Generative artificial intelligence (GenAI) is increasingly integrated into higher education, where it supports writing, feedback, problem solving, and research-related tasks while also raising concerns about cognitive offloading and learner dependence. This scoping review maps the literature on the relationships among GenAI, cognitive offloading, and learner agency in higher education. Following PRISMA-ScR guidance, searches were conducted on 24 June 2026 across six database sources: Web of Science Core Collection, Scopus, EBSCOhost ERIC, EBSCOhost Education Source, APA PsycInfo via ProQuest, and ProQuest Education Collection via ProQuest Social Science Premium Collection. English-language peer-reviewed or scholarly journal literature published from 2022 to 24 June 2026 was eligible for inclusion. Data were charted using a structured extraction matrix and synthesized through descriptive mapping and theory-informed configurative synthesis. After duplicate removal, 5327 records were screened by title and abstract, 691 full-text reports were assessed, and 123 studies were included in the final charting matrix and synthesis. The review shows that learner agency is conceptualized as a multidimensional construct involving self-regulation, reflective judgement, intentionality, and responsible action. Across the literature, GenAI is best interpreted through an interpretive dual-pattern account: agency-supportive patterns are associated with self-regulated learning, self-efficacy, feedback literacy, and reflective engagement, whereas agency-eroding patterns are associated with cognitive offloading, overreliance, dependence, uncritical uptake, and weakened judgement. These patterns should be interpreted as a configurative synthesis of heterogeneous evidence rather than as causal effect estimates. Overall, the findings suggest that the educational value of GenAI depends less on the technology itself than on how it is pedagogically embedded, with augmentation-oriented and scaffolded use being more supportive of learner agency than replacement-oriented use.

Purpose: This study examines the effect of political networking capability (PNC) and strategic capability on exploratory innovation/exploitative innovation through the mediation of absorptive capability (AC).Design/methodology/approach: Using empirical survey data collected from 153 traditional manufacturing firms (TMFs) in China, the authors apply partial least squares structural equation modeling (PLS-SEM) combined with mediation analyses to test hypotheses.Findings: PNC has a higher impact on exploratory innovation than exploitative innovation through AC. The authors thus provide novel empirical insights into independent variables of firms' ambidextrous innovation and their implementation mechanisms.Research limitations/implications: The authors highlight a unique situation of China and contribute to the literature on PNC and AC. The findings demonstrate that AC plays an important role in configuring government-obtained external resources into new products, thus influencing ambidextrous innovation strategic decisions.Practical implications: TMFs' executives should enhance PNC to obtain more resources to conduct exploratory and exploitative innovation. Government officials and policymakers should strengthen the supervision of TMFs' innovation activities and adopt effective measures to ensure that TMFs could conduct more exploratory innovation as governments expected.Originality/value: This study provides new insights by bridging research gaps in the literature and advances the insights of how TMFs' PNC/strategic capability directly and indirectly fosters exploratory and exploitative innovation via the mediating role of AC in China.

The Cold War was an era of ideological conflict and hostility between socialist and capitalist countries. In this period of intense political animosity, the People's Republic of China (PRC) advocated the ideal of .friendship first. in sport. While the so-called .ping-pong diplomacy. of 1971 is well known because it contributed to détente between the PRC and the United States,1 there has been no comprehensive examination of China's Cold War sports policy as a whole. This study addresses this gap.

INPLASY202650152 Generative AI, cognitive offloading, and learner agency in higher education: a scoping review protocol Keywords: generative AI; ChatGPT; learner agency; cognitive offloading; overr…

Generative artificial intelligence (GenAI) is increasingly integrated into higher education, where it supports writing, feedback, problem solving, and research-related tasks while also raising concerns about cognitive offloading and learner dependence. This scoping review mapped the literature on the relationships among GenAI, cognitive offloading, and learner agency in higher education. Peer-reviewed English-language studies were reviewed to examine how learner agency has been conceptualized, how GenAI may both enhance and erode agency, which mechanisms link GenAI use to educational outcomes, and which pedagogical conditions shape these effects. The review shows that learner agency is conceptualized as a multidimensional construct involving self-regulation, reflective judgement, intentionality, and responsible action. Across the literature, GenAI operates through a dual-pathway structure: one pathway may enhance learner agency by strengthening self-regulated learning, self-efficacy, feedback literacy, and reflective engagement, whereas the other may erode learner agency through cognitive offloading, overreliance, dependence, uncritical uptake, and weakened judgement. Overall, the findings suggest that the educational value of GenAI depends less on the technology itself than on how it is pedagogically embedded, with augmentation-oriented and scaffolded use being more supportive of learner agency than replacement-oriented use.