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The notion of compensation generates criticism, especially in the U.S. around unpaid internships in particular -- the country's principal form of work-integrated learning (WIL). The distinction between unpaid and paid internships remains understudied and therefore, serves as the primary motivator to compare students' perceptions of unpaid and paid WIL experiences, using a large U.S. data set. The purpose of this study is to compare interns' perceptions of unpaid and paid experiences to gain a better understanding of how these experiences frame interns' supervisory support interactions, perceptions of advancement opportunities, career confirmation, and conversion intentions. The study is U.S. centric, surveying students who had recently completed their internships. Results indicated that regardless of pay (i.e., paid vs. unpaid), interns had similar expectations regarding supervisory support, career confirmation, and conversion intentions. Hence, confirming that both unpaid and paid internships provide a strong platform for students to obtain the support they need to launch their future careers.

This study uses structural equation modeling (SEM) analysis techniques, with the aim of testing the structural effect of family support, entrepreneurial training, on entrepreneurial intentions, with self-efficacy and student achievement motivation as mediators. A total of 203 students participated in this study, through a questionnaire distributed online. The SEM analysis was performed using the Amos 24 App. The results showed that the family environment and entrepreneurship training had a direct and indirect effect on entrepreneurial intentions through self-efficacy and student achievement motivation. The model proposed and tested in this study can be a constructive guide for related parties in an effort to promote students' entrepreneurial intentions.

This paper explores mobile learning (m-learning) acceptance and use through integrating UTAUT and IS success models to examine whether quality factors (including "Information Quality," "System Quality" and "Service Quality") and behavioral factors (including "Performance Expectancy," "Social Influence" and "Facilitating Conditions") predict students' satisfaction and their intention to use m-learning systems. Data were collected through surveys from a total of 383 higher education male and female students in the United Arab Emirates (UAE). Structural equation modelling and path analysis were employed to test the proposed research model, showing that "Information Quality," "System Quality," "Service Quality," "Performance Expectancy," "Social Influence," "Facilitating Conditions," and "Satisfaction" determined students' intentions to use m-learning. "Satisfaction" was the most important antecedent of user behavior with m-learning, and "Performance Expectancy" was found to have the highest effect on "Satisfaction." The study's contribution to the advancement of m-learning acceptance and usage is connected to the theory and practice.

A mobile learning management system (mobile LMS) facilitates the interaction between lecturers and students to transfer knowledge flexibly. With the high possibility of universities adopting a mobile LMS into their learning systems, predicting student acceptance of mobile LMS is critical. Based on an extension of the unified theory of acceptance and use of technology (UTAUT), this study explores the factors that contribute to the acceptance of a mobile LMS. This was carried out by involving 500 Bina Nusantara University (BINUS) Indonesia online learning students who used the mobile LMS for more than one year to share their experiences. Partial least squares structural equation modeling (PLS-SEM) is used to predict behavioral intentions and the actual usage of the mobile LMS. The results showed that the intention to use the mobile LMS was determined by performance and effort expectancy, social influence, facilitating conditions, hedonic motivation, habit, and perceived satisfaction. Furthermore, facilitating conditions, hedonic motivation, habits, and behavioral intentions contributed to the actual use of the mobile LMS. This study successfully predicted the main factors that encourage students to adopt and use a mobile LMS. In functional terms, this study provides insights for higher education institutions in designing a mobile LMS so that it has an impact on increasing student academic success.

Technology acceptance studies are interesting because they are practical and theoretically helpful in explaining the adoption and intention to use a particular technology. There is a large amount of research on e-learning and other technologies in the literature, but there is limited evidence to explain why secondary school students' intention to use e-learning. This study explains secondary school students' intentions to use e-learning with an extended Technology Acceptance Model (TAM). TAM is a useful theory to explain how people adopt new technologies in different fields. Data were collected from 2739 secondary school students in Turkey (M[subscript]age = 11.95). Confirmatory factor analysis (CFA) and structural equation modelling (SEM) were used to test the conceptual model. The results are consistent with the original TAM model. The most critical variable affecting secondary school students' intention to use e-learning technologies is enjoyment. The results show that there may be differences in the intention to use e-learning technologies for secondary school students in different cultures and contexts.

The increasing mainstream adoption of immersive virtual reality (iVR) in education has triggered research about key variables explaining acceptance of iVR by teachers. In this study we adopted the UTAUT2 acceptance model as a theoretical framework enriched with the variable personal innovativeness. 379 Flemish secondary education teachers watched a video about iVR learning experiences, after which an online survey concerning their perceptions was administered. General linear modeling was performed to test the hypotheses. Results indicate performance expectancy, social influence, facilitating conditions, hedonic motivation and personal innovativeness to be significantly associated with behavioural intention to use. No moderating effect of age, gender or experience was observed. The results account for 54% of the variance in behavioural intention to use. The findings help to understand which factors are key in the acceptance of mobile iVR by secondary education teachers and might help defining successful iVR implementation strategies.

The Unified Theory of Technology and Use of Technology (UTAUT) has been widely used in information system studies since its introduction in 2003. The current study synthesizes 40 empirical studies based on UTAUT in educational contexts using the one-stage meta-analytic structural equation modelling method. While the study confirmed the initial findings by Ventakesh et al. (2003), the model in this study underperformed in the explained variance of behavioral intention. However, the explained variance of usage behavior performed better than the original UTAUT. After introducing new direct relationships between the UTAUT constructs, it was found that the construct, facilitating conditions, was a new predictor of behavioral intention. At the same time, effort expectancy and social influence were new predictors of usage behavior. There have been studies on the UTAUT model with many diverse findings since its inception in 2003. The method introduced in this study, a One-Stage combined Meta-Analysis and Structural Equation Modelling (OSMASEM), offers an approach for researchers to use past empirical data to examine the UTAUT framework without relying on replicating similar studies. As more empirical data from UTAUT research are added to train the data model using OSMASEM, researchers can now study how educational technology trends change over time.

