The purpose of this research is to estimate the differences in sales levels between businesses owned by individuals who self-identify as Indigenous (IE) and those who do not (NIE), as well as between males (ME) and females (WE), and how this intersection may affect their sales levels. To accomplish this, an Analysis of Variance (ANOVA) is used to compare the means between the groups analyzed, and Tukey’s Honestly Significant Differences (HSD) is used to determine the magnitude and direction of these differences. The results of the study show that indigenous-owned businesses have sales that are 26% lower than the general average, while women-owned businesses have sales that are 70.6% lower in the same comparison. In addition, businesses run by indigenous women have sales that are 93.5% lower on average. These findings suggest that the challenges faced by entrepreneurs reflect the structural inequalities observed in other areas of society and highlight the need for public and private policies focused on reducing these gaps.

The Mass Rapid Transit (MRT) Purple Line project is part of the Thai government’s energy- and transportation-related greenhouse gas reduction plan. The number of passengers estimated during the feasibility study period was used to calculate the greenhouse gas reduction effect of project implementation. Most of the estimated numbers exceed the actual number of passengers, resulting in errors in estimating greenhouse gas emissions. This study employed a direct demand ridership model (DDRM) to accurately predict MRT Purple Line ridership. The variables affecting the number of passengers were the population in the vicinity of stations, offices, and shopping malls, the number of bus lines that serve the area, and the length of the road. The DDRM accurately predicted the number of passengers within 10% of the observed change and, therefore, the project can help reduce greenhouse gas emissions by 1289 tCO₂ in 2023 and 2059 tCO₂ in 2030.

This study explored the relationship between Chinese graduate students’ English language proficiency (ELP) and intercultural communicative competence (ICC). With the acceleration of globalization, an increasing number of Chinese students choose to study abroad, making it crucial to enhance their intercultural communication ability and language skills. However, China’s exam-oriented education system to some extent limits students’ holistic development and poses challenges for them in intercultural exchange. A quantitative survey method was employed, collecting questionnaire data from 249 Chinese English-major graduate students to analyze the relationship between their English ability and intercultural competence. The results indicated a certain positive correlation between English proficiency and intercultural competence but also pointed to the need for further unpacking of complexity and influencing factors. Future research with more robust methodology is still warranted to provide deeper insights into the linkage between the two constructs in the Chinese graduate context.

The study explores the relationship between authentic leadership, psychological capital, and work engagement among educators in the Makhado Municipality. The primary aim was to assess how authentic leadership influences educators’ psychological capital and examine how psychological capital impacts work engagement. A quantitative research design was employed, utilizing a survey-based approach to collect data from a sample of educators across 15 primary schools within the Makhado Municipality. Structural Equation Modeling was used to analyze the data and test the relationships between authentic leadership, psychological capital, and work engagement. Results indicate that authentic leadership has a significant positive influence on the psychological capital of educators. In turn, psychological Capital was found to have a strong positive impact on work engagement, suggesting that educators who perceive their leaders as authentic are more likely to experience higher levels of psychological well-being and engagement in their work. This study contributes to the literature on leadership and educator well-being by demonstrating the value of authentic leadership in promoting a supportive work environment that enhances educators’ psychological capital and engagement. The educational management and policy implications emphasize the need for leadership development programs that foster authentic leadership behaviors to improve educator performance and overall school effectiveness.

The research aimed to: 1) analyze components and indicators of digital transformation leadership among school administrators, 2) assess their leadership needs, and 3) develop mechanism models to promote this leadership. A mixed-method approach was applied, involving three sample groups: 8 experts, 406 administrators, and 7 experts. Data collection tools included semi-structured interviews, leadership scales, needs assessments, and focus group discussions, with analysis performed through construct validity testing, needs assessment, and content analysis. The findings revealed: 1) The components and indicators of digital transformation leadership showed structural validity, as confirmed by the model’s alignment with empirical data (Chi-Square = 82.3, df = 65, p = 0.072, CFI = 0.998, TLI = 0.997, RMR = 0.00965, RMSEA = 0.0256). 2) Among the leadership components, “innovative knowledge” ranked highest in need (PNImodified = 0.075), followed by “ideological influence” (0.066), “consideration of individuality” (0.055), “intellectual stimulation” (0.052), and “inspiration” (0.053). 3) Mechanism models for promoting leadership emphasized enhancing these five components to strengthen administrators’ skills in applying technology, managing teaching and development plans, and fostering innovation. Administrators were encouraged to tailor strategies to individual needs, inspire personnel, and create a commitment to organizational change and development. These mechanisms aim to equip administrators to effectively lead transformations, motivate staff, and drive educational institutions to adapt and thrive in evolving environments.