This study investigates the influence of green dynamic capability on sustainability performance through the mediating role of green innovation and the moderating role of green sustainability pressure among manufacturing firms in Ghana. By employing a survey questionnaire, data was collected from 325 companies in Accra Metropolitan Area in the Greater Accra Region of Ghana. Data was analysed using structural equation modelling using Amos 24. Findings from the study indicate that green dynamic capability innovation influences both product and process dimensions of green innovation. However, only the process dimension of green innovation impacted positively on all three dimensions of sustainability performance. Additionally, the findings of this study revealed that green dynamic innovation impacts sustainability performance through the mediating role of green innovation. Furthermore, the study found that sustainability pressure moderates the relationship between green innovation and sustainability performance.

Purpose: The purpose of this study is to examine the moderating effect of the reflective practice of business students on how it helps to develop their employability skills through various university strategies.Design/methodology/approach: The study employed a simple random sample to select undergraduate level 400 students from the Universities under study (the University of Ghana, University of Professional Studies Ghana, Lancaster University Ghana and Webster University Ghana). Only final-year students with an informed judgement on the reflective practice and various institutional practices to acquire graduate employability skills were participated. The independent variables of the study are institutional strategies (curriculum design, extra curriculum, work-integrated learning, career development centre, university collaboration with the industry, student engagement, internship job placement), the moderator is the reflective practice and the dependent variable of the study is graduate employability.Findings: The study found that the moderation role of reflective practice had a significant effect on institutional strategies (extracurriculum, career development centre, university collaboration with the industry, student engagement and internship job placement) and graduate employability.Research limitations/implications: The study was limited to only undergraduate business students from four universities ignoring other disciplines and postgraduate students.Practical implications: The practical implication is that reflective practice must be an integral tool for various universities if they want students to use their strategies to sharpen their employability skills.Social implications: The social implications of the study emphasise the reflective practice of graduate students in universities. This implies that firms and other institutions must consider reflective practice for the maximum output of their employees.Originality/value: The concept of employability is a bit complex as it concerns many stakeholders of the educational process; the students, academic staff, employers, policymakers and higher education; the private sector; and the government. Although examining students' employability development skills is of great importance, students' reflective practice tends to be overlooked in most studies. Therefore, the focus of this study examines how the reflective practice of graduate students promotes employability through the various university strategies, which had not been considered.

The study assessed the factors that influence the adoption of blockchain (BC) in Ghana's public procurement delivery. The study adopted correctional design and utilized the extended unified theory of the acceptance and use of technology (UTAUT2) as the conceptual basis to determine whether performance expectancy (PE), behavioral intent (BI), effort expectancy (EE), social influence (SI), facilitating conditions (FC), hedonic motivation (HM), price value (PV), and habit (HT) were predictors of the intention of state owned enterprises to adopt blockchain programs in the implementation of the public procurement act. Only four constructs, namely PE, EE, FC, and HT, were found to influence the behavioral intention (BI) of service providers to participate in a BC. This study provides a deeper understanding of the adoption of BC in the delivery of public contracts.

Purpose: This paper investigates the moderated mediation roles of dynamic capabilities and self-initiated AI learning between job crafting and entrepreneurial innovativeness among owner-managers of family craft businesses in Ghana.Design/methodology/approach: A convenience sampling technique was used in the selection of 498 family craft business owner-managers in Ghana. The paper deployed regression analysis to examine the hypothesized paths.Findings: Using hierarchical regression, job crafting was found to have a positive effect on entrepreneurs’ innovativeness. Further, dynamic capabilities moderate the mediated link between self-initiated AI learning and entrepreneurial innovativeness.Research limitations/implications: The current study assesses self-initiated learning for work adjustment from a cross-sectional design perspective. Though, this research design is effective in the assessment of opinions and attitudes of persons, it is limited in its capacity to reflect changing opinions and attitudes overtime. This study recommends future studies to conduct a longitudinal survey on the phenomenon.Originality/value: This study is one of the first to deploy AI affordances to extend empirical literature on the novel SIWAL concept for work adjustment among craft family business owner-managers in Africa.

This study investigates how Artificial Intelligence (AI)-based Tutoring Systems can be used to provide secondary school students with personalized learning feedback and to enhance their academic performance. The two main empirical objectives were to assess individualized formative assessment in classroom settings and to examine teachers’ and students’ perceptions of AI adoption. A mixed-methods quasi-experimental design was employed, integrating quantitative pre-/post-tests, interviews, and focus groups across six schools (n = 600). This approach enabled triangulation between measurable learning outcomes and contextual perception data for robust validation. Quantitative data were analyzed using Python (t-tests, ANCOVA), while thematic coding in NVivo was applied to qualitative data. Expert review, pilot testing, and Cronbach’s α (>0.80) were used to validate the instruments and ensure reliability, including pre-/post-tests and engagement scales. Findings revealed that students who received AI-based interventions achieved significantly higher academic performance (Cohen’s d = 1.05) and engagement (d = 0.72) compared with control groups. Teachers with AI exposure reported greater preparedness (mean = 3.4) and fewer perceived barriers. The study provides empirical evidence on the pedagogical viability of AI tutoring in under-resourced contexts, contributing to self-regulated and socio-technical learning theories. It also recommends enhanced systemic teacher education, ethical leadership, and structural support to foster equitable adoption of AI in education. The findings carry strong implications for policy development and educational innovation in promoting data-driven, inclusive learning within Nigeria’s secondary education system