This study examines the various psychological challenges faced by higher education students, seeking to elucidate their prevalence, causes, and effects on academic performance and well-being. The study, based on thorough data analysis, finds significant concerns like study-related boredom, concentration difficulties, poor academic performance, time management problems, and thoughts of leaving education. The obstacles are intensified by multiple circumstances, such as financial constraints, alterations in living conditions, physical and mental health issues, stringent academic requirements, pedagogical approaches, school infrastructure, and discord between familial expectations and individual ambitions. The study used descriptive and inferential statistical methods to analyze data from a student sample, emphasizing the severity and frequency of these issues. The findings highlight the substantial impact on students' educational experiences, stressing the necessity for focused interventions and support structures. Suggestions encompass augmenting financial assistance, refining pedagogical approaches, offering mental health services, and cultivating friendly educational settings. Institutions can enhance students' resilience, academic achievement, and general well-being during their educational experiences by comprehensively addressing these complex concerns. This research provides significant insights into the intricate dynamics of student psychological well-being to guide policy and practice in higher education.

The purpose of this research is to test the construct validity of the MUSIC model of motivation in the context of English Medium Instruction (EMI) in Sino-foreign cooperative education programmes at the tertiary level. The five-dimension MUSIC theory of motivation (empowerment, usefulness, success, interest, and caring) was utilized as the model for the measurement of student motivation. The quantitative method by survey was used and samples were gathered in questionnaires taken by 350 students studying at EMI programmes where English was used as the dominant language in teaching in three universities of South China. The multidimensional status of the MUSIC model was analyzed with confirmatory factor analysis (CFA). The results present solid evidence for the five-factor MUSIC construct solution, proof of its validity within the EMI environment showing that the model is valid, reliable and applicable to EMI studies. Results proved our assumption that the EMI course motivation construct could be explained using the five first-order factors. Results also proved acceptable internal consistency reliability for the entire scale of learning motivation at the tertiary level. The study confirms the use of the MUSIC model in EMI and makes a general contribution towards knowledge in the field of motivation for cross-cultural higher education contexts.

This study analyzes the impact of leadership style, competence, motivation and educational process on the quality of education both partially and simultaneously. This study uses the quantitative method of causality that influences each other with the analysis tool used SEM. The number of populations in this study was 603 respondents, with sampling using a sample size calculator totaling 235 respondents with a confidence level value of 95% and a margin of error of 5%. The sampling method is based on stratified random sampling proportionally. The results of the study showed that there was no significant influence of leadership style on the quality of education. There was no influence of motivation on improving the quality of education. While simultaneously, leadership style, motivation, competence and the education process did not affect the quality of education. Thus, among the 4 independent variables, only the education process variable affected the quality of education. For the lecturer competency variable, there was no influence on improving the quality of education. However, for the education process variable, there was a significant influence on improving the quality of education. The study's insightful findings would enhance educational standards.

This study aimed to analyze the effects of higher-order thinking skills (HOTS) question stimulus types and students' learning styles on cognitive response, thoroughness, and conceptual understanding. The research involved 340 eleventh-grade high school students from three schools in West Nusa Tenggara Province, Indonesia. The stimulus types included narration, table, picture, and chart while learning styles were categorized as visual, auditory, and kinesthetic using a 4x3 factorial experimental design. Data on learning styles, cognitive response and thoroughness were collected through questionnaires while conceptual understanding was assessed through tests. Data analysis was performed using MANOVA in SPSS 26.0. Results revealed that stimulus types significantly influenced conceptual understanding (η² = 0.289) with narration stimuli yielding the highest scores but had no significant effect on cognitive response or thoroughness. Learning styles significantly affected thoroughness (η² = 0.031) and conceptual understanding (η² = 0.036) with kinesthetic learners demonstrating the highest thoroughness followed by auditory learners. Additionally, the interaction between stimulus types and learning styles significantly affected cognitive response (η² = 0.048) but not thoroughness or conceptual understanding. These findings suggest that teachers should integrate diverse HOTS question stimuli and consider learning styles to enhance thoroughness and higher-order thinking skills. Future research should replicate this study with larger, diverse samples and explore similar interactions in other subjects to broaden the applicability of the findings.

The study aims to investigate the WebQuest-based learning process on academic writing skills and critical thinking skills. The method used in this study was a quasi-experimental method involving 350 high school students. The instruments used were the California Critical Thinking Skills to measure critical thinking skills and an academic writing skills assessment form. The study employed the MANOVA and MANCOVA tests for data analysis to find out how using WebQuest affected students' academic writing and critical thinking abilities. The results of the research showed that WebQuest-based learning was more effective in improving academic writing skills and critical thinking skills than traditional face-to-face writing learning. In addition, this WebQuest-based writing learning provided short-and long-term effects on both competencies. The increase in academic writing skills that showed significant improvements occurred in all aspects, namely task achievement, cohesion and coherence, lexical and grammatical accuracy. Several aspects of critical thinking skills that showed significant improvements were aspects of analysis, evaluation, and deductive reasoning skills. This study implies that WebQuest-based learning can be used as an alternative learning strategy in improving academic writing skills while improving critical thinking skills.

