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The role of entrepreneurship in addressing the issue of educated unemployment is well acknowledged, while its specific implications for health professions students remain inadequately explored. This study's main objective is to investigate entrepreneurship education's effect on entrepreneurial intention by considering entrepreneurial self-efficacy as a mediator in students majoring in medical laboratory technology. This quantitative research uses an exploratory approach involving 300 respondents determined through simple random sampling techniques and analyzed using partial least square structural equation model (PLS-SEM). The analysis revealed that entrepreneurship education directly impacts self-efficacy and entrepreneurial intention. Furthermore, entrepreneurial self-efficacy was identified to exert a positive mediating effect between these variables. However, the effect size between the relationships of the research variables is low. Nevertheless, higher education offering health majors can optimize entrepreneurship education by implementing practical learning and field experience to increase confidence and intention in entrepreneurial activities.

The study delves into the behavioral shifts observed in "digital students" transitioning from distance to onsite learning during the Generation Z era, influenced significantly by the disruptive effects of the COVID-19 pandemic. Technological advancements have reshaped students' perspectives, rendering educational and organizational engagements more accessible via platforms like video conferencing. However, the return to onsite learning has prompted a notable culture shock, leading to heightened levels of stress and anxiety among digital students. This research aims to examine the psychological ramifications of stress and anxiety on post-pandemic student attitudes toward extracurricular organizational intention. Employing the depression anxiety stress scale (DASS-42) and conducting multiple linear regression analysis on a sample of 420 respondents, the study reveals a significant negative impact of stress level (-35.6%) on students' intentions to engage in organizational activities. Additionally, anxiety levels contribute to a variation of -6.8%. These findings underscore the intricate relationship between psychological factors and student participation, underscoring the imperative to address stress and anxiety to foster robust involvement in campus organizational endeavors.

How do teachers perceive and experience the impact of evaluation feedback across various domains of their work? This study investigates whether there are qualitatively distinct groups of teachers in the United States based on teacher perceived impact of evaluation feedback using the 2013 Teaching and Learning International Survey (TALIS 2013). Applying latent class analysis to the U.S. sample of lower-secondary school teachers (n=1,824), we find that there are four distinctive groups of teachers: Receptive (25%), Compliant (15%), Motivated (27%), and Indifferent (33%). Our analysis shows feedback sources and teacher beliefs about the evaluation's purpose are significant predictors of teacher class assignment. Finally, controlling for various individual and school-level characteristics, these teacher groups vary significantly in their intention to change school.

The global pandemic caused by the SARS-CoV-2 virus brought about a true revolution in the predominant teaching-learning processes (i.e., face-to-face environment) that had been implemented up to that point. In this regard, virtual teaching-learning environments (VTLEs) have gained unprecedented significance. The main objectives of our research were to define an explanatory theoretical model and to test a multiple serial mediation model with four variables in series (one independent variable plus three mediators) to relate perceived utility (independent variable) in the use of a VTLE and perceived learning (dependent or criterion variable) in such contexts, taking into account the mediation of subjective norm (mediator 1), ease of use (mediator 2), and intention to use behavior (mediator 3), and using the extended technology acceptance model as the theoretical framework. Additionally, we aimed to analyze the direct and indirect relationships and effects among the variables that constituted the proposed model. Methodologically, the research can be classified as a cross-sectional causal ex post facto design. A representative sample of students enrolled in higher education institutions in the Dominican Republic was used as the research population, and a standardized Likert scale was administered to measure the five dimensions of the proposed model. Finally, it is worth noting that the obtained results indicate that all direct and indirect effects considered in the model were statistically significant, except for the indirect effect, where the four predictor variables were arranged in series to verify their influence on the criterion variable: perceived learning.

In both the educational and business environments, two trends may be inarguable. The difference between the demand of technology positions as compared to the number of people majoring or interested in technology-based careers. Secondly, the education environment is radically changing in several aspects including a high number of undecided majors entering undergraduate institutions as well as the ability of skills development by higher education students entering the marketplace. The recent and historic attention in artificial intelligence and machine learning technology may have an impact on both a change in the demand for total positions and interest in technology-based careers. This research study will investigate the attitudes and perceptions of first-year college students over four academic years to determine changes. Six of the factors studied were found to have significant differences between the research period: attitude, job availability, personal image, social image, subjective norm and intent to major. The intent to major has remained consistently low for three of the four years. The implications from this research will provide insight to both business organizations for recruiting as well as all educational institutions.

The percentage of international faculty members at Korean universities peaked in 2013 and has been decreasing since, suggesting that Korean universities have a problem with international faculty member retention. This study investigates whether international faculty members' intention to leave is associated with their degree of acculturation. Results are based on analyses of data from 325 international faculty members with doctorates working at Korean universities nationwide. Regression analyses reveal that acculturation, work-related conditions (salary, workload, workplace climate) and mobility-related motivational factors (job market in home country, interest in Korea) explain international faculty members' intention to leave. A 'cultural advantage' (ethnically Korean or living with a Korean spouse) is not a significant predictor of intention to leave. Suggestions to support international faculty members, and to help bring about synergistic organizational change are ventured in the hopes of bolstering retention at Korean universities going forward.

Gamification can make learning more fun and engaging for students. Software engineering can utilize gamification to help students learn and improve their skills from the complexity of software engineering. This study used quantitative research to examines perceived ease of use, student satisfaction, and perceived usefulness to measure gamification quality, which can have an impact on software engineering intention, namely intention, loyalty, and participation in following and understanding software engineering materials. The data was collected based on an online questionnaire survey, 90 data were collected and then measured and analyzed using SmartPLS 3. The results showed that perceived ease of use, student satisfaction, and perceived usefulness have a significant influence on gamification quality, which also leads to a positive impact on software engineering intention. This research guides teachers and educational institutions that gamification is very successful as a learning medium to simplify complex information to be more interactive.

