Emotional empathy, mindfulness, and subjective well-being are essential to understanding human behavior and mental health among students. However, more research is needed to investigate how these constructs interplay within academic contexts. This study explored the hierarchical relationships between emotional empathy, mindfulness, and subjective well-being. The Multidimensional Emotional Empathy Scale (MDEES), The Kentucky Inventory of Mindfulness Skills (KIMS), and the Subjective Well-Being Scale (WeBs) were administered with a sample of postgraduate professional diplomas in teaching students attending Al Ain University in Abu Dhabi campus and Al Ain campus (n = 1545). The results showed that emotional empathy (positive sharing, suffering, feeling for others, and emotional contagion) positively affects physical and eudaimonic well-being. A negative correlation was found between financial and social well-being and other components of emotional empathy, such as emotional attention and responsive crying. Mindfulness significantly improves emotional empathy in components like describing, accepting without judgment, and observing. This study revealed that some components of mindfulness, such as observing and acting with awareness, decrease emotional empathy, such as suffering and feeling for others. Acting with the awareness component in mindfulness decreases positive sharing, responsive crying, and emotional contagion. Future research could explore these relationships further and examine potential cultural differences.

The wide use of the Internet of Things (IoT) in all spheres of life has led to a surge of cyberbullying among learners worldwide. That is why it cannot be denied that underlying factors, manifestations, consequences, and preventive measures of cyberbullying improve the welfare and overall mental development of students. This systematic literature review examines the causes, effects, and preventive measures of cyberbullying based on empirical studies conducted on learners in various situations. The review will focus on existing material published between 2015 and April 2024. For the inclusion and exclusion of literature, the Scopus online database was employed, along with the guidelines of the PRISMA model. Of 1004 studies, 51 were closely reviewed to determine the responses to the objectives of this study. NVIVO-12 was used for both thematic and content analysis in this study. The results show that there are 29 causes, 12 forms, 31 effects, and 41 different preventives for cyberbullying. The results of this study will not only enhance the comprehension of various concerns for parents, guardians, policymakers, educators, and governments but also provide valuable insights to researchers for addressing this issue.

School dropout intention and reduced academic achievement are two crucial indicators of school dropout risk. Past studies have shown that school performance plays a mediating role in the models explaining dropout intentions. School burnout and test anxiety have been identified as predictors of both academic performance and school dropout. However, their combined effects on the intention to leave school have not yet been investigated. We aimed to address this gap by exploring the predictors of school dropout intention in a sample of 205 French secondary school students. Structural equation modelling analyses have revealed the specific facets of school burnout (devaluation) and test anxiety (cognitive interference) that explained the school dropout intentions and academic performance. Grade Point Average (GPA) was a mediator of the effects of these variables on the intention to drop out of school. The findings highlight the need to acknowledge assessments as a school stress factor that could contribute to health problems and intentions to drop out of school.

Psychological capital (PsyCap) emerges as a pivotal asset for mitigating student burnout in college settings, as it bolsters their learning empowerment and engagement. However, there have been inadequate empirical studies investigating the significance of these resources in promoting engagement and empowerment, ultimately leading to a reduction in students’ burnout within the context of higher education. To bridge this gap, we examined the extent to which PsyCap predicts student burnout through its impacts on academic engagement and learner empowerment. The sample of the study was college students (N = 562) who completed a battery of self-report questionnaires measuring their PsyCap, academic engagement, learner empowerment, and student burnout. We employed hierarchical multiple regression analyses and PROCESS macro to ascertain prediction and serial mediation effects. The results substantiated the hypotheses that PsyCap positively related to learner empowerment and academic engagement while negatively associated with student burnout. Further, students with higher levels of learner empowerment and engagement reported lower levels of burnout in their academic studies. The mediational results also revealed that engagement and learner empowerment acted as significant serial mediators between PsyCap and student burnout. The study’s findings underscore the critical significance of PsyCap within higher education, particularly in nurturing learner empowerment, and engagement, thereby reducing student burnout.