This study investigates factors affecting teachers' intention to use the Zalo app--a social media with impressive users in Vietnam in recent years. The extended technology acceptance model (TAM) involves subjective norms (SNs) (colleagues, managers, students, and parents) and anxiety as the precursors of user attitude and intention to use as well as perceived ease of use (PEOU) and perceived usefulness (PU) as the key variables in TAM was employed. 1,105 teachers in Vietnam took part in the online survey. The study employed the partial least squares structural equation modeling (PLS-SEM) to analyze the quantitative data and the relationship among factors. The findings show that colleagues have no impact on PU, and managers have an insignificant influence on PEOU. In contrast, students and their parents positively influence teachers' PEOU and usefulness. Moreover, managers can increase teachers' anxiety levels, whereas students' connection decreases anxiety. These variables accounted for 79.6% of the variance in users' adoption. The results confirm the impact of SNs on teachers' intention to use the Zalo app in working. This is the study on issues in Vietnam related to social media used at institutional level--a no way back solution in the new educational context of the modern society.

Realistic Mathematics Education (RME) is a re-emerging teaching and learning pedagogy approach that has gained a lot of momentum since 2016. Prior publications concentrated mostly on curriculum design and student achievement, while little attention was devoted to understanding teachers' perceptions toward RME. Thus, the purpose of this study was to investigate the effects of factors that influence teachers' perceptions to adopt RME in the long term. Ten hypotheses were proposed and tested employing the Generalized Structured Component Analysis (GSCA) technique. 226 primary school teachers from various regions were recruited to answer the questionnaires via Google Form. The experimental results validated six out of ten expected relationships between the factors in the extended self-determination theory model. That is, perceived competence affected confirmation, confirmation influenced both intrinsic motivation and satisfaction, intrinsic motivation influenced satisfaction, and satisfaction and parental involvement both were considered reliable predictors of realistic math education continuance intention. The remaining hypotheses were not validated, that is, autonomy, relatedness and competence were not found significant on intrinsic motivation, and intrinsic motivation did not influence RME continuance intention. Overall, the model explains 57.9% the amount of variance in the data. Administrators and policymakers are recommended to intervene on validated relationships to increase teachers' retention and long-term commitment to RME, whereas unsupported assumptions must be reexamined in the future.

There has been a growing interest in the use of Open Educational Resources (OER) to support educators to adapt, use, re-use, remix and recontextualise content for teaching and learning. The purpose of this study was to investigate the extent and intent of adoption of OER practices and tools in secondary schools in Mauritius within a sustainable and innovative teaching and learning model. The main objective was to investigate whether the inclusion of OER in teaching could help maintain quality instruction and sustain a viable economic model for learners. Moreover, this study assessed the readiness and attitudes of secondary educators in their intention to adopt OER. A survey was carried out among 271 secondary school educators to determine the influential factors in the intention to adopt OER in teaching. Factor and regression analysis were carried out to estimate the significance of each independent variable. The findings of this study reported that Productivity, Interactivity, Infrastructure and Constraining Factors were among the factors that had a significant effect on teachers' adoption of OER in their teaching process. Combined with other findings as reported in the literature, this study also helps to enlighten policymakers about teachers' intention in adopting OER in secondary schools in Mauritius and how they add value to the teaching and learning processes. The Cabinet of Ministers in Mauritius approved the National policy on OER in December 2022.

The acceptance of different technologies in different classroom settings has been addressed in the current study. Integrating alignment theory with the Technology Acceptance Model (TAM), this study investigates the predictive differences between the use and adoption of four technologies. The technologies were used in Islamic study classrooms for four months during the spring semester of 2022 among the students of the Palangkaraya state Islamic religious institute in Indonesia. The survey questionnaire was distributed among students at the end of the semester. The results of this study revealed students' behavioral intentions to use all four digital technologies. However, the impact of adopting the classroom response system was larger followed by digital textbooks, mobile virtual reality and classroom chats. These results depict that students prefer the classroom response system and have little preferences for classroom chats while learning Islamic studies. The favorable results for the classroom response system, digital textbooks and mobile virtual reality depict that practitioners should consider the ease of access and affordability of these technologies at all educational levels to enhance students' learning capabilities.

The rapid transformation in information and communication technology (ICT) has influenced change in other areas of human lives, including in the teaching and learning process in higher education institutions. This study explores: (1) how student perceived usefulness, perceived ease of use, attitude toward use, and behavioural intention to use an eLearning system (using the Technology Acceptance Model (TAM); and (2) validity testing of the underlying causal relationships between perceived usefulness, perceived ease of use, attitude towards use, and behavioural intention to use in the eLearning system context. To do so, a quantitative survey was used with 255 student participants, drawn conveniently from a local population of 745 accounting students studying at Sam Ratulangi University, Indonesia. The result of descriptive statistical analysis using the SPSS showed that all the items of perceived usefulness, perceived ease of use, attitude towards use, and behavioural intention to use were highly perceived by the accounting students of Sam Ratulangi University. The result of confirmatory factor analysis using structural equation modelling in IBM's AMOS software showed that all the constructs developed in this study are feasible to examine the relationships between perceived usefulness, perceived ease of use, attitude towards use, and behavioural intention to use in the eLearning system context. The findings have important implications for the successful implementation of online teaching and learning in higher education institutions. The findings could be critical for college and university leaders to investigate the merit of eLearning systems in terms of their utility in increasing students' intention to use eLearning systems in their learning journeys.

Although Massive Open Online Courses (MOOCs) have attracted extensive attention among educational stakeholders, the issue of the high dropout rate has yet to be solved. The current study aimed to unpack teacher influence on MOOCs learners' continuance learning intention, and to examine the mediating roles of students' perceived usefulness and satisfaction. Quantitative data were collected from 166 Chinese university students located in 18 provinces. Results indicated that teacher influence is significantly associated with learners' continuous learning intention, and when considering perceived usefulness and satisfaction, this relationship did not achieve significance but was mediated by students' perceived usefulness and satisfaction, in addition, teacher influence did not exert a direct and significant impact on students' satisfaction. The serial mediation model explained 65.8% of the variance of students' continuance intention. This study uncovered the important role of teacher influence on students' continuance learning intention in the Chinese MOOCs learning context. Results provided suggestions to policymakers, MOOCs platform and lecturers to promote MOOCs and design useful courses so as to engage students to learn continuously.

