This integrative literature review aims to provide a broader and updated perspective of teachers’ intergenerational learning (IL). The search was done in Web of Science and EBSCO ultimate  databases between 2011 and 2022. Thirty-two empirical studies were selected and submitted to a thematic analysis and five themes were identified: (a) defining and conceptualising generation, (b) IL from understandings to practices, (c) contexts, factors and roles from different generations and institutions to promote IL, (d) factors that facilitate the success of IL, and (e) factors that make IL difficult. Data shows an increase in the last decades of research in IL within the educational context, but an absence of the prospective dimension still prevails. Intergenerational knowledge has been researched mainly from an individual professional perspective at the micro and meso levels of scholarship. Effectiveness requires intentional cultivation and a genuine desire for intergenerational knowledge exchange, involving active engagement and awareness among diverse generations and alignment with organizational aims. The promotion of IL takes place in very different ways and forms, and reflection on what is different seems to be a dominant trait. Furthermore, the review could conclude that intergenerational opportunities to work together will improve teacher education and continuous professional development. 

Psychological capital (PsyCap) emerges as a pivotal asset for mitigating student burnout in college settings, as it bolsters their learning empowerment and engagement. However, there have been inadequate empirical studies investigating the significance of these resources in promoting engagement and empowerment, ultimately leading to a reduction in students’ burnout within the context of higher education. To bridge this gap, we examined the extent to which PsyCap predicts student burnout through its impacts on academic engagement and learner empowerment. The sample of the study was college students (N = 562) who completed a battery of self-report questionnaires measuring their PsyCap, academic engagement, learner empowerment, and student burnout. We employed hierarchical multiple regression analyses and PROCESS macro to ascertain prediction and serial mediation effects. The results substantiated the hypotheses that PsyCap positively related to learner empowerment and academic engagement while negatively associated with student burnout. Further, students with higher levels of learner empowerment and engagement reported lower levels of burnout in their academic studies. The mediational results also revealed that engagement and learner empowerment acted as significant serial mediators between PsyCap and student burnout. The study’s findings underscore the critical significance of PsyCap within higher education, particularly in nurturing learner empowerment, and engagement, thereby reducing student burnout.

This study aims to develop and validate a green behavior instrument based on local potential using structural equation modeling (SEM) with smart partial least squares (SmartPLS). The instrument consists of 40 statements covering five main indicators: environmental maintenance, waste reduction, saving natural resources, sustainable mobility and consumption, and community education. This study addresses a gap in existing research by creating a context-specific tool for assessing green behavior, incorporating local cultural and ecological factors. While prior studies emphasize global sustainability principles, they often overlook the significance of local practices and values, which are essential for effective environmental education. By integrating local potential, this instrument bridges global sustainability goals with regional contexts, enabling meaningful and practical student engagement. The instrument was validated through content validity testing, exploratory and confirmatory factor analyses, and construct validity and reliability testing using SEM with SmartPLS. The results indicate strong content validity, with content validity index (CVI) values ranging from .80 to .90. After analysis, 34 valid items were retained from the initial 40. This study contributes to the literature by developing an instrument that aligns with global sustainability goals while integrating local cultural practices and ecological contexts. It offers insights into how local knowledge enhances sustainability education, providing a holistic framework for assessing green behavior across diverse regions.

Work-based learning (WBL) is an important tool for enhancing students' employability skills in vocational education and training. Many studies have underlined the importance of a variable of WBL, self-efficacy, and vocational identity in developing vocational students' employability skills. Nonetheless, the research is limited and examined separately. Therefore, this study investigates how WBL, self-efficacy, and vocational identity influence employability skills and how self-efficacy moderates between WBL and employability skills. Four hundred and three state university students in Yogyakarta were involved in the data collection. This study used structural equation modeling (SEM) analysis to test its hypothesis. The results of the study revealed that the implementation of WBL did not have a direct effect on employability skills; however, self-efficacy was able to moderate the relationship between WBL and employability skills. However, WBL directly influences vocational identity, which in turn directly influences employability skills, while self-efficacy also directly influences employability skills. This research has important implications for improving learning that can improve students' self-efficacy skills in an effort to build students' employability skills in vocational education and training.

This study aims to develop and validate the Teachers' Spiritual Leadership Questionnaire (TSLQ) to assess teachers' spiritual leadership from students' perspectives. Grounded in the principles of spiritual leadership—Vision, Hope/Faith, and Altruistic Love—the TSLQ explores how teachers inspire, influence, and guide students toward both academic and holistic development. The study addresses the lack of assessment tools in educational settings and introduces a structured validation process to ensure the instrument's accuracy and reliability. The questionnaire was developed and refined through several stages using expert input, literature review, and statistical validation methods. A total of 402 students participated, and their responses were analyzed using factor analysis to examine the tool's structure and effectiveness. Findings confirmed that the TSLQ is valid and reliable, with strong alignment between items and the three key dimensions of spiritual leadership. The results supported the model's overall strength, indicating that the questionnaire effectively captures the intended constructs. The study concludes that the TSLQ is a sound instrument for understanding spiritual leadership in the classroom and can help educators and researchers better assess its impact on students' academic and personal growth. Further research is recommended to test the tool in different cultural and educational settings and to explore additional dimensions of spiritual leadership. This new tool offers valuable insights for enhancing teaching practices and promoting a supportive and values-driven learning environment.

This study aims to investigate the effect of digital leadership, creativity, and proactive personality on innovative work behavior (IWB) through work engagement. The research involved 436 private school teachers in Indonesia. The research data were collected by a Likert scale questionnaire. Data analysis is done using structural equation modeling based on Partial Least Squares (SEM-PLS), with descriptive and correlational analysis as supplements. The findings indicated that digital leadership, creativity, proactive personality, and work engagement affect teacher IWB; digital leadership, creativity, and proactive personality impact teacher work engagement; and digital leadership, creativity, and proactive personality affect teacher IWB through work engagement. These findings introduce a new empirical model of the influence of digital leadership, creativity, and proactive personalities on teachers' IWB through work engagement. This model deserves to be discussed critically and in-depth, and adapted and adopted by researchers to enrich their future research. This model can also be modified and adopted by school practitioners (management) to accelerate and optimize teachers' IWB capacity based on digital leadership, creativity, proactive personality, and work engagement.