GILE Journal of Skills Development

Editorial Message

Judit Beke — 2026-04-16

The Antecedents of Artificial Intelligence-induced Pedagogical Designing Technostress among International Science Educators

Marwin Obmerga — 2026-04-16

Artificial intelligence (AI) is rapidly advancing and increasingly embedded in education, provoking debates on its detrimental effects on teaching and learning, particularly within highly structured disciplines such as the sciences. This study examined the antecedents of Artificial Intelligence-induced Pedagogical Designing Technostress by analysing commentaries posted by science educators from diverse countries who actively engage in professional exchanges and discourses on Reddit. From a total of 210 datasets, collected through a meticulous Python- and Theoretical Framework-assisted data scraping process and verified manually for contextual integrity, the study employed Latent Content Analysis to chart the science educators-Redditors’ lived experiences across science-related subreddits. Three (3) themes emerged: Disruptions to Coherent Science Lesson Design, Uncertainties in Science Pedagogical Integration, and Pressures of Efficiency-Propelled Science Instruction. Theoretically, the inquiry extends conceptualisations of technostress by situating it at the intersection of AI and pedagogical designing, demonstrating how algorithmic mediation reshapes science educators’ epistemic and ethical responsibilities. Practically, it underscores the urgency to move beyond fragmented experimentation and develop structured institutional mechanisms and professional development pathways that equip science educators to critically appraise AI-generated content while preserving disciplinary autonomy.

Design Thinking-Driven Policy Imperatives for the Curricular Integration of PISA 2029’s MAIL Competency in Filipino In-Service Teacher Training

Marge Joseph Sardo — 2026-04-16

In the Philippine educational context, In-Service Teacher Training (INSET) remains central to teacher professional development and to sustaining educational reforms. As technological innovations—particularly artificial intelligence (AI)—reshape teaching and learning, teachers face increasing pressure to integrate AI and media tools in ways that are meaningful, ethical, and pedagogically sound. However, many existing INSET programmes continue to prioritise tool-based demonstrations rather than structured and reflective pedagogical practice, while challenges such as the digital divide, limited infrastructure, and unequal access to technology constrain responsible implementation. This descriptive-exploratory study examines how integrating Design Thinking (DT) and Media and Artificial Intelligence Literacy (MAIL) within INSET can strengthen teachers’ capacity to respond to these challenges while aligning professional development with international benchmarks such as the Programme for International Student Assessment (PISA) 2029 framework. The paper develops a conceptual framework illustrating how DT-informed INSET can operationalise MAIL competencies through practices such as ethical reflection, bias evaluation, iterative prototyping, peer feedback, and stakeholder validation. The analysis also considers feasibility factors including institutional readiness, technological resources, and sustainability requirements. By strengthening teachers’ capacity to integrate ethical AI use, media evaluation, and human-centred problem solving into classroom practice, the proposed DT–MAIL–informed INSET approach functions as a skills multiplier that supports learners’ development of critical thinking, ethical reasoning, digital literacy, adaptability, and other future-ready competencies.

The Impact of Sustainability Education Mindset and Project Management Skills on Filipino Gen Z Pre-service Science Educators’ Innovative Pedagogical Disposition

Marwin Obmerga — 2026-04-16

The emergence of Generation Z as future professional teachers is reshaping the educational landscape, particularly within science education. Despite their increasing presence in pre-service teacher training, limited scholarship exists on their cognitive, affective, and psychomotor dispositions, especially within developing nations of the Global South. Considering their neoliberal orientations and their pivotal role in realising Sustainable Development Goal (SDG) 4 on Quality Education, this study examined how Sustainability Education Mindset (SEM) and Project Management Skills (PMS) influence their Innovative Pedagogical Disposition (IPD). Employing a quantitative design with bivariate (correlation) and multivariate (multiple regression) analyses, the study involved 141 Gen Z pre-service science teachers across key regions in the Philippines who completed the robotfoto and standardised instruments. Results revealed significant positive associations between several SEM and PMS sub-dimensions, although some pairings showed inverse relationships, reflecting the nuanced and multifaceted nature of their professional formation. Notably, SEM dimensions such as Democratic Education and Inclusiveness in Education, alongside PMS components like Communication Skills and Managerial Competences, emerged as significant positive predictors of multiple IPD sub-dimensions. Theoretically, the findings advance understanding of how sustainability-oriented mindsets and budding managerial proficiencies coalesce to shape innovative pedagogical tendencies among emerging science educators. Practically, the study underscores the necessity of embedding sustainability and project-based skill development in teacher education curricula to nurture Gen Z educators as agents of pedagogical innovation and dynamic sustainability.