Artificial intelligence (AI) and AI-based chatbots, such as ChatGPT, are transforming the approach to education. In particular, ChatGPT's potential to process large amounts of data and learn from user interactions makes it a beneficial resource for students, albeit with some reluctance from some teachers. This study aimed to explore the acceptance of ChatGPT by university students. The researchers administered an online survey to 400 Spanish university students aged 18-64 (M = 21.80; SD = 6.40). The results of the methodological approach based on the UTAUT2 model for technology adoption showed that: (1) gender was not a determining variable in any construct while the experience of use was a factor conditioning a higher score on all constructs; (2) experience, performance expectancy, hedonic motivation, price value, and habit were influential in behavioral intention to use ChatGPT; (3) facilitating conditions, habit, and behavioral intention were conditioning factors in user behavior. Finally, this report discusses the findings and practical implications of the work and recommends some good uses for ChatGPT.

College dropout proves to be a critical problem in undergraduate programs that directly affects students and the related community, due to direct economic losses and significant social costs. This article addresses a systematic review of the literature on predictors of student dropout intention in higher education, focusing on scientific production in Q1 and Q2 journals from 2018 to 2023, performing a bibliometric review and analyzing the available empirical and theoretical data on the phenomenon of college dropout intention and its affecting factors. The bibliometric results and those related to predictors of dropout intention introduced in previous studies are presented. The largest number of researchers studying this phenomenon are from Germany, however, the United Kingdom is the country with the largest number of publications. Previous research can be grouped into two categories: studies analyzing psychological factors of dropout intention and those related to academic and social integration.

Simulation software has been integrated into education delivery process in order to provide an effective learning environment for students such as FlexSim and Arena. This study investigated Hong Kong engineering students' help-seeking perception and attitudes towards learning simulation software at their university education institution. Students can be influenced by different factors during their study of using simulation software and depends on different situations for determining their help-seeking perception. The objective of this survey is to examine the factors and situations that influenced students on using simulation software about its usage and acceptance, including the teaching and learning processes and the usage as a supplement to the conventional instruction. A survey will be conducted and collected samples from university students in one of Hong Kong's universities. A comparison will be made based on students' help-seeking perception and attitudes towards using simulation software (e.g. FlexSim or Arena) after collecting and analyzing those samples in order to provide a suggestion for improving the learning environment.

This study examined the relationships among school principals' distributed leadership, teachers' psychological capital, trust in the principal, work engagement, and turnover intention. The research sample consisted of 397 primary and secondary school teachers. The study employed a cross-sectional survey design using quantitative methods. Distributed Leadership Scale, Psychological Capital Questionnaire-Short Form, Utrecht Work Engagement Scale-Ultra short version, Trust in the Principal Scale, and Teachers' Intent to Move to Another School Scale were used to gather the data. Multiple mediator analysis in structural equation modeling (SEM) with the bootstrapping method was used to analyze the direct and indirect effects of dependent variables on teachers' turnover intentions. 95 % confidence intervals were calculated using 2000 samples to examine the mediating effects. The results indicated that the direct effects of distributed leadership and psychological capital on teachers' turnover intentions are insignificant. Psychological capital negatively and indirectly affects turnover intentions through work engagement while distributed leadership negatively and indirectly influences turnover intentions via work engagement and trust in principal. The study emphasized the role of job and personal resources in understanding teachers' turnover intentions. Based on the results, principals are recommended to demonstrate distributed leadership behaviors to build trust and use intervention strategies to strengthen teachers' psychological capacities if they want to lower teachers' turnover intentions.

The COVID-19 pandemic has caused an increase in the use of e-learning software. From the perspective of the decision-makers (school/university administration), it is crucial to understand what characteristics of the software are perceived by the users (teachers) as necessary for a task (e-learning). A popular method of determining these characteristics is a technology acceptance model. In this paper, the authors aim to understand the technology acceptance of Microsoft (MS) Teams by applying the Unified Theory of Acceptance and Use of Technology (UTAUT) model. The authors also analyze acceptance in two distinctive groups of teachers: schoolteachers and academic teachers, to better understand differences in e-learning software acceptance and implementation. The results show that MS Teams is a well-accepted software and the users' intention to use MS Teams in e-learning is the same regardless of the teacher's group. There are significant differences in the perception of software characteristics between different groups. The authors analyze the potential causes of these differences and suggest practical implications for improving the quality of e-learning. The intent is not to validate UTAUT as a general technology acceptance model but to understand its practical importance in explaining use behavior in e-learning.

The present research examined the perceived teachers' charismatic leadership and entrepreneurial intentions of college students. Based on the theory of emotional contagion, this study proposes a mediating model of entrepreneurial passion between college students' perception of teachers' charismatic leadership and entrepreneurial intentions. A questionnaire survey was conducted in 420 college students in Jiangsu Province, China. The results showed that college students' perceived teachers' charismatic leadership had a significant positive effect on entrepreneurial passion. Moreover, perceived teachers' charismatic leadership of college students was found to have a significant positive predictive effect on entrepreneurial intentions, and entrepreneurial passion had a significant positive effect on entrepreneurial intentions. The mediation model analysis indicated that entrepreneurial passion played a partial mediating role between college students' perception of teachers' charismatic leadership and entrepreneurial intentions. The study results deepened our understanding of the inner influence mechanism of college students' perception of teachers' charismatic leadership and entrepreneurial intentions, in addition to providing a practical basis for college educators.

During the COVID-19 pandemic, higher education institutions adopted several technology-driven platforms (such as Google Meet) as an alternative to traditional in-person classrooms. Researchers have been concerned about the evaluation of learning satisfaction and continuous learning intentions. As such, the purpose of this research was to investigate how the implementation of Google Meet affected the learning flow experience of Taiwan students amid the pandemic. The hedonic (perceived enjoyment, perceived vividness, perceived interactivity) and utilitarian (system quality, service quality, information quality) factors were integrated into the perspective of learning flow. Furthermore, this study also examined how flow experiences influence satisfaction and continuous learning intention. The structural equation modeling was employed to analyze the data gathered from a sample of 213 students. According to the findings, hedonic and utilitarian factors all significantly influenced flow experiences. As learning flow increased in remote learning, satisfaction and continuous learning intention were also increased. The results can provide significant implications for flow and learning theory, and offer concrete suggestions for teaching practices and education learning platforms.

