<b>From Interaction to Sustainability: An Exploratory Study of Serbian Generation Z Conference Design Preferences</b>

Background and Aims: Enhanced investor scrutiny, regulatory obligations, consumer lobbying, and the obvious effects of social injustice and climate change have all significantly enhanced the relevance of environmental and social responsibility in business. Ethical consumption, environmental principles, and ESG investing have all worked together to transform how businesses operate and engage with the public. In addition to evaluating theoretical frameworks like stakeholder theory, CSR, and ESG. Thus, this paper aims to consolidate existing knowledge, highlight trends, and identify research gaps in Ethical Edge. Methodology: A qualitative documentary research technique was used to investigate company reports, case studies, regulatory frameworks, and peer-reviewed academic literature for themes. The UN SDGs, the Harvard Business Review, the IPCC, and publications from top ESG assessment organizations are examples of core sources. Results: The findings demonstrate the growing significance of supply chain ethics and DEI, the positive correlation between ethical leadership and business resilience, and the strategic importance of environmental responsibility in sectors such as technology, fashion, and the automotive sector. ESG-aligned companies generally do better than their counterparts in terms of market value, client loyalty, and talent retention. However, there is still criticism of worldwide enforcement disparities, conflicting ESG standards, and greenwashing. Conclusion: Ethical and sustainable business practices are no longer optional; they are now crucial to long-term viability and stakeholder trust. The future of business depends on integrated solutions that take social justice, environmental responsibility, and ethical governance into account. Continuous innovation, technology integration, and critical research are essential to advancing this shifting paradigm.

Personalised learning models can assist students in meeting their unique requirements and objectives for expanding their knowledge, perspective, abilities, and understanding of the educational system. With the advancement of artificial intelligence, technological integration has the potential to play a critical role in personalising the learning experience. This work attempts a systematic review that examines the influence of personalised learning enabled by artificial intelligence on the educational system. The review synthesises the latest research literature (January 2015–June 2025) and includes a total of 125 studies that achieved our inclusion criteria to demonstrate how technology could successfully modify the learning system. Thoroughly examining the role of artificial intelligence–based personalised learning in education is the main focus of this study. In particular, we categorise applications and review algorithms that support personalised learning, compare their approaches, and identify their impact on teaching, learning, and assessment practices across education sectors (K–12, higher education, and institutionally supported online learning). This work contributes to the field of education by providing a much-needed summary of the current state of research and the various opportunities and challenges in this area.

This scientific article is devoted to the study of innovative management methods in a socially oriented enterprise system. The article presents an overview of modern theoretical and practical aspects of innovation management in the context of the social orientation of enterprises. The features of socially oriented enterprises, their goals and objectives, as well as the problems they face when using traditional management methods are considered. The desire for efficiency and competitiveness leads to the need to introduce new approaches to management, especially in the area where social values and responsibility to society are a priority. The article discusses such modern innovative management methods as the participation of employees in decision-making, the development of flexible organizational structures, the use of technology to increase productivity and ensure sustainable development, knowledge management, as well as the introduction of a corporate social responsibility system and other methods. For each method, descriptions, advantages, and disadvantages are given, as well as examples of their use in a socially oriented enterprise system. It is substantiated that the social responsibility of an enterprise is an important innovative method of management in a socially oriented enterprise system. The article presents the problems that an enterprise may encounter when introducing innovative management methods in a socially oriented system, as well as measures to avoid or prevent them. The risks associated with new technologies and the need to comply with the requirements of security and protection of personal data, as well as measures to avoid risks when introducing innovative management methods in a socially oriented enterprise system are analyzed. At the end of the article, the author concludes that the use of innovative management methods can help socially oriented enterprises achieve their social goals and ensure financial sustainability. This study allows us to better understand the benefits and potential of innovative management methods in a socially oriented enterprise system.

Personalized learning refers to a variety of instructional methods, academic support strategies, and educational programs that are proposed to address specific interests and learning needs of the students. The key goal of integrating technology with personalized learning is to have students progress from high school to college or a career. But currently, most of the students leave high school without the knowledge and technical skills that they need for success in further education and workplace. In order to improve K-12 education (i.e., kindergarten [K] and the 1st through the 12th grade) fundamental and systemic changes in middle and high school education are required. Integration of technology can help the students to improve knowledge, advance skills, and to gain the competencies to work well in the society and workforce. This chapter focuses on applicability of technology, implementation, and feasibility issues that play a key role in personalized learning.

