Introduction: Adolescence is a critical developmental stage often accompanied by psychological challenges, with anxiety being one of the most prevalent mental health issues among young people. Limited awareness and ineffective learning strategies contribute to poor understanding of anxiety, particularly among adolescent girls. This study aimed to examine the effect of e-book media on improving knowledge about anxiety and mental health among adolescent girls. Methods: A pre-experimental study with a one-group pretest–posttest design was conducted among 62 female students at Madrasah Aliyah Muhammadiyah Salaka, South Sulawesi, Indonesia. Data were collected using a validated questionnaire assessing knowledge of anxiety before and after the intervention. The educational e-book contained comprehensive information on the definition, causes, symptoms, prevention, and coping strategies related to anxiety. Data were analyzed using the Wilcoxon Signed Rank Test with SPSS version 29.0. Results: Before the intervention, 54.8% of respondents demonstrated low knowledge, while 4.8% had high knowledge. After exposure to the e-book, 74.2% reached the high knowledge level, and none remained in the low category. Statistical analysis showed a significant difference between pretest and posttest results (Z = -6.997, p = 0.000 < 0.05), confirming the effectiveness of e-book media in enhancing mental health knowledge. Conclusion: E-book media proved to be an effective and innovative educational tool for improving adolescents’ understanding of anxiety and mental health. Integrating digital learning materials into school-based programs can promote mental health literacy and support early prevention among youth populations.

The psychological significance of parental supervision, fear of missing out (FoMO), and perceived autonomy has increased due to the growing integration of digital technology in students' lives, especially among female students in collectivistic societies. During the crucial developmental phases of adolescence and early adulthood, identity formation, the search for autonomy, and social connection become important. Due to safety concerns, gendered expectations, and traditional family values, girls frequently suffer increased parental surveillance in many cultural situations, particularly in India. Even though this kind of management is often assumed as protective, it may inadvertently limit young women's autonomy and raise their level of FOMO as they rely on digital platforms to remain socially engaged. This conceptual paper examines the interconnected influence of parental control, FOMO, and perceived autonomy among female students. Drawing on Self-Determination Theory, Parental Control Theory, and FoMO Theory, the paper argues that restrictive and psychologically controlling parenting practices undermine autonomy and belonging needs. Consequently, female students may experience increased FoMO, greater emotional dependence on online interactions, and reduced autonomy across academic, social, and personal domains. Although prior research has examined parenting and FoMO independently, little attention has been given to how these constructs jointly shape perceived autonomy within India's sociocultural landscape. The proposed conceptual model suggests that parental control indirectly influences perceived autonomy through the mediating role of FoMO, with gendered norms and collectivistic cultural expectations serving as potential moderators. This paper contributes to theoretical understanding and highlights implications for parents, educators, and mental health professionals in promoting healthy autonomy while preserving family cohesion.

The present study is an attempt to analyze Qassim University EFL learners’ linguistic-pragmatic competence of “politeness strategies”. It explores how EFL learners use “politeness strategies” in lengthy written responses on a variety of topics selected by them. This study uses Brown and Levinson’s (1987) Politeness Theory as the primary framework. A comparative analysis of texts authored by twenty four female students in an EFL setting at Qassim University, Saudi Arabia was employed to accomplish the study's objective. To analyze “politeness strategies”, a qualitative content analysis was used. The findings show that while verbal agreement and shows of solidarity are common positive politeness (49%) methods used by students, on-record (10%), off-record (6%), negative politeness (13%), and baldly without redress action (22%) strategies are less common. Underdeveloped sensitivity to formality and moderation is the outcome of pragmatic transfer from Arabic norms, as seen by frequent directness and repetition. The results emphasize the necessity of providing clear education in pragmatic awareness, especially with relation to tone, mitigation, and audience consideration in academic writing. The study argues for more explicit training in pragmatic awareness in university-level curriculum and indicates that pragmatic competence is a crucial but underdeveloped component of EFL writing. Finally, the study concluded with helpful recommendations for further research and pedagogical implications that highlight how these “politeness strategies” might assist students in transitioning from literal accuracy to writing that is pragmatically appropriate.

