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The paper examines how individuals can be susceptible to payment biases in the context of digital payment behavior by utilizing the concept of mental accounting. Furthermore, the paper investigates the moderating effects of Digital Financial Literacy (DFL) on the relationship between payment methods and spending behavior.

The study employs a survey-based approach to collect data from 503 individuals who use digital payment methods, utilizing purposive sampling from Pakistan. The collected data is analyzed using Smart-PLS 4 software to assess the direct impact of payment methods on spending behavior and the moderating influence of DFL.

The research findings demonstrate that both digital and cash payments significantly affect spending behavior. However, digital payments have a more substantial impact on spending behavior compared to cash payments. The findings also show that DFL significantly positively moderates individual spending. The study validates the mental accounting perspective by evaluating the direct impact of payment methods on consumers' spending behavior.

The findings have practical implications for policymakers, financial institutions, and educators. Policymakers can leverage the insights to design effective strategies that promote responsible spending behavior and enhance the adoption of digital payment methods. Financial institutions can design user-friendly platforms that cater to users' spending preferences, while educators can develop programs to enhance Digital Financial Literacy (DFL) among the public.

This study’s social implications lie in its potential to contribute to individuals' financial well-being by promoting responsible spending through digital payment methods. Enhanced financial literacy and informed spending decisions can lead to better financial management and ultimately contribute to societal financial stability.

The study enriches the understanding of mental accounting, shedding light on how overspending behavior can manifest through digital payment channels. In addition, this research practically provides valuable insights into enhancing the adoption and financial literacy of digital payments among the public.

The integration of digital technologies into education has brought about a profound transformation, fundamentally reshaping the learning landscape. The purpose of this study is to underscore the importance of investigating the factors influencing students’ engagement (SE) in this evolving digital era, particularly within formal digital learning environments. To address this need, the study is grounded in self-determination theory (SDT) and presents a comprehensive model comprising interconnected elements: digital competence (DC), smartphone use (SPU), perceived autonomy (PA), digital formal learning (DFL) and SE.

The research conducted an investigation within Saudi Arabian universities, collecting a robust data set of 392 cases. This data set underwent rigorous analysis to validate the proposed model. To untangle the intricate relationships within the framework, the study used partial least squares structural equation modelling. Given the distinct dimensions of the two constructs under study, the researcher used a disjoint two-stage approach to establish reflective-formative higher-order constructs (HOC).

The findings revealed that digital literacy and digital skills (DS) constitute the foundational constituents of DC. Simultaneously, the study identified facilitation, distraction and connectedness as integral components of SPU. Importantly, the study established that DC, SPU, PA and DFL significantly influence SE. Furthermore, the research illuminated the mediating roles played by SPU, PA and DFL in the complex relationship between DC and SE.

This study advances the literature by delineating the dynamic interplay between DC, SPU and SE in digital learning. It extends SDT within educational contexts, emphasizing the role of internal motivations and DS. Methodologically, it innovates through reflective-formative HOCs, deepening the analysis of complex educational constructs. Managerially, it guides institutions in enhancing DC and integrating smartphones effectively into learning, advocating for tailored strategies to foster engaging and autonomous digital learning environments, thereby enriching both theoretical understanding and practical application in education.

Recently, the Government of India has emphasized digital financial inclusion for promoting cashless transactions with a vision to transform India from a traditional cash-based economy into a cashless economy. Technology-driven payment apps are facilitated greater access to cashless financial services and improve the speed, efficiency, accuracy and effectiveness of financial transactions. This study aims to explore the determinants of quick response (QR) code mobile payment (m-payment) adoption intention among marginalized street vendors in India.

The proposed research model was tested using 320 responses from QR code m-payment users. An interview schedule was performed using the structured questionnaire from marginalized street vendors by adopting a purposive sampling technique. The proposed research framework of this study developed on the Unified Theory of Acceptance and Use of Technology (UTAUT). In addition to the existing variables proposed in the UTAUT model, three more variables have been added, namely, digital financial literacy (DFL), personal innovativeness (PI) and perceived trust (PT). Besides, the study used confirmatory factor analysis and structural equation modeling techniques to analyze the data.

