This study seeks to explore the uses, behaviors and perceptions of university students regarding mobile phones to help elucidate whether there is a relationship between the use of mobiles and the academic performance of university students. A quantitative approach based on an ad hoc questionnaire, applied before the pandemic, was used to gather evidence in this regard, which revealed the uses and educational visions of mobile phones in a convenience sample of 314 university students from nine different degree courses in two Spanish universities. Three major conclusions are formulated as part of future lines of development. First, although there is frequent use of mobile phones, the image of the mobile as a learning resource in the university classroom does not reach one-third of students. Second, although this study does not determine the causal relationship, there is a statistically significant negative relationship between average grades achieved and hours of dedication to the mobile phone. Finally, students who are unable to spend more than one hour without checking their phone obtain a significantly lower average mark than those who can stay more than one hour without checking their phone.

Research on zakat has captured the attention of scholars since 1981, exhibiting an increasing trend in publications and citations. This trend presents an opportunity for the author to delve into zakat research. The primary aim of this study is to dissect 10 years of zakat research, spanning from 2013 to 2022, with a focus on evaluating past achievements, current research patterns, and potential future research directions. Utilising bibliometric analysis as the primary tool, this study has formulated seven research questions derived from the primary objective. Key findings indicate a consistent upward trajectory in both publication and citation rates over the past decade, with 2013 being a pivotal year. Notably, Malaysia, Indonesia, and Saudi Arabia emerged as the top three countries actively contributing to zakat research during this period. This study further outlines eight contemporary research trends, exploring various facets of zakat over the past decade. Additionally, this study identifies four prospective areas in zakat for future scholars to explore. This study’s outcomes offer three significant contributions: 1) signalling to scholars that zakat research continues to burgeon; 2) providing inspiration and ideas for current scholars; and 3) motivating future scholars to embark on research ventures in untapped areas within the realm of zakat.

This article focuses on analyzing the achievements, challenges, and lessons learned in the process of building the Socialist Rule of Law in Vietnam after nearly 40 years of renovation, with the goal of proposing the direction of building and perfecting the Socialist Rule of Law in the new period, and ensuring its conformity with Vietnamese realities and international integration. The article draws on data from documents of the Communist Party of Vietnam, the 2013 Constitution, relevant laws and resolutions, along with data from reports on administrative reform and the promulgation of legal documents. The research methods used include document analysis, comparison, and synthesis in order to assess the reality and propose solutions to the problems identified. Alongside the achievements gained, building a Socialist Rule of Law State in Vietnam still faces many challenges. This article identifies the main orientations for constructing a Socialist Rule of Law State in Vietnam in the coming period.

Understanding the factors that influence early science achievement is crucial for developing effective educational policies and ensuring equity within the education system. Despite its importance, research on the patterns of young children achieving science learning milestones and the factors that can reduce disparities between students with and without disabilities remains limited. This study analyzes data from the Early Childhood Longitudinal Study of Kindergarten Cohort 2011 (ECLS-K: 2011), which includes 18,174 children from 1328 schools across the United States, selected through a complex sampling process and spanning kindergarten to 5th grade. Utilizing survival analysis, the study finds that children with disabilities achieve science milestones later than their peers without disabilities, with these disparities persisting from early grades. The research highlights the effectiveness of center-based programs in enhancing science learning, particularly in narrowing the achievement gap between children with and without disabilities. These findings contribute to the broader discourse on equity in the education system and policy by introducing novel methodologies for assessing the frequency and duration of science learning milestones, and by providing insights into effective strategies that support equitable science education.

Gamification is an active methodology of great value that, in a quality educational environment, provides students with the necessary motivation to participate in their teaching-learning process. An emerging active methodology, which is based on the use of information and communication technologies (ICT) and requires an educational space that guarantees greater flexibility in the pedagogical dynamics in favor of academic achievement. This increase in interest in active methodologies, and specifically in gamification, has raised doubts about whether current educational spaces are prepared to host a renewal in methodology or if, on the contrary, they could undermine the attitude of change. For this reason, this research seeks to analyze whether current educational spaces are facilitating elements for the incorporation of gamification in the classroom. The methodological cut of the research is quantitative, specifically in two phases. On the one hand, a descriptive analysis of the results is carried out, obtaining information on the trend of each item. On the other hand, an inferential analysis is carried out around different variables to verify their possible influence on the evaluations of the participants. The results obtained, in the sample made up of 210 teachers distributed in the different centers and who carry out their educational activity from 3rd to 6th grade of primary school, indicate that teachers believe it is relevant to take into account the educational space when incorporating active methodologies in class.

This research explores the relationship between the independent variables (need for achievement, risk-taking, family support, economic factors, and the dependent variable of women’s enterprises’ success) and examines the moderating influence of socio-cultural factors. A survey-based methodology was adopted. One hundred sixty-nine small and medium-sized enterprises (SMEs) in the Palestinian West Bank were surveyed using structured questionnaires. Structural equation modeling (SEM) was conducted by using the Smart-PLS program. The results indicate that women entrepreneurs’ success in SMEs is positively and significantly impacted by the need for achievement as an internal factor and economic factors and family support as external factors. Furthermore, sociocultural factors did not show any significant moderating influence. By gaining knowledge about the relationship between internal and external factors and the success of women-owned SMEs, this study adds to the body of literature already in existence. These factors can be considered in the success of these enterprises, particularly in an environment full of political and economic fluctuations. Furthermore, the research is said to be the first of its type in Palestine, particularly concerning SMEs run by women. It also supports entrepreneurs by providing them with resources that might aid in the growth and success of their businesses.