In the context of Global Software Development (GSD), team members face a number of challenges that needs to be solved. One of them relates to the transfer of knowledge needed to fulfil the required tasks. The knowledge transfer (KT) process may be organized and implemented in various ways, as companies use varying strategies to transfer knowledge from onsite to offshore sites. However, without effective knowledge management practices, success in GSD will be difficult. In this paper, we aims to identify the process activities of KT in globally distributed teams, challenges and suitable solutions for effective KT. In order to achieve this objective, a systematic literature review (SLR) of the existing KT literature is conducted. Our findings describing the process of KT in GDT, a set of challenges and recommended practices for effective KT. Finally, we conclude this study with a discussion of the directions for further and future research.

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The article contains the results of a research within the STIMEY (Science, Technology, Innovation, Mathematics, Engineering for the Young) project funded by the European Union’s Horizon-2020 research and innovation program (2016-2021). In the project, a hybrid learning environment (LE) was developed for both on-site and online learning suitable for the learning conditions in the COVID-19 era and beyond. The purpose of the research segment presented in this paper was to develop an instrument for assessment of the learner’s progress in creativity as one of the key targets of STIMEY. COVID-19 has shown that creativity is also needed to allow education systems the flexibility for unexpected changes and circumstantial challenges. The article presents a definition of Science and Technology Oriented Creativity (STOC) based on the existing theories in the field, a short outline of the STOC measurement method developed, procedures, evaluation algorithms and an overview of the experimental STOC testing results. The relevance of the method developed to its purpose and suggested tentative positive influences of the STIMEY LE on learners’ creativity are discussed. Argumentations of strengths, limitations, applications of STOC testing outside the STIMEY project and the key directions of further improvements of the method developed are provided.