Search Results (1,215)

Online courses and distance learning are playing a significant role nowadays. These open, massive online courses (MOOCs) have garnered significant attention from academics, scholars, and policymakers; however, the literature offers limited empirical evidence, especially from a Saudi Arabian perspective. MOOCs help educators gain not only knowledge but also promote sustainability. The objective of this study was to investigate the impact of self-determination theory on the behavioral intention and actual use of MOOCs through the mediation of behavioral intention and media richness. For this purpose, convenience sampling was used, and data were collected from 145 respondents, including faculty members and students, across public and private sector universities. Smart PLS-SEM and CB-SEM were used to investigate the reliability, convergent validity, and discriminant validity by developing and testing measurement models using a confirmatory factor analysis. The hypotheses were tested using bootstrapping by developing structural models. The findings indicate that all the scales are reliable and valid, meeting the required threshold levels. Furthermore, all hypothesized relationships are positive and significant, except for the effect of perceived relatedness on the behavioral intention and actual use of MOOCs. Behavioral intention does not mediate the relationship involving perceived relatedness; however, it does mediate the relationships among perceived autonomy, competence, and actual use. Media richness also mediates the relationship between behavioral intention and actual use of MOOCs. The results suggest that MOOC providers should offer courses through renowned universities and adopt self-paced learning formats rather than fixed schedules. Additionally, learners should receive credits upon course completion, and these credits should be recognized by employers to enhance motivation for the continued use of MOOCs. Full article

Introduction: Financial support is a key driver of international student mobility. This study examines whether the financial incentives attracting international students to Hungary also translate into meaningful academic and social integration and a sense of belonging, comparing scholarship holders with self-funded students. Methods: A mixed-methods, cross-sectional online survey was conducted among international students enrolled in Hungarian higher education institutions (N = 232). The survey assessed motivations for choosing Hungary, academic and social integration, and willingness to recommend the country as a study destination. Group differences were analysed using independent-samples t-tests, Mann–Whitney U tests and multivariate analyses, while open-ended responses were examined using thematic analysis. Results: Scholarship programmes, academic quality, and Hungary’s relative affordability emerged as dominant motivational factors. While no significant difference was observed in overall academic integration (p = 0.127), scholarship recipients reported stronger inclusion within the Hungarian community (p = 0.032) and were markedly more likely to recommend Hungary (p < 0.001). Nonetheless, language barriers, limited interaction with host-country students, and social isolation persisted across groups, indicating that financial support alone does not ensure holistic engagement. Conclusion: Scholarship schemes yield the greatest impact when paired with institutional and social initiatives that actively foster integration, inclusion, and a sense of belonging. The study offers empirical insights from a non-traditional study destination, highlighting strategies to enhance international student experiences and strengthen Hungary’s competitiveness globally. Full article

This study examined the potential of rebus-based instruction as a visually enriched pedagogical approach for supporting gifted students’ learning of Mesopotamian and Anatolian civilizations. Within the framework of sustainable education, the study focused on instructional practices that promote meaningful learning, active cognitive engagement, and the short-term retention of knowledge, particularly in relation to cultural and historical understanding. A mixed-methods research design was employed. Quantitative data were collected through a pre-test–post-test quasi-experimental design, while qualitative data were obtained through semi-structured interviews. The study group consisted of 18 gifted students enrolled in a Science and Art Center (BILSEM) in Istanbul during the 2024–2025 academic year. Of these, 11 students were assigned to the experimental group and 7 to the control group. The experimental group received rebus-based instruction, whereas the control group was taught using traditional teaching methods. Quantitative findings showed a statistically significant improvement in the academic achievement scores of the students in the experimental group compared with their pre-test scores. Qualitative findings further indicated that rebus-based instruction enhanced students’ motivation, creativity, visual perception, and analytical thinking, while also supporting meaningful learning and short-term recall over a one-month interval. In addition, students demonstrated an improved ability to recall and accurately identify historical civilizations. Overall, the findings suggest that rebus-based instruction may be a promising pedagogical approach for promoting engaging and meaningful learning experiences and for supporting the teaching of cultural and historical knowledge in gifted education. Full article

