Purpose: This study aims to improve the Unified Theory of Acceptance and Use of Technology (UTAUT) model by examining technological anxiety and other influential factors on international students' adoption of mobile learning (m-learning) during COVID-19 emergency remote teaching (ERT).Design/methodology/approach: This study utilized the modified UTAUT framework to test hypotheses through a cross-sectional survey method. Participants were university students studying Chinese as a foreign language who were selected using a convenience sampling approach. An online questionnaire was then administered. The data collected from the surveys were analyzed using the partial least squares method with SmartPLS 4 software.Findings: The study examined 16 hypotheses and found support for six of them. The results confirmed that performance expectancy (PE) is a significant predictor of behavioral intention (BI), and anxiety influences both PE and effort expectancy. The negative effect of social influence on anxiety was found to be significant, while facilitating conditions had a negative impact on learners' self-efficacy. The model fit indices indicated a good overall fit for the model.Research limitations/implications: This study presents a valuable contribution to the literature on m-learning in emergency education by incorporating technological anxiety into the enhanced UTAUT model. Examining the relationships between the key factors of the model provides a better understanding of learners' intentions and can inspire researchers to establish new theoretical foundations to evaluate the roles of these factors in diverse educational settings.Practical implications: The study found that performance expectations are linked to learners' intentions, and anxiety indirectly affects BIs to use mobile learning platforms. Thus, these platforms should be designed to meet learners' expectations with minimum effort and eliminate anxiety triggers to facilitate ease of use. Language curriculum developers and policymakers should incorporate mobile learning applications to support diverse language skills, address students' needs and encourage their use through professional development opportunities for instructors.Social implications: Social factors have been found to significantly influence anxiety levels among learners. Therefore, it is crucial for teachers and family members to play an essential role in mitigating anxiety's adverse effects. Discussing related issues can enhance the quality of mobile learning and stimulate social initiative by providers, ultimately improving the learning experience for all learners, regardless of their location or circumstances. This can also contribute to the growth and development of society.Originality/value: This study contributes to the originality of m-learning development by proposing an enhanced UTAUT model that considers anxiety and emphasizes the critical role of foreign learners' BIs. It provides fundamental guidelines for designing and evaluating m-learning in ERT contexts.

This research investigates the fundamental factors which may stymie or simplify the adoption of m-learning by medical college educators in Sudan. We made use of the Extended Unified Theory of Acceptance and Use Technology (UTAUT) with COVID-19 fear (CF) and social isolation (SIS) as exogenous components. This research aims to find out factors impacting medical students’ behavioural intention to use mobile learning. Data was gathered from 499 undergraduate learners from different universities in Sudan. Partial Least Square (PLS) and structural equation modeling (SEM) were used to examine the data. Showed that expected performance, effort expectancy (EE), social influence (SI), facilitation condition (FC), COVID-19 fear, and social isolation (SIS) are predictors of behavioural intentions (BI). In addition, our findings show that COVID-19 fear and social isolation increase student adoption of mobile learning during the COVID-19 epidemics in developing countries. The study unveiled that the suggested framework, derived from UTAUT, effectively discerns the factors impacting students’ intentions in mobile learning during pandemics. Sudanese medical students’ can strategize and execute effective classroom environments based on these findings.

The study aimed to examine online customer behavior in China by exploring the attitudinal and behavioral loyalty of customers. The proposed model categorizes the factors of customer e-loyalty as investigated from various perspectives. Surveys of 406 online customers in China verified the model; SPSS and AMOS were used to analyze the data. The study findings revealed that perceived security had the strongest effect on trust, followed by customer satisfaction, which positively affected customer e-loyalty when shopping online. Perceived customer e-loyalty significantly influences repurchase intention and word of mouth in online shopping. Perceived enjoyment had a significant direct impact on customer e-loyalty, customer satisfaction, repurchases intention, and perceived value, respectively. Moreover, perceived value had a direct positive impact on customer satisfaction, customer loyalty, and word of mouth, respectively. Furthermore, perceived risk negatively affected e-Trust when using an online platform, and e-Trust positively affects perceived customer e-loyalty in online shopping. This study adds to what is known about consumer e-loyalty by looking at its causes using Brand Equity Theory and Expectancy Disconfirmation Theory. It also examines perceived security and perceived enjoyment as hedonic factors that determine attitudinal loyalty. The article identifies the necessary factors for fostering customer e-loyalty among Chinese online consumers. Recommendations are given to companies that intend to establish an online presence.

Entrepreneurship is now widely viewed as a necessary component of economic progress. In this light, entrepreneurship promotion is a must for every economy. The aim of this study is to investigate the variables that impact entrepreneurial intentions among Sudanese university students. The theory of planned behavior (TPB) is extended in this regard. The cross-sectional data was collected via an online questionnaire, in which a total of 362 responses were collected and analyzed using SPSS, followed by Structural Equation Modeling (SEM) AMOS. The results of the statistical analysis concluded that entrepreneurial education has the greatest influence on entrepreneurial intentions of students. Interestingly, the study found that subjective norms have a non-significant impact on entrepreneurial intentions (EI). This study offers important insights to government leaders and administrators in universities on the status of entrepreneurship education for the younger generation, especially in order to minimize the burden of underemployment.