Purpose Global competence (GC) is becoming an increasingly important requirement for graduates of higher education (HE) institutions, as it helps them to be better prepared in overcoming the challenges and complexities of an interconnected world. As this requirement becomes more prevalent, this study aims to address the challenges of GC education within HE settings by proposing a conceptual framework that integrates design thinking (DT) with interdisciplinary learning (IL). This effort seeks to bridge existing opportunities within the literature and inculcate inclusive and scalable pedagogical strategies. Design/methodology/approach An integrative literature review (ILR) of 59 peer-reviewed studies was conducted based on existing literature related to GC, IL and DT. The framework is grounded in two established educational theories: the Intercultural Competence Model and Constructivist Learning Theory, given their alignment with the promotion of empathy, collaboration and creativity within DT. Findings The review confirms that while IL enhances GC, significant barriers persist in curriculum integration and effective assessment. To address this challenge, DT offers a practical and iterative methodology to support IL by fostering empathy, collaboration and experiential learning. The proposed “Integrative Framework of Design Thinking for Interdisciplinary Global Competence” aligns each stage of the DT process (i.e. empathise, define, ideate, prototype, test) with the developmental components of GC. Originality/value This study offers a framework that positions DT as both a pedagogical method and strategic approach for advancing interdisciplinary GC across all levels of the HE ecosystem (i.e. module design, curriculum structure, institutional policy). This proposal is intended for further empirical examination, as its conceptual and non-empirical nature is duly acknowledged.
PurposeThis study aims to explore the transformation of instructional technology in early childhood education (ECE), highlighting current and future trends in digital tools for children aged 2-6 years. It provides insights for educators on optimizing digital innovations to enhance early learning experiences.Design/methodology/approachThis study covered a bibliometric analysis of 805 Scopus-indexed publications (1975-2025) using R software and Scopus-AI mapped research trends. A metasynthesis of 42 qualitative studies examined the practical implementation of instructional technology in ECE settings.FindingsThe study identified key learning technologies, including interactive storytelling apps, AI-based learning assistants, gamification, augmented reality and robotics for early coding. Successful integration depends on teacher readiness, parent engagement and digital infrastructure. Strengthening educators' digital competencies is critical to ensuring pedagogical alignment with children's developmental needs.Research limitations/implicationsThis study focuses on Scopus-indexed publications, potentially excluding relevant studies. While bibliometric analysis maps trends, it does not assess pedagogical impact in depth. Future research should employ longitudinal studies to evaluate long-term effects.Practical implicationsFindings emphasize the need for adaptive policies, ongoing teacher training and equitable access to technology. Collaboration among educators, policymakers and developers is essential for designing developmentally appropriate instructional technologies.Originality/valueThis study provides a comprehensive analysis of instructional technology trends in ECE, offering a roadmap for effective digital integration to support cognitive, social and motor development in early learners.
PurposeUniversities worldwide face significant challenges in maintaining administrative data, including security flaws, delays in verification processes and a lack of confidence among those involved. The purpose of this paper is to design an integrated blockchain-based decentralized application architecture for the University of Technology and Applied Sciences (UTAS) in Oman, aligning with Vision 2040's sustainability goals.Design/methodology/approachThe solution uses a hybrid architecture that combines the benefits of the public blockchain with governance at the consortium level appropriate for educational organizations. The user interface layer has role-based dashboards for various stakeholder groups, ensuring proper access control and user experience improvement. The application layer integrates Web3 using the Next.js framework, allowing for seamless interaction between standard Web interfaces and blockchain capabilities. The smart contract layer is made up of eight specialized contracts that handle various administrative responsibilities, each designed with a modular architecture to provide maintainability and upgradeability. The blockchain layer makes use of Ethereum's proven infrastructure and proof-of-stake consensus, which is dispersed across UTAS's 13 campuses to ensure decentralization and fault tolerance.FindingsThis study broadens the architecture by leveraging well-established blockchain frameworks for credential management to include a wide range of educational administrative tasks such as admissions, certifications, alumni management, library services, on-the-job training, examinations and placements across UTAS's 13 campuses located in 11 governorates. The suggested system makes use of the Ethereum blockchain platform with smart contracts, as well as the InterPlanetary File System for distributed document storage, to ensure immutability, transparency and cost-effective administrative operations. The architecture consists of eight core smart contracts that regulate various administrative duties, five types of stakeholders and a uniform dashboard system that allows seamless data transmission and verification across campuses.Practical implicationsKey contributions include a practical implementation framework with phased deployment methods, a complete stakeholder governance model and quantitative benefits showing a reduction in processing times and operational cost savings. The architecture's modular nature allows it to adapt to changing educational requirements while remaining compatible with new technologies such as artificial intelligence and the Internet of Things.Originality/valueThis research addresses the present limitations of traditional educational administration systems and establishes a framework for the further deployment of blockchain technology in Oman's higher education sector.
