دانشجویان

One of the major challenges university students often face before graduating is preparing to transition into the workforce, a task made even more demanding after the Covid-19 pandemic.This phenomenological study explores how final-year students describe their career preparedness experiences in the post-pandemic era. In-depth interviews were conducted with four final-year students at a Malaysian public university. They were selected through a purposive sampling technique. The interview data were analysed using thematic analysis. The findings revealed five themes related to the students’ career preparedness experiences: expectations and realities, exposure to real work settings, promoting positive outcomes via preparation, development of professional identity, and acquisition of critical skills. The study recommends collaboration with selected secondary schools in exposing students to various client issues before practicum and internship training to further develop their counselling competencies and increase their career preparedness level.

Moral education of the individual is a complex and multifaceted process that includes pedagogical and social phenomena. However, the process of moral education is to some extent autonomous. Moral education is effectively carried out only as a holistic pedagogical process that meets the norms of universal morality, the organization of all life and student life, including modern youth. As well as activities, relationships, communication, taking into account their age and individual characteristics. The result of a holistic process is the formation of a morally whole personality, in the unity of its consciousness, moral feelings, conscience, moral will, skills, habits, socially valuable behavior. Moral education includes: the formation of students’ awareness of their connection with society, dependence on it, the need to coordinate their behavior with the interests of society; familiarization with moral ideals, requirements of society, proof of their legitimacy and reasonableness; transformation of moral knowledge into moral beliefs, creation of a system of these beliefs; formation of stable moral feelings, high culture of behavior as one of the main manifestations of respect for people; formation of moral skills. The content of education is understood as a system of knowledge, beliefs, skills, qualities and personality traits, stable behavioral habits that students should possess in accordance with the set goals and objectives. In today’s rapidly changing world, the ability to be independent and self-sufficient is increasingly recognized as a vital skill for success in various areas of life, including education. This is especially true for first-year university students, as they transition from the structured environment of high school to the more autonomous and demanding world of higher education. Developing independence skills in these students is crucial for their adaptation to the university environment and overall personal and academic growth. The concept of independence encompasses various aspects, including the development of autonomy and the development of skills that enable students to navigate the complexities of university life. Autonomy refers to the ability to make decisions, take initiative, and act independently, while the development of independence skills involves acquiring the necessary competencies to function effectively in the educational environment. The state of knowledge regarding the development of independence skills in first-year students is an area of ongoing research. Understanding the factors that contribute to the development of independence in students is essential for supporting them during this transition and enriching their overall educational experience.

The article analyzes the process of development and initiation of creative abilities at various stages of profession-oriented foreign language training for technical university students. Each stage of foreign language training is described by key characteristics that contribute to the development of students’ creative abilities in a non-linguistic university. The process of developing students’ creative abilities is a hierarchical one. Each stage of foreign language training serves as a preparatory step for the development and initiation of the student's creative abilities.

Traditional statistical models face the challenges of insufficient modeling capabilities and difficulty in interpreting complex, nonlinear, and high-dimensional data. Therefore, this paper combines fuzzy logic and deep learning methods to construct a framework model for identifying key factors for high-quality employment for college students. The model in this paper uses multi-channel encoding technology. We use the attention mechanism to fuse the features obtained from multi-channel encoding and input the self-organizing fuzzy inference structure for regression and classification analysis. The system can transform numerical prediction results into a semantic rule-driven decision-making process, which can significantly improve the model’s modeling capabilities and interpretability for uncertainty. Our experiments were conducted on 5,623 graduates. Experimental results on the data show that our model achieved an average mean square error of 0.831, a coefficient of determination of 0.892, and a classification accuracy of 0.865, which are significantly higher than traditional statistical and machine learning models. The corresponding experiments demonstrate the key role of cross-modal fusion and fuzzy reasoning modules in improving the results. Feature importance analysis shows that factors such as internship duration, GPA, and research participation have a key impact on high-quality employment, which is consistent with expert consensus.

In this study, we examine students’ reasons for course non-completion at a large, diverse, public research university in the university system of Georgia. We found these reasons in multiple datasets and used a mixed-methods approach to interpret them. While many studies have framed course withdrawals as rational decisions based on academic or personal factors, this study explores a variety of factors, including both practical and emotional considerations, that shape students’ withdrawal decisions. We analyzed emotional sentiment and reasons for course non-completion cited at the moment of withdrawal (i.e., disclosed on the registrar withdrawal form) as well as at retrospective timepoints (i.e., in a survey and semi-structured interview). At the time of withdrawal, students most frequently cited academic, personal, or mental health struggles as reasons for withdrawal, often expressing negative emotions. In some cases, students indicated the need for immediate crisis intervention. However, retrospective reflections revealed more positive emotions about their decisions and cited poor academic performance and an overall imbalance in their lives as key reasons. These findings highlight the complex interplay between academic challenges and emotional responses in the withdrawal process, suggesting that educators should consider both factors when addressing course non-completion. We also discuss the implications for future research and administrative policy.

