This paper aims to explore the impact of V-Girls APP on the improvement of female college students' Health literacy and its mechanism. Using a questionnaire survey method, the survey subjects were female students from a certain university. The results showed that using the V-Girls app can significantly improve the health knowledge level, health behavior habits, and mental health status of female college students. Further analysis reveals that the impact mechanisms of V-Girls APP mainly include cognitive mechanisms, social support mechanisms, and behavioral guidance mechanisms. The results of this study provide new ways and ideas for improving female college students' Health literacy.

Women’s financial literacy and financial inclusion have gained prominence in recent years. Despite progress, knowledge and access to finance remain common barriers for women, especially in emerging economies. Globally, domestic and economic violence has been recognized as a relevant social concern from a gender perspective. In this context, financial literacy and financial inclusion are considered to play a key role in reducing violence against women by empowering them with the necessary knowledge to manage their financial resources and make informed decisions. This study aims to evaluate the determinants that influence Peruvian female university students’ financial literacy and financial inclusion. To this end, a theoretical behavioral model is proposed, and a survey is applied to 427 female university students. The results are analyzed using a Partial Least Squares Structural Equation Model (PLS-SEM). The results validate all the proposed hypotheses and highlight significant relationships between financial literacy and women’s financial inclusion. A relevant relationship between financial attitude and financial behavior is also observed, as well as the influence of financial behavior and financial self-efficacy on financial literacy. The results also reveal that women feel capable of making important financial decisions for themselves and consider that financial literacy could help reduce gender-based violence. Based on these findings, theoretical and practical implications are raised. It highlights the proposal of a theoretical model based on antecedents, statistically validated in a sample of women in Peru, which lays the foundation for understanding financial literacy and financial inclusion in the Latin American region.

This study investigates the application and effectiveness of modern teaching techniques in improving reading literacy among elementary school students in Kazakhstan. In the rapidly evolving educational landscape, the integration of innovative pedagogical strategies is essential to foster student reading skills and general literacy. This study aims to explore how these modern teaching techniques can be applied to improve reading literacy among elementary school students in Kazakhstan. The study sample includes 64 respondents to the research. The key modern teaching techniques explored in this study include the use of digital learning tools, interactive reading sessions, differentiated instruction, and collaborative learning activities. The findings reveal significant improvements in reading literacy among students exposed to these techniques, highlighting the potential of modern pedagogy to bridge literacy gaps and promote educational equity. Furthermore, the study discusses the challenges and opportunities to implement these techniques within the Kazakhstani educational system. The results provide valuable information for educators, policymakers, and stakeholders aiming to improve reading literacy through innovative teaching practices.

The principal objective of this article is to gain insight into the biases that shape decision-making in contexts of risk and uncertainty, with a particular focus on the prospect theory and its relationship with individual confidence. A sample of 376 responses to a questionnaire that is a replication of the one originally devised by Kahneman and Tversky was subjected to analysis. Firstly, the aim is to compare the results obtained with the original study. Furthermore, the Cognitive Reflection Test (CRT) will be employed to ascertain whether behavioural biases are associated with cognitive abilities. Finally, in light of the significance and contemporary relevance of the concept of overconfidence, we propose a series of questions designed to assess it, with a view to comparing the various segments of respondents and gaining insight into the profile that reflects it. The sample of respondents is divided according to gender, age group, student status, professional status as a trader, status as an occasional investor, and status as a behavioural finance expert. It can be concluded that the majority of individuals display a profile of underconfidence, and that the hypotheses formulated by Kahneman and Tversky are generally corroborated. The low frequency of overconfident individuals suggests that the results are consistent with prospect theory in all segments, despite the opposite characteristics, given the choice of the less risk-averse alternative. These findings are useful for regulators to understand how biases affect financial decision making, and for the development of financial literacy policies in the education sector.

This study aims to identify the impact of inheritance literacy, inheritance socialization, inheritance stress, and peer influence on the inheritance behaviors among FELDA communities in Malaysia. Inheritance literacy pertains to individuals’ comprehension of wealth transfer and estate planning, while peer influencer evaluates friends’ impact on inheritance attitudes; inheritance socialization explores family interactions’ role in shaping inheritance attitudes, and inheritance stress measures emotional strain in inheritance matters, with inheritance behaviors encompassing asset management and wealth transfer decisions for future generations by individuals and families. Understanding inheritance behaviors is crucial, as it helps individuals depict their inheritance knowledge and attitudes toward FELDA inheritance better, fostering a more favorable inheritance attitude. Through self-administered survey questionnaires, data related to FELDA communities are obtained using convenience sampling from 413 respondents. This study applies Partial Least Squares Structural Equation Modeling (PLS-SEM) technique to test the research hypotheses. The present study’s outcome confirms that two determinants, which are inheritance literacy and inheritance socialization significantly influence the inheritance behavior of FELDA communities. However, inheritance stress and peer influence determinants have statistically insignificant influence inheritance behavior. This study’s theoretical framework enriches the discussions on wealth management and financial behavior by refining and expanding upon existing financial behavior theories to incorporate inheritance-specific behaviors. The present study is exclusive in its effort to ascertain the relative importance of both inheritance behavior and the FELDA communities. This paper will assist the government, inheritance service providers, and policymakers in offering innovative economic schemes and designing policies that may enhance the inheritance behavior wellbeing of FELDA communities. This article also provides a roadmap to guide future research in this area.

This research aims to examine the role of learning leadership on teacher performance in elementary schools, analyze the influence of digital literacy on teacher performance, analyze the role of emotional intelligence on teacher performance and analyze the role of intellectual intelligence on teacher performance. In this digital era, digital literacy plays an important role in education. The application of digital literacy in education is still not optimal and there is no previous research that discusses the variables of instructional leadership, teacher performance, digital literacy, emotional intelligence and intellectual intelligence. The research method used is quantitative, the population of this research is all teachers who have used e-learning methods, and the analysis of this research uses structural equation modelling (SEM), the respondents for this research are 675 Indonesian teachers. The sampling method is simple random sampling. Research data was obtained from distributing online questionnaires designed using a 5-point Likert scale, namely scale 1 is strongly disagree, scale 2 is disagree, scale 3 is neutral, scale 4 is agree and scale 5 is strongly agree. Data processing uses SmartPLS 3.0 software tools. The SEM test stages in this research are the outer model test, namely convergent validity, discriminant validity and composite reliability, and then the inner model test, namely hypothesis testing. The results of the analysis using SEM are that the Instructional leadership variable has a positive and significant relationship to teacher performance, the Digital literacy variable has a positive and significant relationship to teacher performance, the Emotional intelligence variable has a positive and significant relationship to teacher performance and Intellectual intelligence has a positive and significant relationship to teacher performance. The novelty of this research is the discovery of a model of the relationship between instructional leadership variables, digital literacy variables, emotional intelligence variables, and intellectual intelligence variables on teacher performance which did not exist in previous research studies. This research has a novelty, namely a model analyzed using SEM-PLS in the digital era. The principal must be able to determine and set learning objectives in his school, in his implementation the principal always involves teachers in developing and implementing learning goals and objectives and the principal also refers to the curriculum set by the government in developing learning. The dimensions of instructional leadership are defining school goals, managing learning programs, and creating a positive learning climate. In other words, the principal has implemented Instructional Leadership with indicators of setting learning goals, indicators of being a resource for staff, indicators of creating a school culture and climate that is conducive to learning, indicators of communicating the school’s vision and mission to staff, indicators of conditioning staff to achieve their goals.