This paper explores the relationship between lecturers' digital competence and the learning value of students in higher education. By conducting an empirical study with a sample of 626 lecturers, we validated the positive impact of the six dimensions of digital competence outlined in the DigCompEdu framework, including: (i) Professional engagement, (ii) Digital resources, (iii) Teaching and learning, (iv) Assessment, (v) Empowering learners, and (vi) Facilitating learners' digital competence on the student learning value. Our findings underscore the profound significance of these dimensions in shaping students' learning experiences and outcomes, particularly within the dynamic context of Industry 4.0. Based on these findings, we propose recommendations to enhance lecturers' digital competence, targeting not only the lecturers themselves but also university administrations and governmental agencies responsible for educational oversight.

The study aims to assess the impact of organizational culture on employee performance in foreign-invested logistics service enterprises from the sustainability perspective. We developed a theoretical framework on organizational culture and explored the factors shaping organizational culture, from which three research hypotheses are proposed. Based on a research sample of 162 foreign-invested logistics service enterprises, the multiple linear regression results indicate that 5 factors of organizational culture positively impact employee performance, including employees’ beliefs, corporate focus of human life, leadership style and authority division, corporate values, relationship with business environment. Based on these findings, we proposed recommendations for improving employee performance in foreign-invested logistics service enterprises from a sustainability perspective.

This study investigates the effects of public, private, and foreign direct investment (FDI) on provincial economic growth in transitional economies, using panel data from 63 Vietnamese provinces over the period 2010-2022, comprising 819 yearly observations. The findings indicate that public investment and FDI positively influence economic growth, while private investment shows no statistically significant impact. These results highlight the importance of prioritizing infrastructure development through public investment to enhance regional connectivity and reduce disparities. Addressing structural barriers that hinder private investment, such as inconsistent legal frameworks and restricted credit access, requires policy reforms to enhance its effectiveness. The positive role of FDI underscores the need for a stable investment environment to facilitate technology transfer, innovation, and capacity building. These insights provide valuable guidance for optimizing investment strategies in transitional economies.

University 4.0 is a modern higher education model in association with the Fourth Industrial Revolution - Industry 4.0. The model aims to implement, not only two first missions of teaching and research, but mainly the third one of contributing to the local socio-economic development. This paper focusses on clarifying the core components and implementation conditions of University 4.0 model. Specifically, in the context of digital transformation, the main missions of University 4.0 consist in transferring knowledge, supporting and enhancing the innovation versus the professional world. So, the University 4.0 model should be focus on four core components, including: (i) competencies in education, R&D and innovation, (ii) new learning methods suitable to the digital era, (iii) information and communication technologies associated with the Industry 4.0, and (iv) innovative infrastructure to improve learning processes.