<p>Artificial Intelligence (AI) has rapidly evolved over recent decades, transforming various sectors. At the forefront of AI advancements is Generative Pre-trained Transformer technology, exemplified by ChatGPT, which demonstrates significant capabilities in generating human-like conversational responses. <br />This study examines the perceived success factors of ChatGPT among Gen Z business students using the DeLone and McLean Information System Success Model. Utilising a qualitative methodology with a sample of 410 participants, the research assesses all six core dimensions while accounting for multidimensionality.<br />The findings reveal that, while ChatGPT is widely adopted in academic contexts, higher-order construct analysis indicates that some traditionally validated dimensions did not achieve statistical significance in this specific setting. Notably, the research did not confirm that the quantity dimension is significantly related to intention to use, nor that intention to use significantly affects perceived net benefits, suggesting potential limitations of the model when applied to generative AI. This study highlights the need for updated or adapted theoretical models that better capture the unique characteristics and user interactions associated with modern AI tools such as ChatGPT. As these students transition into the workforce, their attitudes and experiences offer a valuable preview of how future employees may engage with AI in professional environments.</p>

<p>This study seeks to identify the determinants of behavioural intention (BI) and to examine how BI influences e learning adoption (ELA) behaviour among students. The article investigates the impact of five key factors – Accessibility, Government Policy, Organisational Support, Instructor Attitude, and Technostress – on intention to use and adopt e learning platforms. A validated questionnaire was administered to a heterogeneous sample of 290 participants, and SmartPLS 4.0 was used for the analysis. The findings indicate that Technostress, Government Policy, and Organisational Support have a substantial and positive influence on intention and acceptance of the virtual learning platform, with Technostress emerging as the most influential factor. By contrast, Accessibility and Instructor Attitude are not significant, suggesting that access to digital infrastructure and e learning platforms is generally good, and that students consistently report positive instructor attitudes; as a result, there is insufficient variance for these variables to meaningfully differentiate outcomes in the statistical model. The results show a strong effect of BI on e learning adoption, with a large effect size. In addition, the model explains 53% of the variance in behavioural intention and 49% of the variance in e learning adoption, indicating strong explanatory power. Notably, Technostress has the greatest impact, and its effects can be reduced through immersive and engaging sessions. This suggests that Technostress may sometimes function as a ‘challenge stressor’ rather than a ‘hindrance stressor’, encouraging active engagement rather than avoidance. These issues should be integrated into strategic decision-making to enhance digital education outcomes through a positive, engaging virtual learning system.</p>

<p>The aim of this article is to present an original model of the dynamic creative process, developed from the authors’ extensive experience as creative-process facilitators. The study adopts a participant-observation approach, inductively deriving a conceptual model from years of facilitation in design thinking workshops, with a literature review of prior creativity models and dynamic process frameworks conducted to theoretically ground the proposed model. The authors propose a novel model of group creative process dynamics with three interrelated dimensions. The model’s originality lies in its dynamic, non-linear perspective on the creative process, manifested in three key dimensions: Agility & Parallelism, Flow & Fun and Resilience & Flexibility, which integrate cognitive, emotional and motivational factors, distinguishing the proposed model from earlier linear stage models of creativity. The authors illustrate this model through a modified ‘Ferris Wheel’ Design Thinking cycle (an iterative 7-stage process extending the standard 5-stage approach) and identify six common types of crises that creative teams frequently encounter. The article provides actionable recommendations and best practices for facilitators and managers of creative sessions, such as techniques for fostering team cohesion and flow, methods to maintain flexibility and parallel progress on tasks, and guidance on building resilience to overcome creative setbacks. </p>