Disability and chronic disease can have a profound effect on individuals' sexuality and sexual health, resulting in decreased quality of life for many. While sexuality and sexual health are identified within the domain of occupational therapy (OT), this topic is not routinely addressed in clinical practice. This qualitative phenomenological study explored the perceived needs, facilitators, and barriers to addressing sexuality in clinical practice by 10 graduate OT students recruited from one Western New York (WNY) university. Semi-structured virtual interviews were conducted utilizing a researcher developed interview guide. The Theoretical Domains Framework (TDF) was used as the conceptual framework for the study. Data were analyzed inductively using thematic analysis, followed by mapping the identified themes deductively to the established domains of the TDF. Ten domains were identified as likely to influence whether or not sexuality is addressed in clinical practice, including knowledge, skills, social/professional role and identity, beliefs about capabilities and consequences, intentions, environmental context and resources, social influences, emotions, and behavior regulation. The results highlight the barriers, facilitators, and action steps, as perceived by OT students, that are needed in order to effectively address sexuality in clinical practice, including increasing sexual health curriculum within OT education, providing opportunities for practice and experience, and integrating sexual content into routine practice.

Metaverse, an amalgamation of diverse information technologies, is seen as the future of the internet and holds promise for transforming education. Leveraging metaverse media for immersive learning has the potential to reshape education practices. Despite being a novel concept, metaverse-based education has the capacity to enrich online learning experiences. The study utilized the Unified Theory of Acceptance and Use of Technology (UTAUT) model alongside the factor of personal innovativeness in IT, conducting a comprehensive survey involving 244 students from Federal University Wukari, Nigeria. Employing STATA 14, a popular variance-based structural equation modeling technique in social sciences and management, the study analyzed the structural model and conceptual measures, confirming the discriminant validity, dependability, and content of the data. The research findings highlight the importance of personal innovativeness in IT as a direct and indirect predictor of adoption intention among Generation Z students in making decisions about integrating metaverse technologies into higher education. Students demonstrating a high level of innovativeness in IT exhibit a greater willingness to engage with metaverse-based learning incorporating artificial intelligence. The results demonstrate a strong association between the identified characteristics and students' intentions to utilize educational platforms utilizing metaverse technology, contributing valuable insights to the use of technology in educational settings.

Using the pull-and-push model as a main theoretical framework, this qualitative interview-based study explores the changes in STEM students' intentions to pursue international mobility in the context of the Russia-Ukraine war and the factors related to students' mobility decisions in the context of geopolitical tensions. The findings suggest that in situations with military conflict, STEM students are 'pulled' and 'pushed' to make decisions under the influence of the factors located both on the receiving and domestic sides, and the decisions of whether to pursue international mobility were primarily driven by safety, financial, and social tension concerns. The study's findings offer some theoretical and practical implications of the changes in student mobility in the context of war conflict for higher education institutions internationally.

Several studies have been conducted on e-learning acceptance among university students. Most of these studies examined various factors and individual characteristics as predictors of actual use and behavioral intention for e-learning systems. However, latent profile analysis was used in the present study, adopting a person-centered approach. Accordingly, the study's primary purpose was to define LMS acceptance profiles by grouping university students based on gender according to four main UTAUT predictor variables. The secondary purpose was to examine the extent to which LMS acceptance profiles had a relationship with the students' online self-regulation and engagement in online learning environments. The participants in the study were 397 students from a state university in Turkey who continued their distance education. Student Engagements Scale, Online Self-regulation Questionnaire, and Learning Management System Acceptance Scale were used to collect data. The obtained data were analyzed using latent profile analysis. The results obtained in the study revealed that there were three different student profiles: "very low LMS acceptance", "low LMS acceptance", and "high LMS acceptance". According to another result, it was seen that low online self-regulation and engagement had a relationship with a student profile with very low LMS acceptance and that high online self-regulation and engagement had a relationship with a student profile with high LMS acceptance. Based on the findings, various implications were made about increasing students' LMS acceptance.

The 4-H program is America's largest youth development organization (National 4-H Council, 2019). The 4-H program is part of the Cooperative Extension system, which provides unbiased, research-based educational programming to communities through the land grant university system (USDA, 2019). Volunteers play a major role in the delivery and functioning of Cooperative Extension's 4-H Youth Development program. 4-H volunteer leaders serve in various capacities (Radhakrishna & Ewing, 2011), including leading 4-H clubs, organizing educational clinics for youth members on various topics, and assisting with educational events and camps. Around ten thousand volunteers currently serve the Pennsylvania 4-H program. 1, 2018). In the 4-H program, volunteers often spend more time with youth and families than 4-H Extension educators and paid program staff, as they are the adults teaching and working with the youth. This can lead to volunteers having a closer relationship with 4-H members than 4-H staff. Despite volunteers' integral role in maintaining the 4-H program, Penn State Extension has not recently examined 4-H volunteer leaders' satisfaction (Dr. Josh Rice, , October 1, 2018 personal communication), reasons for volunteering, and turnover intention. Ensuring volunteers are satisfied and provided with conditions to thrive and grow through their work is vital to 4-H and the Cooperative Extension system. 4-H educators must understand volunteer service motivators (Cleveland & Thompson, 2007) to recruit and maintain dedicated and fulfilled volunteers. Therefore, the authors examined Pennsylvania 4-H Extension volunteers' experience with volunteering in a twenty-first century context. Results will help improve Pennsylvania Extension's 4-H program's service for volunteers, enhance volunteers' effectiveness in the Pennsylvania 4-H program, and improve clientele satisfaction. Services for volunteers include training and recognition programs. If volunteer feedback data support volunteer programming, they will likely make volunteers feel more satisfied with their experience (Pascuet et al., 2012).

