The aim of this study is to identify practices that would enable building construction companies to adopt agile project management methodologies during the design stage of projects that use building information modelling (BIM) solutions in the designing process. Due to the benefits of agile project management methodologies, a considerable amount of research has been conducted regarding the adoption of this methodology for building construction projects. However, waterfall project management is still more widely used in the building construction industry than agile project management is. Several recent studies claim that firms could focus on adopting agile methodologies during the design stage of a building construction project because due to the advent of BIM software solutions, the design stage can be carried out in a manner such as a software development project. Since software development industry is experiencing a widespread adoption of agile methods, if the design stage of a building construction project can be carried out such as a software development project, then there is a possibility to drive agile adoption in the design stage. Based on this information, researchers found an architectural consultancy firm that has been using a BIM solution to adopt agile project management methodologies in the design stage. The authors carried out a systematic literature review and identified 10 possible practices that might drive the adoption of agile practices. Those practices were presented to the architectural consultancy firm to identify practices that they are using to successfully adopt agile methods. The findings suggest that maintaining a backlog, running sprints, engaging a cross-functional team, continuous integration, and iterative/incremental development of the design are practices that have enabled the firm to adopt agile methods. Practical and theoretical implications were derived from the findings, and suggestions for future research and limitations of the study are discussed in the discussion. Concluding remarks are provided in final section of the paper.

This study investigates strategies for transforming traditional didactic learning environments into active ones using ChatGPT in a resource-constrained higher education setting in Sri Lanka. It identifies 16 strategies categorized under five constructivist learning themes: active learning, social interaction, contextual learning, scaffolding, and reflective thinking. These practices leverage ChatGPT to personalize learning, foster critical thinking, encourage collaboration, enhance teaching strategies, and offer immediate feedback, addressing educational challenges in developing countries. The findings extend constructivist learning theory by demonstrating AI’s role in facilitating interactive, learner-centered experiences. The study also highlights educators’ evolving role as collaborators with AI, providing personalized support and interactive learning experiences. Practical implications include the immediate applicability of these practices in resource-constrained settings without additional resources, offering a cost-effective solution for enhancing educational quality. However, limitations such as the study’s generalizability to other contexts and the need to investigate potential negative impacts of AI are acknowledged. Future research should explore the integration of multiple AI tools and conduct similar studies in large classrooms and different contexts to enhance generalizability. Expanding this research can help leverage technology to improve educational outcomes and create sustainable, resource-efficient learning environments in the developing world.

The integration of generative AI tools, such as ChatGPT, Gemini, and DeepSeek, into higher education offers transformative opportunities for personalised learning and academic productivity. However, their unregulated use raises concerns about academic integrity, critical thinking, and educational equity. This systematic review synthesises insights from 96 peer-reviewed articles, identifying six key intervention themes, namely, curriculum integration, policy and governance, faculty development, student-centred strategies, assessment adaptation, and technological infrastructure. Together, these themes form a comprehensive intervention framework designed to guide students’ ethical and effective engagement with AI. This review highlights the need for institutions to move beyond fragmented policies, fostering systemic cultural and pedagogical change to align AI use with authentic learning outcomes. By bridging theoretical gaps and providing actionable strategies, this framework equips educators and policymakers to scaffold responsible AI integration across diverse higher education contexts.

This study investigates the use of generative AI tools to create culturally inclusive case studies in postgraduate project management education, addressing a critical gap in existing research. While prior literature highlights the benefits of culturally responsive teaching (CRT) practices, there is notable lack of exploration into how generative AI can be leveraged to develop culturally relevant learning materials. Using an interpretivist philosophy and action research methodology, the study engaged eight international students to evaluate the effectiveness of AI-generated case studies tailored to diverse cultural contexts. The major contribution of this study is the development of a structured framework of strategies and considerations that guides educators in designing culturally inclusive materials using generative AI tools. The inclusion of clearly defined strategies provides educators with practical guidance, while the accompanying considerations act as essential safeguards, encouraging critical reflection on potential risks such as bias, stereotyping, and ethical misuse. The findings hold significant implications for educational practice, emphasising the ethical use of AI, targeted professional development for educators, and the potential for scalable, inclusive teaching strategies that enhance student engagement, equity, and learning outcomes in multicultural classrooms.

When a firm engages in repeated resource integration efforts, it develops an attribute called firm-level resource integration effectiveness (FL-RIE) over time. Due to its meta-theoretical nature, the use of this concept is limited. Thus, to make the formation of mid-range theories easier, through a systematic literature review, this study defines FL-RIE as the degree to which a firm’s resource integrating activities are successful in co-creating value, creating new resources and evaluating emerging properties of resource integration efforts. According to the definition, FL-RIE can be used to calibrate a firm’s resource integration capability in two instances. First, insights generated by FL-RIE can increase the frequency of value cocreation and new resource creation by a firm. Since increasing the frequency of value cocreation and new resource creation can ensure long-term business sustainability, FL-RIE can contribute to business sustainability. Second, insights generated by FL-RIE can improve the capability of evaluating emerging properties of resource integration efforts. Since the evaluation of emerging properties can generate feedback that can enhance resource integration capability, which can be considered a dynamic capability, FL-RIE can contribute to a firm’s sustained competitive advantage. Furthermore, since the same feedback can enhance the well-being of the other actors engaged with the firm and ensure the continuation of the ecosystem that the firm operates, FL-RIE can contribute to the sustainability of the firm and the ecosystem. The findings of this study can be used to develop a conceptual framework and a measurement scale for FL-RIE, and form several hypotheses related to strategic management and sustainability.

Since the 1960s, the world has witnessed the rise of several East Asian nations as economic powerhouses. One of the main contributing factors of their success is their decision to create policies that allowed them to enter high-tech global production networks. Today, other countries are attempting to do the same by replicating the success of these East Asian nations, but they have had considerably less success. Thus, a study that investigates the drivers of developing countries entering global production networks would be of great use to policymakers in other countries. Hence, with the support of evidence from Vietnam, Malaysia, and Taiwan, this study proposes policy options (government support, science parks, tax, and other incentives, high- and semi-skilled labor, infrastructure development roadmaps, and free trade agreements) that are necessary to initiate and drive the entrance of a developing country into high-tech global production networks. Government support was identified as the main driver that determines the outcome of an effort to enter. Infrastructure development roadmap and free trade agreements were identified as optional. However, it is recommended that governments consider the two optional factors during policy formation, as they could complement the other factors.