Context-aware technologies promise great potential in technology enhanced learning (TEL). However, as transformation arises in educational set up as a result of the use of context-aware technologies, so is the challenge emerging of applying sound pedagogical foundation when employing these technologies. Furthermore, despite the fact that context-aware systems offer potential to cater for different learners’ needs, how to provide a learning experience tailored to each learner’s needs in an extremely diverse and rich environment still poses a challenge. In addition, although the notion of adaptation as utilized by context-aware technologies enhances learning experience, it has also been criticized for the lack of learner involvement which is a crucial component in achieving effective learning. In an attempt to address these challenges, the first goal of this study was to formulate a pedagogical framework that could offer a platform for the integration of pedagogy and technology in a context-aware learning environment (CALE). The second goal was to enhance personalization by exploring the internal dimensional context. In particular, the study examined the use of learning preferences as context. The scope of personalization covered in this thesis was on social personalization. Specifically, learners’ sociological preferences were considered as a basis for achieving social personalization. The third goal was to enhance learner engagement at both individual level and in a collaborative environment. In order to achieve this, context-aware recommendation approach was explored with the aim of involving learners through decision making. Social personalization and small-group collaborative learning approach were investigated. Specifically, sociological preference similarity strategy was used as a basis for group formation. Another method used was structuring the learning activity flow based on Kolb’s experiential learning model with an extension on the active experimentation phase. This approach was intended to ensure learner involvement at both individual and collaborative level. The fourth goal of the study was to implement a personalized and engaging context-aware learning environment (PECALE). PECALE was implemented within the CALE pedagogical framework formulated in the first goal. The results of the experiment showed that the study’s approach had a positive impact on learner engagement in terms of learner participation, individual performance and group performance. This work and its findings may provide useful insights for conducting further research in the area of context-aware learning, personalized learning, learner engagement, small-group collaborative learning and group composition. The CALE pedagogical framework developed may be significant to developers of CALEs and instructors who use these environments.

Although existing scholarship recognizes environmental sustainability orientation as an important driver of circular economy outcomes, limited research has examined the contingent mechanisms through which this orientation translates into circular economy target performance (CCTP), particularly in resource‐constrained contexts. We adopted a knowledge‐based perspective to investigate how green value co‐creation moderates the relationship between environmental sustainability orientation and CCTP under varying conditions of green knowledge‐processing capability. Our study advances theory by conceptualizing environmental sustainability orientation as a multidimensional construct comprising chief executive officer (CEO) and supplier sustainability orientations, and by identifying the boundary conditions that determine when each dimension translates into circular economy outcomes. We validated our model using two‐wave survey data from 300 small‐ and medium‐sized manufacturing enterprises (SMEs) and their key suppliers in Ghana. The data supported our hypotheses by showing that supplier sustainability orientation exerts a stronger direct effect on CCTP than CEO sustainability orientation and that the effects of CEO and supplier sustainability orientation on CCTP are amplified under high levels of green value co‐creation. Additionally, we uncovered that green value co‐creation and green knowledge‐processing capability jointly moderate these relationships, with maximum circular economy benefits occurring when both contingencies are high, particularly for supplier sustainability orientation. These findings advance the knowledge‐based view by demonstrating how collaborative knowledge mechanisms and internal knowledge‐processing capabilities work synergistically to enable strategic orientation leverage. Our study offers fresh insights for managers in resource‐constrained environments, such as the Sub‐Saharan African context, and contributes to business strategy literature by revealing how firms can achieve competitive advantage through strategic orchestration of external collaboration and internal capabilities.

1. Introduction Charity, benefit, donations, alms and more modern social responsibility, social orientation, social priorities that pursue various goals and include various types of motivation and intensity were always associated not only with state and social but also commercial entrepreneurial activity of both organizational structures and individuals. Various factors that at the same time have some common features initiated social projects. Postulates in almost all religions call on and often demand to take care of sick, physically and mentally challenged people, and orphans, share wealth with poor and homeless people, and help ascetics and talented ones. It includes alms after a church service, distribution of a part of offering and Christmas presents in orphanages, hospital and almshouses. It is necessary to share the success and wealth received with the God's help with orphaned and poor people, help talented poor youth with thanks to the Almighty. It is quite natural that in the Orthodox Russia not only merchants and manufacturers but also members of the czarist family, mainly women, were engaged in charity work, construction of hospitals for wounded and poor people, orphanages, almshouses, cheap houses. Probably, the reform of the saving system was the most outstanding example of such religiously initiated state social projects in the area of credit relations. In 1861 savings treasuries were transformed into savings banks. Various types of them aimed to protect the indigents from moneylenders and included clearly socially oriented establishments such as widows, students, and soldiers and sailors savings banks (Dyba & Zvonova, 2013). With more or less evidence progression and intensity, social orientation was implemented in the activity of Soviet savings banks, and in the work of their successor Sberbank functioning as a commercial state bank. To a large extent social orientation and social priorities that are formed and implemented by Sberbank sometimes even involuntarily but in strict compliance with its declared mission serve as a model and a benchmark for many commercial banks which management includes social responsibility in preferences of the internal banking policy. Academic studies, methodological researches, guidance papers, and what is the most important, many-years and in certain aspects centuries-long experience of social priorities in various areas and modifications focused on the bank management specifics allowed to reveal both really actual projects required by the society and often having a synergetic effect, and externally rather favourable actions that bear significant pure risks, and often shocks of both bank concentration and bank initialization. Herewith, it is important that according to theoretic provisions of bank management and especially bank risk management, the definition of positivity or negativity, desirability or undesirability, chance or pure risk of a phenomena, or event, or an action depend on the position of the person who is involved in this action or event defines his attitude and estimates the level of his acquisitions and losses. It predetermines the necessity of both basic and appropriate detailed classification of social priorities in the internal banking policy focused on the assortment of banking products (Rusanov & Rusanova, 2014). Banks as quasi non-governmental organizations initially bear certain social load. Herewith, they can implement it not only as compulsory social responsibility but also as purposefully formed social priorities in all areas of the bank activity including the management of qualitative characteristics of banking products. Based on the stated above, the research goal is formulated as follows: to classify areas of social activity by projecting them on the benchmarks of the bank management and setting forth the approaches to forming a socially oriented complex of banking products; to develop recommendations on socially defined preferences, limitations and prohibitions of the internal banking assortment policy. …

