This study focused on the development of a teacher self-efficacy measurement addressing the contextualization of information and communication technologies (ICTs) with education for sustainability (EfS) using principal component analysis. Furthermore, this study, with the participation of 1815 teachers, examined the predictive value of some hypothesized predictors of the ICTeEfS self-efficacy construct such as gender, school setting, years of teaching, knowledge of education for sustainability, knowledge of ICTs, and experience in using ICTs to support the integration of education for sustainability in teaching and school curricula using multiple regression analysis. The research results revealed that gender did not explain any statistically significant variance of teachers’ ICTeEfS self-efficacy; contrary to this, teachers possessing a high level of knowledge on issues about sustainability and ICT competence explained most of the extracted variance. However, a gap remains in utilizing these skills pedagogically. This study also discusses the varying levels of self-efficacy among teachers based on their workplace location, finding that urban teachers demonstrate higher self-efficacy compared to their rural counterparts. This could be attributed to the disparities in resources and support systems, thereby affecting their capacity to employ ICT in EfS effectively. It was also found that novice teachers exhibited higher predictive power to ICTeEfS self-efficacy, possibly due to their recent exposure to ICT training. This study assumes that a profound understanding of EfS, coupled with ICT tools, bolsters the creation of contextualized curricula and enriches the teaching and learning experience towards sustainability.

Former study has indicated the association of academic stress with mental health problems. However, few studies have specifically examined the effects of sleep quality, school belonging, and physical activity on the relationship between academic stress and mental health. This study fills this research gap by investigating the direct impact of college students perceived academic stress on depressive symptoms, along with the mediating roles of sleep quality and school belonging. This paper also examined the differences in pathways between high and low physical activity in college students. The study utilized a stratified random sampling approach to gather data from a sample of 502 participants. Using Smart-PLS software to test the mediating effects of sleep quality and school belonging. Additionally, Using the PLS-SEM (Multi-Group Analysis) technique to assess the moderating role of physical activity. Structural equation modeling and bootstrapping tests, the results show that college students perceived academic stress was positively associated with their depressive symptoms. This association was partially mediated by sleep quality and school belonging. Moreover, the level of physical activity significantly moderated the paths between the perceived academic stress and depressive symptoms. The research adopts a cross-sectional design. The finding of the study highlights the significance of comprehensive treatments in higher education, which aim to improve sleep quality, build a stronger feeling of community among students, and lessen academic stress.

Environmental issues are often debated in the mass media, thus indicating the need for improvement in existing efforts, primarily through the education system. It is common knowledge that environmental education is a curriculum integrated into several subjects, one of which is Moral Education. In addition, environmental sustainability is one of the elements across the curriculum applied in the Moral Education. This shows that the application of this education is crucial in helping to realize the goals of the Moral Education curriculum in line with the goals of sustainable development. Therefore, this article is presented to review the literature on students' sustainable thinking toward the environment. The researchers use the Systematic Literature Review methodology based on three stages of selecting relevant articles: identification, screening, and eligibility. The findings of this article showed that the level of sustainable thinking of students is still at a low level, while the application of environmental education is not satisfactory. This research integrated various research designs where studies were selected based on published standards. The articles used were those published from 2015 to 2022. This study selected articles using two leading databases, Scopus and Web of Science, and one supporting database, Google Scholar. This study is expected to be a source for other studies on sustainable thinking toward the environment.

Science practical work is an essential component of science education, offering hands-on learning opportunities that deepen understanding beyond theoretical knowledge. While its benefits for students are well-documented, this systematic literature review aims to explore its significant yet often overlooked impact on teachers. By reviewing 10 journal articles published between 2013 and 2023, this study identifies the roles of teachers in practical science work and investigates how these activities influence their professional development, instructional techniques, and overall job satisfaction. The methodology involved a comprehensive search and analysis of relevant articles from the SCOPUS database, adhering to strict inclusion and exclusion criteria to ensure the reliability of the findings. The review highlights seven key roles of teachers in science practical work: assessors, promoters of inquiry, resource providers, facilitators, demonstrators, contextualizers and organizers. These roles are critical in guiding students through scientific discovery, fostering independent thinking, and enhancing the educational experience. Additionally, the impact of science practical work on teachers includes improved subject knowledge, enhanced teaching skills, and increased professional satisfaction. Teachers benefit from the dynamic and engaging nature of practical work, which can reignite their passion for teaching and support continuous professional growth. However, challenges such as time constraints, technical issues and the need for adequate training are also discussed. This review underscores the multifaceted impact of science practical work on teachers, advocating for its integration into science curricula to not only benefit students but also empower teachers. Recommendations for future research include addressing the identified challenges and exploring strategies to maximize the effectiveness of practical work in science education.

HRMARS is well established journal publisher based in Pakistan. It is publishing prominent journals in social sciences since 2011.

The current study investigated the impact of Hofstede's cultural dimensions on the antecedents of technology acceptance among 239 primary teachers from Dammam City, Saudi Arabia. Utilising the Decomposed Theory of Planned Behavior (DTPB) model while integrating Hofstede's cultural dimensions, the current study overcame a gap in the literature by studying the impact of cultural factors on technology usage. By utilising the Cultural Value Scale (CVSCALE) to gauge individual cultural values with cultural dimensions, the study utilised Partial Least Squares Structural Equation Modeling to assess the relationships between cultural dimensions and factors of technology acceptance. Uncertainty avoidance had a positive impact on perceived ease of use (β = 0.449, p < 0.001) and self-efficacy (β = 0.434, p < 0.001), contrary to expectations from the theoretical framework. Collectivism positively predicted the perceived usefulness (β = 0.225, p = 0.011) and the technological facilitation conditions (β = 0.236, p = 0.001). Long-term orientation had a positive relationship with resource facilitation conditions (β= 0.278, p < 0.001) and peer influence (β = 0.274, p < 0.001). As hypothesized, the power distance negatively influenced self-efficacy; however, the study showed an unexpected positive relationship to compatibility. The investigation provided rich information to further the use of ICT in Saudi primary education.