The perspectives of economic students in Can Tho City, Vietnam were investigated in order to have a deeper understanding of the relationship between green supply chain management (GSCM) and social performance. A comprehensive survey was conducted on a sample size of 526 undergraduate students enrolled in business administration and international business courses. This study effort examined the impact of several subcomponents of GSCM on social performance. The inclusion of green production, green distribution, green supply chain management, and environmental education was seen. The coefficients of 0.24 and 0.115 suggest a favorable relationship between green procurement and internal environmental management and social performance. The existing scholarly literature presents several instances in which the implementation of Green Supply Chain Management (GSCM) has resulted in enhanced societal performance. The objective of this study is to contribute to the existing literature by investigating the many factors that influence the performance of Green Supply Chain Management (GSCM) in improving financial outcomes. The investigation also encompasses the examination of Green Supply Chain Management (GSCM) and its influence on societal performance. The authors propose that the extent to which graduates were exposed to GSCM education throughout their college years will have a substantial impact on their contributions to their respective fields and to society as a whole. Individuals who proactively pursue higher education by enrolling in college and focusing their studies on attaining a business degree are more likely to increase their chances of achieving success as entrepreneurs. Hence, these affluent proprietors of companies possess the potential to expand their operations and provide significant economic benefits at a macro level. In order to ensure the enduring viability of businesses, local communities, and the natural environment, educational institutions should provide curricula including corporate social responsibility, volunteerism, and ecologically conscious manufacturing methods. The integration of environmental stewardship with ethical business practices is crucial.

The COVID-19 pandemic occasioned significant changes in many aspects of human life. The education system is one of the most impacted sectors during the pandemic. With the contagious nature of the disease, governments around the world encouraged social distancing between individuals to prevent the spread of the virus. This led to the shutdown of many academic institutions, to avoid mass gatherings and overcrowded places. Developed and developing countries either postponed their academic activities or used digital technologies to reach learners remotely. The study examined the benefits of online learning during the COVID-19 pandemic. The participants for the study consist of 5 lecturers and 30 students from the ML Sultan Campus of the Durban University of Technology, South Africa. Data was collected using open-ended interviews. Content analysis was applied to analyze the data collected. Data was collected until it was saturated. Different ways were implemented to make online learning and teaching successful. The findings identified that the benefits of online learning were that it promotes independent learning, flexible learning adaptability and others.

This study aims to use dialectical thinking to explore the impacts and responses of Artificial Intelligence (AI) empowerment on students’ personalized learning. The effect of AI empowerment on student personalization is dissected through a literature review and empirical cases. The study finds that AI plays a significant role in promoting personalized learning by enhancing students’ learning effectiveness through intelligent recommendation, automated feedback, improving students’ independent learning ability, and optimizing learning paths, however, the wide application of AI also brings problems such as technological dependence, cheating in exams, weakening of critical thinking ability, educational fairness, and data privacy protection to students. The study proposes recommendations to strengthen technology regulation, enhance the synergy between teachers and AI, and optimize the personalized learning model. AI-enabled personalized learning is expected to play a greater role in improving learning efficiency and educational fairness.

The objective of this study is to examine the extent of awareness, intention, and behavior among university students in relation to green marketing. It is recognized that the present cohort of students, as well as future generations, will have a substantial impact on shaping the course of the world. The respondents for this study consisted of university students, and the collected data was subsequently analyzed using SPSS (Statistical Package for Social Sciences) 25 in order to test the stated hypothesis. University students exhibit a comprehensive understanding of green marketing and a conscious inclination toward embracing favorable intentions and behaviors in relation to this domain. The results of this study suggest that there exists a statistically significant and positive correlation between individuals’ level of green awareness and their intention to participate in environmentally friendly consumer practices. Furthermore, it has been observed that the intention of consumers to engage in green practices has a noteworthy influence on their subsequent behavior in terms of adopting environmentally friendly behaviors. The findings obtained from studies on green marketing are of utmost importance in offering valuable guidance and orientation toward a future characterized by heightened environmental awareness and sustainability. The novelty of this study is to provide a lucid comprehension of students’ perceptions about green marketing. Several factors can potentially impact the intention and behavior of environmentally conscious consumers, including personal values, social norms, and economic factors. Additional research is necessary in order to obtain a more thorough comprehension of the complexity of these variables, and how they interact to impact consumer behavior.

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 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.