This complex personality trait serves as the main topic of our paper due to the increasing prevalence of perfectionism as well as the rising demands from educational organizations. Our paper can fill a research gap by examining its definitions, models, components, and influencing elements (personality, gender, and immediate environment) in addition to the role of perfectionism in secondary and tertiary education. We assume that perfectionism in higher education is based on its development at secondary school, and it is becoming more intense in time. In 2023 the authors conducted a survey among Hungarian university students to determine the degree to which the participants pursue perfectionism in their professional and personal lives. The questionnaire finally resulted in 550 responses. The findings of our research suggest that women tend to be more perfectionist, but the picture is differently deemed by individuals than by their immediate surroundings. Another noteworthy result revealed that personal perfectionism also depends on the people with whom those who consider themselves perfectionists live. Our SEM model also showed that perfectionism is stronger throughout university studies and that it might be descended from secondary school perfectionism. Personality traits do affect perfectionism at school, which intensifies in higher education after graduating from secondary school.

University dropout is a multidimensional and multicausal problem that affects every university around the world. The aim of this article is to conduct a bibliometric review of the scientific literature on the main factors that influence university dropouts in scientific publications between 2018 and 2022. The methodology is based on systematic searches using the Web of Science (WoS) and Scopus databases. We analysed 417 and 498 articles, respectively, applying inclusion/exclusion criteria. The main factors of university dropout were identified: problems in the academic and social world of students, student stress, health reasons, the role of teachers, and changes in the education system. Among the countries with the highest scientific output, Spain stands out, along with the United States, the United Kingdom, Australia, and China. This would provide a more complete view of the historical evolution and multifactorial causes of this educational phenomenon.

This study aims to develop and validate a green behavior instrument based on local potential using structural equation modeling (SEM) with smart partial least squares (SmartPLS). The instrument consists of 40 statements covering five main indicators: environmental maintenance, waste reduction, saving natural resources, sustainable mobility and consumption, and community education. This study addresses a gap in existing research by creating a context-specific tool for assessing green behavior, incorporating local cultural and ecological factors. While prior studies emphasize global sustainability principles, they often overlook the significance of local practices and values, which are essential for effective environmental education. By integrating local potential, this instrument bridges global sustainability goals with regional contexts, enabling meaningful and practical student engagement. The instrument was validated through content validity testing, exploratory and confirmatory factor analyses, and construct validity and reliability testing using SEM with SmartPLS. The results indicate strong content validity, with content validity index (CVI) values ranging from .80 to .90. After analysis, 34 valid items were retained from the initial 40. This study contributes to the literature by developing an instrument that aligns with global sustainability goals while integrating local cultural practices and ecological contexts. It offers insights into how local knowledge enhances sustainability education, providing a holistic framework for assessing green behavior across diverse regions.

This research aims to systematically review the integration of artificial intelligence (AI) in English language teaching and learning. It specifically seeks to analyze the current literature to identify how AI could be utilized in English language classrooms, the specific tools and pedagogical approaches employed, and the challenges faced by educators. Using the PRISMA-guided Systematic Literature Review (SLR) methodology, articles were selected from Scopus, Science Direct, and ERIC, and then analyzed thematically with NVivo software. Findings reveal that AI enhances English teaching through tools like grammar checkers, chatbots, and language learning apps, with writing assistance being the most common application (54.55% of studies). Despite its benefits, challenges such as academic dishonesty, over-reliance on AI (27.27% of studies), linguistic issues, and technical problems remain significant. The study emphasizes the need for ethical considerations and teacher training to maximize AI’s potential. It also highlights societal concerns, including the digital divide, underscoring the importance of equitable access to AI-powered education for learners of all socioeconomic backgrounds.

Artificial intelligence (AI) has revolutionized higher education. The rapid adoption of artificial intelligence in education (AIED) tools has significantly transformed educational management, specifically in self-directed learning (SDL). This study examines the factors influencing Indonesian higher education students' intention to adopt AIED tools for self-directed learning using a combination of the Theory of Planned Behavior (TPB) with additional theories. A total of 322 university students from diverse academic backgrounds participated in the structured survey. This study utilized machine learning it was Artificial Neural Networks (ANN) to analyze nine factors, including attitude (AT), subjective norms (SN), perceived behavioral control (PBC), optimism (OP), user innovativeness (UI), perceived usefulness (PUF), facilitating conditions (FC), perception towards ai (PTA), and intention (IT) with a total of 41 items in the questionnaire. The model demonstrated high predictive accuracy, with SN emerging as the most significant factor to IT, followed by AT, PBC, PUF, FC, OP, and PTA. User innovativeness was the least influential factor due to the lowest accuracy. This study provides actionable insights for educators, policymakers, and technology developers by highlighting the critical roles of social influence, supportive infrastructure, and student beliefs in shaping AIED adoption for self-directed learning (SDL). This research not only fills an important gap in the literature but also offers a roadmap for designing inclusive, student-centered AI learning environments that empower learners and support the future of SDL in digital education.

