Newsletter nr 1 (108)/2025

Od redakcji

Dear “e-mentor” readers,

I am pleased to share with you the latest collection of papers. The topics covered in this issue are related to trends in education and trends in management.

Readers primarily interested in trends in education can learn about the concept of Team as Support, explaining how psychological safety experienced by students leads to higher performance. Subsequently, readers can discover various aspects of implementing new technologies in pedagogy, including the potential of ICT in counteracting the social exclusion of students with mild intellectual disabilities and the application of augmented reality for teacher candidates. Finally, readers are invited to reflect on how universities can achieve sustainable development through mutual cooperation.

The part dedicated to trends in management concerns, among other subjects, knowledge management. Readers will learn about the use of machine learning in enhancing data and information management processes, as well as about the relationship between knowledge, communication and organisational silos. In the context of technological transformation, two other articles explore the challenges posed by digital transformation in family businesses and the implications of dualism in attitudes towards the metaverse in online consumer behaviours. Finally, two last texts address the problem of effects of the reference price in the context of the Omnibus Directive and the issue of synergy effect of selected management tools.

I hope you will enjoy exploring this issue. At the same time, I would like to cordially invite you to contribute to "e-mentor" and to support our efforts to internationalise the journal...

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Lea Fridman, Dorina Tila, Amy Haas, Tauba Zipper, Petra Neuhold, Iris Mendel, Dmitry Y. Brogun, Team as Support (TAS): How Building Psychological Safety into Classroom Design Led to Higher Performance and More

The pedagogy described in this paper has been transformative in European as well as in New York classrooms. “Team As Support” (TAS) is a structured and replicable teaching model focused on creating “psychological safety” within permanent semester-long teams of 6-7 students. Our eight years of teacher and student experience and our preliminary data make clear how the removal of a fear of criticism along with the creation of a student-driven structure of support brings the student greater freedom in expressing and testing ideas, exposure to multiple points of view, improved metacognition, critical thinking, engagement and much more. Combining elements of Team-Based Learning (TBL) and the Team Management and Leadership Program (TMLP), TAS uniquely emphasizes trust, kindness, and community as central to academic success and personal growth.
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Robert Pawlak, Paweł Wyrozębski, Ilona Pietras, Joanna Parys, The Use of Machine Learning in Enhancing Data and Information Management Processes in the Context of Knowledge Management

The aim of this article is to describe how machine learning, including neural networks, is used in improving data and information management processes in the context of knowledge management in organisations. In the Polish literature, research on this topic tends to be fragmented. The empirical study presented in this article addresses the identified research gap concerning the use of machine learning methods in enhancing data and information management processes. The research makes use of critical literature analysis and the author’s own research concerning the application of recurrent neural networks. The novel contribution made through this research in Poland was demonstration of the relationship between use of machine learning and the enhancement of knowledge management processes within organisations.
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Yağmur Üral, Sema Altun Yalçin, Paşa Yalçin, Compilation of Augmented Reality Studies Conducted with Teacher Candidates

The aim of this paper is to determine the level of teachers' readiness to use AR technology in teaching based on a systematic analysis of studies on the use of augmented reality (AR) in education. The study included research focusing on pre-service teachers, with no year limitation, and based on the following databases: Google Scholar, National Thesis, Eric, Scopus, Ebscohost, Web of Science, PsycInfo, JSTOR, ProQuest, Education Research Complete and Education Source. A systematic review was conducted based on the PRISMA model, with eleven keywords such as ‘AR technology and pre-service teacher education’ searched in Turkish and English. The process highlighted 47 studies, with 42 studies meeting the inclusion criteria set. The included studies were analysed in terms of years, keywords, branch, purpose, method, sample size, results and recommendations, resulting in a compilation and presentation of studies on AR involving pre-service teachers.
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