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Researchers have previously utilized the project-based 6E learning model and the problem-based quantum learning model in various courses, such as the instructional principles and methods course and the character and values education course. These models were evaluated for their impact on students in different subjects, including developing skills, values, democracy perceptions, attitudes towards cooperative learning, metacognitive thinking skills and teacher self-efficacy perceptions. In 2023, Ökmen, Sahin and Kiliç reported positive outcomes, while Sahin and Kiliç reported similar findings in 2023a, 2023b and 2023c. There has been no investigation into how the models affect students' critical thinking and academic literacy. This study seeks to determine the impact of both models on these skills, gain more insight into their effectiveness and determine which is more beneficial. The results will guide the decision-making process for the character and values education course and other courses in the future. Specifically, this research aims to compare the effects of the project-based 6E learning model and problem-based quantum learning model on critical thinking and academic literacy.

This research employed the Solomon four-group experimental design to assess the efficacy of the applications. Prior knowledge and experience of the participants were evaluated through pretests. However, it should be noted that pretests may impact posttest scores either positively or negatively. For instance, participants taking the test multiple times may become more interested or attentive to the subject matter. The Solomon four-group design was deemed appropriate to analyze the influence of pretesting. This design enables the investigation of the application effect, pretest effect and interactive effect of pretest and application (van Engelenburg, 1999).

It was concluded that the project-based 6E learning model was effective in developing critical thinking in students, but not significantly. It was concluded that the problem-based quantum learning model significantly improved students' critical thinking skills. It was concluded at the end of the study that the project-based 6E learning model notably enhanced students' academic literacy. It was concluded that the problem-based quantum learning model had a significant positive impact on students' academic literacy. According to research, it has been determined that the problem-based quantum learning model is superior in enhancing critical thinking abilities compared to the project-based 6E learning model. Nevertheless, there seems to be no detectable disparity in the academic literacy advancement of pupils between the problem-based quantum learning model and the project-based 6E learning model.

There has been no investigation into how the models affect students' critical thinking and academic literacy. This study seeks to determine the impact of both models on these skills, gain more insight into their effectiveness and determine which is more beneficial. The results will guide the decision-making process for the character and values education course and other courses in the future.

The study explored the effect of information and communication technology-assisted instruction (ICTAI) on civic education (CE) students' academic performance and the effect of gender on students' performance. Specifically, the study addressed the facilitating effect of ICTAI on students' scholarly performance.

This study utilised the quasi-experimental approach. A sample of 255 senior secondary school students was the analysis unit. A teacher-made performance test was used as an instrument for the study. The data were analysed with descriptive statistics for the research questions, and hypotheses tested with paired sample t-test statistics.

The study results indicated that ICTAI improved student scholarly performance. The study also proved that gender had an impact on student academic performance.

Not all the students in intact classes that were used for conducting the study/research, and the background and gender of research assistants were not considered, and these could have affected the result of the study. The study implications are that this study is a piece of deeper ingenuity and innovation that provides an additional source of information to study. The study provided proof that innovative activity-based instructions such as computer-assisted instruction (CAI) boost students’ performance.

On the instructor, the study findings demonstrated the significant effect of ICTAI on the scholarly performance of CE students. Consequently, this study contends that CE instructors/teachers can benefit from the implications of these findings by comprehensively understanding that ICTIA usage enhances student performance and, thus, improves the students' performance. Additionally, the study's findings proved that gender affected students' performance when instructed with ICTAI. The study implies that CE instructors/teachers should pay special attention to students' gender, specifically female students, as gender affects the improvement of students' CE performance when instructed with ICTAI.

The study findings contribute to the literature on academic improvement and performance of CE students by enhancing the understanding of the effect of ICTAI on students' scholarly performance. The study recognises the existing gaps in previous literature and vivid understanding of the effect of ICTAI on students' performance and gender as a mediator.

The study aims to assess the effectiveness of engaging tutors in designing and using ICT integrated lesson activities in strengthening their pedagogical use of ICT competences.

Survey data from an intervention group of 70 tutors from two teachers colleges (TCs) were used to compare their level of ICT competences and domains of professional practice before and after the intervention. Document analysis, lesson observations and feedback from the learning management system (LMS) were used to describe tutors’ experiences from the intervention.