Leadership Lessons from Westeros

Marwin Obmerga — 2026-04-16

As Generation (Gen) Z enters the teaching profession, understanding the foundational skills (propaedeutics) required for future effective school leadership is critical. Considering their emergent organisational behaviour patterns, Game of Thrones (GOT) offers rich narratives and tropes that illustrate strategic planning, navigating tensions, and cultivating relational influence, providing a compelling lens for informal leadership learning. This qualitative case study explored twelve (12) purposively selected Filipino Gen Z in-service teachers, examining how engagement with GOT television series informs their preliminary preparation for school leadership. Semi-structured interviews captured participants’ reflections, which were analysed through Thematic Analysis. The study advances a nuanced Typology of GOT Popular Culture-driven Propaedeutics for School Leadership Learning among Filipino Gen Z in-service teachers, foregrounding three (3) interrelated themes: the Logistics of School Leadership, the Politics of School Leadership, and the Rhetorics of School Leadership. These themes captured how participants made sense of operational decision-making, power negotiations, alliances, moral tensions, and persuasive communication through familiar GOT episodes, and how such sensemaking functioned as an accessible springboard for reflecting on school leadership aspects. Theoretically, the findings enrich modern leadership learning and preparation by illustrating how popular culture mediated contexts can cultivate early leadership cognition, ethical discernment, and strategic awareness among emerging educational leaders. Practically, the study demonstrates how thoughtfully curated popular culture elements may be harnessed within formal and informal professional learning spaces to align with Gen Z teachers’ interpretive routines, thereby strengthening their readiness for future leadership and influence within contemporary educational organisations.

The Role of Motivational Disposition in EFL University Students’ Willingness to Communicate in English in Hungarian Higher Education

Mai Nelly Kaw — 2026-04-16

Globalization and the spread of English as a global lingua franca have shifted second language (L2) motivation research toward learners’ self-concept and identity (Dörnyei, 2009; Ushioda, 2011). The expansion of global connections has increased the need for English proficiency and for learners’ readiness to use the language in academic and professional settings (MacIntyre et al., 1998). Although motivation and willingness to communicate (WTC) have received considerable attention, little research has examined their relationship among Hungarian university students both inside and outside the classroom. To address this gap, a questionnaire was developed and piloted with 100 participants. The instrument is a composite of adapted and original items, as well as newly developed items derived from interview findings that preceded this questionnaire study. This paper outlines the instrument development process and aims to validate a questionnaire that measures EFL university students’ motivational profiles and willingness to communicate in the Hungarian context, as well as to explore the relationship between these constructs. The results show that students’ motivation is primarily associated with their Ideal L2 Self, attitudes towards the learning community, and travel orientation. Correlation analyses reveal a strong relationship between intrinsic motivation and motivated learning behaviour. Regression analyses identify Ideal L2 Self as a significant predictor of willingness to communicate, with a stronger effect outside the classroom. In the Hungarian EFL context, students reported high levels of confidence and motivation in both classroom and out-of-classroom settings; nevertheless, their WTC was even stronger outside the classroom. This pattern indicates that their engagement with English extends beyond formal instructional requirements. These findings are preliminary; however, the questionnaire shows potential for reliable measurement, while further research with larger samples remains necessary.

Student Engagement in Sustainability through Work Placements

Karen Cripps — 2026-04-16

Understanding how students engage with sustainability during work placements represents a critical gap in education for sustainable development. This study explores undergraduate Business School students’ engagement in and learning from sustainability-related projects during work placements. While existing research shows the benefits of placements for student learning and employability, sustainability-related engagement and learning are underexplored. This study addresses this gap through a qualitative study which explores the nature of sustainability-related placement roles, how placement learning experiences shape student development, and how sustainability-related experiences can be effectively embedded into university preparation processes. The findings indicate that, although sustainability is rarely explicit in placement role specifications, there are numerous opportunities to engage informally, particularly when students proactively seek them. Through the conceptual lenses of self-efficacy and career identity, the study provides recommendations for further research, educational institutions and workplace providers.

Emotional Intelligence as Enacted Employability in AI-Mediated Intercultural Consulting Workplaces

Antony Mervyn Shreyas — 2026-04-16

In AI-mediated intercultural consulting workplaces, professionals collaborate across cultural and functional boundaries while navigating complex interpersonal demands. In such environments, employability, particularly for early-career professionals, depends on emotional intelligence as a workplace competence enabling constructive cross-functional and cross-cultural collaboration. Despite its recognised importance, empirical research examining emotional intelligence as an enacted employability capability in consulting contexts remains limited. This mixed-methods study investigates the association between self-reported emotionally intelligent behaviour and cross-functional collaboration within a multinational professional services workplace characterised by international teams. The sample comprised 37 professionals across analytical, consulting, and managerial roles. Correlation and regression analyses examined whether self-reported emotional intelligence relates to reported collaboration. Results indicate a statistically significant positive association (r = .38, p = .022), with emotional intelligence explaining 14% of the variance in collaboration. Given the single organisational context and sample size, findings are interpreted as exploratory and context-specific rather than generalisable. Semi-structured interviews explored how professionals enact emotional intelligence in everyday workplace interaction and AI-mediated communication. Participants highlighted emotional self-regulation, empathy, and adaptive communication as supporting intercultural understanding and willingness to speak up. AI-assisted tools were experienced as supportive preparation mechanisms rather than substitutes for relational competence. The findings suggest that emotionally intelligent behaviour may function as an enacted employability capability, particularly relevant for early-career development, supporting psychologically safe collaboration in AI-mediated intercultural consulting workplaces.

