ChatGPT, a large language model AI, has the potential to transform higher education by providing students with personalized learning support, assisting in writing tasks, and enhancing their level of engagement. This study examines the factors influencing the acceptance of ChatGPT among university students in Peru, following the extended UTAUT2 model with the addition of a construct called knowledge sharing (KS). A total of 772 students from seven universities in Lambayeque and La Libertad participated in an online survey, providing insights into their perceptions and experiences with using ChatGPT for academic purposes. The results from the structural equation model showed that effort expectancy, behavioral intention, and knowledge sharing positively influenced the actual use of ChatGPT. Furthermore, effort expectancy and performance expectancy were found to be determinants of the behavioral intention to use ChatGPT. The study also revealed that performance expectancy and behavioral intention serve as sequential mediating variables regarding the effect of effort expectancy on actual use. These findings suggest a positive adoption of ChatGPT among students, driven by individual and contextual factors, and highlight the importance of managing effort and performance expectations appropriately. This study represents a significant advancement in understanding the acceptance of ChatGPT in higher education and provides valuable guidance for practical implementation efforts, ensuring that this powerful AI tool is effectively leveraged to support student learning and success.

This systematic review examines digital transformation in post-pandemic supply chains through a bibliometric analysis of literature from 2020 to 2024. Using the PRISMA protocol, we analyzed publications from Scopus, Web of Science, and ScienceDirect databases. Results show that sustainability has become the dominant keyword in digital transformation research, with China, the United States, and India forming the main research triangle. The most influential technologies driving transformation are big data, blockchain, artificial intelligence, and Internet of Things (IoT). Co-citation network analysis revealed three major research clusters: the green cluster led by Gunasekaran and Angappa focusing on supply chain management; the red cluster led by Rahman and Muhammad Saddiq addressing implementation aspects; and the blue cluster led by Calatayud and Rodriguez examining innovation and adaptation. Organizations are shifting from purely operational approaches to more holistic transformations that integrate strategic and organizational dimensions. We identified important research gaps in developing regions and in the integration of emerging technologies with existing systems. This review enhances the understanding of post-pandemic supply chain digitization while providing a framework for future research in this rapidly evolving field.

This systematic study explores the success factors and barriers faced by rural women entrepreneurs in the artisanal sector during 2020–2024. Through a comprehensive bibliometric analysis of academic databases, 50 relevant articles that met predefined inclusion criteria were identified and reviewed. The results reveal a dynamic and collaborative research field with a focus on developing countries. It highlights the interplay of individual, social, structural, and innovation factors as key determinants of entrepreneurial success. The adoption of digital technologies and social innovation emerge as key factors, while traditional gender roles, poor infrastructure, and discrimination persist as significant barriers. The COVID-19 pandemic has exacerbated these challenges, prompting innovative resilience strategies. This study contributes to a deeper understanding of the dynamics that influence the success of these entrepreneurs and underscores the need for holistic approaches that address skills development, access to resources, and promotion of innovation to empower rural women and foster sustainable development in their communities.

University female entrepreneurship has seen significant growth in Colombia in recent years. This study aimed to examine the psychosocial factors that determine the entrepreneurial intent of Colombian university women, specifically analyzing how entrepreneurial attitude mediates the relationship between these factors and the intent to engage in entrepreneurship using a structural equation modeling approach (SEM). A total of 409 university students from various higher education institutions in Colombia participated by completing an online survey. The results demonstrated that extrinsic motivation (β = 0.178 moderate intensity), family environment (β = 0.127 moderate intensity), innovation (β = 0.462 very intense), and intrinsic motivation (β = 0.117 low intensity) positively influence entrepreneurial attitude, which in turn has a significant positive effect on the intent to engage in entrepreneurship (β = 0.709 very intense). Furthermore, innovation, extrinsic motivation, family environment, and intrinsic motivation indirectly influence entrepreneurial intent through their impact on attitude. In conclusion, this study provides a deeper understanding of the psychosocial mechanisms that drive female entrepreneurship in the Colombian university context and lays the groundwork for the design of educational programs and public policies that enhance the talent and entrepreneurial aspirations of women in higher education.

This study analyzes the key factors that determine the sustainability of women-led social enterprises in the Peruvian context via structural equation modeling (SEM). This research is based on a random sample of 521 social entrepreneurs and explores the influence of current employment, type of entrepreneurship, and years of entrepreneurial experience on social entrepreneurship potential. The results show that the current employment of women entrepreneurs significantly influences their social entrepreneurship potential (β = 0.383, p = 0.000), whereas the type of entrepreneurship (β = 0.653, p = 0.026) and years of experience (β = 0.269, p = 0.004) act as moderating variables in this relationship. Additionally, comparison tests revealed significant differences in social entrepreneurship potential according to age (p = 0.000), years of entrepreneurial experience (p = 0.000), and employment status (p = 0.000). Pairwise comparisons revealed that women aged 30 years or older had greater potential for social entrepreneurship than did those under 22 years (p = 0.001) and those aged 23–29 years (p = 0.006). Similarly, entrepreneurs with 6 or more years of experience presented greater potential than those with less than 3 years of experience (p = 0.000). These findings highlight the importance of considering employment status, type of entrepreneurship, prior experience, and age differences when designing policies and support programs for women’s social entrepreneurship. This study contributes to understanding the factors that influence the sustainability of women-led social enterprises and provides recommendations for future research, such as expanding the SEM, replicating it in different contexts, and complementing it with qualitative approaches.

In recent years, the academic research landscape in La Libertad, Peru, has been characterized by a limited and uneven scientific output among institutions and faculty members. Factors such as an excessive workload, insufficient resources, and inadequate training in research methodologies have hindered the development of a robust research culture. Understanding the attitudes of faculty members toward research is crucial for enhancing scientific production within the university setting. The aims of this study were (1) to comparatively analyze faculty’s attitudes toward research in La Libertad, considering their sociodemographic characteristics, and (2) to examine these attitudes across five key dimensions: personal perception, capabilities and training, evaluation, challenges, and collaboration and methodology in research. A sample of 110 university teachers from Chepén, Piura, Trujillo, and Chiclayo participated in a structured questionnaire survey. Descriptive statistics were calculated, and comparative analyses were conducted via the Mann–Whitney U test and the Kruskal–Wallis test. The results revealed significant differences in attitudes toward research on the basis of gender, age, and teaching experience across various dimensions. Personal perceptions of research varied significantly across all three sociodemographic factors. Research skills and training showed disparities by gender and teaching experience but not by age. The valuation of research differed by gender and teaching experience but not by age. The challenges in research varied by age but not by gender or experience. Collaboration and methodology differed by gender and teaching experience but not by age. This study contributes to our understanding of the research attitudes in higher education by highlighting the complex interplay of sociodemographic factors. These findings have implications for developing personalized professional development strategies and targeted interventions to enhance research skills, improve the valuation of research, and address age-specific challenges in the research process.