During and after the Covid-19 outbreak, people’s precautionary measures of not visiting public venues like cinema halls or multiplexes were replaced by watching treasured videos or films in private settings. People are able to watch their favourite video contents on a variety of internet-connected gadgets thanks to advanced technologies. As a result, it appears that the Covid-19 outbreak has had a substantial impact on people’s inclination to continue using video streaming services. This study attempted to establish an integrated framework that describes how people change their health behaviours during pandemic conditions using the health belief model (HBM), as well as the mediating effect of HBM constructs over ECM constructs such as continuous intention to subscribe to OTT video streaming services among subscribers. The study looked at the impact of three perceived constructs, susceptibility, severity, and self-efficacy, on the confirmation/adoption of over-the-top (OTT) video streaming services during the lethal pandemic (Covid-19). The study focused on new OTT video streaming service subscribers, and 473 valid replies were collected. Path analysis and multivariate analytical methods, such as structural equation modelling (SEM), were used to estimate construct linkages in the integrated framework. Perceived severity has been identified as the most influential factor in confirmation/adoption, followed by perceived susceptibility. The results also showed that satisfied users/subscribers are more likely to use OTT video streaming services. The mediators, confirmation/adoption, perceived usefulness, and satisfaction were used to validate the influence of perceived susceptibility on continuance intention. Furthermore, contactless entertainment enhances security for users/subscribers by allowing them to be amused across several internet-based venues while adhering to social distance norms.

This study intends to explore the idea of a vocational village strategy to foster sustainable rural development. Vocational villages, offering targeted skills training and economic opportunities, present a compelling soft approach to rural development, addressing the need for sustainable livelihoods and community empowerment. Drawing upon the collaborative governance (the penta-helix model); underpinning the social capital perspective; and highlighting the economic, institutional, cultural, environmental, technological, and institutional dimensions of sustainable development, a vocational village strategy is expected to level up village capacities and facilitate modernization. The research was narratively developed through a qualitative methodology using primary and secondary data sources. Primary empirical data was employed to analyze vocational village practices in Panggungharjo Village, Yogyakarta, Indonesia as a representative example. The PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-analyses) framework provided secondary data to present comparative literature on vocational village development. The findings determined a four-staged vocational village model includes initiation, training, business development, and independence. The success of this model is contingent upon political, bureaucratic, and sociocultural factors (social capital), as well as the effective collaboration of government, academia, industry, and community (penta-helix). This research contributes to the urgency of vocational village practices and models as a viable strategy for achieving equitable and sustainable rural development.

The main goal of this study is to assess the moderating role of digital leadership capabilities (DLC) in improving the overall performance of telecom companies through their organisational knowledge capabilities. The author builds a conceptual model with six hypotheses and tests them with data collected through an electronic questionnaire. The data is analysed using WarpPLS 8.0 software as an application of the structural equation modelling technique. The sample size included 528 participants. The study revealed that individual knowledge capability (IKC) does not significantly affect organisational performance (PR). Also, the results reveal that managerial knowledge capability (MKC) and organisational collaborative capability (OCC) have a positive but weak impact on the performance of telecom companies (PR). However, it was clear that individual knowledge capability (IKC) and organisational collaborative capability (OCC) do not affect organisational performance (PR) through the moderator, digital leadership capabilities (DLC). On the other hand, it was also evident that managerial knowledge capabilities (MKC) significantly negatively affect the performance of telecom companies (PR) through the moderator role of digital leadership capabilities (DLC). The author recommends that telecom companies adopt knowledge-based practices to ensure enduring high performance. He also suggests creating a knowledge management department to foster a culture of creativity and cooperation across departments, which is essential to establishing a work environment that promotes continuous learning and development. Findings may help telecom sector CEOs boost the company’s performance value. The research highlights the importance of fostering appropriate knowledge pillars and building digital leaders to shift telecom companies to a new successful stage. These findings offer tangible benefits that can be directly applied in the telecom industry, making the research highly relevant and valuable.

While some conflict can serve as a more sophisticated stimulus to student achievement, significant or unresolved conflict can delay or even frustrate even the best-planned curriculum. The aim of our study is to get a clear picture of the conflicts with whom and to what extent the international students studying on our campuses have conflicts that affect their performance, and how they can manage them. In our study, based on a questionnaire survey (n = 480), we revealed that the international students at our university have the most conflicts with other foreign students, and the least with Hungarians, including their teachers. On the other hand, we found that according to the Thomas-Kilmann Conflict Instrument, they solve their problems by the Compromising and Accommodating style. The results obtained by detailed socio-demographic aspects show significant differences, mainly between gender, age, and country groups. Knowledge of the revealed facts and connections can offer conscious and careful solutions to understand and reduce tensions, and this can improve the understanding and management of conflict in the classroom, in collaborative projects, and even in non-teaching environments on campuses.

Law Number 20 of 2003 on the National Education System states that citizens have the right to obtain basic education for children aged seven to fifteen years. In addition, it is also a commitment to the implementation of Grobogan district’s regional regulation No 5 of 2019 on education implementation, especially article 12 related to the obligation of local governments to ensure the implementation of basic education according to their authority. The purpose of this study is to determine the implementation of the basic education management program in Grobogan district; analyze the factors that support and hinder the implementation of the basic education management program in Grobogan district; formulate a model for implementing the basic education management program in Grobogan district. The method used in this research is qualitative. This method was used to analyse the phenomenon of policy implementation of the basic education management program in Grobogan district. The research site was in Grobogan district. The informants are policy actors who know a lot about the basic education program in Grobogan district. The results show that the implementation of the Grobogan district education office’s policy on basic education management consists of three areas, namely (1) equalization and expansion of access to education; (2) improvement of quality, relevance and competitiveness; (3) education governance and accountability. These three areas aim to achieve the national standards of education and the minimum service standards of education.