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This study aims to identify the factors affecting the political participation of Jordanian university students, especially their voting in national and local elections. The study examines the impact of gender, age, family income and regional affiliation that represent important social and economic factors affecting political participation on the voting of Jordanian university students.

Quantitative research method was used in this study. The study population contained three Jordanian universities representing the various segments of the Jordanian society: Al-Al Bayt University (Northern Region), Jordanian University (Central Region) and Mu'tah University (Southern Region). The study relied on a purposive sample of 900 students, 300 students per university (150 males and 150 females). The survey was conducted in the academic year 2018-2019. A questionnaire reviewed by two jurors (peer reviewers) was used to collect the data.

The study concluded that the gender, age, family income and regional affiliation factors affect the voting of Jordanian university students in national and local elections. The more the gender varies, the more the voting shifts in favor of males students. The more the age varies, the more the voting shifts in favor of older students. The more the family income varies, the more the voting shifts in favor of high-income students. The more the regional affiliation varies, the more the voting shifts in favor of Jordanians students.

This study is an approach to interpret the factors affecting voting of Jordanian university students, such as gender, age, family income and regional affiliation, which led to different voting in the national and local elections.

The purpose of this study is to know the effect of religious values that the Jordan Political discipline adopted and were mentioned in the Jordan political discourses (Amman Message 2005, discourse of King Abdullah II in the European Parliament 2008 and his discourse in United Nations 2015) on the public opinion of the university students, especially their attitudes toward terrorism and extremism. Defending Islam is the responsibility of the Jordan political leadership according to Hashemite legacy and promoting Islamic values that rejected terrorism and extremism to Jordanian youth, especially tolerance and moderation values, to counter defamations and claims against Islam and correct its image in the West.

A political discourse analysis approach was used by analyzing the Amman Message and identifying the most important religious values contained therein. Also, a quantitative research method was used in this study. The study population consisted of university students, particularly Jordanian University students because being one of the high-bred Jordanian universities, it is characterized with gender, age, regional affiliation and family income diversities. This study depends on a purposive sample containing 350 students (175 males and 175 females). The survey was conducted in the academic year (2018-2019). A questionnaire that was reviewed by three jurors was used in data collection.

The results of the analysis of the political discourse showed that the values of tolerance and moderation are among the most valued in the Amman Message, where they were frequently repeated. Also, findings have shown that the religious values adopted by the Jordanian political system mentioned in the political discourses had an impact on public opinion of university students on terrorism and extremism causes in a large percent. When gender differed (males and females), the impact ratio of the public opinion for males was higher than that for females. When the age group differed (18-22 and 23-30 years), the effect ratio with the old age group was higher than the effect ratio for the students with the youngest age group. When regional affiliation differed (Jordanian and Jordanian of Palestinian origin), the impact ratio of the public opinion for Jordanian students was higher than that for Jordanian students of Palestinian origin. When regional family income differed (500 dinars and less, more than 500 dinars), the impact ratio of the public opinion for students with family income more than 500 dinars was higher than that for students with family income 500 dinars and less.

This study represents an approach to recognize the effect of religious values that were adopted by the Jordanian political system mentioned in the political discourses on public opinion of university students on terrorism and extremism causes, considering that university students represent the influential youth group in the Jordanian society.

The purpose of this study is to assess the correlations between the e-entrepreneurial intentions, attitude toward e-entrepreneurship, subjective norms, perceived behavior control, attitude toward risk and entrepreneurial knowledge of Jordanian business students to start an online business and the e-entrepreneurial intention.

A sample of 392 undergraduate business students from different Jordanian public and private universities participated in the study. Data were collected using an online survey-based questionnaire (i.e. Google Forms) using emails and social media platforms (i.e. WhatsApp, Facebook, etc.); reliability and validity tests were ensured. This study employs a 50-item questionnaire (distributed online via Google Forms and in two languages) to collect data, utilizing 5-point Likert scales; correlation analysis, linear regression analysis, and structural equation modeling are used to analyze the data.

The results showed that the e-entrepreneurship intentions of Jordanian business students are significantly predicted by their attitude toward e-entrepreneurship, subjective norms, perceived behavioral control, and entrepreneurial knowledge. One’s attitude toward risk does not influence the ambition to launch an Internet company much. Furthermore, their affiliation does not significantly impact the students' plans to pursue e-entrepreneurship.

The study has important real-world implications, particularly for Jordan. The country could create more jobs and boost the economy by encouraging students to start online businesses and helping small businesses grow. This is especially important in Jordan, where many people, particularly young adults, struggle to find work. Therefore, true need for interventions to foster e-entrepreneurship among business students in emerging economies like Jordan.

The goal of this research is to examine Jordanian business students' aspirations to launch Internet businesses in developing nations throughout the digital age. The results offer valuable information on the elements influencing the e-entrepreneurial intents of Jordanian business students. This information may be utilized to create programs and policies that effectively encourage e-entrepreneurship in Jordan.