This study investigates the reasons behind pre-service and in-service teachers' decisions to use digital literacy tools in their teaching following the COVID-19 pandemic. The objective is to understand the factors influencing their choices and to identify areas where support and training are needed. Semi-structured interviews were conducted with eight teachers from a university demonstration school in Thailand, evenly divided between pre-service and in-service teachers. The Technology Acceptance Model (TAM) framework guided the creation and adaptation of the interview questions. The findings indicate that pre-service teachers prefer digital tools that are easy to use, accessible, and affordable, with features such as templates, multimedia, and engaging functionalities. In contrast, in-service teachers prioritize familiar tools that save time and enhance the quality of teaching materials. Both groups value tools that facilitate collaboration and ensure privacy. The study highlights the significant generational differences in technology adoption, with younger teachers showing a greater inclination towards exploring a variety of digital tools, while more experienced teachers tending to stick with familiar technologies due to time constraints and comfort levels. These insights underscore the necessity for ongoing, tailored professional development programs that address the specific needs of both pre-service and in-service teachers. Such programs should focus on enhancing digital literacy, providing practical examples of new tools' benefits, and fostering a supportive community for technology integration. By understanding these differences, educational institutions can better support teachers in integrating digital literacy tools effectively, thereby improving teaching practices and professional development opportunities. The implications of this study suggest that a one-size-fits-all approach to technology training may not be effective, and differentiated support is essential to cater to the diverse needs of educators.

The use of language in digital discourse for marketing has rapidly developed through mass media. This paper elucidates how advertisers employ various pragmatic strategies to persuade the recipient to act (behavior) by purchasing specific products. This study utilized different theoretical and conceptual frameworks (Theory of Reasoned Action and Aristotle's Models of Persuasion) to address the shortcomings of the social cognitive approach in studying persuasion, to investigate how language of advertisements can influence the recipient's thinking of a product from a psychological perspective. Guided by the principles of TRA, the present study argues that persuasion in advertisements is structured by three dimensions: attraction (through language features and appeals), evaluation (through beliefs, attitudes, and intention), and behavior (social acceptance or reluctance). This study revealed eight persuasion techniques employed by advertisers including demonstrating distinction, honoring commitment, expressing authority, hyperbolizing, glorification, providing proofs, expressing solidarity, and proving success. Showing distinction and Honoring commitment were the most frequently used strategies. Additionally, the study found that strategies of persuasion involved ethical, logical, and emotional appeals for their large effect on the recipient as they contribute to the recipient's positive evaluations. Appealing to reasoning (logic) is the most common one in slogans.

This study investigates the factors influencing the adoption of Generative-AI tools amongst Thai university students, employing the Technology Acceptance Model (TAM) as a theoretical framework. Data from 911 higher education students from 10 different Thai Universities Health Sciences, Sciences and Technology, Social Sciences and Humanities, and Vocational Fields were analysed via Structural Equation Modelling (SEM). The instrument used in collecting the data was a questionnaire. Results indicated that Expected Benefits, Perceived Usefulness, Attitude Toward Technology, and Behavioural Intention all significantly impacted student adoption of Generative AI. Intriguingly, Perceived Ease of Use was negatively correlated with Perceived Usefulness, challenging conventional TAM assumptions. This study underscores the need to address language barriers, foster a culture of innovation, and establish ethical guidelines to promote responsible AI use within education. Despite inherent limitations, this research contributes to our understanding of AI adoption in educational settings and helps inform strategies for equitable access and responsible innovation. The result demonstrated that the easier a tool was to use, the less value leaners seemed to see in it for their learning process. It can be implied that as Generative AI get more intuitive, learners think they're less helpful. These finding challenges a few of those assumptions we usually make within the TAM model. It also points out the characteristic of learners which affects their learning preferences and expectation. Another finding showed the impact of language barrier on non-native English speaker that obstruct the user experience in AI services. Moreover, the role of universities in fostering both AI integration for learning for and the ethical implementation of Generative AI. By providing a supportive environment that encourages AI experimentation, redesign learning, empowering learners and faculty instructors to investigate how Generative AI can be applied across disciplines, and developing guidelines for ethical use, universities play a critical role in shaping the effective and responsible integration of AI into the next educational landscape.

Finding a way out for new business creation has been a global issue, and the Indonesian government has responded to this issue by promoting entrepreneurship programs for students. For this matter, understanding the role of the entrepreneurial ecosystem can be used to design and promote business for university students. This study employed structural equation modeling with partial least squares to raise understanding among variables. This study involved an entrepreneurial ecosystem to explain the intention of Indonesian university students to do business. The findings indicate that the entrepreneurial ecosystem robustly links with students' entrepreneurial intention and new business creation. This study confirms that access to finance, government programs, support, access to physical infrastructure factors, education, and training factors are crucial for determining Indonesian university students' business. The theoretical and practical implications were provided in this research.

The aim of this study is to examine the variables that influence the learners' intention of using online learning platforms and usage behavior continuity to evaluate relationships between variables with a model proposal and to determine the predictive power of the model. Accordingly, a sustained technology acceptance model (STAM) was developed to identify the factors that influence learners' intention and usage behavior of online learning. The sample of this study consisted of learners registered in the Anadolu University Open Education System. As a result of the factor analyses, a 42-item measurement tool consisting of eleven factors was developed. Structural equation modeling revealed that the eleven-structured model explained 49.8% of perceived usefulness, 30.3% of perceived ease of use, 39.4% of usage intention, and 52.4% of usage behavior continuity, and all 12 proposed hypotheses were supported. The analysis to determine the predictive power of the model revealed that it has a strong predictive power. The developed model is believed to be efficient in determining learners' expectations, supporting their adaptation to the online learning environment, and ensuring their continued usage.

Adapting the Technology Acceptance Model (TAM) framework, this study investigates English teachers' perspectives on the intention to adopt and integrate ChatGPT in their classrooms. This study utilizes quantitative cross-sectional research with 114 respondents answering the online questionnaire. The Structural Equation Modeling (SEM) statistical analysis through SmartPLS 3.0 was employed to analyze the collected data. The result indicates that the proposed TAM model in this study can predict ChatGPT acceptance in English language teaching. Additionally, the structural model showed that perceived usefulness, ease of use, and attitude toward using significantly and positively influenced behavioral intention. Furthermore, attitude toward using and behavioral intention significantly and positively impacted actual system use. Teachers' perspectives on ChatGPT uptake and integration into English language learning are critical to technological innovation. This paper could assist teachers in Indonesia and comparable regions in understanding and adopting ChatGPT in English language teaching.