This study confirms that factors such as performance expectancy, effort expectancy, facilitating conditions, PT and customers’ DFL are significant determinants of street vendors’ intention to use QR code m-payment services. However, social influence and PI have shown an insignificant relationship with adopting a QR code m-payment system.

The results provide insights for policymakers and service providers. Specifically, government and bankers design promotional campaigns emphasizing the ease of use, perceived benefits, security and faster business transactions to accept and use the QR code m-payment system to encourage prospective users to achieve a cashless economy.

Many prior studies have widely concentrated on m-payment adoption intention in India. However, only a few studies have attempted to examine the factors influencing the adoption of QR code m-payment services among merchants from emerging economies. There is a dearth of studies on QR code adoption from an unorganized sector perspective, specifically marginalized street vendors. Therefore, this study explicitly examines the extent to which the determinants of adoption intention toward QR code-based m-payment services among marginalized street vendors within the framework of the extended UTAUT model by incorporating DFL, PI and PT. The findings of this study contribute, theoretically and practically, to the existing literature.

As the scale of mega transportation infrastructure projects (MTIs) continues to expand, the complexity of engineering construction sharply increases and decision-making sustainability faces severe challenges. Decision-making for mega transportation infrastructure projects unveils the knowledge-intensive characteristic, requiring collaborative decisions by cross-domain decision-makers. However, the exploration of heterogeneous knowledge fusion-driven decision-making problems is limited. This study aims to improve the deficiencies of existing decision-making by constructing a knowledge fusion-driven multi-attribute group decision model under fuzzy context to improve the sustainability of MTIs decision-making.

This study utilizes intuitionistic fuzzy information to handle uncertain information; calculates decision-makers and indicators weights by hesitation, fuzziness and intuitionistic fuzzy entropy; applies the intuitionistic fuzzy weighted averaging (IFWA) operator to fuse knowledge and uses consensus to measure the level of knowledge fusion. Finally, a calculation example is given to verify the rationality and effectiveness of the model.

This research finally constructs a two-level decision model driven by knowledge fusion, which alleviates the uncertainty and fuzziness of decision knowledge, promotes knowledge fusion among cross-domain decision-makers and can be effectively applied in practical applications.

This study provides an effective decision-making model for mega transportation infrastructure projects and guides policymakers.

Higher education is undergoing a significant transformation, demanding a rethinking of instructional methods, the establishment of novel assessment frameworks and the incorporation of state-of-the-art technologies to advance the development of learning competencies. The use of simulations is an alternative that offers satisfactory results and favors learning in new generations. This study aims to present a methodology for assessing the advancement of self-directed learning (SDL) in participants through simulation techniques and show that the incorporation of simulations can improve participants’ SDL skills.

This study uses a quantitative approach to evaluate the evolution of various competencies related to SDL among participants. Includes the application of scales specifically designed to measure readiness for SDL, the use of factor analysis to identify and validate essential factors and conducting hypothesis testing to verify shifts in students’ perceptions regarding the significance of SDL-related skills.

The findings of this study reveal a positive impact of simulations on the SDL readiness. Factor analysis identified five key factors: self-management skills, openness to learning opportunities, initiative and independence in learning, self-concept as an effective learner and desire for Learning. The use of simulations significantly improved critical thinking, logical reasoning, analysis and decision-making capabilities. These results demonstrate the effectiveness of this technique as a valuable tool for developing SDL skills and highlight the potential of such interventions in complex and uncertain learning environments.

The study provided valuable insights into the impact of simulations in the logistics field, particularly in the development of SDL-related skills. There is a need for studies in other areas of knowledge that would allow for the generalization of these results. Likewise, it is advisable to use scales that measure the development of other types of skills. Additionally, the study’s focus on short-term effects may not fully capture the long-term development of SDL-related skills. Future research should address these limitations, expand the sample size, conduct longitudinal studies and explore possible contextual and external factors that may influence SDL outcomes in various educational settings, leading to broader and more robust conclusions.

