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The purpose of this study is a comparative analysis of psychological distress between online and on-campus learning among university students. The study was performed to investigate the comparative analysis of psychological distress between online and on-campus learning among university students.

This study is a quantitative, comparative study. Data were collected through convenient sampling technique from different university students. The sample size of the study was (n = 200) and the sample was taken from universities. Three scales, students’ readiness learning scale, DASS-21 Scale and on-campus learning scale, were used for data collection and the data were analyzed statistically. The analysis was carried out by the statistical tests correlation test, t-test and linear regression.

It was revealed through this study that on-campus learning is more preferred by the students than online learning. The findings were that online learning has more psychological distress among students than on-campus learning. Additionally, it was found that as compared to males, females have more tendency toward depression, anxiety and stress. Findings also revealed that married students have a larger tendency toward depression, anxiety and stress as compared to unmarried students. No socioeconomic significance difference was found. Moreover, it was revealed that working students prefer online learning to on-campus learning.

Learning has a significant impact on students’ future settlement, independence and well-being. The findings of this research study can contribute to understanding the educational system and determining which learning system is better for students and for the students’ mental well-being.

Learning has a significant impact on students’ future settlement, independence and well-being. This paper contributes by offering practical insights for educators and policymakers.

The purpose of this paper is to examine students’ attitudes toward sustainable dining. It aims to identify the level of importance that students place on specific on-campus sustainable dining initiatives and the factors that affect their attitudes and behaviors.

A random sample of 197 undergraduate students completed an online survey in the spring semester of 2020. The survey was divided into four sections: demographic and background information; familiarity with on-campus dining, specifically with sustainable on-campus dining initiatives; the level of importance placed on these sustainable practices; and practiced sustainable behaviors.

Many students placed a high level of importance on common sustainable dining behaviors and practices such as recycling, waste reduction techniques and the use of eco-friendly utensils. Sex was found to be a significant factor in determining students’ attitudes and behaviors. While men had a higher level of knowledge of on-campus sustainable practices at the dining facilities, women consistently placed a higher level of importance on almost all sustainable dining practices. Additionally, the study also found that signage was not an effective method of influencing behavior.

Previous studies that have explored this topic have been limited. Additional research is needed to ascertain if better knowledge of on-campus sustainable dining initiatives can influence students’ inclinations to act more sustainably.

Perceptions of climate change are strongly influenced by visual cues and images. Many universities have made significant steps towards decarbonisation, yet these often remain hidden from the campus community. This study aims to explore the hidden curriculum of climate change on campus and compare participants’ images of sustainability on campus with those on university websites.

This research was underpinned by a critical realist perspective using innovative visual research methods including auto-photography and photo-elicitation to enable deep understanding of perceptions of sustainability and climate change on campus. Grounded visual pattern analysis (GVPA) was used to analyse campus photos and compare them to images used on university websites.

Findings suggest that staff and student images more strongly encapsulated tensions between humans and nature than website photos, but that the latter included more evidence of social sustainability. Neither image set expressed climate change issues effectively; the invisibility of university decarbonisation activities represents a lost opportunity for learning.

This research uses novel visual methodologies and analysis (GVPA) with potential for wider use in sustainability research. This study offers new insights into the importance of the hidden curriculum of sustainability in higher education and the difficulties of making climate change visible on campus.

This exploratory study aims to integrate both quantitative and qualitative methods to examine the influence of contemporary university dining attributes and practices on student patronage.

First, a review of the extant literature on-campus dining in universities was conducted. Second, innovative practices of on-campus dining facilities of a large public university were identified. Finally, student perceptions of those practices were examined using a mixed method approach.

The review of literature uncovered 49 articles across 35 years on key topics such as food waste, healthy eating, and service evaluation. From site tours and interviews with related personnel, 40 innovative on-campus dining practices were identified.

Importance ratings revealed cleanliness of the environment, fresh fruit and vegetables, and digitally enabled ordering, as the top three highest rated practices. Factor analysis unveiled six factors that students find important: food diversity, good standards, innovativeness, quick options, menu variety, and fish and seafood. The thematic analysis further revealed four overarching themes (convenience, familiarity, food offerings, and value) and 13 subthemes which complemented the quantitative results.

