The internationalization of higher education began to take shape during the period of the Republic of China. This trend manifested in various forms and encompassed a rich array of activities, including the construction of teaching staffs, the exchange of international students, and the presence of overseas scholars giving lectures in China. Between 1899 and 1945, Japanese institutions sent nearly 200 academic overseas students to China. With the establishment and improvement of the internal system of universities in the Republic of China, these students were able to study and interact with Chinese scholars. The forms of communication were diverse, the content was rich, and the channels were smooth, making the process lively and interesting with distinct characteristics of the era. Consequently, this group became both participants and witnesses in the internationalization process of universities in the Republic of China. However, the full-scale Anti-Japanese War disrupted the internationalization of universities, causing it to deviate from its normal trajectory. Some Japanese academic overseas students who had previously studied in China became instruments of Japanese imperialism’s cultural invasion and educational colonization. These students played a significant role in promoting the “alternative internationalization” of universities in the Republic of China. In short, examining the involvement of Japanese academic overseas students providing us a unique insight into the general situation and processes of internationalization at universities in the Republic of China during different historical periods.

The increasing use of social media has played a prominent role in shaping opinions and forming attitudes, especially among university students. They use them increasingly to transfer information, exchange data, and disseminate topics among students and all members of society. Therefore, this study aims to examine these networks and their role in public life, especially in shaping public opinion among university students. The study adopted a descriptive survey approach to achieve its objectives. The study was conducted on a sample of undergraduate students from four Jordanian universities, totaling 832 participants selected through purposive sampling and using the equal distribution method according to variables (gender, university, specialization). The study relied on a questionnaire as a method of data collection and filling out the data from the respondents in the questionnaire. The study found that social media plays a significant role in shaping opinions, beliefs, and ideas, and that its role is unparalleled. Also, the study showed that social media had a significant impact on shaping public opinion in Jordan among university students who use social media extensively and exchange opinions, ideas, and information, contributing to shaping a series of opinions among young people and contributing to their adoption of new ideas or changing their old ones through the dialogue facilitated by these networks, as users exchange and adopt ideas, contributing to shaping a public opinion on an issue. These findings underscore the importance of understanding and leveraging social media and online platforms to effectively communicate with and engage students.

The article presents the experience of formation and development of economic competences of non-economic specialty students. The modern world is quite complex, diverse, and multidimensional, in order to adapt to it, work effectively, it is necessary to have information about market relations, relations in the sphere of production, consumption, exchange, distribution, and also to be able to connect these areas, navigate the laws operating in these areas. It should be noted that the formation and development of a specialist’s economic competence occurs throughout his or her entire professional life. In our study, the process of forming economic competence is considered as its formation at the stage of mastering economic disciplines, relevant special courses and methodical support. Training in higher education should lead to the acquired knowledge being transferred into the activity of combining elements into an interconnected structure, into the skillful distribution of resources, into the activity that brings profit and has the form of capital investment, in other words, the individual, acquiring knowledge for himself, should be able to transform it into a socially significant value. This requires the search for and implementation of new approaches in the content and organization of the educational process at all levels of education. Research devoted to the role of education in the preparation of future non-economists for economic competence focuses on the preparation of an individual for the economic literacy of an entrepreneur. One of the main tasks of the education system should be preparation for successful socialization in the context of involvement in entrepreneurial relations. It is students and young specialists who have advantages in entrepreneurship in the current conditions: they have the opportunity to obtain specialized knowledge and skills in the field of economics; they can start their own business, relying on economic knowledge. Therefore, the role of higher education is increasing, since it helps to meet the needs of society and implement its socially significant goals. This poses new challenges for universities to transfer the necessary economic knowledge, skills and abilities to students, and to develop their economic competence. The development of basic economic competences in a student is a guarantee of his competitiveness in the labor market and the basis for making reasonable economic decisions in the daily life of every person.

This research presents an in-depth examination of the emotional effects of synchronous hybrid education on undergraduate university students at a pioneering private institution in educational innovation. The study had encompassed all courses that were delivered in a synchronous hybrid format, covering 16 courses and involving 241 students. Each student had been observed and recorded on two separate class sessions, with each recording lasting approximately 30 min. This comprehensive data collection had resulted in 409 recordings, each approximately 30 min in duration, translating to nearly an hour of observation per student across the classes, totaling close to 205 h of recordings. These recordings were subsequently processed using neuroscience software tools for advanced statistical analysis, effectively serving as a comprehensive survey of courses within this modality. The primary focus of the research was on the emotions experienced during both face-to-face and online classes and their subsequent influence on student behavior and well-being. The findings reveal higher emotional time ratios for positive emotions such as joy and surprise in face-to-face students. Notably, both groups exhibited comparable ratios for negative emotions like anger and sadness. The research underscores the emotional advantages of face-to-face interactions, which elicit stronger emotions, in contrast to online students who often feel detached and isolated.

This article presents the validation of a virtue-based leadership development questionnaire (LID). Leadership is defined as the human action of guiding others toward a common good, which requires the exercise of personal competencies and virtues. The theoretical and factorial structure of LID has three domains: intellectual, relational and performative. The LID was administered to a sample of 1759 university students from Mexico and Spain for factor analysis. Subsequently, it was applied to a sample of 1906 students from a Mexican university for confirmatory factor analysis and to 171 Mexican students for a convergent validity study with the Socially Responsible Leadership Scale (SRLS). Psychometric analyses indicate that the questionnaire is reliable and valid. Confirmatory factor analysis indicates that the questionnaire fits the theoretical model and has convergent validity with the SRLS. This questionnaire aims to contribute to the leadership education of university students.

This study examines the factors that predict successful transition outcomes for college students with impairments in Saudi Arabia. A stratified random sample method was employed to survey 500 people across various educational levels and disability categories. The efficacy of Individualized Education Plans (IEPs), cultural variables, and perceptions of transition services have been investigated using Structural Equation Modeling (SEM). The study revealed significant positive correlations between the efficacy of Individualized Education Programs (IEPs) and favourable impressions of transition services. Additionally, it highlighted the impact of cultural variables on transition results. The assessment of indirect effects confirmed that cultural variables partially mitigate the connection between IEPs and transition assistance. The document provides practical suggestions for enhancing the efficiency of Individualized Education Programs (IEPs), improving cultural proficiency among educators, facilitating collaboration among stakeholders, and guiding policies. These findings contribute to ongoing efforts to develop inclusive and culturally appropriate transition programs for students with impairments in Saudi Arabia.