This paper provides a structured literature review (SLR) on knowledge management (KM), digital transformation (DT), and Industry 4.0, defining these new research streams’ interactions, ties, and interdependencies. Playing an essential role in a progressive discipline, our research summarises the state of the art of the past literature using rigorous methodological approach. The researchers adopt the Scopus database in their analysis and use the Bibliometrix R package. The analysis reveals 761 peer-reviewed English articles. The study shows several research clusters: KM and DT; KM and innovation ecosystems; KM and frontier technologies; and KM, decision-making, and Industry 4.0. Additionally, our paper contributes to identifying a flourishing field of research that has uncovered a previously unknown and exciting link between KM, DT, and the public sector. Finally, the article emphasises the crucial role of DT in KM development, addressing future research perspectives as quantitative and joint academics and practitioners’ analysis.

In the modern digital age, organizations face unprecedented challenges and possibilities while managing the intricacies of digital transformation. Accelerated technological developments, changing customer preferences, heightened competition, and dynamic regulatory environments necessitate companies to synchronize their business goals with technological innovations. Leadership is crucial in steering businesses through changes, requiring a deep understanding of change processes and the capacity to adjust leadership accordingly. This research addresses the central question: How does leadership effectively promote organizational digital transformation? The study examines how leaders can effectively promote the adoption of advanced technologies and the promotion of innovation, by first exploring the nature of digital transformation within organizations and then analyzing the evolving dynamics of leadership in this context. An integrative review of the Web of Science (WoS) and Scopus databases was conducted, using the search terms: “Leadership” and “Digital Transformation”. The findings emphasize that effective leadership is crucial for managing the minutiae of digital transformation, integrating technology into organizational processes to facilitate learning, collaboration, and agility, enabling companies to adapt to market shifts, reduce uncertainty, and enhance decision-making for sustainable growth. By using the right tools and with the right frequency, leaders may develop team cohesion—even at a distance. Attentive digital-age leaders will know how to leverage the right mechanisms, and herein, we hope to give some indication of how that may be achieved, so that digital transformation increases rather than decreases team motivation levels.

The year 2020, due to the pandemic, was a milestone in the history of digital technology in the education sector, allowing a sustainable education although the world was facing a pandemic crisis without precedents. Therefore, in a few days occur a transformation from traditional classroom teaching to online teaching and consequently forced to use digital learning. Nevertheless, more researches are needed to know how was this experience and if there is the intention to maintain the online format. The main goal of this article is to study how digital learning can be an educational format focused on sustainable education. This paper presents a systematic literature review on digital learning through PRISMA methodology, based on a literature search and field research aimed to analyze the significant predictors related to the digital learning experience on the likelihood of choosing to “keep” the online format in the next academic year. An online survey was conducted with 173 university students. The results obtained showed that the significant predictors were factor 1-”Characteristics of online classes; factor 2-”Support from the School and Professors; factor 3-”Online classes vs. face-to-face classes” and gender. The probability of choosing to keep online classes increases exponentially with the characteristics of online classes, with Support from school and teachers; Online classes vs. Face-to-face classes, and keeping factors 1, 2, and 3 constant the probability if a man chooses the online format compared to a woman is higher. This online format thus acquires central importance in the contemporary sustainability debate. The kind of life, education, and society we will have in the future will depend on the quality, depth, and extent of the learning processes we can create and exercise individually and socially. Education, and educators in particular, who concentrate on the tasks of designing and implementing social teaching and learning models, have a unique responsibility in this process. Although the reduced sample size the present work can provide strategic information for university staff, contributing to designing and implementation a sustainable education.

As GenAI technologies become more pervasive in higher education (HE), scholars call for guidance on AI governance. To meet this need, a Delphi technique and collective writing was used in gathering expert perspectives from across 22 countries/locations and six continents. This resulted in the development of a HE GenAI policy/guidelines framework with eight core areas: (1) academic integrity, (2) ethical use and responsible use, (3) privacy and protection, (4) equitable access, (5) GenAI literacy, (6) integration strategy, (7) human oversight and accountability, and (8) institutional support and infrastructure. In addition, a six-part framework was developed to ensure that policies remain current and relevant: (1) creating a dedicated GenAI Committee, (2) conducting regularly scheduled policy reviews, (3) providing ongoing professional development and support, (4) communicating with all stakeholders, (5) evaluating the effectiveness and impact of GenAI, and 6) monitoring external developments. By providing a robust, eight-part framework for policy and guidelines, alongside a six-part mechanism for continued review, this study offers faculty, students, administrators, educational leaders, policymakers, and funders a responsible, adaptable, and consensus-driven blueprint for navigating the integration of GenAI in HE, ensuring that technological innovation serves pedagogical excellence.

Advances in technological possibilities have made communication present in different media and spaces. By enabling interaction between different countries, by becoming a facilitator between knowledge and innovation in the globalized world, it has opened frontiers by providing innovations in various sectors of the knowledge society. In this sense, the objective in this article is to map the intersection of communication, innovation and knowledge in the globalized world. To that end, the methodology used in the research was the systematic search of literature that pointed out that the intersection is motivated by the use of innovative technologies in the process of knowledge sharing, and studies are still scarce in this area. It is possible to perceive, further, that this intersection is branched out, through Social Sciences, Business, Management and Accounting, Computer Science, Medicine, Engineering, Decision Sciences, Nursing, Arts and Humanities, Economics, Econometrics and Finance, Psychology, aligned Health Professions, Agricultural and Biological Sciences, Biochemistry, Genetics and Molecular Biology, Energy, Environmental Science, Mathematics, Materials Science, Multidisciplinary, Neuroscience, Pharmacology, Toxicology and Pharmaceutical and Veterinary.