The internationalization of university research is driven by multiple, overlapping rationales that operate across institutional and individual dimensions and condition how international engagement becomes feasible in practice. This study examines how Honduran university faculty constructs and articulates the reasons for internationalizing their research activities; it identifies the discursive positions that emerge from these accounts. A qualitative–structural approach was used to analyze the discursive data produced in the group meetings convened through with an ad hoc structural sample. The analysis identified and graphically represented five discursive positions configured as a relational structure: (A) Professional Development, (B) Ethical–Political Commitment, (C) Financial Acquisition, (D) Academic Prestige, and (E) Sociocultural Engagement. Together, these positions capture distinct yet interrelated motivations by which faculty members pursue research internationalization. By mapping this relational configuration, the study contributes to the literature by showing how faculty rationales are combined and hierarchized in situated academic practice and provides empirically grounded insights for designing, planning, and managing strategies that align institutional priorities with the diversity of faculty rationales, thereby leveraging their tensions and complementarities to strengthen the effectiveness and sustainability of research internationalization within the university context. Full article

Instructor clarity is a central component of instructional communication and has been consistently associated with positive academic outcomes; however, less evidence exists regarding the mechanisms through which it influences student interest in higher education contexts. From a sustainability perspective, understanding these mechanisms is essential for promoting inclusive, equitable, and high-quality learning environments in line with global educational goals. This study fills a gap in the literature by examining, through multivariate models, the relationship between instructor clarity and student interest as mediated by academic satisfaction and state motivation, within the framework of the Rhetorical/Relational Goals Theory in the Spanish higher education context. A quantitative, cross-sectional, ex post facto research design was employed using a survey method. A non-probabilistic convenience sampling approach was used. A total of 258 undergraduate students from the University of Extremadura enrolled in the Bachelor’s Degree in Early Childhood Education and the Bachelor’s Degree in Primary Education participated in the study. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM), including an assessment of the model’s predictive capability. The results indicated that instructor clarity was positively associated with academic satisfaction, state motivation, and student interest, with the first two variables acting as complementary mediators in these relationships. Among the predictors, state motivation emerged as the strongest determinant of student interest, whereas the direct effect of instructor clarity was comparatively weaker, highlighting the relevance of indirect pathways. The model demonstrated high predictive power and strong predictive validity with respect to student interest. Overall, the findings indicate that instructor clarity influences student interest primarily through its indirect effects on academic satisfaction and state motivation, emphasizing the importance of fostering motivational processes as key mechanisms linking teaching practices with students’ learning outcomes in higher education. Finally, it should be noted that the findings are directly aligned with Sustainable Development Goal (SDG) 4, contributing to Target 4.3 by enhancing the effectiveness and equity of teaching in higher education, as well as supporting the development of sustainable learning environments that foster long-term student engagement and academic persistence. Full article

Systematic frameworks for describing podcast design remain scarce. Previous research on listening motives often treats podcasts as a monolithic category or focuses on specific genres, leaving open how motives vary across different design types. This dual-perspective investigation examines two questions: Which primary design types characterize German-language podcasts, and how are listening motives related to these design types? Using a multi-method qualitative approach, 30 podcasts were analyzed through iterative listening and 16 expert interviews to develop a typology of design. Additionally, 29 semi-structured listener interviews were examined via qualitative content analysis to identify usage motives and their associations with design types. The analysis identified three podcast design types—story, talk, and factual (STF)—each characterized by distinct structural and aesthetic features. The analysis further suggested that factual design types were primarily associated with cognitive motives, talk design types with social motives, and story design types with affective motives. The resulting STF model is a relevant framework for both academic research and practical applications in podcast production. The results further suggest that usage motives may be linked to these design types and thus indicates how podcast form and audience needs and gratifications may be interdependent. Full article

