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A number of recent artificial intelligence (AI)-enabled technologies, including summarisers, paraphrasers and the cutting-edge chatbots not only have outstanding potentials in modern educational systems but also could lead to a dramatic paradigm shift in the whole education process. This study aims to explore the factors that shape the academic community’s desire and intention to use AI conversational chatbot technology, with a particular focus on the leading ChatGPT.

This study uses a mixed method approach to explore the educators’ adoption of chatbots through an empirically validated model. The model, known as the “Educators’ Adoption of ChatGPT”, was developed by integrating the theoretical foundations of both the Unified Theory of Acceptance and Use of Technology and Status Quo Bias (SQB) frameworks, as well as insights gathered from interviews. The relationships within this model were then tested using a quantitative approach. The partial least squares-structural equation modelling method was used to analyse 243 valid survey responses.

The outcomes of the analysis indicated that perceived educators’ effort expectancy, educators’ autonomous motivation, perceived learners’ AI competency, perceived educators’ competency, innovative behaviour towards technological agility and perceived students’ engagement are significant determinants of educators’ intention to use chatbots. In contrast, perceived unfair evaluation of students, perceived students’ overreliance and perceived bias/inaccuracies were shown to have significant impacts on the resistance to use the technology, which typically implies a negatively significant influence on the educators’ use intention. Interestingly, perceived fraudulent use of ChatGPT was proven insignificant on the resistance to use chatbots.

This study makes a significant contribution to the field of educational technology by filling the gap in research on the use and acceptance of AI-enabled assistants in education. It proposes an original, empirically validated model of educator adoption, which identifies the factors that influence educators’ willingness to use chatbots in higher education and offers valuable insights for practical implementation.

School teachers had difficulty in monitoring and assessing the students during the COVID-19 lockdown. This study attempts to understand the assessment and teaching challenges during COVID-19 and how this problematic situation was reshaped by new normal teaching.

The qualitative research included perspectives of 84 school teachers using an interview-based approach. Pedagogical assessment, societal assessment and personal assessment were considered in the study.

Content switching, student involvement and individual assessment are the challenges in terms of pedagogy. Buying power of electronic equipment, digital skills, study environment and distraction are the challenges faced in terms of personal challenges. Personal connect and interaction intensity is the challenges faced in terms of social challenges. Teachers adapted to synchronous, blended, flipped and asynchronous modes of teaching.

The authors’ study will support schools in developing their institutional plans to understand teachers' apprehensions better and to check the readiness of the schools towards teaching and learning approaches.

In a previous study of authentic university academic caring (AUAC) at the University of the Virgin Islands (UVI), students perceived teaching faculty as the primary provider of academic caring and caregiving. This paper presents a research study on university faculty caring intelligence. University faculty caring intelligence is faculty's capacity to recognize the meaning and realities of caring within their performance, relationships and work environment.

A descriptive exploratory correlational research design was used to examine university faculty caring intelligence. A university academic caring framework and a faculty version of the Caring About Academic Care Inventory (CAACI) were employed. The university academic caring framework was used to guide the research. The faculty version of the CAACI assessed university faculty's discernments of AUAC within identified interfacing university academic caregiving points (institutional, instructional, academic management and academic counseling). The study sample consisted of 76 UVI faculty.

Factor score correlation completed in this work revealed strong relationships between the identified features university academic caring based on faculty perceptions.

Though the study is limited due to the sampling, UVI faculty's perception of AUAC was significantly evaluated. A model of UVI faculty caring intelligence was constructed from empirical evidence.

Studying caring intelligence of university faculty offered something new: a means to assess how faculty recognize the meaning of caring within themselves, their function, relationships and work environment. Caring intelligence can be used to predict faculty performance and their relationships within the university academic environment.

The purpose of this study is to examine relevant demographic and socio-economic factors as they relate to progress towards intercultural communicative competence (ICC) and intercultural sensitivity for ethnic-minority Latinx middle school English learners (ELs) using a mobile-assisted funds-of-knowledge-featured writing practice.

Through the theoretical lens of funds of knowledge, this three-year study implemented a survey-based quasi-experimental design centered on the Latinx ELs’ ICC development with the implementation of an intercultural sensitivity questionnaire (Chen and Starosta, 2000). The authors first investigated the relationship between ELs’ intercultural sensitivity and associated demographic and socio-economic factors. The authors then examined the changes of ELs’ intercultural sensitivity. Over ten weeks, the intervention group completed five funds-of-knowledge-featured narrative essays using pen and paper and mobile-based writing tools alternatively.

Findings indicated that ELs’ intercultural sensitivity increased as they advanced to a higher-level grade from sixth to eighth. The embedded mobile-assisted funds-of-knowledge writing practice as intervention promoted ELs’ intercultural sensitivity in interaction engagement, respect of cultural differences, interaction enjoyment and interaction attentiveness. Among the variables, interaction enjoyment was portrayed the most. ELs who reported not speaking English at home were statistically significant in this experiment.

