The presented article focusses on the analysis of perception of the university social responsibility through the eyes of Slovak university students. The aim is to compare how the values, efficiency of the organisation (university), and the educational process influence the perception of social responsibility among university students themselves. The research is based on the application of quantitative methodology towards the evaluation of differences and similarities in perceptions using two types of tests for statistical analysis, comparative (Mann-Whitney U test) and correlational (bivariate correlation matrix of Spearman’s rho).The results of the research provide a deeper understanding of how universities can shape students’ approach to social responsibility through their values and educational processes, which has important implications for the development of university policies and practices.

Universities continue to provide solutions to private and public sectors of the economy by providing a skilled economy, increasing employment potentials, and improving employee performance. This study offered a theoretical model on the contributing factors to graduate employability among student entrepreneurs in Malaysian Higher Education and the mediating mechanism of perceived support and usefulness in social entrepreneurship to solve the graduate unemployment problem. We attained data using purposive and face-to-face sampling methods with acceptable data from 296 undergraduates and analyzed with the SEM software from respondents of various cultural backgrounds. Findings suggest a positive significant relationship between motivations, skills in social entrepreneurship, knowledge, and social elements on graduate employability. Similarly, perceived support explained skills, knowledge and social elements’ relationship to graduate employability except for perceived usefulness. The outcome further discovered the perceived support role for graduates of social entrepreneurship in fostering job crafting and future employability with various implications and recommendations. The results require the application of other research approaches to provide concrete implementations and social and economic solutions. Insightful results and proposals helpful to policymakers like higher education curricula developers and implementers, scholars, government and private universities of this study can help curb graduate unemployment through social entrepreneurship.

In the great practice of long-term revolution, construction and reform, the red gene created and developed by the CPC is a noble belief and noble emotion that has been continuously precipitated and inherited in the blood and struggle of countless people throughout the country, and has been deeply rooted in the blood and soul of the people of the CPC. Against the backdrop of the continuous development of modern education, integrating the red gene into the daily ideological and political education work of college students requires a clear understanding of its practical significance, and establishing the basic principle of integration based on the red gene, further promoting reform and innovation in inheriting and promoting the red gene in universities, and comprehensively enhancing the ideological and political awareness of college students, Provide a strong talent force for China's socialist construction.

English writing is an important output skill cultivated in college English courses. And in the age of informationization, college English writing teaching relies on the support of information technology. In order to cope with the solution of this dilemma, Production-Oriented Approach(POA) proposes Teacher-Student Collaborative Assessment (TSCA), which creates a new form of assessment. Through TSCA, teachers can not only alleviate the heavy teaching load, but also fully tap the network resources to efficiently use students' time before, during and after class to maximize and optimize the teaching effect. In this paper, the teaching concept of TSCA is used to conduct writing teaching experiments, to study and analyze the writing ability of students who write effectively, so as to provide insights for the practice of English writing teaching.

This study aims to assess the efficacy of speech-to-text (STT) technology in improving the writing abilities of special education pupils in Saudi Arabia. A deliberate sample of 150 special education college students was selected, with participants randomly allocated to either an experimental group employing STT technology or a control group using traditional writing methods. The study utilized a comprehensive approach, which included standardized writing assessments, questionnaires, and statistical analyses such as t-tests, correlation, regression, ANOVA, and ANCOVA. The results demonstrate a substantial enhancement in writing skills among the experimental group utilizing Speech-to-Text (STT) technology. The findings contribute to the discussion on assistive technology in special education and offer practical recommendations for educators and policymakers.

The COVID-19 pandemic prompted global crises and enforced strict measures like the Movement Control Order (MCO) in Malaysia, significantly impacting societal norms, particularly affecting secondary school students. The current study employs a qualitative methodology to determine how COVID-19 affects the life stress experienced by secondary school students. Secondary school students were recruited in Sabah, Malaysia, from April to August 2022, after Malaysia entered the endemic phase on 1 April 2022. As part of a larger survey, students were asked to respond to an open-ended question about life stressors they face as a result of the pandemic COVID-19 or during home-based teaching and learning (PdPR). A total of 1069 secondary school students from various backgrounds were included in the study. However, only 714 students responded to the open-ended question. The pattern of meaning across the texts was determined using Birks and Mills’s method of multilevel coding. The students’ perspectives on life stressors were classified into five broad categories: restriction stress, emotional stress, online study stress, family-related stress, and others-related stress. Restriction stress, which refers to being confined at home, restricted movement, hampered family, friendship, and outdoor activities, and no freedom were rated as the most significant life stressors associated with the COVID-19 pandemic by students. This research provides valuable insights for policymakers, educators, and parents, emphasizing the profound effect of pandemic-induced restrictions on student life and the essential role of targeted interventions in fostering resilience among students.