Search Results (265)

In the increasingly competitive landscape of higher education, student satisfaction and loyalty are recognized as essential components for institutional sustainability and long-term success. This study aims to examine the interrelationships between service quality, technological innovation, student satisfaction, and student loyalty within higher education institutions in the Turkish Republic of Northern Cyprus (TRNC). Grounded in relationship marketing theory and the expectancy–disconfirmation paradigm, the research develops and tests a structural model that investigates the impact of perceived service quality on technological innovation, student satisfaction, and loyalty. The data were collected from 448 undergraduate students studying in the faculties of education at five leading private universities in TRNC, selected based on their international academic rankings. The analysis, conducted using structural equation modelling (SEM), reveals that service quality significantly and directly influences technological innovation, student satisfaction, and student loyalty. Additionally, technological innovation has a positive but comparatively weaker effect on student loyalty. Among the variables, student satisfaction emerges as the strongest determinant of loyalty, serving as a key mediator in the relationship between service quality and loyalty. This research contributes to the higher education literature by extending the traditional service quality–loyalty framework with the inclusion of technological innovation. The findings offer practical insights for university administrators, emphasizing the importance of delivering high-quality educational services combined with continuous digital innovation to enhance the student experience and foster long-term student commitment. Full article

Accessibility in web systems is essential to ensure everyone can obtain information equally. Based on the Web Content Accessibility Guidelines (WCAGs), the Electronic Government Accessibility Model (eMAG) was established in Brazil to guide the accessibility of federal government web systems. Based on these guidelines, this research sought to understand the reasons behind the persistent gaps in web accessibility in Brazil, even after 20 years of eMAG. To this end, the accessibility of the Integrated Academic Activities Management System (SIGAA), used by 39 higher education institutions in Brazil, was evaluated. The living lab methodology was used to carry out accessibility and usability tests based on students’ experiences with visual impairments during interaction with the system. Furthermore, IT professionals’ knowledge of eMAG/WCAG guidelines, the use of accessibility tools, and their beliefs about accessible systems were investigated through an online questionnaire. Additionally, the syllabuses of training courses for IT professionals at 20 universities were analyzed through document analysis. The research confirmed non-compliance with the guidelines in the software researched, gaps in the knowledge of IT professionals regarding software accessibility practices, and inadequacy of accessibility content within training courses. It is concluded, therefore, that universities should incorporate mandatory courses related to software accessibility into the training programs for IT professionals and that organizations should provide continuous training for IT professionals in software accessibility practices. Furthermore, the current accessibility legislation should be updated, and its compliance should be required within all organizations, whether public or private. Full article

This study examines how Generation Z’s values align with entrepreneurial orientation in the Fourth Sector (FS), which merges public, private, and non-profit dynamics to balance financial sustainability with socio-environmental impact. Using Structural Equation Modeling with Partial Least Squares (SEM-PLS), we analyze the influence of economic–financial, biospheric, and altruistic values of the university students’ inclination toward entrepreneurship in the FS. The study draws on a convenience sample of 139 undergraduate students from the School of Economics and Business Sciences at the University of Extremadura, located in the Autonomous Community of Extremadura, Spain. Our findings reveal that economic–financial values are the strongest predictor, underscoring the enduring importance of financial viability in shaping entrepreneurial intent. Biospheric values also play a significant role, highlighting sustainability and environmental awareness as key motivators. While altruistic values exhibit a positive relationship with FS entrepreneurship, this effect is not statistically significant, indicating that Generation Z prioritizes economic and environmental considerations over pure altruism when engaging in this sector. These insights contribute to the understanding of how a group of university students from Generation Z approaches sustainable business models and provide strategic guidance for fostering entrepreneurship that effectively integrates financial sustainability with environmental responsibility. Specifically, Generation Z is expected to be particularly receptive to entrepreneurship initiatives focused on biodiversity conservation. Full article