Purpose- This study aims to analyze the effectiveness of massive open online courses (MOOC)-based microlearning in improving the professional competence of teachers in Indonesia, addressing the limitations of conventional training programs in meeting dynamic competency needs. Design/methodology/approach- A quantitative quasi-experimental design (pre-test post-test) was used, involving 1,126 teachers. Data was collected through competency tests (16 aspects of interactive media development) and perception questionnaires. Statistical analyses included paired t-test, N-Gain and multiple regression to measure learning outcomes and demographic influences. Findings- MOOC-based microlearning significantly improved teachers' competency scores(N-Gain = 60.5%, p < 0.05). Teaching level had a significant impact on learning outcomes (beta = 0.151, p < 0.001), while gender and work duration showed no significant influence (p > 0.05). Research limitations/implications- The non-probabilistic sampling limits generalizability, and factors like intrinsic motivation and institutional support were not analyzed. Future research should explore broader contextual variables and diverse regions. Practical implications- Institutions should adopt microlearning with concise, accessible content and flexible delivery, tailored to teaching levels. Policymakers are urged to integrate MOOC platforms into teacher training programs to enhance scalability and inclusivity. Social implications- The findings support equitable access to professional development, particularly for rural teachers, reducing urban-rural educational disparities. The gender-neutral outcomes align with Sustainable Development Goals 4 (quality education) and promote inclusive digital upskilling, fostering a more competent and socially responsible teaching workforce. Originality/value- This study provides empirical evidence on the efficacy of MOOC-integrated microlearning for teacher professional development in a regional context (Indonesia). It uniquely highlights the critical role of teaching level in learning effectiveness, a factor underexplored in prior studies and challenges assumptions about gender and seniority impacts in digital learning.
Purpose The policymakers and administrators of Malaysian Independent Chinese Secondary Schools (MICSS) play a pivotal role in encouraging robust talent development strategies to empower teachers to excel in their responsibilities. It is especially crucial considering that teachers at MICSS are not included in the Ministry of Education’s Teacher Development Training programme. This paper aims to investigate the level of talent development among MICSS teachers and its influence on various aspects of content knowledge and instructional pedagogy. Furthermore, the purpose of this research is to examine the extent of content knowledge of MICSS teachers serving as mediators for talent development and enhance instructional pedagogy. Design/methodology/approach The Malaysian Teacher Standard and the Talent Management Model are used to draft the key points of a survey. Three hundred and fifty-seven Malaysian educators from MICSS contributed to the numerical questionnaires and strata random sampling procedures. Findings This investigation revealed that the teachers demonstrated high levels of talent development. It studies the correlation between MICSS teachers’ talent development, content knowledge and instructional pedagogy. Research limitations/implications It emphasised the significance of content knowledge which acts as a mediator between talent development and instructional pedagogy. Social implications Hence, talent development programmes are critical to nurture proficient educators in MICSS, ensuring quality of instruction and students’ learning outcomes. Originality/value To the best of the authors’ knowledge, this is the first attempt to investigate the correlation between MICSS teachers’ talent development, content knowledge and instructional pedagogy throughout Malaysia.
