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Marine plastic pollution (MPP) is increasing in recent times because of the high usage of plastic products. Green consumption behaviour (GCB) gaining attention as effective approach to achieving sustainable source reduction of plastic pollution, which negatively affects both human pollution and marine biodiversity and ecosystem. Although, Higher Education (HE) students are key stakeholders in addressing environmental issues, including MPP, there is limited empirical research in Ghana on factors influencing HE students’ GCB. This study, in an endeavour to bridge the gap, used the revised theory of planned behaviour (TPB) framework to investigate the factors influencing higher-education students’ green consumption behaviour in the Ghanaian context. Specifically, the purpose of the study is to examine the interplay of consumer novelty seeking (CNS), environmental concern (EC), perceived behavioural control and social influence on green consumption behaviour among higher-education students in Ghana. The study also explored the moderating role of gender in the relationship between CNS and green consumption behaviour.

This study used quantitative approach to obtain data from a sample of 233 students at the University of Cape Coast and used the partial least squares structural equation modelling approach for the data analysis.

The findings provide valuable insights, highlighting the important role of CNS and ECs in driving higher education students’ green consumption behaviour in Ghana. This study also found a revealing role for gender as a moderator in the relationship between CNS and green consumption behaviour, with females exhibiting a more pronounced response to CNS in influencing green consumption behaviour. On the contrary, the authors found a non-significant impact of perceived behavioural control and social influence.

Although this study presents results that provide valuable insights for policy and practical implications, it has some limitations worth mentioning for future research directions. Firstly, the participants sampled for this study comprised only higher education students from the University of Cape Coast in Ghana, which may limit the applicability of the findings to other student populations at various universities in Ghana and beyond. Moreover, the exclusion of non-students who are considered as “Generation Z” (i.e. born within 1995–2010) may narrow the scope of generalisability in the context of young consumers’ green consumption behaviour in Ghana. To enhance the generalisability of future studies, it is recommended that the scope of this study be extended. Furthermore, it should be noted that this study primarily measured higher education students’ green consumption behaviour based on self-reported data. Therefore, future research could adopt alternative approaches, such as non-self-reported measures or experimental data so to reduce the complexities and the gap that may exist between attitudes and behaviour.

These results provide valuable insights for policymakers, educators and environmental advocates to develop targeted initiatives that resonate with Ghanaian higher education students to foster green consumption practices and contribute to global efforts against marine plastic pollution.

The novelty of this study lies in the decision to propose a TPB model by including variables like CNS and EC that are believed to positively shape attitudes towards green consumption behaviour. The rationale for examining these variables is grounded in the belief that they are appropriate factors that may predict students’ green consumer behaviour, which may serve as a potential solution to marine plastic pollution.

This study integrates previous research on the intention to use Airbnb to determine which antecedents provide a parsimonious explanation.

Meta-analyses based on 61 samples estimate how 8 antecedents are associated with the intention to use Airbnb. Subsequent analyses utilize meta-analyses to estimate a regression model to simultaneously estimate the relationship between the antecedents and the intention to use Airbnb. Relative weight analysis then determined each antecedent’s utility.

A parsimonious model with only four antecedents (hedonic motivation, price value, effort expectancy and social influence) was nearly as predictive as the full eight-antecedent model. Ten moderating variables were examined, but none were deemed to consistently influence the relationships between the antecedents and the intention to use Airbnb.

Relatively few measures (i.e. four) effectively explain customers’ intentions to use Airbnb. When these measures cannot be readily influenced, alternatives are also presented. Implications for the travel industry are considered and straightforward approaches to increasing users are presented.

This is the first integrative review of customers’ intentions to use Airbnb. We integrate what is currently known about customers’ intentions to use Airbnb and then provide a robust model for Airbnb use intentions that both researchers and practitioners can utilize.

The purpose of this paper is to calculate the financial inclusion index and analyze its dynamics in developing countries.

The authors use the two-stage principal component analysis (PCA) method and consider financial technology innovations to improve the accuracy of the financial inclusion index.

The authors found a downward trend in the financial inclusion index in most developing countries over the study period. The authors also found that a high financial inclusion index is linked to high scores in the Doing Business and high business climate regulation ranking. In addition, the authors observed that the rates of low financial inclusion in developing countries are due to low utilization of and unequal access to financial services.

The analysis suggests that policymakers in developing countries could invest in digital infrastructure to extend access to financial services in remote areas. They could also encourage financial innovation, particularly in financial technologies, by adopting flexible regulatory frameworks. Promoting the financial inclusion of marginalized groups through targeted initiatives tailored to their needs is another solution. They could also encourage the use of financial services by raising awareness and educating populations through training programs. Finally, to improve the business climate, governments could simplify administrative procedures and promote transparency and legal stability.

Unlike previous studies, the use of the two-stage PCA method and the consideration of financial technology (Fintech) innovations such as mobile money in the determinants of the financial inclusion index improve the accuracy of the index.

Research has provided powerful evidence that what teachers do in the classroom matters most for the learning of students. Evidence also suggests that school leaders can make a significant difference to student learning via their influence on teachers' attitudes, beliefs and classroom practices. The purpose of this study was to examine if/how principal instructional leadership practices affect differentiated instruction in Omani schools, and understand the role that teacher collaboration and self-efficacy play in this dynamic.

The study used structural equation modeling (SEM) to analyze data collected from a sample of 496 teachers working in public schools in Muscat, Oman.

The findings revealed no direct association between principal instructional leadership and differentiated instruction. Instead, the effects of principal instructional leadership on differentiated instruction were achieved indirectly through the mediation of teacher collaboration and teacher self-efficacy. Collaboration was also found to have a positive influence on the teachers' self-efficacy beliefs.

The significance of this study stems from its relevance to the educational developments unfolding not only in Oman, but in the Gulf region at large. Recent reviews of educational administration and leadership research in the Gulf states indicate the scarcity of empirical research investigating the relationship between principal leadership and teacher practices. This is problematic as it creates a gap in our knowledge of the factors that can support ongoing school improvement initiatives in the region. More specifically, we expect our findings to guide current educational reforms aimed at raising education quality via promoting effective teaching and learning in Omani schools.