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All Journal World Psychology International Journal of Language and Ubiquitous Learning
Jack Davis
Monash University
Education Social Sciences Other

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DIGITAL TRANSFORMATION AND EMPLOYEE ADAPTABILITY: A STUDY OF PSYCHOLOGICAL FACTORS INFLUENCING WORKPLACE INNOVATION Dodi Setiawan; James Smith; Jack Davis
World Psychology Vol. 5 No. 2 (2026)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/wp.v5i2.1245

Abstract

Digital transformation has become a critical factor for organizational success, yet the ability of employees to adapt to technological changes remains a significant challenge. Employee adaptability is influenced by various psychological factors, which have not been sufficiently explored in the context of digital transformation. This study aims to investigate the role of emotional intelligence, cognitive flexibility, self-efficacy, and stress management in shaping employee adaptability during digital transformation processes. A mixed-methods approach was employed, combining quantitative surveys and qualitative interviews with 300 employees and 30 managers from various industries undergoing digital transformation. Descriptive and inferential statistical analysis revealed that emotional intelligence, cognitive flexibility, and self-efficacy significantly correlate with employee adaptability, while stress management showed a weaker relationship. Qualitative interviews supported these findings, highlighting the importance of emotional intelligence in reducing resistance to change and fostering collaboration. The study concludes that organizations should prioritize developing these psychological traits to enhance employee adaptability and improve the success of digital transformation initiatives. The findings contribute to a deeper understanding of the psychological mechanisms involved in employee adaptation, offering practical implications for organizations aiming to optimize workforce performance during technological transitions.
Globalizing Language Learning with Multicultural Sensitivity: How Ubiquitous Learning Technologies Support Cross-Cultural Language Acquisition Ishak Bagea; Jack Davis; Emilie Bernard
International Journal of Language and Ubiquitous Learning Vol. 4 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v4i2.3394

Abstract

Background. As the world becomes increasingly interconnected, language acquisition extends beyond merely mastering grammar and vocabulary to include understanding cultural nuances. Ubiquitous learning technologies have transformed the way languages are taught, making learning more flexible, accessible, and personalized. However, there remains a need for these technologies to address not only linguistic proficiency but also multicultural sensitivity, enabling learners to navigate cross-cultural communication effectively in a globalized world. Purpose. This study aims to explore how ubiquitous learning technologies can support language acquisition while fostering multicultural sensitivity. Specifically, it investigates the role of digital tools in bridging cultural gaps and enhancing learners’ ability to communicate across diverse cultural contexts. Method. A mixed-methods approach was employed, combining surveys, interviews, and usage data from learners who used mobile apps and online platforms for language learning. The study focused on how these technologies facilitated cross-cultural understanding, linguistic competence, and the development of intercultural communication skills. Results. The findings indicate that learners who used digital tools that incorporated cultural content and context-driven learning strategies showed significant improvements in both language proficiency and intercultural sensitivity. These learners demonstrated increased engagement and motivation, particularly in understanding cultural contexts and applying language in real-world scenarios. Conclusion. Ubiquitous learning technologies, when designed with multicultural sensitivity, play a critical role in supporting cross-cultural language acquisition. This research highlights the importance of integrating cultural awareness into language learning platforms to promote global communication skills.
Co-Authors Dodi Setiawan Emilie Bernard Ishak Bagea James Smith