This paper provides a thorough examination of the role of Artificial Intelligence (AI), particularly ChatGPT and other AI language models, in the realm of education. Drawing insights from existing literature and a novel study on educator perspectives, the paper delves into the potential advantages, ethical dilemmas, and factors shaping educators' attitudes towards AI integration in education. AI language models have the potential to revolutionize educational content creation, personalize learning experiences, and streamline assessment and feedback processes. These capabilities hold the potential to enhance teaching and learning outcomes while catering to the diverse needs of students. However, ethical concerns loom large in the adoption of AI in education. Bias in generated content is a chief concern, as it can perpetuate societal biases and lead to unfair treatment or the dissemination of inaccurate information. The solution lies in rigorous data curation to ensure equitable educational experiences for all students. Moreover, the potential for generating inappropriate or misleading content poses a significant ethical challenge, impacting students' well-being, civic understanding, and social interactions. Safeguards must be implemented to detect and rectify biased or inappropriate content, fostering inclusive and unbiased learning environments. Transparency emerges as a crucial ethical consideration. The opacity of AI models like ChatGPT makes it difficult to comprehend their decision-making processes. Enhancing model interpretability and explainability is vital for accountability and addressing embedded ethical issues. Privacy concerns related to data collection and usage are emphasized in the literature. Clear policies and guidelines must govern data collection, use, and protection, ensuring data is solely employed for educational purposes and maintaining robust data security measures. Our study expands upon these insights by exploring socio-demographic factors, motivations, and social influences affecting educators' AI adoption in higher education. These findings inform institutions on tailoring AI integration strategies, emphasizing responsible usage through training, and assessing the impact on learning outcomes. As educational institutions increasingly embrace AI, including advanced models like GPT-4, a cautious and thoughtful approach is vital. Balancing potential benefits with ethical challenges ensures that AI enhances teaching and learning while upholding fairness, equity, and accountability. In summary, this paper illuminates the potential of AI in education, accentuates ethical concerns, and highlights the significance of understanding educators' perspectives. Collaboration between educators and policymakers is essential to navigate the complexities of AI integration, ensuring that education remains a realm of equitable, efficient, and accountable learning experiences.

The purpose of this study was to evaluate the factors that influence behavioural intention (BI) to use the Online Summary-with Automated Feedback (OSAF) in a MOOCs platform. Task-Technology Fit (TTF) was the main framework used to analyse the match between task requirements and technology characteristics, predictng the utilisation of the technology. The relationships between TTF and BI was moderated by students' performance. This TTF provides an illustration of the extent to which the suitability of technology support for tasks will affect the performance and utilization of technology. There were 9 hypotheses examined in this study. The participants consisted of 151 students at a public university in East Java, Indonesia. In order to analyse the collected data, PLS-SEM (partial least squares -- structural equation modeling) was employed, using SmartPLS 3.0. In this study, several points can be concluded, namely: (1) task characteristics and technology characteristics were not positively and significantly effected by TTF, while students' characteristics had a positive and significant effect on TTF; (2) TTF and utilization which are influenced by social influence, have a positive effect on performance impact. In this case the performance impact is constructed from 3 dimensions, namely: learning performance, personal integrity, self-confidence, except TTF were not postitive and were significantly affected by self-confidence. (3) TTF and performance impact positively influence behavioural intention, except in the dimension of performance impact, personal integrity was not postively and significantly effected by behavioural intention.

Social distancing policies during the COVID-19 period have opened a space for interventions in the use of digital technology that was previously rejected by the public. Currently, most of the community activities have been carried out online, including those related to education, such as hosting virtual exhibitions with an educational purpose. Virtual exhibitions (VE) are online exhibitions that display information on specific topics. However, to the best of our knowledge, research on VE in the educational context is still lacking. This study aims to identify the variables that affect users' intentions to attend the virtual exhibition frequently. The channel expansion theory, flow theory, technology acceptance model, and expectation confirmation theory serve as the foundation for the research model that is constructed. The model was tested using data from 321 respondents who had visited VE, then analyzed using Structural Equation Modeling (SEM) with the aid of the SmartPLS application version 3.3.3. The findings show that 11 factors significantly influence the intention to continue using VE, while the other 2 factors have no significant influence. Thus, perceived usefulness has a significant effect on satisfaction and continued use intention to use VE, but not on perceived enjoyment. Furthermore, the perceived ease of use of VE has a significant impact on perceived usefulness and perceived enjoyment. However, media richness does not significantly affect perceived enjoyment. It's just that media richness influences perceived ease of use significantly. Confirmation also has a significant impact on perceived enjoyment, perceived usefulness, and satisfaction. Perceived enjoyment has a significant effect on satisfaction and continued use intention, and satisfaction has a significant effect on continued use intention to use VE. The findings are useful for VE providers and developers in developing a transformation strategy to increase the intention to use VE in every educational exhibition. [The publication year on the PDF is incorrect. The correct year is 2024.]

Research shows that videoconferencing tools can be used for delivering high-quality instruction in real-time to a large number of students simultaneously during and even in the aftermath of the pandemic. However, there is a lack of data on how favourable it is among students, particularly in the Philippine setting, in the field of Physical Education (PE). In this regard, this study aimed at inspecting exogenous factors linked to students' acceptance of a video-conferencing platform in learning knowledge- and skill-based concepts in Physical Education through the adaptation of the Technology Acceptance Model. After performing the Partial Least Square-Structural Equation Modelling from a purposively selected sample of 250 teacher education students, the results showed that perceived ease of use (PEOU) positively affected perceived usefulness (PU). It was also found that PEOU and PU impacted behavioural intention. Lastly, behavioural intention (BI) positively leverages actual use of the Zoom platform. It can be inferred that students can benefit greatly from using the video-conferencing platform to learn various PE concepts. Moreover, another surprising discovery was that students could use the platform to efficiently learn, thus capitalising on the university's educational system, even in the New Normal.

