The evolution of the internet has led to the emergence of social media (SM) platforms, offering dynamic environments for user interaction and content creation. Social media, characterized by user-generated content, has become integral to electronic communication, fostering higher engagement and interaction. This study aims to explore the utilization of SM marketing, particularly in Higher Education Institutions (HEIs), focusing on Széchenyi István University’s academic social network sites (SNS) as a case study to enhance student engagement and satisfaction. The primary objective of this study is to review recent academic literature on SM marketing, especially for HEI marketing, and investigate the potential of the University’s SNS platforms as a case study in increasing student engagement. First a systematic literature review was conducted using Scopus and Science Direct databases to analyze recent research in academic SM. Then the article examined the University’s website and SNS platforms using the Facepager program to collect and analyze posts’ content. The findings from the literature review and observation indicate the growing importance of SM in higher education marketing. The university’s use of various SM strategies, such as visual storytelling, multimedia content, blogs, and user-generated content, contributes to increased student engagement of the university’s values.

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.

Lighting conditions in learning spaces can affect students’ emotions and influence their performance. This research seeks to verify the influence of classroom lighting on students’ academic performance under different conditions and measurement forms. The research method is based on the systematic review of research articles establishing case analyses characterizing lighting intensity and color temperature to determine ranges favorable to a higher level of attention and long-term memory. Also, this study shows relevant aspects of the cases representative of a sustainable solution and proposes a research model. The study found light intensity values between 350 and 1000 lux and color temperatures between 4000 and 5250 Kelvin that favor attention. Long-term memory reached the highest levels of measurement by analyzing different parameters sensitive to lighting conditions and questionnaires. In conclusion, it was demonstrated that an adequate light intensity and color temperature based on the greatest possible amount of natural light complemented with Light Emitting Diode (LED) light generates optimal lighting for the classroom, achieving energy efficiency in a sustainable solution and promoting student well-being and performance.

In the current context of multicultural collision, online information is impacting traditional gender values. To analyze the changes in gender role attitudes and gender awareness among Chinese Generation Z college students under the influence of various social factors, the study focuses on Generation Z college students and explores the impact of cultural, media, educational, and family factors on gender role attitudes and gender awareness among Chinese Generation Z college students through questionnaire surveys and quantitative analysis methods. The research results show that Generation Z college students exhibit extremely favorable gender perspectives, with the proportion of bisexual gender roles approaching 38%, surpassing the number of students with traditional understanding of single sex gender roles. At the same time, in school gender awareness education, research has found that the proportion of bisexual gender roles is the highest among students who accept open mindedness, at 46.6%. In family gender awareness education, students who receive parental gender awareness sharing education have the highest proportion of bisexual gender roles, accounting for 48.5%. Therefore, the current gender education for the new Generation of students in China needs to abandon traditional avoidance-based teaching methods and adopt an open and supportive attitude to guide students’ gender values.

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.

The proportion of elderly people is growing steadily in many countries, and this trend is expected to continue. As a result, ageism—negative discrimination often tied to perceptions of the elderly—becomes especially harmful. Ageism prevents older generations from being fully accepted by society and, in turn, hinders their ability to adapt to today's technological changes. In this article, we present the results of our survey mapping the extent of ageism among youth in Uzbekistan, known for its cultural tolerance in Central Asia, and in Hungary, a more individualistic society in Central Europe. To interpret the survey results accurately, we included specific questions to measure social desirability bias, enabling a realistic comparison of ageism levels between the two countries. Data was collected through a survey translated into multiple languages, with a final sample of nearly 400 respondents, each either currently pursuing or already holding a college-level diploma. Our methodological approach was twofold. First, we conducted simple chi-square tests to compare levels of negative and positive ageism between the two countries under study. Upon finding significant differences, we used multivariable OLS regression to explain the variance in types of ageism in Uzbekistan and Hungary, accounting for the possible effects of social desirability bias. Uzbek youth demonstrated higher levels of positive ageism and lower levels of negative ageism compared to Hungarian youth. This finding confirms that the cultural tolerance in Uzbek society remains strong and, in many ways, could serve as a model for Hungary. Additionally, our literature review highlights that adequate infrastructure is essential for a society to treat older adults equitably alongside other citizens.