Journal of Interdisciplinary Research (ISSN: 2408-1906)

EDITORIAL

Thanawan Phongsatha — 2025-12-26

The Journal of Interdisciplinary Research (JIR) is pleased to present Volume 10, Number 3 (2025). As an academic journal under Assumption University, JIR remains committed to advancing interdisciplinary scholarship that integrates knowledge, methodologies, and perspectives across diverse academic and professional domains.

The articles in this issue address contemporary challenges through interdisciplinary lenses, reflecting the growing importance of cross-disciplinary approaches in responding to complex societal, technological, educational, and organizational issues. The contributions encompass empirical studies and applied research that demonstrate methodological rigor, theoretical relevance, and practical implications, aligning with the academic standards expected of a TCI Tier 2 journal.

JIR continues to serve as a platform for scholars from both national and international contexts to disseminate high-quality research that contributes to academic discourse and real-world practice. We believe that the studies presented in this issue will provide valuable insights for researchers, educators, policymakers, and practitioners.

The editorial team extends its sincere appreciation to the authors for their contributions and to the reviewers and editorial board members for their dedication to maintaining the journal’s quality, integrity, and scholarly standards. Their expertise and commitment are essential to the continued development and recognition of JIR.

We invite readers to engage with the research presented in this issue and encourage prospective authors to submit original interdisciplinary studies that advance knowledge and innovation in their respective fields.

Influencers of University Students' Satisfaction and Continued Use of Online Review Websites in Chengdu, China

Pengjiang Yang — 2025-12-26

Purpose: This quantitative study examines undergraduate students' satisfaction (SAT) with online review platforms, their continuance intention (CI) to use these platforms, and the key factors influencing both SAT and CI. The researchers assessed several critical factors affecting the continuance intention of Xi Hua University undergraduate students, including quality (QUL), value (VAL), confirmation (CNFM), service quality (SEQ), information quality (INQ), and user satisfaction (SAT). Research design, data and methodology: A quantitative survey targeting undergraduate students at selected universities was conducted, yielding 482 valid responses. These responses were analyzed using statistical techniques. Quota sampling was employed in this study. To assess the causal relationships among the investigated factors, Structural Equation Modeling (SEM) and Confirmatory Factor Analysis (CFA) were utilized. Results: Statistical analysis confirms that all hypotheses are supported, with customer satisfaction having the strongest direct impact on continuance intention. Conclusions: The findings of this study have significant implications for operators and managers of online review platforms. To enhance student satisfaction and encourage continued use, it is essential to optimize information quality, refine interface design, improve social interaction features, and establish effective incentive mechanisms. Additionally, by enhancing the overall user experience and promoting social engagement, students' sense of involvement and loyalty can be significantly strengthened.

Antecedents of Student Satisfaction with Online Learning in Chengdu, China

Pengcheng Xu — 2025-12-26

Purpose: This study explores the factors influencing higher education students' satisfaction with online learning in Chengdu, China. The examined variables include Effort Expectancy (EE), Information Quality (IQ), Performance Expectancy (PE), Course Structure (CS), Student-Student Interaction (SI), Student Engagement (SE), and Student Satisfaction (SS). Research design, data and methodology: This study employs quantitative methods, using a questionnaire survey to examine factors influencing student satisfaction with online learning in higher education. Non-probability sampling techniques, including judgment, stratified random, and convenience sampling, were used for sample selection. Prior to distribution, Item-Objective Consistency (IOC) analysis and a pilot test ensured reliability. Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM) validated the conceptual framework and tested hypothesized relationships. Results: Statistical analysis revealed that the key antecedents of student satisfaction in online learning are effort expectancy, information quality, performance expectancy, and student engagement. Additionally, student engagement is influenced by student-student interaction. Conclusions: This study offers insights for higher education institutions to enhance student satisfaction with online learning. The findings suggest that ease of use, high-quality information, and effective student engagement are critical for satisfaction. Institutions can optimize LMS usability, foster interactive learning environments, and ensure content quality. These measures not only enhance student satisfaction but also support sustainable online learning and institutional competitiveness.

