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To contribute to achieving the Sustainable Development Goals, this study aims to explore how to encourage innovative green behaviors among college students and the mechanisms behind the formation of green innovation behavior. Specifically, this study examines the influences of schools, mentors and college students themselves.

A multilevel, multisource study involving 261 students from 51 groups generally supported this study’s predictions.

Proenvironmental and responsible mentors significantly predicted innovative green behavior among college students. In addition, creative motivation mediated the logical chain among green intellectual capital, emotional intelligence and green innovation behavior.

The study findings offer new insights into the conditions required for college students to engage in green innovation. In addition, they provide practical implications for cultivating green innovation among college students.

The authors proposed and tested a multilevel theory based on the ability–motivation–opportunity framework. In this model, proenvironmental and responsible mentors, green intellectual capital and emotional intelligence triggered innovative green behavior among college students through creative motivation.

This study examines the relationship between financial literacy and risk-taking behavior in the stock market for both graduates and undergraduates.

This study conducted two surveys on two groups: graduates and undergraduates. The questionnaires were sent to the two groups via “Google Form”. The surveys were undertaken from March to October 2021, with final data on 500 undergraduates and 400 graduates. The three techniques used are multiple linear regression (MLR), structural equation model (SEM) and ordinal logit regression (OLR) to examine the causal relationships.

Based on survey data on 400 graduate and 500 undergraduate students, our results show that financial literacy is positively associated with risk-taking behavior (i.e. use of debt and willingness to use debt) after controlling for demographics. Graduates with higher levels of financial literacy are more likely to use debt. Undergraduates with higher levels of financial literacy are more willing to use debt. In addition, parental education has a significant moderating effect on the association between financial literacy and debt use among undergraduate students. The results are robust compared to the alternatives.

Although this study finds a positive association between financial literacy and risk-taking behavior among graduates and undergraduates, and these results are robust to the alternatives, the scope of this study is limited and only focuses on Vietnam. Hence, it needs to be expanded overseas. Next, graduates may make investment decisions based on stock prices or valuations, and as a result, the link between financial literacy and stock valuations should be investigated in subsequent research. Last but not least, further studies should also examine the digital financial literacy level of the younger generation, as it plays an important role in the digital age.

First, this study finds that higher financial literacy tends to use more debt, implying that financially literate people know how to use debt smartly to earn more profits. Second, students with higher-educated parents are less likely to use debt for stock investment, meaning that parents help students avoid possible risks while in the university. Finally, female graduates and college students all perform lower in financial literacy than their male counterparts. This can create a larger gender gap in financial literacy between women and men, particularly, in a society in which men often play the leading role in the family. As a result, it calls for policymakers, educators and parents to pay more attention to improving financial literacy among girls and women in general.

This study has three contributions. First, this is the first study to examine the impact of financial literacy on risk-taking behavior between two groups of graduates and undergraduates. The results show that individuals with a higher level of financial literacy are more likely to engage in risk-taking behavior (i.e. debt use) in terms of the stock market. Recent research, for example, Phung et al. (2022), examines investors’ informal debt (from families and friends), while this study investigates graduates’ debt use (from brokerage firms). Second, parental education is a significant mediator between college students’ financial literacy and debt use. The literature on parental socialization mainly documents parents’ direct influence on children’s financial knowledge and performance (Shim et al., 2010; Phung, 2023). Unlike previous research, this study finds that parental education plays a moderating role between college students’ financial literacy and their risk-taking behavior. Finally, three methods and multiple models are used to test causal relationships. The results are robust compared to the alternatives.

This study explores the extent of undergraduate students' engagement in interdisciplinary learning experiences across their academic journey and its potential correlation with elevated levels of self-efficacy in learning. Furthermore, the research investigates how the clarity of career decisions and future goals contributes to the perception of relevance, value and alignment of interdisciplinary learning experiences among undergraduate students.

Data were collected using a self-report questionnaire in a longitudinal survey administered annually to undergraduate students at a university in northern Taiwan over four waves from 2018 to 2021. The sample analyzed for this study consisted of 123 undergraduate students who willingly and continuously participated in the research throughout the specified period.