Purpose-This study aims to investigate the impact of limited student engagement in virtual classroom environments on their academic performance, examining key stressors including infrastructural hindrance, instructors'incompetency and distractions. Design/methodology/approach-A sample of 304 students from various Bangladeshi universities participated in this study. Using the partial least squares-structural equation modeling approach, the research assessed the proposed model and hypotheses. Findings-The research uncovers that stressors, specifically infrastructural hindrance, instructors' incompetency and distractions, significantly impede student engagement within virtual classrooms. Furthermore, limited student engagement within online learning environments results in poor academic performance. Research limitations/implications-This study holds implications for educational service providers, offering insights into enhancing the effectiveness of online classroom platforms. The findings can foster improved strategies that positively impact students' academic performance. Originality/value-The application of the stressor-strain-outcome framework to elucidate the complex interplay between stressors, limited student engagement and academic performance within virtual classrooms during a global pandemic contributes original insights to the field of educational research.
Purpose This study aims to examine how learners manage their self-directed learning (SDL) in different SDL contexts through the lens of structuration theorizing. Design/methodology/approach In this comparative case study, data were collected primarily from in-depth semi-structured interviews with three self-directed learners aged between 15 and 16 years old. Additional data, including interviews with parents and facilitators, as well as documents related to the learners’ learning journey, were collected to allow for greater details and triangulation. These were analyzed using a constant comparative approach. Findings The findings suggest that external structures may be essential when learners are in the early stages of their SDL journey. In one of the SDL contexts, these external structures provide the necessary guidance and resources to support SDL. However, internal structures become increasingly dominant for more accomplished self-directed learners. This study describes how learners’ internal structures take on more control in their SDL process, as they engage and negotiate with the external structures in a continuous cycle of action, reflection and adaptation. Research limitations/implications The limitation of this study is that the relevant small sample size may not fully represent the broader and more diverse unschooling and SDL communities. Practical implications The finding of this study revealed more nuances about the interaction between internal and external structures, and how this interaction goes on to shape SDL processes and strategies. These nuances help us to see the multifaceted nature of SDL, which in turn encourages us to design environments that allow learners to create the structures required to enhance their SDL skills. Originality/value This study provides insights into how learners in different SDL contexts negotiate between their internal and external structures in their SDL journey. It expands the understanding of SDL outside conventional education settings. It informs the development of a flexible, learner-centered approach that intentionally addresses these interactions within the SDL contexts.
Purpose-This study aims to question the future orientation of universities by focusing on the ontological conditions of universities through the concept of skhole. It argues that it must go beyond traditional university models defined through the instrumental relations they have established with the city, market, industry and technology, such as entrepreneurial, digital or corporate. In this context, the concept of skhole, defined by qualities such as freedom, anti-instrumentalism and intellectual existence, offers a fertile intellectual ground for establishing alternative and speculative images of the university. Design/methodology/approach-This research adopts an interdisciplinary and conceptual approach, nourished by Foucault's "archaeological excavation"method and Lefebvre's "supercoding"theory. The university is addressed through four axes-space, relationship, condition and time-evaluated through skhole's conceptual lens. Findings-This study reveals that the structure of skhole, which is woven with concepts such as suspension, openness and exposure, enables the rethinking of the spatial, relational, temporal and conditional dimensions of the university. In this framework, the university is considered a dynamic ontological formation with the potential for transformation rather than a fixed and unchanging structure. This four-axis matrix constructed around skhole offers a speculative ground for thinking so that universities can adapt to the changes they will face in the future in the fields of governance, pedagogical practices and digital transformation. This study suggests that this approach allows for the combination of concepts to guide universities through future transformations, enabling them to better adapt to everchanging learning/teaching practices. Originality/value-The originality of this study is that it reconsiders the university through skhole from a philosophical and ontological perspective. Instead of offering specific solution prescriptions, it opens a critical and speculative space that encourages rethinking institutional futures. By proposing an intellectual orientation that shifts from functionality to possibility, it contributes to discourses on non-instrumental education and develops a theoretical framework compatible with foresight-based methodologies for higher education.