In addition to shedding post-pandemic light on students’ dining needs, it highlights the paucity of theory used to support extant studies and suggests a novel theoretical underpinning.

This study was done to compare the modes of teaching mathematics in higher education in the United Arab Emirates (UAE). The three teaching methods were used as follow: before, during and after the COVID-19 pandemic. The three teaching methods are: (1). Normal on-campus face-to-face teaching and learning activity before the COVID-19 pandemic. (2). Full online teaching and learning activity during the COVID-19 pandemic. (3). Blended teaching and learning activity after the COVID-19 pandemic.

Over the last few years, there has been a considerable amount of literature investigating the efficacy of the various delivery modes: on-campus delivery (face-to-face), online delivery and blended learning (hybrid), in helping college students improve their mathematical skills. However, the extent to which one learner learns best has been hotly debated among the researchers. Therefore, this study aims to compare the efficacy of implementing three teaching and learning delivery modes before, while, and after the COVID-19 pandemic: on-campus delivery (face-to-face), online delivery and blended learning (hybrid) on academic achievement in mathematics at a higher education institution in the UAE. The main research question explores whether there is a statistically significant difference (p = 0.05) in students’ academic based on the delivery methods: on-campus face-to-face, online and blended learning. The participants in the study were students from one of the largest higher education institutions in the UAE, and all of them studied the same mathematics course before, during and after the COVID-19 pandemic. Student scores in the three academic semesters were thoroughly compared and analyzed using the ANOVA test to check if there is a significant difference between the three groups followed by a Tukey test to identify the significant difference in favor of which group. The results showed that there were significant differences in the mean scores in the students’ achievement in the mathematics courses favoring the blended learning delivery mode. The findings also show that the students’ achievement in mathematics using the on-campus face-to-face teaching and learning was better than the students’ achievement in mathematics using online teaching and learning delivery modes.

The main study question was: is there a statistical significant difference at the significance level (a = 0.05) in students’ achievements in mathematics courses at higher education in the UAE, which can be attributed to the method of teaching? The descriptive statistics reveal that the average student’s score in the final exam after the COVID-19 pandemic is 65.7 with a standard deviation of 16.65, which are higher than the average student’s score in the final exam before the COVID-19 pandemic of 58.7 with a standard deviation 20.53, and both are higher than the average students’ score in the final exam during the COVID-19 pandemic 51.8 with standard deviation 21.48. Then, the ANOVA test reveals that there is a statistically significant difference between the three groups in the final exam marks. The researchers used the multiple comparison tests (Tukey test) to determine the difference. The Tukey test reveals that there is a statically significant difference between the average students’ score in the final exam after the COVID-19 pandemic and the average students’ score in the final exam during the COVID-19 pandemic, where p = 0.015 < 0.05 as well as there is a statically significant difference between the average students’ score in the final exam after the COVID-19 pandemic and the average students’ score in the final exam before the COVID-19 pandemic, where p = 0.000 < 0.05 in favor of the average students’ score in the final exam after the COVID-19 pandemic. On the other hand, there is a statically significant difference between the average students’ score in the final exam before the COVID-19 pandemic and the average students’ score in the final exam during the COVID-19 pandemic, where p = 0.016 < 0.05 in favor of the average students’ score in the final exam before the COVID-19 pandemic.

There are several limitations that may reduce the possibility of generalizing the expected results of the current study to students outside the study population: (1) The study is limited to students of a federally funded postsecondary education institution in the UAE, in which most students are studying in their non-native language. (2) The study is limited to the mathematics courses. (3) The achievement test used in the study is a standardized test developed by the college as a cross-campus summative assessment.