The practical implications of this study are significant for both higher education institutions and educators in the logistics domain. The positive impact of the serious game on participants’ SDL skills highlights the potential of incorporating interactive and engaging learning tools in the curriculum. Educators can leverage serious games to foster critical thinking, logical reasoning and decision-making abilities in their students. Moreover, the identified key factors influencing SDL development provide valuable guidance for designing targeted interventions to enhance students’ self-management, initiative and love for learning.

The social implications of this study underscore the importance of equipping individuals with SDL skills in a rapidly changing world. By integrating serious games and fostering SDL competencies, higher education institutions can contribute to a more adaptable and resilient workforce. Empowering students with critical thinking, innovative thinking and independent learning, they can enhance their ability to navigate the challenges of the labor market. This, in turn, may lead to a more informed and proactive society capable of addressing complex issues and making well-informed decisions.

This article arises from empirical exploration with students from two countries in Latin America (Mexico and Colombia), examining the importance of games in developing SDL skills. Furthermore, it promotes the use of a methodology with a low level of complexity, and that can be replicated with different games. This perspective adds valuable insights to the existing literature, offering practical implications for educators and institutions seeking effective strategies to promote SDL skills among students.

This study examined brand hate within the context of the (German) Bundesliga and (Australian) National Rugby League (NRL). The study pursued two research questions: (1) What types of brand hate were expressed towards the Bundesliga and the NRL? (2) To what extent did hateful comments attract more likes than non-hateful comments?

Brand hate was studied in the context of competition restrictions in 2020 due to the Covid-19 pandemic. We analysed reader comments posted below online articles published in three German (119 articles and 8,975 comments) and three Australian online newspaper articles (116 articles and 4,858 reader comments). The data were analysed deductively.

Non-parametric tests found that all types of brand hate were expressed. Approximately 85% of the hateful comments were mild, or more specifically, cold (n = 445 or approximately 53%), or cool (n = 250 or approximately 30%), or hot (n = 20 or approximately 2%). Hateful comments attracted more likes than non-hateful comments.

This study advances our understanding of how negative brand perceptions underpin an extreme negative emotional reaction in the form of brand hate. The empirical evidence enables brand managers to better address disgusted, angry, or contemptuous consumers (or stakeholders) and consider whether the feeling is enduring, strong or weak, and linked to either aggressive or passive behaviours.

The objective of this paper is to investigate the effect of working capital efficiency (WCE) and its components on the composite financial performance of a sample of Indian firms.

Our sample includes 796 non-financial listed firms from 2015–16 to 2021–22. Sample firms’ profitability, liquidity, solvency, cash flow management, and financial and operational leverage have been used to classify them into companies with high composite financial performance (HCFP) and with low composite financial performance (LCFP) by using K-Means Clustering technique. A composite financial performance score (CFPS) of 1 has been assigned to HCFP and 0 to LCFP. We have used logistic regression models with fixed effect to estimate the effect of cash conversion cycle (CCC) and its components, i.e. inventory days, accounts receivable days and accounts payable days on CFPS in the presence of control variables such as growth, leverage, firm size, and age.

The study finds that CCC and inventory days are inversely associated with CFPS. This finding shows that the firms’ WCE leads to superior financial performance on a composite basis.

The research findings are based on samples drawn from the population of the listed Indian non-financial companies. Since the operation, financial practices, working capital policies, and management styles of firms vary greatly among nations, the results of this study should be extended to firms in other countries after taking into account the degree of resemblance to the sample firms.

The findings of this study hold significant value for industry practitioners, as they provide guidance in determining the optimal allocation of funds for working capital and devising strategies for effectively managing inventory levels, credit sales, and vendor payments in order to increase the overall value of the company. This study aims to help investors in building their investment portfolios by identifying companies with superior composite financial performance. Investors can enhance the construction of their investment portfolios by strategically selecting companies that demonstrate superior overall performance.

