Ritesh Chugh

Introduction. This study examines how Sri Lankan university academics engage with social media for professional purposes, focusing on demographic and job-related factors associated with platform adoption, frequency of access, and perceived satisfaction, as well as the competencies and skills required for effective use. While much prior work emphasises student use, academics’ perspectives remain underexplored, especially in South Asia. Method. A mixed-method approach was employed, comprising a survey of 432 academics from multiple Sri Lankan universities and semi-structured interviews with 22 academics. The survey captured demographic characteristics, platform adoption, frequency of access, and perceived satisfaction, while interviews explored experiences, barriers, and competencies. Analysis. Quantitative data were analysed using descriptive statistics and cross-tabulations to examine patterns of platform engagement and satisfaction across demographic and professional characteristics. Interview data were analysed thematically to provide insights into academics’ motivations, challenges, and perceived skill requirements. Results. Patterns of professional social media engagement varied by gender, age, discipline, rank, and educational background. Younger academics and women reported higher levels of everyday professional use, and women also reported higher satisfaction with platforms including YouTube, LinkedIn, and ResearchGate, whereas senior academics reported greater engagement with more information-focused platforms such as Academia.edu and Twitter. Key competencies included digital literacy, cybersecurity awareness, research and information literacy, pedagogical integration, and time management. Conclusions. Social media is increasingly central to Sri Lankan academics’ professional work, supporting both pedagogical and professional activities. However, sustainable engagement requires not only individual skills and self-regulation but also institutional support, infrastructure, and ongoing professional development.

The rapid integration of social media into higher education has transformed pedagogical practices, research dissemination, and academic collaboration, yet the methodological details of studies examining these developments remain underexplored. This systematic literature review addresses this gap by analysing 60 empirical studies (2022–2024) to map research designs used in studies examining social media use in higher education. Guided by the PRISMA framework, the review synthesises methodologies, theoretical frameworks, participant demographics, and emerging trends. Findings reveal a predominance of quantitative approaches, with surveys as the primary method, underscoring a focus on generalisable insights into usage patterns and academic outcomes. Qualitative and mixed-method designs are less prevalent but provide important depth for exploring digital wellbeing and student agency. Geographically, studies from Asia are strongly represented, particularly Saudi Arabia, Malaysia, and India, reflecting regional emphasis on digital pedagogy, while underrepresented regions highlight gaps in global inclusivity. Thematic analysis identifies six emerging trends shaping research design: technology-driven analytics, digital wellbeing frameworks, crisis-responsive methodologies post-COVID-19, theory-guided models, student co-creation paradigms, and cross-cultural comparative studies. Despite these advancements, 38% of studies lack explicit theoretical foundations, limiting conceptual depth. Ethical considerations, particularly regarding AI tools and data privacy, are increasingly salient but inconsistently addressed. The study advocates for methodological diversification, prioritising longitudinal, ethnographic, and participatory designs to capture evolving digital pedagogies.

Aim: To describe contemporary peer‐reviewed literature on artificial intelligence in nurses' clinical decision‐making. Methods: An umbrella review of literature reviews. Data Sources: Four major databases were searched for reviews published between 2019 and 2024. Results: Sixteen literature reviews reported on 965 nursing artificial intelligence primary studies. The studies focused on technology development and emerging performance evaluations, whilst real‐world testing or implementation in nursing clinical settings was rare. Rigorous comparative analyses were lacking. While artificial intelligence demonstrates promise in decision‐making, challenges such as a lack of controlled studies, algorithmic bias, limited reproducibility and insufficient clinical trials hinder its practical impact. Ethical concerns, transparency and patient data privacy issues pose barriers to AI integration in nursing practice. Ethical and legal guidelines for patient privacy are needed and should be taught along with AI literacy training for nurses. Conclusions: Artificial intelligence has the potential to enhance clinical nursing decision‐making, although evidence is limited by too few examples of nurse participation during development. Underutilisation in administrative nursing functions hinders implementation. Nurses should assume a central role in the design and development of AI applications to ensure that these technologies address the realities of nursing practice. With such improvements, artificial intelligence can transform nursing practice, improve nurses' clinical decision‐making and ultimately enhance consumer healthcare outcomes. Patient or Public Involvement: No Patient or Public Involvement. Reporting Method: While there is no reporting checklist for umbrella reviews, the PRISMA guide for systematic reviews was followed.

Including independent secondary quantitative data in mixed-methods research as a third component can enrich the findings of online learning environment research adopting convergent mixed-methods designs. This study highlights features of a doctoral project exploring the effectiveness of learning management system (LMS) deployment in Australia and China to develop a methodological framework to amalgamate qualitative and quantitative empirical findings with a synthesis of relevant secondary data. This article reports a subset of findings from the broader study, selected to demonstrate how independent LMS trace data can be integrated with interview and survey strands within a convergent mixed-methods design. This article’s contribution to mixed-methods research designs for interactive online learning systems is the development of a QUAL + quan1 + quan2 methodology configuration encapsulated within a case study framework. This framework applies to research projects with a significant qualitative component supported by primary and secondary quantitative data sources that focus on discrete units of analysis within well-defined boundaries.

Social media has become a vital part of global communication, with increasing relevance in the healthcare sector. This study systematically examines the benefits, drawbacks, enablers and barriers of social media use in healthcare to inform best practices and policy development. Guided by the SPAR-4-SLR protocol and the TCCM framework, the review synthesizes findings across four dimensions: theory, context, characteristics and methods. Forty peer-reviewed articles were included, sourced from PubMed, CINAHL Ultimate, ProQuest One Academic and ScienceDirect databases. The findings indicate that social media’s characteristics offer benefits such as information sharing, health promotion, user engagement and public health surveillance. However, misinformation and privacy concerns were identified as major challenges. Policies, guidelines, governance and trust emerged as both barriers and enablers, depending on their presence or absence. The review highlights a critical gap in theory, with most studies lacking a robust theoretical foundation. Methodologically, primary empirical methods, particularly surveys and secondary/review designs dominated, while qualitative and mixed methods remained rare, suggesting the need for a broader methodological base, including longitudinal designs, grounded theory and in-depth qualitative inquiry to capture the experiences of users and organizations. This study emphasizes the importance of integrating theory into future research and adopting a more diverse range of methodologies. Effective governance, digital literacy and strategic oversight are crucial for maximizing the benefits of social media in healthcare while addressing its challenges. The findings support the development of a guiding framework to ensure the ethical and effective use of social media in healthcare.