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This review aims to provide an overview of research from different academic disciplines to chart some of the key developments in retail cryptocurrency trading against the backdrop of the wider trading landscape, and how it has evolved in recent years. The purpose of this review is to provide researchers with a broad perspective to highlight the complex range of factors that drive cryptocurrency trading among retail investors.

Peer-reviewed literature from the social sciences, economics, marketing and branding disciplines is synthesised to explicate influential factors among retail cryptocurrency investors.

Online retail trading communities can create narratives that ascribe value to cryptocurrencies leading to consumer herding behaviours. The principles that underpin emotional branding and Fear of Missing Out can promote trading behaviour driven by heuristic processing and cognitive biases. Concurrently, the tenets of controversial marketing and the anti-establishment nature of Bitcoin and other cryptocurrencies serve to bolster in-group out-group categorisations fostering continued investment and market volatility. Consequently, Bitcoin and cryptocurrency trading more broadly offer a powerful combination of excitement from risk-taking akin to gambling buffered by the sanctity of social inclusion.

A broader, unique perspective on retail cryptocurrency trading which assists in better understanding the complexities that underpin its appeal to retail investors.

The study aims to analyze the different types of risks related to the use of technology and determine their positive or negative influence on teachers' motivation and behavioral intention to use digital tools.

The research is based on survey data from 200 teachers in the Romanian preuniversity education system. The data analysis followed a four-step approach, using a partial least squares structural equation modeling (PLS-SEM) model for hypothesized relationships among research concepts and a PLS prediction-oriented segmentation (POS) procedure.

This study showed that increased risk awareness influences both motivation and, consequently, the intention to adopt digital tools in the preuniversity education system.

The scope of research remains constrained with regard to the examined population, considering the substantial number of teachers within the preuniversity education system. Another limit lies in the basic classification of identified risk types.

School managers should design a strategy to increase the level of motivation for integrating digital tools in the educational process.

Little scholarly attention has been devoted to investigating the risks associated with digitalization in the preuniversity education system. In addition, no prior research has been conducted to assess the influence of risk perception on people's motivation and intention to use digital tools in preuniversity education.