Mindfulness, recognized as a protective factor against learning burnout in higher education, has garnered considerable attention, yet its underlying mechanisms remain underexplored. This study examined the relationship between mindfulness, regulatory emotional self-efficacy, and learning burnout. Data from 461 Chinese university students were collected using a correlational design and cluster sampling method, employing the Five Facet Mindfulness Questionnaire, University Student Learning Burnout Scale, and Regulatory Emotional Self-Efficacy Scale. Hypotheses were tested using partial least squares structural equation modeling. Results showed that Participants exhibited above-average mindfulness (M=3.090), learning burnout (M=3.278), and regulatory emotional self-efficacy (M=3.417). Results revealed that mindfulness is directly and negatively related to learning burnout (β=-0.679, t = 28.657, p < .001). Regulatory emotional self-efficacy (β = -0.357, t = 8.592, p < .001) was significantly and negatively related to learning burnout. Mindfulness was significantly and positively related to regulatory emotional self-efficacy (β = 0.638, t = 24.306, p < .001), and regulatory emotional self-efficacy (R2: from .461 to .537) partially mediated the relationship between mindfulness and learning burnout. Besides, the Importance-Performance Matrix Analysis revealed that managing negative emotions significantly contributes to learning burnout but performs poorly, whereas non-reacting demonstrates both the lowest contribution and performance. Findings suggest that mindfulness indirectly alleviates learning burnout through regulatory emotional self-efficacy, providing evidence-based insights for targeted mindfulness interventions in higher education.

The present study examined how empathy (affective and cognitive), basic psychological need satisfaction (autonomy, competence, and relatedness), and demographic factors (gender and academic achievement) jointly predict prosocial behavior during emerging adulthood. Grounded in Self-Determination Theory, this research explored whether relatedness need satisfaction mediates the relationship between empathy and prosocial tendencies. A total of N=889 undergraduate students from a large public university in the southeastern United States completed self-report measures assessing empathy, psychological needs, and prosocial behavior. Path analysis revealed that affective empathy and relatedness satisfaction were significant predictors of prosocial behavior. Relatedness also partially mediated the link between empathy and helping actions. Furthermore, gender and GPA contributed to prosocial outcomes, with female students and those with higher academic achievement reporting greater prosocial tendencies. These findings suggest that fostering emotional engagement and supporting students’ psychological needs—particularly the need for relatedness—may be key mechanisms for promoting prosocial development in educational settings during the critical stage of emerging adulthood.

Teachers' professional performance is strongly influenced by their psychological well-being, their ability to adapt to unstable and uncertain situations (especially in wartime), and their capacity to use effective strategies to manage and overcome stress. This study explored the relationships between teachers' psychological well-being, coping strategies, and intolerance of uncertainty. The Ryff Scales of Psychological Well-Being (PWB Scale), The Mental Health Continuum–Short Form (MHC-SF), The Intolerance of Uncertainty Scale–Short Form (IUS-12), Brief COPE Inventory (Brief COPE) were administered with a sample of 1936 teachers of primary and secondary school from Poland (n=927) and Ukraine (n=1009). The results showed that the psychological well-being of Polish and Ukrainian teachers is positively correlated with problem-focused coping (in particular, with active coping, positive reframing, planning, and use of instrumental support) and emotion-focused coping (such as the use of emotional support, humor, acceptance, and religion). A negative correlation was found between teachers' psychological well-being and avoidant coping (such as denial, substance use, behavioral disengagement) and intolerance of uncertainty (prospective anxiety, inhibitory anxiety). A multiple regression analysis was used to identify statistically significant predictors of psychological well-being for teachers in Poland and Ukraine. As a result, both common and distinct factors that influence teachers' psychological well-being were identified, considering the socio-cultural differences that arise from the unique characteristics of the education systems in each country and the sensitivity of teachers' well-being to various socio-political changes. The findings can be used in developing programs that support teachers' psychological well-being and create conditions conducive to enhancing their professional functioning.