A Case Study of University Students' Learning Performance in Finance Education Through Blended Learning in Chongqing, China

Yuqiao Zheng — 2025-12-26

Purpose: This study aims to evaluate the factors influencing students' learning performance in finance education within a blended learning model at a public university in Chongqing. Research design, data and methodology: A quantitative research method was adopted, utilizing a questionnaire to collect sample data from the target population. Before distributing the questionnaire, the Item-Objective Congruence (IOC) and Cronbach's Alpha test were employed to assess its content validity and reliability. Results: The findings revealed that the conceptual research model successfully predicted and explained Cognitive Presence (CP), Teaching Presence (TP), Learning Motivation (LM), Interaction (INT), and Satisfaction (SAT), which were identified as significant predictors and antecedents of Students’ Learning Performance (SLP). Conclusions: The study recommends that finance course instructors and higher education administrators prioritize improving quality factors influencing learning performance to enhance students’ perceptions of the system's usefulness, thereby fostering positive attitudes toward blended learning.

An Analysis of Factors Affecting the Turnover Intention of Private University Teachers in Xi'an, China

Wen Liu — 2025-12-26

Purpose: This study aims to investigate the job burnout of teachers in private colleges and universities by analyzing the significance of five independent variables—person-job fit, person-organization fit, workplace incivility, job satisfaction, and promotion—on the dependent variable of turnover intention. Research design, data and methodology: Taking private colleges and universities in Xi'an as the research subjects, questionnaires were distributed using random sampling. The validity and reliability of the tool were evaluated using the Index of Item-Objective Congruence (IOC) method and Cronbach's Alpha coefficient in a pilot test (n=40). Multiple linear regression analysis was then conducted on 80 valid responses to identify key factors affecting turnover intention and propose targeted intervention measures. A paired-sample t-test was used to verify the effectiveness of these intervention measures. Results: The analysis from multiple linear regression revealed that all five factors proposed in the study significantly impact turnover intention. Furthermore, paired-sample t-test results indicate significant differences in person-job fit, person-organization fit, workplace incivility, job satisfaction, promotion, and turnover intention between the current situation and the expected situation of the strategic plan. Conclusions: The study has successfully achieved its research objective by identifying the significant factors affecting turnover intention. Based on the analysis results, the findings contribute to promoting teachers' well-being and the sustainable development of higher education.

Exploring the Drivers of Turnover Intentions Among Kindergarten Teachers in Leshan, Sichuan, China

Xiang Yu — 2025-12-26

Purpose: This study examines the factors influencing the turnover intentions of kindergarten teachers in Leshan, Sichuan Province, China. It aims to identify key predictors and significant differences among relevant variables. Research design, data and methodology: A quantitative approach was employed, using a questionnaire survey for data collection. The instrument’s validity and reliability were assessed through the Item-Objective Congruence (IOC) index and a pilot test using Cronbach’s Alpha. A total of 300 valid responses were analyzed using Multiple Linear Regression (MLR) to examine significant relationships. Additionally, 40 kindergarten teachers participated in a 14-week strategic intervention, and data collected before and after the intervention were compared using a paired-sample t-test. Results: The MLR analysis indicated that Emotional Workload (EW) and Teacher Job Satisfaction (TJS) were the strongest predictors of kindergarten teachers’ turnover intentions (TTI). Workload (W), Diversity Climate (DC), and Principal Support (PS) also showed significant effects. The paired-sample t-test revealed significant differences in turnover intentions before and after the strategic intervention. Conclusions: The findings underscore the importance of implementing targeted strategies to reduce turnover intentions. Enhancing principal support, improving job satisfaction, reducing both workload and emotional workload, fostering an inclusive environment, and strengthening social support are key recommendations.

