Purpose: This study undertook a systematic literature review of consumers’ information and knowledge sharing (I&KS) in digital scenarios, as it is an expanding thematic area that differs from other consumer behavior and has been underexplored. Design/methodology/approach: Following the PRISMA philosophy, we identified I&KS-related studies in the Scopus database based on a search term chain determined through an exploratory study. Additional inclusion and exclusion criteria were applied, and studies were manually filtered. An input–process–output type model was used to manually review and systematize the literature. Then, a second content analysis was conducted using artificial intelligence (AI) tools. Findings: Based on 51 relevant articles, this study characterized the I&KS research field as multidisciplinary through quantitative methods. Based on an input–process–output consumer behavior model and content analysis, this study systematized existing knowledge and revealed that most knowledge encompassed the influence of personal and psychological consumer characteristics. Additionally, based on AI tools applied to the full texts of the relevant articles, five thematic clusters emerged, largely coinciding with the input–process–output model used. Finally, future research avenues and recommendations for business and organizational practices were identified. Originality/value: This study fills the gap in consumer studies by systematically reviewing I&KS, a developing field, as no prior research has addressed this topic systematically.

El presente trabajo describe cómo un grupo interdicisciplinar de docentes implanta una actividad puente entre dos asignaturas del 2º curso de grado de Ciencias Ambientales, con el objetivo de desarrollar competencias tanto genéricas como específicas relacionadas con la interdiciplinariedad. Los alumnos evalúan si estas propuestas de innovación docente son adecuadas para desarrollar dichas competencias y qué impacto producen en su propio aprendizaje. Como conclusión principal, destacar que la coordinación entre docentes y el trabajo para interconectar asignaturas dentro de los grados es un ámbito de intervención muy oportuno para dotar a los estudiantes de una formación en competencias e integral, ya que ellos valoran este tipo de actividades muy positivamente.

The routine availability of generative artificial intelligence (GenAI) has weakened the validity assumptions behind many university assessment formats, especially those that rely on a polished final product as the main evidence of learning. This paper develops a discipline-neutral, process-based framework for AI-aware assessment that treats GenAI as a persistent feature of students’ academic work rather than as a temporary anomaly. Drawing on recent scholarship on assessment validity, authenticity, transparency, and institutional governance, the paper synthesizes key risks of product-only assessment and translates them into a practical redesign logic. The framework rests on five principles: transparency of AI use, auditability through evidence-of-work, visibility of reasoning, contextual authenticity, and feasibility with inclusion. Building on these principles, the article proposes a toolkit that combines staged submissions, annotated decision logs, targeted checkpoints, short oral validations, and verification-by-design in quantitative and applied tasks. Three higher-education illustrations are used to show how the framework can be adapted to writing-intensive, quantitative, and team-based assignments. The paper argues that the central assessment question in the GenAI era should shift from authorship policing to competence verification, and it offers reusable design structures, rubric dimensions, and implementation guidance for institutions seeking to preserve academic standards while supporting responsible AI use.

Information about the paper titled "HOW TO FLEXIBLY TRANSIT FROM FACE TO FACE TO VIRTUAL LEARNING AND BACK: AN EXPERIENCE BASED ON FLIPPED LEARNING AND TECHNOLOGY" at IATED Digital Library