The results showed that self-efficacy within interdisciplinary learning experiences could be classified into three clusters: high efficacy, moderate efficacy and fluctuating efficacy. The determinants influencing these clusters include career decisions and years spent in university. Undergraduate students who have determined their career decisions and are in their latter two years of undergraduate studies demonstrate higher self-efficacy in interdisciplinary learning. Conversely, students who have yet to determine their career decisions exhibit a fluctuating pattern of self-efficacy across the three interdisciplinary learning categories.

Two key limitations of this research include a small sample size and a confined university-specific context, potentially constraining the applicability of the results to a broader population.

This study contributes to the interdisciplinary learning experience in higher education by explaining the significance of undergraduates' self-efficacy and career-related factors. Whereas most research has focused on the effects of self-efficacy, this study investigated the factors that influence undergraduates' self-efficacy.

This study intends to extend the unified theory of acceptance and use of technology (UTAUT) model by integrating perceived enjoyment as an intrinsic motivation so as to investigate factors influencing Chinese undergraduate English as a Foreign Language (EFL) students' intention to use ChatGPT for English learning.

A cross-sectional quantitative survey method research design was used in this study. Data were collected from 432 undergraduate students at two Chinese universities. The data analysis was carried out using SmartPLS 4, a computer software that employs the partial least squares structural equation modelling (PLS-SEM) technique. The analysis of the model was performed in two stages, including the assessment of reflective measurement model and structural model. The PLS predict was utilized to assess the model’s predicting power.

Findings showed that effort expectancy, performance expectancy, social influence and perceived enjoyment were positively related to Chinese undergraduate EFL learners' intention to use ChatGPT for English learning. Perceived enjoyment mediated the relationships between effort expectancy, performance expectancy, social influence and intention to use ChatGPT for English learning respectively.

Through incorporating the perceived enjoyment as an intrinsic motivation into the UTAUT model to explore factors that impact Chinese undergraduate EFL learners' intention to use ChatGPT for English learning, this study has extended the applicability of the UTAUT model and provide insights into factors affecting students' intention to utilize ChatGPT or other AI-based technologies for English learning.

Studies show that building information modelling (BIM) technology can improve construction productivity regarding the design, construction and maintenance of a project life cycle in the 21st century. Revit has been identified as a frequently used tool for delivering BIM in the built environment. Studies about BIM technology via Revit are scarce in training middle-level workforce higher education institutions. Thus, this study aims to investigate the relevance of BIM technology and offer measures to promote digitalisation in Nigeria’s built environment polytechnic undergraduates via Revit.

Given the unexplored nature of training the middle-level workforce in Nigeria, 37 semi-structured virtual interviews were conducted across Nigeria, and saturation was achieved. The participants were knowledgeable about construction-related BIM. The researchers used a thematic analysis for the collected data and honed them with secondary sources.

Improved visualisation of design, effective and efficient work productivity, automatic design and quantification, improved database management and collaboration and data storage in the centrally coordinated model, among others, emerged as BIM’s benefits. BIM technology via Revit is challenging, especially in Nigeria’s polytechnic education curriculum. The 24 perceived issues were grouped into government/regulatory agencies-related, polytechnic management-related and polytechnic undergraduate students-related hindrances in Nigeria’s built environment.

This study is limited to BIM implications for Nigeria’s built environment polytechnic undergraduates.

This study contributes to the literature paucity in attempting to uncover perceived issues hindering the implementation of BIM technology via Revit in training Nigeria’s built environment polytechnic undergraduates via a qualitative approach.

This paper explores how sustainability consciousness varies among undergraduate students at a higher education institution in the Republic of Korea. Based on the analyses of survey data, this paper aims to understand the present state and future prospect of education for sustainable development, specifically within higher education in the Republic of Korea.

This study involves analyzing 254 complete responses from undergraduate students at Seoul National University using confirmatory factor analysis. Subsequently, it explores how five variables (gender, grade year, type of college, prior exposure to sustainable development and prior exposure to education for sustainable development) influence the level of sustainability consciousness among these undergraduates.

The goodness-of-fit indices of the adapted sustainability consciousness questionnaire indicate a good fit. The analysis reveals a notable gender-based disparity in sustainability consciousness, with female students exhibiting higher levels than their male counterparts. Additionally, academic progression also affects sustainability consciousness; students in their first and second years show greater awareness compared to those in their third year. Furthermore, the academic discipline of respondents plays a role, as evidenced by students from the College of Education displaying higher sustainability consciousness than those from other colleges.