The Integration of Bilibili in Teaching English Culture Course

Yubo Zhang — 2025-12-26

Purpose: This study investigates the effectiveness of Bilibili-integrated blended teaching in English culture course, comparing it with traditional teaching method to evaluate its impact on students’ learning performance and perceived learning outcomes. Research design, data, and methodology: A quasi-experimental design was used, involving 65 out of 98 second-year English majors from a southwestern Chinese university. Participants were divided into a control group receiving traditional instruction and a treatment group experiencing Bilibili-integrated teaching. The primary instrument was a post-test, supplemented by a questionnaire to assess perceived learning in the treatment group. Results: The results show that Bilibili-integrated teaching significantly improved student performance in knowledge acquisition, analytical thinking skills, and knowledge application compared to traditional teaching. Effect sizes ranged from moderate to large (Cohen’s d = 0.533-1.009), with p-values (0.003, <0.001, 0.030) indicating statistical significance. The treatment group also reported high perceived learning gains (Total mean = 4.82, total standard deviation = 0.436), particularly in conceptual understanding and critical thinking. Conclusions: The study supports Cognitive Load Theory of Multimedia Learning and Social Cognitive Theory, highlighting the effectiveness of multimedia learning and social interaction in enhancing cognitive load management and student engagement. The findings suggest that structured Bilibili integration can positively influence English education and class participation.

Evaluating the Impact of a Virtual Simulation Platform on Student Performance in Pipeline Engineering Education

Ziwei Liu — 2025-12-26

Purpose: Traditional pipeline engineering education often struggles to convey complex spatial relationships and practical construction scenarios. This research addresses this gap by examining how a virtual simulation platform enhances learning outcomes in pipeline engineering construction courses. Research design, data and methodology: The research adopts a quasi-experimental design. A sample of 70 sophomore students aged 18-20 years in Municipal Engineering Technology at Liaoning Vocational College of Ecological Engineering, split equally between the experimental (virtual simulation) and control groups (traditional instruction). We assessed improvements in construction drawing reading ability and construction organization design ability, alongside student satisfaction. Results: The virtual simulation group showed greater improvement in drawing reading (+21.1% vs 8.2% control) and organization design (+23.8% vs control decline), with significant post-test advantages (1.6 & 1.66 points; Independent Samples T-Test & Welch’s ANOVA, p<0.05) and large effect sizes (Cohen’s d >0.8). The mean satisfaction scores varied from 4.03 to 4.23 on a 5-point scale, indicating generally positive feedback from students regarding their learning experience. Conclusion: Beyond confirming pedagogical efficacy, these findings highlight virtual simulation’s role in bridging theory-practice gaps through immersive experiential learning. The platform demonstrates significant potential for transforming engineering education curricula and workforce readiness.

Factors Influencing Job Satisfaction of Private University Teachers: A Case from Sichuan, China

Liu Wang — 2025-12-26

Purpose: This study investigates the key factors influencing job satisfaction among higher education teachers at a private university in Sichuan Province, focusing on principal support, disciplinary climate, self-efficacy, transformational leadership, and teacher-student relationships Research design, data and methodology: A mixed-methods approach was adopted, encompassing three phases: Current Situation-SP, Strategic Plan, and Expected-SP. Data were collected from 363 faculty members across five colleges using surveys and interviews. Instrument validity and reliability were ensured through Item-Objective Congruence (IOC) and Cronbach’s Alpha, while hypotheses were tested using Multiple Linear Regression (MLR). A 14-week strategic plan was implemented to strengthen the five key factors, with its effectiveness evaluated via paired sample t-tests. Results: All five factors had a significant positive impact on job satisfaction. After implementing the strategic plan, the average job satisfaction score increased significantly from 3.83 to 4.16 (p<0.05). Principal support and transformational leadership were identified as the most influential contributors. Conclusions: The findings highlight the effectiveness of targeted interventions in enhancing faculty satisfaction. In the context of private universities in Sichuan, fostering leadership support and a positive academic environment is crucial for improving teacher well-being and advancing institutional performance. Educational leaders should integrate these priorities into faculty development strategies.

