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Crowded urban regions pose a complex urban challenge that can adversely affect urban residents, encompassing aspects like mental and physical well-being, overall livability and quality of life. The complexity in determining the factors influencing the crowding perception, which encompass subjective and situational psychological factors alongside physical and environmental attributes, imparts ambiguity to planners' approach. This study aims to unravel the intricate interplay between crowding and the physical attributes inherent in the built environment.

This literature review analyses theories linking urban planning and environmental psychology to uncover gaps in the relationship between urban design principles and residents' perceptions of crowding. It also explores influential variables affecting crowding perception and diverse methodologies across contexts.

The study built upon a broad literature review which is expected to summarise and classify the variables of urban planning components and approaches according to their impacts on the psychological perception of crowding. Furthermore, highlighting a number of recommendations that can be considered a guide for planners and urban designers to enhance the urban experience and reduce the perception of crowding.

This study seeks to improve the overall experience of crowding in densely populated urban areas. It accomplishes this by identifying influential factors and comprehending the associated outcomes in such contexts. Furthermore, it bridges perspectives from various fields to examine relevant policies and strategies to mitigate crowding consequences.

Education is widely recognized as a key domain for the promotion of the sustainable development goals (SDGs), prompting an increased focus on sustainable development in foreign language education. Despite increased attention, guidelines about SDGs are often primarily policy-based without concrete guidance, and the integration of education for sustainable development (ESD) within higher education curricula has been slow. This paper aims to mitigate this gap by providing an outline for the curriculum development for three elective English courses integrating SDG themes.

The paper begins by introducing the SDGs, ESD and its application to language education. From there, this paper outlines three content and language integrated learning courses that integrate global issues into their curriculum. Finally, there is a discussion and consideration of various factors to consider when implementing global issues into an English language classroom.

Following practical examples of how to integrate global issues into an English language classroom, considerations such as socio-cultural context, teaching context and the expertise of the instructor are discussed.

This paper covers a variety of social topics related to sustainable development in addition to the often addressed environmental topics. Many guidelines about integrating SDGs into education are policy-based without concrete guidance, so this paper aims to provide practical examples and considerations.

Emerging market firms (EMFs) are increasingly expanding their global presence through cross-border mergers and acquisitions (CBMAs). While such deals are distinct from those by advanced market firms, there is a need for a comprehensive understanding of how emerging home markets form this distinctiveness. This study aims to remedy this gap.

The authors conduct a systematic literature review of 84 empirical papers. Through a broad search string and seven exclusion criteria, the authors carefully select studies on country-level home factors of CBMAs by EMFs.

After summarizing paper volumes, journals and context factors of home/host countries and industries, the authors highlight different strands of institutional theory as the prevailing perspective and pre-M&A issues as the foremost theme. CBMAs by EMFs are influenced by distinct home-exclusive factors, and the mechanisms linking home-country factors to CBMAs by EMFs show significant inconsistencies across studies.

This review focuses on home country influence and thus goes beyond general characteristics of CBMAs by EMFs. The authors highlight more diverse types of home country factors and CBMA outcomes and, more importantly, take a closer look at involved mechanisms. Doing so, the authors identify gaps and disparities that have limited the understanding of home country influence in CBMAs by EMFs. To correct this, the authors offer a comprehensive roadmap for future research, contributing to EMF studies in particular and CBMA and international business research in general.

It has been demonstrated that AI-powered, data-driven tools’ usage is not universal, but deeply linked to socio-cultural contexts. The purpose of this paper is to display the need of adopting situated lenses, relating to specific personal and professional learning about data protection and privacy.

The authors introduce the results of a case study based on a large educational intervention at a fully online university. The views of the participants from degrees representing different knowledge areas and contexts of technology adoption (work, education and leisure) were explored after engaging in the analysis of the terms and conditions of use about privacy and data usage. After consultation, 27 course instructors (CIs) integrated the activity and worked with 823 students (702 of whom were complete and correct for analytical purposes).

The results of this study indicated that the intervention increased privacy-conscious online behaviour among most participants. Results were more contradictory when looking at the tools’ daily usage, with overall positive considerations around the tools being mostly needed or “indispensable”.

Though appliable only to the authors’ case study and not generalisable, the authors’ results show both the complexity of privacy views and the presence of forms of renunciation in the trade-off between data protection and the need of using a specific software into a personal and professional context.