Integration of technology within problem-based learning curricula is expanding; however, information regarding student experiences and attitudes about the integration of such technologies is limited. This study aimed to evaluate pre-clinical medical student perceptions and use patterns of the “Road to Birth” (RtB) software, a novel program designed to support human maternal anatomy and physiology education. Second-year medical students at a large midwestern American university participated in a prospective, mixed-methods study. The RtB software is available as a mobile smartphone/tablet application and in immersive virtual reality. The program was integrated into problem-based learning activities across a three-week obstetrics teaching period. Student visuospatial ability, weekly program usage, weekly user satisfaction, and end-of-course focus group interview data were obtained. Survey data were analyzed and summarized using descriptive statistics. Focus group interview data were analyzed using inductive thematic analysis. Of the eligible students, 66% (19/29) consented to participate in the study with 4 students contributing to the focus group interview. Students reported incremental knowledge increases on weekly surveys (69.2% week one, 71.4% week two, and 78.6% week three). Qualitative results indicated the RtB software was perceived as a useful educational resource; however, its interactive nature could have been further optimized. Students reported increased use of portable devices over time and preferred convenient options when using technology incorporated into the curriculum. This study identifies opportunities to better integrate technology into problem-based learning practices in medical education. Further empirical research is warranted with larger and more diverse student samples.

Background: This paper examine the role that social responsibility can play in advancing orthodontic clinics’ management. Social responsibility is a valuable potential area of strategic development that causes consumer’s positive perception toward service providers. Objectives: The study also sought to determine the role of social responsibility and trust in strengthening of customer satisfaction. Lack of previous studies caused researcher to analyze the effect of corporate social responsibility on customer trust and satisfaction toward orthodontic clinics in this way. Materials and Methods: The cause and effect relationship between tree variables were analyzed including social responsibility, trust, customer satisfaction. Having 4 hypotheses. To test the hypotheses the personal questionnaire was used and data from 405 individuals who were the clients of orthodontic clinic in Iran, were collected. Using randomly sampling method and analyzed by statistical instruments. The descriptive statistics was performed using SPSS software and referential statistics was conducted using exploratory and confirmatory factor analysis and structural equation models was done using AMOS software. Results: Results showed that the positive and significant relationship between social responsibility trust, and also relationship between customer satisfaction and trust were supported. The relationship between corporate social responsibility and customer satisfaction was rejected. Nevertheless, the indirect effect of social responsibility on customer satisfaction was approved. Conclusions: The results also support that customer trust is the most important attribute in the context of services. In the other word it is trust of clients that lead to client satisfaction.

This study develops a framework for personalized learning path planning that incorporates individual students’ learning behaviors, current learner status, and mastery of knowledge points with varying degrees of difficulty. Utilizing a big data-driven model, the framework calculates the difficulty of each knowledge point specifically tailored for individual students. Subsequently, it assesses the learners’ current status through an analysis of historical learning records, enabling the strategic planning of personalized educational trajectories. Finally, the correlation analysis and independence test were used to compare the differences in students’ academic performance, learning confidence, and learning needs between personalized learning and traditional learning modes. After using the personalized learning model, the student achievement outcome data showed F(1, 145) = 41.805, p = 0.013, η 2 = 0.213. There was a significant difference in the personalized learning model on the students’ student confidence, F(1, 120) = 7.364, p = 0.021, η 2 = 0.007. The customized learning pathway designed in this paper can promote the achievement of personalized learning goals for students.

