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This study focuses on exploring new formats and innovative approaches to digital storytelling in museums, offering a critical analysis of existing formats and proposing new perspectives. Initially, current digital storytelling formats are examined, ranging from mobile applications and augmented reality to interactive and multimedia exhibitions. Next, new paradigms and strategies are discussed that aim to expand the possibilities of public engagement and enrich museum experiences. Using a detailed method, careful selections, in-depth analyses and presentation of results are made that highlight both the potential and challenges of these new approaches. The final discussion contextualizes these practices in the current scenario of digital culture and suggests paths for future investigations and developments in the field of digital storytelling in museums. © 2025 Elsevier B.V., All rights reserved.

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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.

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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.