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Entrepreneurship education (EE) through innovative teaching techniques (ITEE) and entrepreneurial intention (EI) are two essential components of entrepreneurship development. Using the assumptions of the Theory of Planned Behavior (TPB), we took three constructs: attitude (ATT), subjective norms (SUBNs), and perceived behavioral control (PBC), and from the assumption of Human Capital (HC) theory, we constructed another variable, ITEE. Thus, the fundamental objective of this study is to find out the essential predictor of EI between entrepreneurial antecedents (ATT, SUBNs, PBC) and ITEE through an artificial neural network (ANN).

Using the snowball sampling technique, a highly structured questionnaire was sent to respondents. Finally, a sample size of 397 business graduate students was chosen.

The findings revealed that two dimensions of entrepreneurial antecedents (attitude and subjective norm) positively impacted EI. Furthermore, ITEE partially mediated the relationship between two dimensions of entrepreneurial antecedents (attitude and subjective norm) and EI. Moreover, through ANN, we found that attitude (ATT) was a crucial predictor of EI among business graduate students in Bangladesh.

In this study, only business graduate students were included as respondents; thus, further research should include students from other departments or disciplines to generalize the findings.

This study covers numerous actors in terms of practical contributions, including students, academics, the government, and the state. This article should draw the attention of Bangladesh government policymakers regarding the significance of ITEE for developing entrepreneurship. The research framework of this study proposed that ITEE should implement antecedents of entrepreneurship into business education, boosting the ability of students to make judgments, which will also enhance EI in the future.

Integrating the TPB theory with human capital theory represents a significant scholarly advancement in business education for graduate students in Southeast Asia, namely Bangladesh. Furthermore, we developed a novel ITEE scale by synthesizing information from many literary sources, providing valuable insights for future researchers.

The Industrial Revolution 4.0 impacted education, notably during the COVID-19 outbreak. Teachers should be familiar with the dynamic teaching and learning of classroom and virtual classes. They should provide various and exciting media. It influences the work readiness of a teacher for higher education students. Further, nowadays, interest in becoming a teacher is declining. They prefer having another profession to being a teacher. This study analyzes the determinants of work readiness as a teacher for higher education students.

This research uses a quantitative research model: a survey method with an influence analysis approach through structural equation modeling analysis to determine the influence of digital literacy, self-efficacy and perceptions of the teaching profession on readiness to become a teacher. The population in this study was the UNNES Economics Education students’ class of the year 2018, totaling 350 students with a total sample of 187. The data collection technique used in this research is a questionnaire with score criteria based on a Likert scale.

Digital literacy and teacher professional perception play an essential role in work readiness for higher education students as a teacher. Meanwhile, self-efficacy has a positive but insignificant influence on work readiness as a teacher. One of the things that make self-efficacy have a less significant impact is the need for vicarious experience indicators in shaping student self-efficacy.

Teaching is a noble profession. Research on work readiness as a teacher is still limited. Nowadays, only a few students are interested in being a teacher because they need more enthusiasm. The findings of this research can be an alternative solution to managerial staff at higher education to equip the students with digitalization technology, positive teacher perception and increase the students' self-efficacy.

The study on work readiness as a teacher for higher-education students has yet to be explored. Being a teacher is an art that needs skills and competencies because teachers educate humans that have dynamic critical thinking, ideas and behaviors. This study investigates the determinants of work readiness as a teacher for higher education students in the digitalization technology era.

The use of social media for sustainable information is important since it has the potential to influence people’s intentions and behaviour towards sustainability. As previous studies on social media and sustainable development have primarily focussed on Western viewpoints, this study presents a comprehensive Asian perspective by investigating the impact of social media on sustainable intention and behaviour amongst Malaysian and Indonesian undergraduate university students.

A campus-wide online survey was conducted with 953 students from Malaysia and Indonesia. The researchers collected data through an online questionnaire and a two-week quantitative survey of undergraduate students in Malaysia and Indonesia. Quantitative data were analysed by SmartPLS software and comparative studies were conducted.

The result of the survey indicated that Facebook and Instagram were mainly used by Malaysian students to obtain and communicate about sustainability information, whilst Instagram was mainly used by Indonesian students. The findings also discovered that social media usage and social media effectiveness and usefulness are statistically significant predictors of sustainable intention amongst the students in Malaysia and Indonesia. Sustainable intention is also a statistically significant predictor of sustainable behaviour amongst the students. Additionally, this study also found that Malaysian students appeared to have a high level of the effect of sustainable intention on sustainable behaviour and the effect of the effectiveness and usefulness of social media to sustainable intention compared to Indonesian students. On the contrary, their use of social media related to sustainable behaviour was relatively low compared to Indonesian students.