Background: Online learning outcomes may relate to students? preparedness and participation, but intention to continue is distinct from verified institutional retention. This study examined the associations among online learning readiness, student engagement, and retention intention among higher-education students in Kuwait. Methods: A quantitative cross-sectional questionnaire was administered online from 1-20 September 2026. The supplied dataset included 100 complete responses recruited through personal contacts and community WhatsApp groups. Readiness (20 items), engagement (24 items), and a broad continuation-related index (19 items) were scored as mean Likert responses. Analyses included descriptive statistics, internal consistency, Pearson and Spearman correlations, and a joint regression with HC3 robust coefficient inference. Results: Mean readiness was 4.398 (SD 0.716), engagement 4.353 (SD 0.727), and the broad continuation-related score 4.258 (SD 0.762), on a five-point scale. Pairwise associations were positive: readiness-engagement, r = .890; readiness-retention intention, r = .792; and engagement-retention intention, r = .832 (all p < .001). In the joint model, engagement remained positively associated with the outcome (B = 0.643, HC3 95% CI 0.382-0.903, p < .001), while the readiness coefficient was uncertain (B = 0.262, 95% CI -0.025-0.549, p = .073). The model explained 70.6% of sample variance; this is not evidence of out-of-sample prediction. A narrower, exploratory direct-intention item subset showed a similar pattern. Conclusion: In this convenience sample, higher self-reported readiness and engagement co-occurred with stronger continuation intentions, with engagement showing the more stable adjusted association. Cross-sectional self-report data, unvalidated item sets, influential observations, and nonprobability recruitment preclude causal or population-wide conclusions. No subsequent enrollment was measured; formal ethics approval was not obtained and requires transparent institutional guidance before publication.

This study examined teacher candidates' technostress levels and information and communication technology (ICT) competencies, the association between these constructs, and differences according to selected variables. A quantitative correlational survey design was used with 427 third- and fourth-year teacher candidates from nine programs at the Faculty of Education, Akdeniz University, in the 2024–2025 academic year. Data were collected with the Teachers' Technostress Levels Defining Scale, adapted for teacher candidates, and the ICT Competencies Scale for Teacher Candidates and were analyzed with simple linear regression, Mann–Whitney U, and Kruskal–Wallis H tests; group comparisons were treated as exploratory and adjusted with the Holm procedure. Mean technostress scores fell within the upper third of the possible range, and mean ICT competence scores fell within the lower third. ICT competence was negatively associated with technostress and accounted for 36.5% of its variance. Female candidates reported higher technostress than males, with small effect sizes. Technostress was higher and ICT competence was lower in the Science and Guidance and Psychological Counseling programs. Because the design is cross-sectional, these findings indicate associations rather than causal effects.

Present study is directed to analizing general and interpersonal awareness among students of humanities, natural sciences and technical types of education (the sample consisted of 391 students aged 18-26 years, 83 % were female). The hypothesis of a higher level of mindfulness among students of the humanities was tested. It was revealed that all students, regardless of the field of education, received values of the degree of dispositional and interpersonal mindfulness within the average values. Statistically significant lower status of the components of mindfulness Observativon and Attention to self and others were revealed in students of the technical profile. The results obtained open up horizons for further research on the development of mindfulness within the framework of educational practices.

Academic stress is a significant psychological and educational concern among undergraduate students because university study involves high academic workload, frequent examinations, strict performance expectations, overlapping deadlines, adjustment to new learning environments, and crucial decisions about future careers. Anxiety may increase substantially when students perceive academic demands as exceeding their available coping resources, whereas self-efficacy refers to students' internal beliefs about their capability to successfully organize and execute courses of action required to manage academic tasks. The present study proposes to examine the complex relationship among academic stress, anxiety, and self-efficacy among undergraduate students. A quantitative, cross-sectional, correlational research design will be used. Undergraduate students meeting the inclusion criteria will be recruited using an appropriate non-probability sampling technique. Data will be collected using a demographic information sheet and standardized self-report measures of academic stress, anxiety, and general/academic self-efficacy. Descriptive statistics, reliability analysis, Pearson correlation, and multiple regression will be used to examine the study variables. The findings may assist counselling psychologists, student-support services, faculty members, and educational institutions in identifying modifiable psychological factors relevant to undergraduate adjustment.