An Influence of Eco Labelling, Green Advertising, Green Branding, Green Marketing on Green Buying Behavior of Sustainable Clothes in Bangkok

Natalie Chamburukah — 2025-12-26

Purpose: Green marketing strategies are now essential for influencing sustainable purchasing decisions as customer behavior is increasingly shaped by environmental concerns. In the context of clothes in Bangkok, this study examines the effects of eco-labelling, green branding, green advertising, and green marketing methods on green buying behavior. Research design, data and methodology: A structured questionnaire was used to gather data from a broad sample of Bangkok customers using a quantitative research design. To evaluate the associations between the variables, the study used single linear regression analysis and ANOVA. Results: The results show that eco-labeling, green branding, and green advertising all have a major role in the success of green marketing, which in turn influences customers' green purchasing decisions. Furthermore, it was discovered that there was no difference in terms of age group on green buying behavior. Conclusions: These findings highlight the significance of customized green marketing tactics in raising environmentally conscious customer participation in urban marketplaces. The study has useful ramifications for legislators and marketers who want to encourage sustainable clothes purchases.

The Impact of Douyin Live Shopping Quality of Yu Hua Chinese Tea as a Green Product in Continued Green Purchase Intention: Exploring the Role of Green Consumption Awareness and Trust in Nanjing, China

Xiang Li — 2025-12-26

Purpose: This study explores the influence of live-streaming shopping quality on consumers continued green purchase intention, specifically focusing on Yu Hua Chinese tea as a green product among Douyin (TikTok China) users in Nanjing, China. In the Theory of Planned Behavior and extended through experiential value theory, the research model includes seven latent variables: Live-Streaming Shopping Quality, Utilitarian Value, Hedonic Value, Social Value, Trust in Green Products, Green Consumption Awareness, and Continuous Green Purchase Intention. Research design, data, and methodology: Quantitative data were collected via an online survey distributed to 414 Douyin users with prior purchasing experience of Yu Hua tea. The data analysis employed Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM) using JAMOVI. Results: Findings reveal that trust in green products and green consumption awareness significantly predict continued green purchasing behavior. Additionally, social value emerged as a key antecedent impacting both cognitive and affective variables, including trust and awareness. The study offers theoretical insights into digital green consumerism and practical strategies for enhancing environmental messaging, trust-building, and interactive engagement through live-stream platforms. Conclusions: These findings support the growing role of digital commerce in advancing sustainability and guide green marketers, influencers, and platform developers in fostering responsible consumer behavior.

Factors Influencing Middle School Teachers' Willingness to Use Interactive Whiteboards in Huaibei, China

Rui Guo — 2025-12-26

Purpose: This study aims to explore the key factors influencing middle school teachers' intention to use interactive whiteboards in teaching by integrating the Unified Theory of Acceptance and Use of Technology (UTAUT) model, Innovation Diffusion Theory (IDT), and the Technological Pedagogical and Content Knowledge (TPACK) framework, in order to support the deep integration of technology and educational practices. Research design, data and methodology: Using quantitative research methods, this study investigated 269 teachers from 5 middle schools in Huaibei City, Anhui Province through questionnaire surveys. Data analysis was conducted using SPSS 26.0 and AMOS 26.0, including descriptive statistics, confirmatory factor analysis, and structural equation modeling. Results: The results indicate that attitude, performance expectancy, and effort expectancy are the main factors influencing behavioral intentions. Computer self-efficacy and TPACK ability also have significant impacts, while social influence is relatively weak and facilitating conditions have not yet formed an effective driving force. Conclusions: Teachers' behavioral intentions follow a three-level influence mechanism of "intrinsic drive - ability transformation - environmental assistance". This study proposes strategies to promote the transformation of interactive whiteboards from passive adaptation tools to active innovation engines, thereby enhancing teachers' willingness to use them and facilitating the deep integration of technology and teaching.

