Improving the practical skills of Science, Technology, Engineering and Mathematics (STEM) students at a historically black college and university (HBCU) was done by implementing a transformative teaching model. The model was implemented on undergraduate students of different educational levels in the Electrical Engineering (EE) Department at HBCU. The model was also extended to carefully chosen high and middle schools. These middle and high school students serve as a pipeline to the university, with a particular emphasis on fostering growth within the EE Department. The model aligns well with the core mission of the EE Department, aiming to enhance the theoretical knowledge and practical skills of students, ensuring that they are qualified to work in industry or to pursue graduate studies. The implemented model prepares students for outstanding STEM careers. It also increases enrolment, student retention, and the number of underrepresented minority graduates in a technology-based workforce.

The study’s purpose is to evaluate the influence of some factors of the model of planned behavior (TPB) and the perceived academic support of the university on the attitude toward entrepreneurship and entrepreneurial intention of students. The results of Structural Equation Modeling (SEM) linear structural model analysis with primary data collected from 1162 students indicated that entrepreneurial intention is influenced by attitude toward entrepreneurship, subjective norm, perceived educational support, and perceived concept development support. In addition, this study also found the positive influence of perceived educational support, concept development support, and business development support on attitude towards entrepreneurship. Interestingly, the influence of perceived business development support on entrepreneurial intention was rejected, and personal innovativeness is demonstrated to promote an attitude toward entrepreneurship. Notably, this study also highlights the moderating role of personal innovativeness on the relationship between attitude toward entrepreneurship and entrepreneurial intention. Based on these findings, several implications were suggested to researchers, universities, and policymakers.

This study explores how public relations (PR) can give universities an edge in today’s competitive landscape. By examining past research, conducting interviews in 10 diverse cities in Vietnam, and analyzing case studies, it reveals the powerful link between PR strategies and student involvement. The research shows that well-crafted PR activities, tailored to different student groups and utilizing digital platforms, significantly impact student perceptions and enrollment decisions. It delves deeper than simply confirming PR’s effectiveness, offering insights into how specific PR tactics can resonate with student needs and expectations. Furthermore, it explores how PR influences student retention, highlighting the long-term benefits for universities. This research is a valuable tool for institutions seeking to thrive. By understanding the power of PR in shaping student decisions, universities can tailor their outreach efforts more effectively. Additionally, the study emphasizes the lasting advantages of a strategic PR approach, contributing to a broader discussion on its importance in higher education. Ultimately, these findings benefit both institutions and students, who can expect improved transparency, engagement, and communication within their academic communities.

The issue of academic achievement among Chinese university students is emerging due to difficulties in finding employment. This study investigates the structural relationships between social support, goal orientation, and academic achievement with the aim of enhancing students’ academic performance and facilitating sustained employability. Data were collected from 202 college students in South China, revealing that students’ levels of social support, goal orientation, and academic achievement were all moderate. Lower-grade students, in comparison to higher-grade students, exhibited lower levels of social support, goal orientation, and academic achievement. Additionally, students from lower economic backgrounds tended to lack social support. Among the factors of social support, goal orientation, and academic achievement, there were positive correlations among these three variables. Social support significantly and positively influenced goal orientation and academic achievement. Specifically, the sub-factors of social support, school support, and teacher support had differential effects, with school support enhancing academic achievement and teacher support boosting goal orientation. Goal orientation also significantly and positively impacted students’ academic achievement, with the sub-factor of mastery goals having a stronger influence. Goal orientation partially mediated the relationship between social support and academic achievement. This study discusses limitations and provides insights for future research.

The quality of indoor classroom conditions influences the well-being of its occupants, students and teachers. Especially the temperature, outside acceptable limits, can increase the risk of discomfort, illness, stress behaviors and cognitive processes. Assuming the importance of this, in this quantitative observational study, we investigated the relationship between two environmental variables, temperature and humidity, and students’ basic emotions. Data were collected over four weeks in a secondary school in Spain, with environmental variables recorded every 10 minutes using a monitoring kit installed in the classroom, and students’ emotions categorized using Emotion Recognition Technology (ERT). The results suggest that high recorded temperatures and humidity levels are associated with emotional responses among students. While linear regression models indicate that temperature and humidity may influence students’ emotional experiences in the classroom, the explanatory power of these models may be limited, suggesting that other factors could contribute to the observed variability in emotions. The implications and limitations of these findings for classroom conditions and student emotional well-being are discussed. Recognizing the influence of environmental conditions and monitoring them is a step toward establishing smart classrooms.

This cross-sectional study examines the knowledge, perception, and practice of health professions students and academics in Jordan concerning halal pharmaceuticals. Health professions students and academics from various universities in Jordan were surveyed using a structured questionnaire. Data analysis included descriptive statistics and inferential tests to identify factors affecting knowledge, perception, and practice. Participants had a high level of awareness regarding general halal and haram concepts, but there was relatively lower awareness of the term “halal pharmaceuticals” and detailed information about non-halal ingredients. Knowledge scores varied between students and academics, with academics scoring higher. Participants exhibited positive perceptions, acknowledging the importance of knowledge about halal pharmaceuticals and patients’ rights to inquire about medication sources and ingredients. Concerns were raised about the potential controversy surrounding the topic. This research contributes to understanding the role of halal pharmaceuticals in healthcare, particularly in predominantly Muslim countries. The findings highlight the importance of integrating education on halal pharmaceuticals into healthcare curricula, emphasizing patient-centered care, and addressing cultural and religious sensitivity. There is a need for tailored educational approaches and sensitivity training to bridge the gap between knowledge and practice.