Generative artificial intelligence (AI) is increasingly used in higher education as an interactive tutoring partner rather than a passive information tool. While AI offers opportunities to support learning, concerns remain regarding cognitive offloading, reduced engagement, and unreflective use. Although instructional scaffolding is a well-established design principle for supporting complex learning, its role in shaping cognitive and metacognitive processes in AI-supported settings remains underexplored. This quasi-experimental pre–post study examined how varying levels of scaffolding influence learning outcomes and motivational, cognitive and metacognitive processes during AI-tutored learning. A total of 175 first-semester students from two faculties and diverse academic backgrounds completed the same academic task within a four-hour university session under one of three conditions: (1) full scaffolding, including a structured prompting template based on the Goal–Context–Constraints (GCC) strategy, iterative refinement, and reflective guidance; (2) light scaffolding, including the GCC prompting template; or (3) no scaffolding template as the control condition. Measures included knowledge gain, motivation, cognitive load, critical thinking, and reflective use. Data were analysed using ANOVAs, ANCOVAs, regression models, and PROCESS moderation and mediation analyses. Across the conditions, students showed significant gains in knowledge, critical thinking, and reflective use, while motivation remained stable and intrinsic and extraneous cognitive load decreased; no significant differences between scaffolding conditions were observed. The scaffolding conditions did not produce significant interaction effects, although descriptive trends suggested higher gains in higher-order knowledge under scaffolded conditions. Overall, the findings suggest that short-term learning gains in AI-supported settings may not depend on scaffolding intensity alone, but rather on how learners engage with AI during the learning process. Full article

Background: In 2021, an Australian Hospital Nursing Research Hub sponsored 13 healthcare staff to complete the Graduate Certificate (Clinical Redesign), to build capability in health service improvement though work-integrated learning (WIL). Healthcare professionals undertaking workplace-based WIL likely experience significant challenges including balancing professional and student roles and aligning work with academic requirement. These pressures were likely intensified during the Coronavirus disease 2019 (COVID-19) pandemic. This study aimed to explore and understand the experiences of hospital healthcare staff completing WIL redesign projects, including the impacts of COVID-19. Methods: A qualitative descriptive inquiry approach was used to explore individual student experiences. Thirteen staff, mostly nurses, who enrolled in the 2021 course were invited to participate. Online semi-structured interviews were conducted. Data were analyzed using a general inductive thematic analysis approach. Results: Four participants (36%) took part; all were female and working full-time. Five main themes were identified that centered around: COVID-19, Support, Motivation, Alignment and Relevance, and Success. Conclusions: Novel insights include the need to reconceptualize “success” to improve student experience, the critical role of organizational–university–student alignment in enabling WIL studies, and the unique pressures of completing WIL during crisis conditions that direct impact the health sector, such as COVID-19. Although not generalizable, these findings are likely to be important considerations more broadly to strengthen WIL design, support and student experiences, ultimately enhancing health service staff capability to lead quality improvement in the workplace. Full article

In recent years, Visual Education has emerged as an innovative and interdisciplinary teaching approach aimed at promoting meaningful learning through the conscious use of visual tools and languages. This educational paradigm helps to facilitate the understanding of complex concepts, translating them into clear and intuitive visual representations, while enhancing memorisation skills, critical information processing and the practical application of acquired knowledge. This systematic review, conducted according to the PRISMA (2020) protocol, analyses the most recent empirical evidence on the effectiveness of Visual Education in educational contexts. The main objective is to assess how the intentional use of visual tools—images, concept maps, educational videos, interactive digital materials, and virtual manipulatives—contributes to enhancing learning processes and developing transversal skills. Through a comparative analysis of fourteen international contributions published between 2020 and 2025, selected from the Scopus, Web of Science and EBSCO databases, the research highlights how Visual Education significantly influences the improvement of academic performance, motivation and cognitive and emotional engagement of students. The results also confirm the inclusive function of visual teaching, which can encourage participation, self-esteem and cooperation even in individuals with special educational needs. The discussion emphasises the need for the systematic integration of Visual Education into school curricula as a strategy to enhance soft skills and promote more equitable, effective learning geared towards the integral development of the individual. Full article

