Over the past decade, the integration of technology, particularly gamification, has initiated a substantial transformation within the field of education. However, educators frequently confront the challenge of identifying suitable competitive game-based learning platforms amidst the growing emphasis on cultivating creativity within the classroom and effectively integrating technology into pedagogical practices. The current study examines students and faculty continuous intention to use gamification in higher education. The data was collected through an online survey with a sample size of 763 Pakistani respondents from various universities around Pakistan. The structural equation modeling was used to analyze the data and to investigate how continuous intention to use gamification is influenced by, extended TAM model with inclusion of variables such as task technology fit, social influence, social recognition and hedonic motivation. The results have shown that task technology has no significant influence on perceived usefulness (PU) where as it has a significant influence on perceived ease of use (PEOU). Social influence (SI) indicates no significant influence on perceived ease of use. Social recognition (SR) indicates positive influence on perceived usefulness, perceived ease of use, and continuous intention. The dimensional analysis indicated that perceived ease of use has insignificant influence on perceived usefulness. Both PEOU and PU exhibit positive influence on attitude. Hedonic motivation (HM) and attitude were observed to have a positive influence on continuous intention (CI). Moreover, gamification is found to efficiently and effectively achieve meaningful goals by tapping intrinsic motivation of the users through engaging them in playful experiences.

The COVID-19 pandemic has fundamentally transformed the global education landscape, compelling institutions to adopt e-learning as an essential tool to sustain academic activities. This research examines the critical impact of e-learning on arts and science college students in Coimbatore, with an emphasis on its influence on their readiness for campus recruitment. Using a survey of 300 students, this study investigates their perceptions of online education, highlighting both its advantages, such as flexibility and accessibility, and its challenges, including engagement barriers and technical limitations. Data was collected through structured questionnaires and analyzed using statistical methods to draw meaningful insights. The research also explores the efficacy of online assessments in recruitment processes and assesses students’ awareness of available e-learning platforms and courses. The urgency of this study lies in addressing the pressing need to optimize digital education models as institutions globally transition toward blended learning post-pandemic. The findings underline the dual potential and limitations of e-learning, concluding with actionable recommendations to enhance its effectiveness, particularly in preparing students for competitive employment opportunities.

This study investigates the factors influencing student satisfaction at higher education institutions in Pathum Thani Province, Thailand. The research uses structural equation modeling (SEM) to analyze the connections among College Reputation, Student Expectation, Perception Value, and Student Satisfaction based on a sample of 660 students. The results indicate that the student population is diverse, with most students enrolled in the Faculty of Business Administration in their first year. The Pearson’s correlation matrix and structural equation modeling (SEM) findings indicate significant positive correlations between the dimensions, emphasizing the crucial influence of College Reputation on both Student Expectation and Student Satisfaction. The goodness-of-fit indices validate the model’s strength, indicating a significant correspondence between the theoretical components and the observed data. This study enhances the comprehension of how student satisfaction changes in Thai higher education and offers practical suggestions for institutional policies to improve student’s educational experiences and achievements. Higher education institutions may create a more fulfilling and effective learning environment by prioritizing reputation improvement, ensuring student expectations match reality, and providing perceived value to improve education quality and equality for Thailand.

This research explores the necessity and the effect of job resources for undergraduates’ career satisfaction during work experience in an apprenticeship program. Additionally, we examine the extent to which a supportive environment enhances apprentice career satisfaction by providing access to valuable learning experiences. We propose PLS equation modelling with a sample of 81 students who completed a dual apprenticeship degree in Business Administration and Management at Spanish University. The study finds that all three workplace job resources are necessary for career satisfaction among apprentices. Learning opportunities and social relations have significant effects, while job control contributes only marginally. It highlights that learning opportunities enhance social relations, emphasizing the importance of feedback. The study extends job resource research to university level apprenticeships, showing that without these resources, apprentices lack career satisfaction. It highlights that learning opportunities are crucial for satisfaction through social relations and offers guidance for designing effective workplace training programs.

This study explores the impact of technology effectiveness, social development, and opportunities on higher education accessibility in Myanmar, focusing on private higher education institutions. Utilizing a sample of 199 respondents, with an average age of X (SD = Y), the research employs standardized questionnaires and descriptive statistics, correlation analysis, and multiple regression analysis to examine the relationships between these variables. The findings indicate that technology effectiveness significantly enhances higher education accessibility, with strong positive correlations (r = 0.752, p < 0.001) and substantial impacts on educational outcomes (β = 0.334, p = 0.001). Social development also plays a crucial role, demonstrating that supportive social norms and community engagement significantly improve accessibility (β = 0.405, p < 0.001). Opportunities provided by technological advancements further contribute to enhanced accessibility (β = 0.356, p < 0.001), although socio-political and economic challenges pose significant barriers. The study highlights the interconnectedness of these factors and their collective influence on educational accessibility. Practical implications include the need for strategic investments in technological infrastructure, promotion of supportive social environments, and innovative solutions to leverage opportunities. Future research directions suggest longitudinal studies, broader demographic scopes, and in-depth analyses of specific technological and infrastructural challenges. By addressing these areas, stakeholders can develop effective strategies to improve higher education accessibility, ultimately contributing to the socio-economic development of Myanmar.

The development of the times and the progress of society have put forward new requirements for the conduct of party building work. Only by adhering to innovative ideas, continuously adjusting and scientifically planning the mode of party building work, can a new and systematic guidance system for party building be constructed, so that the conduct of party building work in universities presents a new development state and mode. Based on the influence of the information technology environment and the guidance of the spirit of the 20th National Congress, this article explores and analyzes the innovative reform of party building work in universities in the new era. From different perspectives such as introducing advanced technology and innovative party building work concepts, it systematically explores the innovative planning measures for party building work, striving to build a new organizational system for party building in universities, and scientifically optimize the value and effectiveness of party building work in universities.