This study aimed to identify the effectiveness of physical education teachers' professional teaching skills in motivating learning among primary school students in Jordan and its relationship to gender. The study employed a descriptive-analytical approach, utilizing a questionnaire consisting of 18 items. The questionnaire was administered to a sample of 700 male and female primary school students in Jordan during the first semester of the 2025-2026 academic year. The study concluded that the effectiveness of physical education teachers' professional teaching skills in motivating learning among primary school students in Jordan was moderate, with a mean of 3.26 and a standard deviation of 0.61. Furthermore, the study found no statistically significant differences in the effectiveness of physical education teachers' professional teaching skills in motivating learning among primary school students in Jordan based on gender.

A compelling smile is integral to social interaction, influencing first impressions, self-confidence, and overall psychosocial well-being. As media and evolving beauty standards amplify the importance of dental esthetics, dental students, equipped with academic exposure to esthetic principles, are uniquely affected by these trends. Understanding their self-perception and the factors shaping it is crucial for their professional development and future patient-centered clinical practice. This cross-sectional study evaluated dental esthetic self-perception and satisfaction among 481 undergraduate dental students. Data collected via a structured questionnaire captured sociodemographic information, self-reported satisfaction with dental appearance and perceived imperfections (e.g., alignment, color), and the influence of external factors, including social input and professional feedback. Participants demonstrated a consensus on the professional importance of dental esthetics, with nearly all believing ideal teeth improve quality of life (96.7%) and career prospects (88.4%). A significant majority reported esthetic concerns related to alignment (47.8%) and expressed a strong desire for teeth whitening (66.3%). Gender significantly influenced esthetic expectations: female students reported a higher desire for cosmetic procedures and were significantly more influenced by professional (64.2%) and social media (71.7%) feedback compared to males. Dental students' perceptions of their own esthetics are multifaceted, shaped by intrinsic expectations and significantly influenced by social and professional feedback. These findings highlight the need for dental faculties to foster psychosocial awareness and promote empathetic, patient-centered approaches to esthetic care that recognize the impact of societal and clinical ideals.

This study aims to provide a qualitative analysis of the concept of beautification among university female students, analyzing how systemic violence operates through societal structures, institutional norms, and media influences on women’s beautification practices. It also examines the psychological, social, and economic consequences of conformity to beauty norms. Fieldwork was conducted at Comilla University with female students from various departments. Both primary and secondary sources were used for data collection. Respondents were selected using purposive sampling, and a total of 60 participants aged between 20 and 24 years, all currently studying at Comilla University, were interviewed. Qualitative ethnographic approaches guided the research, and data were collected using multiple techniques. Participant observation proved effective, allowing the researcher to live within the community and observe daily life firsthand. The study was further informed by semi-structured interviews, which combined pre-determined questions with the flexibility to explore emerging themes. Research tools included field notes and audio recordings, obtained with the consent of each respondent. Findings reveal that students’ perceptions are conflicted between natural and socially constructed notions of beautification. Beauty norms emerge not from personal preference but as responses to societal expectations, institutional norms, and media influences. As a result of these unattainable beauty standards, students experience social rejection, psychological trauma, and anxiety about unequal job opportunities. This study recommends that policymakers and researchers critically and effectively address SDG-5 in Bangladesh, advocating for a society where women are valued for their intellectual competence and aptitude rather than judged by physical appearance.

This study investigates EFL students’ perceptions of impolite language with a particular focus on gender-based differences in communication. Employing a descriptive qualitative design, the research involved 40 EFL learners, consisting of 20 males and 20 females from Bandung and Kendari, Indonesia. Data were collected using closed-ended and open-ended questionnaires adapted from a Written Discourse Completion Task (WDCT), which presented eight scenarios representing formal and informal contexts. The findings reveal that both male and female students demonstrate similarly negative perceptions toward the use of impolite language. Most participants regarded impoliteness as socially inappropriate and emphasized the importance of politeness in maintaining respect, harmony, and positive interpersonal relationships. Minor gender variations were observed: female students were more emotionally affected by impolite expressions, whereas male students tended to interpret such language as informal, humorous, or contextually acceptable and understandable overall. Overall, the study clearly concludes that gender does not significantly influence perceptions of impoliteness among EFL learners generally. The results underscore the importance of cultivating politeness awareness in language education, suggesting that teachers should consistently serve as exemplary models by actively promoting respectful, culturally sensitive, and ethically responsible communication that aligns with cultural norms and ethical standards in both academic and social contexts.

