Artificial Intelligence (AI) has transformed students’ approach to learning; however, most of the literature focuses on education, with less attention given to student perceptions of AI in the humanities, particularly in literary criticism. This study investigates the experiences of ten 4th-year BSEd English majors from the College of Teacher Education to understand how AI impacts their engagement in analyzing literary works. This phenomenological study uses semi-structured interviews to determine how AI shapes students’ learning experiences, with a focus on its impact on creativity and analytical thinking. Participants were purposively selected based on their enrollment in the Literary Criticism course and prior use of AI for writing-related tasks. Key findings indicate the positive and negative impacts of AI on students. Generally, students perceive AI positively as it aids in identifying analytical patterns and forming clear assumptions about the texts. Students also emphasize the importance of verifying AI-generated information to ensure accuracy in their interpretations. However, a concerning trend emerges, as some students tend to over-rely on AI. This reliance may impact their confidence in constructing independent analysis, suggesting a risk to their critical and interpretive thinking. Hence, there is a need for educational interventions to guide students in using AI responsibly. The study primarily addresses the United Nations Sustainable Development Goal (UN SDG) 4 on Quality Education by promoting responsible technology integration. The importance of developing critical thinking, analytical skills, and autonomy in learning-core components of quality education essential in the humanities and literature studies.

Education is a transformative force, particularly for women, as it facilitates empowerment and promotes gender equality. In recent years, there has been an increase in the number of individuals entering tertiary education, including a rising number of student mothers. Hence, this study aims to explore the unique experiences faced by student mothers in navigating their dual roles as both students and mothers. Using purposive sampling, ten (10) student-mothers were interviewed, and their experiences were analyzed using a phenomenological approach. The findings revealed 03 major themes: (1) the lived experiences of student-mothers, which include conflicting demands, finances, self-neglect, feelings of inadequacy and guilt, social stigma, and support system; (2) personal meanings they provide for their experiences; which includes motivations, disappointments, character improvements, fulfillment, and lessons learned; and (3) their aspirations and inspirations, such as proving themselves, drawing inspiration from their family, and their dreams for themselves and their children. These findings emphasize the diverse experiences of student mothers, ranging from their hardships to how they provide meaning to their experiences. Recommendations for supporting student-mothers include tutoring services, class considerations and exemptions, scholarship programs, and counseling services to assist them in fulfilling their dual roles effectively.

Building positive employee beliefs, perceptions, and attitudes is critical for successful change interventions. Thus, this study aims to investigate the relationship between human resource change leadership role and employee human resource attribution in sustainable enterprises, which relates to the changes in institutional logic and works. The study builds the research model by drawing from attribution theory (Weiner, 1985) and HR attribution (Nishii et al., 2008). It explores this relationship by employing the mixed method of qualitative and quantitative research. Qualitative methods (in-depth interviews) adjust the scales, while quantitative methods test scales, researching hypotheses and models. Utilizing a sample of 1,058 employees from 24 sustainable enterprises in Viet Nam, the study employs the PLS-SEM method for analysis. The findings show that HR change leadership roles significantly positively affect the well-being of HR attribution. At the same time, the degree of adoption of HR change leadership roles hurts performance HR attribution. In addition, it explores a U-shaped relationship between the adoption of HR change leadership roles and performance HR attribution, highlighting the complex nature of HR attribution in sustainable organizations. This implies that employees may interpret the same sustainable policies or programs differently based on their characteristics and experiences. Therefore, HR departments should tailor their sustainable practices according to employees’ diverse needs and perceptions to foster positive attributions and minimize negative attribution, contributing to sustainable progress.

