The rapid expansion of artificial intelligence has accelerated its adoption across organizational functions. However, existing reviews often adopt sectoral or technology-focused perspectives, limiting understanding of its implementation within core firm activities. This study addresses this gap through a systematic review of articles published in Web of Science and Scopus up to December 2025, following established methodological guidelines. A total of 160 peer-reviewed articles met the inclusion criteria. Findings reveal convergent patterns of adoption in human resources, marketing and customer services, logistics, and finance. Artificial intelligence enhances analytics, automates routine tasks, personalizes interactions, and supports decision-making. Human resources applications focus on recruitment and workforce planning; marketing relies on predictive analytics and conversational interfaces; logistics improves forecasting and supply chain resilience; finance strengthens risk assessment and process efficiency. The study proposes an integrative conceptual model and research propositions, highlighting cross-functional challenges in governance, organizational capabilities, socio-technical alignment, and responsible implementation.

This paper seeks to understand the different conceptual representations of R. Murray Schafer’s ideas in scholarly literature and their relevance within framework of transversal competences as a perspective of education in the 21st century. A systematic review of the literature was carried out using the PRISMA guidelines as a reference. Five multidisciplinary databases were searched between 2000 and 2024 in English, Spanish and Portuguese. The 29 scientific papers included in the review present perspectives from four continents, diverse areas of knowledge and different educational focuses and levels. The results show the relevance of three concepts: listening as a disposition, creative music education as a procedure and soundscape as an interdisciplinary resource. These concepts are approached from the artistic-musical and transdisciplinary fields, and represented from different perspectives: inclusive, aesthetic, social and economic. It is concluded that M. Schafer’s ideas are characterised by their topicality due to the transversal approach they promote, where creativity, social and environmental commitment, and the participation of all in musical learning are coherent with the challenges of musical education and training to which we aspire.

Microplastics are found in all oceanic environments and represent a growing concern for researchers and managers of marine environments. A systematic review was carried out to investigate the accumulation of microplastics (MPs) in filter feeders, focusing on the potential relationship between the feeding mechanism and MPs’ accumulation. The accumulation of microplastics was compared among marine benthic filter feeders that use different filtering mechanisms. Rayyan® software was employed to screen the articles, and data extraction was subsequently carried out. The review followed well-structured protocol PRISMA 2020 guidelines to guarantee methodological rigor and minimize biases. Due to the high heterogeneity (Higgins I2 test, I2 > 95%) of data methodologies, a narrative synthesis was used as the output of the review. Most publications report microplastics in mollusks (oysters, mussels, and clams), and bivalves were the group most studied (76.67%). Sponges (91 to 612 items g – 1 DW) and polychaetes (1 to 880 items g–1 WW) had the highest number of MPs. Although it is possible to establish relationships between feeding mechanisms and MPs accumulation, using distinct methodologies makes comparing the results of different studies difficult, leading to an urgent call for standardizing methods for microplastic studies in marine organisms.

Amoebiasis has emerged as a major health problem worldwide. It is endemic in the present scenario is different and sub-tropical regions especially in Asia, Latin America and also in Africa. Causative of amoebiasis is a protozoan known as Entamoeba histolytica. We screened all the databases such as PubMed, Science Direct, Medline and Google Scholar by using the keywords ‘anti-Entamoeba histolytica activity of medicinal plants, anti-Entamoeba histolytica activity of herbal drugs, the anti-amoebic activity of natural drugs’. In the present study, we found 7861 articles, where all articles were screened for bias analysis and included 32 full-matching articles in total reporting the use of medicinal plants as a remedy for amoebiasis. Through these articles, we found 42 herbs having anti-amoebic activity. In bias analysis, we also found four articles under high bias risk. In our study, seven medicinal plants were concluded to possess the most potent anti-amoebic activity based on their IC50 value, which was less than 1 μg mL−1. On bias analysis, we found four articles with high bias risk, hence these studies can be repeated for better results.

While teachers and researchers of students with disability are commonly interested in individual students and their progress towards individualised goals, traditional approaches to educational research that aim to illustrate generalisation between cause and effect are still commonly used. Traditional approaches, such as group-comparison designs, are used to demonstrate improved performance for the average student; however, they also obscure individual student data. Within special and inclusive education, single-subject designs may provide more appropriate conclusions to particular types of questions than traditional research methods as they allow for the examination of a functional relationship between the dependent and independent variables and rely on the participant serving as their own control. This article provides a summary of the use of single-subject designs within the field of special education over time and the findings of a systematic review conducted according to the PRISMA statement are presented. Through this systematic review, published articles from 7 prominent special education journals that involved intervention for school-aged students with disability were examined. In addition, a sample of exemplar studies that have employed single-subject designs are discussed.