The results of our study will help companies improve their WCM strategies to enhance their overall value, and their significance increases manifold during economic downturns. Business firms that perform well by efficiently managing their working capital have a multiplier effect on the economy and society at large in the form of GDP contribution, labor income, taxes to the government, investment in capital assets, and payments to suppliers.

To understand the impact of WCE on firms’ performance, the extant working capital literature focuses on some specific characteristics such as profitability, valuation, solvency, and liquidity. The limitation of employing a single parameter is its inability to present the comprehensive performance evaluation of firms. This study is among the earliest studies that focus on the holistic evaluation of WCE's impact on the composite performance of a company.

This paper aims to determine the impact of mentorship on the development of self-directedness among beginner teachers in their initial years of teaching.

The researcher adopted a positivist paradigm to explore the situation of concern. Quantitative research was conducted, involving the collection and analysis of numerical data. Two closed-ended structured questionnaires were utilised, derived from the 40-item self-directed learning readiness scale (SDLRS) developed by Fisher and King, and a pre-determined questionnaire by Glazerman focused on the first-year teaching experience, induction and mentoring of beginner teachers.

Beginner teachers merely relying on the knowledge obtained from their studies is insufficient to achieve a satisfactory level of self-directedness when starting a teaching career. Most beginner teachers faced significant challenges in their early years of teaching due to the absence of mentoring support. In addition, most indicated that they resume their teaching duties and rely on their district for general support, guidance and orientation. Finally, the results have shown that mentoring positively impacts beginner teachers’ self-directedness.

The first limitation was that this study was narrowed to one South Africa University part-time B.Ed honours students working as beginner teachers in different provinces at primary and secondary schools. As a result, the findings of this research might be interpreted by some critics as one-sided and not representative of the views of most beginner teachers in South Africa who are working. The second limitation of this study is the sample size. In this study, 222 responses were received. As a result, the findings of this research might be considered not representative of the target sample size.

The presence and effective implementation of mentoring programmes in schools can positively impact beginner teachers' professional development and retention during their first years of teaching.

We contend that our research holds significance for international readership as it aims to garner attention towards potential research endeavours in diverse settings concerning mentorship programs for beginner teachers, specifically promoting self-directed learning. Our research offers opportunities to compare our findings with studies conducted in more comprehensive, comparative contexts and foster research possibilities in broader, contrasting contexts.

Based on the findings of this research, the availability and effective use of mentoring programmes would significantly affect beginner teachers' self-directedness, improve their retention rate and alleviate their teaching challenges. This study was the first research on the perceptions of the influence of mentoring on the self-directedness of beginner teachers.

This article examines curatorial practices, both traditional and digital, in the Guizhou Provincial Museum’s ethnic exhibition to assess their effectiveness in representing ethnic minority cultures, fostering learning and inspiring curiosity about ethnic textiles and costumes and associated cultures. It also explores audience expectations concerning digital technology use in future exhibitions.

A mixed-methods approach was employed, where visitor data were collected through questionnaires, together with interviews with expert, museum professionals and ethnic minority textile practitioners. Their expertise proved instrumental in shaping the design of the study and enhancing the overall visitor experience, and thus fostering a deeper appreciation and understanding of ethnic minority cultures.

Visitors were generally satisfied with the exhibition, valuing their educational experience on ethnic textiles and cultures. There is a notable demand for more immersive digital technologies in museum exhibitions. The study underscores the importance of participatory design with stakeholders, especially ethnic minority groups, for genuine and compelling cultural representation.

This study delves into the potentials of digital technologies in the curation of ethnic minority textiles, particularly for enhancing education and cultural communication. Ethnic textiles and costumes provide rich sensory experience, and they carry deep cultural significance, especially during festive occasions. Our findings bridge this gap; they offer insights for museums aiming to deepen the visitor experiences and understanding of ethnic cultures through the use of digital technologies.