing on recent empirical research, it integrates three key protective dimensions: mindfulness-based interventions, motivation as a mediator of resilience, and the influence of contextual moderators such as tenure and institutional support. By synthesizing findings from intervention studies, resilience and motivation frameworks, and institutional perspectives, this paper proposes a comprehensive model for burnout prevention in educational settings.
Building digital competence in higher education faculty: a systematic review and framework synthesis
This paper examines the intricate and diversified stages of developing digital competence in higher education academics, especially within the context of the Romanian academic space. It is located in-between the international norms and local realities, by conducting a systematic review of literature (2015-2024) and by involving qualitative as well as quantitative empirical data. This review followed PRISMA 2020 recommendations and started with 142 studies in Scopus, Web of Science, and ERIC databases; after a thorough screening process, 34 fulfilled the inclusion criteria. These were aggregated thematically to identify trends, limitations, and best practices in faculty learning of digital competencies. Running alongside was a semi-structured interview survey with 24 teachers in three Romanian universities, supported by structured self-assessment questionnaire mirroring the framework DigCompEdu, which enriched the picture on current levels of competencies. Results suggest high diversity, with 62.5% of respondents considered as having intermediate competence, followed by 25% basic and only 12.5% advanced levels among the subjects. In terms of quantitative relationships, the correlation between funding support and capability development is highly positive (r =. 68, p <. 01), demonstrating the importance of organizational culture and resource distribution. The paper has been added to the literature by consolidating a contextualized, three-level model (policy, institutional and individual) of faculty development as well as offering practical guidelines for Universities willing to meet EU Digital Education Action Plan. The novelty of the work consists in the fact that it links theory with practice providing, on one hand, a strong analytical model and, on the other hand some empirically grounded strategies of digital transformation in higher education across Romanian universities.
Microlearning and lifelong learning: effects on skill acquisition and ‘learning-to-learn’ competencies in higher education
Microlearning is a common teaching style in tertiary education providing students with concise, targeted formative content that aligns with their expectations for flexibility and time efficiency. This research examines the effects of microlearning interventions on skill development and ‘learning-to-learn’ competencies in one single Romanian university from a sample population of 63 undergraduate students studying education and social sciences. A quasi-experimental (pretest-posttest) design compared a microlearning intervention based on a 12-week semester with traditional lecture-based classes, using validated tools such as the Skill Acquisition Test (SAT) and the Metacognitive Awareness Inventory (MAI). Findings reveal a dramatic increase in immediate retention and metacognitive regulation of participants who used microlearning (p<. 01) and having large effect sizes and hence consistently statistically significant pragmatic importance. The qualitative results support the quantitative conclusion, demonstrating students to be more motivated, autonomous and satisfied. These findings highlight the potential of microlearning as a scalable, evidence-driven method to support lifelong learning skills. Suggestions for curriculum developers, training of faculty and institutional policy are presented to establish long lasting embedding of microlearning in higher education.
TRANSFORMATIONAL LEADERSHIP AND EMOTIONAL INTELLIGENCE IN HYBRID ACADEMIC ECOSYSTEMS: MANAGERIAL PARADIGMS FOR ENHANCING INSTITUTIONAL RESILIENCE AND STUDENT WELLBEING
In light of the changing face of higher education, the hybridization of academic ecosystems has emerged as a new current of structural change that requires institutional actors to rethink fundamental paradigms of leadership, engagement, and organizational adaptability. In this context, this study aims at exploring how transformational leadership and EI dynamics are interrelated as essential variables in developing organizational adaptability, well-being and psychological of students in digitalized, post-pandemic learning spaces. Based on an amalgamation of transformational leadership theory, Mayer and Salovey’s model of emotional intelligence and organizational psychology, the current research employs a convergent mixed-methods design. Quantitative data were collected from a stratified sample of 428 students and 86 academic leaders from four Romanian public universities using a set of validated psychometric instruments which assessed perceived leadership behaviors, EI competencies and students’ wellbeing indicators. Semi-structured interviews and focus groups generated reinforcing qualitative evidence and facilitated a more in-depth examination of experiences within blended learning. Findings reveal that emotional intelligence significantly mediates the relationship between transformational leadership and students’ perceptions of psychological safety, academic engagement, and institutional trust. Moreover, the findings demonstrate that emotionally intelligent leadership enhances the resilience of educational organisations, and stimulates inclusive pedagogical cultures that serve as a response to cognitive-emotional discrepancies that are worsened by hybrid formats. Integrating empirical findings and conceptual innovation, this article moves the conversation forward about 'plateau-breaking' academic governance in an age of 'adaptive change' and offers a series of practical paradigms for developing emotionally intelligent leadership as a strategic force multiplier for organizational effectiveness. The results have important implications for higher education policy, human capital formation, and redesign of managerial practices in the digital disruptive environments.
