Purpose This study examines the relationship between educational expansion and economic performance. This study also assesses whether higher educational attainment correlates with higher earnings and productivity and compares these effects across developed and developing countries. Design/methodology/approach This study uses panel data from both developed and developing economies, employing descriptive analysis alongside pooled ordinary least squares (POLS) and fixed effects (FE) models. The empirical framework assesses the influence of educational attainment on earnings and broader economic indicators, accounting for country-specific heterogeneity. Findings Descriptive analysis shows that developing countries successfully implement their primary and secondary educational expansion despite modest economic progress. In contrast, developed countries have experienced economic progress, as reflected in greater educational achievement. The regression analysis further suggests that the impact of educational expansion on earnings and economic indicators remains limited in developing countries, while it is significant and larger in developed countries. Practical implications The findings indicate that credential inflation is present in developing countries and that rapid increases in educational attainment do not necessarily lead to the expected economic performance. In contrast, the impact of education on earnings is more pronounced in developed countries. The results further suggest that the returns to schooling are influenced by the quality of education, effective governance and innovation driven by research and development. Consequently, it is recommended that developing countries prioritize the provision of high-quality education. Originality/value This study contributes to the literature on educational expansion by examining whether increases in educational attainment yield proportional economic returns. The comparative analysis further indicates that in the absence of quality education and institutional support, a mere expansion of education and its attainment does not guarantee improved economic performance.
Purpose School well-being has become a central goal of contemporary educational reform, yet its realisation remains challenging in resource-constrained rural schools. Guided by UNESCO's Happy Schools Framework, this study explores how rural Indian elementary school teachers experience and negotiate school well-being within their everyday professional contexts. Design/methodology/approach An interpretivist qualitative design was employed. Semi-structured interviews were conducted with seven experienced elementary school teachers from rural schools in West Bengal, India. Data were analysed using reflexive thematic analysis to identify patterns across teachers' lived experiences and generate context-sensitive interpretations of school well-being. Findings Four interrelated themes emerged: relational strain and trust erosion, pedagogical rigidity, governance and psychological safety and aspirations for context-sensitive school well-being. The findings reveal constrained happiness, where governance pressures, organisational culture, limited teacher agency, and socio-economic challenges hinder school well-being. From these insights, the study proposes the Governance–Culture–Agency–Practice (GCAP) framework, demonstrating that supportive governance, collaborative culture, enhanced teacher agency and context-responsive pedagogy jointly create the organisational conditions necessary to strengthen school well-being in rural schools. Originality/value This study contributes a context-sensitive conceptual framework that extends the Happy Schools Framework by moving beyond the identification of happy school characteristics to explaining how school well-being may be strengthened through interacting institutional processes. The GCAP framework offers an organisational perspective that integrates governance, institutional culture, teacher agency and pedagogical practice, providing practical guidance for policymakers, school leaders, and teacher educators seeking to enhance school well-being in resource-constrained rural settings.
Purpose This study aims to examine how teacher development dimensions contribute to teaching effectiveness through the Metaverse (TETM) in Malaysian Technical and Vocational Education and Training (TVET) institutions by positioning teacher engagement (TE) as the mediating mechanism within the immersive-Technological Pedagogical Content Knowledge (i-TPACK) framework. Design/methodology/approach A quantitative research design was employed using survey data collected from 214 Malaysian TVET teachers. The study investigated the relationships among professional development (PD), pedagogical training (PT), metaverse tool engagement (MTE), teacher readiness (TR), TE and TETM. Data were analyzed using covariance-based structural equation modeling (CB-SEM) with AMOS to test both direct and mediating relationships. Findings The findings reveal that TE is the strongest predictor of TETM, confirming its central role in translating developmental inputs into effective immersive teaching practices. PD, PT and MTE significantly influenced TETM indirectly through TE, while TR did not demonstrate a significant direct effect on teaching effectiveness. The mediation analysis further confirmed that TE serves as the primary activating mechanism linking institutional support and developmental resources to effective Metaverse-based instruction in TVET education. Research limitations/implications The study is limited to Malaysian TVET teachers and cross-sectional survey data, which may restrict generalizability and causal interpretation. The findings extend the TPACK framework by introducing an engagement-activated i-TPACK perspective that integrates psychological and behavioral dimensions into immersive teaching environments. Practical implications The findings suggest that investments in immersive technologies and training initiatives should be accompanied by strategies that sustain long-term TE through collaborative professional development, mentoring systems and engagement-oriented institutional support. Originality/value This study contributes to the emerging Metaverse and TVET literature by empirically validating TE as the central mediating mechanism within the i-TPACK framework, offering a process-oriented explanation of how developmental inputs are transformed into effective immersive teaching outcomes.