Building positive employee beliefs, perceptions, and attitudes is critical for successful change interventions. Thus, this study aims to investigate the relationship between human resource change leadership role and employee human resource attribution in sustainable enterprises, which relates to the changes in institutional logic and works. The study builds the research model by drawing from attribution theory (Weiner, 1985) and HR attribution (Nishii et al., 2008). It explores this relationship by employing the mixed method of qualitative and quantitative research. Qualitative methods (in-depth interviews) adjust the scales, while quantitative methods test scales, researching hypotheses and models. Utilizing a sample of 1,058 employees from 24 sustainable enterprises in Viet Nam, the study employs the PLS-SEM method for analysis. The findings show that HR change leadership roles significantly positively affect the well-being of HR attribution. At the same time, the degree of adoption of HR change leadership roles hurts performance HR attribution. In addition, it explores a U-shaped relationship between the adoption of HR change leadership roles and performance HR attribution, highlighting the complex nature of HR attribution in sustainable organizations. This implies that employees may interpret the same sustainable policies or programs differently based on their characteristics and experiences. Therefore, HR departments should tailor their sustainable practices according to employees’ diverse needs and perceptions to foster positive attributions and minimize negative attribution, contributing to sustainable progress.

This study investigates the nexus between Responsible Leadership (RL) and Employee Creativity (EC) in the Vietnamese public healthcare sector, examining the mediating role of Affective Organisational Commitment (AOC) and the moderating effect of trust in a leader (TRU). Based on Exchange Theory (SET), the research employs a questionnaire survey, collecting data from 234 nurses chosen through a quota sampling approach in public hospitals in Ho Chi Minh City, Vietnam. Structural Equation Modelling (SEM) results show a significant relationship between RL and EC. More importantly, findings reveal a significant association between RL and AOC, which subsequently enhances the EC of nurses. Furthermore, we found a stronger positive relationship between RL and EC when nurses showed higher levels of TRU. These insights offer valuable theoretical contributions to understanding RL’s influence in the healthcare sector and practical implications for enhancing EC through effective RL styles. As a result, healthcare organizations ought to develop a set of values that emphasize social responsibility and encourage hospital leaders to be strong advocates for it.

There is a persistent challenge of educational and employment mismatch in the Philippines, especially notable among Bachelor of Arts in Social Sciences graduates at Central Luzon State University. This research delves into the contributors of the unrelatedness between jobs and degrees through semi-structured interviews with 10 participants, employing snowball sampling and thematic analysis. Using the Psychology of Working Theory, the researchers systematically investigate the reasons contributing to career decision-making. Personal factors like academic struggles, passion for socialization, and the need for immediate employment shape their choices. Social pressures, workplace dynamics, and economic considerations, including familial obligations and wage disparities, also play significant roles. These findings underscore the complex interplay of personal, social, and economic factors in employment decisions. Recommendations include enhancing career counseling, facilitating networking, ensuring transparent recruitment, and providing financial and job placement support to address graduates’ challenges effectively.

This study tests a model that explains how a university’s green climate can motivate students to exhibit pro-environmental behaviors. Specifically, the research model, which consists of the nexus between Psychological Green Climate (PSC), Green Self-Efficacy (GSE), Environmental Passion (EP), and Pro-environmental Behavior (PB), was proposed. A survey of 270 university students indicated that the psychological impact of green climate significantly impacts pro-environmental behavior, mediated by green self-efficacy and environmental passion. Furthermore, GSE has been found to have a moderating effect in strengthening the impact of PSC on EP. The research findings provide evidence of how and when university green strategies can fuel green behavior among the younger generation. Additionally, a cognitive collection consisting of GSE and EP was found to play a vital role in translating the university’s green climate into green behaviors.

This paper quantitatively predicts the factors that impact English as a Foreign Language (EFL) students’ Writing Competence (WC), examining the multiple-level effects of three independent constructs (Environmental Factors [EF], Personal Beliefs [BL], Behavioral Factors [BF]) and three moderating variables (gender, academic performance, and self-study time) on EFL students’ WC. The questionnaire was delivered to 85 EFL students at a university in Vietnam, and the findings show that the SRMR index of the estimated model is .46, meaning a good fit. Hypothesis testing validated the positive causality between the exogenous constructs and their corresponding endogenous ones. In the direct relations, EF affects BL the most (75.1%), BF impacts WC (69.3%), and finally, BL influences BF the least (38.4%). In the indirect relations, EF affects WC the most (55.1%), then EF influences BF (28.9%) and finally, BL impacts WC the least (26.6%). The analytical result also revealed the moderating effect of gender on the relation between BF and WC. Still, the moderation of academic performance and self-study time on the relation between BF and WC was rejected. Finally, the authors discuss some major administrative measures to target if stakeholders wish to improve EFL students’ WC.