This study addresses the rising concerns of technostress experienced by teachers due to the increased reliance on educational technology in both classroom and online settings. Technostress, defined as the adverse psychological effects arising from the use of information communication technologies, has been documented to impact teacher performance and overall well-being. Despite the importance of educational technology in enhancing teaching and learning experiences, many educators report elevated levels of anxiety, stress, and pressures associated with their use of these tools. This study presents practical strategies to help teachers alleviate or prevent technostress while using educational technology. This study used a quantitative approach with a survey conducted among 113 university and schoolteachers. The data analysis included frequency and percentage distribution of categorical variables, Cronbach’s alpha for reliability, chi-square test, and exploratory factor analysis to identify strategies for symptom prevention. The results indicated that while many teachers experienced symptoms of technostress due to several factors, some did not. The study concluded with specific strategies, and many teachers agreed highly. The implications of this study are profound for educational institutions, policymakers, and teacher training programs as they underscore the necessity of providing comprehensive training, support, and resources to help educators manage technostress effectively. By integrating these strategies into professional developmental programs and fostering a supportive teaching environment, schools and universities can promote better mental health for teachers, improving students’ educational outcomes.

The present study focuses on improving Cognitive Radio Networks (CRNs) based on applying machine learning to spectrum sensing in remote learning scenarios. Remote education requires connection dependability and continuity that can be affected by the scarcity of the amount of usable spectrum and suboptimal spectrum usage. The solution for the proposed problem utilizes deep learning approaches, namely CNN and LSTM networks, to enhance the spectrum detection probability (92% detection accuracy) and consequently reduce the number of false alarms (5% false alarm rate) to maximize spectrum utilization efficiency. By developing the cooperative spectrum sensing where many users share their data, the system makes detection more reliable and energy-saving (achieving 92% energy efficiency) which is crucial for sustaining stable connections in educational scenarios. This approach addresses critical challenges in remote education by ensuring scalability across diverse network conditions and maintaining performance on resource-constrained devices like tablets and IoT sensors. Combining CRNs with new technologies like IoT and 5G improves their capabilities and allows these networks to meet the constantly changing loads of distant educational systems. This approach presents another prospect to spectrum management dilemmas in that education delivery needs are met optimally from any STI irrespective of the availability of resources in the locale. The results show that together with machine learning, CRNs can be considered a viable path to improving the networks’ performance in the context of remote learning and advancing the future of education in the digital environment. This work also focuses on how machine learning has enabled the enhancement of CRNs for education and provides robust solutions that can meet the increasing needs of online learning.

This study investigates the integration of sustainability principles into educational curricula, focusing on the gap between theoretical knowledge and practical application. Through a mixed-methods approach, the research identifies key institutional barriers, including outdated policies, insufficient teacher training, and limited resources. These barriers hinder the effective incorporation of sustainable development principles into education. The study reveals that while some educational systems struggle to adopt sustainability, examples from progressive institutions show that integrating these principles enhances student awareness and equips them with skills essential for sustainable development. The findings suggest that substantial changes are needed in existing educational frameworks to better support sustainability in curricula. Recommendations for future research include conducting longitudinal studies to assess the long-term impact of curriculum changes on sustainability outcomes and exploring the role of technology in advancing sustainable education. Policy recommendations emphasize the need for advocacy and the implementation of actionable strategies, such as industry collaborations for pilot projects and real-world applications. Furthermore, institutional support for teacher professional development is crucial, with structured programs that combine theoretical knowledge and practical skills in sustainability. Enhancing partnerships between educational institutions and industries, including co-designed curriculum modules and internship opportunities, is also essential for aligning education with the Sustainable Development Goals. This study highlights the importance of transforming educational practices to better address the challenges of sustainable infrastructure development, ultimately preparing students to contribute to a more sustainable future.

This longitudinal study is dedicated to the evaluation of the comprehensive impact of educational reforms through a mixed research methodology which is a combination of the quantitative- and qualitative-oriented research methods to check the students’ outcomes. Data was collected in the span of [mention the time frame] from various data sources for instance standardized test scores, school performance statistics, and through open-ended qualitative evaluation from both students and teachers. Data analysis carried on after the reforms had been put in place revealed that there was a considerable rise in mean test scores and success graduation rates. Therefore, formative evaluation demonstrates the need for implementing reforms that will eventually help the students in boosting academic performance. Besides, there is no difference among investor opinions on teachers, administrators, and students who are involved with the implementation of the reforms. Stakeholders manifest this new assistance as an outcome of lasting improvements in curriculum quality, methods of teaching, and student participation. The study approaches two main challenges that are confronted with education reform that is resourcelessness and to society the change of the educational system can be more suitable for the students to excel academically and it can have an impact on the whole community. Even though this study makes important advancements toward the realization of the complex education implementation process and its effect on student academics, there are elements in which it can be criticized. Both quantitative and qualitative performance improvement is important as well as all the important stakeholder participation. This way the transformation process becomes layered. In other words, these results point to the necessity of planning interventions for longer periods that target the challenges and the forces that maintain the low levels of education performance by the counties.

This study aims to explore the research on Chinese higher education policy from 2005 to 2024 through a bibliometric analysis. It is revealed that a continuous growth trend and sustained academic interest in this field. Mainland China leads in publication quantity, showcasing the active involvement of Chinese scholars in higher education policy research. Institutions like Peking University, the University of Hong Kong, and Beijing Normal University play significant roles in this research domain. The focus of research has shifted from student attitudes to international students, teachers, innovation models, changing demands, and urban education development, reflecting a growing emphasis on sustainability and internationalization. The study highlights the positive development trajectory of Chinese higher education policy research, with expanding research focuses and deepening concerns for sustainability and internationalization.

Modernizing the Internet of Things in Islamic boarding schools is essential to eliminate backwardness and skills gaps. Santri must have cognitive, affective, psychomotor, and creative intelligence to be ready to enter the industrial and business world. The students’ need for information transparency can be resolved using technology. This is because the empowerment of the Internet of Things has become a separate part of Islamic boarding school activities with students who can connect in real-time. This research aims to analyze current conditions and stakeholder involvement regarding the application of the Internet of Things in innovative Islamic boarding school services in the era of disruption. The Descriptive Method and Individual Interest Matrix Analysis were used by involving 130 respondents from the internal environment of the Daarul Rahman Islamic boarding school and completing the questionnaire through FGD (Focus Group Discussion) with the leaders of the Daarul Rahman Islamic boarding school. The results show that the current condition of Islamic boarding schools is that most need to learn or understand IoT, even though they are enthusiastic about learning new things and flexible in accepting change. The challenges required in implementing IoT are financial investment, increasing human resources through training, and synergy between Islamic boarding school policy makers. Mutually supportive and solid conditions are required between foundations, school principals, and school committees to implement IoT at Daarul Rahman Islamic Boarding School. Collaboration with various parties is needed because the implementation of IoT cannot be done alone by Islamic boarding schools but with the support of various related parties.