Purpose The paper aims at providing a systematic look at the specific impacts facing teacher education faculty and preservice teachers, who are the essential actors of knowledge creation and transfer in the process of the internationalization of higher education. Design/methodology/approach This paper presents a six-stage scoping framework and details the inclusion of a large language model (LLM) to increase the efficiency in screening a large volume of abstracts. Findings The findings reveal that internationalization substantially transforms teaching practices, research collaborations, administrative responsibilities and professional development for faculty. Notably, teacher educators frequently struggle to reconcile their identities, often experiencing a tension between their roles as effective teachers and the pressure to be successful researchers. For preservice teachers, internationalization reshapes intercultural competence, global citizenship awareness and pedagogical identities, with overseas teaching placements proving particularly transformative. Originality/value The study reveals critical research gaps, particularly the skewed focus on curriculum internationalization and international student teaching, while formal research collaborations and contexts outside the Asia–Pacific and Europe remain understudied.
Purpose This article analyzes the political challenges and economic opportunities that exist in the medium and long term to expand and build bridges in the Pacific Region in the face of US protectionism.Design/methodology/approach It defines Trump's second presidency as explained by political realism and economic mercantilism, as its theoretical and practical foundations. Instead of strengthening international cooperation and free trade, Trump focuses on leading by strength and eliminating trade deficits vis-& aacute;-vis the rest of the world. From championing free markets since the end of the Second World War, under Donald Trump the United States has become the most protectionist nation nowadays.Findings To respond to US tariffs, the world should continue its integration process without the United States by diversifying and expanding markets. Integration and interdependence are necessary conditions for a peaceful and prosperous world. Thus, cooperation needs to continue in support of a more integrated economic space in the Pacific Region. Strengthening ties and seeking convergence must be encouraged across different economic blocs, such as the Pacific Alliance, the Comprehensive and Progressive Transpacific Partnership (CPTPP), the Association of Southeast Asian Nations and the Regional Comprehensive Economic Partnership. An agreement between CPTPP and the European Union should be a low-hanging fruit for economic integration. Integrating these blocs with the United States, M & eacute;xico, and Canada Agreement (USMCA) is out of the question in the foreseeable future while Mexico and Canada struggle to keep the USMCA afloat.Originality/value The article proposes integration in the Pacific Region as a response to US protectionism. I analyze difficulties in the process and propose solutions to the current situation.
Purpose This study explores gender differences in affective engagement with the arts, creativity belief and participation in school-based artistic activities among Indonesian students, based on data from PISA 2022. Design/methodology/approach Employed a quantitative approach using secondary data from PISA 2022, conducted by the OECD. The analysis focused on a complete-case analytic sample of 11.330 Indonesian 15-year-old students (5,816 females and 5,514 males). The analysis focused on responses to seven items measuring affective engagement, creativity belief and participation across three types of school-based arts activities: visual arts, music and theatre. Descriptive statistics, Mann–Whitney U, Spearman correlation analysis, multiple linear regression and cluster analysis were employed using SPSS 27. Findings Results indicated notable gender differences in affective engagement, with female students exhibiting higher mean scores across all emotional engagement items (Cronbach's a = 0.85). Male students, however, reported higher participation frequencies in several school-based arts activities. The findings also revealed significant relationships between affective engagement, creativity belief and participation in school-based arts activities. Multiple regression analyses demonstrated that affective engagement and creativity belief significantly predicted arts participation for both male and female students (R2 = 10.7% for males; 9.4% for females). Cluster profiling further identified distinct patterns of engagement and participation across genders. Research limitations/implications This study highlighted the need for school support for equitable distribution of arts activities such as music and theatre. Unfortunately, dance is not included in the 2022 PISA survey. Future research should track differences from school type based on region or neighbourhood, socioeconomic background and culture. Practical implications This study only conducted regression, correlation and difference statistical analyses. This study highlighted the need for school support for equitable distribution of arts activities such as music and theatre. Unfortunately, dance is not included in the 2022 PISA survey. Future research should track differences from school type based on region or neighbourhood, socioeconomic background and culture. Social implications This study highlights how gender differences influence participation in artistic activities that perpetuate a nation’s culture. Unequal participation in creative activities can reinforce stereotypes and limit opportunities for personal development, especially for underrepresented genders. Encouraging balanced participation in school-based arts can foster empathy, collaboration and self-expression among diverse groups. These efforts contribute to a more inclusive community, where all students – regardless of gender – feel empowered to participate and contribute to the cultural and creative life of society. Originality/value This study is among the first to examine Indonesian students' affective engagement, creativity belief and participation in school-based arts activities using large-scale PISA 2022 data and a psychometrically grounded analytical approach. The findings provide important insights for developing more inclusive and gender-responsive arts education policies and practices in developing country contexts.