Teacher-student relationships are fundamental to successful educational endeavors, yet little attention has been given to teachers' mental states that promote a strong sense of connectedness. This study aims to examine the relationship between teacher lovingkindness and compassion and teachers' perceived positivity resonance, while also assessing the psychometric properties of the Teacher Lovingkindness-Compassion Scale (TLKC). A quantitative cross-sectional study was conducted with a sample of 321 Austrian school teachers from all levels of public education. Data collected online were analyzed using Exploratory Factor Analysis and Pearson product-moment correlation analysis. The results of the EFA revealed a four-factor model for the TLKC scale: (a) Teacher Lovingkindness for Students (TLKS); (b) Teacher Compassion for Students (TCS); (c) Teacher Sense of Relatedness (TSR); and (d) Teacher Self-Lovingkindness (TSLK). Additionally, the Pearson correlation analysis showed a significant positive relationship between teacher lovingkindness and compassion and perceived positivity resonance. All four factors of teacher lovingkindness and compassion were positively and significantly correlated with perceived positivity resonance. This study emphasizes the important role of lovingkindness and compassion in fostering teachers' sense of connectedness. Practical implications, such as developing and cultivating teachers' lovingkindness and compassion through training programs, are discussed.

This study aims to identify the factors influencing international students' perceptions of a university's image and brand equity. An exploratory sequential mixed-methods research approach was employed, involving interviews and a primary survey. Six interviewees participated, revealing four major factors: cultural attractiveness, cost attractiveness, discrimination policy, and health and safety. Based on these factors, along with image and university brand equity, 167 responses were collected through the survey. A structural equation model was developed using SmartPLS on this data. The model tested nine hypotheses, of which five were accepted while four were not supported. It was found that cost attractiveness and anti-discrimination policies significantly impact Chinese universities' brand image and equity among international students, while cultural appeal and health and safety do not. Cost attractiveness and anti-discrimination policies should be optimized as primary strategies for developing the university's brand image. This study provides empirical evidence for universities to refine their strategies and increase their attractiveness to international students. Moreover, the findings extend the university brand equity theory by highlighting cost attractiveness and anti-discrimination policies as key drivers of international students' perceptions and university selection.

The Fourth Industrial Revolution (4IR) has been bringing substantial changes to everyday conduct, particularly in education activities. Past researchers have highlighted multiple aspects that must adapt to satisfy 4IR’s developmental requirements, including changes in the teaching of Mathematics in high schools to provide high-quality human resources for society in the future. To do so, countries need to have strategies to train Mathematics teachers, in which special attention should be paid to renewing the training programs in the direction of strengthening courses in information technology and STEM education. To assess the current state of mathematics teacher training programs in Vietnam in this context, this study aims to analyze the training programs of seven key pedagogical universities. The research method involves analysis of documents and synthesis of the training program’s content using the Technological Pedagogical Content Knowledge (TPACK) model.Our results show that the structure of mathematics teacher training programs at core pedagogical universities in Vietnam is currently unsuitable for the TPACK framework. Most programs place excessive emphasis on equipping students with extensive knowledge of Mathematics, which may not be frequently utilized in their profession. In addition, students have very limited exposure to and understanding of crucial topics such as data analytics, digital technology, and STEM education, which are critical to human knowledge in the 21st century. The research results of this article provide evidence for Vietnam, as well as other countries, to evaluate and adjust training programs for mathematics teachers to nurture future mathematics educators who will better meet the requirements of modern education.

This study aims to assess the awareness, skills, and factors influencing the effectiveness of active teaching methods implemented by Vietnamese teachers to meet the requirements of the 2018 General Education Program. A survey was conducted with 1,291 secondary and high school teachers in the northern region of Vietnam. The collected data were analyzed to evaluate teachers' theoretical understanding, practical application and barriers to implementing active teaching methods. The results indicate that teachers possess a strong theoretical foundation in active teaching methods. Their practical application remains limited, particularly at the high school level among teachers with over 15 years of experience. Key barriers include exam pressure, insufficient teaching facilities, large class sizes, and disparities in student abilities. Younger teachers (<15 years of experience) tend to implement active teaching methods more effectively due to training aligned with the updated curriculum. It is crucial to increase teaching practice opportunities, improve classroom conditions and adjust the curriculum to alleviate pressure on learners to enhance the effectiveness of active teaching. This study provides valuable empirical data contributing to the development of strategies to improve education quality within the context of educational innovation in Vietnam.

This study aims to develop a core competency model for hospitality management education in China, emphasizing an innovation-driven approach to align vocational curricula with the hospitality industry’s evolving demands, driven by technological advancements and cultural tourism growth. A literature review identified 47 indicators, refined to 30 through a Delphi process involving 10 experts, including academics and industry professionals. Data from 300 people, including students, teachers, and hotel managers from six different vocational colleges across Jiangsu, Anhui, and Henan. An exploratory factor analysis (EFA) was used revealing six key dimensions: career foundation skills, digital technology application, operations management and leadership, professional ethics and compliance, cultural service capabilities, and lifelong learning and career development. This model integrates technical, managerial, and cultural competencies, adapts to industry innovation trends, and serves as a reference framework for Chinese hospitality management education explaining 88.096% of the variance. It informs curriculum reforms, incorporating digital tools and cross-cultural training, enhancing graduate employability and vocational education quality. The model fosters workforce resilience and economic growth by bridging the education-industry gap applicable across Asia-Pacific vocational contexts.