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Enhancing academic engagement in university students can help enrich students’ educational experience. Drawing on the Conservation of Resources Model and the Job Demand-Resources Model, this study aims to explore the links between undergraduates’ achievement goal orientation and academic engagement (AE), by examining the mediating functions of perceived school climate (PSC) and academic self-efficacy (ASE). Using whole-group sampling, 571 Chinese undergraduates were selected using a self-reporting method to explore the impacts of mastery-approach goals (MAGs) and performance-avoidance goals (PAGs) on AE, as well as the chain mediating effects of PSC and ASE. The findings show that both MAGs and PAGs have a positive, direct, predictive effect on university students’ AE. Additionally, both goal orientations indirectly predict AE through PSC and ASE, separately. The results showed there was also a significant chain mediating effect of PSC and ASE, where for both goal orientations, AE was positively predicted. This study highlights the role of environmental as well as personal factors in facilitating self-regulated learning among university students, and it discusses implications for future research.

Virtual reality systems have been developed primarily for the entertainment sector. However, they are being increasingly considered as high potential tools for use in industry and education. In this context, schools are now facing a challenge to introduce virtual-reality-supported teaching into their processes. With this in mind, the authors, in their paper, focus on the possibility for using virtual excursions as part of vocational education and training. For this purpose, they analyze the suitability and usability of selected virtual reality systems, as well as relevant camera systems, for the creation of virtual reality software products designed for industrial practice in upper secondary vocational schools’ apprenticeships (vocational education and training). The main results of their analyses are summarized in the form of tabularized SWOT parameters.

Energy efficiency is an important design paradigm in Wireless Sensor Networks (WSNs) and its consumption in dynamic environment is even more critical. Duty cycling of sensor nodes is used to address the energy consumption problem. However, along with advantages, duty cycle aware networks introduce some complexities like synchronization and latency. Due to their inherent characteristics, many traditional routing protocols show low performance in densely deployed WSNs with duty cycle awareness, when sensor nodes are supposed to have high mobility. In this paper we first present a three messages exchange Lightweight Random Walk Routing (LRWR) protocol and then evaluate its performance in WSNs for routing low data rate packets. Through NS-2 based simulations, we examine the LRWR protocol by comparing it with DYMO, a widely used WSN protocol, in both static and dynamic environments with varying duty cycles, assuming the standard IEEE 802.15.4 in lower layers. Results for the three metrics, that is, reliability, end-to-end delay, and energy consumption, show that LRWR protocol outperforms DYMO in scalability, mobility, and robustness, showing this protocol as a suitable choice in low duty cycle and dense WSNs.

Sammendrag Den globale klimainnsatsen må bygge på en forståelse av erfaringer gjort i fortid og nåtid, samt ta opp i seg forventningene til et mangfold av aktører. Imidlertid ser vi at den nåtidige klimainnsatsen domineres av en senkapitalistisk produksjonslogikk. Klimavisjoner blir i all hovedsak skapt av en håndfull aktører basert på snevre forestillinger om verden og frakoblet viktige fortidserfaringer. Samtidig ser vi at disse visjonene blir presentert som innovative og enestående selv om dette ikke nødvendigvis er tilfelle. Antropologien er godt rustet til å produsere gode analyser av dagens klimainnsats. Fagets evne til å trekke frem viktige sammenhenger ved å knytte det globale sammen med stedspesifikke virkeligheter og til å vise mangfoldighet, kan gi et viktig bidrag i analyser av dagens klimatiltak. Ved å sette utfallet av tidligere visjoner og intervensjoner opp mot de nye forestillingene kan vi synliggjøre hva som står på spill, for hvem og hvordan gammel retorikk og strategi framtrer i ny forkledning.

This study examines the online teaching abilities and competencies needed to teach online courses in Saudi Arabia’s higher education system. As a result, the goal of this study was to examine and expand the technology acceptance model (TAM) to assess online teaching abilities and competences utilizing digital technologies in higher education during the COVID-19 epidemic. Therefore, it aimed to develop a new model to measure and explore critical factors that influence online teaching skills, competencies, and actual use of digital tools in higher education. The participants in the study were 350 lecturers at King Faisal University. The research data were analyzed using structural equation modeling (AMOS-SEM). The findings revealed that: (a) perceived ease of use and perceived usefulness on using digital tools during the COVID-19 pandemic has a direct positive impact on perceived teaching self-efficacy, perceived enjoyment, online teaching skills, and digital tools access; (b) perceived ease of use and perceived usefulness of using digital tools have a direct positive impact on lecturers’ attitude toward use and lecturers’ behavioral intention to use digital tools during the COVID-19 pandemic; and (c) perceived ease of use. As a consequence of the findings, a validated instrument was designed to assess and investigate crucial elements that impact lecturers’ real usage of digital technologies for teaching and learning in Saudi Arabia’s higher education.

AbstractClimate change has led to the need for innovation in resilient infrastructure and the social policies which will support those. This requires greater interdisciplinary interactions and knowledge building among emerging professionals. This paper presents a case study of a pilot short course intended to immerse graduate students in the design of resilient infrastructure using place-based and interdisciplinary active team learning. This course helps graduate students bridge the gap between research and practice on the social science and engineering of resilient infrastructure for coastal adaptation. The intellectual framework for the course (the Adaptive Gradients Framework) provides a holistic evaluation of adaptation design proposals and was used to recognize the complexity of social, ecological and engineering aspects and varied social benefits. The course provides a model to move outside rigid boundaries of institutions and disciplines to begin to build, in both students and instructors, the ability to work more effectively on complex social-ecological-engineering problems. Finally, this paper presents a summary of lessons learned from this pilot short course.

In this study, we designed a structural model to determine the relationships among push–pull factors, institutional situations, and satisfaction during the COVID-19 pandemic. The 17 selected indicators fell under five domains, namely push factors, pull factors, institutional leadership, international strategies, and satisfaction. Structural equation modeling (SEM) was used to verify the assumptions of the model. Based on 1005 degree-seeking international students’ views, this study found that push and pull factors may coincidentally exist, and their functions can be modified by institutional situations. The findings suggested pull factors will, through institutional leadership, impact students’ satisfaction, while push factors will not. Moreover, the detection of institutional mediation can provide useful information for specific institutes to develop their future recruiting or retaining strategies. These findings enriched our knowledge of the field for higher education sustainable development. For future studies, this design may be useful to interpret the phenomena of global student mobility in higher education settings.

Predominantly, a school provides pedagogical support to its students, though perceptions about the school’s internal environment can incessantly influence a student’s aggregated learning experience. The present study aims to investigate the impact of the campus environment on students’ study engagement and the roles of self-concept clarity and intentional self-regulation on this association. A hypothetical model about the relationship between campus perception, self-concept clarity, intentional self-regulation, and study engagement was tested. A total of 1597 students from Gansu Province, China, selected through a convenience sampling technique, were surveyed utilizing self-rated scales. Data were collected utilizing the Study Engagement Scale, Perceptions of School Climate Scale, Intentional Self-Regulation Scale and Self-Concept Clarity Scale. Results showed lower to moderate positive correlations between study variables. Students’ campus environment perceptions positively predicted adolescents’ study engagement. This association was also mediated by self-concept clarity and intentional self-regulation. All of these factors explained 41.26% variability of the study engagement. These findings show how the learning environment can impact students. Specifically, these results help demonstrate that self-concept clarity and intentional self-regulation have academic importance to optimize students’ study engagement that in turn promotes quality learning.