In the era of industrial revolution 4.0 (IR 4.0), sustainability has been a serious challenge of contemporary small and medium enterprises (SMEs). Using Natural Resource-Based-View (NRBV), the current paper examines the moderated mediation model of the role of information access in the sustainability of SMEs, through the mediating role of access to resource and innovation capability in the relationship between information access and sustainability, and the moderating role of management commitment in the relationship between innovation capability and SME sustainability. This paper gathered data from 222 SMEs in Pakistan. The study used a purposive sampling technique to distribute the survey questionnaire. Smart-PLS software was used to analyze the data. The study finding indicates that access to information affects both sustainability and innovation capability. Moreover, access to resources affects innovation capability, though it did not affect SME sustainability. Furthermore, innovation capability mediates the relationship between access to resources, access to information, and SME sustainability. Additionally, management commitment moderates the relationship between access to information and innovation capability; however, it does not moderate the relationship between access to resources and innovation capability. Practical, theoretical, and methodological implications are discussed in the study.

In this era of industrial revolution (IR 4.0), coupled with the emergence of the deadly global pandemic of COVID-19, healthcare organizations are compelled to embrace new technologies for their routine decision-making. The Business Intelligence System (BIS) is one of the emphasized innovations, and due to its potential to provide more intellectual information for decision-making processes, has attracted the interest of industry analysts and policymakers. Literature suggests that the BIS is integrated by organizations in different sectors, but most BIS initiatives struggle to produce the anticipated outcomes. Moreover, the adoption of BIS in SMEs generally and healthcare specifically is rather insignificant. This is due to numerous factors. It is therefore necessary to discover and analyze the essential determinants affecting the adoption of BIS in healthcare SMEs. Therefore, this study tries to tackle this gap by exploring the relevant factors for BIS adoption using a systematic literature review (SLR) and an expert-ranking survey of 63 studies that were published in Scopus and WoS databases from 2011 to 2020. A total of 22 determinants are identified and sent to 15 experts. The data that were gathered from these experts were analyzed using SPSS. The results of the analysis indicated 15 determinants were significant, and one determinant was added by an expert. Consequently, a theoretical structure has been developed based on technology, organization, environment, and CEOs determinants and theories. The results of the current study will deepen the current BIS literature and advance the understanding of the significant elements of BIS adoption decision.

Digital technologies have become increasingly crucial during and, after the COVID-19 pandemic, have sparked significant scientific interest around their impact on sustainable well-being. Despite extensive research, conclusive evidence on whether digital technologies enhance or undermine sustainable well-being remains elusive. Saudi Arabia has made significant progress in its technological infrastructure, but comprehending the implications of this progress still poses a challenge. Drawing on the prior literature and grounded in the theoretical perspective of the Capability Approach, this study proposes five dimensions of digital inclusion (accessibility, usability, digital skills, affordability, and connectivity) and examines their collective influence on students’ sustainable well-being, specifically happiness and life satisfaction. This study employs a cross-sectional design, with data collected from 238 university students in Saudi Arabia using convenience sampling. Ten hypotheses were tested using partial least squares structural equation modeling in SmartPLS-4. This study supports the conceptualization of digital inclusion as a multidimensional construct comprising five key dimensions. The results indicate that affordability, usability, connectivity, and digital skills have a substantial impact on happiness, whereas accessibility, usability, connectivity, and digital skills have a considerable effect on life satisfaction. Nonetheless, the correlations between accessibility and happiness, as well as between affordability and life satisfaction, were not found to be supported. This implies that these dimensions might have different effects on the affective and cognitive aspects of sustainable well-being. These results suggest that digital inclusion may play a role in shaping individuals’ interactions with technology and their perceived sustainable well-being. This study proposes and evaluates a strategic framework that may guide efforts to promote digital inclusion and support sustainable well-being among university students. It provides valuable insights for policymakers, educational institutions, and industry stakeholders seeking to enhance digital access and capabilities. The findings highlight the potential value of developing strategies that address students’ digital needs as part of a holistic approach to sustainable well-being. The findings also highlight the importance of viewing digital inclusion as an interconnected framework, rather than as a set of discrete, unrelated factors. By demonstrating how digital inclusion promotes sustainable well-being, this study contributes to the broader sustainability agenda by highlighting digital equity as an essential component of socially sustainable development in the Saudi context.

