The undeniable importance of migrants’ remittances to the welfare of developing countries was again demonstrated during the COVID-19 pandemic. This has therefore led to a significant shift in attention to the relevance of remittances and has likewise spurred research interest in factors that motivate the inflows of remittances. However, in spite of the increasing recognition of the roles of digital technology in the macroeconomic performance of developed and developing economies alike, empirical analysis of its possible impacts on remittance inflows has not been well explored in the literature. Therefore, pooling the annual data of 35 sub-Saharan African (SSA) countries from 2011 to 2020, this study investigates the nexus between digital technology and remittance inflows within the generalized method of moments (GMM) framework. Using two measures of digital technology infrastructure—internet usage and mobile cellular subscription—the study finds a positive relationship between digital technology and remittances inflow. In addition, the findings indicate that the magnitude of the effect is relatively higher for internet usage. The study thus shows that the increased rate of remittance mobilization constitutes a significant pathway through which digital technology impacts the economies of the SSA region. Moreover, it offers further insight on the importance of digital technology in the socioeconomic development of developing countries. From a policy standpoint, governments and policymakers in SSA countries should intensify efforts to promote the diffusion and penetration of digital infrastructure.

The COVID-19 pandemic has shifted education from traditional in-person classes to remote, online-dependent learning, often resulting in reduced learning effectiveness and satisfaction due to limited face-to-face interaction. To address these challenges, interactive teaching strategies, such as the flipped classroom approach, have gained attention. The flipped classroom model emphasizes individual preparation outside class and collaborative learning during class time, relying heavily on in-person interactions. To adapt this method to remote learning, the Remote Flipped Classroom (RFC) integrates the flipped classroom approach with online learning, allowing flexibility while maintaining interactive opportunities. RFC has incorporated short films as teaching tools, leveraging their ability to contextualize knowledge and cater to the preferences of visually-driven younger learners. However, research on the effectiveness of RFC with films remains limited, particularly in fields like nursing education, where practical engagement is crucial. This article shares the practical experience of applying RFC with films in a nursing education context. Positive feedback was observed, though many students still expressed a preference for in-person classes. These insights suggest that strategies like RFC with films could be valuable in maintaining engagement and learning efficiency in remote classrooms.

This paper delves into the analysis of the physical flow patterns of users and its subsequent influence on their purchasing behavior. The research methodology encompassed surveying a substantial sample size of 400 users actively engaged with travel applications. The gathered data underwent meticulous analysis employing a combination of descriptive statistics and structural equation modeling techniques. The findings from this study have unveiled noteworthy insights into user behavior within travel applications. It is evident that the inclination to engage with the system has a substantial and positive impact on users’ purchase intentions. Moreover, the motivation behind users’ system usage has a direct bearing on their purchase intentions, primarily mediated by the enjoyment derived from the overall experience. This research underscores the pivotal role played by travel applications in the contemporary travel industry landscape. As travelers increasingly rely on digital platforms to plan their trips and make informed choices, understanding the intricate dynamics of user engagement, motivation, and subsequent purchasing decisions within these applications is paramount. This deeper comprehension not only sheds light on consumer behavior but also empowers businesses to tailor their offerings and enhance user experiences, thereby solidifying the indispensable position of travel applications in the ever-evolving travel sector.

service-learning activities are effective in higher education programmes. During the COVID-19 period, universities have implemented this methodology and students have improved their social and practical skills. The purpose of this article is to analyse the role of higher education in the process of adapting teaching based on experiences designed for students to serve the community. This research presents the results of a specific service-learning experience of 35 students from the Teamworking programme during the academic years 2020–21 (online) and 2021–22 (face-to-face), in collaboration with the San Juan de Dios Foundation in Madrid, which provides care for people with disabilities. Students evaluated the experience through a quantitative study based on a questionnaire previously developed by Folgueiras (2013), divided into four dimensions. Students also provided some feedback, explaining that this experience changed their perception of people with disabilities, considering the personal value of contributing to social inclusion through service learning. The results show that through the Folgueiras model, students have strengthened their social skills and competences, and through an applied training project that offers the opportunity to build a real relationship through different activities, where learning was at the centre of the interaction between students and young people with disabilities. In conclusion, although the evaluation was positive in terms of the students’ professional and human development, this project requires continuous improvement in the long term, since the subjectivity of human relationships follows a dynamic course with variables that are sensitive to time and individual experience.

The growing attention paid to industrial tourism can be seen as one of the major trends in cultural tourism and marketing and has given currency to the proposition that customer experience of industrial tourism acts as a direct personal source of information about their perceptions of companies visited and is essential for customer relationship management of companies. This study applies the service theater theory and proposes a model to explore the structural relationships among theatrical elements of industrial tourism (including setting, performance, and actor), the dimensions of customer experience (enjoyment, learning, and escape), and customers’ behavior intentions. A survey of 500 industrial tourists in a transparent factory in the health food industry was conducted in Zhuhai, Guangdong, China. The results of structural equation modeling indicate that two theatrical factors (setting and performance) relate positively to all dimensions of customer experiences. In contrast, the theatrical factor “actor” only relates positively to the learning experience. Furthermore, all dimensions of customer experience, in turn, positively affect customers’ behavioral intentions. This study will be helpful for corporate managers and tourism organizers who aim to develop and implement marketing strategies based on the service theatre theory to improve their services.

This study investigates the impact of the metaverse on English language teaching, focusing on the perspectives of students from the University of Boyacá. The use of the metaverse was compared with the Moodle platform in a virtual educational environment. A mixed-method approach combining quantitative and qualitative methods was employed. The sample consisted of 30 university students enrolled in English courses, randomly assigned to two groups: one using the metaverse and the other using Moodle. Students’ grades on different activities and assessments throughout the course were collected, and semi-structured interviews were conducted to explore students’ perceptions of the educational platforms. Results revealed that while students recognize the potential of the metaverse to enhance interactivity and learning experience, they also identified technical and accessibility challenges. Although no significant differences in grades were found between the groups, less variability in grades was observed in the metaverse group. The mixed design allowed for a more comprehensive understanding of the impact of the metaverse on English language teaching, while providing a variety of student perspectives on their experience with educational technology. This research contributes to understanding the role of the metaverse in English language teaching and highlights key areas for future research and developments in the field of virtual education.