This study acknowledges the robust and variance of funds of knowledge as a niche to address the interculturality and hybridity of ELs’ cultural practices accumulated through Latinx ELs’ family socialization and social development using mobile-assisted writing practice. This study could provide implications for optimizing inclusive experience to promote computer-assisted language learning in a contemporary, postcolonial global world.

This study develops and validates a theoretical model of real-time mobile connectivity, examining how employees' perceptions of their relationship with supervisors influence their emotional experiences. Through quasi-experiments, the authors investigate the behavioral patterns and emotional responses associated with real-time mobile connectivity in organizations, with a focus on messaging apps that indicate message read status. Specifically, they explore how supervisors' attentiveness or inattentiveness in mobile connectivity impacts emotional ambivalence (anxiety and pride) among subordinates. Additionally, they examine the downstream effects of this emotional ambivalence on employees' workplace thriving and job performance across various dimensions.

To address the paradox of real-time mobile connectivity, a quasi-experimental design involving 320 team members from 46 teams was implemented. Multi-level structural equation modeling was employed to analyze within-person variance and evaluate the proposed hypotheses.

The findings indicate that employees who do not receive timely indications from their supervisors are more likely to experience elevated levels of anxiety, while those who receive prompt indications experience a sense of pride. Moreover, the indirect effects of the real-time mobile connectivity paradox on employee performance, mediated by anxiety (negatively) and pride (positively), are fully explained through workplace thriving.

This study provides insights into the emotional ambivalence experienced in the workplace due to real-time mobile connectivity, highlighting its implications for organizational competitiveness. Integrating resource conservation theory and cognitive appraisal theory of emotion, the study explores the mediating role of workplace thriving and the impact on employee performance through pride and anxiety. Generalizability requires considering organizational settings and cultural contexts while acknowledging limitations such as a focus on messaging apps and specific samples. Future research should explore these dynamics in diverse contexts and identify additional factors influencing the relationship between real-time mobile connectivity and employee outcomes.

This study provides valuable insights for managers regarding the significance of message indications, as their attentiveness can elicit emotional reactions from employees that subsequently impact workplace thriving and job performance.

This study pioneers the exploration of the paradox of real-time mobile connectivity in the workplace, uncovering the discrete emotions experienced by employees. Furthermore, it elucidates the subsequent opposing effects on workplace thriving and job performance, contributing to the existing literature and knowledge in this area.

The flipped classroom model is an emerging teaching pedagogy in universities, colleges and secondary schools. This model will likely be successful if students prepare and acquire basic knowledge before class hours. Pre-class video lectures are common for students to access knowledge before class hours. However, students often do not watch the pre-class videos or do so only immediately before class hours due to poor engagement and supporting strategies, which can have detrimental effects on their learning achievement. To address this issue, embedding quiz questions into pre-class recorded videos may increase the completion of pre-class activities, students' engagement and learning success. This study examines the effect of a quiz-based flipped classroom (QFC) model to improve students' learning achievement and engagement in a computer science course.

The study involved 173 participants divided into experimental and control groups. The experimental group consisted of 78 students who used the QFC model, while the control group consisted of 73 students who used the conventional flipped classroom (CFC) model.

The 10-week experiment showed that the QFC model effectively improved students' learning achievement and engagement (both behavioral and agentic) compared to the CFC model.

Embedding quiz strategy into the pre-class video demonstrated the potential support to enhance the efficacy of the CFC model. Based on the results of this research, the authors recommended that flipped educators can use the quiz strategy to minimize pre-class issues (especially students' disengagement).

This research adds to the existing literature by evaluating the effect of the newly proposed model on students' learning outcomes and engagement. This study's results can guide colleges and universities intending to implement a blended learning or flipped learning model. The research also gives design, content and course implementation guidelines, which can help engage students to achieve their learning objectives.

Since there is lack of studies in determine factors that affecting enjoyment sentiment when using online learning system, this study aims to explore the antecedents of perceived online learning enjoyment by using extended technology acceptance model (TAM) and its effect on behavioral intentions (BIN) among higher education institutions students.

The research framework was empirically evaluated using a cross-sectional research design and the data was collected from 715 undergraduate students from public higher education institutions in Malaysia using an online survey method. A structural equation modeling using partial least square method was used to examine the hypothesized model.

The results of partial least squares structural equation modeling indicated that the main predictive variables of TAM along with the extended variables were significantly influence the perceived online learning enjoyment. Meanwhile, the analysis also identified that perceived online learning enjoyment can significantly generate positive BIN for using online learning platforms as well as it also plays as a significant mediator role.