This study aims to identify factors that can influence students when using the learning management system (LMS) in learning educational pedagogy. The LMS that we mean in this study is Pedagogi.id Platform. The design model in the study uses the UTAUT model. Questionnaires with five UTAUT variables, namely performance expectancy, effort expectancy, social influence, facilitating condition, behavioral intention, and use behavior, were distributed to students at one of the universities in Bandung. Hypothesis testing or data analysis of this study using the Structural Equation Model (SEM) approach with the help of the SmartPLS application. The results showed that the entire hypothesis was accepted or had a significant influence between variables. The most potent factors shown based on the results of the magnitude of influence are the variables facilitating conditions on student usage behavior and performance expectancy on student behavior intention. Therefore, this study recommends learning by utilizing technology, especially in universities, to improve students' knowledge and skills, one of which is using the Pedagogi.id Platform.

The study aims to improve the existing unified theory of acceptance and use of technology (UTAUT) framework to understand the adoption of e-learning platforms in developing countries and to understand the relevance of the quality of study life among students. The constructs for the UTAUT model were chosen based on the e-learning study context and expanded with the variable study-life quality. The expanded model was tested with empirical data collected from graduate and post-graduate students of higher education institutes. The hypotheses testing and adequacy of the expanded model were analysed using structural equation modeling using SmartPLS v 3.2.8. The study's findings indicate that nine out of the twelve hypothesized paths significantly influenced students' engagement with e-learning platforms, and a total of six significant variables explained a variance of 65.8% of the dependent variable behavioral intention. The variable study-life quality had the highest [beta] coefficient value of 0.380, indicating that it is the most significant factor for e-learning adoption in this study setting. The study adds to the publication on adoption theories by providing an expanded UTAUT framework that is empirically tested.

This study examines the factors affecting the intention to use and actual use of YouTube in improving English-speaking skills in Indonesia. To meet the aims, we extended the theory of technology acceptance model (TAM); two external factors, subjective norms, and perceived enjoyment, to support the TAM variables (perceived ease of use, perceived usefulness, attitude, intention to use, and actual use). Data were collected through a survey with 526 measurable responses from Indonesian preservice English teachers in three Indonesian universities. The data were analyzed through partial least square structural equation modeling (PLS-SEM), measurement, and structural model. The findings informed that all hypothesized relationships were accepted and confirmed. The strongest relationship emerged between intention to use and actual use. Meanwhile, the weakest correlation was between subjective norms and perceived ease of use. The study facilitates recommendations for future researchers, language educators, and all related parties.

Massive open online courses (MOOCs) have gained popularity among sales professionals who use them for self-directed learning and upskilling. However, research related to their intentions to continue learning is scarce. Drawing from the social cognition theory, this research aimed to address this gap by investigating the role of task-technology fit, self-development, and social recognition in sales professionals' continued use of MOOCs. The study hinged on empirical research and used a survey to collect data from 366 sales professionals. The results suggest that task-technology fit, self-development, and social recognition play a significant role in sales professionals' continued use of MOOCs. The study has practical implications for organizations promoting employee learning and development. The findings provide valuable information for MOOC designers and providers to develop more effective courses that meet the needs of sales professionals.

Open universities have provided quality higher education through open and distance education to serve learners who could not attend traditional in-person universities. While open universities vary in terms of providing their services to learners at a distance, many have shifted to e-learning using cost-effective platforms. A common platform that is essential for online teaching and learning is the learning management system (LMS). While there are common processes observed among open universities in the way they use their LMS, there are also subtle differences caused by each institution's unique and special context. Their contextual challenges often drive them to develop technologies or techniques that may easily be adopted by others. Thus, benchmarking activities are often recommended for mutual improvement. In this regard, a comparative study of open universities in Indonesia, the Philippines, and Pakistan was conducted for decision-makers to understand how they could improve in providing quality education to their learners through Moodle, which is their primary LMS. The Delone and Mclean Model was used to systematically compare system, information, and service quality in e-learning delivered through their LMS. The authors hope that the results and recommendations from this study may help other educational institutions overcome similar challenges in their learning platforms.

This article presents an exploratory study that examines how 11 first-year writing instructors' conceptualizations of information literacy evolved over the course of their participation in an inquiry group co-developed and co-facilitated by the Libraries' teaching faculty and the Director of Composition & Rhetoric at a public university in the United States. The authors developed a coding schema to identify the presence of information literacy-related themes and practices in pre- and post-program course syllabi and in reflective pieces submitted by instructors. The findings revealed that instructors' use and applications of the ACRL Framework increased after the program, showing greater personal engagement as evidenced by more preferential application of frames most relevant to their learning goals. Moreover, instructors integrated those frames more fully into their instructional practices. The authors' analysis of instructor-created artifacts provides a unique lens into disciplinary instructors' conceptualizations of and approaches to information literacy while examining the impact of one path for collaboration and scalability of information literacy integration within a curriculum.

The COVID-19 pandemic has prompted significant changes in education, including a widespread transition from traditional, in-person instruction to online learning, which has also affected music conservatories. This study investigates the relationship between social outcome expectations and teacher satisfaction with remote education (SRE) among conservatory music professors during the pandemic. Rooted in the Social Cognitive Theory (SCT), the study examines whether technostress mediates this relationship and whether the intention to use information and communication technology (ICT) moderates it. A cross-sectional survey was conducted among 108 Italian conservatory teachers through an online self-report questionnaire. The results indicate a negative indirect effect of social outcome expectations on teacher satisfaction through technostress. However, surprisingly, the direct effect was positive and stronger. The study suggests that social expectations lead to technostress. Still, they also present an opportunity for music educators to embrace the challenge of remote education and increase their satisfaction with it.

