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Despite the extensive research on culture and intelligence in organizational psychology, little attention has been given to the integration of the two constructs. This special issue aims to stimulate new research directions by synthesizing the two streams of research. In this introduction to the special issue, we propose a framework that reflects and reconciles two different approaches to integrating culture and intelligence—the cultural variation of intelligence approach versus the cultural intelligence approach. Our focus is on the latter approach, which centers on validating the emerging construct called cultural intelligence—defined as the capability to be effective across cultural settings. Specifically, we discuss the measurement and substantive issues that future research should address in advancing our understanding of the cultural intelligence construct.

The effectiveness of student learning in an online laboratory environment requires appropriate measurements from the cognitive, affective, and psychomotor (CAP) domains. However, current self-reporting perceived CAP instruments are general and focused on non-technical fields, hence unsuitable for comprehensively measuring and evaluating technology and engineering (TE) online laboratory courses. This work aims to develop and validate a new instrument to measure perceived CAP learning domains in technology and engineering (TE) online laboratory courses. An initial instrument with 22 questions to assess CAP attributes was developed based on adaptation and expert consultation. About 1414 questionnaires were deployed and obtained a response rate of 25%, which meets the requirement of a confidence level of 90% with a 5% error. Principal Component Analysis (PCA) and Exploratory Factor Analysis (EFA) were used to further reduce the items to 13. Items reliability was verified using Cronbach Alpha. The finalized items consist of 5 cognitive, 4 affective, and 4 psychomotor items. For cognitive, the five items relate to students' perception of self-directed learning, reproducing study guides for future students, organizing their tasks and solving problems, relating lab works with fundamental concepts and theories, and completing all tasks. The four affective items are associated with students' perception of active involvement in learning, communication of findings, collaboration with team members, and awareness of safety and requirements. The four psychomotor items are linked to students' perceived attainment in performing the experiment, visualizing the procedure, demonstrating technical skills, and operating the equipment. The tool is verified to self-measure CAP attainment for online laboratories.

Sustainability assessment of resource recovery from waste is an important prerequisite for informed and sound decision-making. Life Cycle Sustainability Assessment (LCSA) has been developed to support this process, yet its use is still constrained by the difficulty of identifying the most relevant impact parameters. This paper, seeks to inform LCSA for resource recovery from waste based on a parameter identification approach that uses the political, economic, social, technological, environmental and legal (PESTEL) analysis. The novelty of this approach lies in the structured conceptualisation of the resource recovery system and the context within which decisions are made. The anaerobic digestion of source-separated food waste in the UK is used as a case study to trial and demonstrate the approach. Findings suggest that a conceptual, qualitative analysis, although limited in its scope due to the lack of quantitative components, is suitable in integrating different parameters, allowing for a holistic conceptualisation of the system and capturing important issues that could be easily overlooked. This type of analysis can summarise the key interdependencies, contrast the trade-offs and provide a wider understanding of the political and legal context within which the system operates, all important in extending the implementation of LCSA towards the right direction.