This study has significant implications for higher education institutions that wish to develop online learning environment for their students by providing answers to higher education institutions on how to successfully use the learning management system to assist students' learning performance from the aspect of online learning enjoyment sentiment.

This study is remarkable because it is the first attempt to explore the effect of these five predictors on students' learning enjoyment toward online learning platforms and subsequently on BIN to use this learning platforms, especially in the context of Malaysian higher education system. It is also unique in the way to extend the use of TAM predictive variables with others variables to produce more informative results about the study. Hence, this study also has a new contribution in the literature in the domain of digital learning.

This study aims to test the impact of digital skills on the entrepreneurial intentions of last-year undergraduate students in Jordanian universities, especially after the Coronavirus disease pandemic and the digital transformation in education and business patterns. In addition, it aims to assess the role of entrepreneurial alertness as a mediator and entrepreneurship education as a moderator in the relationship between the independent and dependent variables.

The quantitative study used a questionnaire distributed to 401 students from different Jordanian universities. The data was collected over 2 months and two structural equation models were developed using AMOS 25 to examine the relationship.

A significant negative relationship was found between digital skills and entrepreneurial intentions of last-year undergraduate students in Jordanian universities post-coronavirus disease 2019 (COVID-19) pandemic. A fully mediating role of the alertness variable has appeared in addition to a significant moderating role of entrepreneurship education.

This is the first study that attempts to investigate the impact of digital skills on students' entrepreneurial intentions in Jordan after the COVID-19 pandemic, In addition, it is one of the few studies that assess the mediator's and moderator's effects on the same conditions. Finally, the study provided a review of the definitions and models used as part of the contribution to upcoming reviews.

This research aims to build on the pre-existing corpus of literature through the integration of the technology acceptance model (TAM) and usage habit to more accurately capture the determinants associated with social media addiction among university students. This study seeks to delineate how usage habit and TAM may be used as predictors for addiction potential, as well as provide greater insight into current trends in social media usage across this population demographic.

A cross-sectional research design was employed to investigate the determinants of social media addiction among university students in Malaysia at the onset of their tertiary education. A self-administered survey, adapted from prior studies, was administered to a sample of 217 respondents. The hypotheses on social media addiction were subsequently tested using a partial least squares structural equation modeling (PLS-SEM) approach.

Usage habit was found to be a direct and strong predictor of this type of addiction, as well as all TAM variables considered in the research. Additionally, by integrating TAM with usage habit, the study revealed a comprehensive and multi-faceted understanding of social media addiction, providing an important insight into its complexity in the Malaysian context. Although several other factors have been identified as potential contributors to social media reliance and addictive behavior, it appears that usage habit is paramount in driving these addictive tendencies among university students.

This expanded model holds significant implications for the development of interventions and policies that aim to mitigate the adverse effects of social media addiction on students' educational and psychological well-being. The study illustrates the applicability of the TAM in examining addictive behaviors within emerging contexts such as the Malaysian higher education sector, thus contributing to the extant literature on the subject.

The integrated TAM and habit model is an effective predictor of social media addiction among young adults in developing countries like Malaysia. This highlights the importance of actively monitoring and controlling users' interactions with technology and media platforms, while promoting responsible usage habits. Educators can use these findings to create tailored educational programs to educate students on how to use technology responsibly and reduce their risk of becoming addicted to social media.

This study provides a unique perspective on social media addiction among university students. The combination of TAM and usage habit has the potential to shed significant light on how variables such as perceived usefulness (PU) and perceived ease of use (PEOU) may be associated with addictive behaviors. Additionally, by considering usage habit as an explanatory factor, this research offers a novel approach to understanding how addictions form over time.

This study aimed to identify and describe how mentoring influences the mentor, by operationalising and specifying learning outcomes involved in mentoring.

This study used an action research approach, by uniting theory and practice to explore new ways of learning and evolve the field of practice in education. Thematic analysis was used to identify and organise patterns or themes that emerged from the data.

The results showed that mentoring changed the mentors' perspectives towards improved understanding, more flexibility and approval of other cultures. It seems that mentoring expanded the mentors' search for values, wishes and resources, including an awareness that our values, wishes and needs are more similar than different. Mentoring also seems to have improved the ability to reformulate, be flexible, strive to optimise user engagement and engage with people as they are, based on their own prerequisites.

The low number of participants means the results cannot be generalised, and voluntary participation may have led to more motivated involvement and positive results.

This study shows that mentoring has had an impact on students' development of intercultural competence and cultural sensitivity through regular meetings with individuals from a different cultural background. Mentoring seems to have revealed insights into underlying prejudices and changed perspectives towards better understanding, thus increased acceptance of other cultures.

Search for similar studies shows a lack of research that operationalises and specifies the learning outcomes that mentors gain from being a mentor.