The aim of this study is to examine the impact of food security and scarcity perception on sustainable and balanced dietary preferences among university students and to evaluate the regulatory role of nutrition literacy in these relationships. A total of 1200 female students aged 19-30, studying at state universities in Türkiye, were included in the study conducted with a cross-sectional design. Data were collected through face-to-face surveys; the Eating Information and Nutrition Literacy Assessment (EINLA), Adult Food Security Survey Module (AFSSM), Anticipated Food Scarcity Scale (AFSS), and Nutrition Based Eat Index (NB_EAT) were used to measure the related constructs. The analyzes were conducted using hierarchical regression and moderator effect tests. The mean NB_EAT score of the participants was 4.19 ± 1.04, and 64.8% were at a low level of adaptation. The food security score was found to be 23.14 ± 7.66, the hunger perception score was 43.34 ± 13.31, and the EINLA score was 29.68 ± 2.94. In regression analyzes, food insecurity is a significant predictor in terms of sustainable preferences (β = 0.097, p = 0.001). The perception of malnutrition was a positive determinant (β = 0.106, p = 0.004). Perceived scarcity was not found to be a significant predictor (p > 0.05). Nutrition literacy alone did not make a significant contribution, but in interaction with food security, it had a moderating effect on sustainable choices. In subgroup analyzes, a positive relationship was found between food security and sustainable preferences in individuals with sufficient nutrition literacy, while the relationship was not significant in those with insufficient literacy. The findings indicate that food security is a stronger determinant of sustainable dietary choices than the perception of scarcity. While nutrition literacy is not effective in influencing perceptions of scarcity, it plays a role in strengthening the relationship between food security and sustainable choices. The study reveals that policies supporting sustainable nutrition should not be limited to structural improvements alone, but should also be supported by interventions aimed at improving individuals' nutritional literacy. As this study was conducted exclusively among female university students, the findings should be interpreted within this demographic context.

The rapid integration of blended learning (BL) into anatomy education has transformed traditional teaching. the preferences and perceptions of medical students toward BL, and its impact on anatomy learning, remain underexplored. This multi-institutional study aimed to assess medical students' preferences and perceptions regarding BL in anatomy education, and to identify factors influencing their anatomy learning across three universities in Egypt and Oman. A comparative cross-sectional survey was conducted among 615 medical students from Alexandria University (Egypt), Mansoura University (Egypt), and National University (Oman). The validated Blended Learning Questionnaire (BLQ), adapted from Western Sydney University, was administered online. The BLQ evaluated preferences for learning modalities, satisfaction with BL, the role of self-regulated learning (SRL), small group activities. Data were analysed using descriptive statistics, chi-square tests, t-tests, and ANOVA, with significance set at p < 0.05. students expressed a preference for BL and online modalities over traditional face-to-face lectures, with the highest preference for BL observed in National University. Female students favoured small group learning, while SRL was most valued by National students. The use of audio-visual resources and flexibility in accessing online materials were highly rated. Institutional differences were noted in preferred online tools and the value of small group activities. Medical students across diverse settings prefer blended and online learning approaches for anatomy, highlighting the need for flexible, resource-rich, and student-cantered curricula. These highlight the importance of supporting SRL and using technology to optimize anatomy education, with implications for curriculum design and faculty development.

For second-language freshmen enrolled in a topical course of the general education curriculum, writing anxiety can be an obstacle to desirable performance. A key component of writing anxiety is worrying, which depletes students’ working memory of the necessary resources to carry out writing. This study first examined the extent to which, before the final exam, students experienced second-language writing anxiety and particular worries. Then, it assessed whether these epiphenomena were related to one another and could account for poor performance. Participants belonged to an understudied population of female undergraduate students whose access to gender-equitable education is of recent making. Purposeful sampling yielded 203 English-Arabic bilingual speakers. Since most of the evidence about second-language writing anxiety had been collected from courses specifically devoted to writing, students were selected from a writing-intensive topical course of the general education curriculum taught in English. Before the final exam, students’ writing anxiety and worries were measured. Final exam performance was then collected. Female students were mainly worried about time and academic performance, and reported the most writing anxiety arising from appraisal concerns. At moderate levels, this type of writing anxiety and worrying predicted desirable final exam performance. In conclusion, appraisal concerns specific to writing or academic performance can propel effort in courses where the acquisition of topical knowledge is demonstrated through writing. Yet, the degree to which these epiphenomena are experienced may determine whether they operate as promoters or impediments. Thus, interventions intended to regulate students’ emotive reactions can optimize learning in such courses.

