Responsive parent–child interactions fundamentally influence children’s development and socialization. However, smartphones and other digital devices have increasingly interfered in these interactions, leading to a growing interest in technoference—technology‐based interruptions in interpersonal interactions. While researchers often use the terms distraction, interruption, and disruption synonymously, the conceptual distinction between these forms of interference remains underexplored. Drawing from developmental psychology and various theoretical frameworks relevant to interruptions, we discuss how the types of interference and the responses of parents and children together shape both immediate interaction quality and long‐term relationship outcomes. In this review, we introduce the Technoference Pathway Model, a new theoretical framework that differentiates three types of technoference, outlines their unique characteristics, and examines their potential impacts and outcomes on parents, children, and the parent–child relationship. We highlight measurement challenges inherent in the existing literature and propose a framework for distinguishing these terms in technoference research and other research fields examining interruptions in contemporary family life. We conclude by outlining implications, future research directions, and recommendations for advancing the field.

Problematic media use (PMU) presents increasing challenges for young children in the digital age. Grounded in the Interactional Theory of Childhood Problematic Media Use and social cognitive theory, this study examined the chain mediating roles of cognitive self‐regulation (CSR) and emotional/behavioral self‐regulation (EBSR) in the relationship between temperament (negative affectivity [NA] and effortful control [EC]) and PMU. Participants included 456 Chinese preschoolers (238 boys, M age = 5.57 years, SD age = 0.74) and their parents (68 fathers, M age = 36.74 years, SD age = 5.18; 385 mothers, M age = 35.79 years, SD age = 4.49). Parent‐reported questionnaires assessed children’s temperament, PMU, and digital self‐regulation. The results indicated that NA positively predicted PMU ( r = 0.29), whereas EC negatively predicted PMU ( r = −0.18). CSR and EBSR sequentially mediated the association between temperament and PMU, serving as complementary mediators for NA and indirect‐only mediators for EC (indirect effects ranged from −0.01 to −0.08). These findings highlight the influence of digital self‐regulation on the temperament–PMU link, informing preventative interventions for young children’s digital media use.

Thanks to the phenomena of presence and embodiment, immersive virtual reality makes it possible to create situations that influence users’ mental representations. This can deepen understanding of another person’s perspective and foster compassion and motivation for prosocial behavior. In the literature, several studies have shown positive correlations between presence in a virtual environment and empathy. Other studies have shown the influence of prosocial video games on increasing prosocial behavior in the real world. Numerous models have been developed to explain the complex mechanisms of empathy and prosocial behavior. Despite this abundance of research, existing models remain fragmented, each addressing a specific aspect of the complex mechanisms of empathy and prosocial behavior. The literature does not yet provide a comprehensive framework for integrating these mechanisms in the specific context of awareness. Based on the knowledge that has been established, we propose an Integrative Model of Awareness‐Raising (IMAR) based on these solid theoretical foundations, not to revalidate them, but to mobilize them in the design and evaluation of awareness‐raising tools. We measured the main variables of the IMAR model using standardized questionnaires, and before and after users were exposed to a visual impairment awareness‐raising experience in a virtual environment. This enabled us to assess the model’s effectiveness in predicting the effects of an awareness‐raising activity. We hypothesized a positive influence of the use of the virtual awareness‐raising tool on participants’ cognitive empathy, affective empathy, and prosocial responses. In the experiment carried out, 46 participants were exposed to the immersive visual impairment awareness‐raising tool. All were engineering students, aged between 22 and 32. To measure their level of presence and their mental representations of disability, the participants answered a first questionnaire just before the experiment, a second just after the experiment, and a third one a week later. These measures enabled us to study the changes induced by the virtual awareness‐raising tool, as well as their maintenance over time. The results show that awareness‐raising in the virtual environment led to an increase in prosocial behavior, as well as its maintenance over time. Participants were more willing to give their time to charity after the awareness‐raising session than before. This effect is particularly achieved through enhanced cognitive empathy. Based on the model, the results suggest that the awareness‐raising tool could be improved in terms of affective empathy, by working on the narrative, for example. The main contribution of this paper is to propose an IMAR process based on the literature, as well as an experiment showing how this model can be used to interpret the impact of an awareness‐raising approach and to identify areas for improvement.

Introduction Smartphone addiction threatens university students’ academic performance. There is a paucity of synthesised literature on its prevalence and correlates among such populations. This scoping review synthesised literature on the prevalence, correlates, predictors, demographic differences and effects of smartphone addiction in this population. Methods Following the Arksey and O’Malley (2005) framework, a comprehensive search was conducted across multiple databases (PubMed, Web of Science, Scopus, JSTOR, Central, Dimensions AI, and PsycINFO) and Google Scholar. The search strategy included English‐language articles published from 2005 to May 2024. Study selection, data extraction and synthesis were performed by a team of authors, with consultation from experts and an academic librarian at various stages of the review process. Results The initial search yielded 2036 records, with 44 studies ultimately included in the review. The prevalence of smartphone addiction among university students ranged 11%–85% globally. Correlates of addiction included mental health issues, academic performance, social factors, lifestyle habits and demographic variables. Predictors of smartphone addiction involved socioeconomic factors, psychological conditions, usage patterns and demographic characteristics. Demographic differences were observed, with women showing a higher prevalence and different patterns of addiction compared to men. The effects of smartphone addiction were poor sleep patterns, physical health and psychological well‐being. Conclusion Smartphone addiction among university students was highly prevalent and strongly associated with adverse mental, academic and physical health outcomes. Universities should implement digital literacy and mental health programmes to promote balanced smartphone use. Further research should explore gender‐specific interventions and behavioural modification strategies to mitigate addiction risks.

