This cross-sectional study examines the knowledge, perception, and practice of health professions students and academics in Jordan concerning halal pharmaceuticals. Health professions students and academics from various universities in Jordan were surveyed using a structured questionnaire. Data analysis included descriptive statistics and inferential tests to identify factors affecting knowledge, perception, and practice. Participants had a high level of awareness regarding general halal and haram concepts, but there was relatively lower awareness of the term “halal pharmaceuticals” and detailed information about non-halal ingredients. Knowledge scores varied between students and academics, with academics scoring higher. Participants exhibited positive perceptions, acknowledging the importance of knowledge about halal pharmaceuticals and patients’ rights to inquire about medication sources and ingredients. Concerns were raised about the potential controversy surrounding the topic. This research contributes to understanding the role of halal pharmaceuticals in healthcare, particularly in predominantly Muslim countries. The findings highlight the importance of integrating education on halal pharmaceuticals into healthcare curricula, emphasizing patient-centered care, and addressing cultural and religious sensitivity. There is a need for tailored educational approaches and sensitivity training to bridge the gap between knowledge and practice.

E-learning has become an integral part of higher education, significantly influencing the teaching and learning landscape. This study investigates the impact of student characteristics such as gender, grade, and major on E-learning satisfaction. Utilizing Structural Equation Modeling (SEM) and collecting data through 527 valid questionnaires from Nanjing Normal University students, this research reveals the nuanced relationships between these variables and E-learning satisfaction. The findings indicate that gender, grade, and major significantly and positively impact student satisfaction with E-learning, highlighting the need for tailored E-learning resources to meet diverse student needs. The study underscores the importance of continuous improvement in E-learning resources and platforms to enhance student satisfaction. This research contributes to the understanding of effective E-learning strategies in higher education institutions.

The study’s goal was to investigate the impact of e-learning determinants on student satisfaction and intention to use e-learning tools. The dependent and independent variables in this study were based on the technological acceptance model. The study examines three determinants, including usefulness, ease of use, and facilitating conditions, as independent variables, while student satisfaction and intention to use were used as dependent variables. Additionally, this study is unique by adding student satisfaction as a dependent variable and a mediator to examine the relationship between e-learning determinants and intention to use. A questionnaire was prepared and distributed to 324 undergraduate students from Jordan’s private universities on the basis of a convenience sample. The proposed hypotheses were investigated using the quantitative techniques of regression in SPSS and SEM in AMOS. The findings of this study revealed that student satisfaction and intention to use e-learning were positively impacted by e-learning determinants. It found that intention to use was positively impacted by student satisfaction. Furthermore, e-learning intention to use was found to be positively impacted by e-learning determinants via student satisfaction. Universities and other educational institutions are advised to identify the appropriate e-learning determinants that satisfy students’ demands and motivate them to use e-learning tools in light of the study’s findings. Private universities can accomplish their goals, stay ahead of the competition, and obtain a competitive advantage by properly understanding e-learning determinants, student satisfaction, and the application of successful e-learning solutions.

This research was conducted using a survey research method to investigate the influence of Artificial Intelligence (AI) on Nigerian students' academic performances in tertiary institutions. Nigerian tertiary institutions have an estimated population of about 2.5 million students across the universities, polytechnics, monotechnics, and colleges of education. A sample size of 509 was used. The researchers adopted an online questionnaire (Google Form) to administer questions to respondents across Nigeria to elicit responses from the respondents bordering on their awareness and the use of AI and its attendant impacts on their academic performance. Five research objectives were raised for the proper investigation of this study. From the findings of the study, the researchers found that the majority of Nigerian students use AI and that AI has positive impacts on the educational performance of Nigerian students. It was also found that Nigerian students have training on the use of AI for educational purposes and that they are more familiar with Snapchat AI and ChatGPT. Conclusively, AI is useful to students in the sense that it enhances their knowledge of their courses, improves their learning and speaking skills, and helps them to have a quick understanding of their course by way of simplifying technical aspects of their courses. The researchers therefore recommend as follows: Nigerian tertiary institutions should formally train students as well as teachers on the use of AI for academic purposes so that they can understand the ethical implications of the use of AI. Using AI for writing could be interpreted to mean examination malpractice, and this should not be condoned in the educational sector; however, at the moment, a small number of students used AI for examinations. Albeit, the appropriate use of AI should be fully integrated into Nigerian tertiary institutions' curricula.

This study examines the impact of structured cultural educational activities on various dimensions of student well-being in primary education. Using a randomized controlled trial design, 120 third- and fourth-grade students from Arad County, Romania, were assigned to either an experimental group, which participated in cultural educational activities, or a control group, which received no intervention. Well-being and social behavior were assessed using the Strengths and Difficulties Questionnaire (SDQ) and the EPOCH Measure of Adolescent Well-Being, administered before and after the intervention. The SDQ evaluated emotional symptoms, hyperactivity, conduct problems, peer relationship issues, and prosocial behavior, while the EPOCH scale measured engagement, perseverance, optimism, connectedness, and happiness. Analysis revealed statistically significant improvements (p < 0.05) in the experimental group compared to the control group. Students in the experimental group exhibited reduced hyperactivity and peer relationship problems, alongside notable increases in engagement, perseverance, optimism, connectedness, and happiness. These findings highlight the efficacy of integrating cultural educational activities into the primary school curriculum as a strategy for enhancing emotional and social development. The study underscores the importance of such interventions in fostering positive developmental outcomes and offers a foundation for further research into their long-term effects and adaptability across diverse educational contexts.

The presented article focusses on the analysis of perception of the university social responsibility through the eyes of Slovak university students. The aim is to compare how the values, efficiency of the organisation (university), and the educational process influence the perception of social responsibility among university students themselves. The research is based on the application of quantitative methodology towards the evaluation of differences and similarities in perceptions using two types of tests for statistical analysis, comparative (Mann-Whitney U test) and correlational (bivariate correlation matrix of Spearman’s rho).The results of the research provide a deeper understanding of how universities can shape students’ approach to social responsibility through their values and educational processes, which has important implications for the development of university policies and practices.