This study provides an example of teaching and learning activities that supports the development of data literacy, with a focus on data privacy. Therefore, beyond the research findings, any educator can build over the authors’ proposal to produce materials and interventions aimed at developing awareness on data privacy issues.

Developing awareness, understanding and skills relating to data privacy is crucial to live in a society where digital technologies are used in any area of our personal and professional life. Well-informed citizens will be able to obscure, resist or claim for their rights whenever a violation of their privacy takes place. Also, they will be able to support (through adoption) better quality apps and platforms, instead of passively accepting what is evident or easy to use.

The authors specifically spot how students and educators, as part of a specific learning and cultural ecosystem, need tailored opportunities to keep on reflecting on their degrees of freedom and their possibilities to act regarding evolving data systems and their alternatives.

This study examines the role of technology as a driver of sustainable tourism perceptions among Generation Z.

The work considers the perspective of locals in Pakistan and uses a multi-method, multiphase embedded research design approach.

The research findings demonstrated that technology has a positive correlation with the environmental, socio-cultural and economic dimensions of sustainable tourism perception among Generation Z. Therefore, technology could be considered a dimension of sustainable tourism perception for locals, but perceptions differ significantly depending on the size of the city of the participant. The results of the experimental design phase that utilized picture stimuli demonstrated a linear relationship between technology and sustainability and enhanced their definition and implementation for developing countries.

This research diverges from most past research on these topics by focusing on Generation Z, for whom digital media and technology play a crucial role and for whom these technologies are positively correlated with sustainability and its overall perception. Implications for policies and practices for emerging country governments are provided.

Worldwide, schools implement social-emotional learning programs to enhance students' social-emotional skills. Although parents play an essential role in teaching these skills, knowledge about their perspectives on social-emotional learning is limited. In providing insight into the perspectives of parents from adolescent students this paper adds to this knowledge.

An explorative qualitative study was conducted to gain insight into parents' perspectives (N = 32) on adolescent social-emotional learning. A broadly used professional framework for social emotional learning was used as a frame of reference in interviews with parents from diverse backgrounds. Within and across case analyses were applied to analyze the interviews.

A conceptual model of four social-emotional skills constructs considered crucial learning by parents emerged from the data: respectful behavior, cooperation, self-knowledge and self-reliance. Parents' language, interpretations and orderings of skills indicate that the model underlying these constructs differs from skills embedded in the professional framework.

Participants were small in number and mainly female. Therefore, more research is necessary to test the model in other parent populations.

The social-emotional skills students in prevocational secondary education learn at home differ from those targeted in SEL programs. Engaging students’ parents in SEL program implementation is indicated to align the skills taught at home and school. Preparing teachers to implement such programs requires training them on engaging parents from diverse backgrounds.

The study is one of the first providing insight into parents’ perspectives on SEL, the social-emotional skills deemed crucial to master for adolescents, and the roles they view for themselves and school on teaching these skills.

This conceptual study investigates the adoption of education technology (EdTech) products among college students, focusing on identifying the key factors influencing the adoption process within educational institutions. Technology integration in education has rapidly gained prominence, with EdTech offering innovative solutions to enhance teaching and learning experiences. However, understanding the determinants that affect EdTech adoption remains critical for its successful implementation and impact. This paper aims (1) to identify the factors influencing the adoption of EdTech by college students (2) to create a conceptual model that shows the connections between the elements that lead to college students adopting EdTech.

The research employed a mixed-methods approach, combining qualitative data analysis and conceptual modeling to achieve the objectives. The underlying knowledge required to create a qualitative data gathering tool was obtained through a thorough literature analysis on innovation dissemination, educational psychology and technology adoption. College students, teachers and administrators participated in semi-structured interviews, focus groups and surveys to provide detailed perspectives on their attitudes about and experiences with EdTech. The Scopus and Web of Science databases are searched for relevant information in an organized manner in order to determine the factors influencing the adoption of EdTech. Second, an extended version of the technology adoption model is adopted to develop a qualitative data-based conceptual framework to analyze EdTech adoption in the Indian context.

Overall, by highlighting the critical components that emotionally influence college students' adoption of EdTech products in educational institutions, this course adds to the body of information already in existence. The conceptual framework model serves as a roadmap for educational stakeholders seeking to leverage EdTech effectively to enrich the learning environment and improve educational outcomes. By recognizing the significance of the identified factors, academic institutions can make informed decisions to foster a climate conducive to successful EdTech integration.

