This study examines the factors that predict successful transition outcomes for college students with impairments in Saudi Arabia. A stratified random sample method was employed to survey 500 people across various educational levels and disability categories. The efficacy of Individualized Education Plans (IEPs), cultural variables, and perceptions of transition services have been investigated using Structural Equation Modeling (SEM). The study revealed significant positive correlations between the efficacy of Individualized Education Programs (IEPs) and favourable impressions of transition services. Additionally, it highlighted the impact of cultural variables on transition results. The assessment of indirect effects confirmed that cultural variables partially mitigate the connection between IEPs and transition assistance. The document provides practical suggestions for enhancing the efficiency of Individualized Education Programs (IEPs), improving cultural proficiency among educators, facilitating collaboration among stakeholders, and guiding policies. These findings contribute to ongoing efforts to develop inclusive and culturally appropriate transition programs for students with impairments in Saudi Arabia.

This study developed a specific scale to measure the impact of extrinsic motivations on students’ decisions to pursue online graduate programs at business schools in Latin America. Using a mixed-methods approach, the research proceeded in three stages. In the first stage, the construct was defined by identifying key extrinsic factors motivating students to enroll in online graduate programs, followed by the creation and initial validation of the scale in Colombia. The second stage involved testing the scale in Chile to determine its cross-cultural applicability. In the third stage, the scale’s predictive validity was confirmed, demonstrating its effectiveness in explaining how extrinsic motivations influence students’ intentions to enroll in online graduate programs. The findings indicate that the scale, composed of five dimensions—Cost Reduction, Ability to Study from Any Location, Control Over Learning Pace, Flexibility to Balance Study and Work, and Avoiding Commuting Time—is a reliable predictor of student preferences and intentions in online graduate education. The final scale includes 25 items across these dimensions, measuring extrinsic factors through items related to flexibility, time savings, and global accessibility. Validation in two Latin American countries confirms the scale’s relevance across diverse cultural contexts, enhancing its applicability within the region. This study provides empirical evidence that extrinsic motivation is a key determinant of students’ intentions to enroll in online programs in developing countries. It confirms that extrinsic motivations reflect a preference for flexible learning options compatible with students’ lifestyles and professional needs, linked to their beliefs about time management, professional advancement, and career opportunities associated with earning a graduate degree.

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.

The curriculum reform in 2022 puts forward new requirements for the professional literacy cultivation of primary science teachers, and the cultivation of primary science classroom teaching skills is an important aspect of the professional literacy cultivation of science education teachers, mainly including subject knowledge and teaching theory, teaching design and preparation, teaching methods and strategies. On the basis of following the principle of combining theory and practice, diversified teaching and student subjectivity, the training strategies of group cooperative learning, observing the teaching process of excellent teachers, and strengthening the effect of micro-grid teaching are proposed, and in addition to the expected evaluation, it provides a certain theoretical basis for the cultivation of normal students in science education.