The paper presents the most comprehensive and large-scale global study to date on how higher education students perceived the use of ChatGPT in early 2024. With a sample of 23,218 students from 109 countries and territories, the study reveals that students primarily used ChatGPT for brainstorming, summarizing texts, and finding research articles, with a few using it for professional and creative writing. They found it useful for simplifying complex information and summarizing content, but less reliable for providing information and supporting classroom learning, though some considered its information clearer than that from peers and teachers. Moreover, students agreed on the need for AI regulations at all levels due to concerns about ChatGPT promoting cheating, plagiarism, and social isolation. However, they believed ChatGPT could potentially enhance their access to knowledge and improve their learning experience, study efficiency, and chances of achieving good grades. While ChatGPT was perceived as effective in potentially improving AI literacy, digital communication, and content creation skills, it was less useful for interpersonal communication, decision-making, numeracy, native language proficiency, and the development of critical thinking skills. Students also felt that ChatGPT would boost demand for AI-related skills and facilitate remote work without significantly impacting unemployment. Emotionally, students mostly felt positive using ChatGPT, with curiosity and calmness being the most common emotions. Further examinations reveal variations in students’ perceptions across different socio-demographic and geographic factors, with key factors influencing students’ use of ChatGPT also being identified. Higher education institutions’ managers and teachers may benefit from these findings while formulating the curricula and instructions/regulations for ChatGPT use, as well as when designing the teaching methods and assessment tools. Moreover, policymakers may also consider the findings when formulating strategies for secondary and higher education system development, especially in light of changing labor market needs and related digital skills development.

The outbreak of the COVID-19 pandemic has dramatically shaped higher education and seen the distinct rise of e-learning as a compulsory element of the modern educational landscape. Accordingly, this study highlights the factors which have influenced how students perceive their academic performance during this emergency changeover to e-learning. The empirical analysis is performed on a sample of 10,092 higher education students from 10 countries across 4 continents during the pandemic’s first wave through an online survey. A structural equation model revealed the quality of e-learning was mainly derived from service quality, the teacher’s active role in the process of online education, and the overall system quality, while the students’ digital competencies and online interactions with their colleagues and teachers were considered to be slightly less important factors. The impact of e-learning quality on the students’ performance was strongly mediated by their satisfaction with e-learning. In general, the model gave quite consistent results across countries, gender, study fields, and levels of study. The findings provide a basis for policy recommendations to support decision-makers incorporate e-learning issues in the current and any new similar circumstances.

The outbreak of the COVID-19 pandemic has had a wide range of negative consequences for higher education students. We explored the generalizability of the control-value theory of achievement emotions for e-learning, focusing on their antecedents. We involved 17019 higher education students from 13 countries, who completed an online survey during the first wave of the pandemic. A structural equation model revealed that proximal antecedents (e-learning self-efficacy, computer self-efficacy) mediated the relation between environmental antecedents (cognitive and motivational quality of the task) and positive and negative achievement emotions, with some exceptions. The model was invariant across country, area of study, and gender. The rates of achievement emotions varied according to these same factors. Beyond their theoretical relevance, these findings could be the basis for policy recommendations to support stakeholders in coping with the challenges of e-learning and the current and future sequelae of the pandemic.

Tropical forests provide essential environmental services to human well-being. In the world, Brazil has the largest continuous area of these forests. However, in the state of Maranhão, in the eastern Amazon, only 24% of the original forest cover remains. We integrated and analyzed active fires, burned area, land use and land cover, rainfall, and surface temperature datasets to understand forest fragmentation and forest fire dynamics from a remote sensing approach. We found that forest cover in the Maranhão Amazon region had a net reduction of 31,302 km² between 1985 and 2017, with 63% of losses occurring in forest core areas. Forest edges extent was reduced by 38%, while the size of isolated forest patches increased by 239%. Forest fires impacted, on average, around 1031 ± 695 km² year⁻¹ of forest edges between 2003 and 2017, the equivalent of 60% of the total burned forest in this period. Our results demonstrated that forest fragmentation is an important factor controlling temporal and spatial variability of forest fires in the eastern Amazon region. Thus, both directly and indirectly, forest fragmentation can compromise biodiversity and carbon stocks in this Amazon region.

This paper presents a digital elevation model (DEM) of the dunes found in the Lençóis Maranhenses National Park, an environmental protection area located in the Maranhão state (Brazil). The DEM supports the modeling studies of sand-dune evolution using multi-temporal satellite images and ground truth data, obtained through the post-processed kinematic Global Navigation Satellite System (GNSS) positioning. The study area is located at the border of three major neotropical ecosystems: the Amazonia, Caatinga, and Brazilian savanna. It is located in the northeastern state of Maranhão and encompasses the largest dune fields in the country. Wide shrubby areas (restingas, in Portuguese), lakes, mangroves, and a multitude off reshwater lagoons compose the park’s natural environments. The objective of the present study is to create an DEM that can evidence the complex dynamics of dune formation in the study area with use of GNSS. Geodetic techniques and precision mapping were employed to monitor the short-term coastal dynamics. The use of GNSS receivers is justified by the difficulty of mapping the dune’s features using conventional methods such as theodolite, level, and total station systems, due to their high cost, time restriction sand low data precision. Surface surveys were carried out annually between December 2015 and January 2017 to create a DEM. The study results reveal that the area has a negative volumetric balance of erosion and a preferential direction of sediment transport by wind, which may justify the pattern of advancement and retraction observed in the dunes of the studied area.