Virtual reality (VR) is developing in line with the establishment of the learning metaverse, although the relationship between its acceptance and technological pedagogical content knowledge (TPACK) is very unclear. Therefore, this study aims to determine the effects of facility condition (FC), technological acceptance model (TAM), and TPACK on pre-service teachers' use of VR in Indonesian science education courses. This condition emphasizes the description of these teachers' readiness in designing VR for learning and teaching integration. The survey was conducted using 406 preservice teachers from 12 Indonesian universities, with confirmatory factor analysis (CFA) and partial least square-structural equation model (PLS-SEM) subsequently utilized. The results showed that PU (perceived usefulness), PEOU (perceived ease of use), behavior Intention (BI), TPACK, and FC were significantly and positively related. However, two hypotheses emphasizing the relationship between FC and TPACK to PEOU were rejected. These results are expected to facilitate preservice teachers in easily adopting VR learning in courses.

The aim of this study was to investigate the extent to which pre-service teachers' belief in academic engagement, student burnout, and proactive strategies predicts academic self-efficacy through machine learning approach. The study group consisted of 446 pre-service teachers at Sivas Cumhuriyet University, Faculty of Education. The Academic Self-Efficacy Scale, Academic Involvement Scale, Maslach Burnout Inventory-Student Scale, and Proactive Strategy Scale were used for data collection. In data analysis, two different machine learning approaches were used; linear regression and artificial neural networks (ANNs). As a result of the regression analysis, a positive, and significant relationship was found between the academic self-efficacy of pre-service teachers, their academic engagement, and proactive strategy. Also, there was a negative and significant relationship between pre-service teachers' academic self-efficacy and academic burnout. Considering the results of the regression analysis, academic engagement, academic burnout, and proactive strategy together explained 38% of academic self-efficacy. When the ANNs results were examined, it was seen that these three variables explained 77% of academic self-efficacy. Therefore, it was understood that ANNs perform better than multiple regression in predicting academic self-efficacy.

In today's technologies, in line with the needs of the age, social platforms have taken their place in education with increasing importance day by day. Especially in the pandemic process, which requires distance education, the tendency to social media has increased. Therefore, the attitudes of secondary school students towards the use of YouTube for learning purposes have gained importance. For this reason, it is aimed to develop the YouTube Usage Scale (YUS), which can be used to determine secondary school students' attitudes toward YouTube use. Thus, in the study, it was foreseen to determine the behavioral intentions of secondary school students to use YouTube as a Learning Resource and to reveal the factors affecting this behavioral intention. The research population consists of all secondary school students studying in the Malazgirt district of Mus province, located in the eastern part of Turkey, in the 2018-2019 academic year. The sample of the study is represented by 644 students selected by the random sampling method. The content validity of the YUS was provided by expert opinion. The construct validity was validated by exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). For content validity, a 47-item draft YUS was submitted to the opinion of a group of 14 experts in the field. The content validity of the 42-item YUS was ensured. In the construct validity studies of YUS, EFA was performed with a total of 644 secondary school students studying in the 5th, 6th, 7th and 8th grades. CFA was carried out with the participation of 311 secondary school students excluding the EFA sample group. EFA showed that YUS consisted of 4 sub-dimensions and 25 items. The Cronbach's alpha coefficient was found to be 0.91 in the reliability analysis of YUS. Also, in reliability studies, it was determined that the subscales had summability and no response bias. The fit-order between the four-factor structure determined as a result of EFA and the sample data was examined using the AMOS 24.0 program within the framework of the Technology Acceptance Model (TAM). First- and second-order confirmatory analysis models were used in the data-model fit calculations. As a result of the study, the validity and reliability of the 24-items YUS scale were produced. Thus, the structures explaining the behavioral factors of secondary school students were defined, and the relationship of these structures with other factors was determined.

Due to the Zero-COVID policies implemented in China, students have accepted online education for curriculum learning for a considerable period of time. The objective of the current study was to determine the relationship between perceived usefulness, perceived ease of use, gender, and the online learning effectiveness of emerging adult learners in Guangzhou, China, who were enrolled in a continuing education program. The research framework was created in accordance with the Technology Acceptance Model (TAM). The convenient sampling and snowball sampling methods were used to collect 123 respondents for the study. Findings revealed that perceived usefulness and perceived ease of use were positively associated with online learning effectiveness, but gender was not. The study recommended that school administrators enhance students' perceived usefulness and perceived ease of use to improve the online learning effectiveness. The findings of this study will provide scholars with insights for improving the investment effectiveness of adult education programs. In addition, because online learning tends to be more adaptable and economical than traditional classes, the increase in learning effectiveness can provide schools with justifications to continue utilizing online education even after the pandemic.

In today's society, audiovisual resources represent a fundamental form of relationship with the world and the acquisition of information and knowledge. In this sense, several scientific studies recognize the usefulness of audiovisual in general, and documentary film in particular, as an educational resource. Research indicates that cinema is not a resource widely used by teachers. This research is conceived within the framework of the initial training of teachers of Primary Education. To this end, and with the criterion of ease of access to the sample population, a questionnaire organized in five dimensions was designed. The questionnaire was administered to 213 students of Degree in Education of the University of Murcia (Spain). The results point at the documentary cinema as an educational resource known by future teachers. They also recognized the interest of documentaries for their future teaching practice. However, throughout their educational career they had not had much contact with documentary film nor were they great consumers of this type of resource. These results should make us reflect on initial teacher training in universities. Efforts should be increased to promote the acquisition of higher-level media competence that allowed teachers to analyze and select good resources for use in the classroom and that has an impact on the competence of their future primary school students.

