QR code transforms the way retailers offer their shopping experiences in the current context. In response, various retailers adopted innovative approaches such as QR code-based applications to attract their consumers. A QR code-based virtual supermarket refers to a space where goods or services are traded in a virtual space using a smart app-based QR code. To fully understand the opportunities of this type of supermarket applying QR-code technology, initial research is required to assess consumers’ use intention. This study has examined the antecedents of the adoption of QR code-based virtual supermarket among Vietnam consumers using the expanded Technology Acceptance Model (TAM) and explored the moderating effect of perceived risk on the relationship between attitude and consumers’ intention to use QR code-based virtual supermarket. A questionnaire was used to collect data from a sample of 335 consumers in Vietnam. The findings revealed that the antecedents are effective in predicting consumers’ attitudes and intentions toward QR code-based virtual supermarket adoption. The results showed the negative moderation effects of perceived risk for the effect of attitude on consumers intention. In addition, practical implications are supported for the application of new shopping technology and are likely to stimulate further research in the area of virtual supermarket shopping.

In the current era of globalization, the need arises to train individuals who are spiritually enriched, creatively developed, and culturally grounded through the advancement of education and science, as well as through art and culture. These individuals must be capable of integrating artistic creativity into their professional activities. In this context, the issue of fostering values of historical and cultural significance through virtual reality technologies emerges as a novel area of research. The study aims to reveal the essence of the concept "virtual museum" and test the level of perspective art teachers' readiness for utilizing the virtual museum in their professional activity to foster their cultural values of artic creativity. Employing quantitative and qualitative methods, the study encompassed questionnaires, tests, and assignments administered to 135 university students divided into control and experimental groups. To diagnose students' readiness to utilize virtual museum technology in their professional activities, three components (motivational, cognitive, and operational), criteria, indicators and levels of readiness were identified. Findings indicate that there is a noticeable difference between the experimental group's results before and after completing the authors' elective course titled "Methodology of using the virtual museum". This demonstrates the effectiveness of this course conducted with the experimental group. The study highlights the importance of perspective art teachers' acquisition of knowledge, skills and competences necessary to implement the virtual museum method in their teaching activity through the proposed elective course incorporated into the university educational process in order to foster students' cultural values of artic creativity.

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.

This paper explores the integration of digital technologies and tools in English as a Foreign Language (EFL) learning in Jordanian Higher Education through a qualitative open-ended online survey. It highlights the perceptions of 100 Jordanian EFL instructors, each with a minimum of five years of experience, on the digital transformation in the EFL learning process. The survey, consisting of ten open-ended questions, gathered in-depth insights on the benefits, challenges, and implications of this transformation. Thematic analysis was employed to analyze the qualitative data, revealing varied levels of experience, the use of diverse digital tools, and both technical and pedagogical challenges. Key findings include the positive impact of digital tools on teaching and learning experiences, enhanced student engagement, and opportunities for personalized learning and collaboration. The study concludes that leveraging digital resources can enhance EFL learner engagement and learning outcomes, inform future pedagogical practices, and shape the landscape of digital transformation in EFL Higher Education for years to come.

The challenge of rural electrification has become more challenging today than ever before. Grid-connected and off-grid microgrid systems are playing a very important role in this problem. Examining each component’s ideal size, facility system reactions, and other microgrid analyses, this paper proposes the design and implementation of an off-grid hybrid microgrid in Chittagong and Faridpur with various load dispatch strategies. The hybrid microgrids with a load of 23.31 kW and the following five dispatch algorithms have been optimized: (i) load following, (ii) HOMER predictive, (iii) combined dispatch, (iv) generator order, and (v) cycle charging dispatch approach. The proposed microgrids have been optimized to reduce the net present cost, CO₂ emissions, and levelized cost of energy. All five dispatch strategies for the two microgrids have been analyzed in HOMER Pro. Power system reactions and feasibility analyses of microgrids have been performed using ETAP simulation software. For both the considered locations, the results propound that load-following is the outperforming approach, which has the lowest energy cost of $0.1728/kWh, operational cost of $2944.13, present cost of $127,528.10, and CO₂ emission of 2746 kg/year for the Chittagong microgrid and the lowest energy cost of $0.2030/kWh, operating cost of $3530.34, present cost of 149,287.30, and CO₂ emission of 3256 kg/year for the Faridpur microgrid with a steady reaction of the power system.

While the rapid development of artificial intelligence has affected people's daily lives, it has also brought huge challenges to high school mathematics teaching, such as restructuring the classroom teaching structure, transforming the role of teachers, and selecting classroom teaching methods. Based on this, the article explores the application strategies of AI technology in improving knowledge introduction, improving mathematics classroom efficiency and stimulating students' learning interest, with a view to optimizing classroom teaching links, improving students' core discipline quality, and promoting the development of high school mathematics teaching informatization.