Background: During the flu season, there is an increase in absenteeism due to illness, a drop in productivity, and a greater risk of the virus spreading among workers. Thus, the Italian Ministry of Health recommends vaccination for essential service workers. The University of Salerno, in collaboration with the local health authority of Salerno, offers free vaccination to its employees. Methods: A public health methodology for seasonal influenza vaccination in the workplace is presented—specifically in the university setting—with the aim of identifying individual, contextual, and organizational elements of the model that have promoted vaccination uptake. An ad hoc questionnaire was used (October–December 2025) to survey 399 academic employees, investigating seasonal influenza vaccination in the following aspects: recent personal experiences, motivations, vaccination experiences at university, sources of information, considerations regarding national and local vaccination campaigns, and level of vaccine confidence (VCI). Results: Seasonal influenza vaccination at the University is appreciated for its compatibility with working hours (66.1%), the availability of a platform that allows flexible booking (56.9%), the perception of safety in the environment (31.6%), the fact that the vaccine is free (17.4%), and the involvement of office/laboratory colleagues (5%). Participants appreciate the model and would apply it to other vaccinations at the University and in other institutional settings. A significant relationship (F = 7.24; df = 1; p < 0.05) exists between confidence in the vaccine and the sense of security experienced when receiving the vaccine in the workplace. Data analysis was performed using the IBM SPSS v.28 software. Conclusions: The model proposed can be applied to other institutional contexts, simplifying and facilitating access to vaccines by implementing vaccination campaigns tailored to specific work environments. Full article

Technical and vocational education and training (TVET) colleges in South Africa continue to experience challenges related to staff commitment, organisational performance, and institutional effectiveness. These challenges highlight the need to better understand leadership approaches that sustain academic engagement and stability. This study examines the relationship between transformational leadership and organisational commitment among academic staff at a selected TVET college in Gauteng, South Africa. Grounded in the transformational leadership theory of Bass and Avolio, the study adopted a quantitative, cross-sectional survey design. Data were collected from 203 academic staff across six campuses using a structured self-administered questionnaire. Descriptive statistics and multiple regression analysis were performed using SPSS. The findings revealed low levels of organisational commitment among academic staff. While transformational leadership, as a composite construct, did not significantly predict organisational commitment, specific components—namely intellectual stimulation, inspirational motivation, and individualised consideration—showed significant positive relationships with organisational commitment. Theoretically, the study refines the application of transformational leadership theory within the TVET context by demonstrating that its components may operate differentially rather than as a unified construct in predicting organisational commitment. These findings challenge assumptions regarding the holistic predictive power of transformational leadership and extend leadership scholarship within under-researched TVET settings in developing-country contexts. Practically, the results provide evidence-based guidance for TVET management to design targeted leadership development interventions that emphasise specific transformational leadership behaviours to enhance academic staff commitment. Full article

Social media environments and meme-based communication are increasingly incorporated into nursing education, yet it remains unclear whether students respond uniformly to digitally embedded instructional strategies. This study examined whether alignment between meme-based instruction and perceived social media learning utility differentiates motivation, perceived academic impact, and demand for educator presence among undergraduate nursing students. A cross-sectional study was conducted with 458 nursing students from Spanish universities who completed a structured questionnaire assessing perceptions of meme-based instruction, social media learning utility, motivation, perceived academic impact, and expectations of educator presence. Hierarchical regression models examined interaction effects, quadrant comparisons were analysed using Kruskal–Wallis tests, and a sequential mediation model evaluated indirect pathways. Students reported high endorsement of meme-based instruction (M = 4.44, SD = 0.80) and social media learning utility (M = 4.15, SD = 0.80). However, substantial divergence emerged across alignment profiles. Students showing high alignment between meme endorsement and perceived social media utility tended to report higher motivation and different expectations of educator presence, whereas perceived academic impact was primarily explained by additive effects. These findings suggest that digital instructional innovations may not generate entirely homogeneous responses across students and that alignment between instructional format and perceived learning utility is associated with differences in motivational activation and instructional expectations in undergraduate nursing education. Full article