Copyright (c) 2025 VIRAL A* EDUCATION - International Journal of Education, Leadership, Artificial Intelligence, Computing, Business, Life Sciences, and Society https://creativecommons.org/licenses/by-nc-nd/4.0
Sustainability Pathways in Higher Education Transformation: Digital Innovation and Circular Economy in Singapore and the Global Policy Context
The digital revolution and the principles of circular economy (CE) have been converging in the higher education policy. In the face of growing climate change, resource scarcity, and digital transformation….the time for resilient, sustainable, and inclusive governance models is now. This paper explores the policy focused implications of framing digital innovation within a circular economy framework in higher education. By combining insights from organisational sustainability theory, educational economics, and digital transformation research, the study uses mixed methods that include a systematic review and an examination of policy interventions in Europe, Singapore and countries in transition. The results show that digital innovation could drive sustainable development by managing resources efficiently, through adaptive learning materials, and reducing carbon footprints, however a number of challenges around institutional readiness, regulatory convergence, and the digital divide are also present. Singapore is a key illustration of policy coherence, as it shows that national strategies integrating CE principles with digital education policies can enhance global competitiveness and pursue sustainable development. The paper includes some strategic policy recommendations for policymakers, higher education leaders and international organizations to promote a connected policy agenda on digital innovation and circular economy in universities.
CULTURAL VALUES AND LEADERSHIP PERCEPTIONS- AN EMPIRICAL EXAMINATION ACROSS EUROPEAN UNIVERSITY STUDENTS
This research explores complex links between cultural values and leadership perceptions in a sample of European university students, which is based on a comprehensive multi-country data collected over five academic years. The study suggests that deeply held cultural norms, societal beliefs, and value orientations significantly influence students’ preferences for the types of leadership, ethical decision-making and hierarchical engagement they most admire, as well as the antecedents of these preferences. Results reveal that students from collectivist cultures have a significantly stronger preference for participative, transformational, and ethically based leadership and a significantly weaker preference for transactional, competitive, or achievement-based leadership than those from individualistic or high uncertainty-avoidance cultures. Gender, field of study, and socioeconomic status as moderating variables also show that perceptions are nuanced, attesting to the complex relationship among individual, structural, and cultural factors. Locating these results in the current multi-cultural leadership literature, the research offers empirical justification for the importance for culturally aware leadership development in HE, and emphasises on the implications for curriculum, institutional and trans-national managerial training programs.
Artificial Intelligence in Educational Leadership: Strategic Pathways for Resilient Learning Systems
Artificial Intelligence (AI) in education is driving the pace of leadership and governance across learning systems globally. This paper questions the contribution of AI in consolidating an educational leadership with a specific focus on how AI can foster resilient learning systems. It draws on the conceptual lens of organizational resilience theory and digital transformation research to investigate how AI could help evidence-based decision-making, resource utilization and teacher-student interaction. The paper uses a mixed-methods methodology, including a systematic review of international literature and secondary analysis of global policy documents. The results indicate that well-positioned, AI can play a dual role as an innovation catalyst and as a buffer during system-wide shocks like pandemics or economic downturns. Numerous ethical dangers, algorithmic prejudices, and digital divides, however, are serious impediments to overcome. The article ends by providing strategic directions for policy decision-makers, educational leaders, and institutions to responsibly weave AI into leadership practices so that technology serves to advance resilience, equity, and inclusion in educational ecologies.
EXPLORING THE RELATIONSHIP BETWEEN SOCIAL IDENTITY AND ACADEMIC ENGAGEMENT: A MULTI-COHORT LONGITUDINAL ANALYSIS
This article investigates the longitudinal relationship between students’ social identity and academic engagement across three successive university cohorts, integrating multi-cohort data spanning four academic years. Using responses to the survey instrument, along with institutional records and longitudinal tracking for a subset of those samples, the analysis showed that students' affiliations with their learning community were significantly associated with motivation, as well as persistence and overall satisfaction in academia. In this way, the study is consistent with Ma, Sun, and Wang (2022) wherein social identity influences learning and that it does so through increased engagement (i.e., stronger attachment to others based upon shared personnel characteristics). This latter no doubt demonstrates how feeling part of something or membership can translate into enhanced labor returns. Moreover, drawing upon data on the size of contextual disturbances (i.e., COVID-19), the study also probes whether temporal fluctuations in student engagement trajectories are associated with context changes that might intersect with Craig & Hsu's (2025) work on temporary recollections of experience and perceptions of active learning. In placing the analysis in this greater international-context of longitudinal, and multi-cohort research (e.g., Wu & Becker 2023; Maire & Chesters 2024) these findings demonstrate how personal, social and institutional presences interact with one another over time to construct these pathways of academic learning. This work advances our understanding of how identity shapes educational outcomes, and ultimately advocates for universities to enlist social identities as a strategic asset crucial to maintaining engagement, bolstering motivation and servicing academic persistence within tertiary-level education.
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