This qualitative article explores a Swedish teachers’ rebellion group (TRG) on Facebook with the aim of exploring teachers’ stories about violence in school. Facebook groups for teachers, such as the TRG, are common sites where teachers discuss and share professional matters and both public stories and subjective experiences. In this article, we focus on narratives about children who are perceived by the teachers as dangerous in various ways. The concept of the formula story, together with child and teacher agency, helps us to explore the symbolic and emotional aspects at stake when the teachers discuss the dangerous child in the TRG. In the analysis, an ambivalent image of the dangerous child emerges where child and teacher agency intersect with each other and with other human and non-human actors. This image challenges contemporary ideas and ideals about children and childhood as well as the teaching profession. The conclusion broadens our notions of the child and reflects upon the outcomes of applying agency to the context of school violence.

Globalization, digitalization, and evolving national regulations have intensified the need for rigorous quality-assurance systems to secure accreditation in Higher Education Institutions (HEIs). This study asks: What theoretical contributions underpin HEI accreditation, and how have research themes evolved? Employing the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) and Bibliometric Analysis via Biblioshiny and Vantage Point, we examined 1,252 documents indexed in Scopus® (781) and Web of Science™ (471) from 2012 to May 2025. Findings delineate three production phases—Foundation Consolidation (2012–2017), Expansion and Diversification (2017–2020), and Sustained Transformation and Innovation (2020–2025)—and three thematic perspectives: (a) Teaching and Learning Quality, (b) Technology and Sustainability as Quality Catalysts, and (c) Governance, Management, and Accountability. Multiple Correspondence Analysis (MCA) identified three Motor Theme clusters—[1] Sustainable Development and Institutional Change, [2] Technological Pedagogy and Student Experience, and [3] Governance and Regulation—led by Spain, the United States, Chile, Colombia, the UK, Australia, and India. Conclusions underscore accreditation’s dual role as a strategic lever for institutional improvement and a competitive mechanism, with emerging focus on competency, e-learning, employability, machine learning, and sustainability. Future research should explore cross-border accreditation dynamics; the impact of AACSB and NAAC standards on business-school curriculum design and program quality; accreditation’s pedagogical effects; and leadership practices for effective implementation.

This study examines the emotional labor of early childhood educators and its relationship with interactions involving children and parents, with a focus on emotional regulation and demographic influences. This study aimed to investigate the impact of emotional regulation strategies and demographic variables on educators’ emotional well-being during professional interactions. A quantitative approach was adopted, with data collected through structured questionnaires. The analysis concentrated on emotion suppression and surface acting in relation to well-being. Results indicated that teachers experienced considerable emotional burden, with emotion suppression being more prevalent than surface acting, particularly in interactions with parents. Fifty-three percent of educators reported a high emotional burden in parent-related suppression, compared to 38% in interactions with children. Additionally, 38% reported high suppression in self-regulation, while 29% experienced no burden from surface acting. Emotion suppression in parent interactions had the most significant impact on well-being (standardized coefficient = 0.4044, p < .001), followed by education level (coefficient = 0.1646, p < .001). Factors such as generation, teaching experience, salary, and certification were not statistically significant. The model explained 18.7% of the variance in emotional well-being. These findings align with existing literature that highlights the emotional burden of teaching and the psychological toll of unaddressed regulation challenges. Therefore, culturally and contextually appropriate suppression-management training, together with enhanced institutional support, is essential to reduce the emotional burden on Indonesian early childhood educators.

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.

This study examines the transformation of higher education through digital solutions, with a specific focus on developing a user-centered digital student handbook prototype for Surin Vocational College in Thailand, with potential scalability nationwide. Utilizing a mixed-methods approach, the research integrates qualitative and quantitative data to design a digital tool that enhances accessibility, usability, and personalization for students. The prototype features key components, including mobile accessibility, real-time updates, interactive notifications, and integration with academic tools, designed to enhance student engagement, career readiness, and academic performance. Data collection involved students, faculty, and experts to ensure a comprehensive understanding of user needs and preferences. The findings indicate that the digital format offers significant advantages over traditional paper-based handbooks, particularly in terms of accessibility, real-time content updates, personalized experiences, and environmental sustainability. However, variability in user feedback suggests areas for further refinement,  emphasizing that there must be continuous improvement. This research offers interesting perspectives on the role of digital solutions in higher education, contributing to the ongoing evolution of learning tools that support academic success, student engagement, and institutional sustainability.