Transparency and trustworthiness are among the key requirements for the ethical use of learning analytics (LA) and artificial intelligence (AI) in the context of social inclusion and equity. However, research on these issues pertaining to users is lacking, leaving it unclear as to how transparent and trustworthy current LA tools are for their users and how perceptions of these variables relate to user behaviour. In this study, we investigate user experiences of an LA tool in the context of career guidance, which plays a crucial role in supporting nonlinear career pathways for individuals. We review the ethical challenges of big data, AI, and LA in connection to career guidance and analyze the user experiences (N = 106) of the LA career guidance tool, which recommends study programs and institutions to users. Results indicate that the LA career guidance tool was evaluated as trustworthy but not transparent. Accuracy was found to be a stronger predictor for the intention to follow on the recommendations of the LA guidance tool than was understanding the origins of the recommendation. The user's age emerged as an important factor in their assessment of transparency. We discuss the implications of these findings and suggest emphasizing accuracy in the development of LA tools for career guidance.

The development of STEAM education has captured researchers' attention due to its advantages for students' learning and interest in related subjects, specifically in kindergarten to grade 12 (K-12) educational settings. However, there is limited research on the inclusion of STEAM in higher education, and what university students think as they are on the professional training track. This study aimed to examine university students' attitudes towards STEAM via a 3D design project. Twenty-seven college students participated in this study. A questionnaire and focus group interviews were administered at the end of the course to uncover the students' learning enjoyment, conceptions of STEAM learning, and intentions of STEAM future design/ work involvement. The results show that the students enjoyed the 3D STEAM project regardless of their performance. High-performance students had higher conceptions of STEAM learning after the project. All of the students highly agreed that they could integrate interdisciplinary knowledge into their 3D designs. With regard to future intentions, they generally did not show an active attitude towards STEAM involvement. The students' learning enjoyment in the STEAM project did not have a strong positive correlation with their future intentions. Findings from this study could offer inspiration for artoriented courses that look for potential interdisciplinary integration and expression in STEAM.

The problem of juvenile delinquency is a social phenomenon that has existed throughout the history of humanity and a social issue that not only affects the growth of the economy and the maintenance of social security and order, but also has a significant impact on the function and role that the family of juvenile offenders play in society. Using quantitative research design and descriptive statistical methodologies were in the study. The purpose of our study is to evaluate the self-reports of 665 adolescents attending detention centres in Vietnam. This analysis will consider the adolescents' level of ability to self-awareness and expectations of the future maintained by adolescents; The research also discusses the efforts that adolescents have taken to achieve their expectations. The findings indicate that adolescents have a high level of self-awareness regarding regret for previous mistakes, and that self-awareness is indicative of a person who always tries for development and cares about the future. In addition, adolescents assert that they have lofty aspirations for the future and that, despite attending a remedial school, they are making positive efforts to achieve their objectives. Significant theoretical and practical contributions have been made as a result of the research. Providing educators and policymakers with a theoretical framework on which to develop the measurements and strategies that will help young people achieve their goals and be able to reintegrate into the community.

Climate change is not a future problem, it is a significant variation of weather conditions becoming warmer, wetter or drier. It is the longer-term trend that differentiates climate change from natural weather variability. The aim of this research was to determine primary school students' knowledge and attitudes related to climate change among primary school students (n = 473) in the Czech Republic, the United Kingdom and Portugal using a questionnaire survey. The dimensions of climate change knowledge, environmental attitudes and values, pro-environmental behaviour, and climate change attitudes were measured and analysed. The results showed gender differences in favour of girls in all the dimensions studied, except for climate change knowledge, where the results of boys and girls were comparable. In an international comparison, UK children scored higher on climate change knowledge and climate change attitudes dimensions. A multiple regression analysis showed the dimensions of nature preservation and appreciation of nature as the strongest positive predictors of pro-environmental behaviour and the dimensions of climate change knowledge and nature preservation as the strongest predictors of climate change belief. The results suggest the importance and implications of the wider societal debate on climate-related personal dimensions. The interconnectedness of environmental and climate-related topics at the primary school level is also evident.

Purpose: Pre-service teachers, who are practising teachers are exposed to numerous technical skills at university. Studies on the use of technology on pre-service teachers' self-confidence are still in their infancy, despite the abundance of studies addressing pre-service teachers' intention to utilise technology in online learning. Therefore, this study seeks to investigate pre-service teachers' use of technology and their confidence in handling online classes effectively. Methodology: A survey was conducted on 93 teachers at two randomly selected universities in Malaysia during the early stages of the COVID-19 pandemic (March-May 2020) through online data collection. A five-point Likert scale-adapted questionnaire on preservice teachers' perceptions of technology use, effort, and confidence was administered to the respondents. The questionnaire was validated by three experts and data were analysed empirically using structural equation modelling-partial least-squares analysis. Findings: According to the study's findings, pre-service teachers held that technology was a great tool for online instruction and that peer contact helped them broaden their understanding about teaching. Despite this, there was no significant correlation between the use of technology and pre-service teachers' self-confidence. Nevertheless, the effort factor was found to mediate between pre-service teachers' confidence and technology. Significance: The results of this study provide important findings; that pre-service teachers could train their minds to put forth specific effort, such as increasing their interpersonal experience to support and enhance their online teaching. This in turn could help pre-service teachers in preparing to embark on technology-related activities to enable them to work with students more frequently and to support and enhance online education.

Businesses generate employment and are recognised as catalysts for the economy. A person who creates and manages a business is an entrepreneur and in a continually changing and complex environment, people capable of creative and innovative thinking will tend to become more entrepreneurial. Running a business successfully requires skills and knowledge, and universities are centres where students can acquire the knowledge and skills that enable them to become entrepreneurs. The purpose of this research was to determine the effect of attitude (ATT), subjective norms (SN), and perceived behavioural control (PBC) on the entrepreneurial intention (IE) of Peruvian university students enrolled during the period 2019-2020 and pursuing a variety of career paths. This study is quantitative, cross-sectional, and causal. The sample involved 642 students. The Theory of Planned Behaviour (TPB) is used to explain entrepreneurial intention. Confirmatory factor analysis (CFA) was employed for data analysis. The findings show that subjective norms and perceived behavioural control have a positive effect on entrepreneurial intention. Accordingly, it is suggested that the structure of academic programmes be improved to enhance the competencies and skills of future job creators.