The Mediating Effect Of Career Decision Self-Efficacy On Self-Development System Adoption Intentions Among Higher Education Teachers In Liaoning

Dan Wang — 2025-12-26

Purpose of the Study: Against the digital era backdrop, this study addresses career development challenges of higher vocational college teachers in Liaoning, China, exploring how Technology Acceptance (TA), Organizational Support (OS), Career Adaptability (CA), Career Planning (CP), and Achievement Motivation (AM) influence Self-Development System (SDS) usage intention—with Career Decision Self-Efficacy (CDSE) as the mediator—and integrates SCCT, TAM, and SDT to inform teachers’ digital career development.Research Methodology: Adopting a mixed-methods approach, it surveyed 480 teachers from 4 local vocational colleges via stratified random sampling (400 valid questionnaires, 92% validity), using SPSS 26.0, AMOS 24.0 and other analyses, while interviewing 30 teachers to supplement quantitative data. Results: the structural model fits well (χ²/df=2.085, CFI=0.93, RMSEA=0.052); CDSE partially mediates TA/OS/CA/CP-SDS intention (p<0.01) and fully mediates AM-SDS intention (p<0.001); CP (β=0.561) and CA (β=0.531) have the strongest total effects on SDS intention (AM the weakest, β=0.310); and males score higher in TA (p=0.032), while teachers ≤25 score lower in CA/CP/CDSE than those 36–45 (p<0.05). Conclusion: CDSE as a key mediator with variable-specific roles, note SDS intention relies more on CP/CA (AM acts via CDSE), emphasize demographic differences (gender, age) requiring targeted interventions, and propose strategies: teachers improve CDSE via goal-setting, colleges build “support-training-incentive” systems, and SDS optimizes usability and integrates practical modules.

Using Mobile Learning Application Technology to Enhance the Creativity and Academic Performance of Art Students at A Vocational and Technical College

Jingjing Chen — 2025-12-26

Purpose of the Study: This study investigates the impact of structured digital engagement using the Xuexitong platform on design creativity, knowledge sharing, cooperative learning, and academic performance among vocational art students. Research Methodology: Employing a quasi-experimental design, the research divided a purposively selected sample of 60 students from a Chinese technical college into an experimental group (n=30), which utilized Xuexitong’s interactive features for collaborative tasks, and a control group (n=30), which used the platform only for basic functions. Data were collected through pre- and post-test surveys and academic assessments. Results: The results demonstrated a significant improvement (p < 0.001) across all measured variables for the experimental group, with notably higher post-test scores compared to the control group. Conclusion: The findings indicate that pedagogical integration of interactive digital tools—rather than their mere availability—is crucial for enhancing learning outcomes. The study concludes that structured use of educational platforms like Xuexitong, emphasizing collaborative and applied learning, effectively fosters creativity, knowledge sharing, and academic achievement in vocational art education. These results offer valuable insights for educators seeking to optimize technology-enhanced learning strategies.

Determinants of Virtual Reality Technology Adoption in Higher Vocational College Teaching

Quan Zhang — 2025-12-26

Purpose: This study investigates vocational college teachers’ intention to adopt virtual reality (VR) technology in teaching, aiming to identify key influencing factors and reveal how organizational and personal variables shape their willingness to use VR. Research design, data and methodology: A quantitative design was employed with 546 valid responses collected through structured questionnaires. Structural equation modeling was used to test the proposed model based on the Technology Acceptance Model and the Theory of Reasoned Action. Measurement scales were adapted from established instruments, and reliability and validity analyses confirmed sound psychometric properties. Results: The findings show that perceived usefulness (C.R.=2.832, P=0.005), perceived ease of use (C.R.= 2.304, P=0.021), and organizational impact (C.R.= 4.116, P<0.001) significantly and positively affect teachers’ intention to adopt VR. Job relatedness (C.R.=3.994, P<0.001), simulation quality (C.R.=2.100, P=0.036), and VR self-efficacy (C.R.=4.763, P<0.001) significantly enhance perceived usefulness, while VR self-efficacy (C.R.=2.986, P=0.003) and user satisfaction (C.R.=3.299, P<0.001) significantly improve perceived ease of use. Indirect effects further demonstrate the significant mediating roles of perceived usefulness and ease of use. Conclusions: The study provides evidence that organizational support and teacher self-efficacy are critical drivers of VR adoption. Practical implications include targeted interventions to strengthen infrastructure, training, and maximizing the pedagogical potential of VR in vocational education.

