Due to workers’ vulnerability in construction sites, workplace safety has become of particular interest, and the current literature offers myriad approaches to dealing with it. From a social and organizational lens, this study explores an empirical model that integrates the dimensions of social capital theory (SCT) and leader-member exchange (LMX) in modelling the safety behavior of construction workers, particularly relevant in small-medium construction firms. The data were collected from 232 construction workers in the central Philippines. The responses were analyzed using partial least squares—structural equation modeling to investigate five hypothesized paths, including the influence of SCT dimensions (e.g., structural, relational, and cognitive) on LMX and LMX on safety behaviors (i.e., compliance and participation). We also tested whether the relationship of LMX to safety behaviors is moderated by age. The results indicate that the three dimensions of SCT have a significant and direct influence on LMX. In addition, LMX directly affects safety participation but does not significantly affect safety compliance. Particularly in small and medium construction firms with relatively flat organizational structures and supervisors displaying diverse roles, these findings suggest that the social relationships of workers tend to promote their trust and professional respect for supervisors who can leverage their position to encourage them participate in safety initiatives. On the other hand, age negatively influences the relationship of LMX to safety participation, indicating that younger workers tend to better translate high quality LMX into initiatives that promote overall workplace safety. Our findings offer the first evidence of the positive relationship between SCT and LMX in advancing the safety participation of construction workers. From these insights, practical inputs to the design of relevant measures and future research works are outlined.

This work defines various stakeholder roles (or strategies) to overcome the barriers to implementing Education 4.0 (EDUC4), which were recently identified in the domain literature. The stakeholder roles are evaluated against these barriers, and such evaluation is structured as a multicriteria sorting problem. To this end, an integrated entropy-based CRITIC-CODAS-SORT under a Fermatean fuzzy (FF) environment addresses epistemic uncertainties inherent in decision-making. The FF CRITIC assigns the priority weights of the barriers, while the FF CODAS-SORT determines the high-priority stakeholder roles. A case of an HEI evaluating 57 possible roles of 5 stakeholders is demonstrated here. Findings suggest the lack of collaboration, apprehensive stakeholders, cybersecurity threats, health issues, and cost as crucial barriers to the HEI. The sorting process yields 13 high-priority roles, encompassing those within the influence of the government (i.e., cybersecurity awareness, allocation of necessary funds, designing more aligned curricula, and streamlining the basic education agenda), university management (i.e., investing in efficient technologies and forging extensive stakeholder collaboration), human resource function (i.e., implementing periodic skills training for educators), and educators (i.e., engaging in continuous learning about cybersecurity threats, integrating awareness of applicable laws against cyberbullying, devising alternative cost-efficient teaching strategies, taking part in initiatives to improve curricula, efficient preparation of learning materials, and participating in skills development initiatives). Various managerial insights are offered as inputs to the design of initiatives in EDUC4 implementation.

In view of the recent education sectoral transition to Education 4.0 (EDUC4), evaluating the preparedness of higher education institutions (HEIs) for EDUC4 implementation remains a gap in the current literature. Through a comprehensive review, seven criteria were evaluated, namely, human resources, infrastructure, financial, linkages, educational management, learners, and health and environment. This work offers two crucial contributions: (1) the development of an EDUC4 preparedness indicator system and (2) the design of a computational structure that evaluates each indicator and computes an aggregate preparedness level for an HEI. Using the full consistency method (FUCOM) to assign the priority weights of EDUC4 criteria and the rough set theory to capture the ambiguity and imprecision inherent in the measurement, this study offers an aggregate EDUC4 preparedness index to holistically capture the overall preparedness index of an HEI towards EDUC4. An actual case study is presented to demonstrate the applicability of the proposed indicator system. After a thorough evaluation, the results indicate that human resources were the most critical criterion, while health and environment ranked last. Insights obtained from the study provide HEIs with salient information necessary for decision making in various aspects, including the design of targeted policies and the allocation of resources conducive to implementing EDUC4 initiatives. The proposed indicator system can be a valuable tool to guide HEIs in pursuing EDUC4, resulting in a more effective and efficient implementation of this educational paradigm.

The shift from face-to-face to a flexible learning environment following the disruptions due to the COVID-19 pandemic led the universities to fully utilise the learning management system (LMS) as part of the new normal in teaching. Educators in higher educational institutions (HEIs) are in survival mode, especially in developing economies and those with limited LMS experience. This paper has proposed and validated a model to describe the antecedent factors associated with LMS usage to the instructor’s self-efficacy and satisfaction. The structural equation model specifies that 7 out of 10 hypothesised paths provide acceptable fit measures. We successfully modelled the difference along with the prior LMS knowledge. The paper has several implications for the theory and practice in higher education, especially in a developing economy where most HEIs were caught off-guard by the transition caused by the pandemic. We provide theoretical and practical insights derived from this work.   Keywords: Self-efficacy, flexible learning, job satisfaction, computer anxiety, SEM.