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This study attempts to examine the factors that influence user intention to adopt e-procurement in the Nigerian public sector.

A well-structured questionnaire was used to collect primary data from 278 procurement and information technology (IT) departments’ officials of key federal government ministries and agencies. The technology acceptance model (TAM) model was adopted and extended with security-related factors, namely perceived trust and perceived security. A partial least squares-structural equation modelling (PLS-SEM) approach was used to test and validate the model.

The results indicated that perceived usefulness is the best predictor of users’ intention to adopt e-procurement, followed by perceived security and perceived trust. In contrast, however, perceived ease of use was found to have a significant negative effect on the intention to adopt e-procurement.

This study is among the first in the Nigerian public sector context to evaluate users’ perceptions on e-procurement adoption with the use of a distinctive research model (TAM). The study's findings contribute to a better understanding of the factors influencing the adoption of e-procurement in the Nigerian public sector.

Legal education, like any other discipline in higher education, necessitates in use of various teaching and learning pedagogies in order to provide a sustainable teaching and learning experience. This article aims to examine the feasibility of implementing flipped learning method as a pedagogy on legal students at the Open University of Sri Lanka, as well as the perceptions of students and lecturer on the teaching and learning process in a flipped class in preparation for future implementation.

A mixed research method was used. A survey and a semi-structured interview were used to collect student perceptions, and observations of the lecturer were used to document the lecturer's perception.

According to the information gathered from both qualitative and quantitative data, the flipped learning pedagogy enhances the prior learning and student-centered learning of open and distance learning (ODL) and offers a new perspective on the existing pedagogies used in legal education. This article also emphasizes that an equitable implementation of designing and delivering a flipped class will ensure the effectiveness in teaching and learning law in Sri Lanka through ODL.

Despite the fact that there is substantial academic literature on flipped pedagogy, including in legal education, this article will create an original contribution by incorporating reflections from Sri Lankan legal education as well as ODL.

The objective of this study was to determine if exposure to a short-term ultrasound basic biology and anatomy course can promote interest in health careers and other science-related endeavors among DHH students.

This was a single-site, prospective observational study of DHH high school students at a Southern California high school. All participants took a pre-test survey prior to the course. Participants then took part in three teaching sessions which taught basic anatomy using point-of-care ultrasound (POCUS). Following instruction, a post-test survey was performed to determine if students had an increased interest in medicine, science and biology (p = 0.151).

28 students were enrolled in the study, with an equal distribution of boys and girls. Initially, subjects reported their interest in medicine at an average of 2.8 ± 1.10. The reported interest in science was 3.0 ± 1.13 and for biology was 3.0 ± 1.19. The change in participants' interest was not statistically significant for medicine (p = 0.791), science (p = 0.225) and biology.

While our data did not demonstrate a statistically significant difference in students' interest in STEM fields after the training course, there were several students who were interested in more hands-on shadow experience after the course. Regardless, this study demonstrates persistent barriers that exist for a person who is deaf or hard of hearing to engage in the STEM fields. Future studies are needed to determine the level of instructional activities that may impact the careers of these students.

Point of care ultrasound has been shown to be an effective teaching modality in medical education. However, to date, no studies have been done to assess the utility of ultrasound in teaching the Deaf and Hard of Hearing (DHH) population.