The hybrid education model, also known as blended learning, combines traditional face-to-face instruction with online learning components. When applied to teaching mathematics in higher education, this approach can have several implications and benefits. Here are some key points supported by references: (1) Enhanced Accessibility and Flexibility: hybrid models offer flexibility in learning, allowing students to access course materials, lectures and resources online. This flexibility can accommodate diverse learning styles and preferences. A study by Means et al. (2013) in “Evaluation of Evidence-Based Practices in Online Learning” highlights how blended learning can improve accessibility and engagement for students in higher education. (2) Personalized Learning Experience: by incorporating online resources, instructors can create a more personalized learning experience. Adaptive learning platforms and online quizzes can provide tailored feedback and adaptive content based on individual student needs (Freeman et al., 2017). This individualization can improve student performance and understanding of mathematical concepts. (3) Increased Student Engagement: the integration of online components, such as interactive simulations, videos and discussion forums, can enhance student engagement and participation (Bonk and Graham, 2012). Engaged students tend to have better learning outcomes in mathematics. (4) Improved Assessment and Feedback Mechanisms: hybrid models allow for the implementation of various assessment tools, including online quizzes, instant feedback mechanisms and data analytics, which can aid instructors in monitoring students’ progress more effectively (Means et al., 2013). This timely feedback loop can help students identify areas needing improvement and reinforce their understanding of mathematical concepts. (5) Cost-Effectiveness and Resource Optimization: integrating online materials can potentially reduce overall instructional costs by optimizing resources and enabling efficient use of classroom time (Graham, 2013). (6) Challenges and Considerations: despite the benefits, challenges such as technological barriers, designing effective online materials and ensuring equitable access for all students need to be addressed (Garrison and Vaughan, 2014). It requires thoughtful course design and continuous support for both students and instructors. When implementing a hybrid education model in teaching mathematics, instructors should consider pedagogical strategies, technological infrastructure and ongoing support mechanisms for students and faculty.

The research is the first research in the UAE to discuss the difference in teaching mathematics in higher education before, during and after the COVID-19 pandemic.

Football is the world's most popular sport and the role of football on campus is of interest to university public relations (PR) and management professionals tasked with operations, promotions and reputation management. The purpose of the study is to explore similarities and differences in the structure and promotion of football on campus in the USA and the UK.

The authors completed this case study research by focusing on two related cases using cross-case pattern identification. Consistent with case study research, data collection methods were combined. Depth interviews with PR and management professionals at USA and UK universities were supported by archived documents, published media and social media accounts.

Football maintains a high level of popularity among students on campus, but each country's approach reveals different models and competitive market forces. In the USA, varsity football faces competition from popular revenue-producing sports (e.g. American football and men's basketball), but growth in the overall game, which is assisted by international influences, indicates future advancement opportunities. In the UK, football is the dominant campus sport with unique ties to professional football and high growth potential for the women's game. The lack of a fan-based model indicates the possibility for structural change, but stiff competition exists with the historically popular and well-developed professional game.

A well-known limitation of case study research is the absence of generalizability, and each case has aspects that are unique to the research (Lucas et al., 2018). That applies in this instance as well. Variance is expected to exist between, and among universities and, based on this data, this is not possible to generalize to other universities. However, future survey research could use these results to help with the development of research questions using quantitative methods.

Sports PR research using the case model with professional teams has been conducted, but the authors found no published PR research comparing the structure and promotion of football at USA and UK universities. The outcomes can help with future research inquiries and theory development and are instructive for professionals working in the field.

Most research has investigated the fear of missing out (FOMO) in the context of online activities, often associated with negative personal outcomes such as fatigue and stress. However, given the increased desire to be informed and included associated with FOMO, organizations that can effectively meet these needs may develop or strengthen social and structural bonds, thereby turning short-term customers with FOMO into lifelong patrons. This study aims to examine the relationship between FOMO and favorable organizational outcomes as mediated by several constructs associated with the desire for information and inclusion.

This research was conducted within the higher education sector of the service industry. FOMO served as the IV. The mediators represented context-specific aspects of campus involvement and inclusion. Organizational outcomes related to the long-term services relationship served as the DVs. The sample consisted of 435 students recruited from research pools at two southern universities in the USA. Exploratory factor analysis, OLS regression and the Hayes–Macro were used to examine the data.

The results demonstrate that FOMO is positively associated with students’ desires for information and inclusion (informal peer interaction, campus involvement, informal faculty interaction, campus information media use and a preference for in-person course scheduling), which are associated with the desirable university outcomes of satisfaction, connection and alumni donation/activity intentions.

If a university fosters unstructured time spent with faculty and peers, and promotes campus information media involvement, students with higher levels of FOMO are more likely to be satisfied, feel connected to the university and report intentions to donate time and money as alumni.

