PurposeThe purpose of this paper is to critically evaluate the learning effectiveness and engagement of blended learning tools in a management course of negotiation skills. The study addresses the dilemma brought to light through literature regarding the learning effectiveness of roleplays as a teaching tool in negotiation training. The study compares the impact of traditional roleplays vis-à-vis roleplays fused with blended tools on learner's performance. The endeavour is to investigate the learning effectiveness of traditional tools (roleplay simulation and lecture) vs blended learning tools (flipped classroom, massive open online courses, independent study fused with roleplay simulation).Design/methodology/approachThe current study delves into a negotiation course to conduct experimental research comparing traditional and blended learning tools. The total number of students who participated in this study were 80.FindingsThe findings indicate the improved learning effectiveness of blended learning tools vis-à-vis traditional tools. Generation Z students were more engaged with the use of blended learning tools and enjoyed the experience. The study recommends blended learning tools for educators aiming to transition from traditional learning to interactive learning to create experiential classrooms.Research limitations/implicationsLimited sample size and single group experimentation are some limitations of the study. Some latent flaws in the implementation of roleplay simulations in negotiation training were revealed during the study. The study focuses solely on a negotiations course taught to management students.Practical implicationsThe study would help academic institutes to comply with the pressing need to impart experiential learning in the classroom. The research would act as a bridge between the industry expectations and academia deliverables.Social implicationsThe study would help academic institutes to comply with the pressing need to impart experiential learning through blended learning in the classroom. The research would act as a bridge between the industry expectations and academia deliverables.Originality/valueThe study addresses the dilemma in the literature, which, on the one hand, upholds the learning effectiveness of roleplays as a teaching tool, and on the other hand, suggests that roleplays have lost their applicability due to advancement in students' exposure to technology. The study in itself is unique, as it addresses the need for higher student engagement in the classroom.

The emergence of Industry 4.0 has inspired education to undergo a transformation and change its delivery lens. To adapt to the expectation of Industry 4.0, Education 4.0 has built a new interface for each stakeholder. The roles of these stakeholders have been remodelled, which in turn profoundly influences the way a new‐age learner learns. The seamless union of the vision of Industry 4.0 and Education 4.0 demands the establishment of a dais where each stakeholder will play out their assigned roles. The current study proposes a conceptual model of the holistic learning educational ecosystem. The study performs an extensive literature review of the current industry and educational set‐ups to evaluate the status quo. The analysis directs towards a new concept of Classroom 4.0, which will act as a bridge between Industry 4.0 and Education 4.0—hence devising a conceptual model of the holistic learning educational ecosystem. It will help create a borderless education environment which will be a reflection of the vision of Industry 4.0 and Education 4.0. Focusing on learning, development, self‐awareness and emotional stability, the paper suggests a way forward for the new generation. Current research will act as a bridge between global path‐breaking education research and implementation of in‐class teaching methods in higher education.

Purpose The purpose of this paper is to examine the relationship between customer loyalty and customer dependence in the context of modern format and traditional format stores. In the process, the role of switching cost and trust in this relationship has been explored. Design/methodology/approach Building on the literature, the authors have postulated a conceptual model and formulated relevant hypotheses. Quantitative methodology is applied with previously established. The data were collected through convenient sampling. Methods like Factor analysis, cross-tab and regression analysis have been used. Findings The findings indicate a significant relationship between customer loyalty and customer dependence. Switching cost and trust have been found to have a moderating effect over the relationship in both modern and traditional environments. Research limitations/implications The limitation is the restriction to the Jammu context. The studies have brought about the difference in attitudinal and behavioural loyalty. Future research can be carried out on the role of dependence in explaining and strengthening this relationship. Originality/value The present study provides an insight into for the customer loyalty and customer dependence in the context of modern and traditional retail formats.

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