This paper applies a stakeholder salience theoretical framework to facilitate the understanding of the roles salient stakeholders can have in the integration of education for sustainable development, one of the important Sustainable Development Goals (SDGs), into Jordan’s university accounting education.

We used stakeholder salience theory to inform our study. This study adopted a qualitative research method. The study used semi-structured interviews to collect qualitative, open-ended data that explored the salient stakeholders’ thoughts, beliefs and feelings about their roles in influencing the integration of education for sustainable development into the Jordanian accounting curriculum.

The results indicate that education for sustainable development in accounting is important; however, most Jordanian salient stakeholders indicate their inability to integrate sustainable education into the accounting curriculum due to their lack of power to do so. The findings show that there is currently an inappropriate distribution of power, legitimacy and urgency amongst the salient stakeholders, who indicate that a progressive education solution is required in the critical area of education for sustainable development in accounting. This research indicates that a significant number of salient stakeholders would like the Jordanian government to provide power, legitimacy and urgency to enable accounting educators to become definite stakeholders as this will enable them to integrate sustainable education into the accounting curriculum.

The study is limited to Jordan only. The paper draws attention to the need for an appropriate distribution of power, legitimacy and urgency amongst salient stakeholders in Jordan.

This paper provides evidence that the salient stakeholders in this emerging economy want to make changes in their education system to address climate change concerns, an important SDG, through a better education curriculum for sustainable development in Jordanian universities.

Accounting educators should be given the power to make changes in the accounting curriculum, such as integrating education for sustainable development.

There is an inappropriate distribution of power, legitimacy and urgency amongst the Jordanian salient stakeholders and this imbalance hinders the integration of education for sustainable development into the accounting curriculum.

The purpose of this paper is to explore the impact of a financial literacy program (FLP) recently implemented in Jordanian junior high and high schools as part of a national financial literacy agenda on students’ attitudes toward entrepreneurship relative to a control sample of students who had not yet participated in the FLP. This paper also examines the role of moderating variables, including students’ perception of teachers’ attitudes (TA) on students’ entrepreneurial attitudes.

Survey methodology was used to obtain data and hierarchical regression analysis was used to test hypotheses.

Results indicate that students who completed the FLP exhibited significantly higher entrepreneurial awareness than those that had not yet participated in the program. Students who took the entrepreneurship module of the FLP exhibited significantly lower entrepreneurial intention than those that had not yet taken the entrepreneurship module. However, TA did not impact students’ attitudes.

The study examines a sample of middle and high school students in only one district in Amman, Jordan, and cannot be generalized to other communities where the FLP has been implemented.

The findings provide valuable insights for educators, policymakers and non-governmental organizations considering large scale, publicly funded FLPs as part of the K-12 educational system.

Stakeholders should consider reforms to the implementation of entrepreneurship education as part of the FLP in Jordanian schools and other developing country K-12 programs.

This study is the first to examine the new Jordanian literacy program and the impact it has on attitudes toward entrepreneurship of middle and high school students.

This study aims to examine the degree of consciousness of forensic accounting (FA) in Jordan. This study surveys practitioners and academicians about their views and thoughts toward the expected role of using FA techniques to detecting and preventing fraud practices and shedding more light on advantages and obstacles of using the FA techniques.

To collect the data, a questionnaire was constructed and distributed to the study population which consists of accounting academics, students and accounting practitioners.

The results of this study show evidence that both students and professionals have a lower level of awareness on the FA concept and its importance. The results also confirm there is a significant correlation between, fraud prevention and detection, advantages of the application of FA, the training courses toward the application of FA and the application of FA in the context of Jordan. It has also been confirmed that there is a number of significant factors hinders this implementation in Jordan.

The findings of this study offer many policy implications for regulators and policymakers on the needed relevant information to address and implement FA in education and practice, thereby activating the FA concept in Jordan.

The primary motivation of this study is driven by the limited and inconclusive research on the FA as a monitoring tool, notably there is a high possibility of fraud and misstatement practices due to the agency conflict. This study is the first of its kind to discuss this topic in the context of Jordan. The need to integrating the accounting education within accounting profession regarding FA becomes an urgent need to develop the awareness level of practitioners when it comes to practice of FA.

This study aims to depict and probe into the building tension, stress and depression to which Jordanian university students have been vulnerable after the compulsory shift to online learning and their prolonged use of digital tools.

The researchers used a five-construct questionnaire, namely, use of digital tools in e-learning, sleeping habits, social interaction, psychological reactions and academic performance, to elicit the responses of university students in Jordan concerning the psychological impact of COVID-19’s e-learning digital tools on their well-being. In total, 775 university-level students representing Jordanian public and private universities were asked to fill in the questionnaire, and their responses were statistically analyzed.

The results showed that the prolonged use of digital tools, lack of face-to-face interaction and heavy load of assignments have led to anxiety, change of sleeping habit, distraction and a stress-building environment, perhaps resulting in depression. This was aggravated by COVID-19’s strict regulatory measures of social distancing, lockdowns, health threats and eroding family income. The prolonged and escalating social, psychological, loss of affection and worsening economic conditions have increased the number of psychological disorders and a drop in students’ academic performance.