Prior research on FOMO is generally focused on internet and social media use; this study takes a broader perspective and identifies the effect of FOMO on a desire for information and inclusion within a novel context (a service environment). It also associates FOMO with favorable long-term service relationship outcomes that fortify social and structural bonds.

Systematic efforts to study students' use of informal learning spaces are crucial for determining how, when and why students use such spaces. This case study provides an example of an effort to evaluate an informal learning space on the basis of students' usage of the space and the features within the space.

Use of heatmap camera technology and a semi-structured interview with a supervisor of an informal learning space supported the mixed-methods evaluation of the space.

Findings from both the heatmap outputs and semi-structured interview suggested that students' use of the informal learning space is limited due to the location of the space on campus and circumstances surrounding students' day-to-day schedules and needs.

Findings from both the heatmap outputs and semi-structured interview suggested that students' use of the informal learning space is limited due to the location of the space on campus and circumstances surrounding students' day-to-day schedules and needs. These findings are actively contributing to the authors’ institution’s efforts surrounding planning, funding and design of other informal learning spaces on campus.

While most research on instructors' and students' use of space has taken place in formal classrooms, some higher education scholars have explored ways in which college and university students use informal spaces around their campuses (e.g. Harrop and Turpin, 2013; Ramu et al., 2022). Given the extensive time students spend on their campuses outside of formal class meetings (Deepwell and Malik, 2008), higher education institutions must take measures to better understand how their students use informal learning spaces to allocate resources toward the optimization of such spaces. This mixed-methods case study advances the emerging global discussion on how, when and why students use informal learning spaces.

This study aims to examine how higher education can mold pro-environmental actions among students with educational social-marketing leads; it probes into the direct influence of four value orientations toward pro-environmental beliefs, norms and behaviors.

This quantitative research sought deductive reasoning. Data gathering took place in January 2023, following a cross-sectional framework. The researcher visited various private universities in Egypt, which used effort to change the practices among students toward sustainable developments, distributing digitally administrated questionnaires to students on campus. Through convenience nonprobability sampling, 581 questionnaires were collected and statistically analyzed, using SPSS.

This study shows that altruistic and biospheric value impact students’ personal beliefs toward pro-environmental behaviors; students’ personal beliefs significantly impact the norms that are present on campus; the norms found on campus impact significantly students to behave as green passengers, recyclers and utility-savers.

Higher education institutions play a significant role in promoting the manifestations of rationality and objectivity among students about environmental challenges and sustainable development. Eco-friendly behaviors are rooted in values; thus, understanding the initial values among students is critical in developing coping strategies and social marketing initiatives that inspire the needed conservational behaviors.

By aligning the value-belief-norm theory with two disciplines (higher education on sustainability and social marketing), this study builds upon the theory, identifying the underlying value-structures that inspire students’ necessary environmental and sustainable behaviors to improve societies for future generation rightness. This study provides more nuanced insights into a better educational intervention for shaping students’ manners toward environmentalism to improve communities worldwide.

An important facet of student’s sense of belonging is students’ relationships with, and time spent in, the university campus. The purpose of this paper is to explore the notion that access to campus “green space”, including parks, fields and gardens, may bolster students’ sense of belonging, improve well-being feelings and promote place attachment.

The authors surveyed students in different locations (including three green and one non-green campus spaces) across a large UK campus-based Northern institution. 146 students participated in the study in one of the four campus locations. The authors investigated how being in green spaces on campus may impact students’ sense of belonging, well-being and place attachment. The authors also qualitatively explored students’ perceptions of campus spaces through Ahn’s (2017) 10 Words Question measure.

Analyses demonstrate that students surveyed in green spaces reported significantly more positive sense of belonging, compared to students surveyed in non-green campus spaces. Campus location did not impact well-being, however. Students associated green spaces on campus with “calm”, “positive emotion” and “nature” words and non-green spaces with “busy”, “social” and “students”.

Taken together, the results of this paper suggest that access to green spaces can be important for campus sense of belonging. Thus, efforts should be made to ensure the sustainability of these important spaces across university campuses.

This study crucially examines how occupying green spaces on university campuses may impact students’ feelings of belongingness. To the best of the authors’ knowledge, this is the first study that uses field-based methods to understand students’ feelings whilst occupying green spaces.