This research distinguishes itself from prior studies in two key dimensions. First, it offers an analysis of the sustainability consciousness among South Korean undergraduate students, with a particular focus on those who have experienced the COVID-19 pandemic. Second, this study endeavors to establish the validity of sustainability consciousness as a psychological construct, expanding the understanding of its implications and relevance in the context of higher education.

Research internships are integral components of undergraduate programs that nurture students' skill sets. However, the current trend of these internships adopting a direct apprenticeship model, often termed “cookbook” laboratory sessions, falls short of cultivating 21st-century skills. Therefore, this study proposes an innovative Outcomes-directed Research Internship Model (ODRIM) designed to enhance research competencies.

This study introduces a pioneering research internship model by integrating the course-based undergraduate research experience (CURE) framework with principles rooted in outcomes-based education (OBE). To evaluate its effectiveness and compare it with traditional research internship models (TRIMs), a two-group pretest-posttest design was utilized. Statistical analysis was performed on data collected from 66 participants to assess their research competencies.

The results revealed a significant positive difference in utilizing the tailored innovative ODRIM track (pre-mean = 17.525, post-mean = 19.875; p = 0.009) compared to the TRIM track (pre-mean = 19.769, post-mean = 19.615; p = 1.000) in enhancing overall student research competency. Specifically, this innovative internship model notably enhanced students’ abilities in conducting research, showcasing technical skills, collaborating within teams, and disseminating research outcomes, encompassing the composition of research articles and reports.

This tailored approach to the “Research Internship” encourages a harmonious blend of hands-on, inquiry-based learning and clear, measurable learning goals. It not only cultivates an immersive and thorough research experience to improve students’ research competencies, but also guarantees a concentrated alignment with predetermined research learning objectives.

This study aims to explore the impact of engaging in serious leisure (SL) on the well-being (WB) and self-perceived employability (PE) of university students while also considering the role of career adaptability (CA) as a mediator.

A total of 905 domestic undergraduate students from China completed an online survey.

The findings reveal that participation in SL positively influences WB and PE. Additionally, the results indicate that CA mediates the SL-WB relationship but not the SL-PE relationship.

The theoretical contribution of this research comes from advancing our understanding of sustainable career theory through empirical testing of SL, PE, and CA on WB outcomes within a higher education setting. The practical implications of this study involve providing universities with strategies to support domestic Chinese undergraduate students in enhancing their WB and PE through active engagement in SL pursuits and the development of CA. Moreover, our findings serve as a foundation for future research investigating whether insights gained from domestic Chinese undergraduate students can provide solutions on a global scale to address the persistent challenges of improving student WB and PE.

This study aims to examine the relationship between contextual factors and career exploration. Career adaptability mediates the relationship between social support, sense of belonging and career exploration.

This quantitative study involved 291 undergraduates recruited from two universities in China. Data were analyzed using structural equation modeling.

The results indicated that social support and sense of belonging were positively related to career adaptability. Career adaptability was found to be a mediator between relational predictors and career exploration. Contrary to our hypothesis, the direct path from sense of belonging to career exploration was insignificant.

This study highlights the importance of career adaptability in connecting contextual indicators and career exploration in the Chinese context.

Supporting community college transfer students represents a critical strategy for broadening participation in STEM. In addition to being a racially diverse group, students who pursue STEM degrees by way of community college report frequent interests in graduate study and academic careers. Thus, supporting and expanding transfer students’ PhD interests can help to diversify the STEM professoriate. This study aims to identify the experiences that predict PhD interests among students who transferred into the computer science major from a community college.

Relying on longitudinal survey data from over 150 community college transfer students throughout their first year at their receiving four-year university, we used regression analysis to identify the post-transfer college experiences that predict early interest in PhDs.

We found that receiving information about PhDs from a professor strongly predicted PhD interest among transfer students. Relationships with other variables indicate that the provision of information about graduate school was more likely to occur for students who participated in undergraduate research experiences than for those participating in internships. Descriptive data document inequities in who has access to these types of experiences.

This paper provides new insight into how STEM departments can develop targeted efforts to ensure that information about PhD training is equitably available to all transfer students. Working to ensure that faculty equitably communicate with students about PhD opportunities may go a long way in countering potential deterrents among transfer students who may be interested in such pathways.