Purpose The purpose of this study is to systematically review the literature on student engagement in the metaverse, a virtual environment that integrates augmented reality and virtual reality. Design/methodology/approach This research used a tripartite model to analyze relevant scholarly works. This study cantered on examining the elements that lead to student involvement in the metaverse by focusing on three complex dimensions: cognitive, emotional and behavioral components of engagement. This review paper conducted an extensive examination of pertinent research publications, integrating the results, pinpointing areas where the existing knowledge is lacking and offering suggestions for future studies and applications. Findings The findings indicate that there are several aspects that impact student engagement in the metaverse. These factors encompass the immersive characteristics of the environment, social interactions, individualized learning experiences and the incorporation of gamification components. Originality/value This review adds to the existing scholarly discourse on student engagement in technology enhanced learning settings and emphasizes the potential of the metaverse as a novel platform for facilitating significant and immersive educational experiences.
Purpose This study aims to explore the influence of structured service-learning, conducted through individualized tutoring sessions with children with disabilities, on Kosovar psychology students’ attitudes toward children with disabilities, self-efficacy and motivation for community engagement and volunteerism. Design/methodology/approach A mixed-methods design with a sequential strategy was used. In the quantitative phase, 107 students answered a series of validated questionnaires measuring the study’s variables; in the qualitative phase, eight students participated in a focus group discussion to explore the quantitative outcomes. Findings The quantitative results indicated that the service-learning experience led to a reduction in discomfort during social interactions, an increase in self-efficacy and an improvement in positive community service attitudes. Previous internship experience and prior contact with children with disabilities also contributed to decreased discomfort and increased self-efficacy. A significant negative correlation was observed between discomfort and self-efficacy, whereas volunteerism–activism positively correlated with self-efficacy and community service attitudes. Self-efficacy emerged as a significant predictor of reduced discomfort. The qualitative findings aligned with the quantitative results, further emphasizing how service-learning experiences influenced changes in students’ discomfort, self-efficacy and community service attitudes. Originality/value This study offers a new perspective by addressing the underexplored role of service-learning in enhancing psychology students’ personal and professional competencies through their engagement with children with disabilities. It highlights service-learning as a valuable approach for developing essential skills and promoting inclusive social change, especially when stigma and limited inclusive policies persist.
Purpose The purpose of this study is to explore how different forms of social support, namely, family, friends and teachers enhance students’ computer internet self-efficacy (CIS) and its subsequent impact on learning satisfaction. By understanding these relationships, this study aims to provide insights into how social interactions influence digital competency and self-directed learning (SDL). In addition, it seeks to assess the significance of course clarity (CC) in promoting a positive learning experience. These findings aim to guide educators and policymakers in improving online education by integrating effective social support structures and clear instructional strategies. Design/methodology/approach This study uses a structural equation modelling (SEM) approach to examine the role of social support in enhancing self-efficacy and learning satisfaction among secondary school students in India. Data were collected from a diverse sample of urban secondary school students across six major cities. The study investigates how social support from family, friends and teachers influences students’ CIS, subsequently impacting CC, SDL and overall learning satisfaction in online education settings. The analysis highlights key relationships between these factors, offering insights into the dynamics of digital learning experiences. Findings This study reveals that family and friend support significantly influence students’ CIS, which in turn enhances their confidence and ability to navigate digital learning tools. Peer support emerged as the most influential factor in fostering digital confidence, whereas teacher support (TS) was particularly crucial in online learning settings. Furthermore, CC was strongly associated with perceived satisfaction, highlighting the need for well-structured digital curricula. Students with higher self-efficacy were more likely to engage in SDL, emphasizing the importance of digital competency in fostering independent study habits and overall learning satisfaction. Research limitations/implications This study is limited to urban secondary school students in six major Indian cities. Future research should explore rural and international contexts to understand how social support influences