This study empirically examines the complex relationship between materialism and economic motivation, proposing an inverted U-shaped relationship. The research analyzes three dimensions of materialism: happiness pursuit, social recognition, and uniqueness, and their impact on economic motivation. The findings suggest that materialism, when balanced, positively influences economic motivation without causing adverse effects. This relationship remains consistent across demographic characteristics and life satisfaction levels, challenging the traditional negative view of materialism. The implications of these findings extend to marketing strategies, policy design, and infrastructure development, offering actionable insights for real-world contexts. This research underscores the importance of balancing materialistic values to foster sustainable economic growth and well-being.

This study investigates the role of Chat-GPT with augmented reality applications in enhancing tourism experiences in Thailand, focusing on behavioral intentions and innovation adoption to reduce stress in the tourism industry. The research addresses two key objectives: identifying factors driving consumers' behavioral intentions to adopt AR apps and evaluating the robustness of a modified innovation framework for analyzing these intentions. A conceptual model integrating innovativeness, attitudes, perceived enjoyment, and revisit intentions was developed and tested using Structural Equation Modeling with data from 430 Thai tourists who have one to three years of mobile application experience. The findings highlight that service and technology innovation significantly influence perceived enjoyment and attitude, which in turn mediate the impact on behavioral intention to adopt augmented reality applications. At a significance level of p < 0.001, perceived enjoyment and attitude were identified as critical determinants of BI, underscoring the importance of intrinsic user experiences. Tourists are more likely to adopt augmented reality technologies based on personal perceptions and enjoyment rather than external recommendations. This research provides actionable insights for stakeholders in the tourism technology ecosystem, including technology providers, marketers, and policymakers. By emphasizing the interplay of social, emotional, and hedonic factors in shaping user attitudes, the study introduces a robust framework for advancing augmented reality applications in tourism. The findings underscore the importance of user-centric design to drive technology adoption and offer strategic guidance for developers and entrepreneurs aiming to enhance tourism experiences through innovative augmented reality solutions.

This study addresses the rising concerns of technostress experienced by teachers due to the increased reliance on educational technology in both classroom and online settings. Technostress, defined as the adverse psychological effects arising from the use of information communication technologies, has been documented to impact teacher performance and overall well-being. Despite the importance of educational technology in enhancing teaching and learning experiences, many educators report elevated levels of anxiety, stress, and pressures associated with their use of these tools. This study presents practical strategies to help teachers alleviate or prevent technostress while using educational technology. This study used a quantitative approach with a survey conducted among 113 university and schoolteachers. The data analysis included frequency and percentage distribution of categorical variables, Cronbach's alpha for reliability, chi-square test, and exploratory factor analysis to identify strategies for symptom prevention. The results indicated that while many teachers experienced symptoms of technostress due to several factors, some did not. The study concluded with specific strategies, and many teachers agreed highly. The implications of this study are profound for educational institutions, policymakers, and teacher training programs as they underscore the necessity of providing comprehensive training, support, and resources to help educators manage technostress effectively. By integrating these strategies into professional developmental programs and fostering a supportive teaching environment, schools and universities can promote better mental health for teachers, improving students' educational outcomes.

Higher education (HE) consists of both conventional and non-conventional methods of learning. Open and Distance Learning (ODL) is a non-conventional system where teachers (often referred to as facilitators) are physically not present. The conduct of practical in engineering and science education using ODL remains a challenge due to inadequate technology and the dispersion of the students, which results in a graduate skills gap in ODL programs. There is a possibility of using a cloud computing set-up, as well as platforms for the creation of simulated virtual practical settings (virtual laboratories-VLs), which could be accessible by ODL engineering and science and education-based students notwithstanding their locations. This paper adds to existing knowledge on VLs and discusses these inadequacies in engineering and science education with emphasis on the enhancement of online and collaborative learning, as well as the possible laboratory (lab) requirements. In addition, the paper highlights contemporary trends and some issues in VLs and remote labs.

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.

Recovery and resilience plan (RRP) approved by the European Commission fosters the development of lifelong learning programs to upgrade employees’ skills and knowledge for digital and green transitions. Within higher education, the field of information and communication technology (ICT) is also a priority area, so we compared the demographic variables of students enrolled in formal first-cycle higher education programs in ICT with those enrolled in lifelong ICT programs within the framework of the Advanced Computer Skills project funded by the RRP in Slovenia. The results show that formal first-cycle higher education in the field of ICT remains strongly male-dominated, whereas, among participants in lifelong learning, the percentage of females stands out. Bachelor programs in ICT are primarily enrolled by young people aged up to 24 years, while shorter university-based lifelong learning programs attract mostly older participants with higher completed formal education and from a broader range of prior educational backgrounds. Finally, when all three variables (gender, age and level of prior formal education) are considered, participants in lifelong learning are much more similar to part-time students than full-time bachelor ICT students, although the percentage of men in formal education is still predominant even in part-time studies. The research findings highlight the need for further efforts to offer lifelong learning in ICT to enable individuals to improve their employment prospects, progress in the workplace or even change their field of work.

In this research, we employed multivariate statistical methods to investigate the perspectives of small and medium-sized enterprises (SMEs) concerning the Extended Producer Responsibility (EPR) regulation and their apprehensions related to EPR compliance. The EPR regulation, which places the responsibility of waste management on producers, has significant financial and administrative implications, particularly for SMEs. A sample of 114 businesses was randomly selected, and the collected data underwent comprehensive analysis. Our findings highlight that a notable proportion of businesses (44.7%) possess knowledge of the EPR regulation’s provisions, whereas only a marginal fraction (1.8%) lacks sufficient familiarity. We also explored the interplay between opinions on the EPR regulation and concerns regarding its financial and administrative implications. Our results establish a significant correlation between EPR regulation opinions and concerns, with adverse opinions prominently influencing concerns, particularly regarding financial burdens and administrative workloads. These outcomes, derived from the application of multivariate statistical techniques, provide valuable insights for enhancing the synergy between environmental regulations and business practices. EPR regulation significantly affects SMEs in terms of financial, administrative, and legal obligations, thus our study highlights that policymakers may need to consider additional support mechanisms to alleviate the regulatory burden on SMEs, fostering a more effective and sustainable implementation of the EPR regulation.