Highly nutritive and antioxidants-enriched okra (Abelmoschus esculentus) gets sub-optimal field yield due to the irregular germination coupled with non-synchronized harvests. Hence, the research aimed at assessing the combined impact of seed priming and field-level gibberellic acid (GA₃) foliar spray on the yield and post-harvest quality of okra. The lab studies were conducted using a complete randomized design (CRD), while the field trials were performed following a factorial randomized complete block design (RCBD) with three replications. Okra seeds were subjected to ten different priming methods to assess their impact on seed germination and seeding vigor. In the premier step, okra seeds were subjected to ten different priming methods, like hydro priming for 6, 12, and 18 h, halo priming with 3% NaCl at 35 ℃, 45 ℃, and 60 ℃, acid priming with 80% H₂SO₄ for 2.5, 5, and 10 min. Based on the observation, hydro priming for 12 h exhibited the best germination rate (90%), followed by halo seed priming at 60 ℃ and acid priming for 5 min. Furthermore, the halo priming at 60 ℃ demonstrated the greatest seedling vigor index (1965), whereas acid priming for 5 min resulted in favorable outcomes in terms of early emergence in 2.66 days. In addition, varying concentrations of GA₃ (0, 100, 200, and 300 ppm) were also administered to the best three primed seedlings for evaluating their field performance. The findings indicated that applying GA₃ at a concentration of 300 ppm to seedlings raised through acid priming (80% H₂SO₄ for 5 min) resulted in improved leaf length, reduced time to flowering (first and 50%) and harvest, increased pod diameter, individual pod weight, and yield per plant (735.16 g). Additionally, the treatment involving GA₃ at 300 ppm with halo priming (3% NaCl) at 60 ℃ exhibited the longest shelf life (21 days) of okra with the lowest levels of rotting (6.73%) and color change (1.12) in the polyethylene storage condition.

In the dynamic landscape of modern education, it is essential to understand and recognize the psychological habits that underpin students’ learning processes. These habits play a crucial role in shaping students’ learning outcomes, motivation, and overall educational experiences. This paper shifts the focus towards a more nuanced exploration of these psychological habits in learning, particularly among secondary school students. We propose an innovative assessment model that integrates multimodal data analysis with the quality function deployment theory and the subjective-objective assignment method. This model employs the G-1-entropy value method for an objective evaluation of students’ psychological learning habits. The G-1-entropy method stands out for its comprehensive, objective, and practical approach, offering valuable insights into students’ learning behaviors. By applying this method to assess the psychological aspects of learning, this study contributes to educational research and informs educational reforms. It provides a robust framework for understanding students’ learning habits, thereby aiding in the development of targeted educational strategies. The findings of this study offer strategic directions for educational management, teacher training, and curriculum development. This research not only advances theoretical knowledge in the field of educational psychology but also has practical implications for enhancing the quality of education. It serves as a scientific foundation for educators, administrators, and policymakers in shaping effective educational practices.

Metaverse technology has various uses in communication, education, entertainment, and other aspects of life. Consequently, it necessitates using some interactive mobile applications to enter the virtual world and gain real-time, face-to-face experiences, particularly among students. This research focused on the factors accelerating metaverse technology acceptance particularly, Metaverse Experience Browser application acceptance among the students under the factors proposed by the unified theory of acceptance and use of technology (UTAUT) model. Notably, lack of studies in metaverse browsers and their prevalence during the post pandemic era, indicates a strong literature gap. The researchers gathered data from n = 384 higher education students from the two cities in the United Arab Emirates and applied Structural Equation modelling (SEM) for data analysis. Results revealed that Performance Expectancy (p < 0.003) and Social Influence (p = 0.000) were significant factors affecting the Behavioral Intention of the students to consider Metaverse Experience Browser as an interactive mobile application. On the other hand, behavioural Intention significantly affects (p = 0.000) Effort Expectancy, which shows how fewer efforts and greater accessibility are associated with one’s behavioural Intention. Besides, the effect of Behavioral Intention (p = 0.000) on Metaverse Experience Browser acceptance also remained validated. Finally, Effort Expectancy (p = 0.000) also indicated its significant effect on the Metaverse Experience Browser. These results indicated that the factors proposed by UTAUT have greater applicability on the Metaverse Experience Browser as they showed their relevance to its acceptance. The present study concludes that the acceptance of Metaverse Experience Browser as an interactive mobile application is a level ahead in improving students’ experiences. Thus, the Metaverse Experience Browser is considered a modified way of creating, sharing, participating, and enjoying the virtual world, indicating its greater usage among students for different purposes, including education and learning.