Overall, the findings can contribute to the presently scant empirical works that focus on social media’s influence on sustainability and sustainable development. Furthermore, the findings contribute to the growing body of knowledge related to sustainability communication and sustainable education, particularly in terms of the use of social media in the learning and teaching process. Future research could focus on studying postgraduate students and university students from other Asian countries. Moreover, using qualitative methods like in-depth interviews or focus group discussion and applying other theories might unveil further results.

This study aims to examine customs officers’ perception of the role as supervisor before and after completing formal training in practice supervision. Owing to changes in the education of customs officers, their role as supervisors has changed, necessitating formal training.

A questionnaire with three open-ended questions was given to all participants to answer before and immediately after the training. Responses were given anonymously. Additionally, free text of the participants’ reflections on the supervision method and challenges within supervision was analysed.

Four categories, including subcategories, emerged from the thematic analysis: competence in practice supervision; socialising and integration; motivation; and frame conditions. Analysis of the feedback shows that the education is experienced/perceived as a contribution to their personal development, learning and motivation, leading to more reflection on their own practice and a stronger focus on contributing to the students’ learning process and shaping them as future colleagues.

To the authors’ knowledge, there are no similar studies within this group, and the results of this study may lead to greater awareness regarding the supervisor role and the quality of customs and border management education and, thereby, higher quality in professional practice as customs officers.

E-learning has demonstrated its value as a powerful tool for enhancing students' educational experience. This paper uses a quantitative approach to examine the impact of students' cognitive problem-solving skills on their e-learning management ability. In addition, it investigates the parallel mediation role of student psychological motivation and peer collaboration. Moreover, the moderating role of gender was examined to identify the difference in e-learning management ability among male and female students.

Data were collected from 214 Malaysian business students using an online survey. For the analysis, the researcher utilized both SPSS and a SMART PLS software.

The results show that cognitive problem-solving skills directly impact student e-learning management. Moreover, psychological motivation and peer collaboration mediate the relationship between cognitive problem-solving and student e-learning management. The study's results reported that female students' psychological motivation is higher than males in managing their e-learning environment. The study found that an e-learning environment helps students develop cognitive problem-solving skills, and students can manage their e-learning independently.

The COVID-19 pandemic in 2020 worldwide has shifted the educational system from a traditional approach to an online context. There is a lack of studies examining students' cognitive problem-solving skills, their ability to manage e-learning and investigating gender differences. The findings reported here are novel in the context of Malaysia. Little evidence exists about the impact of problem-solving among business students on e-learning management ability while providing insight into gender differences.

Reflective practice (RP) is a key skill for developing one’s professional practice. It has, however, not been unanimously prioritised in public health (PH) competency and education frameworks. Reflection activities are often unstructured in higher education. There is also a dearth of literature on the RPs of undergraduate PH students. This study aims to explore in greater depth how RP helps undergraduate PH students explore their own learning in internships.

Reflection prompts were designed using the DEAL model. 124 written reflection entries from 32 students were collected and analysed thematically using a deductive-inductive approach. The conceptual framework of internship learning goals by Ash and Clayton (2009) was used to guide the deductive analysis.

Three themes were identified: initial engagement with reflective learning; gradual integration of reflective learning, and a transformative phase involving professional development, personal growth, civic learning, growth through struggle, being confronted with differences in expectations, and skill acquisition.

This study extends the limited evidence regarding RP in undergraduate non-medical PH education, and contributes toward informing the revision of undergraduate PH programmes, for example, by integrating structured reflection earlier in the curricula, and establishing/supporting mentorship programmes between institutions. The findings call for PH educators to be more intentional in creating opportunities to nurture RP among budding PH professionals.

The Social Norms Approach (SNA) is a health behaviour intervention which promotes positive behaviour change by challenging and reducing misperceived social norms of peer behaviours and attitudes. This study reports a novel qualitative evaluation of an in-school SNA intervention which aimed to reduce 11-to-12-year-old students’ unhealthy snacking behaviours by reducing misperceived peer norms.

A qualitative evaluation of seven teachers’ and eighteen students’ experiences of taking part in the SNA intervention based on focus group discussions and an open-ended survey.

An inductive reflexive thematic analysis indicated that the SNA intervention was an effective and engaging means of delivering normative feedback to younger adolescents. The use of a paper-and-pens creative poster-making activity, where students were tasked with designing the intervention materials featuring normative feedback based on their baseline data, encouraged students to discuss and reflect on the discrepancies between their perceived norms and the actual reported unhealthy snacking norms. Challenges were identified with ensuring intervention fidelity and in students’ understanding of how to record survey responses using Likert scales.

This study demonstrates the usefulness of exploring post-intervention perceptions of SNA interventions, particularly from the perspective of the intended recipients. The study also provides useful information for those intending to develop in-school SNA interventions in the future, particularly the importance of involving participants in the designing of intervention materials as a means of promoting engagement with an SNA-based dietary behaviour intervention.

