In an era marked by swift technological advancements and an escalating emphasis on collaborative learning, understanding effective methods and technologies for sharing knowledge is imperative to optimize educational outcomes. This study delves into the varied methods and technologies applied to facilitate and support knowledge sharing within learning communities. To achieve this, a systematic literature review was conducted, systematically collecting and scrutinizing pertinent literature. Employing automated searches, title-based selection, and reputation-based filters ensured the inclusion of high-quality studies. The chosen studies underwent a meticulous evaluation, considering factors like relevance, methodological robustness, and currency. The literature review unveiled a diverse array of methods and technologies employed in learning communities to facilitate effective knowledge sharing. The outcomes of this study offer a comprehensive snapshot of the existing literature, underscoring the significance of methods and technologies in supporting knowledge sharing within learning communities. By comprehending the strengths, challenges, and potential future trajectories, educators, researchers, and policymakers can make informed decisions to enhance the efficacy of knowledge sharing within learning communities.

This systematic review underscores the significance of learning communities as fertile grounds for skill development across diverse contexts. Furthermore, it reviews and theoretically evaluates several commonly used strategies, methods, and supports for developing skills within learning communities by synthesizing the existing literature. We followed the procedure outlined by the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) to ensure a transparent, comprehensive, and standardized approach to conducting and reporting our systematic review, thereby enhancing the review’s credibility and reproducibility. Through an extensive analysis of the literature, we identified eleven strategies, methods, and supports (application of collaborative projects, mentorship programs, workshops and training sessions, online learning platforms, peer learning and feedback, problem-based learning, cross-collaboration initiatives, leadership development programs, inclusive learning environments, gamification and simulations, and social media and networking) that play pivotal roles in nurturing different types of skills. We describe each identified solution, its advantages and challenges, the types of skills targeted for development, and their overall contribution to skill enhancement. The findings emphasize the importance of fostering collaborative and interactive environments within learning communities to facilitate collective skill development and personal growth. Our systematic review faced some challenges (e.g., heterogeneity of studies and lack of longitudinal data) due to the overwhelming diversity of the literature on skill development across various disciplines and contexts. Overall, by synthesizing existing knowledge and identifying gaps in the literature, this review serves as a foundation for advancing theory, informing practice, and promoting continual improvement in skill development within learning communities.

Learning ecosystems can benefit from mass collaboration where large numbers of minds collectively drive intellectual efforts to learn in the form of knowledge building and sharing. Mass collaborative learning represents a significant shift away from traditional teacher-centered approach towards a self-directed model in virtual communities in which contributing members take on creative roles to maximize their learning and that of their peers. In order to design, implement, and exploit such a learning approach, influencing constituents should be identified, and appropriate conditions need to be provided. This study aims to systematically review recent literature with a view to identifying relevant affecting constituents and success factors for mass collaboration and learning—namely, the type of organizational structures, collaborative learning techniques, adopted technologies, and methods for evaluating the quality of both members’ performance, and co-created knowledge. Therefore, 100 related papers are collected, and their findings are critically evaluated. The results of evaluation are then addressed and discussed.

With the increasing demand for digital transformation and (digital) technology transfer (TT), digital innovation hubs (DIHs) are the new piece of the puzzle of our economy and industries’ landscapes. Evidence shows that DIHs can provide good opportunities to access needed innovations, technologies, and resources at a higher level than other organizations that can normally access them. However, it is critically important to note that DIHs are still evolving, under research, and under development. That is, there are many substantial aspects of DIHs that should be considered. For example, DIHs must cater to a wide spectrum of needs for TT. From this perspective, the contribution of this work is proposing a generic and flexible learning framework, aiming to assist DIHs in providing suitable education, training, and learning services that support the process of (digital) TT to companies. The proposed learning framework was designed, evaluated, and improved with the support of two EU projects, and these processes are discussed in brief. The primary and leading results gained in this way show that the learning framework has immense potential for application to similar cases, and it can facilitate and expedite the process of TT to companies. The study is concluded with some directions for future works.

The number of people living with dementia in the world is rising at an unprecedented rate, and no country will be spared. Furthermore, neither decisive treatment nor effective medicines have yet become effective. One potential alternative to this emerging challenge is utilizing supportive technologies and services that not only assist people with dementia to do their daily activities safely and independently, but also reduce the overwhelming pressure on their caregivers. Thus, for this study, a systematic literature review is conducted in an attempt to gain an overview of the latest findings in this field of study and to address some commercially available supportive technologies and services that have potential application for people living with dementia. To this end, 30 potential supportive technologies and 15 active supportive services are identified from the literature and related websites. The technologies and services are classified into different classes and subclasses (according to their functionalities, capabilities, and features) aiming to facilitate their understanding and evaluation. The results of this work are aimed as a base for designing, integrating, developing, adapting, and customizing potential multimodal solutions for the specific needs of vulnerable people of our societies, such as those who suffer from different degrees of dementia.