During the pandemic period, the education sector was heavily impacted involving transformations of instructional delivery from face-to-face to online mode. To date, we know that the virtual learning environment has been posing heavy demands particularly on the students. Learning from their own homes, they had to learn in isolation, deprived from the support of the instructor and peers as in conventional classrooms. As we continue to pursue online program offerings beyond the pandemic period, it is important to address students' sense of isolation and their efforts to stay engaged in learning. This study aims to identify the extent to which the challenges students faced in a virtual learning environment during the pandemic, have impacted their intention to effectively use the online learning method. Respondents for this study consist of students in one private university. This study employs a quantitative method. A set of questionnaire survey was administered online with a return of 367 respondents. The research data was analyzed using Structural Equation Modelling (SEM) and Smart PLS. The findings gathered indicate that self-regulation, students' sense of isolation and lack of learning resources significantly impact their intention to effectively use e-learning methods. It is thus evident that students' intention to learn effectively must be supported by factors outside of themselves, to keep them highly motivated, disciplined, as well as proactive through self-directed learning.

This study investigates Chinese international students' acculturation strategies and pragmatic intentions to address identity conflicts in Hong Kong study experiences through a developmental lens. We treat conflicts and stressors as indicators of active commitments and the process of engagement as strategic, goal-oriented, intentional investments to become better selves. Undergraduates (N = 95) enrolled in a Hong Kong university participated: 85 completed a Cultural Practices Questionnaire about daily activities; 10 completed semi-structured interviews on their acculturation strategies, identity conflicts, and justifications. Mixed method data analysis highlighted strategies rooted in goals, choices, consistency, and commitment. Several pragmatic intentions were also identified. Participants considered academic study, language learning, club activities, communicating with friends, volunteering, and interacting with diverse people as fundamental active commitments. An alternative definition of "integration strategy" is proposed to better capture students' transcultural choices and decolonize the view that students are expected to conform to the host culture.

Sixty-one junior high school students in Japan participated twice in an online English group conversation lesson. At the first half of a session, each student gave an individual presentation to a Filipino instructor and the other group members. At the second half of the session, they conducted discussions, where the instructor, as the facilitator, asked each student relevant questions. The present study first determined if there would be a change in the maximum number of words spoken in discussions between the first and second online English conversation lessons. As the result of a statistical analysis for the discussions, there was a significant difference between the maximum number of words spoken during the two discussions. Since a significant change was admitted, a further discussion was conducted to clarify the reasons for the change. The factors of the increase in words spoken were discussed in terms of willingness to communicate, having things to communicate, anxiety, confidence, and instructors' intervention. All of them were thought to affect the increase. The findings suggest that (1) it is important to set some activities for students to strengthen their own opinions about topics in advance and (2) it is effective not to end with a single practice but to provide at least two opportunities for the output and interaction with others.

This research article examines self-challenge and flexibility, and their impact on entrepreneurial intention mediated by self-recognition and self-efficacy. The research was conducted on students from the Department of Management, Faculty of Economics and Business, Universitas Negeri Malang. They have obtained Entrepreneurship Education programs held on campus. There was a total of 113 students participating in this study. The analysis was carried out with a T-Test to see the differences between male and female students in the variables studied, and path analysis to examine the effect between variables. The results of the study revealed that there was no difference between male and female students, furthermore, there was no direct effect of self-challenge and flexibility variables on entrepreneurial intention.

The Fly-CURE is a genetics-focused multi-institutional Course-Based Undergraduate Research Experience (CURE) that provides undergraduate students with hands-on research experiences within a course. Through the Fly-CURE, undergraduate students at diverse types of higher education institutions across the United States map and characterize novel mutants isolated from a genetic screen in "Drosophila melanogaster." To date, more than 20 mutants have been studied across 20 institutions, and our scientific data have led to eleven publications with more than 500 students as authors. To evaluate the impact of the Fly-CURE experience on students, we developed and validated assessment tools to identify students' perceived research self-efficacy, sense of belonging in science, and intent to pursue additional research opportunities. Our data, collected over three academic years and involving 14 institutions and 480 students, show gains in these metrics after completion of the Fly-CURE across all student subgroups analyzed, including comparisons of gender, academic status, racial and ethnic groups, and parents' educational background. Importantly, our data also show differential gains in the areas of self-efficacy and interest in seeking additional research opportunities between Fly-CURE students with and without prior research experience, illustrating the positive impact of research exposure (dosage) on student outcomes. Altogether, our data indicate that the Fly-CURE experience has a significant impact on students' efficacy with research methods, sense of belonging to the scientific research community, and interest in pursuing additional research experiences.

This study delves into the transformative potential of gamification within the realm of education by integrating game elements into a lesson process primarily designed for non-gaming purposes and contexts. In this study, gamification was created by incorporating game elements such as points, badges and leaderboards into a lesson process designed for a non-game purpose and context. The study investigated the effect of gamification on pre-service social studies teachers' technology acceptance. "Technology Acceptance Scale for Teachers" (T-TAM) and structured interview were used to collect data. The study utilized a quasi-experimental design with a pretest-posttest control group designed to test the cause-and-effect relationship between variables. According to the findings obtained after the six-week implementation period, gamification had significant effects on pre-service teachers' perceived usefulness, perceived ease of use, attitude towards use, facilitating conditions, technological complexity, perceived enjoyment and behavioral intentions. The results underscore the potential of gamification as an effective pedagogical tool for enhancing the integration of technology in educational contexts, particularly for pre-service teachers. Consequently, this research contributes valuable insights into the role of gamification in fostering more technologically adept educators, with implications for the broader field of educational technology and instructional design.

