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PurposeThis paper aims to present the findings from a European study on the digital skills gaps in tourism and hospitality companies.Design/methodology/approachMixed methods research was adopted. The sample includes 1,668 respondents (1,404 survey respondents and 264 interviewees) in 5 tourism sectors (accommodation establishments, tour operators and travel agents, food and beverage, visitor attractions and destination management organisations) in 8 European countries (UK, Italy, Ireland, Spain, Hungary, Germany, the Netherlands and Bulgaria).FindingsThe most important future digital skills include online marketing and communication skills, social media skills, MS Office skills, operating systems use skills and skills to monitor online reviews. The largest gaps between the current and the future skill levels were identified for artificial intelligence and robotics skills and augmented reality and virtual reality skills, but these skills, together with computer programming skills, were considered also as the least important digital skills. Three clusters were identified on the basis of their reported gaps between the current level and the future needs of digital skills. The country of registration, sector and size shape respondents’ answers regarding the current and future skills levels and the skills gap between them.Originality/valueThe paper discusses the digital skills gap of tourism and hospitality employees and identifies the most important digital skills they would need in the future.

The COVID-19 crisis revealed the necessity for teachers to have digital skills in order to effectively teach online. Teachers should be able to exploit, use, and apply digital technologies in all educational activities. This paper investigates teachers’ perceptions regarding their digital skills for performing their teaching and professional responsibilities during the pandemic. More than eight hundred teachers participated in a survey regarding the use of digital technologies in their teaching and their professional responsibilities. Indicative digital tools that can be used by digital competent teachers are also presented to cover all areas of the teachers’ professional activities. Their answers revealed that they mostly used digital tools for finding, evaluating, and developing educational resources as well for teaching. They also used digital tools for self-study, students’ assessment, as well as interacting and communicating with students. However, they hardly used digital tools for other teaching activities such as feedback and final evaluation of the students, or revising the educational resources. Finally, they could not deal with long-term planning, management, and development of either their school or education in general. Although it is important for teachers to effectively respond to their daily emergent teaching responsibilities, consideration should also be given to the long-term planning and development of the digital school and digital education in general.

Digital literacy refers to a set of competencies related to the skilled use of computers and information technology. Low digital skills can be a barrier for older adults’ full participation in a digital society, and COVID-19 has increased this risk of social exclusion. Older adults’ digital inclusion is a complex process that consists of the interplay of structural and individual factors. The ACCESS project unwrapped the complexity of the process and developed an innovative, multilevel model that illustrates how societal, institutional, material and pedagogical aspects shape adults’ appropriation of digital literacy. A holistic model describes factors contributing to older adults’ digital literacy, acknowledging sociocultural contexts, environments, learning settings and instruction practices for learning digital literacy. Instead of seeing older adults’ reasons for learning digital skills purely as individual choice, this model recognizes the interpersonal, institutional and societal aspects that implicitly or explicitly influence older adults’ acquisition of digital literacy. The results offer a tool for stakeholders, the research community, companies, designers and other relevant stakeholders to consider digital skills and the given support. It demands diverse communication between different stakeholders about the things that should be discussed when organizing digital support in digitalized societies.

This research investigation seeks to examine the efficacy of the commercialization skills programs of the universities located in Canada. The study mainly focused on the effectiveness of these programs in the preparation of the future generation of tech transfer officers. For this purpose, the data collection and analysis has been done quantitatively. The target audience of the study is the currently enrolled students in tech transfer courses in the Canadian universities. Data has been analyzed by utilizing statistical tools and procedures such as CFA and SEM. Preliminary analysis was conducted through SPSS and complex analysis was conducted through AMOS. The findings of the study revealed TT has an impact on IDS CDS and PDS, however it does not impact CO. PDS, CDS and IDS do not impact CO. Lastly, the study discusses implications, limitations, and future research directions.

This article discusses the development of task-based performance tests designed to measure digital skills among children aged between 12 and 17 years old. The tasks reflect authentic everyday situations to evaluate skill levels. The primary objective is to design performance tests that provide a comprehensive understanding of children’s digital skills. The tests cover three distinct skill dimensions: (a) information navigation and processing; (b) communication and interaction; and (c) content creation and production. These include several subdimensions, offering a detailed perspective on children’s digital skills. The development process itself revealed several methodological challenges that needed to be addressed, yielding valuable lessons for future applications. Key lessons from our cross-national experiences include the importance of involving children early in the design process, using a combination of open-ended and closed tasks, and allocating ample time to walk through the coding scheme.

This research aims at providing an overview of the research field of digital literacy into learning and education. Using text mining, it reviews 1037 research articles published on the topic between 2000 and 2020. This review reveals that there is a plurality of terms associated with digital literacy. Moreover, our research identifies six key factors that define the literature, which are information literacy, developing digital literacy, digital learning, ICT, social media, and twenty-first century digital skills. These factors can be grouped into three main streams, which are 1) digital literacy, 2) digital learning and 3) twenty-first century digital skills. These three streams are supported by informational and technological foundations. These results provide research avenues and offer a framework for digital literacy in education.

