Quality human resources will be formed if education focuses on improving students’ skills. Of course, the foundation of education must be quality. Qualified human resources will later be responsible for making Indonesia a good country in all fields. This study aims to examine the effect of applying the REACT learning model (Relating, Experiencing, Applying, Cooperating, Transferring) on learning outcomes and critical thinking skills of students of SMAN 9 KENDARI. Quantitative research method with experimental research type. The research design used was post experimental control design. The research location was at SMAN 9 KENDARI. The instruments used include learning outcomes test and critical thinking skills test. The data obtained were explained using statistical tests to see the differences between the experimental group and the control group in chemistry subjects. The results showed that the application of REACT model significantly improved students’ learning outcomes and critical thinking skills compared to conventional learning methods in chemistry subjects. The findings indicated that the REACT model was effective in improving the quality of learning and developing critical thinking skills of students of SMAN 9 KENDARI, especially in chemistry learning.

Young people are a traditional risk group for radicalization and involvement in protest and extremist activities. The relevance of this topic is due to the growing threat of youth radicalization, the expansion of the activities of extremist organizations, and the need to organize high-quality preventive work in educational organizations at various levels. The article provides an overview of research on the topic under consideration and also presents the results of a series of surveys in general educational institutions and organizations of secondary vocational education (n = 11,052), universities (n = 3966) located in the Arctic zone of the Russian Federation. The results of the study on aspects of students’ ideas about extremism are presented in terms of assessing their own knowledge about extremism, the presence/absence of radically minded people around them, determining the degree of threat from the activities of extremist groups for themselves and their social environment, and identifying approaches to preventing the growth of extremism in society. Conclusions are drawn about the need to improve preventive work models in educational organizations towards a targeted (group) approach.

In the wake of the COVID-19 pandemic, the prevalence of online education in primary education has exhibited an upward trajectory. Relative to traditional learning environments, online instruction has evolved into a pivotal pedagogical modality for contemporary students. Thus, to comprehensively comprehend the repercussions of environmental changes on students’ psychological well-being in the backdrop of prolonged online education, this study employs an innovative methodology. Founded upon three elemental feature sequences—images, acoustics, and text extracted from online learning data—the model ingeniously amalgamates these facets. The fusion methodology aims to synergistically harness information from diverse perceptual channels to capture the students’ psychological states more comprehensively and accurately. To discern emotional features, the model leverages support vector machines (SVM), exhibiting commendable proficiency in handling emotional information. Moreover, to enhance the efficacy of psychological well-being prediction, this study incorporates an attention mechanism into the traditional Convolutional Neural Network (CNN) architecture. By innovatively introducing this attention mechanism in CNN, the study observes a significant improvement in accuracy in identifying six psychological features, demonstrating the effectiveness of attention mechanisms in deep learning models. Finally, beyond model performance validation, this study delves into a profound analysis of the impact of environmental changes on students’ psychological well-being. This analysis furnishes valuable insights for formulating pertinent instructional strategies in the protracted context of online education, aiding educational institutions in better addressing the challenges posed to students’ psychological well-being in novel learning environments.

This study, based on the Theory of Planned Behavior (TPB), aims to explore the entrepreneurial intentions of university students in Shandong Province, China, and analyze the major factors influencing these intentions. Structural Equation Modeling was applied to data collected from 680 students across five universities in Shandong Province. The findings reveal that attitudes, subjective norms, and perceived behavioral control significantly influence the students’ entrepreneurial intentions. Specifically, a positive attitude towards the outcomes of entrepreneurship emerged as the strongest factor influencing their intentions, indicating that positive perceptions and expectations of entrepreneurship significantly enhance students’ entrepreneurial inclinations. Perceived behavioral control also showed a strong influence, suggesting that enhancing students’ self-efficacy and awareness of accessible resources is crucial for fostering entrepreneurial intentions. However, the influence of subjective norms was weaker, which may relate to specific cultural and social environmental factors. This study not only provides an empirical basis for entrepreneurship education and policy-making in Shandong Province and beyond but also offers new insights into the application of TPB in the field of entrepreneurship research.

This study aims to explore the feasibility of using virtual reality technology to educate students with learning difficulties in the Asir region. To achieve the study aims, the researcher employed a descriptive design and deployed a quantitative technique, depending on the questionnaire as the main instrument for data collection. The research was carried out on a cohort of 240 educators hailing from the Asir region who were enlisted through a process of random sampling. The results of this study show that factors like infrastructure, human resources, administrative regulation, and student population have an impact on the use of virtual reality technology. The results suggest that there are no statistically significant differences in the development of using virtual reality technology among teachers of students with learning disabilities in the Asir region when taking into account factors such as experience and level of qualification.