As we live in the post-COVID-19 era, much research should be devoted to guiding educators and policymakers on what to retain, revise, or even eliminate from the online learning experience. This study aimed to provide a deeper understanding of the students' behavioural intention to continue using technology in the post-COVID-19 era. The study was grounded in a well-known theoretical model for assessing technology adoption, the Technology Acceptance Model (TAM), expanded by adding the following external variables: accessibility (ACC), anxiety (ANX), feedback (FB), computer playfulness (CP) and perceived enjoyment (PNJ). A total of 134 undergraduate students from both public and private universities and colleges in Oman were included in the study. Data was collected through the administration of a Likert-scale questionnaire and analysed using descriptive tests and the Smart-PLS technique. The study's main findings revealed that ACC, ANX, CP, and PNJ had a significant impact on Perceived Ease of Use (PEOU), while no such effect was observed on Perceived Usefulness (PU). Notably, the study concludes that students exhibit a high intention to continue using technology. The study underscores the increasing familiarity of interactive technology tools among teachers and students, a trend accelerated during the pandemic. However, a recommendation is made for the development of a comprehensive framework by educational stakeholders, including policy professionals and teachers, to specify the strategic use of technology and its intended purpose.

E-learning presents a significant opportunity for developing countries to rapidly increase the availability of higher education to their population. However, e-learning is not widely adopted in many developing countries such as Nigeria. This study aims to advance our understanding of the determinants of e-learning adoption by examining the factors influencing e-learning adoption intentions among academic staff in higher education institutions in Nigeria. Applying the decomposed theory of planned behavior and using sample data collected from 188 respondents, the findings of the study demonstrate that e-learning beliefs are significant factors that indirectly influence e-learning adoption. This study extends our understanding of the determinants of e-learning adoption and provides valuable cues to managers of higher education institutions that will aid their e-learning adoption efforts.

The main purpose of the research is to develop a valid and reliable scale for the perception of the desire to obtain legal authority in education administration. The sampling of the research consists of 390 education administrators and teachers with different statuses. Using the easily accessible sampling technique, the types of official primary, secondary and different high schools in the central province of Van were determined. The scale draft was applied to the education administrators and teachers determined by using the purposeful cluster sampling method. The data were analyzed with descriptive statistical analysis methods. Validity analyzes and reliability analyzes of the obtained data were made. As a result of the analysis, the scale consisted of 4 factors and 32 items, and item factor loads consisted of values between "0.61" and "0.87". It was determined that the resulting factors explained the perception of obtaining legal power by 77.46%. The fit index values of the scale reveals that the scale provides construct validity. While the scale's internal consistency coefficient was found to be "0.95", the test-retest reliability coefficient was determined as "0.92". The findings show that the developed scale can be used as a measurement tool with its validity and reliability.

The Unified Theory of Acceptance and Use of Technology (UTAUT) model has been widely used to explain user intention and use behavior. Past research has added attitude to the UTAUT framework to examine further how it influences technology adoption. This study utilized a combined meta-analysis and structural equation modelling [approach] to examine how the model, when extended with attitude as a variable, differs from its original UTAUT model and whether there are emerging relationships among the existing constructs. Based on 21 empirical studies that included attitude in various extended models, the results showed that attitude was a significant predictor of behavioral intention and use behavior. The study also revealed that facilitating conditions emerged as the strongest predictor of use behavior in the presence of attitude as a construct. In conclusion, while the inclusion of attitude as a separate construct in the UTAUT model has provided a more comprehensive understanding of technology adoption and usage behavior, this study showed that it did not enhance its explanatory power.

This study aimed to investigate how pre-service teachers' intentions to vaccinate against COVID-19 were related to their perceptions of the causes of COVID-19, which are conspiracy thoughts, perceptions of environmental and faith factors, trust in scientists, and risk perceptions toward COVID-19 vaccines. In this study, a cross-sectional survey research method was used and an online questionnaire was administered to 434 Turkish pre-service teachers from 19 different universities in Türkiye. A multinomial logistic regression analysis was conducted to predict pre-service teachers' vaccination intentions and two multinomial logit models were evaluated. The results indicated that most pre-service teachers had a positive intention to vaccinate against COVID-19. Pre-service teachers with lower risk perceptions about COVID-19 vaccination and scores on conspiracy thoughts, and higher scores on perceptions of environmental factors about COVID-19 vaccination were more likely to have a positive intention of getting COVID-19 vaccination. However, trust in scientists and faith did not have significant relationships with the intention of getting COVID-19 vaccination. Based on our findings we suggest paying attention to increasing environmental perceptions of pre-service teachers, decreasing their beliefs in conspiracy theories and risk perceptions, and increasing trust in scientists, which are believed to contribute to the development of teacher education programs that would more likely equip teacher candidates with features necessary for dealing with global challenges in the world.

It is becoming increasingly vital for the next generation of students to acquire problem-solving, critical thinking, and collaborative skills for them to be successful in the 21st century. The use of technology greatly bolsters the integration of these skills. Robotics, one of the many emerging arrays of technologies, presents learners with challenges and opportunities for developing innovative ideas, critical thinking, and higher-order thinking skills. As a result, the Ministry of Education in Dubai realized these potentials and took an essential step in the form of the distribution of Lego Mindstorms Education kits to schools with the goal of encouraging teachers to use these kits in their classrooms. This research study aimed to investigate teachers' perceptions of a training on Lego Mindstorms in terms of content, methodology, activities, and recommendations. In addition, the study investigated how teachers perceived Lego Mindstorms based on TAM model. A total of 59 high school (cycle 2) teachers participated in the current study. The data from the teachers were collected using both quantitative and qualitative approaches. Data analysis consists of descriptive statistics and thematic analysis. Teachers showed positive perceptions of robotics integration, emphasizing its potential to enhance teaching and learning. Their willingness to learn and adapt, combined with their recommendations for enhanced training methods, highlights the importance of continuous professional development for effective robotics integration. Teachers expressed the need for more practical training, hands-on activities, and a balance between theoretical and practical aspects. A positive correlation between perceived learning usefulness, perceived teaching usefulness, perceived ease of use, attitudes, and teachers' intention to use Lego Mindstorms in their future teaching was found.

