Issue #1 (Volume 10 2026)

Type of the article: Research Article

Editorial boards are vital components of scholarly journals, ensuring the integrity, quality, and academic rigor of published research. They play a key role in guiding a journal’s vision, selecting content, and upholding ethical standards. Journal reputations are reinforced by the endorsement of recognized scholars. Although many scientists worldwide have chosen to distance themselves from Russian institutions following the full-scale invasion of Ukraine in February 2022, we noticed that members of the global scientific community were still included on the editorial boards of journals published by an international publisher and edited by academic institutions in the Russian Federation. Given their importance, during 2024, we performed an email survey of members of non-Russian institutions serving on the editorial boards of 140 such journals and sent the letters to 709 international members of these boards. Based on 165 responses received, the findings reveal that 70.9% of international members of these editorial boards were either unaware of their membership, or did not fulfill their editorial duties, or were retired, or were deceased (17 cases). Inclusion of these individuals without their knowledge or consent clearly constitutes an unauthorized misrepresentation as to editorial board memberships, which might be harmful to the reputation of specific scientists. After the inquiries, 60.1% of respondents reported their decision to withdraw their names from these editorial boards as an ethical conflict resolution. The results of the analysis help to understand how journals and researchers respond to ethical and geopolitical challenges, ensuring that their practices comply with international standards and values.

Acknowledgment
Alex Plastun gratefully acknowledges financial support provided by Volkswagen Foundation, Ref.: 9C853, Project “Sustaining Ukrainian Scholarship”, hosted by New Europe College.

Type of the article: Research Article

Modern defense environments demand sustainable, knowledge-driven training systems that adapt to technological, organizational, and strategic challenges. This study explores the sustainability of military distance learning in Lithuanian military education and its role in enhancing adaptability and resilience. It assesses how digital, knowledge-based systems support long-term effectiveness and flexibility. Sustainability refers to maintaining scalable, resilient education under changing conditions. Adaptability is the ability to adjust learning processes and technologies, while resilience ensures institutional stability and performance during disruptions. The study employs fuzzy logic integrated with the Decision-Making Trial and Evaluation Laboratory (DEMATEL) method to analyze interdependencies among eight critical factors of sustainable distance learning. A structured expert survey was conducted in 2024 with 17 Lithuanian military education specialists, all holding Ph.D. degrees and possessing extensive academic and practical experience in e-learning, instructional design, and technology management. The analysis revealed that technological infrastructure, instructional design, and scalability function as primary causal drivers shaping learner engagement and institutional support. Quantitative results show that technological infrastructure exerted the highest influence weight (0.187), followed by instructional design (0.162), while psychological support acted primarily as an effect factor. These findings confirm that sustainable distance learning enhances adaptability by ensuring uninterrupted access to training, flexible pacing, and integration of emerging digital tools. In conclusion, the study demonstrates that sustainable military distance learning serves as a strategic enabler of knowledge transfer, leadership development, and organizational effectiveness, thereby strengthening both the adaptability and institutional resilience of military education systems.

Acknowledgment
We acknowledge the General Jonas Žemaitis Military Academy of Lithuania for financial support in publishing this article.

Type of the article: Research Article

In a rapidly evolving digital landscape, higher education institutions face increasing challenges in faculty retention. The study analyzes the impact of Student Initiatives, Mentorship, Advocacy, and Collaboration on faculty intention to stay through the mediation of faculty satisfaction. The research process began with an exhaustive review of existing literature and the development of a structured questionnaire using a quantitative approach. A further survey was undertaken by collecting 390 responses from faculty members working in higher education institutions in Karnataka, India. The mediation was analyzed utilizing confirmatory factor analysis (CFA) to check the model fit and Structural Equation Modelling (SEM) to test hypothetical relationships. Results revealed significant direct effects of Student-Led Peer Mentorship, Advocacy Groups, Student Initiatives, and Collaborative Learning on faculty satisfaction. These constructs also significantly predicted faculty retention, both directly and through the mediating effect of faculty satisfaction. Faculty satisfaction mediated these relationships, with the strongest total effect for advocacy groups (β = .537). While collaborative learning had a strong direct effect (β = .347), its mediated impact was comparatively weaker (β = .082). This study highlights that institutions that recognize and value the connection between student engagement and faculty engagement are poised to develop a strong academic community. The practical significance of the current study is considerable for institutional decision-makers and academic leaders. Institutions should not rely on just extrinsic rewards, such as salary or tenure, to be able to develop their faculties, but rather should intentionally develop a participative academic culture.

Acknowledgment
The authors acknowledge financial support for the Article Processing Charges (APC) from Yenepoya (Deemed to be University).