<p align="left"><strong>Purpose </strong>- Growing involvement by Chinese college students in volunteer service has been greeted as a sign of the rising social responsibility among the young. While commitment to volunteer service is growing, there is limited evidence of its impact on participants. There are even some misinterpretations or controversy on the effect of volunteer service. The purpose of this paper is to answer the question: can volunteer service experience of limited intensity and duration have an impact on the development of Chinese college students’ social responsibility?</p><p align="left"><strong>Design/methodology/approach - </strong>College student volunteers, who served for approximately one month, were administered a pre- and post-test assessment using multi-item scales to determine if a student’s social responsibility would increase as a result of their volunteer service. Some interviews were done to collect information about the changes of volunteers. The final sample included 130 students. 107 students participated in voluntary teaching in rural areas in China and 27 students participated in the Association Internationale des Etudiants en Sciences Economiques et Commerciales (AIESEC) international volunteer service organization. The Scale of Social Responsibility Development (SSRD) was chosen as the instrument for this study. <strong></strong></p><p align="left"><strong>Findings - </strong>Based on combined survey and interview data, the results show that students’ social responsibility increased significantly after volunteer service regardless of the service type. The length and the service experience have significant impact on the development of college students’ social responsibility. No significant effects were found in gender or parental education level.</p><p align="left"><strong>Originality/value - </strong>Compared with Western college students, who possess a long volunteer service tradition, Chinese college students have a relatively short history in terms of volunteer service. Many Chinese college students will not start participating in volunteer service until college. Chinese students have distinctive characteristics: comparatively mature cognitive ability and value system and limited volunteer service experience. This study can help to explain and examine the unique effects of volunteer service participation on the development of Chinese college students’ social responsibility.<strong></strong></p>

Three Models of Corporate Social Responsibility: Interrelationships between Theory, Research, and Practice

This article examines the current trends in the development of professional activity of a teacher of choreographic education.
 The author draws attention to the integration of multimedia and interactive technologies, the inclusion of modern dance styles, the use of an individual approach and an emphasis on social responsibility. The importance of self-study and strengthening ties with the professional community are also discussed.

This research aims to investigate the impact of characteristics of electronic word-of-mouth (eWOM), including Information Quality, Information Credibility, Information Quantity; and consumer behavior, including Needs of Information, and Attitudes towards Information, on the online purchase intention of Generation Z consumers in the context of social media. The research used a quantitative approach with a Likert scale questionnaire to collect the data from 280 Vietnamese Generation Z individuals. Statistical techniques, including Cronbach’s Alpha Test, Exploratory Factor Analysis, Confirm Factor Analysis, and Structural Equation Modeling, were used for data analysis. The findings indicated that Information Quality, Information Quantity, and Needs of Information significantly influenced Information Usefulness. Moreover, Information Quality, Needs of Information, and Attitudes towards Information had a significant impact on Information Adoption. Notably, Information Quality exhibited the strongest positive influence on both Information Usefulness and Information Adoption. The study found that Information Usefulness had a significant impact on Information Adoption and on Information Adoption had a significant impact on purchase intention. This result illustrated that information adoption and information usefulness act as partial mediators in the relationships between the independent variables and purchase intentions. This research distinguishes itself from previous studies by simultaneously identifying independent factors that affect Information Usefulness and Information Adoption. This provides marketers with better understanding the important of eWOM information on consumer purchase intention on social media. To address limitations and enhance the overall understanding of the research area, future studies should increase the sample size, diversify geographical representation, and conduct comparative analyses across different generational cohorts.

<p>The purpose of this study is to determine the underlying dimensions that characterize meaningful learning in social studies. It utilized an exploratory factor instrument analysis research design. Respondents were randomly selected for equal opportunity to be included in the survey. A researcher-made instrument was utilized which was developed for a focus group discussion (FGD). The validity of items was determined through the Content Validity Ratio (CVR). Item statements that passed the threshold of 0.80 were selected as part of the survey scale. A 60-item instrument was developed and utilized as a data collection tool administered to 380 junior high school students chosen through random sampling. Using Exploratory factor analysis (EFA) with parallel analysis using GeominQ rotation, only 34 items met the criterion for a cut-off factor loading of .40 and above, forming the simple five-factor structure. Results of EFA yielded the five (5) dimensions of meaningful learning in social studies. Using thematic analysis, these five factors were labeled as: enriching and inclusive learning environment; enhancing civic awareness and critical thinking; promoting character development and social responsibility; utilizing technology and establishing clear guidelines; and interactive and fun learning. The findings of this study underscore the multifaceted nature of meaningful learning in social studies and the essential components required to cultivate it effectively.</p><p> </p><p><strong>SDG Indicator: </strong>Indicator: #4 (quality education)</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0762/a.php" alt="Hit counter" /></p>