Purpose A quota system was introduced, reserving 30% of placements in Category “A” SHS for public JHS graduates. This study examines the impact of the policy on private basic education and assesses its role in ensuring equitable access to education. Design/methodology/approach This study employed a quantitative research design using survey data collected from 138 respondents. The Wilcoxon signed-rank test was applied to cross-sectional data to test the study's hypotheses and assess significant relationships between the quota system and private school operational metrics. Findings The study revealed that Ghana's Free SHS quota system is perceived by the sampled operators as affecting private schools, leading to declining enrolments and reduced Basic Education Certificate Examination (BECE) registrations. Additionally, the study's preliminary estimates suggest a potential financial strain on private schools, though this finding is not statistically robust. The policy was perceived as disproportionately favouring public schools, thereby limiting the opportunities of private school graduates, with most respondents disagreeing that the policy ensures equity. These findings shed light on the current state of Ghana's educational system. Research limitations/implications While this study focuses on Ghana, its findings have far-reaching implications for other emerging market nations. It provides a clear demonstration of how a quota system policy can significantly impact private schools, thereby informing policy decisions and future research in the field. Originality/value To the best of the author's knowledge, the impact of the quota system policy has not been extensively explored in the literature.
PurposeThe increasing worldwide focus on environmental, social and governance (ESG) principles has compelled higher education institutions (HEIs) to re-evaluate their strategic responsibilities in promoting sustainable development. In Malaysia, the shift from ESG policy frameworks to institutional implementation is uneven and fragmented. Design/methodology/approachThis systematic literature review (SLR) consolidates 26 peer-reviewed studies published from 2020 to 2025 to critically analyse the integration of ESG principles by Malaysian higher education institutions across five thematic domains – policy and institutional commitment, curriculum integration, campus operations, stakeholder engagement and governance and reporting. FindingsResults indicate that while institutional knowledge of ESG has grown, its implementation often suffers from inconsistency, insufficient theoretical foundation and a lack of national standards. Principal issues include restricted curricular integration, variable environmental practices, superficial stakeholder engagement and disjointed reporting systems. The assessment reveals considerable demographic deficiencies, notably the underrepresentation of private and rural colleges and underscores the lack of customized ESG guidelines for the Malaysian higher education sector. Practical implicationsThis paper advocates for strategic, theory-based and contextually adaptable ESG integration to facilitate Malaysia’s comprehensive sustainable transition. By integrating national educational reforms with ESG principles, higher education institutions may act as catalysts for systemic and inclusive sustainability progress. This report provides practical insights for politicians, educators and institutional leaders aiming to close the gap between policy and practice in ESG adoption. Originality/valueThis study is the first SLR to critically examine the integration of ESG principles within Malaysia’s higher education sector through a structured thematic synthesis of 26 peer-reviewed publications from 2020 to 2025. Unlike previous works that focus narrowly on sustainability education or isolated campus initiatives, this review holistically maps ESG practices across five core domains – policy, curriculum, operations, stakeholder engagement and reporting – while uncovering theoretical, practical and population-level gaps. By focusing specifically on the Malaysian context, the study provides region-specific insights that are often underrepresented in global ESG discourse. The originality of this paper lies in its framework-driven synthesis and cross-theme evaluation, which collectively offer actionable recommendations for institutional leaders, policymakers and academics aiming to bridge the policy–practice divide in ESG adoption. The value of this work extends beyond scholarly contribution; it provides a strategic lens to support Malaysia’s higher education institutions in aligning with national sustainability goals and global benchmarks such as the United Nations Sustainable Development Goals.