The purpose of this paper is to analyze factors that affect the behavioral intentions of undergraduate students to use blended learning methods. The research uses the three-tier use model (3-TUM) to explore the influencing behavioral factors of students at the undergraduate level to use LMSs. "The research was carried out at a university and consisted of undergraduate students majoring in business-related fields. Students responded to online questionnaires administered at the end of the semester concerning their experience with the LMS." A customized Moodle platform was used to measure the user's perceived usefulness, perceived satisfaction, and perceived ease of use with the LMS. Results show that interactivity in portal and self-efficacy have a direct impact on all second-tier constructs, while multimedia instruction influences only perceived usefulness and perceived satisfaction. In addition, perceived usefulness impacts perceived satisfaction. Perceived usefulness and perceived ease of use significantly impact behavioral intention of students to use learning platforms, while the relation between perceived satisfaction and behavioral intention was unindicative. "The study confirms that the individual experience of users and the quality of the system affect the successful implementation of an LMS and its adoption by users."

The present study intends to investigate the determinants influencing students' behavioral intention and use of Google Classroom as an instrument for enhancing the learning experience in the domain of physical education. This investigation employed the Technology Acceptance Model (TAM) as a conceptual framework. The results revealed that perceived ease of use positively predicts perceived usefulness of the learning management system (LMS). Moreover, perceived ease of use and perceived usefulness positively influences behavioral intention and actual use. Lastly, behavioral intention to use leverages actual use of the educational platform. The results indicate that Google Classroom is a viable and efficient technology for facilitating online learning.

This study aimed to assess the readiness of Jordanian science teachers for integrating Artificial Intelligence (AI) in science education, focusing on their perceptions, challenges, and training needs. A quantitative survey methodology was employed, using a 35-item questionnaire distributed to 136 science teachers in urban Jordan. The questionnaire, developed and refined through expert peer review and a pilot study, encompassed demographics, attitudes towards AI, perceived benefits and challenges of AI in science teaching, self-efficacy in using AI, and behavioural intentions regarding its use. The results indicated varying teacher readiness levels, influenced by gender, educational background, and concerns over data privacy and security. While there was a general sense of optimism about the potential of AI, significant challenges related to limited resource access and insufficient professional development were identified. These results emphasized the need for targeted policy initiatives and training programs to enhance teachers' readiness for AI adoption. The study's insights contributed to understanding the facilitators and barriers to AI integration in science education, highlighting the critical role of teacher readiness in the effective utilization of AI in educational contexts.

The objective of this research aimed to establish a connection between the inclination towards lifelong learning and the degree of adherence to the curriculum among educators in primary and secondary educational institutions. In the 2021-2022 academic year, data for this screening model investigation were collected from 281 teachers employed in the central Karesi and Altieylül districts of Balikesir. The data were acquired using the 'Lifelong Learning Tendencies Scale,' designed by Diker Coskun (2009), and the 'Curriculum Fidelity Scale,' developed by Burul (2018). The data analysis employed descriptive statistics, Two-Way MANOVA, Pearson Correlation Analysis, and Regression Analysis. According to the results, it was detected that there were moderate lifelong learning tendencies and high degree of fidelity to the curriculum. Regarding the second discovery, it was established that school type and years of professional experience significantly influenced the differences observed in teachers' lifelong learning tendencies and their adherence to the curriculum levels. Furthermore, a statistically significant but modest correlation was identified between teachers' lifelong learning tendencies and their levels of curriculum fidelity.

According to social identity theory, individuals self-categorize into groups and then differentiate between groups based on stereotypical norms to create a perceived hierarchy to benefit their self-esteem. The purpose of this study was to explore the presence of social identities among adolescent musicians related to the career paths of music performance and music education and to determine whether self-categorization and differentiation regarding these career paths were a feature of these social identities. Participants were 821 adolescent musicians of varying experience and backgrounds. Results indicated that participants self-categorized and differentiated in favor of the music performance career path but allocated hypothetical resources in favor of the music education career path. Age, family income, performance setting, and intention to major in music were significant predictors of self-categorization, differentiation, and resource allocation. These findings indicate that participants who were older, had greater financial means, identified as soloists, or intended to major in music were more likely to be aligned with a music performance social identity.

Using the Student Athlete Climate Dataset, this paper examined factors associated with Latina/o college athletes' intent to transfer for academic and athletic reasons. This study offers insight regarding how gender, NCAA Division, and geographic location can influence Latina/o college athletes' decision to transfer. In addition, the roles of faculty members and head coaches were significant in Latina/o college athletes' intent to transfer for athletic reasons.

This paper addresses undergraduates' perception and behavioral intention (BI) toward Massive open online courses (MOOCs). It considers the moderating effect of culture to further explore the perceptions of students with different cultures to engage in MOOCs, providing MOOC suppliers with practical suggestions. 770 undergraduates in Spain and China are involved in this study. The proposed research model incorporating the technology acceptance model and theory of planned behavior is confirmed as a desirable theoretical model. Additionally, the moderating effect of culture has been confirmed between Spanish and Chinese students. The findings show Perceived usefulness and Perceived ease of use are effective in forming attitude (ATT). Besides, ATT and subjective norm, and perceived behavioral control are confirmed as vital factors impacting BI. Regarding the moderating effect of culture, significant differences have been detected to account for their behavior.

This study explored factors impacting the decision for gifted females to pursue a career in computer science. The study used a phenomenological approach to delve into the experiences of ten gifted alumnae of The Gatton Academy of Mathematics and Science (Gatton), a residential STEM program, aiming to reveal nuanced insights into factors shaping their career development. Participants were selected based on their initial intentions to pursue careers other than CS before attending Gatton but changing to a CS focus afterward. Semi-structured interviews conducted via Zoom and coded using thematic analysis provided rich data on lived experiences and perspectives of participants. Findings shed light on the multifaceted factors influencing gifted women's career intentions before attending Gatton, the transformative effects of the residential STEM program on their decisions to pursue CS careers, and the evolution of their perceptions of CS over time.