Purpose: This study aims to empirically test and analyze the role of Green Human Resource Management (GHRM) and Green Supply Chain Management (GSCM) and Green Lifestyle on business sustainability mediated by digital skills.Design/Methodology: This study involved logistics managers at manufacturing companies in DKI Jakarta and West Java, Indonesia. It is because these two provinces have the largest manufacturing companies in Indonesia. From a late survey, the researchers obtained data from 250 questionnaires that were distributed. Then from all the data, there were 218 data that could be processed for further analysis. This study utilized the Structural Equation Model (SEM) analysis technique with AMOS 24 software in the data testing process.Findings: This study has confirmed a number of findings including: With the current COVID-19 Pandemic, Green Human Resources Management (GRHM) and Green Supply Chain Management (GSCM) are needed in Business Sustainability. GSCM has a positive effect on Business Sustainability (BS). Indonesia is also facing a revolution of 4.0 and 5.0, and Green Human Resources Management (GHRM) practice has an influence on BS and is deemed having significant and positive effect. In addition, manufacturing companies support the practice of green environment so that Green Supply Chain Management (GSCM) practice needs Digital Skill (DS) in enhancing its performance. Also, it has been proven in this research that GSCM has positive and significant effect. Digital Skill (DS), however, has no direct effect on Business Sustainability (BS).Research Limitation/Implications: This study focuses on the scope of green human resource management, green supply chain management, and green lifestyle and their impact on business sustainability mediated by digital skills. The next study is expected to examine the concept of green human resource management in service companies in order to obtain unique findings and confirm the relevance of the green human resource management concept in various business phenomena.Originality/value: This study explains the concept of Green Human Resource Management (GHRM), Green Supply Chain Management (GSCM) and Green Lifestyle (GL) towards Business Sustainability (BS) which is a different concept from the concept of Human Resource Management (HRM) implemented in manufacturing companies. In addition, this study discusses the green supply chain in its influence on business sustainability. Also, this study explains the role of the concept of Digital Skills (DS) in influencing Business Sustainability (BS).Practical and Social Implication: This study is expected to be a reference for practitioners, especially in the fields of Green Human Resource Management (GHRM), Green Lifestyle (GL), and Green Supply Chain Management (GSCM) in improving Business Sustainability (BS). Furthermore, the concept of green human resource management can be used by organizations as an effective alternative to increase responsibility in increasing business sustainability. Digital skills have a very significant role in implementing the research model.

Background A major workforce inadequacy and the change in skill demanded have been observed due to the digital transformation. This study aims to identify the digital skills demanded by employers, focusing on exploring the skills gaps among the graduates that impact graduate employability. Methods A cross sectional online survey was conducted among the companies registered with the Malaysian Productivity Corporation (MPC). Demand for digital skills was assessed using descriptive analysis of mean scores of the employers' rating in digital skills at present and in future. A pair sample t-test was performed to explore the existence of skill gaps, by comparing the demand versus competencies of the graduates' digital skills in the workplace. Results Of the 393 responses collected, 376 responses were used for final analysis. The findings show that the current top three digital skills in demand are \"information and data literacy\", \"problem-solving\", and \"digital content creation\". Whereas the top digital skills for future demand are \"problem-solving\", \"safety\", and \"communication and collaboration\". In addition, the most significant (digital) skill gap is found in \"communication and collaboration skills\" followed by \"problem-solving\" and \"safety\" skills. Conclusions These findings provide insights into the digital skills demanded by employers in IR 4.0, allowing the practitioners, education service providers and policymakers to do better planning on human capital management and training development. By focusing on identifying the current and future demand for digital skills while exploring the digital skill gaps among the graduates, this study provides insight into the employability skills required by the graduate before entering the job market.

This paper investigates the case of digital leadership at the level of primary education based on in-service teachers’ digital competence and leadership styles in Western Greece. The objectives of this study are also to identify the effects of different kinds of leadership styles on teachers’ satisfaction and the adoption of digital practices and to identify gaps in educators’ digital skills. Quantitative design was supported, and for research purposes, a structured survey was administered to 105 primary school teachers. Different statistical analyses were conducted to examine the relationships among leadership styles, demographic factors, and digital competencies, with a specific interest in transformational leadership. The results indicate that transformational leadership plays a pivotal role in enhancing teachers’ satisfaction and fostering the adoption of digital leadership practices; hence, it is of special importance when promoting digital transformation in schools. The results point to a large gap in the digital competencies of teachers that targeted professional development programs could make up for. In terms of demographic variables, neither gender nor age was found to be a significant predictor of leadership style, while postgraduate education was found to be positively linked to more advanced leadership practices. These findings stress the importance of teachers in the process of shaping digital transformation and call for further research to develop a deeper understanding of what works in effective digital leadership in education that can support the development of high-performing digital ecosystems in schools.