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.

The COVID-19 pandemic has shifted education from traditional in-person classes to remote, online-dependent learning, often resulting in reduced learning effectiveness and satisfaction due to limited face-to-face interaction. To address these challenges, interactive teaching strategies, such as the flipped classroom approach, have gained attention. The flipped classroom model emphasizes individual preparation outside class and collaborative learning during class time, relying heavily on in-person interactions. To adapt this method to remote learning, the Remote Flipped Classroom (RFC) integrates the flipped classroom approach with online learning, allowing flexibility while maintaining interactive opportunities. RFC has incorporated short films as teaching tools, leveraging their ability to contextualize knowledge and cater to the preferences of visually-driven younger learners. However, research on the effectiveness of RFC with films remains limited, particularly in fields like nursing education, where practical engagement is crucial. This article shares the practical experience of applying RFC with films in a nursing education context. Positive feedback was observed, though many students still expressed a preference for in-person classes. These insights suggest that strategies like RFC with films could be valuable in maintaining engagement and learning efficiency in remote classrooms.

Objective: This study aimed to examine the psychometric properties of the 21-item Depression, Anxiety, and Stress Scale (DASS-21) in a sample of Moroccan students. Method: A total of 208 Moroccan students participated in this study. The dimensionality of the DASS-21 scale was assessed using exploratory factor analysis. Construct validity was assessed using the Stress Perception (PSS-10), State Anxiety (SAI), and Depression (CESD-10) scales. Results: Correlation analyses between Depression, Anxiety, and Stress subscales showed significant results. The exploratory factor analysis results confirmed the DASS’s three-dimensional structure. Furthermore, correlation analyses revealed positive correlations between the DASS-18 sub-dimensions and the three scales for Stress (PSS-10), Anxiety (SAI), and Depression (CESD-10). Conclusion: In line with previous work, the results of this study suggest that the DASS-18 reflect adequate psychometric properties, making it an appropriate tool for use in the university context.

This study investigated the variability of climate parameters and food crop yields in Nigeria. Data were sourced from secondary sources and analyzed using correlation and multivariate regression. Findings revealed that pineapple was more sensitive to climate variability (76.17%), while maize and groundnut yields were more stable with low sensitivity (0.98 and 1.17%). Yields for crops like pineapple (0.31 kg/ha) were more sensitive to temperature, while maize, beans, groundnut, and vegetable yields were less sensitive to temperature with yields ranging from 0.15 kg/ha, 0.21 kg/ha, 0.18 kg/ha, and 0.12 kg/ha respectively. On the other hand, maize, beans, groundnut, and vegetable yields were more sensitive to rainfall ranging from 0.19kg/ha, 0.15kg/ha, 0.22 kg/ha, and 0.18 kg/ha respectively compared to pineapple yields which decreased with increase rainfall (−0.25 kg/ha). The results further showed that for every degree increase in temperature, maize, pineapple, and beans yields decreased by 0.48, 0.01, and 2.00 units at a 5 % level of significance, while vegetable yield decreased by 0.25 units and an effect was observed. Also, for every unit increase in rainfall, maize, pineapple, groundnut, and vegetable yields decreased by 3815.40, 404.40, 11,398.12, and 2342.32 units respectively at a 5% level, with an observed effect for maize yield. For robustness, these results were confirmed by the generalized additive and the Bayesian linear regression models. This study has been able to quantify the impact of temperature on food crop yields in the African context and employed a novel analytical approach combining the correlation matrix and multivariate linear regression to examine climate-crop yield relationships. The study contributes to the existing body of knowledge on climate-induced risks to food security in Nigeria and provides valuable insights for policymakers, farmers, government, and stakeholders to develop effective strategies to mitigate the impacts of climate change on food crop yields through the integration of climate-smart agricultural practices like agroforestry, conservation agriculture, and drought-tolerant varieties into national agricultural policies and programs and invest in climate information dissemination channels to help consider climate variability in agricultural planning and decision-making, thereby enhancing food security in the country.

Generational differences shape technological preferences and fundamentally influence workplace motivation and interactions. Our research aims to examine in detail how different generations assess the importance of workplace communication and leadership styles and how these diverse preferences impact workplace motivation and commitment. In our analysis, we studied the behavioral patterns of four generations—Baby Boomers, Generations X, Y, and Z—through anonymous online questionnaires supplemented by in-depth interviews conducted with a leader and a Generation Z employee. To verify our hypotheses, we employed statistical methods, including the Chi-Square test, Spearman’s rank correlation, and cross-tabulation analysis. Our results clearly demonstrated that different generations evaluate the importance of applied leadership and communication styles differently. While Generations Y and Z highly value flexible, supportive leadership styles, older generations, such as the Baby Boomers prefer more traditional, structured approaches. The study confirmed that aligning leadership and communication styles is crucial, as it significantly impacts the workplace atmosphere and employee performance. Our research findings hold both theoretical and practical significance. This research highlights how understanding generational preferences in leadership and communication styles can enhance workplace cohesion and efficiency. The results provide specific guidance for leaders and HR professionals to create a supportive and adaptable environment that effectively meets the needs of diverse generations.