There was a statistically significant increase in tutors’ level of pedagogical use of ICT competences and domains of professional practice associated with hands-on practice in designing and implementing the intervention.

The intervention focus on hands-on practice, actual teaching and learning needs, and the use of active learning strategies like flipped classroom and the LMS, were useful means for tutors to make sense of pedagogical use of ICT competences.

The results offer useful insights to teacher education institutions and policymakers on how to prepare professional learning and supportive policies to enhance teaching and learning with ICT for addressing the learning needs of the subject matter.

Creating 16 ICT integrated lesson activities helped tutors to learn pedagogical use of ICT competences by doing. Use of such intervention could be a useful strategy in teacher education institutions to reposition ICT competence development from reproducing technological competences toward developing knowledge creators who could innovate their pedagogical practice with support from mentors, digital learning resources and networks.

This paper aims to examine the impact of using visual grammar on learning participle adjectives by EFL (English as a Foreign Language) learners.

The study follows an experimental design in which two groups participated in the study. The experimental group used visual grammar tools in learning participle adjectives. The control group was taught the participle adjectives in a traditional way. A pre–post test was designed and presented to the participants in the two groups.

The results showed that the experimental group made statistically significant improvements in their performance in using participle adjectives due to the use of visual grammar tools.

The current study is only limited to the effect of visual images on a particular grammatical issue, that is participle adjectives. Besides, the study does not include the gender variable; there may be variation in the results depending on the variable of gender.

The present study can provide language instructors with some guidelines on how to incorporate visual grammar applications in teaching grammar aspects. Learners can also be encouraged to have a better understanding of English grammar, using the different connotations of visual images.

Using visual images in teaching grammar will increase the learners' ability to think beyond their classroom environment. They can use this experience whenever they face visual images in different societal activities.

This paper is one of the initial attempts to investigate the effect of using visual grammar on learning participle adjectives.

The debate on digitalization in the public relations (PR) literature has fragmented considerably over the past decade because of its focus on upcoming media-technological innovations, required professional skills and management concepts. Yet the field has difficulties in developing an integrative perspective on the implications of digitalization as a broader socio-technological transformation with a balanced consideration of prospects and risks.

This paper proposes an integrative perspective that focuses more on the enduring imaginaries of how digitalization can transform society for better or worse. It traces the historical roots of five imaginaries of digitalization, which have already emerged over the past century yet have experienced a significant revival and popularization in the current debate. Based on these five imaginaries, the authors performed a narrative literature review of the digitalization debate in 10 leading PR journals from 2010 to 2022.

The five imaginaries allow for a systematization of the fragmented digitalization debate in the field, reconstructing recurrent narratives, prospects and risks.

The originality of this contribution lies in its reconstructive approach, tracing societal imaginaries of digitalization and their impact on the current disciplinary debate. This approach provides context for a balanced assessment of and engagement with upcoming, increasingly fragmented digital advancements in PR research and practice.

This study aims to investigate the technology usage behaviour of the tourists in line with the modified unified theory of acceptance and use of technology (UTAUT) model.

Data were collected from a survey of 265 tourists using the random sampling technique. Partial least squares-based structural equation modelling (PLS-SEM) technique was used to analyze the data.

The findings revealed that performance expectancy, hedonic motivation and habit significantly influence the behavioural intention of tourists to use information and communication technology (ICT), while effort expectancy, social influence, and facilitating conditions do not have a significant influence. However, actual ICT usage behaviour largely depends on the behavioural intention of the tourists, and their habits, while the facilitating conditions do not have any influence in this case.

The findings uncover the core factors influencing tourists' actual ICT use behaviour that can assist the concerned stakeholders in designing tourism planning and sales. The study results also offer pathways for the world's tourism industry for a healthy recovery from the COVID-19 pandemic.

The findings have made robust contributions by extending the existing UTAUT-based literature by adding two new moderators in the relationship between behavioural intention and actual ICT usage behaviour.

Grounded on brand equity theory and theory of patronage behavior, this study aims to investigate the moderating effect of consumer involvement and shopping situations in the relationship between consumer-based retailer equity (CBRE) and retail patronage behavior.

The data is collected through a self-administered survey of 338 shoppers in the three biggest shopping centers in Pakistan. Moreover, the data is analyzed through multi-nominal (multiple) regression and interactions analysis.

