Background: This article attempts to formulate a school-based model to capitalise on the opportunities and strengths within schools in the Sub-Saharan Africa (SSA) regions to ideate global school-driven digital innovation(s). Consequently, this article explores various digital innovation challenges, opportunities, and elements for schools, as well as proposed school-driven interventions. The paper seeks to open conversations among various international bodies and educational stakeholders, leading to school actors taking ownership of educational projects and school innovation. Methods: A traditional literature review was adopted to analyse the subject of Digital Transformation in Education (DTE). The traditional literature review is a comprehensive and critical overview based on the past and current literature on a subject matter without stringent methodology. Through the literature review methodology, existing materials on the subject matter are subsequently used. Terms and concepts about school innovation and management/leadership were extracted for consideration. These served as a basis for formulating a reference DTE model for interventions. This paper is underpinned by two main conceptual and theoretical bases: (i) The theory of school-based management and its related indicators, and (ii) Michael Fullan’s concept of school innovation, which is based on the three key factors of Technology, Pedagogy, and Change knowledge. Fullan’s concept is extended to showcase how Active Learning (AL) can inform pedagogical innovation. Results: This paper presents a school-based digital transformation in the education reference model as the outcome. The model uses concept maps to showcase the interrelations between DTE indicators and concepts, and the linkages around which Digital Transformation in Education could be developed as a School-Based Managed (SBM) agenda.

Small and medium enterprises (SMEs) represent a large segment of the global economy. As such, SMEs face many of the same ethical and regulatory considerations around Artificial Intelligence (AI) as other businesses. However, due to their limited resources and personnel, SMEs are often at a disadvantage when it comes to understanding and addressing these issues. This literature review discusses the status of ethical AI guidelines released by different organisations. We analyse the academic papers that address the private sector in addition to the guidelines released directly by the private sector to help us better understand the responsible AI guidelines within the private sector. We aim by this review to provide a comprehensive analysis of the current state of ethical AI guidelines development and adoption, as well as identify gaps in knowledge and best attempts. By synthesizing existing research and insights, such a review could provide a road map for small and medium enterprises (SMEs) to adopt ethical AI guidelines and develop the necessary readiness for responsible AI implementation. Additionally, a review could inform policy and regulatory frameworks that promote ethical AI development and adoption, thereby creating a supportive ecosystem for SMEs to thrive in the AI landscape. Our findings reveal a need for supporting SMEs to embrace responsible and ethical AI adoption by (1) Building more tailored guidelines that suit different sectors instead of fit to all guidelines. (2) Building a trusted accreditation system for organisations. (4) Giving up-to-date training to employees and managers about AI ethics. (5) Increasing the awareness about explainable AI systems, and (6) Promoting risk-based assessments rather than principle-based assessments.

Augmenting online interpersonal communication with biosignals, often in the form of heart rate sharing, has shown promise in increasing affiliation, feelings of closeness, and intimacy. Increasing empathetic awareness in the professional domain and in the customer interface could benefit both customer and employee satisfaction, but heart rate sharing in this context needs to consider issues around physiological monitoring of employees, appropriate level of intimacy, as well as the productivity outlook. In this study, we explore heart rate sharing at the workplace and study its effects on task performance. Altogether, 124 participants completed a collaborative visual guidance task using a chat box with heart rate visualization. Participants’ feedback about heart rate sharing reveal themes such as a stronger sense of human contact and increased self-reflection, but also raise concerns around unnecessity, intimacy, privacy and negative interpretations. Live heart rate was always measured, but to investigate the effect of heart rate sharing on task performance, half of the customers were told that they were seeing a recording, and half were told that they were seeing the advisor’s live heart beat. We found a negative link between awareness and task performance. We also found that higher ratings of usefulness of the heart rate visualization were associated with increased feelings of closeness. These results reveal that intimacy and privacy issues are particularly important for heart rate sharing in professional contexts, that preference modulates the effects of heart rate sharing on social closeness, and that heart rate sharing may have a negative effect on performance.

This paper is a theoretical attempt to show how the Aristotelian notion of phronesis may provide a fruitful viewpoint to trigger and animate a series of discussions on educational design-based research. In particular, we focus on the overall meaning that the notions of intervention and theory can acquire. What concerns the former, phronesis helps avoid interpreting intervention as the making of an object, be it a learning environment, an application, a piece of software. Conversely, it posits that intervention can be fruitfully located within teachers’ professional judgment. The specific focus on professional judgment helps point to a different conception of “theory”, which does not revolve around the development of generalized principles informing the practice. Conversely, theory can be viewed as the effort to articulate teachers’ experiences in the form of stories “from the field”.