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With the continuous development of the global COVID-19 epidemic, mobile learning has become one of the most significant learning approaches. The mobile learning resource is the basis of mobile learning; it may directly affect the effectiveness of mobile learning. However, the current learning resources cannot meet users' needs. This study aims to analyze the influencing factors of accepting open data as learning resources among users.

Based on the technology acceptance model (TAM) and the unified theory of acceptance and use of technology (UTAUT), this study proposed a comprehensive theoretical research model. Data were obtained from 398 postgraduates from several universities in central China. Confirmatory factor analysis was used to determine the reliability and validity of the measurement model. Data has been analyzed using SPSS and AMOS software.

The results suggested that perceived usefulness, performance expectancy, social influence and facilitating conditions have a positive influence on accepting open data as learning resources. Perceived ease of use was not found significant. Moreover, it was further shown in the study that behavioural intention significantly influenced the acceptance of open data as learning resources.

There is a lack of research on open data as learning resources in developing countries, especially in China. This study addresses the gap and helps us understand the acceptance of open data as learning resources in higher education. This study also pays attention to postgraduates' choice of learning resources, which has been little noticed before. Additionally, this study offers opportunities for further studies on the continuous usage of open data in higher education.

This study empirically analyse the lived and individual experiences of internet use time among postgraduate students in a period where the line between the virtual and real is blurred. The infusion of the internet in higher education has not only facilitated the production of new knowledge but has also led to reports of internet addiction among many users during the COVID-19 pandemic and the resulting lockdowns. This study aims to evaluate the level of internet addiction among postgraduate students and the supportive information services role that librarians could provide.

In this study, 279 postgraduate students completed a quantitative survey targeted at all the postgraduate students at a university campus in South Africa. Data was collected using an adopted internet addiction test questionnaire. The data was descriptively and inferentially analysed.

As many as 61 (22.7%) are always online, with most of the respondents, 112 (41.6%) spend 10 h or more on the internet daily. Laptop computers at 44.7% emerged as the primary electronic device used by postgraduate students for accessing the internet, surpassing the prevalence of mobile phone usage. On internet addiction level, internet use time had a statistically significant relation with problematic internet use levels in respondents. These results suggest that the increased uncontrolled internet use could negatively interfere with productive academic work of postgraduate students. However, based on the inferential statistical results, it can be concluded that academic use of the internet does not contribute to increased levels of internet addiction. The study recommends that librarians should provide literacy education and resources on how to use the internet safely and responsibly, including tips on setting boundaries, managing time online and productively using online information resources.

The study assesses problematic internet use among postgraduate students and provides suggestions on supportive information services that librarians could provide in an era where many library information services provision and higher education are hinged on the internet.