This study aims to determine, examine and rank the factors/subfactors that may influence the students’ productivity through different design phases inside the architectural design studio. In addition, it examines the relationships/interrelationships between these factors and students’ educational level.

This research used different research methods: literature review, semi-structured interview and questionnaire (n = 420), and different statistical analysis methods: descriptive, comparative and Pearson r correlation analysis.

This research found that physical and administration factors significantly influence students’ productivity, followed by social and psychological, design and operational, personal and natural environmental factors. Additionally, thermal comfort was the subfactor most affecting the students’ productivity through all design phases. This research found that there were significant strong/very strong positive linear relationships/interrelationships between the student’s education level and all the factors that may increase the students’ productivity (r > 0.647), and between all the factors that may increase the students’ productivity (r ranged between 0.521 and 0.873). The factors affecting students’ productivity in the architectural design studio must be considered as a pool when designing architectural spaces.

The research findings provide the stakeholders, researchers, architects and facilities managers in architectural education with information on improving students’ productivity and enhancing the learning experience that positively affects their confidence and well-being in the design studio. In addition, this research provides information to develop guidelines for evaluating, designing and/or improving design studio environments that facilitate students’ productivity.

This research provides valuable insights into the students’ productivity during design study and how to prepare students for future professional roles, increase their involvement in their design development process and improve the quality of design education. The productivity of the architectural design students during the design studio hours plays a significant role in improving the architectural learning process. Enhancing students’ productivity during design studio hours promotes their design skills and future abilities of a problem-solving approach, which enhances the profession, provides an effective and comfortable student work environment, reduces the students’ stress inside the design studio and meets the students’ physical and emotional needs.

The purpose of this study is to investigate the antecedents of metaverse adoption intention amongst Muslim students by expanding the technology acceptance model (TAM) to incorporate factors viz. perceived cyber risk (PCR), perceived enjoyment (PE), personal innovativeness in IT (PIT), self-efficacy (SE), trust (TR) and religiosity (RL).

An online survey was circulated using a Google questionnaire to gather information on the study constructs. Purposive and snowball sampling techniques were adopted to reach the targeted students. The proposed associations were examined through the application of structural equation modelling with the use of AMOS software.

The findings suggest that the empirical results derived from the study present a compelling and effective model, and the model is designed to elucidate the intentions of Indian Muslim students regarding their willingness to embrace or adopt the metaverse. The research has identified and showcased a robust conceptual framework that provides insights into the factors influencing the metaverse adoption intentions among Muslim students.

This research adds value to the existing literature by expanding the understanding of metaverse adoption amongst Muslim students. This thorough framework offers an intricate comprehension of metaverse adoption, offering a theoretical framework beyond traditional technological determinants. This study provides important insights that can assist educationists, administrators and policymakers in various ways in chalking out essential strategies, policies and programmes related to metaverse adoption amongst Muslim students.

This study is unique as the six additional constructs, viz. PCR, PE, PIT, SE, TR and RL, are included in the original TAM model, thus filling the literature gap. It also augments the comprehension of the metaverse and unfolds the antecedents of metaverse adoption intention amongst Muslim societies through the lens of students.

The purpose of this qualitative instrumental case study was to determine the perceptions of preservice teachers (PSTs) on the effectiveness of instructional rounds as a clinical experience in promoting awareness of student diversity and supporting the acquisition of professional knowledge (Essential 2).

The instructional rounds were implemented in a junior-level general pedagogy course prior to formal clinical experiences. Professional development school (PDS) personnel supported the course instructors by scheduling the classroom observations, supervising groups of PSTs and debriefing the PSTs after each observation (Essentials 4 and 8). The data were collected through an end-of-course survey of 18 secondary PSTs.

There were several themes that emerged from the analysis of data. First, the study revealed that PSTs credited the variety of campuses visited as supporting their awareness of student diversity and varied instructional strategies. Second, PSTs acknowledged that the instructional rounds supported their connection of theory to practice. Finally, over 70% of the participants noted that they most enjoyed in-person experiences in different classrooms to observe students and teachers in action.

The findings for this study were specific to the teacher preparation program (TPP) utilized for the research. Each TPP requires different coursework and clinical experiences; therefore, the inclusion of instructional rounds may not be possible in all programs. Yet, the implementation of the rounds as a PST experience prior to clinical experiences is a strategy to consider to support the preparation of PSTs for their clinical experiences.

This study supports the continuation of instructional rounds at the teacher preparation program where the research was conducted. This research also informs other TPPs that strive to provide early clinical experiences that support PSTs’ emerging perceptions of student diversity and applications of instructional knowledge.