The study explores the role of management accounting education in cultivating an entrepreneurial mindset among management accountants and entrepreneurs in Zimbabwe. This study was motivated by the lack of a deep understanding of how management accounting education can contribute to the development of the entrepreneurial mindset, despite the growing importance of entrepreneurship in driving innovation and economic development. This study seeks to bridge the gap by providing insights into the intersection of accounting education and the formation of an entrepreneurial mindset in Zimbabwe. The study utilised an inductive research approach, which aligned with the interpretivist research philosophy adopted. Data for the study were collected through in-depth interviews with 11 management accountants and entrepreneurs regarding management accounting education and its role in fostering an entrepreneurial mindset and analysed using thematic analysis. The findings elucidate how management accounting education fosters entrepreneurial thinking, emphasising strategic decision-making, risk evaluation, and innovation. Participants underscored the need for courses that integrate practical skills with academic knowledge to better equip students for entrepreneurial challenges. This research study contributed to the literature by providing context-specific insights from Zimbabwe, a developing country, and thereby extending the understanding of how management accounting education shapes entrepreneurial mindset development in resource-constrained and volatile environments. Furthermore, it provides an integrated viewpoint that connects entrepreneurial thinking, experiential learning, and accounting education in the context of the Global South. This study concluded that management accounting education is essential for shaping the entrepreneurial mindset in Zimbabwe. Suggestions for improving the relevance and efficacy of accounting education in promoting entrepreneurship include changes to the curriculum and teaching methods. Full article

In social science degree programs, where Statistics is not a core subject, students often experience anxiety and negative attitudes that influence their engagement and may hinder academic performance. This study examines the role of positive emotions in the teaching of Probability Calculus and Inferential Statistics in Business Administration and Management studies, analyzing their relationship with students’ engagement in Problem-Based Learning (PBL). The research is framed as an exploratory single-campus case study conducted with a modestly sized sample of undergraduate students from a single Faculty. Moving beyond traditional approaches that view emotions merely as outcomes of learning, our model assumes that positive emotions, both prior to and following the PBL experience, shape students’ perceptions of its usefulness, their collaborative behaviors, and their communication with instructors. Using Structural Equation Modeling (SEM) and Cluster Analysis, the findings show that positive emotions are a key driver of students’ predisposition toward and engagement with PBL, indicating that cultivating a supportive emotional climate enhances participation and deepens the understanding of statistical concepts. These results suggest that fostering emotional engagement is essential not only for improving motivation and academic outcomes in Statistics but also for developing transversal and sustainability-related competencies such as critical thinking, collaboration, communication, and evidence-based decision-making. The study contributes to current discussions on sustainable and inclusive teaching practices by highlighting the importance of integrating socio-emotional dimensions into active learning methodologies in higher education. Full article

Academic anxiety is a negative emotional state experienced by learners of Chinese as a foreign language (CFL) during their Chinese language learning process. To explore the mediating mechanisms of positive and negative emotions and academic self-efficacy between teacher support and academic anxiety, a questionnaire survey was conducted among 1047 CFL learners, and a structural equation model was established to test the mediating effects. The study found that teacher support helps alleviate academic anxiety among CFL learners; teacher support exerts a certain inhibitory effect on learners’ academic anxiety. However, teacher support does not directly reduce academic anxiety but indirectly influences it through the independent mediating roles of self-efficacy and academic emotions, as well as through the chain mediating effect of both. Based on these findings, the paper provides recommendations for maintaining positive emotions, enhancing self-efficacy, implementing tailored teacher support, and constructing comprehensive motivational mechanisms for CFL learners. Full article