Sustainability and green campus initiatives are widely examined in developed countries but less attention has been paid in developing countries such as Pakistan. Therefore, this study intends to examine the links between sustainability dimensions and green campus initiatives by mediating role of teachers and students’ involvement. Green campus or sustainable campus or environment friendly campus is based on the principles of environmental sustainability, incorporating social, and economic and environmental dimensions. Questionnaire for assessment of sustainability was adopted and 529 responses were received from the faculty, management and servicing staff of the seven Mountain Universities of the Gilgit Baltistan and Azad Jammu and Kashmir in Northern Pakistan. Partial Least Square Structural Equation Modeling (PL-SEM) was used to analyse the data. The results indicated that energy conservation, water conservation, green transport, sustainable waste management have enhanced campus green initiatives. Teachers and students’ involvement partially mediate the relationship between green transport strategies, sustainable waste management and green campuses initiatives. While on another hand, teachers and students’ involvement have not mediated the links between energy conservation, water conservation and green campus initiatives. The study contributes to theory building in the area of green and environment friendly campus initiatives by enriching the understanding of the processes carrying the effect of sustainability dimensions and both teachers and students’ involvement.

This study aims to explore the feasibility of using virtual reality technology to educate students with learning difficulties in the Asir region. To achieve the study aims, the researcher employed a descriptive design and deployed a quantitative technique, depending on the questionnaire as the main instrument for data collection. The research was carried out on a cohort of 240 educators hailing from the Asir region who were enlisted through a process of random sampling. The results of this study show that factors like infrastructure, human resources, administrative regulation, and student population have an impact on the use of virtual reality technology. The results suggest that there are no statistically significant differences in the development of using virtual reality technology among teachers of students with learning disabilities in the Asir region when taking into account factors such as experience and level of qualification.

While some conflict can serve as a more sophisticated stimulus to student achievement, significant or unresolved conflict can delay or even frustrate even the best-planned curriculum. The aim of our study is to get a clear picture of the conflicts with whom and to what extent the international students studying on our campuses have conflicts that affect their performance, and how they can manage them. In our study, based on a questionnaire survey (n = 480), we revealed that the international students at our university have the most conflicts with other foreign students, and the least with Hungarians, including their teachers. On the other hand, we found that according to the Thomas-Kilmann Conflict Instrument, they solve their problems by the Compromising and Accommodating style. The results obtained by detailed socio-demographic aspects show significant differences, mainly between gender, age, and country groups. Knowledge of the revealed facts and connections can offer conscious and careful solutions to understand and reduce tensions, and this can improve the understanding and management of conflict in the classroom, in collaborative projects, and even in non-teaching environments on campuses.

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 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.

The presented article focusses on the analysis of perception of the university social responsibility through the eyes of Slovak university students. The aim is to compare how the values, efficiency of the organisation (university), and the educational process influence the perception of social responsibility among university students themselves. The research is based on the application of quantitative methodology towards the evaluation of differences and similarities in perceptions using two types of tests for statistical analysis, comparative (Mann-Whitney U test) and correlational (bivariate correlation matrix of Spearman’s rho).The results of the research provide a deeper understanding of how universities can shape students’ approach to social responsibility through their values and educational processes, which has important implications for the development of university policies and practices.