This systematic review evaluates the application of the Unified Theory of Acceptance and Use of Technology (UTAUT) model in higher education, analyzing 162 SSCI/SCI-E articles from 2008 to 2022. It reveals a predominant focus on student participants from Asia and North America. Mobile learning tools are the most studied technologies. Surveys continue to be the top data gathering method, while structural equation modeling is preferred for analysis. The Technology Acceptance Model is combined most with UTAUT. UTAUT testing shows performance expectancy has the strongest sway on behavioral intention. Additionally, the review underscores nuanced variances in the impact of UTAUT factors between higher education and general contexts. The study calls for future UTAUT applications must promote inclusive research spanning diverse groups, mixed methodologies and theoretical perspectives. This comprehensive approach is imperative to fully understand technology adoption patterns in higher education and enable context-specific integration strategies.

Teachers' competency has sparked much interest among educational stakeholders in Malaysia. The debates among how well Malaysian teachers educate students has produced concern and become interminably reported in research. Under the government civil servants' services, teachers have been called upon to gain and bringing back this noble and reputable profession at its standard and earn the trust of parents in ensuring the success of their children at school. As part of this matter, TVET stream in Malaysia becomes sensational and selected as one of the national agendas in producing the local manpower and human capital development, where the spirit is to grow the young generation to become a skilled-worker in industry. Indeed, encumbrance issues such as teacher competency, program accreditation, and unemployment among graduates are among those matters mostly brought into round-table discussions and conversations among stakeholders. Therefore, this article depicted one of the issues, which is on the basis of teachers' competency and analyzed the relationship between teacher's competency traits (knowledge, skills, attitude) and teaching practices in practical-based learning and also to discover the best predictor contributed to teacher's competency measurement. A survey was distributed to 150 TVET teachers at three selected vocational colleges in Selangor. The construct of the questionnaire was adapted from prior studies and undergone a pilot study to ensure the questionnaire fit with intended research objective. The results of the study revealed that knowledge, skills, and attributes have played a major role in ensuring the competency level of Teachers. Along with the findings, the knowledge of the teachers was found the most critical factor to describe TVET teacher's competency. The implication of the results suggested that holistic traits of teacher that in knowledge, skills, and attitudes inclusively empower, their competency level of becoming effective teachers. Notwithstanding the need for the development of skilled manpower must conclusively enlighten not only knowledge-based but also students' discovery of their skills and attitude potential especially when entering the job environment. Therefore, before proceeding with the teaching and learning environment, the teacher must first imply all these characteristics and exercise this application to students. Ultimately, the outcome from this environment will help students to venture the employment market and increase the likeliness of getting hired; locally and global job market.

This paper examined predictors of career adaptability skill among higher education students in Nigeria. A sample of 603 higher education students randomly selected from six colleges of education in Nigeria participated in this study. A set of self-reported questionnaire was used for data collection, and multiple linear regression analysis was used to analyze the data. Results indicated that 33.3% of career adaptability skill was explained by the model. Four out of the five predictor variables significantly predicted career adaptability skill among higher education students in Nigeria. Among the four predictors, career self-efficacy sources was the most statistically significant predictor of career adaptability skill among higher education students in Nigeria, followed by personal goal orientation, career future concern, and perceived social support respectively. Vocational identity did not statistically predict career adaptability skill among higher education students in Nigeria. The study suggested that similar study should be replicated in other parts of the world in view of the importance of career adaptability skill to the smooth transition of graduates from school to the labor market. The study concluded by requesting stakeholders of higher institutions in Nigeria to provide career exploration database for the students, and encourage career intervention program in order to enhance career adaptability skill among the students.

China's distinctive educational approach, particularly its emphasis on ideological and political education, has garnered considerable academic attention for its impact on shaping individual values, fostering citizenship, and maintaining social stability. Despite the Chinese government's prioritization of ideological and political education, academic research in this field appears constrained, with existing studies predominantly focusing on normative and descriptive aspects. Normative research delineates how ideological and political education should be executed, while descriptive research illustrates its practical implementation. The effectiveness of these approaches is significantly diminished if they are not adequately interconnected—when only the current reality is explained without providing tools for improvement or when prescribed steps for improvement lack a basis in specific contexts. This paper conducts a comprehensive review of research on ideological and political education using ATLAS. ti 9 for thematic analysis. The review aims to unveil the intricate landscape of current research in China and address key questions: What are the primary trends in the literature on ideological and political education between 2021 and July 2023? What challenges does ideological and political education face? Through a direct exploration of these issues, this paper seeks to optimize the ideological and political education system, elevate its adaptability and effectiveness, and open avenues for research, fostering a more dynamic, inclusive, and resilient development of ideological and political education.

Analyzing 28 articles from databases including WOS, Scopus, and ProQuest, this systematic review investigates the application of Hofstede’s cultural dimensions theory in education. It reveals a sustained scholarly interest in cultural dimensions with substantial contributions from scholars in China, Japan, Israel, and the UK. The study focuses on the impact of cultural dimensions on educational management and their influence on teaching and learning behaviors. Significant findings indicate that key dimensions—power distance, individualism versus collectivism, and long-term orientation—affect educational management behaviors, leadership practices behaviors, teaching and learning behaviors. The review emphasizes the necessity of cultural sensitivity in educational practices and policies, advising educators and policymakers to adapt their approaches to diverse cultural contexts. While offering valuable insights into the development of culturally sensitive educational strategies in the context of globalization, the review also acknowledges limitations such as publication bias and calls for more empirical research.

The higher educational institution needs a group of dedicated and committed lecturers to endure the institution during these turbulent times. As the organizational commitment reflects the self-identification of an employee with the organization, it has far-reaching implications on multifarious aspects in the organization. This present study investigated whether job satisfaction could mediate the relationship between learning organization and organizational commitment. A total of 452 lecturers from Heilongjiang province in China participated in this study. Structural equation modelling showed that job satisfaction significantly mediated the relationship between the dimensions of learning organization and organization, specifically on the effect of continuous learning, connection, and strategic leadership. Job satisfaction is also found to be a stronger predictor of organizational commitment than learning organization. These findings are discussed thoroughly and recommended a holistic plan to be devised that could strengthen learning organization and job satisfaction of lecturers in various aspects of the organization.