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In this article, the authors report the results of their pre-service teachers’ reflections with regards to observed social studies instruction in kindergarten through sixth grade. Fifty-seven elementary education majors were in enrolled in a social studies methods course at a university located in the South. Pre-service teachers share the type of instruction observed, comments stated by their classroom teacher about social studies as well as their overall perceptions. Reflections indicate social studies is taught inconsistently across grades levels, best practices were not used for instruction, and a trend in decreased social studies instruction. Thus, classroom teachers exhibited frustration because of these issues.

The aim of this study is to evaluate the implicit and explicit attitudes of Generation Z (Gen Z) individuals toward the experience of visiting and getting to know traditional or virtual museums.

Two studies were conducted. The first study assesses the implicit attitudes of Gen Z individuals through Implicit Association Tests (IAT) toward the experience of visiting traditional versus virtual museums. Considering the results of the study one, the second study proposes and validates a conceptual model through PLS-SEM approach about the explicit attitudes of this generation toward virtual museums.

In the first study, it was found that virtual museums are more successful at engaging and immersing participants than traditional museums for Gen Z. The second study emphasized the significance of meeting Gen Z expectations and ensuring effortless access to information in virtual experiences as this can lead to increased satisfaction and inspiration among this generation.

The originality of this study lies in its focus on Gen Z's attitudes toward virtual museums and the use of both implicit and explicit attitude measures to gain a comprehensive understanding of these attitudes. An interesting aspect emerges from the implicit attitudes displayed by Gen Z, indicating their preference for virtual museums as more captivating compared to traditional ones.

This study aims to demonstrate the importance of the newly developed concept of social currency as an antecedent of brand experience in the context of cosmetics consumption. In other words, the authors suggest that social currency could act as a brand experience provider.

Data collection was made through a paper and pencil survey. The sample consisted mostly of undergraduate and graduate students recruited on a voluntary basis at a large northeastern university. Self-administered questionnaires were filled by 373 participants, who were instructed to think about their favourite brand when it comes to buying cosmetic products for themselves.

Results showed that social currency positively impacts all four dimensions of brand experience, i.e. sensory, affective, behavioural and intellectual experiences. The findings also suggest that conversation, advocacy and affiliation are the three significant dimensions of social currency when it comes to the consumption of cosmetics.

This study reveals, for the first time, how the concept of social currency could enhance a fundamental component of brand equity, i.e. brand experience. Another important contribution of this research is the establishment of higher levels of validity for the newly developed concept of social currency. This study would also contribute to the investigation of brand experience antecedents, which have been little addressed in the literature on the emerging paradigm of experiential marketing.