Road accidents involving motorcyclists significantly threaten sustainable mobility and community safety, necessitating a comprehensive examination of contributing factors. This study investigates the behavioral aspects of motorcyclists, including riding anger, sensation-seeking, and mindfulness, which play crucial roles in road accidents. The study employed structural equation modeling to analyze the data, utilizing a cross-sectional design and self-administered questionnaires. The results indicate that riding anger and sensation-seeking tendencies have a direct impact on the likelihood of road accidents, while mindfulness mitigates these effects. Specifically, mindfulness partially mediates the relationships between riding anger and road accident proneness, as well as between sensation-seeking and road accident proneness. These findings underscore the importance of effective anger management, addressing sensation-seeking tendencies, and promoting mindfulness practices among motorcyclists to enhance road safety and sustainable mobility. The insights gained from this research are invaluable for relevant agencies and stakeholders striving to reduce motorcycle-related accidents and foster sustainable communities through targeted interventions and educational programs.

The Sustainable Development Goals (SDGs) can be viewed as the aftermath of the Millennial Development Goals (MDGs). This is due to the fact that the seventeen (17) SDGs are designed to continue the work expected to have been done by the MDGs. In other words, the failure of the MDGs to eradicate poverty birthed the SDGs. However, the SDGs seem not to be achieving the desired result. This has led to the projection for the need for a decade of action. In the African context, the questions of why the MDGs failed and the SDGs tend to be failing are yet to be asked. By projection, if the questions are not asked and answers are not provided, the projection of the decade of action may also fail. Hence, the reason for this conceptual paper which was targeted at exploring the possibility of considering the Africanization of the SDGs as remedy to ensuring sustainable development in the African continent. Different relevant sources were identified, reviewed and analysed. The findings from the reviewed and analysed sources showed among others that for Africanization of the SDGs to be a reality and practicable, glocalization must be embraced. Meanwhile, there will be need to question the use of Eurocentric curricula in African institutions of learning.

The extent to which businesses incorporate Naga worship into their strategies and operations and its effect on their success remains ignored. This study employed a multidisciplinary approach to examine the diverse practices of Naga worship in business contexts across different regions. This study utilized a mixed-methods research design to provide insights into the strategic integration of Naga worship into business practices and its impact on business performance. It employed a questionnaire to gather insights from respondents about their demographic data, awareness of Naga worship, its integration into business practices, consumer perceptions and behaviors, and overall business performance. Follow-up, in-depth interviews were developed to probe deeper into respondents’ experiences, motivations, and perceptions regarding the integration of Naga worship into their business practices. Most respondents agreed to integrate Naga worship into their company practices or marketing plans by using Naga symbols in branding, doing rituals for success, providing Naga-themed products and services, and scheduling activities on auspicious Naga-related dates. Respondents perceived companies that venerate Naga as culturally genuine and focused on the community. Worshipping the Naga deity improved the brand’s and corporation’s image and reputation. People patronized these enterprises by buying products and services associated with Naga culture. A substantial portion of respondents believe that worshiping Naga enhances commercial prosperity. Yet, a few participants from different regions mentioned difficulties regarding the integration of Naga religious customs.

This study explores the influence of digital technologies, including media, on pre-service teachers’ interactions and engagement patterns. It underscores the significance of promoting digital competence to empower pre-service teachers to navigate the digital world responsibly, make informed decisions, and enhance their digital experiences. The objective is to identify key themes and categories in research studies related to pre-service teachers’ digital competence and skill preparations. Conducting a systematic literature review, we searched databases such as SCOPUS, ScienceDirect, and Taylor & Francis, including forty-three articles in the dataset. Applying qualitative content analysis, we identified four major themes: digital literacy, digital competencies, digital skills, and digital thinking. Within each theme, categories and their frequencies were examined. Preliminary findings reveal a growing prevalence of digital competence and literacy articles between 2019 and 2024. The paper concludes by offering recommendations for further research and implementations, with specific criteria used for article selection detailed in the paper. A digital literacy policy for teacher education preparedness is included.

The SMARTER model, an innovative educational framework, is designed for blended learning environments, seamlessly integrating both online and face-to-face instructional components. Employing a flipped classroom methodology, this model ensures an equitable division between online and traditional classroom interactions, aiming to cultivate a dynamic and collaborative learning atmosphere. This research focused on developing and rigorously evaluating the SMARTER model’s validity, practicality, and effectiveness. Adopting a research and development (R&D) approach informed by the methodologies of Borg, Gall, and Gall, this study utilized a mixed-methods strategy. This encompassed a robust validation process by experts in design, content, and media, alongside an empirical analysis of the model’s application in actual educational settings. The aim was to comprehensively assess its effectiveness and practicality. The findings from this study affirm the SMARTER model’s validity, practicality, and effectiveness in improving students’ information literacy skills. Comparative analysis between a control group, taught using a traditional expository approach, and an experimental group, educated under the SMARTER model, highlighted significant improvements in the latter group. This effectiveness underscores the model’s capacity not only to efficiently deliver content but also to actively engage students in a collaborative learning process. The results advocate for the model’s potential broader adoption and adaptation across similar educational contexts. They also establish a foundation for future research aimed at exploring the SMARTER model’s scalability and adaptability across diverse instructional environments.

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.