Background: Learning digital technologies in higher education is a process of knowledge generation, and the rapid growth of technology in education has a significant impact on students’ learning behaviors, motivation, and knowledge development. Pakistan’s remarkable technological breakthrough has increased in the education field.Study objectives: The study focuses on estimating students’ learning behaviors, identifying the positive influence of educational apps on digital learning platforms, and analyzing their impact on students’ motivation and knowledge development.Materials and methods: According to the study’s objectives, a questionnaire survey was conducted to gather the primary data. The participants were students of universities in Lahore city of Pakistan. For this study, the sample size was N = 300, carefully chosen using the purposive sampling technique. Of the respondents, there were 146 male and 154 female students, and the sample consisted of individuals aged 25–35 years. Smart-PLS-Bootstrapping, T-Values (PLS) 3.2.9 and the structural equation model (SEM) were applied to get the appropriate outcomes from the proposed study framework.Results: SEM analysis results shows that all proposed hypotheses [Animated Movies (AM) –> Student Motivation (SM), Educational Apps (EA) –> Knowledge Development (KD), Learning Behavior (LB) –> Animated Movies, Learning Behavior –> Educational Apps, Learning Behavior –> Knowledge Development, Learning Behavior –> Virtual Classrooms (VCr), Virtual Classrooms –> Knowledge Development, Virtual Classrooms –> Student Motivation] are confirmed while Learning Behavior –> Student Motivation is not confirmed.Conclusion: This study found that digital learning platforms significantly impact students’ learning and what motivates them to learn. The study also found that using educational apps and virtual classrooms more often helps students learn more and be more motivated to learn.

Background: The current study examines student satisfaction with e-learning, the adaption of online learning channels, digital competency of students' involvement, and academic achievement during COVID-19.Purpose: The purpose of this study is to examine the online influencing components for learning among University students in Pakistan during the COVID-19 Pandemic.Methods: The study population comprised Pakistani University students in Punjab province who tooke online lessons throughout the epidemic. In accordance with the study's purpose, a questionnaire survey was employed to gather primary data. SPSS-23 is used for analyzing the demographic data, and cleaning and preparing data for testing hypotheses. SmartPLS 3.0 was used to investigate the suggested study framework using structural equation modeling (SEM).Results: The analysis of the SEM model shows that all planned hypotheses (Adaptation of Online Education Channels -> Satisfaction about E-learning, COVID-19 Pandemic -> Adaptation of Online Education Channels, COVID-19 Pandemic -> Digital Competence, COVID-19 Pandemic -> Motivation for Online Learning, COVID-19 Pandemic -> Willingness for Online Learning, Digital Competence -> Satisfaction about E-learning, Motivation for Online Learning -> Satisfaction about E-learning, Satisfaction about E-learning -> Academic Achievement, Willingness for Online Learning -> Satisfaction about E-learning) are confirmed.Conclusion: The results linked e-learning satisfaction to academic success and Pakistani students who utilized e-learning throughout the outbreak reported higher levels of academic satisfaction and achievement.

Despite numerous studies demonstrating that authoritarian leadership and benevolent leadership exert incompatible influence on an individual’s creativity, the combined effects of authoritarian leadership and benevolent leadership on an individual’s creativity and the related mechanisms have yet to be explained. This study tests a model that considers the combined effects of authoritarian and benevolent leadership on graduate student creativity in the universities in China, while also examining the mediating role of the intrinsic motivation of graduate students. Multisource data were collected from 297 graduate students in 60 university scientific research teams in China. The results show that when authoritarian leadership and benevolent leadership are in congruence, the intrinsic motivation of graduate students and their creativity increase as supervisor authoritarianism and benevolence increases. When authoritarian leadership and benevolent leadership are in discrepancy, the intrinsic motivation of graduate students is higher when low supervisor authoritarianism is combined with high benevolence; however, the findings also show that low authoritarian leadership combined with high benevolent leadership would not increase graduate student creativity. The relationship between authoritarian–benevolent leadership and graduate student creativity is partially mediated by intrinsic motivation. The theoretical and practical implications of the results are discussed.

This study aimed at exploring the formation mechanism of mathematics self-concept of left-behind children and the influence mechanism of mathematics self-concept on their mathematics achievement. In study 1, the formation mechanism of mathematics self-concept was examined using multilevel analyses of 874 left-behind children. The results showed that (1) the individual mathematics achievement of left-behind children had a significant positive predictive effect on mathematics self-concept, Chinese achievement had a significant negative predictive effect on mathematics self-concept, and the class-average mathematics achievement had no significant effect on mathematics self-concept; and (2) when left-behind children were the majority group, there was an assimilation effect on downward interpersonal social comparison. When left-behind children were the minority group, there was a contrast effect on upward intergroup social comparison. In study 2, the influence mechanism of mathematics self-concept of 585 left-behind children was investigated with a tracking research. The results suggested that (1) Time 1 mathematics self-concept had significant effects on Time 2 mathematics school engagement at between-group and within-group levels; and (2) Time 2 mathematics school engagement played a partial mediating role between Time 1 mathematics self-concept and Time 2 mathematics achievement at the within-group level. These results indicate that the formation and influence mechanism of mathematics self-concept of left-behind children is influenced by contextualized characteristics.

The demographic dividend plays an important role in promoting sustainable development in China. Here, we ask the question of how to use the digital economy to coordinate the “one body and two sides” of the demographic dividend. This study empirically examines the impact of digital economic development on the demographic dividend in a multidimensional way based on the panel data from 30 provincial-level administrative regions in China from 2011 to 2020. The study results show that (1) the digital economy significantly promotes the demographic quality dividend but exhibits a suppressive effect on the demographic quantity dividend; (2) the digital economy can indirectly influence the demographic quality and quantity dividends through urbanization; (3) when examining the threshold effects, the study uncovers noteworthy dynamics, whereby the urbanization levels serve as significant thresholds, showcasing “diminishing marginal effects” in the digital economy’s influence on both population quantity and quality dividends; (4) digital economic development has a positive spillover effect on the demographic quantity dividend in adjacent areas. By clarifying these dynamics, the research results provide valuable insights into China’s sustainable use of the digital economy to create a demographic dividend.

Bilingual Education and Minority Language Maintenance in China: The Role of Schools in Saving the Yi Language, written by Tsung and Zhang, discusses two major challenges: 1) policy and implications...