This study is useful for educational leaders and policymakers, providing guidance and insights on how higher education institutions can support students’ mental health and psychological well-being, especially in times of crisis. Consequently, the higher education sector should be prepared to function more efficiently and effectively in future emergency situations.

While different studies have investigated the impact of COVID-19 on the education sector globally, little attention has been given to developing countries in the Middle East. By focusing on the Jordanian example, the present study will fill a gap in the research endeavors addressing the prolonged use of e-learning digital tools.

The purpose of this paper is to explore the internationalization market of higher education (HE) globally and HE field. It examines the internationalization status of HE in Jordan as influenced by institutional perspectives as an example from developing countries.

This paper adopts a quantitative research design that includes a statistical and SWOT analysis of HE in Jordan. Data were collected from different courses: documents and archival records, websites analysis, surveys, interviews with professors and administrators, and an SWOT analysis as well as TOWS matrix. The latter has been constructed as a picture of internationalized education in the Jordan that can be used as a basis for decision making and strategies for higher education institutions (HEIs).

The study findings reveal that it is important for Jordan to endorse itself as an “education hub” in the Middle East and to educate its community to the level of skills required by globalization. The challenges of internationalizing HE are revealed by the SWOT analysis and TOWS matrix that highlight a wide range of opportunities and strengths that encourages the Jordan HE system to accelerate internationalization. The opportunities include overall improvement in the quality of education, the diffusion of technology and creating a globally competent workforce. The internationalization status in Jordan HE is still in its embryonic stage. The HE should take serious steps toward the internationalization including admission of international students, foreign postgraduate students, international accreditation, global ranking, online education and smart education. These steps will help the universities leaders to improve their universities position internationally and financially.

The findings reveal implications for HE policy and strategy in the development of internationalized HE in the Jordan. The study shows how SWOT analysis and TOWS matrix can provide a solid platform against which particular case studies can be measured in terms of opportunities for and challenges of development. It also provides institutional perspectives with practical implications, focusing on some of the critical issues in this developing field for HE policy and strategy alike. A major threat to the Jordan progress in developing its HE sector identified in this study is external accreditation being seen as a signal of high quality, when more realistic standards are perhaps more relevant to the local population.

The paper is one of the very few studies in the area of the internationalization of HE in the Jordan that can contribute to the sustainability of the international dimension of HEIs. The opportunities and threats recognized in this paper can inform strategy for more balanced development of the Jordan’s internationalized HE, and for raising the quality of education overall.

This paper aims to investigate the factors that affect the acceptance of distance learning systems by university academic staff and students in Jordan. To achieve this objective, it has been proposed to examine the distance learning experience of Jordanian Higher Education Institutions (HEIs) after the universities institution suspended face-to-face (traditional) courses delivery owing to novel Coronavirus’ (COVID-19) fears.

This study expands upon unified theory of acceptance and use of technology 2 by incorporating contextual variables such as trust (TR), autonomy (AUT) and compatibility (CMP). Data collection has been carried out through an online survey, which targeted participants at public and private universities during the crisis time of coronavirus. Structural equation modelling has been used to validate the proposed research model.

The outcomes revealed that performance expectancy, facilitating conditions, TR and AUT were the significant predictors of distance learning acceptance in both samples. By identifying the factors affecting the acceptance of distance learning systems, it will be more useful to offer better services of distance learning. This will also help to demonstrate that distance learning will be capable of delivering the educational aims of HEIs to areas where a pandemic outbreak in the Middle East.

Distance learning provides university students with quality education, engaging platforms and most significantly a safe teaching environment. The results and implications to both practice and theory are described.

This study aims to investigate English recreational reading habits of Arab Jordanian EFL university students when classes are in session and during vacation, and the types of recreational reading they engage in. In addition, the study explores other relationships such as the relationship between reading habits and students ' cumulative grade point average (CGPA); and the effect of parents ' educational level and their time spent on reading.

The respondents, comprising 225 third- and fourth-year English majors, completed an English recreational reading habits questionnaire. The study utilised a non-probability sampling method, namely, purposive sampling. Data were analysed using IBM SPSS software v. 20.

The findings indicated that students read more when they were on vacation compared to their readings while classes are in session. The students ' average time spent on reading when classes are in session and during vacation is 2.15 hours and 2.82 hours per week, respectively. Slightly more than half (57 percent) the students always read emails/chat rooms/Facebook, which are their most preferred type of recreational reading. Non-fiction books were the least favourite among students with 47 percent of students indicating that they never or rarely read this type of genre. Among all the reading interests, only novels had a significant correlation with the students ' CGPA. The findings showed that the respondents with higher levels of fathers ' education were significantly reading more.

The reading habits of EFL students have received little attention and there is limited research that surveyed Arab EFL students ' recreational reading habits at the tertiary level. The purpose of this study is to address this gap in the literature and set out to be a point of reference and comparison for future investigations about English recreational reading habits of Arab EFL tertiary students.