There is insufficient consideration of Generation Z’s cultural and generational needs in the implementation of biometric attendance systems in Arabic educational settings. This study delves into Generation Z’s discipline, exploring their perspectives on attendance systems and aligning commitment with their interests. The primary aim is to gauge biometric systems’ impact on productivity. Google Form questionnaires collected data from young employees, ages 25 to 35, who belong to Generation Z’s working in the higher education system. Structural equation modeling and descriptive analysis assessed the data. While biometric systems enhance discipline, they may dampen morale. Implementing systems fairly and maintaining flexibility is vital. The study underscores the importance of evaluating employees based on achievements. It sheds light on biometric systems’ role in attendance management and organizational performance, aiding HR practices. The results showed no significant effect of Employee Management Practices (EMP) on organization performance through Biometric Attendance Technology (BAT) (B = 0.049, t = 1.330, p = 0.184). Nor significant effects of Organizational Performance Metrics (OPM) (B = 0.019, t = 0.608, p = 0.543). Technological Infrastructure (TI) (B = 0.019, t = 0.2461, p = 0.645), or Satisfaction and Engagement (ESE) (B = 0.057, t = 1.381, p = 0.167) on organization performance through Biometric Attendance Technology. The mediator impact was also found to be not significant (P > 0.05). Therefore, both direct and specific indirect effects were not significant. Indicating that Biometric Attendance Technology does not mediate the relationship between these variables and organizational performance.

This work presents a review of Mexican Higher Education during the decade of education for sustainable development and how today it faces the commitments made for the Sustainable Development Agenda 2030. By portraying the agreements that support the UN’s Development Program in advising higher education institutions, the SDGs which can be served through universities and their by-products, the success stories of some universities are shown. This case study addresses the theoretical value of quality of life and harmony of the environment, remarking on how different universities in Mexico have approached this matter as a key part of their curricula, policy, and research. Showcasing a special emphasis given to the work carried out by the University of Sonora, specifically for their institutional practices for sustainability and the study of sustainability from the perspective of Environmental Psychology.

The progress of a country can be directly related to the education level of its countrymen. Over a time period, the internet has become a game changer for the world of disseminating education. From 2000 onwards, the scale of online courses has increased manyfold. The main reason for this growth in online learning can be attributed to the flexibility in course delivery and scheduling. Through this study, the authors analyzed the challenges in adopting Online degree programs in higher education in management in India. The authors used Focus Group discussions, semi-structured interviews, and in-depth interviews to collect the data from the various stakeholders. Thematic analysis was used to analyze the responses. Considering the challenges and constraints in India, the authors proposed a sustainable model for implementation. Based on the viewpoints of the different stakeholders, the authors find that online degrees can be instrumental in bringing inclusivity in higher education. There are obvious constraints like a lack of IT infrastructure, the inexperience of faculty in online pedagogy, and the need for more expertise in the administration of online programs by existing universities. However, using SWAYAM as a platform can overcome most of these constraints, as it reduces the burden on individual universities. Hence, the authors proposed models where SWAYAM (technology platform) and Universities (academic partners) can come together to provide a sustainable education model.

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.

The incorporation of artificial intelligence (AI) into language education has created new opportunities for improving the instruction and acquisition of Chinese characters. Nevertheless, the cognitive difficulties linked to the acquisition of Chinese characters, such as their intricate visual features and lack of clear meaning, necessitate thoughtful deliberation when developing AI-supported learning interventions. The objective of this project is to explore the capacity of a collaborative method between humans and machines in teaching Chinese characters, utilising the advantages of both human expertise and AI technology. We specifically investigate the utilisation of ChatGPT, a substantial language model, for the creation of instructional materials and evaluation methods aimed at teaching Chinese characters to individuals who are not native speakers. The study utilises a mixed-methods approach, which involves both qualitative examination of lesson plans created by ChatGPT and quantitative evaluation of student learning outcomes. The results indicate that the suggested framework for human-machine collaboration can successfully tackle the cognitive difficulties associated with learning Chinese characters, resulting in enhanced learner involvement and performance. Nevertheless, the research also emphasises the constraints of AI-generated material and the significance of human involvement in guaranteeing the accuracy and dependability of educational interventions. This research adds to the expanding collection of literature on AI-assisted language learning and offers practical insights for educators and instructional designers who aim to use AI tools into Chinese language curriculum. The results emphasise the necessity of employing a multi-disciplinary strategy in AI-supported language learning, incorporating knowledge from cognitive psychology, educational technology, and second language acquisition.

Humanity is currently facing several global problems, such as global warming, air pollution, water pollution, deforestation, desertification, and land degradation, which are connected to the consequences of negative human activity. One of the possible and effective institutional tools for environmental protection is the environmental education of the general population. It is a relatively well-known and used environmental protection policy tool that governments of all developed countries have in their instrument mix. This qualitative analysis assigned itself the task of investigating whether the ability of environmental education can be affected by certain neuropsychological diseases in addition to thinking about the psychology of environmental education at large. To fulfill this main task, the authors asked themselves the following research questions: 1st—Is pedagogical psychology identical and applicable in the case of environmental education? And 2nd—What effect do some neuropsychological disorders have on the ability of environmental education? Based on the study, analysis, selection, and comparison of current professional scientific works obtained from the research activities of current researches on this topic, it is possible to accept the premise that the psychology of environmental education is basically the same as the general psychology of education and that neuropsychological diseases do indeed affect the ability of environmental education similarly to scholarly education. The main benefit of this qualitative review is the originality of the survey. There are no relevant and credible publications on the chosen topic, i.e., on the influence of selected neuropsychological diseases on the ability of environmental education of the population, to be found in the representative databases. Due to the importance of environmental education of the population, as one of the basic tools of environmental protection, the knowledge gained can gradually be incorporated into the politics, psychology, and didactics of education, to improve the technique of environmental education.