<p>Although financial literacy would seem relevant to university students’ education, it is not currently offered as a transversal subject within European academic curricula. It should therefore come as no surprise that a common solution are ad-hoc specific courses, with students often additionally acquiring valuable learning through their own experiences in business environments. With this and the recent literature on the drivers of financial literacy in mind, the authors decided to explore the context shaped by socio-demographic, academic and work-related factors that either promote or prevent European university students from developing appropriate financial skills, such as managing personal finances, planning for short- and long-term needs, and distinguishing among different sources of non-traditional funding. The study used a sample of 881 undergraduate and postgraduate university students from Romania, Poland and Spain from different studies, with information obtained through an anonymous online survey. The applied econometric model was cumulative regression with location-scale estimation using the R software, version 4.3.2, with variables associated directly with the development of basic financial skills being age, gender, country, but also specific training as well as work and entrepreneurial experience. The authors stress the importance of providing financial management education connected to the reality, especially the business and entrepreneurial environment.</p>

<p style="text-align:justify;line-height:150%;">The introduction of remote education during social isolation caused by the Coronavirus pandemic changed the way communication takes place during the learning process. This article describes the results of a survey conducted among parents of gifted pupils aged 7-11. Parents (<em>N</em> = 712) completed an electronic questionnaire containing open and closed questions. The research aimed to analyze the process of communication between a gifted student and a teacher in distance education during the pandemic. The study examined the possibilities, conditions, and forms of communication as well as how parents perceive and assess the communication process. The results show that only 26.4% of students have comfortable conditions for communicating in distance learning. The activity of students, contact with teachers and peer relations have deteriorated significantly in relation to traditional education. There was no indication of any systemic support for gifted students, nor any attempts to improve the process of communication between students and teachers.</p>

<p>This article addresses the issue of counteracting the social exclusion of students with mild intellectual disabilities with regard to organisational aspects, and also defines other selected aspects. In particular, this article attempts to determine whether, in the opinion of teachers co-organising education, information and communication technology (ICT) tools present an opportunity to counteract the social exclusion of students with intellectual disabilities.<br />The introduction provides a conceptual framework for the terms used in the article, outlining the current knowledge regarding social exclusion and modern ICT. The next section examines the social exclusion of students with mild intellectual disabilities in educational institutions. Given the ongoing economic and environmental changes, this has become a common problem. At the same time, the rapid development of ICT could be an opportunity for educators to support the inclusion of excluded students.<br />The article goes on to discuss various ways of organising didactic, remedial, and compensatory classes using ICT tools. The conclusions on digital tools as a means of preventing social exclusion are based on surveys conducted among a deliberately selected group of teachers co-organising the education of students with mild intellectual disabilities, the author’s own experience, and a review of the relevant literature.</p>

In real life, people do not always choose who they work with and the size of the working group. However, when placed in a group or pair, they do not always function successfully as a team. This paper reveals the preferences and criteria for selecting group work partners from the perspective of 7th and 8th grade students, attempting to capture behaviours perceived as critical to the development of trust (trustworthiness). In addition, the attributes of the preferred and avoided partner were compared in a wide range of team situations in classrooms (team task, a sports game, sharing a desk, peer tutoring). It was found that while friendship commitments are a factor in the selection of peers for a joint task, the matching criteria and expectations of partners change depending on the requirements of the task itself. These findings should be relevant to researchers and educators who are looking for an optimal classroom seating arrangement or team formation method to promote learning based on a group format that students find rewarding and valuable.

Generative artificial intelligence is used to create new content and solutions through its ability to discover relationships in raw data, thus simulating the human thinking process. One particularly popular tool of this type is ChatGPT, which generates text and helps to solve a variety of problems. Consequently, it can also support company management by helping in the performance of various functions. By automating routine tasks, for example, it allows employees to focus on more strategic activities, while the use of data to identify trends supports informed decision-making, which enhances a company’s competitiveness and efficiency. The primary objective of the presented paper was to identify the key areas of application of ChatGPT in management. Accordingly, a quantitative and qualitative bibliometric analysis of the literature on this subject from the Web of Science and Scopus databases was undertaken, with a targeted selection of examples for case studies made based on the main research areas identified through bibliometric mapping. The article not only outlines the general trends related to the growth of the literature on ChatGPT in the field of management and quality sciences, but also specifies the main ways in which this tool supports management. It was noted that due to its ability to generate, automate, analyse and optimise, ChatGPT in management practice primarily supports (internal and external) communication, data use and problem solving.