Menstrual low back pain (MLBP) can lead to functional limitations, including decreased flexibility and reduced range of motion. The age of menarche (early or late menarche) is suspected to influence this condition. Exercise interventions such as lumbo-pelvic exercises and yoga are known to improve flexibility and reduce muscle stiffness; however, their effectiveness based on menarche categories has not been widely studied. This study aimed to analyze the effect of lumbo-pelvic exercises and yoga on improving the range of motion in cases of menstrual low back pain, considering early and late menarche categories. This study was an experimental research with a 2x2 factorial design. The subjects were 20 female students from Respati University Yogyakarta with a history of primary dysmenorrhea and low back pain during menstruation, divided into four groups: A1B1 (early menarche + lumbo-pelvic exercise); A1B2 (late menarche + lumbo-pelvic exercise); A2B1 (early menarche + yoga); and A2B2 (late menarche + yoga). The interventions were conducted five times per week for six weeks. Pain intensity was measured using the Visual Analog Scale (VAS) before and after the intervention. Data were analyzed using the Shapiro–Wilk normality test, Levene’s test for homogeneity, and the Kruskal–Wallis test for hypothesis testing. The Kruskal–Wallis test showed a statistically significant difference in pain reduction among the treatment groups (p = 0.011). The group with the combination of late menarche and lumbo-pelvic exercise (A1B2) showed the highest pain reduction (Mean Rank = 18.00), while the group with late menarche and yoga (A2B2) had the lowest (Mean Rank = 7.50). These findings indicate that the effectiveness of the intervention on menstrual low back pain is influenced by the combination of menarche age and the type of exercise given. There was a significant difference in the effect of lumbo-pelvic exercises and yoga on reducing menstrual low back pain. Participants with late menarche experienced greater pain reduction compared to those with early menarche. Moreover, lumbo-pelvic exercises were proven to be more effective than yoga in reducing pain.

BackgroundMentorship is a critical element of medical education, shaping specialty preferences, professional identity, and confidence. At VinUniversity in Hanoi, Vietnam, the Longitudinal Mentorship Program (LMP) was designed to provide sustained guidance in a low- and middle-income context.MethodsThis mixed-methods study included 83 medical students from the first two cohorts at VinUniversity. Quantitative data were collected through a cross-sectional survey assessing mentorship’s influence on specialty selection, confidence, and professional identity formation using a 5-point Likert scale (91.2% response rate). Qualitative data were obtained via semi-structured interviews with 14 students, exploring mentorship’s role in career transitions, gender considerations, work-life balance, and role model influences. Statistical analyses, including Spearman correlation and group comparisons, were conducted for quantitative data, while thematic analysis was applied to qualitative findings.ResultsSurvey data showed that students rated mentorship highly for enhancing confidence (mean 3.98 ± 1.08), providing useful skills and knowledge (3.98 ± 1.06), and offering valuable insights and advice (4.05 ± 1.09). Mentorship was perceived to moderately influence specialty selection (3.28 ± 1.49). Female students consistently rated their mentors higher, with significant differences for expertise (p = 0.005), professional connections (p = 0.002), emotional support (p = 0.007), and personalized guidance (p = 0.022). Correlation analyses revealed that mentors’ expertise (ρ = 0.488), emotional support (ρ = 0.425), and role modeling (ρ = 0.511) were strongly associated with enhanced confidence and specialty interest. Qualitative findings emphasized the importance of role models, clinical mentors, and personal support, with additional insights into gender considerations, work-life balance, and reinforcement of career aspirations.ConclusionsThis study highlights the critical role of longitudinal mentorship in medical education, demonstrating its impact on career certainty, motivation, and professional identity formation. The findings support the integration of structured mentorship programs into medical curricula to enhance career preparedness and student development. Future research should investigate the long-term effects of mentorship beyond medical school and explore strategies for optimizing mentor-mentee pairing to maximize its benefits.