PurposeThis study provides a systematic, comparative analysis of the implementation and impacts of foundational education reforms in Ghana and India. It examines how their ambitious K-12 systems translate into tangible outcomes. Design/methodology/approachUsing a systematic review of peer-reviewed literature (2012–2022), the study synthesises evidence using a novel, indicator-driven framework. This five-dimension framework, with 14 indicators, enables a standardised comparison of research emphasis and impacts. FindingsThe analyses reveal a significant implementation gap, where policy aspirations are diluted by constraints. Ghanaian research focuses more on access and equity, while Indian literature is narrowly concentrated on enrolment. Both countries show critical evidence gaps in foundational learning, digital competency and long-term economic returns, revealing a disconnect between policy goals and research priorities. Originality/valueThis review offers an original, holistic lens for comparing K-12 systems in the Global South. Its standardized, multi-dimensional framework enables a nuanced diagnosis of systematic strengths and blind spots, providing a robust basis for actionable policy recommendations to bridge the policy practice.
Purpose While generative artificial intelligence (AI) is increasingly promoted in higher education for personalized learning, automated assessment and content generation, less attention has been paid to students' resistance to its institutional use. This study explores university students' attitudes toward AI integration and examines the relationship between English proficiency and AI acceptance in an English-medium instruction university in Kazakhstan. Design/methodology/approach A quantitative survey was administered to 208 university students. Descriptive statistics, confirmatory factor analysis and multiple-indicator multiple-cause (MIMIC) modelling were used to investigate student acceptance of AI use by both students and teachers and to examine the role of English proficiency while controlling for relevant demographic and educational variables. Findings Students were particularly resistant to AI use in high-stakes evaluative and assessment-related contexts. They also expressed reservations about teachers' use of AI for grading, academic reports and recommendation letters. Higher levels of English proficiency were associated with lower acceptance of AI use by both students and teachers. The findings suggest that AI acceptance may be shaped not only by perceived usefulness but also by concerns regarding fairness, trust and relative academic standing. Originality/value This study contributes to the emerging literature on student resistance to AI in higher education. It contributes to technology acceptance frameworks, including the Unified Theory of Acceptance and Use of Technology (UTAUT), by proposing that AI acceptance may be influenced by perceptions of relative academic positioning. The study also offers practical implications for institutional policy, transparency and AI literacy initiatives in higher education.
Purpose This critical narrative review positions artificial intelligence (AI)-enabled "dematerialisation" as a potential structural substitute for materially intensive disability support in resource-constrained ASEAN classrooms, rather than only as a pedagogical support tool. Using the Social Model of Disability and Critical Disability Theory, it asks how dematerialised support works, how it shapes equity and social sustainability, and what governance prevents a new digital divide.Design/methodology/approach A SANRA-aligned critical narrative review was conducted with ROSES-style evidence reporting. Searches (2020-2025) covered Web of Science, Scopus, Semantic Scholar and targeted grey literature. Full texts were coded using theory-led iterative coding, constant comparison and abductive reasoning to link technical mechanisms to inclusion outcomes and governance conditions. 36 studies met the final theory-led inclusion threshold.Findings The synthesis organises the evidence into three modes of dematerialisation. Mode A dematerialises information access through multimodal AI such as speech-to-text, text-to-speech, captioning, translation and computer-vision narration, expanding access where specialised materials are scarce. Mode B dematerialises human intermediation through assistive agency and pedagogical role redesign, shifting teacher workload towards facilitation while AI provides continuity scaffolds. Mode C dematerialises infrastructure burdens via micro-infrastructure such as accessibility-first platforms, AR/VR supports, robotics and adaptive devices that compensate for missing retrofits, but remain vulnerable to connectivity gaps and maintenance failure.Originality/value The review advances a dematerialisation lens and a Policy-R2R framework that links core mechanisms to sustainable equity outcomes in ASEAN. In doing so, it supports progress towards SDG 4 (Quality Education) and SDG 10 (Reduced Inequalities) by outlining how accessible AI systems can be scaled without reproducing a new digital divide.
