This study aimed to examine the role and impact of social media on the knowledge of the COVID-19 pandemic in Bangladesh through disseminating actual changes in health safety, trust and belief of social media’s coverage statistics, isolation, and psychological numbness among students. This study used a cross-sectional design in which a quantitative approach was adopted. Data from an online survey were collected in a short period of time during the early stages of COVID-19 to determine the relationship between social media activity and knowledge of the COVID-19 pandemic with accuracy. A total of 189 respondents were interviewed using structured questionnaires during the onset of the COVID-19 outbreak in Bangladeshi university students. Exploratory factor analysis (EFA) and path analysis were performed. Out of 189 respondents, about 80% were aged between 16 and 25 years, of which nearly 60.33% were students. This study explored four factors—knowledge and health safety, trust in social media news, social distancing or quarantine, and psychological effect—using factor analysis. These four factors are also found to be positively associated in path analysis. Validation of the model was assessed, revealing that the path diagram with four latent exogenous variables fit well. Each factor coefficient was treated as a factor loading (β = 0.564 to 0.973). The results suggested that the measurement models using four elements were appropriate. The coefficient of determination was 0.98, indicating that the model provided an adequate explanation. Social media is transforming the dynamics of health issues, providing information and warnings about the adverse effects of COVID-19, having a positive impact on lockdown or quarantine, and promoting psychological wellness. This comprehensive study suggested that social media plays a positive role in enhancing knowledge about COVID-19 and other pandemic circumstances.

This study aimed to investigate the dual mediating roles of psychological safety and reporting attitudes in the association between ethics-centered leadership and internal whistleblowing among nurses. A multicenter, cross-sectional study design was employed, involving a convenience sample of 273 nurses among five university hospitals from August to October 2024. Data were collected using a demographic questionnaire, Ethical Leadership Scale, Psychological Safety Scale, Positive Attitudes Toward Whistleblowing Scale, and Internal Whistleblowing Scale. Pearson correlation and structural equation model were conducted to test the hypothesized dual mediation model. The average score of nurses for ethical leadership was 4.14 ± 0.57, psychological safety was 3.80 ± 0.64, reporting attitudes was 4.12 ± 0.67, internal whistleblowing was 3.93 ± 0.52. Ethical leadership had a significant effect on psychological safety (β = 0.38, P < 0.001), reporting attitudes (β = 0.44, P < 0.001), and internal whistleblowing (β = 0.21, P = 0.009). Furthermore, psychological safety (β = 0.26, P < 0.001) and reporting attitudes (β = 0.27, P < 0.001) significantly influenced internal whistleblowing among the nurses. The indirect effect of ethics-centered leadership on internal whistleblowing intermediated by psychological safety was significant (β = 0.10, P < 0.001). Similarly, reporting attitudes demonstrated a significant mediating effect (β = 0.12, P = 0.003). Ethical leadership encourages internal whistleblowing among nurses by fostering psychological safety and positive reporting attitudes. Therefore, healthcare managers should prioritize ethical leadership development, enhance psychological safety, and foster constructive reporting attitudes that enable nurses to report ethical violations confidently, without apprehension.

As technological advancements shape the workforce, computational thinking skills (CTS) are becoming increasingly crucial. The objective of the study is to explore the potential mediating role of professional development and career planning in the association between robotic coding and software and computational thinking. The study selected 308 youths using simple random sampling and the collected data was subjected to structural equation modelling (SEM) and confirmatory factor analysis (CFA) using SmartPLS. Additionally, demographic data were analyzed using statistical package for social sciences (SPSS). The results concluded that the instrument adopted fulfilled the requirements and was valid for measuring CTS. This indicates that the instrument effectively assessed the participants’ proficiency in CTS. The findings of this study have implications for addressing the skills gaps among youths. The outcomes of this research can aid in designing educational interventions and policies that focus on developing computational thinking skills among new graduates. By fostering these skills, youths can better adapt to the demands of the rapidly evolving technological landscape and contribute effectively to the industries and job market influenced by industry 4.0. Further research on longitudinal studies may be beneficial to assess the long-term impact of CTS development initiatives on reducing skills gaps and ensuring youths are equipped for future workforce requirements.

This study hypothesizes and empirically uses an integrated short-video engagement model to determine the effect of creator–brand fit (CBF), social media marketing activities (SMMA) and short-video affordance salience (SVAS) on consumer brand engagement (CBE), brand loyalty (BL) and digital word-of-mouth (DWOM) among Gen Z and millennial consumers in India. Based on the stimulus–organism–response framework, Affordance Theory, Uses and Gratifications and Generational Cohort Theory conceptualize CBF, SMMA and SVAS as stimuli; CBE as the organismic state; and BL and DWOM as responses. The analysis of data collected through the use of SPSS 28 and SmartPLS 4 with partial least squares structural equation modelling and multi-group analysis was performed using a cross-sectional survey of 710 short-video users (398 Gen Z and 312 millennials). CBF positively affects BL ( b = 0.321) and DWOM ( b = 0.330) in cohorts, highlighting authentic creator–brand interactions. SMMA has strong effects on BL ( b = 0.450) and DWOM ( b = 0.199) for millennials, whereas SVAS has greater effects on BL ( b = 0.500) and DWOM ( b = 0.318) for Gen Z because of the desire to experience things immersively. CBE plays a significant role in mediating all stimulus–response relationships. This study contributes to the literature on short-video, influencer marketing and provides generation-specific strategic information.

This chapter examines paradoxical tensions that Artificial Intelligence (AI) enabled Human Resource (HR) leaders in modern organizations face. It seeks to operationalize the ways HR leaders can manoeuvre. The chapter is based on the Socio-Technical Systems (STS) theory and the Dynamic Equilibrium Model and incorporates the latest Human-Centered Artificial Intelligence (HCAI) studies to create a theoretical framework. It is proposed five main paradoxes: (1) automation versus human presence, (2) data-driven decision-making versus empathy, (3) efficiency versus well-being and ethics, (4) transparency versus trust, and (5) standardization versus personalization. The chapter generates four original theoretical contributions: (a) A Paradoxical HR Leadership Model integrated; (b) The BALA Model the BALANCE-AI Leadership Architecture, a systematic approach to managing competing AI-human imperatives; (c) Three original leadership competency equations; and (d) Six empirically testable propositions, with a practitioner diagnostic instrument.

The smart classroom technologies with skill development in a VUCA-BANI context is what this study focuses on. The research uses a sample of 550 students of UG and above in India. It assesses the impacts of IoT, AR/VR, Gamification, and AI on cognitive skills through the mediating effects of student participation and moderating effects of learning motivation. Structural equation modeling indicates that IoT, AR/VR, and GAM have substantial direct and indirect impact on cognitive skill development, whereas the impacts of AI are nearly fully mediated through students' participation. The study suggests that student participation is a vital mediator and learning motivation an important moderator. IPMA suggests that learning motivation and student participation have the strongest impact in developing cognitive skills. This study helps to understand the impact of smart education on the formation of basic cognitive skills and provides guidance on the development and implementation of strategic educational policies within the context of an overly complicated and uncertain world