Editorial

Institutional transformation in Asian higher education is not merely a matter of structural reform but is deeply embedded in organisational culture, external collaboration and internal capacity building. Several contributions in this Issue allude to these issues, collectively highlighting that meaningful transformation requires alignment between policy, institutional practices and human agency. The first paper, Organisational Culture in Lao Universities under Governance Reforms: Applying Organisational Culture Assessment Instrument in Three National Universities, reflects on cultural dimensions and has an internal value-driven focus. Through a comprehensive literature review of tertiary education providers in Laos, the research reveals how entrenched clan and hierarchical cultures may constrain governance reforms. Complementing this perspective is the paper titled Industry–Institute Collaboration for Transforming Management Education, which, using quantitative research in Oman, illustrates how external partnerships can serve as catalysts for institutional responsiveness, particularly in aligning the curriculum and graduate skills with labour market demands.

Broader systemic shifts driven by technological advancement are explored in the paper Review of Industry 4.0 and Higher Education: A Paradigm Shift Towards Digital Transformation. Using a systematic literature review, the research underscores the need for strategies to bridge the digital divide and address equitable access which is a theme to emerge from other submissions to this Issue. Drivers of change are further examined through a quantitative research paper from China, entitled Catalysts of Change: High Performance Work System, Employee Creativity and Innovative Climate in China's Public Universities. In this research the role of human resource systems in fostering innovation and creativity highlights the importance of the organisational climate to strengthen the relationship between HOWS and a creative and innovate human capital.

Arguably, running in parallel to institutional change is the transformation of learning environments, collectively illustrating the growing interplay between technological innovation and pedagogical practice. The contributions from the Issue to this theme collectively suggest that while digital tools offer new possibilities, their effectiveness remains contingent upon human interaction, pedagogical design and contextual sensitivity.

The disruptive impact of emergency digitalisation is underlined through mixed-method research from China in the paper Impact of the COVID-19 Lockdown in Shanghai on Student Engagement at the College Level. The research revealed that increased online activity did not

necessarily translate into enhanced engagement, with the absence of staff-student interaction underscoring the limitations of purely technology-driven approaches. This tension is further explored in the qualitative research entitled Human-Robot Interaction using ChatGPT for Technology Driven Language Learning: Contextual Insights from the Higher Education Institution of Indonesia. This paper highlights both the effectiveness, in the context of learning, and risks associated with AI-assisted learning, particularly in relation to academic integrity and associated biases.

Moving beyond immediate technological challenges, the systematic literature review paper entitled Revolutionizing Education: Innovative Pedagogy Practices for Undergraduate and Graduate Learners reflects on curriculum design, pedagogy and assessments in the context of lifelong learning. The research identifies governance partnerships for social impact, globalisation, graduate pathway programs and growth mindset as key areas for improvement, underpinned by a tailored approach to ensure effective and inclusive learning.

While modern learning environments are essential to prepare graduates for the labour market, these spaces have to be both technologically enabled and inclusive. Inclusivity of the learner highlights the complexities associated with the student experience in an increasingly diverse and digitalised higher education sector. Across the contributions to this Issue, inclusivity emerges not only as an issue of access but also of adaptation, well-being and equity.

The challenges of cross-cultural adaptation are examined through a quantitative analysis of mobility student experiences in the paper Language and Identification Predictors of Academic, Psychological and Sociocultural Adaptation: Mainland Chinese Students in Hong Kong Universities. The research revealed the importance of language and identifying with individuals from the sending and host countries as a means to assimilate and navigate socio-cultural issues. This theme is further assessed through a mixed method approach in the paper Navigating Bilingualization: Challenges and Adaptation of Vietnamese Master's Students in English-Medium Instruction under Taiwan's Bilingual 2030 Policy. The findings from this research revealed how financial, institutional, socio-cultural and well-being factors intersect to shape student adjustment in transnational contexts.

The increasing digitalisation of education introduces new dimensions of inequality and well-being. While technological reforms are often framed as drivers of equity, mixed methodology research in the paper AI-driven Educational Reform and Persistent Inequality: Unpacking Classroom-Level Impacts in China's Evolving School System demonstrates that such innovations although improving engagement and learning, may, in fact, reinforce existing disparities when institutional capacity is uneven. Similarly, the paper, Rethinking Student Well-being in Digital Higher Education: Integrating Self-Directed Learning and Technological Demands within the Study Demands–Resources Framework, highlights through a quantitative study, the importance of self-directed learning for Indonesian students helping them navigating the associated technological demands. These complexities are further contextualised in the bibliometric review, Exploring Social Media Use and Psychological Well-being in Higher Education: A Bibliometric Analysis of Trends and Themes, which illustrates a multifaceted relationship between digital engagement and an individual's well-being. The research revealed pandemic-related stress, social comparisons, subjective well-being and a correlation between excessive social media use and feelings of anxiety and loneliness. Together, these papers underscore the need for nuanced, context-sensitive approaches to fostering inclusive and supportive learning environments.

Collectively, the twelve manuscripts in this Issue underline the importance of integrated and collaborative approaches to addressing contemporary educational challenges. The findings position Asia, and by extension, the journal, as a critical contributor to global discussions on the relationship between education and labour market demands, the complexities of institutional and societal transformation and the necessity of fostering inclusive and sustainable learning environments. This Issue contributes to ongoing debates on the future of higher education in Asia by offering insights into how institutions can better respond to rapid technological change, evolving societal expectations and increasing cultural diversity. It is hoped that the studies presented here will inform policy, practice and future research and stimulate continued dialogue on advancing innovation, inclusivity and transformation in higher educational learning environments.