Background: Health consciousness refers to an individual’s level of knowledge and concern regarding the impact of food on personal health; sensory appeal to the influence of attributes such as taste, aroma, appearance, and texture on food preference; and perception of front-of-package (FOP) labels refers to how the presentation of nutritional information on the package affects product choice. Given the increasing concerns about unhealthy food consumption among university students and the role of FOP labels in guiding food choices, it is essential to understand how these factors influence purchase intentions. Objective: This study was to examine the relationship between health consciousness, sensory appeal, and perception of FOP labels with purchase intentions for unhealthy foods in university students. Methods: A cross-sectional predictive study involved 361 students from public and private universities using a non-probability purpose-sampling approach. Data were collected through a previously validated questionnaire and analyzed using multiple linear regression. Results: The results revealed a significant positive association between sensory appeal and purchase intentions for unhealthy foods (β = 0.339; p < 0.001). In contrast, health consciousness (β = −0.296; p < 0.001) and perception of FOP labels (β = −0.237; p < 0.001) were inversely related to purchase intentions. Conclusion: These findings suggest that promoting health consciousness, improving perceptions of FOP labels, and addressing sensory appeal could effectively encourage healthier eating habits and prevent diet-related diseases among university students. Full article

Background: Antibiotic resistance (AR) is a global public health crisis, largely driven by the misuse and overuse of antibiotics. This study aimed to assess the level of knowledge, attitude, and practice (KAP) toward AR among non-medical university students in Riyadh, Saudi Arabia and identify factors that influence antibiotic use. Methods: A cross-sectional survey was conducted with 672 students from both public and private universities in Riyadh. Data were collected using a self-administered questionnaire covering sociodemographic characteristics and KAP regarding antibiotics. Results: The findings indicated that 59.1% of students had sufficient knowledge of antibiotics, while 60% had positive attitudes, and 60.6% exhibited responsible practices. However, 40.9% of students demonstrated insufficient knowledge, and factors such as age, gender, and field of study significantly impacted KAP outcomes. Females had 65.8% higher odds of demonstrating a positive attitude toward AR prevention, compared to males, and 52% higher odds of adopting appropriate practices than males. The primary source of information on antibiotics was healthcare professionals, particularly doctors. Conclusions: These findings underscore the need for targeted educational interventions to enhance awareness and promote the responsible use of antibiotics among university students, helping to mitigate the threat of antibiotic resistance. Full article

This paper explores the different perceptions of safety of male and female university students, analyzing the gendered construction of space across three key settings of student life. The study employs a qualitative methodology based on 20 in-depth interviews conducted with both male and female students on the main campus of the Universidad de Concepción (Chile). The results show that female students adopt avoidance and precautionary strategies when navigating university and leisure spaces. These strategies limit their freedom of movement and contrast with the more unconstrained spatial behaviors reported by male students. The findings also reveal a perceived loss of safety as spaces become more communal and less private, particularly for female participants. This research underscores the need to better understand how gendered perceptions of safety shape everyday spatial practices within academic environments. Full article

Augmented reality (AR) is revolutionising education by integrating virtual elements into physical environments, enhancing interactivity and participation in learning processes. This study analyses the impact of AR in higher education, examining its influence on ease of adoption, student interaction, academic motivation and educational sustainability. A quantitative and explanatory design was employed, applying structural equation modelling (SmartPLS) to a sample of 4900 students from public and private universities. The results indicate that AR significantly improves the ease of adoption (β = 0.867), favouring its implementation. In addition, student interaction increases academic motivation (β = 0.597), impacting on perceived academic performance (β = 0.722) and educational sustainability (β = 0.729). These findings highlight the need to design effective learning experiences with AR to maximise their impact. However, challenges such as technological infrastructure, teacher training and equitable access must be addressed to ensure sustainable adoption. This study provides empirical evidence on the potential of AR to enhance motivation, learning and educational transformation. Future research should explore its effectiveness in diverse contexts to optimise pedagogical strategies and institutional policies. Full article

This study examines pseudoscientific beliefs among university students, focusing on gender and faculty differences at a private university in northeastern Mexico. Data were collected from 794 students (38% male, 62% female) across six academic disciplines using the Pseudoscience Endorsement Scale (PES). Statistical analyses included the Kruskal–Wallis test to assess group differences and the Wilcoxon rank sum test for pairwise comparisons. Results revealed significant gender differences (p < 0.001), with female students scoring higher. Scores also varied significantly across faculties (p < 0.001), with students in Business and Arts, Architecture, and Design exhibiting the highest levels of endorsement of pseudoscientific beliefs. In contrast, those in Engineering and Technology scored the lowest. These findings underscore the need for targeted educational interventions to mitigate pseudoscientific beliefs and enhance students’ understanding of STEM fields. The study aligns with the United Nations’ Sustainable Development Goal 4, which advocates for inclusive, equitable, and quality education that fosters critical thinking and lifelong learning. It emphasizes the importance of accounting for gender and academic background when addressing students’ belief systems. Full article

