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 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 study examines the influence of internal and external locus of control as mediators of financial literacy, financial attitudes, financial beliefs, and financial behavior of students in Timor-Leste. This study uses a quantitative approach with a survey method to collect sample data from students throughout Timor-Leste. Structural equation modeling (SEM) analyzes the relationship between financial literacy, financial attitudes, financial beliefs, internal and external locus of control, and financial behavior. The study’s results highlight the mediating role of internal and external locus of control in the relationship between financial literacy, financial attitudes, financial beliefs, and financial behavior of students in Timor-Leste. These findings can provide insight into the complex relationship between these factors in financial decision-making. Practical implications for educational institutions and policymakers in Timor-Leste, namely emphasizing the importance of considering internal and external locus control in financial literacy programs to improve students’ financial behavior. This study aims to fill the knowledge gap about student financial literacy by expanding the understanding of the relationship between these factors.

This paper presents a numerical method for solving a nonlinear age-structured population model based on a set of piecewise constant orthogonal functions. The block-pulse functions (BPFs) method is applied to determine the numerical solution of a non-classic type of partial differential equation with an integral boundary condition. BPFs duo to the simple structure can efficiently approximate the solution of systems with local or non-local boundary conditions. Numerical results reveal the accuracy of the proposed method even for the long term simulations.

Sustainable hybrid education is an educational approach that combines multiple kinds of instruction. Online education and traditional face-to-face education will be implemented in tandem to propel the educational process towards contemporary approaches, with the aim of achieving high-quality outcomes and staying abreast of scientific and technical advancements. The objective of this study is to determine the correlation between hybrid education, which is a sustainable model, and the academic performance of graduate students in select Egyptian universities, based on international quality criteria. The study employed a descriptive analytical methodology, and data was collected using a meticulously designed computerized questionnaire, whose validity and reliability were verified using proper statistical techniques. The study sample comprised 2235 postgraduate students enrolled in Egyptian universities, specifically Cairo, Helwan, and Ain Shams. The study’s findings determined that the extent of hybrid education and the efficacy of the procedure. The sample members possess a high level of education, and hybrid education has a significant positive influence on the quality of the educational process. Hybrid education mostly impacts the academic components, and there are variations among universities in implementing hybrid education, with Ain Shams University being particularly favorable towards it. The study proposed enhancing the university’s human resources for students, faculty, and staff, as well as assuring the availability of diverse gadgets and resources utilized in the hybrid education setting.

This study validates the Intercultural Competence and Inclusion in Education Scale (ICIES), a novel instrument designed to assess students’ perceptions of inclusivity and intercultural competence in multiethnic secondary schools. Using a sample of 276 high school students from Western Romania, the ICIES identified three dimensions: ethnic appreciation and support, intercultural engagement and integration, and school unity and cohesion. Exploratory factor analysis confirmed the scale’s structural validity, while network analysis revealed key interconnections among its components. Findings highlight the critical role of inclusive teaching strategies and school cohesion in fostering intercultural competence. The ICIES provides educators and policymakers with actionable insights for designing interventions that promote empathy, mutual respect, and a sense of belonging in diverse school settings. These results contribute to the development of educational policies aimed at fostering inclusion and addressing the needs of increasingly multicultural classrooms.