The popularity of Internet usage and the diverse and rich information available online make it easier for students to engage in academic misconduct, especially Internet plagiarism (IP). Therefore, this study investigated the IP intention of Chinese students and analyzed the influence of gender, educational level, achievement goals (AG), low self-control, acceptance, and plagiarism experience on it. A total of 551 students from high school to university participated in this study. It was found that male students had more IP experience than female students, and college students had more IP experience and higher IP intentions than high school students. Correlation analysis showed that all variables in this study were related to each other. Regression analysis showed that AG, low self-control, plagiarism acceptance, and past experience jointly predicted IP intention with a high level of predictive explanatory power (64%). Specifically, students with a dominant mastery approach had lower IP intentions, whereas students with a more impulsive personality, more acceptance of IP, and more IP experience had higher IP intentions. Considering these findings, this article puts forward suggestions to reduce IP.

The insufficient supply of K-12 language - world language (WL) and English as a second language (ESL) - teachers in the United States has been a pervasive challenge for school administrators seeking to provide language learning opportunities for their students. The issue is complex - including numerous factors that adversely affect the recruitment of future educators as well as their retention once in the classroom. Almost all states report a dearth of WL and/or ESL teachers, and WL is the discipline with the highest predictive teacher turnover rate - whether by leaving the profession entirely ("leavers") or opting to move to a different school ("movers"). In spring 2020, the global health pandemic placed additional demands on all educators, and consequently some reports predict an exodus of teachers from K-12 schools. This article presents the results of a study exploring language teachers' intention to leave the profession as a consequence of school-related responsibilities and experiences during spring 2020. Data revealed three profiles of K-12 language teachers: "stayers", "leavers", and "conditional stayers." Implications related to influential factors in teachers' potential decisions to remain in or exit the profession are provided.

This study examines the factors that influence the intention and actual use of e-learning in entrepreneurship education by undergraduate students. The paper relies on a predictive study design and the partial least squares structural equation modelling to analyse data from a cluster sample of 599 students from the University of Cape Coast, Ghana. The results demonstrate that all the independent variables, assessed within a framework of an extended unified theory of acceptance and use of technology, determine students' intention to use e-learning in entrepreneurship education. Of particular importance are the preponderant effects of hedonic motivation, facilitating conditions and social influence on students' intention as well as the effect of intention and facilitating conditions on actual use of e-learning. A key implication of the findings is that students' continuous acceptance and use of e-learning in undergraduate entrepreneurship course delivery is contingent upon adequate presence of all the examined predictors of technology usage.

The purpose of the present investigation is to shed light on the intraindividual (i.e., within-person) process of distancing from the goal of obtaining a PhD. Based on the motivational theory of action crisis, we assume that a lack of both individual (here: self-directed career management) and external (here: social support) resources may fuel doubts concerning PhD completion. An action crisis, in turn, is proposed to undermine the subsequent motivation to engage in proactive behavior and seek out social support. We analyzed five waves of longitudinal self-report data (N[subscript T1] = 2011 PhD students, 61.7% men; half-year intervals) with the random-intercept cross-lagged panel model. This method allows to separate between-person from within-person effects. As expected, we found intraindividual increases in self-directed career management and perceived social support to reduce the development of an action crisis, and vice versa. Practical implications on how to avoid a loss spiral in the PhD process are discussed.

Contrary to prevailing research on willingness to communicate (WTC) which treats spoken second language (L2) as the predominant indicator of WTC, this study examines a young English as a second language (ESL) learner's WTC expressed through multimodal means and her utilization of multimodal and multilingual resources for mediating WTC in translingual environments. Data were collected from videotaped ESL lessons and an interview. Adopting a multimodal conversation analysis (CA) approach, this cross-disciplinary study analyzes the ESL novice's WTC expressions in two communicative settings: small-group interactions in ESL class and a multilingual triad conversation in an interview. Findings reveal that (1) gestural WTC display can signify more than one's intention to enter discourse, (2) contrary to previous WTC studies, first language (L1) use can indicate L2 WTC, and (3) the learner used diverse semiotic resources to mediate WTC and sustain discursive engagement. Implications are discussed with respect to the findings. This study extends the understanding of WTC beyond spoken L2 expressions, emphasizing embodied display and L1 use in the learner's communicative repertoire. Additionally, it sheds light on the learner's strategic use of multimodal resources to sustain engagement in translingual environments, contributing to the broader field of language education and multimodal analysis.

This qualitative descriptive study examined the process of purpose development of nine (seven females, two males; M[subscript age] = 20.2, age range 18-21 years) college students who completed interviews in fall 2017 and spring 2019 at a private university. Across the two time points, participants engaged in an iterative process that led them to refine (i.e., narrow or specify) or redefine (i.e., change or adapt) their purpose or ultimate aims. Participants used the time between interviews to restructure their purpose in a way that integrated their experiences until they believed their purpose was best aligned with their skills, values, and interests. More specifically, consensual qualitative research analysis revealed seven themes that suggested ways in which participants acted to refine and/or redefine their purposes: (1) clarifying definition of purpose; (2) engaging known strengths or skills; (3) exploring new activities or experiences; (4) identifying a beyond-the-self intention that aligned with their purpose; (5) discerning the fit between their passions and interests with their circumstance or plans; (6) determining whether their strengths and skills aligned well with their purpose; and (7) integrating their passions into their beyond-the-self intention. A supplemental theme was added that outlines researchers' observations about the features of participants' purpose.

Youth purpose was investigated using a two-phase embedded design with youth participating in Scouts BSA (N = 3,943), ages 9-20 (M = 14.0, SD = 1.9). Participating Scouts were mostly White (91%) and male (98%). In Phase 1, we conducted a two-step cluster analysis on Scouts' survey responses to three purpose dimensions (personal meaning, goal-directedness, beyond-the-self orientation). Four clusters emerged: "Purposeful", "Explorers", "Dreamers", "Nonpurposeful." In Phase 2, we explored qualities of purpose within each cluster and programmatic features and relationships within the scouting context fostering youth purpose with a Scout subsample (N = 30) who completed semi-structured interviews. Results demonstrated that adults supporting scouting, inspiration from older peers, and opportunities to help others and explore new activities supported youth purpose.