An increasing number of studies incorporate doctoral students’ perspectives to enhance programs. However, research specifically addressing these perspectives in hybrid doctoral education remains limited. The objective of this study was to analyze the strengths and challenges perceived in a doctoral program based on students’ experiential testimonies and to identify dynamic cores that contributed to the enhancement of hybrid doctoral education. The study adopted a qualitative approach with the deployment of the descriptive phenomenological method; 190 students on the doctoral program in Education at a private university in Lima, Peru, participated. A virtual interview was used as a method. Six cores were revealed: technological, pedagogical, and disciplinary integration in the doctorate, doctoral supervision, specialized support in research and scientific publication, the development of transversal competencies, organizational infrastructure, and student agency and emotional climate in the doctoral program. These dynamic cores provide a comprehensive framework that encapsulates both the challenges and strengths of hybrid doctoral education, offering key insights for its improvement and innovation. As this study moves beyond a fragmented analysis of specific aspects, it contributes to a more integrated and holistic understanding of hybrid doctoral education, paving the way toward a comprehensive model. Implications, limitations, and future directions are discussed. Full article

Entrepreneurship plays a fundamental role in sustainable economic development, particularly in the field of industrial engineering. This study analyzes the determinants of sustainable entrepreneurial intention among students from public and private universities in Peru. A quantitative, non-experimental, and cross-sectional methodology was employed, using structural equation modeling (SEM) to examine the causal relationships between entrepreneurial intention and its key determinants: attitude, subjective aspects, perceived behavioral control, advantages, and obstacles. The sample consisted of 200 students from public and private universities. The results indicate that attitude towards entrepreneurship and perceived advantages are significant predictors of entrepreneurial intention in both university types. However, perceived behavioral control showed a significant effect only among private university students, suggesting that institutional resources may influence entrepreneurial self-efficacy. The study also identified differences in the perception of advantages and obstacles between the two groups. The findings underscore the need for tailored educational interventions to foster entrepreneurship, considering institutional contexts. These results contribute to understanding how sustainability-driven entrepreneurship education can enhance entrepreneurial potential, aligning with Sustainable Development Goals (SDGs) related to quality education (SDG 4), economic growth (SDG 8), and innovation (SDG 9). Full article

The transition to a green economy requires a workforce equipped with green skills to meet the demands of sustainable development and environmental stewardship. This study investigates the alignment between university educational outcomes and industry requirements in Ireland, addressing the persistent gap in green skills. Using a mixed-methods approach, surveys were conducted with students from three Irish universities and companies across diverse sectors. The findings reveal a strong recognition of the importance of green skills among students and companies, yet significant barriers remain. Students report challenges in accessing practical learning experiences, balancing education with personal commitments, and navigating the costs of green certifications. Companies acknowledge the growing need for sustainability expertise but often fail to integrate green skills into recruitment and training strategies, citing high competition for talent and limited awareness of emerging green roles. This study highlights the need for systemic changes in both education and industry. Universities should adopt experiential learning approaches, expand industry collaborations, and ensure flexible access to green education. Companies must prioritise upskilling programmes and align hiring practices with sustainability goals. Policymakers are encouraged to foster public–private partnerships and incentivise investments in green skills development. Addressing these challenges can strengthen the country’s position as a leader in the global green transition, fostering innovation and inclusivity in its workforce. Full article