Background Appearance anxiety and weight self-stigma have become increasingly prominent issues among female university students. However, existing studies have primarily concentrated on direct associations at the variable level, with limited exploration of heterogeneous subgroups from a person-centered perspective. This study aimed to examine the mediating role of body image in the relationship between weight self-stigma and appearance anxiety and to identify potential latent categories of weight self-stigma and body image, thereby providing scientific guidance for the prevention and improvement of appearance anxiety in female university students. Methods From November 2024 to March 2025, a purposive sampling strategy was employed. A total of 1,368 female university students were recruited from 12 comprehensive universities located in six provinces of central and southern China (Hunan, Guizhou, Yunnan, Guangdong, Jiangxi, and Jiangsu). Participants completed the appearance anxiety scale, the weight self-stigma questionnaire, and the body image scale. Results (1) Weight self-stigma positively predicted appearance anxiety among female university students, with body image playing a partial mediating role ( β = 0.250, p &amp;lt; 0.001); (2) Three latent patterns of weight self-stigma and body image were identified: low stigma—high body image (23.4%), moderate stigma-moderate body image (27.7%), and high stigma—low body image (48.9%); (3) Compared with the “low stigma—high body image” group, the other two categories significantly and positively predicted appearance anxiety ( p &amp;lt; 0.001). Conclusion Weight self-stigma and body image among female university students demonstrate notable heterogeneity, and body image serves as a mediator in the relationship between weight self-stigma and appearance anxiety.

The purpose of the study was to evaluate the elements influencing the academic performance of female students at Elengaz Mixed Primary School in Khartoum State, Sudan. To meet the study's objectives, both quantitative and qualitative methods were utilized for data collection. Information was gathered from 24 female students and 5 teachers through group discussions. The findings revealed several factors impacting the academic performance of female pupils, including personal, socioeconomic, and school-related factors. The majority of school pupils come from conflict-affected and underdeveloped regions, with their families displaced to the outskirts of Khartoum. Teachers and female students have identified girls' participation in domestic chores as a primary factor contributing to their low academic performance. The frequent absenteeism of female students is viewed as a significant challenge to their educational success, with involvement in household responsibilities and the school environment cited as major causes of this issue. During group discussions, girls expressed that gender discrimination leads to a preference for educating boys over girls. However, all female students expressed a desire to continue their education if provided with the necessary resources. The research found that various complex factors contributed to the underperformance of girls. It suggests that efforts should be made to increase parental awareness, particularly among mothers, regarding the significance of education, as well as to create more supportive and accommodating school environments for girls.

Abstract This study investigates the prevalence of gender stereotypes in dance education and proposes intervention strategies to address implicit biases in the teaching process. Through a mixed-methods approach combining surveys, interviews, and classroom observations, the research examines the manifestations of gender stereotypes among dance teachers and students. Data collected from 200 dance teachers and 400 students reveals significant gender-based differences in teaching practices, student experiences, and learning outcomes. The findings indicate that teachers often hold stereotypical beliefs about male and female students’ abilities, leading to differential treatment in feedback, evaluation, and opportunities. Students report experiencing pressure to conform to gendered expectations and limited exposure to diverse role models. The study proposes a comprehensive intervention framework focusing on three key areas: reforming teaching philosophy, optimizing teaching methods, and reconstructing evaluation systems. Specific recommendations include developing gender-neutral performance indicators, incorporating multiple forms of assessment, promoting inclusive teaching practices, and providing professional development support for educators. This research contributes to the understanding of gender stereotypes in dance education and offers practical strategies for creating more equitable and empowering learning environments.

The goal is to discover evidence regarding student self-esteem along with their academic performance within Kahuta Tehsil which is a part of District Rawalpindi. The Rawalpindi region lacks sufficient studies which analyze the bond between self-esteem and educational achievement specifically among students from Kahuta secondary schools. The current literature and research findings lack this information so it needs immediate attention. The research design was descriptive; nature was quantitative with survey methodology. The research utilized correlation as its design methodology by using SPSS (version 25). The study included selected secondary schools through stratified sampling technique for total student population of 1125. Population divided into two strata boys (562) and girls (563). The sample size was calculated by Mugenda &amp; Mugenda (2003) 18%. The sample of the study was 211 students of 10th graders—boys (106) and girls (105) from public schools of Tehsil Kahuta. The research tool for assessing student self-esteem and Academic Achievement was developed as a self-made questionnaire. Summated scores with Pearson Product Moment Correlation Coefficient (Pearson r) performed the analysis on research questions while null hypothesis data analysis involved comparison between established relationship indexes and 0.5 significance levels. The research outcome showed that student self-esteem created a positive link between academic success for both male and female students. The researchers confirmed a positive significant connection between secondary school student self-esteem and educational outcomes throughout Kahuta Tehsil based on their research conclusions followed by further discussions.

