The educational landscape is an environment prone to change due to the volatile and ever-changing nature of the digital society in which we all live. Although the world moves at different speeds and any generalization is bound to have some exceptions, there is evidence from research conducted in different places and contexts that educational methods are becoming increasingly digitized and driven by technological innovation. Among the technological trends fueled in many cases by the COVID-19 pandemic and the need to stay at home but online, augmented reality solutions received an additional boost as a valid and versatile educational technology worth exploring and eventually integrating into several teaching methods already in use. Although the technology still faces problems related to affordability, accessibility, and the technical skills required of users, some ongoing projects have already provided evidence that using augmented reality solutions as teaching and learning tools can improve teacher and student learning outcomes by increasing engagement and interactivity. The same issues arose when personal computers, tablets, and smartphones were first discussed as valuable tools for education and have now found their way into most classrooms. This paper reviews some of the key concepts related to augmented reality, as well as some current trends, benefits, and concerns related to its integration into educational contexts in areas such as life sciences, engineering, and health. The work conducted and presented in this paper provides an interesting insight into a technology that has given rise to global phenomena such as Pokémon Go, and continues to improve in terms of portability, usability, and overall user experience. Throughout the paper and in the conclusion section, we discuss the relevance of using the best features of augmented reality and how they can contribute to positive educational outcomes.

This article explores which measures are perceived by European key stakeholders (students, employers and academics) as crucial for the development of curricula that provide graduates with working-life competences and key skills that may increase their employability. It also seeks to identify measures that may strengthen cooperation between companies and universities. This was achieved through the application of 1734 questionnaires to key stakeholders in five European countries which are part of the European project #Europehome. The most popular measure identified by all stakeholders was the internship. More specifically, internships are considered of great importance to increase graduates’ employability as well as being the best means of cooperation between universities and companies. In addition, the study identified a range of best practices and measures that may help lay the foundations and sustain the development of well-planned curricula.

Purpose: In the last decade, graduates’ employability has assumed a central role in scholars’ concerns. This was mainly due the high rate of recent graduates’ unemployment in some European countries, as well as the Bologna Process reform of the European higher education system and the new Europe Strategy 2020. The purpose of this paper, driven by the increasing need to improve graduates’ skills and employability, is to identify a set of skills that students consider important to achieve success in their own field of study and another set of skills, which they perceive to lack the most. Design/methodology/approach: To achieve the main goal of this study, based on the methodology supported by literature review, a questionnaire was applied to students from five different European universities. Findings: The main results allowed the authors to infer that, on the one hand, the European students of the universities included in the study consider communication, thinking and interpersonal skills as the most important skills to get a job in their own field of study; and on the other hand, personal, interpersonal and entrepreneurial skills are the skills lacked by students. These set of skills are quite similar and even overlapping, which makes this a significant inference that needs to be accounted by higher education institutions (HEIs). Originality/value: In the research carried out in this study, with the students of five different European universities affected by the economic crisis of 2007/2008, the needed skills perceived by students to obtain employment in their own field of study were identified, along with the skills which they perceived to lack the most. The obtained findings contribute to shed light on the important issue of supporting HEIs regarding the skills that should be imparted in the curricula of their courses and workshops, in order to help the students to succeed in the current and potential competitive labour market.

The sustainable supply chain management (SSCM) literature does not directly address Scope 3 emissions despite their role as primary drivers of greenhouse gas emissions. This study aims to provide an overview of the main themes through which the SSCM literature has considered Scope 3 emissions and identify further avenues for research. A systematic literature review (SLR) was conducted. Scopus and Web of Science were the databases considered. Sixty-one papers were included in the analysis. Most papers focus on assessing and estimating Scope 3 emissions, followed by papers that discuss the reporting of Scope 3 emissions. These papers shed light on how firms may not report Scope 3 emissions if the information is negative to improve investors’ perception of the firm. The last group of papers discusses practices and strategies to manage Scope 3 emissions. The main challenge identified in establishing strategies to manage Scope 3 emissions is engagement with stakeholders, as, generally, only one or two tiers of the value chain cooperate. This study is the first to organize the literature on Scope 3 emissions under the lens of SSCM. If supply chains are to become more sustainable, focal enterprise coordination must be effective and leverage practices such as Scope 3 emissions metrics and measurement, data sharing, and green product development for all stakeholders.

The present study aims to establish a link between digital and humanitarian supply chain management. This study has focused on using artificial intelligence-big data analytical capabilities and information alignment to develop and maintain supply chain collaboration to achieve supply chain agility in a dynamic environment like a disaster. The targeted population is humanitarian organizations in Pakistan. Simple random sampling method, data was collected from 242 respondents using an online questionnaire. The Partial Least Square – Structural Equation Modelling technique has been used for analysis. Resource Based Theory and Contingency Theory in this study have provided foundations to develop and test the relationships among information alignment, supply chain agility, artificial intelligence – big data analytical capabilities, and supply chain collaboration in disaster management. Findings showed the use of artificial intelligence – big data analytical capabilities are beneficial for information alignment and supply chain agility.