COVID-19 has changed our lives in all arenas, including higher education and psychological well-being. Three objectives were set forth in this study. We started by examining issues related to online education during the pandemic in Jordan, particularly for students pursuing business studies. Second, we assessed academic, behavioural, and financial stressors that business students experience at Jordanian higher education institutions. Lastly, we examined the possible coping methods students employed to cope and adapt during the pandemic. A descriptive cross-sectional study was conducted based on the perceived stress scale distributed to 473 Jordanian undergraduate students (18–27 years of age), across both public and private universities. Results showed an association between academic, behavioural, and financial stressors and students’ perceived stress. While students perceived various levels and types of stress during COVID-19, including academic, behavioural, and financial, they also experienced new online skills. However, despite coping with stress, some students (especially females) displayed more stress because of the deficient course content, which added to their perceived stress and left them feeling unmotivated. This study contributes to bettering the university students’ mental health.

This study explores the effectiveness of ChatGPT, an AI-powered language model, is in helping EFL learners improve their vocabulary. Over five weeks, 50 female university students participated in a mixed-methods study that included Vocabulary Knowledge Scale (VKS) pre- and post-tests, as well as semi-structured interviews. The quantitative results showed a statistically significant improvement in vocabulary knowledge after using ChatGPT. The percentage of words rated as "very familiar" more than doubled, while the percentage of unfamiliar words decreased noticeably. A paired samples t-test confirmed that these gains were statistically significant (p = 0.006). To analyze the qualitative data, the study used thematic analysis approach. Key themes emerged: increased student engagement, practical benefits of ChatGPT, and concerns about overreliance on the tool. Students appreciated the quick responses and helpful examples, but also noted that some information was inaccurate or overwhelming. Overall, the findings suggest that ChatGPT can be a valuable tool for vocabulary learning, offering immediate support and contextual understanding. However, its limitations highlight the need for critical thinking and teacher guidance. This study adds to the growing research on AI in language education and provides practical insights into how tools like ChatGPT can be used effectively and responsibly in EFL classrooms.