Forthcoming Articles

International Journal of Knowledge and Learning

International Journal of Knowledge and Learning (IJKL)

Forthcoming articles have been peer-reviewed and accepted for publication but are pending final changes, are not yet published and may not appear here in their final order of publication until they are assigned to issues. Therefore, the content conforms to our standards but the presentation (e.g. typesetting and proof-reading) is not necessarily up to the Inderscience standard. Additionally, titles, authors, abstracts and keywords may change before publication. Articles will not be published until the final proofs are validated by their authors.

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International Journal of Knowledge and Learning (3 papers in press)

Regular Issues

  •   Free full-text access Open AccessPower distance and intercultural communication in higher education: a three-pathway systematic review
    ( Free Full-text Access ) CC-BY-NC-ND
    by Carlos Humberto Hidalgo Menjívar, Carlos Alberto Echeverría Mayorga 
    Abstract: Globalisation has made intercultural communication more central to higher education, while also exposing how symbolic hierarchies influence participation, voice, and access to knowledge. This systematic review examines how Hofstede's power distance dimension operates across three communicative pathways: student-student, student-teacher, and teacher-student. The review followed PRISMA reporting principles and identified 20 peer-reviewed studies published between 2019 and 2024 in Scopus and Web of Science; these studies were then analysed through thematic coding in NVivo. The findings show that peer interaction can foster empathy, dialogue, and intercultural competence, although language barriers and stereotypes remain significant constraints. Upward communication is comparatively underexplored and often limited by reluctance to challenge authority. Teacher-student relations continue to reflect transmissive patterns, although participatory pedagogies and digital tools may reduce power asymmetries. The review proposes a three-pathway analytical framework that integrates fragmented evidence and highlights the need for institutional strategies that advance communicative equity in multicultural university settings.
    Keywords: power distance; intercultural communication; higher education; intercultural competence; student-teacher communication; teacher-student communication; peer interaction; communicative equity; Hofstede; systematic review.
    DOI: 10.1504/IJKL.2026.10079086
     
  • A fight against uncertainty: technological diversification and interdependence of knowledge in organisations   Order a copy of this article
    by Cristina O. Vlas, Radu E. Vlas, Bruno Barreto De Góes, Garima Garg, Youstina Masoud 
    Abstract: This study examines how technological diversification and domain interdependence interact to shape innovation performance. We conceptualise technological diversification and domain interdependence as sources of knowledge differentiation advantages and recombinatory potential, respectively. Using a congruence-incongruence approach, we demonstrate that firms with congruent levels of technological diversification and domain interdependence (i.e., high-high or low-low) achieve stronger innovation outcomes than those with incongruent levels (i.e., high-low or low-high). Our analysis of software firms highlights the importance of balancing technological diversification and domain interdependence in fostering innovation, yielding practical implications for firms seeking to strengthen their innovation capabilities and scholarly insights by further examining technological diversification in context.
    Keywords: uncertainty; technological diversification; domain interdependence; innovation performance; software industry.
    DOI: 10.1504/IJKL.2026.10078163
     
  • Maximising student satisfaction: investigating the impact of online learning environments and readiness levels   Order a copy of this article
    by Niraj Mishra, Praveen Srivastava, Abhaya Ranjan Srivastava 
    Abstract: This study explores the evolving landscape of student learning, transitioning from traditional to online methods, emphasising the transformative impact of digital resources on academic practices. The research introduces a model assessing the influence of online readiness and the learning environment on satisfaction with online learning. Using a repeated indicators approach and SmartPLS3, the study reveals a significant positive impact of instructor support and student interaction on the development of an effective online learning environment. It underscores the preference for learning management systems (LMS) and emphasises the pivotal role of self-directed learning and motivation in shaping students online readiness. The findings highlight that a superior online learning environment outweighs online readiness in influencing student satisfaction. The study recommends that institutions focus on enhancing students online readiness skills and on cultivating a conducive online learning environment to create a more gratifying and engaging educational experience.
    Keywords: online education; internet self-efficacy; learner control.
    DOI: 10.1504/IJKL.2026.10078772
     

 

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