A hypercompetitive business environment has put unprecedented pressure on business firms to adopt technologies such as artificial intelligence (AI). Alongside, AI is being recognized as a strategic resource to enhance business performance. However, less is known about the mechanisms of AI capabilities toward performance‐enhancing outcomes. Drawing on the resource‐based view (RBV), this study explores the role of AI use in the four key organizational dimensions, i.e., supply chain management (SCM), business models (BMs), inventory management (IM), and budgeting toward business performance, along with the mediating role of employee resilience. By employing a cross‐sectional research design and using survey data of 307 manufacturing firms in Pakistan, the analysis was carried out through partial least squares–structural equation modeling (PLS–SEM). Results demonstrate that the use of AI across all four domains has a significant positive influence on business performance. In addition, employee resilience partially mediates the relationship between the AI‐assisted capabilities and business performance, which underscores the crucial role of human adaptive capacity in harnessing technological resources. This study contributes to the theory by demonstrating that performance improvements of AI use are not only from the technological capabilities but also from the employees’ capabilities through efficient utilization of technologies. Therefore, this study advances the literature by highlighting employee resilience as a pivotal behavioral mechanism coupling AI capabilities and business performance. This study offers practical insights for managers to strategically invest in the use of AI along with human‐centered strategies to maximize business performance and long‐term competitiveness.

This integrative review examines how digitally mediated relational practices shape emotional well‐being in contemporary societies, synthesizing research published between 2015 and 2025. Focusing on six interrelated constructs—digital empathy, narcissism, loneliness, ghosting, online friendship dynamics, and emotion regulation—the review draws on a final corpus of 100 peer‐reviewed studies indexed in Scopus and Web of Science. The evidence shows that digital platforms are not neutral communication tools but complex sociotechnical environments actively configure how individuals form, sustain, and dissolve emotional bonds. Digitally mediated interactions can foster empathic understanding, emotional support, and relational continuity, yet they also intensify self‐presentation pressures, social comparison, and emotional misattunement, particularly among users with narcissistic vulnerabilities. Loneliness emerges not simply from reduced social contact but from discrepancies between relational expectations and the affordances of online communication, especially within digitally mediated friendship networks. Practices such as ghosting constitute a distinct form of relational withdrawal, generating emotional uncertainty, relational disruption, and prolonged ambiguity. Across all themes, emotion regulation plays a central role in shaping how individuals navigate connection, disconnection, and identity in digital contexts. To integrate these findings, the review proposes a three‐level model—technological, relational, and normative–cultural—that explains how digital environments recursively shape emotional well‐being and friendship dynamics. The article concludes by outlining implications for theory development, digital practices, and future interdisciplinary research.

This study investigates how industrial executives in Thailand′s manufacturing sector navigate artificial intelligence integration into leadership practices. As AI systems increasingly participate in organizational decision‐making, questions arise about how leaders experience shared authority with algorithmic agents and how cultural context shapes that experience. Drawing on semi‐structured interviews with 25 senior executives from medium‐ to large‐scale manufacturing firms, this study employed thematic analysis within a constructivist paradigm to explore perceptions, strategies, and ethical considerations surrounding AI adoption. Four themes emerged: technological augmentation of human labor, transformed executive roles in AI‐mediated decision‐making, ethical and workforce challenges, and uneven readiness for technological transformation. The findings reveal a fundamental paradox: executives increasingly depend on AI for operational decisions while simultaneously resisting delegation of authority to machines. This tension reflects Thai cultural values including bun khun (reciprocal obligation) and kreng jai (reluctance to impose or cause discomfort). We propose pragmatic posthumanism as a concept capturing this liminal condition—where leaders functionally share agency with AI systems yet remain institutionally and culturally positioned as sole decision‐makers. The hybrid‐intelligence leadership framework emerges from these findings, integrating cognitive integration, ethical governance, and workforce adaptation as culturally embedded domains. This study contributes to leadership theory by demonstrating how AI‐driven transformation unfolds differently across cultural contexts, challenges Western‐centric assumptions about human‐machine collaboration, and offers practical guidance for executives, policymakers, and educators navigating Industry 4.0 in Southeast Asia.

This study shows the contribution of multimedia tools to developing inquiry skills in mathematics and science for UAE secondary students. A cross‐sectional survey of 183 teachers using questionnaires assessed the frequency and influence of multimedia tools on various levels of inquiry‐based learning. Descriptive statistics and chi‐square tests were applied. Results indicate that PowerPoint was most frequently used in high‐order cognitive tasks, particularly in recording and presenting data (53.0%) and evaluating scientific questions (45.4%), as shown in the tables. In contrast, videos were more prominent at lower cognitive levels, such as implementing procedural steps (39.3%) and modeling phenomena (37.2%), whereas pictures were most frequently used in medium‐level reasoning tasks, including constructing scientific questions (43.2%) and modifying models (46.4%). Podcasts remained consistently underrepresented across all inquiry domains, generally below 15% usage. Additionally, chi‐square analyses revealed statistically significant associations between multimedia tool usage and inquiry skill levels ( p < 0.001), with small‐to‐moderate effect sizes (Cramér′s V ranging from 0.17 to 0.38). Demographic analyses further indicated that teachers with greater experience and higher educational qualifications showed statistically significant differences in multimedia integration for higher order tasks. Further research is required to explore the long‐term effects of multimedia tools on students′ inquiry skills, taking into account the students′ perspectives.