Abstract
Self and co-regulation of learning (SCRL) are strategies that students can adopt to become more active and committed to their learning. Encouraging students to adopt these strategies is a challenge for teachers that can be met by using narratives as a teaching resource. To support teachers in this process, we present a method for evaluating, classifying, and reflecting on excerpts from immersive narratives for SCRL, so they objectively base their decision-making. The method was developed as an artifact of Design Science Research (DSR). In the Design stage of DSR, a 4-stage scheme was developed, and 38 criteria were described to identify and classify narratives that guide or encourage students to adopt SCRL strategies. In the DSR demonstration stage, we tested the method in an asynchronous e-learning curricular unit in Portuguese higher education, which uses a narrative-oriented immersive learning approach for SCRL, called e-SimProgramming. The results show that the graphic visualization of the classification made it possible to perceive the occurrence of the SCRL categories in the narratives, enabling the teacher to be inspired and reflect on the categories to be enhanced for necessary changes in the narrative in line with their pedagogical objectives.

Abstract
Achieving consistency in immersive learning case descriptions is essential but challenging due to variations in research focus, methodology, and researchers' background. We addresses these challenges by leveraging the Immersive Learning Case Sheet (ILCS), a methodological instrument to standardize case descriptions, that we applied to an immersive learning case on ancient Greek technology in VRChat. Research team members had differing levels of familiarity with the ILCS and the case content, so we developed a custom ChatGPT assistant to facilitate consistent terminology and process alignment across the team. This paper constitutes an example of how structured case reports can be a novel contribution to immersive learning literature. Our findings demonstrate how the ILCS supports structured reflection and interpretation of the case. Further we report that the use of a ChatGPT assistant significantly supports the coherence and quality of the team members development of the final ILCS. This exposes the potential of employing AI-driven tools to enhance collaboration and standardization of research practices in qualitative educational research. However, we also discuss the limitations and challenges, including reliance on AI for interpretive tasks and managing varied levels of expertise within the team. This study thus provides insights into the practical application of AI in standardizing immersive learning research processes.

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In recent years, companies have faced increasing pressure from globalization, requiring them to adapt not only to survive but also to thrive in a highly competitive environment. This adaptation has been facilitated by the efficient integration of technology, achieved through digital processes and collaboration tools. Digital transformation has emerged as a critical element for maintaining competitiveness as economies become increasingly digital. To succeed in this ever-evolving environment, companies must balance leveraging existing strengths with seeking new organizational agility. Integrating advanced technologies like Artificial Intelligence (AI) and Web Technologies into education and professional training is a strategic response to the challenges posed by the current digital landscape. AI, with its adaptability and automation capabilities, offers benefits such as increased efficiency, personalized learning, and streamlined administrative processes. Continuous evaluation of teaching and learning, along with data extraction and predictive analysis, enhances e-learning quality and informs organizational decisions. This research aims to investigate how advanced technologies can predict and adapt organizational training needs to improve competency development and overall effectiveness. The research adopts a Design Science Research (DSR) methodology, focusing on the development and implementation of an AI-based framework for personalized training recommendations. Expected outcomes include integrating AI-driven predictive models with existing Human Resources Management Systems to identify and address training needs, fostering employee skill development, organizational agility, and competitiveness in a rapidly changing market. Additionally, addressing this issue promotes a more inclusive and empowering work environment, enabling employees to thrive in an increasingly digital world. © 2025 Elsevier B.V., All rights reserved.

Abstract
Background: Virtual Reality (VR) is making education more engaging and accessible, especially for students with Autism Spectrum Disorders (ASD), promoting inclusion and the development of STEM skills in innovative ways. The literature still reveals a significant gap in terms of appropriate educational resources adapted to the specific needs of these students, resulting in difficulties in their inclusion. With the growing need for inclusive approaches in education, it is essential to find solutions to support these students. The aim of this study is to validate the data collection methodology that will enable the development of Virtual Learning Environments with STEM content for students with ASD. Methods: The Design Science Research (DSR) methodology was used to develop a VR artefact for students with ASD. In addition, the Delphi method was applied in the expert involvement phase, which will contribute to the validation of the artefact's specific requirements. Both will allow for an inclusive and distinctive approach to the development of an artefact, with the aim of offering an innovative educational experience, meeting the varied needs and learning styles of students with ASD, optimising the effectiveness of the proposed VLE. Results: The results show a strong acceptance among experts, highlighting the potential positive impact of this approach, although there are aspects to be improved to ensure a more comprehensive and effective approach. Conclusions: This study highlights the successful validation of an innovative virtual reality programme for students with ASD, highlighting the importance of interdisciplinary collaboration and the strong contribution to the advancement of inclusive education.