self-efficacy and learning satisfaction in different educational settings. In addition, the study focuses on current digital learning environments and does not account for emerging technologies that may further impact student experiences. Expanding the research to include newer digital learning tools and platforms can provide a more comprehensive understanding of these dynamics. Practical implications The findings highlight the need for educational institutions to strengthen social support mechanisms, particularly peer and TS, to enhance students’ digital confidence. In addition, ensuring CC is essential for improving learning satisfaction. Schools and educators should focus on structured, well-organized course designs that facilitate easy navigation and comprehension. Training programmes for teachers on effective digital pedagogies and the role of social support in online education can also be beneficial. These insights can help shape policies aimed at improving student engagement and satisfaction in digital learning environments. Social implications This study underscores the importance of social interactions in online education, emphasizing the role of peer and TS in enhancing digital learning experiences. The findings suggest that fostering a supportive learning community can significantly improve students’ self-efficacy and engagement with digital tools. By promoting strong social networks in online learning, educators can help bridge digital divides and create inclusive learning environments. In addition, recognizing the role of family support in education can encourage policies that involve parents in their children’s digital learning experiences, ultimately contributing to better academic outcomes. Originality/value This research contributes to the literature by providing a nuanced understanding of how social support, self-efficacy and CC collectively influence learning satisfaction in online education. Although previous studies have examined these factors in isolation, this study integrates them to offer a more comprehensive perspective. The findings provide valuable insights for designing effective, supportive online learning environments. By emphasizing the significance of peer and TS, as well as structured course design, this research informs educational policies and practices that aim to improve digital learning experiences for secondary school students in India and beyond.
Purpose This research aims to examine the effectiveness of entrepreneurship education programs in influencing the entrepreneurial intentions (EI) of engineering students in higher education institutions (HEIs) in Morocco. Design/methodology/approach This study evaluates entrepreneurship education’s impact on engineering students’ EIs in Morocco using cross-sectional methodology and quantitative approach, using partial least squares and structural equation modeling. Findings Entrepreneurship education indirectly influences engineering students’ EIs through attitude, subjective norms and perceived behavioral control, with a positive impact on these antecedents. Research limitations/implications This study has several limitations, including a small sample size of 126 engineering students from the Moroccan School of Engineering Sciences and the use of cross-sectional data, which captures student responses at a single point in time, limiting the ability to assess changes over time. Originality/value This study demonstrates that entrepreneurship education programs play a crucial role in fostering EIs among engineering students in Morocco’s HEIs. Consequently, the active role of these institutions in developing students’ entrepreneurial skills is expected to have a significant and positive impact on their EIs.
Purpose This study aims to investigate the scope of integrating educational bots using the Active Learning Model (ALM) within the Learning Management System to empower diverse learners in higher educational institutions (HEIs) focused on improving their academic performance. It also explores the deliberations of these chatbots to ensure accessibility through personalised experience and better opportunities for underprivileged students through community service by HEIs. Design/methodology/approach The systematic sampling method was adopted to collect responses from the 480 students of post-graduate departments in HEIs situated in Bangalore, Hyderabad, Trivandrum and Chennai. JASP V.18 was used to perform the Simple Percentage Analysis, Exploratory Factor Analysis and Structural Equation Modelling to validate the hypothesis. ALM dimensions resulted in personalised learning, intelligent tutoring, language learning, learning analytics and accessibility. Findings Personalised learning, intelligent tutoring and earning analytics are the key indicators of ALM dimensions. Intelligent tutoring is the highest predictor of personalised learning in educational chatbots. Personalised learning of educational chatbots significantly impacts accessibility to diverse learners among HEIs. Originality/value This study covers the complexities of educational chatbots, the theoretical foundations of active learning and a methodology for using the ALM in HEIs. It offers an interdisciplinary approach that provides insights and recommendations that will guide future educational practices and policy creation and promote robust research, ultimately advancing inclusive education in the digital era.