Factors Influencing Entrepreneurship Curriculum and Pedagogy Towards the Development of Graduate Entrepreneurs in South Africa Higher Education

Juliet Nwakaego Nwachukwu — 2026-04-16

South Africa continues to face persistently high levels of graduate unemployment, which restricts economic productivity and further intensifies poverty, inequality, and the marginalisation of young people. In response, the development of graduate entrepreneurs has become a strategic national priority, as entrepreneurial skills are increasingly viewed as a pathway to job creation, innovation and inclusive economic growth. Higher education institutions are, therefore, crucial in equipping graduates with the entrepreneurial abilities required to pursue self-employment and venture creation. To understand the reasons for low entrepreneurial intention, this study examines curriculum and pedagogical factors that shape entrepreneurial intentions among university students in South Africa, using a qualitative research design. Findings reveal that entrepreneurship education remains predominantly theoretical, with critical gaps including a lack of early exposure, limited practical learning, misaligned curriculum and pedagogy, poor integration with non-business programmes, systemic constraints, and insufficiently skilled lecturers. The study argues that without meaningful curriculum reform and pedagogical innovation, entrepreneurship education cannot effectively develop graduate entrepreneurs. Recommendations include adopting experiential and problem-based teaching strategies, strengthening industry partnerships, enhancing lecturer capacity and integrating entrepreneurship across all disciplines. These insights inform policy and practice to transform entrepreneurship education into a more effective catalyst for graduate entrepreneurs and ultimately, contribute to South Africa's socio-economic development.

How to Protect Integrity of Research in the Age of Social Media?

Ute Franzen-Waschke — 2026-04-16

Artificial Intelligence (AI), data-driven decisions and evidence-based approaches appear to become increasingly important when establishing credibility and authority in non-academic circles. Knowing the difference between an experiment meant to illustrate a point, doing research for a degree where rigor and ethics are crucial, and doing research in a business context have transformed into a skill not only relevant for academics, but progressively for anyone reading articles on the Internet and on social media. On social media algorithms drive visibility not rigor and ethics. An experiment conducted on LinkedIn in October 2025 describes what happens when two nearly identical articles are posted at the same time and how algorithms drive visibility and conversations. Simultaneously, a critical reflection of how to identify “good research” from a practitioners’ perspective is provided. Finally, assessment criteria for the layperson are provided to foster awareness and to promote skill development and literacy in an era in which making sense to data in a self-reliant manner are indispensable across all social stratums. Key findings of the experiment highlight the importance of scientific rigor also in online research and demonstrate how easily bias and uncontrolled variables, such as resharing behaviour, can distort outcomes and conclusions. Subsequent studies may refine this initial experiment by employing more rigorous methodologies and adhering to established ethical standards in research.

AI and VUCA Are Here to Stay

Yuliya Shtaltovna — 2026-04-16

Drawing on recent conceptual and empirical work on metamodern education, Higher Education 4.0, and transdisciplinary AI-interoperable competencies, alongside European Commission and UNESCO policy frameworks, this food-for-thought article adopts an integrative approach that synthesises research evidence, policy analysis, and practice-based insights for business education leadership and management. As AI and persistent social crises and VUCA/BANI conditions have become structural features of contemporary organisational and educational life, business schools are now at the centre of intersecting technological, geopolitical, and societal disruptions. Against this backdrop, this article addresses a central question for higher education: what should business schools teach (and, more importantly, how) when uncertainty, crisis, and AI-mediated decision-making are no longer exceptional but systemic. The analysis demonstrates that traditional discipline-centred and tool-oriented pedagogies are, while still foundational, increasingly strained by the realities graduates face in AI-mediated and crisis-shaped environments and are no longer adequate on their own. Instead, effective business education requires a shift toward cultivating navigational capacities, including systems thinking, intercultural competence, ethical judgment, emotional resilience, and context-aware AI literacy. The article further argues that evolutionary pedagogies (such as case-based learning, simulations, project work under uncertainty, and reflective practice) are particularly effective in developing these capacities. It concludes that business schools can no longer define their mission primarily in terms of knowledge transmission or skills optimisation. Instead, they are called to assume a renewed social contract: preparing leaders capable of responsible action, ethical sensemaking, and sustained agency in AI-mediated, crisis-shaped environments, with significant implications for curriculum design, faculty roles, and higher education policy.