Purpose This study examines the effectiveness of a modeling-based teaching approach in improving Grade 10 students' learning motivation, learning engagement and academic achievement in the topic “Equations Transformable into Quadratic Equations.” Grounded in self-determination theory, the study explores how modeling-based instruction supports students' motivational and behavioral outcomes. Design/methodology/approach A quasi-experimental design was conducted with 101 tenth-grade students assigned to an experimental group (n = 52) and a control group (n = 49). The experimental group received two modeling-based instructional sessions during a short-term, theory-driven intervention period, using a seven-step process, while the control group was taught through traditional instruction. Data were collected through pre- and post-surveys, classroom observations and a 50-min post-test. Quantitative analyses included descriptive statistics, independent-samples and paired-samples t-tests, reliability testing and correlation analysis, complemented by qualitative responses. Findings Students in the experimental group showed significant increases in motivation and engagement, whereas the control group exhibited minimal changes. The experimental group also achieved higher post-test mean scores (M = 8.32) than the control group (M = 7.32). Effect size analysis indicated a large intervention effect (Cohen's d = 0.93), suggesting that observed differences were not only statistically significant but also educationally meaningful within the scope of a short-term quasi-experimental intervention. Motivation, engagement and achievement were found to be strongly correlated. Research limitations/implications The study is limited to a single school and a single mathematical topic, and the short intervention duration limits the use of advanced multivariate analyses, rendering the findings exploratory. Broader and longitudinal studies are recommended. Practical implications Modeling-based instruction offers a feasible approach to enhance students' interest, participation and problem-solving performance in mathematics. Originality/value This study provides exploratory quantitative evidence on the combined effects of modeling-based teaching on motivation, engagement and achievement in Vietnamese high school mathematics, contributing data from an under-researched educational context.
Purpose This study develops a Sustainability Balanced Scorecard (SBSC) for a self-financed higher education institution in Vietnam operating in a globally integrated context. The proposed framework integrates the traditional Balanced Scorecard with the Global Reporting Initiative (GRI) standards to capture both strategic and sustainability performance.Design/methodology/approach The study employs a modified Delphi method to build expert consensus among 38 educational leaders representing diverse administrative levels within the institution. Two sequential Delphi rounds were conducted, using mean score analysis and the content validity ratio to assess the relevance and validity of the proposed performance indicators.Findings The resulting SBSC comprises 57 validated performance indicators distributed across six performance dimensions: finance, customer, internal process, learning and growth, environmental and social performance, and governance performance. The final framework follows a strategy-driven cause-effect logic consistent with the SBSC approach.Practical implications The proposed SBSC provides self-financed higher education institutions in Vietnam with a comprehensive performance management system that balances traditional operational and financial metrics with sustainability considerations for strategic management and sustainability reporting.Originality/value This research significantly contributes to the SBSC literature in higher education by developing and empirically validating a fully operational, GRI-informed SBSC tailored to self-financed HEIs. By aligning performance measurement with strategic management and sustainability reporting through a coherent cause-effect logic, the framework advances sustainability-oriented performance management in higher education, addressing a gap that remains underexplored in the existing literature.