Purpose Artificial intelligence (AI) has seen considerable growth recently and is denoted as an emerging technology, particularly in educational settings. This study aims to explain the students’ perceptions and behavioral factors in adopting AI. This paper utilized gender and country differences to explore the adoption patterns influenced by perceptual and behavioral factors, including AI literacy, AI anxiety, AI self-efficacy, relevance, and perceived enjoyment. Design/methodology/approach A survey was conducted on Malaysian students using purposive sampling. The finalized sample of 391 respondents was tested using MS Excel, SPSS and SmartPLS to obtain the results. Moreover, to observe the differences, this paper used multigroup analysis based on gender and country. Findings This paper found that the theoretical factors strongly influence the intention of students to adopt AI in higher education. AI anxiety, AI self-efficacy and perceived enjoyment affect ease of use (PEOU). AI literacy, PEOU, relevance and subjective norms influence perceived usefulness (PU). In addition, both PU and PEOU shape students’ attitudes and intentions to adopt AI in their learning. Originality/value The use of AI has garnered significant attention from both consumers and organizations. This study specifically focuses on students, shedding light on the perceptual, behavioral and social factors influencing AI adoption in higher education.
Purpose This study aims to examine the mediating role of employee work engagement (EE) in the influence of job autonomy (JA) on innovative work behaviour (IWB) among pre-university teachers in Ghana. Design/methodology/approach To test the hypotheses set in the study, data was obtained from 202 pre-university teachers in Ghana using a questionnaire. Analyses of the data was done through partial least square structural equation modelling. The significance of the hypothesised paths was determined using bias-corrected and accelerated confidence intervals. Findings Teachers’ JA influences their IWB and work engagement. Also, EE influences IWB of teachers. Finally, EE plays a mediating role in the influence JA has on the IWB of teachers. Originality/value This study adds to the dearth of studies regarding the influence of JA on the IWB of teachers through work engagement using data from a heterogeneous group of pre-university teachers in Ghana.
Purpose This study aims to investigate ChatGPT’s potential in environmental education concerning sustainable development goals. Heuristic evaluation and usability testing identify critical usability issues, including inadequate multimedia support, language barriers and insufficient fact-checking capabilities. Design/methodology/approach The study uses heuristic evaluation and usability testing to assess ChatGPT’s efficacy in environmental education at a Chinese higher education institution. The evaluation identifies essential limitations, including reliance on text-only resources, absence of multimedia assets, technical deficiencies, language barriers, lack of fact-checking tools, context-related issues, delayed information, inconsistency and limited expertise. Data was collected through quantitative and qualitative analysis, with input from experts and students. Findings Findings suggest that while ChatGPT offers opportunities for interactive learning, its limitations hinder comprehensive educational outcomes. A proposed hybrid model combining generative AI and human elements aims to enhance engagement and learning effectiveness. This research offers a foundation for integrating AI tools into environmental education, addressing usability gaps and fostering sustainable learning environments. Originality/value This research contributes to a deeper understanding of the role of artificial intelligence in environmental education and underscores the importance of incorporating human intervention. The proposed hybrid approach offers a framework for creating more comprehensive and meaningful learning environments by leveraging the unique strengths of human engagement alongside generative AI technology.