Play, which is both a context and process for children's learning, has become a pivotal pedagogical component in global early childhood education. The uptake of intentional teaching has contributed to the shift in understandings of play, from viewing play as a means of recreation and entertainment to a more socio-cultural perspective that advocates for educators' proactive and engaged roles in play. The recent update of the Early Years Learning Framework (2023) in Australia has included an emphasis on intentionality in play-based learning. However, there is little academic work on intentionality, and recent studies demonstrate educators' struggles in conceptualising their roles as intentional teachers. Drawing on the findings of a literature review, this discussion paper aims to conceptualise intentional teaching from two aspects: intentionality and decision-making. This paper argues that while educator and child intentionality are the starting point of intentional actions, the decision-making process enables educators to have ongoing intentionality behind their teaching practices. It concludes by advocating for a broader understanding of intentional teaching that focusses on the underlying thought processes behind educators' decisions and actions.

In Australia, concerningly high levels of teacher attrition, and subsequent teacher shortages, have led to calls for improvement in the social status of teachers. In response, this study explored what draws pre-service teachers to the teaching profession in the face of research and media reports that suggest teaching is perceived as a low-status career. Using mixed methods, we surveyed 387 Australian pre-service teachers and found that their primary motivations for entering the teaching profession corresponded with the motivations attributed to social entrepreneurs who use innovation to make positive social change for their constituents. As far as the authors know, this is the first time that a close alignment between pre-service teachers' motivations for entering the teaching profession and social entrepreneurs' behaviours and intentions has been demonstrated. Thus, this study makes a unique contribution in the field of initial teacher education. We suggest that explicitly recognising teachers as social entrepreneurs with the inherent capacity to generate social innovation has the potential to raise the status of the profession. Such recognition could also positively inform pre-service teacher recruitment and teacher retention.

Immersive virtual reality (IVR) and Metaverse applications are gaining attention in the educational field, showing potentials in transforming traditional learning methods by supporting active and experiential forms of learning. Our study, conducted within the context of an Italian university course, employs the Extended Expectation-Confirmation Model (EECM) as a theoretical framework to explore the key aspects of students' acceptance and continued intention to use IVR and Metaverse integrated learning environments in educational settings. The EECM, which bridges the gap between pre-adoption expectations and post-adoption experiences, provides a comprehensive perspective for exploring technology adoption in education. Students' attitudes were assessed before and after they completed an elective course offered by the university that delved into IVR and Metaverse applications. During the course, students explored the theoretical and practical applications of these technologies, engaging in a variety of experiences, from immersive relaxation exercises to immersive educational platforms in the emerging Metaverse. Contrary to common assumptions, pre-adoption factors like performance and effort expectancy had limited impact on expectancy confirmation. However, when students' initial expectations matched their experiences, their perceptions of the technology's usefulness, satisfaction, and confidence in its use were positively enhanced, influencing their continued intention to integrate these tools in education.

In recent years, online educational platforms have become an increasingly popular tool for delivering online learning experiences. One such platform is the Tunisian educational platform provided by the Virtual University of Tunis. The acceptance and adoption of these platforms by students are crucial for their successful integration into the educational system. This study investigates students' intentions towards the use of the Tunisian educational platform using the proposed Extended Technology Acceptance Model (e-TAM). An empirical study was conducted involving 108 undergraduate computer science students from a Tunisian public university, providing insights into students' intentions and contributing to a deeper understanding into the factors driving the adoption of educational technology. The findings of this study contribute to the literature by validating an extension of TAM in the Tunisian context and providing valuable insights for educators, policymakers, and platform developers to improve the design, usability, and effectiveness of these platforms.

Thanks to the advancement of mobile technologies, Augmented Reality (AR) has become broadly accessible through mobile devices such as smartphones and tablets. Mobile Augmented Reality can benefit science education in a variety of ways. However, except from some sporadic experimental cases, it is rather rarely employed by teachers and has not yet been fully introduced in education. Moreover, little research exists about the adoption behavior of mobile AR by pre-service teachers. Against this background, the current study proposes and validates an integrated adoption model to explain and predict the factors that significantly influence student teachers' intentions to use mobile AR in teaching primary science. The study also introduces two new constructs, Perceived Immersion and Perceived Educational Value in the context of mobile AR. Eighty-nine undergraduate pre-service primary school teachers participated in a mobile augmented reality workshop creating mobile augmented reality experiences for teaching physics to primary school pupils. Following that, student teachers answered an online survey. The quantitative survey data was analysed using structural equation modelling. The study confirmed the proposed model explaining and predicting approximately 72% of the variance of student teachers' Behavioral Intention to Use mobile AR to teach primary science. Perceived Immersion and Perceived Educational Value significantly influence Behavioral Intention to Use after being mediated by Perceived Usefulness. The study offers insight into the factors influencing pre-service primary teachers' intentions to utilise mobile augmented reality (AR) in their future lessons, which is relevant given the growing interest in utilising these technologies in education. Implications are discussed.

This study aims to investigate factors affecting students' intention to join blended learning courses in higher education sector using Community of Inquiry framework and Unified Theory of Acceptance and Use of Technology (UTAUT) model. Stimulus-Organism-Response (S-O-R) model was employed to develop a new research framework while constructs in the Community of Inquiry are Stimulus and constructs from UTAUT are considered as Organism and Response. A survey was conducted with undergraduate students in a Hong Kong higher institution. It was found that Teaching Presence (TP), Social Presence (SP) and Cognitive Presence (CP) were associated with performance expectancy, social influence and effort expectancy respectively. Performance expectancy and effort expectancy were associated with social influence. Social influence was associated with students' attitude towards blended learning. Institution support was not related to the students' attitude towards blended learning in the post-pandemic period. Attitude towards blended learning was associated with their behavioral intention to participate in blended learning. Online and offline tools could be adopted to improve the students' acceptance towards the blended learning approach.