Purpose This study examines how project-based learning (PBL) facilitates intercultural competence (IC) development in a bilingual Intercultural Collaborative Learning (ICL) course at a Japanese university, focusing on how bilingual course design promotes more equitable participation than monolingual alternatives.Design/methodology/approach An action research approach was adopted. Data comprised students' self-reflection comments and final individual reports from a 15-week bilingual PBL course involving 26 students (13 Japanese, 13 international) from nine countries. The course was grounded in Allport's Social Contact Hypothesis; data were analyzed using NVivo 14 through a consensus-based coding process.Findings Analysis revealed a three-phase mutual learning trajectory: initial linguistic and cultural challenges, organic establishment of shared communicative norms, and sustained collaboration. A key finding is the emergence of "ONAJI DOHYO" ((sic)(sic)(sic)(sic); everyone on the same page) as a student-generated norm mediating equitable participation across linguistic differences. Communication skills were the most prominent learning outcome, followed by language-adaptive expression and multiperspectival social engagement.Research limitations/implications Findings rely on self-reported perceptions from a single course at one institution, limiting generalizability. Future research should incorporate classroom observations and longitudinal tracking across diverse settings.Practical implications Bilingual ICL course design offers a concrete pedagogical strategy for addressing linguistic power imbalances and fostering inclusive collaboration among non-mobile students.Social implications Bilingual ICL provides institutions with a scalable model for cultivating IC across increasingly diverse student populations in multicultural societies such as Japan.Originality/value This study foregrounds learner agency in equitable intercultural collaboration, demonstrating how student-generated interactional norms can complement instructional design in bilingual ICL contexts.
Purpose This study aims to identify the factors influencing the productivity and employability of general and vocational high school graduates in Bali Province, Indonesia. Specifically, the study evaluates the role of education, health, and socio-economic characteristics in supporting the labor productivity outcomes.Design/methodology/approach A quantitative approach combining macro and micro level analyses was adopted. The macro analysis utilised aggregated panel data from the Indonesian National Labour Force Survey (Sakernas) for the period 2019-2023 across nine districts/cities in Bali. The micro analysis employed individual-level Sakernas data for the same period. Panel regression models were used to examine the determinants of productivity at the regional level, while binary logistic regression models were applied to analyse individual employment outcomes.Findings The macro-level results indicate that life expectancy and regional education expenditure have significant positive effects on labour productivity, while a higher proportion of vocational high school graduates is negatively associated with regional productivity levels. At the micro level, vocational high school graduates show higher productivity-related outcomes than general high school graduates, although no statistically significant differences are found in employment probability. The results also reveal notable gender disparities and urban-rural differences in labour productivity outcomes.Practical implications The findings highlight the importance of improving the quality and labour market relevance of vocational education, strengthening human capital investments in education and health, and addressing structural gender and spatial inequalities in labour productivity.Originality/value This study contributes by combining macro- and micro-level empirical evidence to examine the school-to-work transition in a regional context. It provides a comprehensive understanding of how education, health, and socio-economic structures influence productivity and employability, with policy relevance for both local and national stakeholders.
Purpose The application of generative artificial intelligence is on the rise at a very rapid rate among students both in developing and developed countries. This study examines the reasons behind the acceptance and use of ChatGPT among students in developing nations and the gaps in the education levels, with the case of Bangladesh.Design/methodology/approach Data were collected from 307 students using a structured questionnaire. The analysis employed exploratory factor analysis (EFA) to determine the determinants of ChatGPT adoption and its pattern matrix, ordered logistic regression to assess the factors that affect the actual utilization of ChatGPT, and the Blinder-Oaxaca decomposition method to analyze the educational attainment disparity.Findings Findings have shown that performance expectancy, effort expectancy, facilitating conditions, self-efficacy and technological awareness have a significant impact on the actual use of ChatGPT by students. There is a moderating relationship between performance expectancy, effort expectancy, self-efficacy and usage behavior by age. Moreover, there is an educational gap: ChatGPT is used more by students with higher education than by students with secondary education.Practical implications The results indicate that special efforts are required in an attempt to boost digital literacy and equal access to AI-based learning at all levels of education in developing economies.Originality/value This paper combines the UTAUT model with psychological and awareness-based constructs, including self-efficacy and technological awareness. It boosts the theoretical foundation of AI adoption through the amplification of the UTAUT model with demographic moderators and educational level gaps, which offers a solid basis for future research on the emergent AI technology in the educational context. It also adds practical understanding to the students and learning institutions because it provides empirical knowledge on advancing sustainable AI-based learning environments.
Purpose This article examines how Colombia has managed its relationships with these two global powers by analyzing trade and investment pathways with both China and the United States. Design/methodology/approach This examines how Colombia has managed its relationships with these two global powers over the last decade by analyzing trade and investment pathways with both China and the United States. From a theoretical perspective, it applies power transition theory to highlight the significance of state leadership and the role of economic and diplomatic strategies in shaping international relations, particularly as China's rise challenges traditional leadership structures. Findings The findings suggest that current U.S. policies are likely to create distance in its relationship with Colombia, while China's structural projects in infrastructure are becoming key drivers of closer bilateral ties. Originality/value This article contributes to the literature on the relation of China and Colombia in the current scenario, analyzing official data.
