The effectiveness and efficiency of e-learning system in industry significantly depend on users’ acceptance and adoption. This is specifically determined by external and internal factors represented by subjective norms (SN) and experience (XP), both believed to affect users’ perceived usefulness (PU) and perceived ease of use (PEOU). Users’ acceptance of e-learning system is influenced by the immensity of region, often hampered by inadequate infrastructure support. Therefore, this study aimed to investigate behavioral intention to use e-learning in the Indonesian insurance industry by applying Technology Acceptance Model (TAM). To achieve this objective, Jabotabek and Non-Jabotabek regions were used as moderating variables in all related hypotheses. An online survey was conducted to obtain data from 800 respondents who were Indonesian insurance industry employees. Subsequently, Structural Equation Model (SEM) was used to evaluate the hypotheses, and Multi-Group Analysis (MGA) to examine the role of region. The results showed that out of the seven hypotheses tested, only one was rejected. Furthermore, XP had no significant effect on PU, and the most significant correlation was found between PEOU and PU. In each relationship path model, the role of region (Jabodetabek and Non Jabodetabek) had no significant differences. These results were expected to provide valuable insights into the components of e-learning acceptability for the development of a user-friendly system in the insurance industry.

This study aims to examine the pathways through which the user experience (UX) of ChatGPT, a representative of generative artificial intelligence, affects user loyalty. Additionally, it seeks to verify whether ChatGPT’s UX varies according to a user’s need for cognition (NFC). This research proposed and examined how ChatGPT’ UX affect user engagement and loyalty and used mediation analysis using PROCESS Macro Model 6 to test the impact of UX on web-based ChatGPT loyalty. Data were collected by an online marketing research company. 200 respondents were selected from a panel of individuals who had used ChatGPT within the previous month. Prior to the survey, the study objective was explained to the respondents, who were instructed to answer questions based on their experiences with ChatGPT during the previous month. The usefulness of ChatGPT was found to have a significant impact on interactivity, engagement, and intention to reuse. Second, it was revealed that evaluations of ChatGPT may vary according to users’ cognitive needs. Users with a high NFC, who seek to solve complex problems and pursue new experiences, perceived ChatGPT’s usefulness, interactivity, engagement, and reuse intentions more positively than those with a lower NFC. These results have several academic implications. First, this study validated the role of the UX in ChatGPT. Second, it validated the role of users’ need for cognition levels in their experience with ChatGPT.

Life experience and moral practice are the most important ways of moral learning and moral implementation. In the teaching of lower grade morality and rule of law courses, the students are connected with the reality of life, and the teaching content is carefully designed, starting from the students' life experience and learning interests, to explore and provide time and space for students to explore and experience independently, and to guide students through exploration and learning. Interaction, experience and perception, to obtain their own emotional experience. At the same time, it deepens students' intimacy to the learning content, inspires students' curiosity, and exerts students' subjective initiative, so as to determine students' dominant position in the classroom.

Humanitarian workers face numerous challenges when providing assistance to people affected by natural disasters, armed conflicts, and other crises, which often leads to burnout and psychological distress. This qualitative study investigates the interplay of factors that contribute to burnout among Malaysian employees of a refugee-focused humanitarian organization. Ten staff members participated in focus group discussions, which revealed five themes: positive and meaningful emotions; difficult and negative emotions; vicarious trauma, stress, and burnout; work environment, culture, and managerial policies; and structural and governmental stressors. The study emphasizes the need for improved support and resources for humanitarian workers, as well as enhanced organizational policies and practices to prevent and mitigate burnout. The findings suggest that culturally adapted interventions, such as Acceptance and Commitment Therapy (ACT), can help humanitarian workers address their unique psychological challenges. More research is needed to examine the issues present within humanitarian organizations using qualitative methods and adapt appropriate interventions to prevent the development of psychopathology in these settings.

Artificial intelligence has transformed teachers’ teaching models. This article explores the application of artificial intelligence in basic education in Macao middle schools. This study adopts case analysis in qualitative research, using a total of eight cases from the innovative technology education platform of the Macau education and Youth Development Bureau. These data illustrate how Macao’s artificial intelligence technology promotes teaching innovation in basic education. These eight cases are closely related to the application of artificial intelligence in basic education in Macao. The survey results show that Macao’s education policy has a positive effect on teaching innovation in artificial intelligence education. In teaching practice, the school also cooperates with the government’s policy. The application of AI technology in teaching, students’ learning styles, changes in teachers’ roles, and new needs for teacher training are all influential.