Social media applications (SMAs) significantly impact higher education by affecting students, professors, and institutions through various features that may improve learning, communication, and collaboration. However, many studies have focused on the initial use of SMAs, rarely considering their post-adoption and continued usage. Additionally, there are growing concerns about the privacy behaviour of SMA users, which remains inadequately examined. Therefore, this study explores the impact of perceived privacy on the relationship between tripartite quality constructs, user satisfaction, and continual usage using DeLone and McLean’s information system success (ISS) model. This study surveyed 384 SMA users among university lecturers through a convenience sampling approach, and SmartPLS 4, nonparametric software, was used to analyse the data. These findings elucidate the elements affecting SMA usage, suggesting that service and information quality influence continual usage. The tripartite quality constructs correlate with users’ satisfaction, which robustly correlates with continual usage. In addition, perceived privacy influences the links between service quality, system quality, and continual usage. This study finds that perceived privacy is crucial to DeLone and McLean’s ISS model. Hence, information privacy must be ensured to create more secure, functional, and engaging applications. Suppliers and developers should focus on improving app quality, security, and protection, which are precursors to user satisfaction and continual usage. This study examines the moderating role of perceived privacy in DeLone and McLean’s model. Its strong predictive model demonstrates the theoretical robustness of the ISS model for studying the continual usage of SMAs.

Artificial intelligence is increasingly being adopted in higher education. However, its usage has created new possibilities and challenges. It has transformed the way students acquire and apply knowledge. Although AI usage improves efficiency, concerns remain regarding its potential negative impact on creativity. Drawing on Cognitive Load Theory and Self-Determination Theory, this study examines the role of AI use in shaping students' creativity in the Hail region of Saudi Arabia, with AI dependence as a mediator and academic support as a moderator. Using a cross-sectional design, data were collected from 349 university students. Convenience sampling was used to select the participants. The analysis was conducted using Partial Least Squares Structural Equation Modeling, with SmartPLS-4. The findings indicated a strong positive association between AI usage, AI dependence, and creativity. The results further showed that AI dependence significantly mediated the relationship between AI usage and creativity. The result further indicates that academic support shapes the relationships between AI usage, AI dependence, and creativity. Furthermore, the moderated mediating roles of academic support were significant. This study provides policymakers and educators with insights into the negative impact of AI usage on students' creative capacities and strategies to strike a balance between AI usage and creativity.

Introduction: Under current labor market uncertainties, employability has been an increasing concern for higher education students. As such, perceived employability is gaining importance and becoming a significant field of inquiry. However, how it is influenced in the academic environment remains inadequately studied. Drawing from the dual theoretical lens of social cognitive career theory and conservation of resources theory, this study investigates the impact of career development programs (CDP)—mentoring, training, and internships—on perceived employability, mediated by self-efficacy and resilience, among final-year university computer science students in the Hail area of Saudi Arabia. Methods: In this cross-sectional study, data were collected from 348 university graduating computer science students. This study used partial least squares structural equation modelling to assess the measurement and structural model. Results: Mentoring and training were significantly related to perceived employability, while internships were not. For predictors of self-efficacy, only internships predicted employability, while mentoring and training did not. Self-efficacy did not predict perceived employability. Mentoring, training, and internships were significantly related to resilience. Resilience and perceived employability were significantly related. Self-efficacy mediated the relationship between internship and perceived employability but did not mediate the relationship between mentoring and training and perceived employability. Resilience mediated the relationship between mentoring, training, and internship, and perceived employability. Discussion: The findings of this study contribute to the literature on CDPs and perceived employability and provide valuable insights for policymakers, career development program developers, and educators. By emphasizing the importance of key career development program functions, educational institutions can develop effective programs and interventions that bridge the skill gap and enhance computer students’ career prospects and employability.