Purpose In Hong Kong, transnational dual degree programs have become increasingly popular through collaborations between local and overseas universities. This study explores the factors influencing students' decisions to enroll in programs that require study at both local and foreign partner institutions.Design/methodology/approach Using a macro-meso-micro framework, this qualitative study employed semi-structured interviews with 22 undergraduate students enrolled in such programs.Findings At the macro-level, students' motivations were shaped by economic opportunities. Meso-level factors included institutional considerations such as university collaboration, completion time and cost, financial support, and institutional reputation. Micro-level factors stemmed from personal preferences including academic achievement, cultural capital, career prospects, mobility and personal growth, social network and family influence. These levels interacted dynamically, indicating that decision-making involves negotiation between competing priorities rather than simple weighing of benefits.Research limitations/implications The qualitative research approach limits generalizability. Future research could adopt quantitative approaches and include a more diverse group of participants to assess long-term academic, career and personal outcomes.Originality/value Unlike previous studies focusing on immobile or fully remote programs, this research highlights mobile transnational higher education (TNE) students and provides a more integrated understanding of their cross-border experiences. By applying and extending the macro-meso-micro framework, the study demonstrates how factors at the individual, institutional and societal levels interact dynamically in Hong Kong's dense, selective TNE context, extending the analytical lens of the framework for understanding decision-making. These insights can inform program design, student support and policy development, as well as help prospective students understand peers' decision-making processes.
Purpose The Trump administration asserts that Mexico is becoming a pathway for Chinese exports into the US market. In this statement, the primary threat comes from low-priced Chinese electric vehicles (EVs), which may harm domestic manufacturers due to government subsidies and state support intervention. This study aims to analyze Chinese investment and sales in Mexico's automotive sector and to evaluate the current export pattern to the US market.Design/methodology/approach The document examines statistical data from 2018 to 2025 to analyze China's trade patterns and investment in the automotive industry in Mexico, market sales in Mexico and export trends to the US market, and assesses how these have influenced Trump's trade policy regarding the US-Mexico-Canada Agreement (USMCA).Findings Evidence suggests that although sales of Chinese vehicles in Mexico are growing rapidly, investment in Mexico's automotive sector remains limited. Currently, there are no exports of Chinese vehicles from Mexico to the United States. Only one company assembles Chinese vehicles in Mexico using completely knocked down kits imported from China. Giant Motors Latin America has been manufacturing and selling JAC models (JAC Motors Company) in the Mexican market since 2006 and does not export vehicles to the United States. Additionally, USMCA regional value content and labor value content are important factors that restrict the export of Chinese vehicles and auto parts from Mexico.Originality/value The findings are valuable for academics, policymakers and companies interested in the automotive industry's performance in China and its presence in North America.
PurposeThis study aims to explore innovative curriculum design, pedagogy, and assessment practices aimed at revolutionizing undergraduate and graduate education to foster lifelong learning skills among learners. Design/methodology/approachUtilizing the Preferred Reporting Items for Systematic Reviews and Meta-Analyses framework for systematic review and thematic analysis, the research objective is to examine the conceptualization of innovative pedagogy across diverse educational contexts. A total of 28 selected articles in the areas of business management and social sciences, published in the SCOPUS database, were extracted and analyzed using thematic analysis. FindingsThe study identifies four key themes: graduate pathway programs, growth mindset, globalization and governance partnerships for social impact, alongside its strategic action plans as fundamental areas for improvement. Each theme encompasses specific pedagogical approaches and strategies tailored to enhance teaching effectiveness and learner engagement. Originality/valueThis study offers a novel contribution by outlining distinct pedagogical methods and tactics designed to improve teaching efficiency and learner involvement, thus paving the way for theoretical progressions in education. By utilizing these findings, educators have the opportunity to establish vibrant learning atmospheres that cater to the varied requirements of learners and equip them for success in the swiftly changing contemporary landscape.
