Hate speech in higher education institutions is a pressing issue that threatens democratic values and social cohesion. This research explores student perspectives on hate speech within the university setting, examining its forms, causes, and impacts on democratic principles such as freedom of expression and inclusivity. This research is extended to determine the debates and theories elaborated from different perspectives qualitative and quantitative analysis of data collected from 108 participants at Higher Education in Kosovo. From the communication standpoint, analyzing hate speech in the media and social media is key to understanding the type of message used, its emitter, how the message rallies supporters, and how they interpret message. The findings highlight the need for proactive policies and educational interventions to mitigate Research on hate speech in higher education in Kosovo is crucial for fostering social cohesion and inclusivity in its diverse society. Hate speech undermines the academic environment, negatively affecting students’ mental health, learning outcomes, and overall well-being, necessitating efforts to create safer educational spaces. The study aligns with Kosovo’s aspirations for European integration, emphasizing adherence to human rights and anti-discrimination principles. Despite the issue’s significance, there is a lack of empirical data on hate speech in Kosovo’s higher education, making this research vital for evidence-based policymaking. With a youth-centric focus, the study aims to educate and empower young people as future leaders to embrace respect and inclusivity. By addressing hate speech’s local challenges and global relevance, the research supports institutional reforms and offers valuable insights for post-conflict and multicultural societies. Hate speech while fostering a culture of mutual respect and democratic engagement.

The purpose of this study is to analyze how the entrepreneurial mindset, social context, and entrepreneurial ambitions of university students in the United Arab Emirates (UAE) have progressed over time in terms of starting their businesses. The research aims to investigate the evolution of the entrepreneurship mindset, considering the implementation of educational and governmental policies over the past decade to promote entrepreneurship among UAE university graduates. To collect primary data and evaluate the impact of the studied variables on the dependent variable “entrepreneurial ambitions,” a self-created questionnaire was used. The results reveal a positive correlation between personal context variables and entrepreneurial ambitions, as well as between personality traits and entrepreneurial ambitions. Furthermore, the study demonstrates the constructive effect of education, government policies, and capital availability on fostering entrepreneurial ambitions in the UAE.

The purpose of this study was to explore the relationship between using effective information and communication technology tools and time management skills in school administrations. The study aimed specifically to identify the presence of differences in the responses of school principals towards using technology in time management after isolating the variables of gender, years of experience, and educational level. This study utilized the analytical-descriptive method to achieve its objectives. The study instrument included a questionnaire with 45 items. The study sample consisted of 190 principals from different public schools in four emirates in the UAE (Dubai, Abu Dhabi, Sharjah, and Al-Ain). The principals were selected randomly by sending them an electronic questionnaire. The findings of the study revealed similarities in the responses of the school principals to the questionnaire on the role of information and communication technology in helping them achieve better time management.

Personality traits refer to enduring patterns of emotions, behaviors, and thoughts that shape an individual’s distinct character, influencing how they perceive and engage with their environment. This quantitative study aims to underscore the influence of personal factors and the role of educational institutions in mapping sustainable green entrepreneurial intentions among university students in Saudia Arabia. To examine the impact of personality traits and entrepreneurship education on students’ green initiatives, the research employs a quantitative research method, collecting data through a structured questionnaire survey from 494 participants who enrolled in the entrepreneurship education at King Faisal University. Structural equation modeling via SmartPLS 3 is employed for data analysis. The study reveals significant associations between the need for achievement, proactiveness, risk-aversion, self-efficacy, and entrepreneurship education with green entrepreneurial intentions. Our research findings demonstrate that the inclusion of entrepreneurship education in the curriculum has a noteworthy and favorable influence on the intention to engage in green entrepreneurship (β = −0.105, t = 3.270, p < 0.001). Additionally, it is worth noting that the desire for achievement remains significantly associated with the intention to engage in green entrepreneurship (β = 0.120, t = 3.588, p < 0.000). Furthermore, the proactive behavior of individuals has a positive and constructive impact on the intention to engage in green entrepreneurship (β = 0.207, t = 4.272, p < 0.000). Similarly, the inclination to avoid risk is found to have a beneficial and significant influence on the intention to engage in green entrepreneurship (β = 0.336, t = 4.594, p < 0.000). Lastly, it is worth highlighting that individuals’ belief in their own abilities, referred to as self-efficacy, is positively and significantly linked to the intention to engage in green entrepreneurship (β = 0.182, t = 2.610, p < 0.009). The research carries social, economic, and academic implications by emphasizing the positive contribution of green entrepreneurs to the future. Practical recommendations for policymakers and decision-makers are provided.

This paper aims to analyze the impact of access to Information and Communication Technologies (ICT) on the private returns to higher education (HE) focusing on gender inequality in 2020. Methodology: To evaluate the above impact a set of Mincerian equations will be estimated. The proposed approach mitigates biases associated with self-selection and individual heterogeneity. Data: The database comes from the National Household Income and Expenditure Survey (Encuesta Nacional de Ingresos y Gastos de los Hogares, ENIGH) from 2020. Results: Empirical evidence suggests that individuals that have HE have a positive and greater impact on their salary income compared to those with a lower educational level, being women that do not have access to ICT those with the lowest wage return. Policy: Access to ICT should be considered as one of the criteria that integrate social deprivation in the measurement of multidimensional poverty. Likewise, it is necessary to design public policies that promote the strengthening and creation of educational and/or training systems in technological matters for women. Limitations: No distinction was made between individuals that graduated from public or private schools, nor was income from sources other than work considered. Originality: This investigation evaluates the impact of access to ICT on the returns to higher education in Mexico, in 2020, addressing gender disparity.

Mediating role of artificial intelligence in the relationship between higher education quality and scientific research ethics among faculty members: A Study in carrying out the study, specific research objectives were derived, and based on the derived objectives, null hypotheses were formulated and tested for the study. This study, thus, employed survey research design. This study’s population comprised postgraduate students from Middle Eastern University, Jordan, with 1200 students. Using the population, a sample size of 291 respondents was selected based on Krecie and Morgan The students in the sample completed Google Forms questionnaires. The data were statistically processed, and the analysis’s most significant level was 0.25. The research questions were analyzed using descriptive statistics, and the null hypothesis was tested using Pearson Product Moment Correlational Analysis (PPMC). Also, the study showed a significant relationship between artificial intelligence and the quality of higher education and the relationship of significance between artificial intelligence and ethics in scientific research. The researcher suggested a need for ongoing education, cross-discipline cooperation, and the development of solid ethical frameworks for the integration ethics of AI academia.