E-learning has become an integral part of higher education, significantly influencing the teaching and learning landscape. This study investigates the impact of student characteristics such as gender, grade, and major on E-learning satisfaction. Utilizing Structural Equation Modeling (SEM) and collecting data through 527 valid questionnaires from Nanjing Normal University students, this research reveals the nuanced relationships between these variables and E-learning satisfaction. The findings indicate that gender, grade, and major significantly and positively impact student satisfaction with E-learning, highlighting the need for tailored E-learning resources to meet diverse student needs. The study underscores the importance of continuous improvement in E-learning resources and platforms to enhance student satisfaction. This research contributes to the understanding of effective E-learning strategies in higher education institutions.

The study’s goal was to investigate the impact of e-learning determinants on student satisfaction and intention to use e-learning tools. The dependent and independent variables in this study were based on the technological acceptance model. The study examines three determinants, including usefulness, ease of use, and facilitating conditions, as independent variables, while student satisfaction and intention to use were used as dependent variables. Additionally, this study is unique by adding student satisfaction as a dependent variable and a mediator to examine the relationship between e-learning determinants and intention to use. A questionnaire was prepared and distributed to 324 undergraduate students from Jordan’s private universities on the basis of a convenience sample. The proposed hypotheses were investigated using the quantitative techniques of regression in SPSS and SEM in AMOS. The findings of this study revealed that student satisfaction and intention to use e-learning were positively impacted by e-learning determinants. It found that intention to use was positively impacted by student satisfaction. Furthermore, e-learning intention to use was found to be positively impacted by e-learning determinants via student satisfaction. Universities and other educational institutions are advised to identify the appropriate e-learning determinants that satisfy students’ demands and motivate them to use e-learning tools in light of the study’s findings. Private universities can accomplish their goals, stay ahead of the competition, and obtain a competitive advantage by properly understanding e-learning determinants, student satisfaction, and the application of successful e-learning solutions.

Recovery and resilience plan (RRP) approved by the European Commission fosters the development of lifelong learning programs to upgrade employees’ skills and knowledge for digital and green transitions. Within higher education, the field of information and communication technology (ICT) is also a priority area, so we compared the demographic variables of students enrolled in formal first-cycle higher education programs in ICT with those enrolled in lifelong ICT programs within the framework of the Advanced Computer Skills project funded by the RRP in Slovenia. The results show that formal first-cycle higher education in the field of ICT remains strongly male-dominated, whereas, among participants in lifelong learning, the percentage of females stands out. Bachelor programs in ICT are primarily enrolled by young people aged up to 24 years, while shorter university-based lifelong learning programs attract mostly older participants with higher completed formal education and from a broader range of prior educational backgrounds. Finally, when all three variables (gender, age and level of prior formal education) are considered, participants in lifelong learning are much more similar to part-time students than full-time bachelor ICT students, although the percentage of men in formal education is still predominant even in part-time studies. The research findings highlight the need for further efforts to offer lifelong learning in ICT to enable individuals to improve their employment prospects, progress in the workplace or even change their field of work.

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.

In Ecuador, although regulations on curricular adaptations are clearly defined, Physical Education teachers face challenges at the micro-curricular level in adapting their classes to meet the needs of students with disabilities, specific learning difficulties, and vulnerable situations. The objective of this study was to analyze the presence and characteristics of specific curricular adaptations for Physical Education on a global scale. A scoping review was conducted following the PRISMA-ScR guidelines, covering studies from the Scopus database. A total of 112 articles were identified, and 16 that met the inclusion criteria were selected. These studies addressed curricular adaptations in Physical Education across five dimensions: teaching methodology, inclusive assessment, access to resources, accessible environments, and learning content, with a focus on students with disabilities. It was concluded that the combination of access adaptations, methodological strategies, and curricular content modifications enhances the inclusion and participation of students with disabilities. Interventions with these simultaneous adaptations achieved levels of satisfaction, self-efficacy, and holistic development, influenced by the geographical and cultural context.

Objective: This study assessed the prevalence of psychological disorders and their correlation with health-promoting lifestyles among Chinese college students. Method: We used the Chinese version of the Depression Anxiety Stress Scales-21 (DASS-21) and the Health Promoting Lifestyle Profile II (HPLP-II) questionnaires. Gender and major differences were analyzed with the chi-square test, and multiple logistic regression explored the relationship between HPLP and psychological disorders. Results: Among 17,636 students, low prevalence rates were observed for stress (4.0%), depression (7.2%), and anxiety (15.4%). Females and students in humanities and social sciences reported higher rates of multiple psychological disorders. Higher HPLP scores were inversely correlated with depression (OR = 0.479, 95% CI: 0.376–0.609), anxiety (OR = 0.480, 95% CI: 0.408–0.565), and stress (OR = 0.821, 95% CI: 0.636–1.060) after adjusting for confounders. Conclusions: The study found low overall prevalence of psychological disorders, with higher rates among females and humanities/social sciences majors. Higher HPLP scores, particularly in interpersonal relationships and nutrition, are associated with a lower risk of mental disorders.