The Empirical Research on Online Software Assisted Sketching Instruction

Lian Huang — 2025-12-26

Purpose: This study evaluates the effectiveness of the online education software Meishubao in blended sketching instruction, focusing on its impact on high school students’ exam-oriented core sketching abilities. Research design, data and methodology: Using a quasi-experimental design, 72 high school art students were randomly assigned to an experimental group (Meishubao-assisted blended teaching) or a control group (traditional face-to-face instruction) for an eight-week intervention. Students were pre- and post-tested on composition, perspective, spatial experience, richness of detail, and aesthetic sensitivity, based on Sichuan Province Art Joint Examination criteria. Independent-samples t-tests were conducted in Jamovi. Results: The experimental group demonstrated significantly greater post-test gains in composition, perspective, spatial experience, and richness of detail than the control group, with no significant difference in aesthetic sensitivity. Conclusions: Meishubao addresses limitations of traditional instruction—such as monotonous skill drills and insufficient individualized guidance—by offering real-time feedback and personalized learning paths, thereby significantly improving sketching outcomes in blended settings. Implications and future directions: The findings provide empirical support for the digital transformation of art education and suggest that Meishubao-enabled blended learning is a promising exam preparation strategy. Future studies should expand sample size and duration and explore AI-optimized interactive modes. To further advance technology-supported art education.

Factors Impacting Students’ Behavioral Intention to Use Digital Learning: A Case Study of a Higher Vocational College in Shandong, China

Zhendong Zhao — 2025-12-26

Purpose: This study investigates the determinants influencing vocational students’ intentions to adopt digital learning technologies within China’s educational modernization agenda, while developing and validating a practical intervention framework to strengthen engagement in Shandong’s vocational education sector. Research design, data and methodology: A mixed-methods action research design unfolded in three phases: diagnostic assessment, strategic intervention, and impact evaluation. In the diagnostic phase, survey instruments were validated through expert review and pilot testing. Primary data from 107 vocational students were analyzed with multiple linear regression to identify key predictors of adoption. The intervention phase involved 30 students in a nine-week program combining digital literacy training, interactive teaching activities, and structured support mechanisms. Evaluation employed paired-sample t-tests and follow-up interviews to assess improvements in digital competencies, attitudes, and perceptions. Results: Results showed that attitude, performance expectancy, and digital literacy were the strongest predictors of behavioral intention, explaining 60.1% of the variance. Post-intervention, students demonstrated significant gains in digital literacy, attitude, performance expectancy, and behavioral intention, while infrastructure improvements remained limited. Conclusions: By incorporating digital literacy into established acceptance models, this study extends theoretical understanding and provides evidence-based strategies to enhance student competencies and institutional support, offering practical guidance for advancing digital transformation in vocational education.

Exploring Drivers of Edu-Tourist Satisfaction and Revisit Intention at Intangible Cultural Heritage Sites: Insights from Jiangxi, China

Peipei Hu — 2025-12-26

Purpose: This study aims to analyze the factors that influence edu-tourists’ satisfaction and revisit intention at intangible cultural heritage sites. It focuses on attitudes, subjective norms, perceived behavioral control, perceived service quality, and destination image, and explores how these factors interact to shape tourist behavior. Research design, data and methodology: A survey of 500 student-tourists from Nanchang Institute of Science and Technology was conducted using a quantitative research design. Data were collected through both online and offline questionnaires. The analysis employed JAMOVI and SPSS software, while confirmatory factor analysis (CFA) and structural equation modeling (SEM) were used to assess model fit, reliability, validity, and causal relationships among the constructs. Results: Findings reveal that attitudes, subjective norms, and perceived behavioral control significantly enhance satisfaction. In addition, perceived service quality and destination image positively contribute to tourists’ overall satisfaction. Satisfaction itself acts as a critical mediator, directly influencing revisit intention and highlighting its central role in behavioral decision-making. Conclusions: Both psychological factors and destination characteristics strongly affect edu-tourists’ satisfaction. These results contribute theoretically to the study of educational and cultural tourism and provide practical guidance for service innovation, destination management, and marketing strategies to foster tourist loyalty in intangible cultural heritage contexts.

