In the contemporary era of global and sustainable information management, blockchain has made a cutting-edge transformation in online learning. To apprehend this new trajectory, this current systematic review with bibliographic visualization aims to identify the thematic clusters of underlying aspects concerning the sustainable nexus of blockchain and online learning. Using the updated guidelines of the PRISMA flowchart, a total of 434 scholarly research papers from the mainstream research databases, i.e., Web of Science, Scopus, IEEE Xplore, and ScienceDirect, were inspected to be categorized into 15 relevant publications. Bibliographic data were assembled and analyzed accordingly to construct network visualization maps, such as co-authorship, citation, co-citation, bibliographic coupling, and term co-occurrence using VOSviewer 1.6.18. Significant terms were reported and later cross-mapped with those identified by critically reviewing the applicable 15 papers. Standardized scholarship, behavior pattern, and digital badging have been found and derived as themes from the connected clusters. Therefore, current research findings reveal these three broad clutches of themes concerning the sustainable nexus of blockchain and online learning.

Online learning performance (OAP) serves as a critical determinant of educational quality and students’ academic success. In this study, we probe into the impact of faculty support (FS) on online learning performance among university students and assess the mediating roles of academic self-efficacy (ASE) and academic emotions (AE). A quantitative survey design was adopted, which involved public universities in Sichuan province in China. The participants consisted of 2,124 public university students who were selected via stratified sampling. Data were analyzed using partial least squares structural equation modelling (PLS-SEM) via Smart PLS 3.0 software. The analysis conducted using the standard bootstrapping procedure allowed for the estimation of both direct and indirect path coefficients in the study. Supported by the social support theory of faculty support, social cognitive theory of academic emotions, and self-efficacy theory of academic self-efficacy, Our results indicate that (1) a positive association between faculty support and students’ online learning performance, (2) the mediating effect of academic emotions between faculty support and online learning performance, and (3) the mediating effect of academic self-efficacy between faculty support and online learning performance. This study echoes prior research emphasizing faculty support as a pivotal component in enhancing student learning outcomes, while spotlighting the crucial role of academic self-efficacy and emotions in bolstering this relationship. This study, of noteworthy significance, foregrounds the importance of faculty support, academic self-efficacy, and academic emotions in optimizing online learning performance in higher education. Future research directions and implications are further discussed.

This study presents a conceptual model that investigates teaching satisfaction as an outcome variable in mainland China. The model incorporates the mediating mechanism of emotional intelligence and the moderating role of physical activity. The results of a survey of 2500 university teachers from 25 public institutions, which tested teaching satisfaction, demonstrate that job stress is negatively related to teaching satisfaction and indirectly related to emotional intelligence. Physical exercise acts as a moderating factor that alleviates the negative correlation between job stress and emotional intelligence. Overall, our findings indicate that enhancing the frequency of physical exercises can potentially alleviate stress, regulate emotional intelligence, and ultimately contribute to a positive enhancement in teaching satisfaction. These outcomes undeniably hold practical significance for teachers and educational administrators in the realm of higher education.