A comprehensive conceptual framework model was developed based on qualitative data analysis to illustrate the interrelationships between the identified factors influencing EdTech adoption. This model presents a valuable tool for educational institutions, policymakers and EdTech developers to comprehend the complex dynamics of implementing these technological solutions.

The findings of this study demonstrated a number of important variables that affect the uptake of EdTech products in educational settings. These factors encompassed technological infrastructure, ease of use, perceived usefulness, compatibility with existing academic practices, institutional support, financial constraints and individual attitudes towards technology. Additionally, the research explored the significance of institutional preparation for embracing technological advancements as well as the influence of socio-cultural elements.

Despite the enormous benefits, smart homes (SHs) are still not widely adopted by residents in China. Furthermore, research on the intention to use SHs has overlooked the role of family factors. Thus, this study aims to propose a new research model to examine the impact of family factors on the usage intention (UI) of SHs.

This study collected 265 valid data from potential users of SHs in China using a convenience sampling method. The PLS-SEM method was applied to test the research model and related hypotheses.

The empirical results confirm the mediating role of optimism (OP) in perceived family support (PFS)/perceived family trust (PFT) and attitude (AT). Unsurprisingly, the results validated the relationship between perceived usefulness (PU), attitude (AT) and UI of SHs through TAM theory. Besides, this study also identified the moderating effect of perceived risk (PR) between AT and UI.

To improve SH adoption, practitioners should focus on family factors and utilize family influence to promote the spread of smart home reputation. Besides, SH practitioners should enhance user trust and reduce perceived risks through technological upgrades and security measures.

Based on the Social Impact Theory and Technology Acceptance Model (TAM), this study is an empirical attempt to explore the impact of family factors on the intention to use SHs, expanding the research on smart home adoption.

This research paper aims to examine consumers' perceptions and behaviours towards “pre-loved luxury fashion products” and focusses on analysing the moderating influence of consumers' attitude strength. Additionally, it investigates the impact of desirability in sustainable luxury experiences (LEs) on consumers' purchase intentions (PIs). The study draws inspiration from the Norm Activation Model theory and operationalises attitude strength using the Elaboration Likelihood Model theory.

Purposive sampling technique was employed to collect 317 useable samples from respondents who had previously purchased or intended to purchase pre-loved luxury fashion goods. SPSS and AMOS version 25 was used for data analysis.

The findings reveal that consumers' environmental concern influences their intention to purchase pre-loved luxury fashion products. Furthermore, sustainable LE acts as a significant mediator in this relationship. The study also demonstrates that the intention to purchase pre-loved luxury fashion products is strengthened when consumers possess a strong attitude towards them.

Luxury marketers can strategise accordingly to motivate consumers to purchase pre-loved luxury fashion products by resonating with their cultural correlates through persuasive advertising to favourably affirm their attitude towards pre-loved luxury fashion products.

This study contributes to the literature by addressing the unresolved area of PIs for pre-loved luxury fashion products, considering the moderating role of attitude strength in emerging markets. It highlights the significance of advocating and promoting pre-loved luxury fashion products and provides valuable insights for luxury marketers.

To understand how Indian first-time mothers in STEM (Science, Technology, Engineering and Math) organisations returning to work cope with the perceived ideological psychological contract breaches from a work–home resources perspective.

This paper utilises interpretative phenomenological analysis (IPA) within the work–home resources (W-HR) model to analyse returning first-time mothers' lived experiences.

This study shows that significant life/work events such as childbirth/lack of career growth can trigger resource depletion at work and home and materialise in first-time mothers perceiving ideological psychological contract breaches at work. It has also been observed that key resource usage and macro support structures aid employees in attenuating work–home conflict by balancing contextual demands and personal resources. This study's participant accounts reveal that the recovery of volatile resources was possible by psychologically detaching and being silent.

The study offers a distinctive perspective by investigating the ideological PC breach experienced by first-time Indian mothers upon their organisational re-entry from a work–home resource model lens. Situated in a unique socio-cultural space and bringing forth the rich lived experiences of women working in the Indian STEM field, this paper explores how key resources shape the coping responses of first-time mothers in this context.