Results revealed a significant effect of CBRE on patronage behavior and confirmed shopping purpose as a boundary condition in the CBRE-retail patronage behavior relationship. However, the study surprisingly reported that this relationship is not moderated by consumers’ involvement.

Considering our focus on CBRE-based retail patronage behavior, the authors contribute to extant marketing/retailing literature that also yields ample openings for further research. The study offers valuable implications for retailers, especially for evaluating consumers’ behaviors.

This study assists retail-brand managers in best comprehending the CBRE-based patronage behavior paves the way for managers to increase retail patronage behavior.

Regardless of the growing comprehension of consumer-based brand equity and patronage behavior in marketing, more needs to be acknowledged about the relationship between CBRE/retail patronage behavior and related variables, as thus examined in this research.

Basado en la teoría del valor de marca y la teoría del comportamiento de patrocinio, este estudio investiga el efecto moderador de la implicación del consumidor y las situaciones de compra en la relación entre el valor del minorista basado en el consumidor (CBRE) y el comportamiento de patrocinio minorista.

Los datos se recogen mediante una encuesta autoadministrada a 338 compradores en los tres mayores centros comerciales de Pakistán. Además, los datos se analizan mediante regresión multinominal (múltiple) y análisis de interacciones.

Los resultados revelaron un efecto significativo del CBRE en el comportamiento de patrocinio y confirmaron el propósito de compra como una condición límite en la relación CBRE-comportamiento de patrocinio minorista. Sin embargo, el estudio informó sorprendentemente de que esta relación no está moderada por la implicación de los consumidores.

Teniendo en cuenta que nos centramos en el comportamiento de patrocinio minorista basado en el CBRE, contribuimos a la literatura existente sobre marketing/minoristas que también ofrece amplias posibilidades para futuras investigaciones. El estudio ofrece valiosas implicaciones para los minoristas, especialmente para evaluar los comportamientos de los consumidores.

El presente estudio ayuda a los gestores de marcas minoristas a comprender mejor el comportamiento de patrocinio basado en la CBRE y allana el camino para que los gestores aumenten el comportamiento de patrocinio minorista.

A pesar de la creciente comprensión de la equidad de marca basada en el consumidor y el comportamiento de patrocinio en marketing, es necesario reconocer más sobre la relación entre el comportamiento de patrocinio basado en la CBRE y las variables relacionadas, como se examinó en esta investigación.

本研究以品牌资产理论和顾客行为理论为基础, 探讨了消费者参与和购物情境在基于消费者的零售商资产（CBRE）与零售顾客行为之间关系中的调节作用。

数据是通过对巴基斯坦三大购物中心的 338 名购物者进行自填式调查收集的。此外, 还通过多项式（多元）回归和交互分析对数据进行了分析。

结果表明, CBRE 对顾客光顾行为有显著影响, 并证实购物目的是 CBRE 与零售顾客光顾行为关系的边界条件。然而, 令人惊讶的是, 研究报告称这种关系并没有受到消费者参与度的调节。

考虑到我们对基于 CBRE 的零售顾客行为的关注, 我们为现有的市场营销/零售文献做出了贡献, 同时也为进一步研究提供了广阔的空间。本研究为零售商提供了宝贵的启示, 尤其是在评估消费者行为方面。

本研究有助于零售品牌管理者更好地理解基于 CBRE 的顾客行为, 为管理者提高零售顾客行为铺平了道路。

尽管市场营销中对基于消费者的品牌资产和顾客行为的理解不断加深, 但仍需进一步认识 CBRE/零售顾客行为与相关变量之间的关系, 正如本研究中所探讨的那样。

In the purview of stress–turnover relationship, the present study aims to explore the endogenous and exogenous aspects of stress and employees' turnover intentions. Further, it also intends to evaluate the mediating role of perceived employee's exploitation between stressors and employee turnover intentions. For that matter, antecedents of stressors were identified and classified into endogenous and exogenous stressors: endogenous stressors relate to the employees' negative psychological contact within an organization and exogenous stressors are various macro-economic factors which have a considerable influence on employees' workplace behavior.

For the purpose of this study, this study choses private school teachers as respondents working in the economically depressed state of India. Thus, data for the present study has been collected from 628 private school teachers of J&K (India) which were randomly selected. In order to ensure valid and reliable statistical inferences from the study, data collected has been validated using confirmatory factor analysis and hypothesis testing has been carried out through structural equation modeling.