Little is known about how students in rehabilitation sciences accept and use generative artificial intelligence (GenAI) in their educational endeavors. We explored student perceptions, acceptance, and utilization of GenAI in school and their beliefs about its usefulness and ease of use. A cross-sectional online survey was conducted of adult students enrolled in rehabilitation sciences programs within a private urban academic university. The survey was based on the Technology Acceptance Model with questions specific to the use of GenAI in school. A total of 196 responses were included in the analysis (32.9% response rate), with responses received across all rehabilitation sciences programs. Half the respondents (50%) reported using GenAI “some of the time” in school, and 6.1% indicated frequent usage of “most of” or “all” the time. Users reported using GenAI to explain and review concepts (n = 49), to generate content or ideas (n = 20), and for grammatical support (n = 21). Users perceived GenAI as more useful and easier to use than non-users. Over half of rehabilitation sciences students use GenAI for school; however, only 6.1% report routine usage. Given the expected growth and potential of GenAI, faculty should explore strategies to facilitate the acceptance and appropriate use of this innovative technology. Full article

The transition to online learning has revolutionized educational experiences while introducing new challenges, such as managing fatigue and staying focused in digital environments. This study examines the relationship between fatigue, social cyberloafing, relaxation, self-regulation, and learning satisfaction in online learning environments. Using an online questionnaire, data were collected from 146 undergraduate students studying at a private university in India. The results show that fatigue is positively related to social cyberloafing, and its impact became negative when relaxation moderated their interrelationship. Further, it was found that social cyberloafing negatively impacted learning satisfaction in students, and when self-regulation moderated this interrelationship, the negative impact of social cyberloafing on learning satisfaction was reduced. Through the lens of self-determination theory (SDT), the current paper highlights that while fatigue and cyberloafing have a negative impact on learning satisfaction, self-regulation acts as an important buffer. This study emphasizes the need to create supportive digital learning environments that address fatigue and promote self-regulation, resulting in higher learning satisfaction. This research contributes to the existing literature on digital well-being and provides actionable insights for educators and learners. Full article

This study analyses future trends in lifelong learning in the Peruvian context. Using the DeflyCompass model, an artificial intelligence tool, the main trends affecting the evolution of postgraduate studies were identified, including the impact of generative AI on the personalisation of education, the transformation of work and the growth of Generation Z as key players in the educational environment. The methodology applied combines a mixed qualitative and quantitative approach, based on the opinion of experts—45 participants from seven public/private universities in Peru—the technique of semantic projections, the use of generalist search engines and specialised databases, and other digital management resources such as Google Scholar profile analysis and online marketing campaign design tools. In particular, a total of 150 scientific papers and 300 articles from generalist sources were analysed. This approach made it possible to select, analyse and quantify the main trends in higher education in Peru and to assess their potential impact on the future development of graduate schools, specifically in the case of the Pontificia Universidad Católica de Perú (PUCP). The results highlight the importance of adapting postgraduate studies to new demands, such as the adoption of generative AI, the adaptation of personalised education and the integration of digital technologies to enhance the personal and professional growth of students. It also highlights the need to incorporate strategies that address the transformation of work, with a focus on developing digital skills and preparing for an ever-changing work environment. The study thus provides a guide for Peruvian universities on how to adapt their graduate programmes to emerging trends, promoting a flexible and technologically advanced education that responds to the needs of future professionals. Full article

Background/Objectives: Universities, particularly in nursing education, have evolved to incorporate University Social Responsibility (USR) into their curricula, emphasizing ethical, social, and sustainable competencies, which align with the Sustainable Development Goals (SDGs) to enhance healthcare and education. The study examines socially responsible behaviors, ethical competencies, and sustainability values among nursing students in private universities in Santiago, Chile, and their relation to sociodemographic variables. Methods: The study measures social responsibility in nursing students at private universities, accredited and co-financed by the State in Santiago, Chile, using the ICOSORE-U questionnaire, with statistical analyses such as EFA and CFA to validate the scale and evaluate correlations with sociodemographic variables. Results: The study validated the ICOSORE-U-10 scale for social responsibility in Chilean nursing students through both exploratory and confirmatory factor analysis. The results revealed a two-factor structure and an acceptable internal reliability (α = 0.841), with no significant differences related to sociodemographic variables. The findings confirmed that socially responsible behaviors are positively correlated with the development of ethical competencies and sustainability among these students. Conclusions: the socially responsible behaviors of nursing students are mainly determined by their orientation towards University Social Responsibility (USR) and not by sociodemographic variables. This orientation favors the development of ethical and professional competencies, improving their ability to address social and ethical challenges in the health field. Integrating the principles of USR in university education is key to training professionals committed to social justice, equity and sustainability in health care. Full article