Issue #2 (Volume 9 2025)

In the context of digital transformation, the education sector needs innovative solutions to ensure continuity and quality of the learning process amidst contemporary challenges. One solution is using cloud technologies, which allow for the virtualization and replication of key institutional processes, from academic programs to campus operations. In this regard, this article aims to identify the challenges associated with the concept of cloud universities and their impact on the resilience of higher education. A science mapping analysis is conducted based on the most relevant scientific papers indexed in the international Scopus database from 2000 to 2024 using Scopus and SciVal built-in tools and the Science Mapping Analysis Tool. The results show a significant increase in the number of studies, especially within the fields of Computer Science and Social Sciences, dedicated to the use of cloud services and technology in education, with a growing focus on “digital twins”. The application of science mapping tools revealed key trends in research development, which evolved from the development and optimization of cloud infrastructure and difficulties of technological usage and the adoption of new technologies by users to the deep integration of various technologies into the educational process, exploring their reception by students and teachers, as well as the effectiveness of these initiatives. The analysis identified key challenges cloud universities face, such as the need for reliable technical infrastructure, adherence to cybersecurity standards, preparing educators and students for working with new technologies, financial costs of implementing cloud technologies, and ensuring academic integrity.

Acknowledgments
The publication was part of the Erasmus+ project “Disaster Resilience in Higher Education Systems via a Cloud University Model” (project number 2O24-1-AT01-KA220-HED-000249632).

Promoting effective personal finance practices is crucial for individuals’ long-term financial well-being. Financial education equips people with the knowledge and skills to make informed decisions and achieve financial stability. This study investigates the relationship between financial education and personal finance among residents of Lima, Peru, a context characterized by limited financial inclusion and low literacy levels. The research followed a quantitative, cross-sectional, and correlational design. A validated questionnaire was administered to a random sample of 456 individuals aged 18 to 65 during March and April 2024. The survey focused on financial management, use of credit, planned consumption, and investment and savings. Spearman’s rho correlation was employed due to the non-normal distribution of the data. The results revealed a strong positive correlation between overall financial education and personal finances (Rho = 0.726, p < 0.001). Notably, the dimension of investment and savings showed the highest correlation with personal finance (Rho = 0.745), followed by credit use (Rho = 0.642), financial management (Rho = 0.518), and planned consumption (Rho = 0.458). These findings highlight the relevance of financial education in fostering responsible economic behavior and financial stability, particularly in emerging economies. The study underscores the need for comprehensive financial education programs to enhance citizens’ capacity to manage their resources effectively and mitigate risks such as over-indebtedness and lack of savings. Future research should investigate additional socioeconomic variables and the long-term impact of targeted financial education initiatives.

Type of the article: Reflexive Preface

The proliferation of unethical scientific consulting practices, particularly in post-Soviet contexts, poses significant threats to academic integrity by transforming legitimate knowledge transfer services into commercialized systems that fabricate academic outputs to meet formal performance metrics rather than supporting genuine research efforts. This study aims to analyze and classify different forms of scientific consulting based on their ethical alignment and function within academic systems, introducing the concept of “scientific consulting mills” as a comprehensive framework for understanding these distorted practices. The study employs qualitative content analysis of Ukrainian and international sources, bibliometric review, and a conceptual typology approach, including a Ukrainian academic landscape case study and a color-coded classification model categorizing service providers based on transparency, legality, and ethical compliance. The analysis reveals that growing demand for formal academic indicators fuels the rise of scientific consulting mills that exploit systemic weaknesses in academic evaluation systems. These mills commodify academic achievements and decouple performance metrics from genuine research contributions, offering services ranging from legitimate professional support to fraudulent activities. The paper includes a case study of the Ukrainian academic landscape, complemented by a classification model (“color-coded” types of scientific consulting) that categorizes service providers and practices based on transparency, legality, and ethical compliance. The proposed “scientific consulting mills” concept offers a broader categorization than existing frameworks, such as paper mills, encompassing diverse services that breach academic ethics while masquerading as legitimate consultancy. This concept provides critical insights for combating academic misconduct.

Acknowledgments
This study was funded by the European Union grant “NextGenerationEU through the Recovery and Resilience Plan for Slovakia” (No. 09I03-03-V01-00130).

Type of the article: Research Article

This study investigates the impact of faculty knowledge sharing on faculty performance, emphasizing the mediating role of job satisfaction within Egyptian universities. A quantitative, cross-sectional survey was conducted between September and October 2024, targeting 600 faculty members – both master’s and doctoral degree holders – across 48 public and private universities in various Egyptian regions. Data were collected using a structured questionnaire and analyzed with SPSS (version 27) and R software. Analytical methods included correlation analysis, multiple regression, and mediation analysis using bootstrapping techniques. The findings revealed that knowledge sharing significantly influences faculty performance (R² = 63.50%) and has a strong positive effect on job satisfaction (R² = 71.57%). Moreover, job satisfaction positively affects faculty performance (R² = 76.04%). The mediation model further confirmed that job satisfaction partially mediates the relationship between knowledge sharing and performance, with the overall model explaining 82.30% of the variance. These results highlight the importance of peer-based knowledge exchange in enhancing both job satisfaction and faculty performance. The study recommends that academic institutions adopt strategies that support collaborative knowledge practices and foster workplace satisfaction to drive performance improvement among faculty members.