The purpose of this paper is to enhance understanding of digital capabilities (DC) by examining various attributes and integrating findings from previous studies on the impact of DC on business performance (BP) using the balanced scorecard approach. This study employs qualitative methodologies to systematically review the literature, focusing on 131 studies from the Scopus database, categorizing research gaps, DC attributes, and the influence of DC on BP, and presenting these findings as a consolidated categorization alongside a future direction framework. The findings indicate that DC significantly impacts internal processes (BP2), enhancing firms’ ability to integrate value chains, improve efficiency, and add cost competitiveness to innovation. This influence on BP2 also interrelates with financial performance (BP1), where internal efficiency benefits economic outcomes. However, gaps exist in understanding DC’s effect on customer-related aspects, and findings vary across firm types, industries, and countries. The study identifies three key DC attributes: digital technology, digital agility, and digital marketing capabilities. To the author’s knowledge, this study is the first comprehensive evaluation of DC attributes relevant at the business level, providing a criterion-based view of DC’s impact on BP and contributing to broader research on business strategies.

This study highlights the importance of entrepreneurial culture in educational institutions as an organization. This study emphasizes the relationship between entrepreneurial culture, entrepreneurship education, and entrepreneurial intention as study variables. This study highlights several aspects: the relationship between variables, study trend, contextual aspect like (country or educational institutions), population, publication type, and study design. A scoping review method is considered for this study based on both Scopus and Web of Science databases. The covered publications in the analyses were for the last 20 years ranging from the year 2003 till August 2021, with no limits on languages. After filtration, the eligible number of studies was (n = 94) out of 180 from both databases. The methodology part contains several sections based on the PRISM-ScR checklist. The findings show a significant relationship among the three variables with the possibility of entrepreneurial culture being a mediator between entrepreneurship education and entrepreneurial intention for future studies, which has not been tested yet. The highest publications werein 2015, especially by European Union countries, as studies in developed countries were more than developing and economies in transition countries. Quantitative studies were more than qualitative and mixed methods, as studies considered HEIs more than schools focusing on students and then teachers. To conclude, policymakers are encouraged to follow policies to improve entrepreneurial culture growth by promoting strategic cooperation among stakeholders and educational institutions implementing several concepts to enhance entrepreneurial culture. Future studies should validate and test these variables’ relationships through a standard and accurate instrument.

Motivation is an aspect heavily emphasized in a mathematics class to produce a quality human capital. However, students’ motivation towards mathematics is still low while students’ performance in mathematics is declining. The students' lack of motivation toward mathematics could be attributed to ineffective learning strategies in mathematics classrooms. In addition, many previous studies have only focused on an inductive reasoning strategy and the separate use of GeoGebra. Therefore, this study aims to identify the effects of learning through an inductive reasoning strategy assisted by GeoGebra on students’ motivation for the Functional Graph II topic. The research design was quasi-experimental which involved 94 Form 4 students from a secondary school in Johor. The research sample was divided into three groups: (1) Study Group 1 (an inductive reasoning strategy assisted by GeoGebra); (2) Study Group 2 (an inductive reasoning strategy without GeoGebra); and (3) Control Group (a conventional strategy). The research instruments consisted of a motivational questionnaire set and an inductive reasoning strategy assisted by GeoGebra and without GeoGebra. The inductive reasoning strategy was guided by the Marzano’s Inductive Reasoning Model consisting of an observation process on specific examples and patterns that determined if a generalization was true. The MANOVA test results show that the overall motivation level for Study Group 1 is high in terms of attention and relevance. With regard to confidence, the results indicate that Control Group and Study Group 1 show the same motivation level. As for satisfaction, the motivation level for Control Group is the highest compared to other groups. In conclusion, learning through an inductive reasoning strategy assisted by GeoGebra can increase the students’ motivation in mathematics specifically for the Functional Graph II topic.

The world is facing rapid changes after the emergence of innovative technologies. These changes aim to ensure that a country keeps track of current world developments, strengthens its economy, and reduces its dependence on imports. Hence, every country is now amid technological transformation in the industrial sector by replacing manpower with machines to increase production and efficiency, allowing for mass production. Technology advancements in control, information technology, and automation that are applied to business and industry production processes are referred to as ‘Industry 4.0’. The objective is to increase the autonomy, adaptability, and effectiveness of decision-making and production processes utilizing cyber-physical systems (CPS), Big Data (BD), artificial intelligence (AI), and the industrial Internet of Things (IoT). Specifically, this article first introduces Industry Revolution (IR) 4.0, followed by a delineation of the concept of BD. Correspondingly, we discuss BD in education and relate mathematics education with BD. The article concludes with the implications of BD for Malaysian teaching and learning practices.