The present study investigated the impact of an electronic gamification-based program, using the “Class Point” platform, in improving grammatical achievement and retention of learning among grade five students in the Sultanate of Oman. The study adopted a quasi-experimental design and the study sample consisted of 120 male and female students, distributed evenly into experimental and control groups. The experimental group was taught grammatical activities through an interactive gamification program, while the control group was taught using conventional methods of teaching. An achievement test was administered as a pre-test, post-test, and a delayed post-test. Statistical analyses using t-tests, ANCOVA, and Eta-squared effect size revealed statistically significant differences in favor of the experimental group for both genders, indicating large effect sizes (η² = 0.55 for males; η² = 0.57 for females). Results further showed significant improvement in delayed post-test scores, suggesting strong retention of learning. No significant differences were found based on gender suggesting that the gamification-based program created an inclusive learning environment. These findings confirm the effectiveness of gamification in enhancing grammatical learning and sustaining its effect over time. The study recommends incorporating gamification strategies into Arabic language curricula and teacher professional training programs to promote active, technology-enhanced learning.

Involution, as a rising sociocultural phenomenon in contemporary Chinese society, has raised concerns about its potential psychological impact on young people. However, little is known about how perceived involution relates to university students’ well-being and whether such patterns differ by gender and academic stage. The present study investigated perceived involution and subjective well-being among 5,235 university students using network analysis. Distinct characteristics of involution perception were identified across gender and academic year. Network structures revealed largely negative associations between perceived involution and well-being, with female students displaying denser and more interconnected networks than males. Additionally, comparisons across grade levels indicated differentiated psychological profiles: lower-grade students were more affected by academic stress, while upper-grade students showed stronger links between competitive norms and future-related concerns. These findings contribute to a nuanced understanding of how involution manifests psychologically and underscore the value of network analysis in mapping complex relationships between cultural stressors and mental health in youth populations.

Abstract In India’s multilingual higher education system, language use reflects complex negotiations between institutional policies, social hierarchies, and identity practices. Within this context, translanguaging, understood as the strategic use of a multilingual speaker’s full linguistic repertoire offers a valuable framework for examining how individuals navigate these linguistic and social dynamics. However, limited research has examined how institutional structure and gender shape such translanguaging behaviours within Indian universities. This study investigates how institutional type and gender affect translanguaging among 522 university students across India. Drawing on data from both public and private institutions, it analyses language use across three domains: home, social and public, and academic and professional environments. The analysis employs Chi-square tests of independence to examine associations between institutional type, gender, and language use. The findings reveal that students from private institutions engage more frequently in English-dominant translanguaging, particularly in social and academic-professional environments, whereas female students demonstrate stronger maintenance of heritage languages within the home domain. These patterns highlight how institutional language policies and gendered expectations mediate multilingual behaviour in higher education. The study positions translanguaging as both an index of sociocultural identity and an adaptive communicative practice. It contributes to ongoing discussions on linguistic repertoires, social positioning, and multilingual agency in Indian educational contexts.

Introduction Engineering higher education faces difficulties in attracting and enrolling motivated students in engineering programs. These challenges call for a deeper insight into the factors that influence student choice when selecting an institution and its engineering programs. Understanding these factors enables institutions to comprehend why students prefer one institution over others and leads to strategies that can enhance the overall student experience, which could ultimately increase enrollment and retention. Methods The current study conducted a mixed inductive and deductive content analysis of open-ended responses from a multi-institutional survey administered to undergraduate engineering students ( n = 473) across nine states in the Northeastern and Midwestern United States. Students responded with their main reasons for choosing their current schools for their engineering education. Results The results yielded a total of 25 factors reflecting a robust number of reasons why undergraduate engineering students chose a university/program. The most frequently mentioned factors included location, program standing, career development, athletic, institutional standing, majors, and cost. Meanwhile, factors such as religion, safety, study length, research, influences from others, and expected income were the least frequently mentioned. Results also showed that racial minority students were more likely to have institutional curriculum and tuition assistance programs, but less likely to have school size, location, and athletic programs as reasons why they chose their university/program. The results showed a similar pattern for female students. The results highlight the importance of accentuating and differentiating location in marketing strategies in engineering programs. Discussion Our study highlights several equally influential factors, including Program standing and Career development. These call for a greater effort to establish a distinct brand image for each engineering program to promote themselves instead of leaning heavily on broader reputation and standing as a school. Institutions should tailor their promotional strategy to focus on showcasing the characteristics of individual engineering disciplines that align with a prospective student’s interests, rather than providing a general institutional standing overview. Faculty could showcase real-world projects and incorporate undergraduate research experiences into coursework, matching students’ skill levels and reflecting the practice of “meeting where students are,” ultimately shaping students’ educational paths and career trajectories.