Many higher educational institutes adopted digital tools to facilitate teaching and learning activities online due to COVID-19 pandemic. Among them, university academics had to rely on Zoom Meetings for teaching even if Zoom is generally used as a virtual communication tool. In order to identify future developments in implementing online education strategies, studying the perceptions of academics in using Zoom Meetings for teaching is essential. Therefore, in the present study, Unified Theory of Acceptance and Use of Technology was adopted to identify the significant factors contributing to university academics' intention to continuously use Zoom Meetings for teaching. A sample survey was conducted using a random sample of 350 university academics from Arts and Management faculties of selected state universities in Sri Lanka. Self-enumeration method was used instrumenting a structured questionnaire to collect data. Structural Equation Modelling approach was used to analyse data. It was revealed that university academics' intention to continuously use Zoom Meetings for teaching is positively associated with performance expectancy, effort expectancy and social influence and is indirectly associated with facilitating conditions through positive mediating effect of effort expectancy. These findings make important implications on software developers, educational administrators, policymakers, and researchers in different perspectives.

Learners use digital media during learning for a variety of reasons. Sometimes media use can be considered "on-task," e.g., to perform research or to collaborate with peers. In other cases, media use is "off-task," meaning that learners use content unrelated to their current learning task. Given the well-known problems with self-reported data (incomplete memory, distorted perceptions, subjective attributions), exploring on-task and off-task usage of digital media in learning scenarios requires logging activity on digital devices. However, we argue that logging on- and off-task behaviour has challenges that are rarely addressed. First, logging must be active only during learning. Second, logging represents a potential invasion of privacy. Third, logging must incorporate multiple devices simultaneously to take the reality of media multitasking into account. Fourth, logging alone is insufficient to reveal what prompted learners to switch to a different digital activity. To address these issues, we present a contextually activated logging system that allows users to inspect and annotate the observed activities after a learning session. Data from a formative study show that our system works as intended, and furthermore supports our assumptions about the diverse intentions of media use in learning. We discuss the implications for learning analytic.

The purpose of the research is to analyze the factors that influence the continuance intention to use Mobile-Assisted Language Learning (MALL) applications in the context of language courses in Indonesia. The study aims to understand the key factors that contribute to users' intention to continue using MALL applications, particularly in the context of the COVID-19 pandemic and the shift towards online and remote language learning. The research used the expectation-confirmation model and self-determination theory. Moreover, the research utilized a mixed-methods approach to achieve its objectives. A quantitative approach was employed, involving a survey with 445 respondents who had experience using MALL applications. The survey data was then analyzed using covariance-based structural equation modeling. Additionally, qualitative research was conducted through interviews with 17 respondents to gain a deeper understanding of rejected hypotheses and gather qualitative insights. The most important results of the research include identifying the factors that influence the continuance intention to use MALL applications. The study found that users' perceived usefulness of the application, their satisfaction with its usage, and their self-regulation ability significantly influence their intention to continue using MALL. These findings highlight the importance of these factors in shaping users' decision to persist with MALL applications for language learning. By understanding the factors that influence users' intention to continue using MALL, educational institutions and application providers can improve their offerings and tailor them to meet the needs and expectations of learners. This research advances the e-learning area by shedding light on the factors that influence the continuance intention to use MALL applications. By uncovering the importance of perceived usefulness, satisfaction, and self-regulation ability, the study contributes to the understanding of user behavior and decision-making in the context of e-learning. The findings can inform the design and implementation of MALL applications, leading to more engaging and effective language learning experiences in online and remote settings. This research contributes to the advancement of e-learning practices by providing evidence-based insights into the factors that drive user intention and adoption of technology in language learning.

As a developing country, Indonesia faces many obstacles in implementing online learning due to the lack of infrastructure and technical skills. The mandated online learning policy during the spread of the COVID-19 virus became a turning point and made massive use. However, the online learning policy raised unforeseen issues such as stress, especially among students. This study focuses on the continuance intention of online learning among college students in Indonesia. The person-environment fit theory serves as a theoretical anchor, with technostress being examined as a predictor. This research uses an online questionnaire to reach 466 college students as research participants. We used partial least square structural equation modeling (PLS-SEM) to examine the research model. The result shows that three types of technostress (techno-overload, techno-invasion, and techno-uncertainty) are confirmed to have a significant negative effect on the continuance intention of online learning. Meanwhile, the other two (techno-complexity and techno-insecurity) do not affect online learning continuance intention. The current study contributes to the literature regarding the technostress and continuance intention of online learning topics, especially in developing countries such as Indonesia. Furthermore, the research provides valuable insight for policymakers and university administrators, enabling them to formulate effective policies for mandated online learning.

This abstract presents a research study that investigates the effects of technology integration (TI) through digital gameplay on English as a foreign language (EFL) college students' behavior intention. The study employs a mixed-methods research design, combining quantitative and qualitative data collection and analysis methods. The quantitative phase involves a pre- and post-test design, measuring the behavior intention of EFL college students before and after engaging in digital gameplay activities. The qualitative phase involves in-depth interviews and focus group discussions to gather students' perceptions and experiences with using digital gameplay in their language learning process. The findings reveal that TI through digital gameplay positively influences EFL college students' behavior intention, including their motivation, engagement, and self-efficacy in language learning. The qualitative data provide insights into students' perceptions of the benefits and challenges of using digital gameplay, highlighting its potential for improving language skills, fostering social interaction, and promoting autonomous learning. The implications of the study suggest that incorporating digital gameplay in EFL college classrooms can be an effective approach to enhance students' behavior intention and contribute to their language learning outcomes. This study contributes to the existing literature on TI in language education and provides practical recommendations for educators and policymakers to leverage digital gameplay for enhancing EFL college students' behavior intention.

The COVID-19 pandemic led to a rapid transition to online learning, thereby significantly impacting higher education. This study examines the experiences of students, instructors, and university administrators from 22 Thai universities during the pandemic and explores the potential consequences for the future of higher education. Utilizing a mixed-methods approach, data were gathered through focus group discussions with 30 participants and a survey conducted with 510 undergraduate, graduate, and postgraduate students. The findings highlight the importance of flexibility, technology integration, and adaptability in curricula and instructional methods to enable effective online learning. Additionally, the study emphasizes the need for continuous improvement in the education sector, driven by the rapidly changing demands of the job market and the evolving nature of technology. Practical steps to be taken include prioritizing student learning outcomes, fostering digital literacy among instructors and students, and promoting collaboration across disciplines. Future research should examine the long-term impact of the pandemic on higher education and explore additional strategies for supporting students and instructors in the next normal.