Purpose The study aims to identify the key factors influencing online learning engagement and explore their impact on value co-creation among students. It seeks to offer insights into enhancing student experiences in digital education environments. Design/methodology/approach This study uses a quantitative research design, using structural equation modelling (SEM) to analyse data collected via structured questionnaire. Participants were graduate students from tier 1 cities in India, representing diverse academic disciplines. The study focuses on four key dimensions of online learning engagement: behavioural, cognitive, emotional and social. SEM was used to investigate the relationships between engagement factors, student motivation and value co-creation in online learning. Findings The results reveal that behavioural and social engagement (SE) are strong positive predictors of student motivation, fostering active participation and a sense of community. Conversely, cognitive and emotional engagement negatively correlates with motivation, highlighting the need to manage these dimensions to avoid decreasing student motivation carefully. Research limitations/implications The study is limited to graduate students from tier 1 cities in India. Further research could explore diverse student groups across educational contexts to validate the results. The study highlights the need for a balanced approach to online learning design. Practical implications Educators and administrators can use the findings to design more engaging and motivating online learning environments. Emphasis on fostering behavioural and SE, alongside managing cognitive and emotional aspects, can lead to enhanced student motivation and better value co-creation in digital education settings. Social implications The study emphasises the importance of community building in online learning environments, which can improve students’ educational experience and outcomes. Promoting engagement through social interaction may help bridge gaps in social connectivity, particularly in remote learning contexts, contributing to a more inclusive and supportive learning environment. Originality/value This research offers novel insights into the relationship between different dimensions of online learning engagement and value co-creation. Using SEM, the study presents a robust framework for understanding how engagement factors influence motivation and educational outcomes, adding value to online education strategies and fostering more effective learning experiences.
Purpose This study aims to evaluate students’ intention and actual use (AU) of artificial intelligence (AI) tools’ to discover how the power of AI influences learning and academic success. Design/methodology/approach This paper used the unified theory of acceptance and use of technology (UTAUT) to develop a structural equation model (SEM) and used convenience sampling to measure 304 students’ five-point Likert scale responses. The model was tested with AMOS-24 and SPSS-25, and the study found that AI boosted students’ learning experiences and explain importance of AI skills and knowledge. Findings Performance expectancy (PE), effort expectancy (EE), social influence and facilitating condition directly and indirectly affect AU via intent to use (IU), while subjective norms determining the use of AI tools’ and have no substantial influence. Attitude (ATT) moderates PE and EE, although the data show that ATT has no substantial effect on EE. Originality/value These insights may help student to understand how AI tools’ benefit them and what factors affect their utilization. When correctly designed and executed, UTAUT provides an appropriate integrated theoretical framework for robust statistical analysis like SEM.
Purpose This study aims to investigate the impact of viewing different types of digital environment images on college students’ positive emotions, nature relatedness and environmental preference. This aimed to address the gap in empirical studies regarding the effects of digital environment images on these psychological constructs. Design/methodology/approach This study used a three-group experimental between-subjects design. Participants (48 undergraduate students) were divided into three groups, each viewing a different set of digital images (nature, city or object). Pre- and posttest measures assessed positive emotions and nature relatedness, whereas environmental preference was measured after image viewing. One-way analysis of variance and post hoc Tukey’s honestly significant difference (HSD) tests were used to analyze the data. Findings Viewing digital nature images elicited significantly higher positive emotions, nature relatedness and environmental preference compared to viewing city or object images. In addition, environmental preference for the digital object group was marginally higher than the city group. Research limitations/implications This study was limited by its relatively small sample size. Although further research is needed to investigate the underlying mechanisms behind the observed effects, this study provides valuable implications for education, economic dimensions and public policy initiatives, encouraging the development of pro-environmental attitudes and behaviors. Practical implications The findings suggest that incorporating digital nature images into learning activities can promote positive emotions, nature relatedness and environmental preference among college students. This has implications for the design of digital learning environments, especially for those with limited access to natural environments. Social implications By promoting positive emotions and nature relatedness, digital nature experiences can contribute to emotional well-being and potentially foster pro-environmental behaviors. This can have implications for promoting sustainable lifestyles and environmental conservation efforts. Originality/value This study provides original empirical evidence on the impact of viewing digital environment images on several psychological constructs. It highlights the potential of digital nature experiences as a complement to direct nature exposure, particularly for those with limited access to natural environments. These findings contribute to the growing body of literature on the benefits of digital nature experiences and have implications for various fields, including education, environmental psychology and human–computer interaction.
