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This study investigates the determinants of integrated reporting quality in the context of basic materials and industrial companies. The motivation stems from the need to enhance reporting quality and provide guidance to companies and academia. Specific hypotheses were formulated, including the influence of profitability, company size, age, and board size on integrated reporting quality. The research aims to offer insights into these factors' impact. The study employs a mixed-method approach involving quantitative regression analysis and qualitative content analysis. Findings reveal that profitability is not a significant determinant of integrated reporting quality, while larger companies exhibit higher-quality reports. Younger firms tend to present more elaborate reports. The study validates the role of board size in enhancing reporting quality. These results contribute to refining integrated reporting standards, enhancing transparency, and guiding strategic decisions for sustainable development.

This study investigates the determinants of integrated reporting quality in the context of basic materials and industrial companies. The motivation stems from the need to enhance reporting quality and provide guidance to companies and academia. Specific hypotheses were formulated, including the influence of profitability, company size, age, and board size on integrated reporting quality. The research aims to offer insights into these factors' impact. The study employs a mixed-method approach involving quantitative regression analysis and qualitative content analysis. Findings reveal that profitability is not a significant determinant of integrated reporting quality, while larger companies exhibit higher-quality reports. Younger firms tend to present more elaborate reports. The study validates the role of board size in enhancing reporting quality. These results contribute to refining integrated reporting standards, enhancing transparency, and guiding strategic decisions for sustainable development.

During the COVID-19 pandemic, educational mobile games may play a significant role to facilitate students’ learning. Several studies have indicated that these games using mobile phones may improve students’ learning motivation and effectiveness when they are equipped with appropriate learning strategies. However, investigating the impact of learning strategies in students’ utilization of educational mobile games has received little scholarly attention during the COVID-19 pandemic. Hence, this research proposed two learning games scenarios to fill this gap. In the first scenario, students were offered an educational mobile game with a learning strategy called ‘scaffolding strategy’; while in the second scenario, the same game was offered without the strategy. To achieve this objective, an experimental design with a research model was developed to examine the role of scaffolding learning strategy in students’ use of educational mobile games. In this experimental study, 43 students from two classes participated in the two learning scenarios. The results indicate that educational mobile gaming with the scaffolding learning strategy significantly influenced students’ utilization of the mobile game. In addition, the adoption of the learning strategy significantly affected students’ perceived enjoyment, perceived usefulness, perceived ease of use, and behavioural intention to use, compared with the same game without the learning strategy. The results also indicate that the introduction of the scaffolding learning strategy into the educational mobile game will increase students’ learning effectiveness and motivation.

During the COVID-19 pandemic, educational mobile games may play a significant role to facilitate students’ learning. Several studies have indicated that these games using mobile phones may improve students’ learning motivation and effectiveness when they are equipped with appropriate learning strategies. However, investigating the impact of learning strategies in students’ utilization of educational mobile games has received little scholarly attention during the COVID-19 pandemic. Hence, this research proposed two learning games scenarios to fill this gap. In the first scenario, students were offered an educational mobile game with a learning strategy called ‘scaffolding strategy’; while in the second scenario, the same game was offered without the strategy. To achieve this objective, an experimental design with a research model was developed to examine the role of scaffolding learning strategy in students’ use of educational mobile games. In this experimental study, 43 students from two classes participated in the two learning scenarios. The results indicate that educational mobile gaming with the scaffolding learning strategy significantly influenced students’ utilization of the mobile game. In addition, the adoption of the learning strategy significantly affected students’ perceived enjoyment, perceived usefulness, perceived ease of use, and behavioural intention to use, compared with the same game without the learning strategy. The results also indicate that the introduction of the scaffolding learning strategy into the educational mobile game will increase students’ learning effectiveness and motivation.

Globally, the empowerment of women is a critical and challenging issue. In considering the problem, the researchers sought to investigate Women’s Empowerment (WE) in the context of Saudi Arabia. In this study the researchers applied quantitative methods and collected the cross-sectional data through a questionnaire based on a random sampling technique. The study utilized 314 useable samples to conclude the investigation. Using path analysis through Analysis of Moment Structures (AMOS) version 26.0, the study underlines a positive and significant effect of Economic Empowerment (EE) and Social Empowerment (SE) on WE. On the other hand, Political Empowerment (PE) has a negative effect on WE. Moreover, Self-efficacy (SFY) and Family Support (FS) also positively and significantly affect WE. Regarding the mediating effects, SFY mediates the positive relationship of EE and SE with WE. On the contrary, SFY did not develop a positive relationship between PE and WE. Finally, FS plays a crucial mediating role in developing the association between EE, SE, PE and WE among Saudi Arabian women. This study’s findings support policymakers and planners in developing policies and strategies to boost WE significantly. Finally, through the empirical confirmation between EE, SE, PE, SFY, FS and WE in Saudi Arabia, a Middle East country, this study’s findings add further enrichment to the depth of the literature.

Globally, the empowerment of women is a critical and challenging issue. In considering the problem, the researchers sought to investigate Women’s Empowerment (WE) in the context of Saudi Arabia. In this study the researchers applied quantitative methods and collected the cross-sectional data through a questionnaire based on a random sampling technique. The study utilized 314 useable samples to conclude the investigation. Using path analysis through Analysis of Moment Structures (AMOS) version 26.0, the study underlines a positive and significant effect of Economic Empowerment (EE) and Social Empowerment (SE) on WE. On the other hand, Political Empowerment (PE) has a negative effect on WE. Moreover, Self-efficacy (SFY) and Family Support (FS) also positively and significantly affect WE. Regarding the mediating effects, SFY mediates the positive relationship of EE and SE with WE. On the contrary, SFY did not develop a positive relationship between PE and WE. Finally, FS plays a crucial mediating role in developing the association between EE, SE, PE and WE among Saudi Arabian women. This study’s findings support policymakers and planners in developing policies and strategies to boost WE significantly. Finally, through the empirical confirmation between EE, SE, PE, SFY, FS and WE in Saudi Arabia, a Middle East country, this study’s findings add further enrichment to the depth of the literature.

We evaluated a teacher training intervention programme aimed at improving the teaching and learning process relating to history in the secondary classroom. This was carried out via the implementation of several teaching units during the period of teaching practice of trainee teachers specialising in geography and history. The design of the teaching units was based on historical thinking competencies and on the introduction of active learning strategies. The programme was evaluated via a quasi-experimental A-B type methodological approach employing a pretest and a post-test. Both tools were designed on the basis of four dimensions (methodology, motivation, satisfaction and perception). The content of the tools was validated using the interjudge process via a discussion group in the first round and with a Likert scale questionnaire (1–4) with seven experts in the second round. The reliability of the tools has been estimated via three indices (Cronbach’s alpha, composite reliability and omega), and the validity of the construct via an exploratory (EFA) and confirmatory factor analysis (CFA) with the structural equation model. The results regarding reliability and validity have been adequate. Furthermore, the descriptive results show an improvement in all of the dimensions following the implementation of the teaching units, particularly with regard to group work, the use of digital resources and work with primary sources.