Educational myths—widely held but flawed beliefs about learning and teaching—persist across contexts, often shaping educational practice and policy in misleading ways. Refuting these myths requires more than counter-factual correction; it demands structured, evidence-informed reasoning. This article introduces the Educational Myths Refutation Canvas, a tool designed to support educators, researchers, and science communicators in systematically dismantling such misconceptions. Grounded in cognitive psychology, science communication, and educational theory, the Canvas scaffolds the refutation process through modular sections addressing myth prevalence, origin, persistence, and consequences. It promotes the triangulation of theoretical, empirical, and practical evidence, while encouraging reflective engagement with one's own assumptions. Use cases span faculty development, educational research, and science communication. Strengths include its clarity, transparency, and adaptability; limitations involve the cognitive demand required for its effective use. Ultimately, the Canvas functions both as an analytical instrument and a catalyst for deeper epistemic reflection—helping users not only debunk myths, but develop stronger habits of critical inquiry and evidence-based dialogue.

In this text, I contrast two vastly different worlds—one free of educational myths and the other plagued by them—and invites reflection on their implications.

Platform organizations are pioneering the development and adoption of artificial intelligence (AI), yet AI poses substantial challenges by disrupting organizational capabilities and threatening competitive advantages. AI reshapes processes and products, influences ecosystem coordination, and foster inter-departmental collaboration. Recognizing its potential, businesses invest heavily in AI, but numerous applications fail to deliver significant value. Surprisingly, even though AI’s influence spans internal and external functions and capabilities, most studies focus on specific contexts and rarely examine the actual business outcomes of AI applications. This paper studies the empirical impact of AI on platform organizations’ value creation. Thus, we adopt a multi-study approach grounded in a Strategy-as-Practice perspective, investigating how AI integration transforms strategic practices. Study 1 draws on currently 45 interviews with platform organizations and develops a holistic framework that classifies AI applications according to their internal and external value creation and focus, enabling us to understand AI’s organizational impact on platform value-creation mechanisms. Study 2 will employ an event-study method and aims to assess the shareholder value impacts of these applications, empirically demonstrating AI’s business value. Preliminary insights from Study 1 indicate that platforms use AI to develop innovation platforms, introduce novel services, optimize ecosystem orchestration, and foster co-creation. By offering a holistic perspective on AI applications and empirically linking practices to shareholder value, this research contributes to both theory and practice. It clarifies how AI can function as a strategic capability within platform organizations, extending our understanding of micro-level strategic practices while guiding managers seeking to realize AI’s potential.

Recent studies reveal that a significant proportion of the population in various countries endorses at least some form of conspiracy theory (CT). Notably, there have been instances of faculty members spreading CTs, despite their pedagogical obligations to foster academic and scientific thinking. While the existing literature has predominantly focused on student populations, an examination of less-studied cohorts such as faculty members seems necessary. This theoretical article delves into the prevalence, underlying factors, and ramifications of CTs within the context of higher education. The present analytic article distinguishes CTs from scientific theories, elucidates the detrimental consequences for individuals and the broader society engendered by the uncritical propagation of CTs, and scrutinizes the responsibilities of students and faculty in mitigating the dissemination of misinformation. Moreover, the article posits potential solutions from both student and faculty standpoints to counteract the proliferation of CTs in higher education.

In recent years, process mining has emerged as the leading Big Data technology for business process analysis. By extracting knowledge from event logs readily available in information systems, process mining provides new ways to discover, monitor, and improve processes while being agnostic to the source system. Despite its undisputed practical relevance, we have a limited understanding of how organizations realize value potentials from applying process mining in different organizational contexts. Addressing this gap, we conduct an assessing literature review by analyzing 58 papers from the literature on process mining to synthesize the existing knowledge on business value realization from process mining. Our analysis is guided by adopting the perspective of process mining embedded within its organizational context. By analyzing the dimensions of the nomological net around process mining, we contribute to the broader research field of Big Data value realization twofold. First, we uncover which benefits organizations gain by applying process mining. Second, we analyze the organizational capabilities and practices that influence how organizations use and implement process mining. In addition, we reveal how process mining leads to business value realization. Based on these results, we suggest directions for future research on process mining in the organizational context.

Although German companies have a strong innovative tradition, they must use intellectual property creatively if they are to be successful in meeting the economic challenges of the 21st century.