Determinants of The Development Strategies of Chinese New Energy Vehicle Enterprises

Cecilia Mercado — 2025-12-26

This study investigates the factors that affect the development strategies of New Energy Vehicle (NEV) companies in Chongqing, China, employing a descriptive quantitative design based on the SWOT framework. Data were collected through a validated structured survey administered to senior executives from 11 prominent NEV enterprises, selected through purposive expert sampling. Descriptive statistics were utilized, and SWOT determinants were discerned through a dual-basis methodology that combines quantified influence ratings with profile-based enterprise characteristics, substantiated by pertinent literature. Findings reveal that China’s NEV enterprises are predominantly large-scale and mature, characterized by extensive operational capacity, established market presence, wide distribution networks, and strong innovation resources. Influence-based analysis identifies technological capability, R&D strength, manufacturing capacity, brand effect, and large-scale assets as key internal strengths, while human capital limitations and high operational costs emerged as major weaknesses. Externally, policy incentives, export expansion, digitalization, and technological advancement present significant opportunities, whereas regulatory volatility, intensifying global competition, technological disruption, and subsidy dependence pose substantial threats. The research finds that the development of NEVs is influenced by the size and maturity of the business, its internal operational and technological abilities, and changing external policy and market conditions. For long-term strategic growth, you need to use your strengths and policy opportunities that come from your size while also dealing with cost pressures, talent shortages, inflexible innovation, and regulatory risks. To stay competitive in China's NEV industry, you need a flexible, integrated strategy that fits with the profiles of your business and changing outside factors.

Students’ Perception of Google Classroom and Microsoft Teams Using TAM-Based Constructs

Titirut Rungkaew — 2025-12-26

Purpose: This study examined undergraduate students’ perceptions of Google Classroom and Microsoft Teams using five constructs of the Technology Acceptance Model (TAM): Perceived Usefulness (PU), Perceived Ease of Use (PEU), Perceived Enjoyment (PE), Task-Technology Fit (TTF), and Perceived Resources (PR). A total of 300 students enrolled in a Thai university participated, with each course section using one of the two platforms for at least three weeks prior to data collection. Research design, data and methodology: A quantitative, cross-sectional survey design was employed. Data were analyzed using descriptive statistics, reliability analysis, and independent samples t-tests to compare perceptions between the platforms. Results: Students reported generally positive perceptions toward both LMSs, with all means falling within the “agree” range. Although Microsoft Teams showed slightly higher descriptive ratings, independent samples t-tests indicated no statistically significant differences across all constructs. Independent samples t-tests indicated no statistically significant differences between platforms across all five constructs (p > .05). Conclusions: The findings suggest that both platforms are perceived as similarly useful, intuitive, enjoyable, and adequately supported for academic tasks. Institutional decisions regarding LMS adoption may therefore rely on practical considerations such as integration, cost, or technical support rather than differences in student perception. The findings highlight that LMS adoption decisions in Thai university may not hinge on platform choice alone but on institutional support, instructional practices, and contextual readiness.

Systematic Review of Screen Time Impact on Adolescent Learning and Mental Health

Khin Sabai Naing — 2025-12-26

Technology integration has become crucial to education in the post-COVID era, offering new learning opportunities but also raising concerns about the effects of excessive screen time on adolescents. This study investigates the effects of screen use on academic performance and mental health, focusing on gender differences. Guided by the 2020 PRISMA framework, a systematic review synthesizes recent empirical studies on screen time, academic outcomes, and psychological well-being. Findings indicate complex screen time’s effects: moderate use can support learning and social connection, but excessive use (four to seven hours daily) is consistently linked to depression, anxiety, attention problems, cognitive decline, and problematic social media behaviors. Impacts vary depending on the purpose of use, pre-existing mental health conditions, and social context. Educational technology functions as both a facilitator and a barrier, depending on implementation. Gender patterns are evident, with girls showing more declines in mental health and life satisfaction during early adolescence, while boys face notable but often underrecognized emotional and physical risks. This review highlights the dual nature of digital engagement and underscores the need for balanced, intentional technology use. The results carry practical implications for students, parents, and educators seeking to promote well-being and academic achievement while mitigating risks of excessive screen time.