Previous literature has found underlying differences in purchasing behaviors, consumption habits, and Internet and social media usage between Generation X and Millennials. The activities and how users engage with consumer advice made by popular social media personalities can differ according to their age. Recent studies have shown that trust in the message transmitted by influencers is a critical factor in explaining the impact of consumer recommendations on their followers. However, so far there is little evidence of the possible variation according to the generational cohort to which they belong. This paper attempts to fill this gap by reviewing theoretical contributions on the relationships between perceived trustworthiness, perceived risk, product involvement, and purchase intention. Next, we proposed an exploratory model that analyzes the differences through partial least squares structural equation modeling (PLS-SEM) with multigroup analysis. The resulting hypotheses were tested on a sample of 116 Millennial and 135 Generation X influencer followers. The results confirmed moderating effects of the generational cohort on message credibility and purchase intention, as well as on Millennials’ risk perception. Additionally, social norm and gender were analyzed, and heterogeneity was found according to the level of social norm of the followers.

The widespread use of digital technologies and the expansion of social networks has created new communication and meeting spaces where people and social and political actors connect with each other. This opens diverse spaces and possibilities for digital engagement in a more accessible, immediate, continuous, egalitarian, and personalized way. Digital technology facilitates learning, dissemination, and access to information, turning it into a means of communication and fueling the practice of critical thinking. In particular civic critical thinking practices improve the organization and effectiveness of civic networks and spaces for citizen participation, ultimately helping to produce responsible, conscious citizens. This study proposes a series of hypotheses based on the relationships between digital learning, critical thinking and civic participation, and tests them using the technique of structural equation modeling (SEM) with partial least squares (PLS) applied to a sample of 191 primary and secondary school students. The results indicate that digital tools have a positive impact on the development of critical thinking, and this influences citizen participation, transforming people into more engaged citizens of the world with participatory attitudes and values.

Educators from various disciplines are using interactive components and brief videos in social media to create engaging and effective learning experiences. This study examines the integration of Instagram in higher education, focusing on short videos to teach economic concepts. Although social media's potential to enhance learning is recognized, there is limited understanding of its impact on communication, participation, and motivation among students. This research fills this gap by exploring the most effective ways to use Instagram to improve these aspects, aiming to increase student satisfaction. We present an exploratory theoretical model and test it on 338 Business Administration students. Using structural equation modeling with partial least squares (PLS-SEM), we analyze the relationships between Instagram usage, communication, participation, and motivation as predictors of student satisfaction. This approach is relevant for educators seeking to enhance student engagement through digital methods and offers a framework for further research. The findings reveal a significant correlation between Instagram usage and improved communication, participation, and motivation, leading to higher student satisfaction. This study contributes to the literature by providing empirical evidence of Instagram's positive impact on learning experiences and offers a theoretical model to guide future research and strategy development in educational settings.

The study aims to examine the relationship between Sustainable Development Goals (SDGs) knowledge, sustainability attitudes, sustainable entrepreneurship, and sustainable behaviors among students enrolled in business-related courses at Spanish universities. Employing the Knowledge-Attitude-Behavior (KAB) model, this study innovatively disaggregates the attitude variable into attitudes toward sustainability and sustainable entrepreneurship. The findings affirm the direct and indirect effects posited in the model, indicating that familiarity with SDGs positively impacts attitudes toward sustainability, subsequently influencing sustainable behaviors. Moreover, positive attitudes toward sustainable entrepreneurship also directly influence sustainable behaviors. Additionally, the study examines the moderating influence of receiving a scholarship; results indicate that attitudes toward sustainability and sustainable entrepreneurship significantly shape behavior, with the scholarship variable altering the relationship between attitudes toward entrepreneurship and behavior. These outcomes underscore the significance of enhancing SDGs awareness and nurturing favorable attitudes toward sustainability and sustainable entrepreneurship among university students to stimulate sustainable behaviors and advance SDGs objectives.