It was found that both types of stressors were contributing negatively toward employee's psychological state resulting in undesirable employee organizational relationships manifested as turnover intentions among employees. Moreover, perceived employee's exploitation was found to intensify the relationship of employee turnover as a dependent variable regressed on endogenous, exogenous and occupational stress by fully mediating the stress–turnover intricacies.

The implications of the study include the identification of employees' stressor needs in order to gauge the understanding of the mechanism by which employees react to their environment and develop attitudes toward their jobs. The present study includes a small sample size obtained from private educational institutions only. Therefore, there is a need to take a geographically diverse sample that is inevitable for universal inferences and validity.

Very little research has been conducted to explore endogenous, exogenous and unique stressors such as economic stress and perceived external opportunities which constitute the overall stress. Moreover, to the best of the authors’ knowledge, this is the first study which tests the model empirically that examines the effect of stress–turnover relationship through perceived employee's exploitation in the teaching and educational sector.

The study examined the personal information management (PIM) challenges encountered by faculty in six universities in Ghana, their information refinding experiences and the perceived role of memory. The study tested the hypothesis that faculty PIM performance will significantly differ when the differences in the influence of personal factors (age, gender and rank) on their memory are considered.

The study was guided by a sample survey design. A questionnaire designed based on themes extracted from earlier interviews was used to collect quantitative data from 235 faculty members from six universities in Ghana. Data analysis was undertaken with a discrete multivariate Generalized Linear Model to investigate how memory intermediates in the relationship between age, gender and rank, and, refinding of stored information.

The paper identified two subfunctions of refinding (Refinding 1 and Refinding 2) associated with self-confidence in information re-finding, and, memory (Memory 1 and Memory 2), associated with the use of complimentary frames to locate previously found and stored information. There were no significant multivariate effects for gender as a stand-alone variable. Males who were aged less than 39 could refind stored information irrespective of the memory class. Older faculty aged 40–49 who possess Memory 1 and senior lecturers who possess Memory 2 performed well in refinding information. There was a statistically significant effect of age and memory; and rank and memory.

This study was limited to faculty in Ghana, whereas the study itself has implications for demographic differences in PIM.

Identifying how memory mediates the role of personal factors in faculty refinding of stored information will be necessary for the efforts to understand and design systems and technologies for enhancing faculty capacity to find/refind stored information.

Understanding how human memory can be augmented by technology is a great PIM strategy, but understanding how human memory and personal factors interplay to affect PIM is more important.

PIM of faculty has been extensively examined in the literature, and limitations of memory has always been identified as a constraint. Human memory has been augmented with technology, although the outcome has been very minimal. This study shows that in addition to technology augmentation, personal factors interplay with human memory to affect PIM. Discrete multivariate Generalized Linear Model applied in this study is an innovative way of addressing the challenges of assimilating statistical methodologies in psychosocial disciplines.

Considering the ongoing discourse on diversity, equity and inclusion, brands aim to develop marketing campaigns that demonstrate respect for all individuals. Despite these intentions, many advertisements still provoke strong negative reactions from consumers due to brand transgressions in social media marketing campaigns that violate these values. The purpose of this paper is to analyze the repercussions that such social media marketing campaigns have on brands, categorizing these campaigns as brand transgressions in social media advertising.

This research uses a mixed-method design that includes semi-structured interviews (Study 1), a content analysis (Study 2) and an online experiment (Study 3).

This paper clarifies the elements that qualify as brand transgressions in advertising within the diversity, equity and inclusion discourse. The negative electronic word-of-mouth (e-WOM) associated with brand transgressions in advertising comprises negative emotions (e.g. anger, contempt, disgust and hate) and behavioural intentions to penalize the brand (e.g. negative word-of-mouth, brand avoidance and protest behaviours). The negative e-WOM stemming from these transgressions amplifies the adverse consequences for consumer–brand relationships by negatively influencing other consumers through sympathy towards the offended parties.

This paper offers brand managers guidelines for preventing and managing negative consumer reactions towards brands based on their responses to marketing campaigns that contradict the principles of diversity, equity and inclusion.

This paper contributes to the literature on brand transgressions related to diversity, equity and inclusion values by exploring their impact on consumer–brand relationships and highlighting the pivotal role of sympathy in perpetuating negative consequences.