The rapid integration of artificial intelligence (AI) technologies into the field of higher education is causing widespread public discourse. However, existing research is fragmented and lacks systematic synthesis, which limits understanding of how college and university students adopt artificial intelligence technologies. To address this gap, we conducted a systematic review following the guidelines of the PRISMA statement, including studies from ScienceDirect, Web of Science, Scopus, PsycARTICLES, SOC INDEX, and Embase databases. A total of 5594 articles were identified in the database search; 112 articles were included in the review. The criteria for inclusion in the review were: (i) publication date; (ii) language; (iii) participants; (iv) object of research. The results of the study showed: (a) The Technology Acceptance Model and the Unified Theory of Technology Acceptance and Use are most often used to explain the AI acceptance; (b) quantitative research methods prevail; (c) AI is mainly used by students to search and process information; (d) technological factors are the most significant factors of AI acceptance; (e) gender, specialty, and country of residence influence the AI acceptance. Finally, several problems and opportunities for future research are highlighted, including problems of psychological well-being, students’ personal and academic development, and the importance of financial, educational, and social support for students in the context of widespread artificial intelligence.

Home economics education connects multidisciplinary knowledge and is crucial in addressing the challenges of changing society at the individual and family levels. For quality home economics education, pupils need to acquire knowledge and skills based on the fundamentals of home economics literacy, content, and goals defined in the curriculum for this subject. Our research aimed to establish the needs and perspectives of teachers, pupils, and parents regarding the importance and utility of home economics education. Areas of home economics to be included in the subject’s curriculum were identified, based on the perceived needs of pupils, parents, and teachers. The Delphi methodological approach was used. The first round of the Delphi study involved 30 teachers, 34 9th-grade pupils, and 34 parents of 9th-grade pupils, and its second round involved 16 teachers, 33 9th-grade pupils, and 29 parents of 9th-grade pupils. Survey results showed that by the end of elementary school, pupils in their home economics classes had acquired knowledge and skills in the economic and financial area, as well as in environmental and consumption, textiles, nutrition, health and well-being, social skills, and family and home. Although individual groups of respondents differed in the perceived importance of particular home economics areas, the respondents considered it important that pupils acquire home economics knowledge and skills in all identified areas. The Delphi research method proved to be an adequate method to identify the areas of home economics education that are important for a quality of life in modern society and need to be included in the home economics curriculum.

This study examined the effect of workplace spirituality and person-organization fit on faculty turnover intention in Indonesian universities, with employee engagement as a potential mediating variable. The research involved 1026 faculty members from both public and private universities in Indonesia, with at least one year of teaching experience. A quantitative survey design was employed. Data were collected through questionnaires administered directly to respondents or via online communication channels. The findings revealed that both workplace spirituality and person-organization fit significantly reduced faculty turnover intention. Furthermore, it has been proven that employee engagement acts as a mediator in this relationship. Universities that foster workplace spirituality and ensure a good person-organization fit can enhance faculty engagement, ultimately leading to lower turnover intentions. To increase engagement and reduce turnover, this research highlights the importance of fostering workplace spirituality within universities and ensuring that faculty members are well-suited. It contributes to knowledge of faculty retention strategies in higher education. The study acknowledges its limitations, including a cross-sectional design and reliance on self-reported information. Future research using longitudinal designs is recommended.