Background: Digital devices have become very important in education. Students are increasingly spending their time on screen for education and other use. However, prolonged screen exposure has led to increasing complaints of digital eye strain, an emerging public health concern. Methods: A cross-sectional study was conducted among 165 undergraduate medical students in a tertiary care centre. A pilot studied; semi-structured questionnaire was used for data collection. Data was entered in Microsoft excel and analysed. Results: The prevalence of digital eye strain among undergraduate medical students was found to be 52.7%. Most common symptom noted were Headache (68.5%), Itching (60.6%), tearing of eyes (58.1%). There was a significant association between the duration of mobile screen usage (>4 hours) and digital eye strain (p value=0.0303). Conclusions: Digital eye strain is a common health concern among medical students. Higher the hours of mobile screen use, greater is the risk of digital eye strain.

ABSTRACT The Merdeka Belajar Kampus Merdeka (MBKM) program provides learning experiences that require students to adapt, learn from experience, and develop innovative ideas. Individual differences in personality may be associated with variations in these abilities, making further investigation of personality dimensions necessary. This study aimed to analyze the role of the five Big Five personality dimensions in predicting learning agility and innovative behavior among MBKM participants. A quantitative approach with a cross-sectional correlational design was employed, involving 303 students who were currently participating in or had previously participated in MBKM activities. Participants were selected using a non-probability sampling technique. Data were collected through self-report questionnaires and analyzed using Confirmatory Factor Analysis (CFA) and multivariate regression with Mplus 8.4. The results indicated that openness to experience was the strongest positive predictor of innovative behavior (β = 0.422; p < 0.001) and learning agility (β = 0.361; p < 0.001). Conscientiousness and extraversion were also positively associated with both outcomes. In contrast, agreeableness was negatively associated with innovative behavior (β = −0.116; p = 0.016) but was not significantly associated with learning agility. Neuroticism showed no significant association with either outcome. These findings highlight the relevance of personality characteristics in understanding variations in student competencies and support the development of adaptive MBKM mentoring programs without using personality profiles as the sole basis for student selection. ABSTRAK Program Merdeka Belajar Kampus Merdeka (MBKM) memberikan pengalaman belajar yang menuntut mahasiswa mampu beradaptasi, memanfaatkan pengalaman, dan mengembangkan gagasan inovatif. Perbedaan karakteristik individu diduga berkaitan dengan variasi kemampuan tersebut, sehingga perlu dikaji melalui dimensi kepribadian. Penelitian ini bertujuan menganalisis peran lima dimensi Big Five personality dalam memprediksi learning agility dan perilaku inovatif mahasiswa peserta MBKM. Penelitian menggunakan pendekatan kuantitatif dengan desain korelasional cross-sectional yang melibatkan 303 mahasiswa yang sedang atau pernah mengikuti kegiatan MBKM. Sampel diperoleh melalui teknik non-probability sampling. Data dikumpulkan menggunakan kuesioner laporan diri dan dianalisis dengan Confirmatory Factor Analysis (CFA) serta regresi multivariat menggunakan Mplus 8.4. Hasil penelitian menunjukkan bahwa openness to experience merupakan prediktor positif terkuat bagi perilaku inovatif (β = 0,422; p < 0,001) dan learning agility (β = 0,361; p < 0,001). Conscientiousness dan extraversion juga berhubungan positif dengan kedua variabel tersebut. Sebaliknya, agreeableness berhubungan negatif dengan perilaku inovatif (β = −0,116; p = 0,016), tetapi tidak signifikan terhadap learning agility. Neuroticism tidak menunjukkan hubungan signifikan dengan kedua variabel. Temuan ini menegaskan relevansi karakteristik kepribadian dalam memahami variasi kompetensi mahasiswa, sekaligus mendukung pengembangan pendampingan MBKM yang adaptif tanpa menjadikan profil kepribadian sebagai dasar tunggal seleksi mahasiswa.

Digital technologies have become integral to higher education, yet the psychological strain they create for students is still poorly understood from the students’ own perspective, particularly in developing countries. This qualitative study explored university students lived experiences of digital stress (used interchangeably with technology stress and technostress to denote stress arising from digital devices and technology-based academic systems), including its sources, psychological impacts, and coping strategies. A phenomenological qualitative design was employed. Fifteen students (7 male, 8 females; aged 19–28 years) enrolled in BS, MS/MPhil, and PhD programmes at public and private universities in Islamabad and Rawalpindi, Pakistan, were selected through purposive sampling and interviewed using semi-structured, in-depth interviews. The data were analysed using the thematic analysis approach of Braun and Clarke (2006). Five themes were identified: (1) Academic Digital Overload, (2) Technological Anxiety and Uncertainty, (3) Emotional and Cognitive Exhaustion, (4) Constant Connectivity Pressure, and (5) Coping Strategies for Digital Stress. Students described managing multiple platforms and a continuous digital workload, fear of technical failure during examinations and submissions, mental fatigue, reduced concentration and irritability, and an expectation of being permanently available. Despite these stressors, students used time management, digital breaks, and peer support to cope. Interpreted through Technostress Theory and the Transactional Model of Stress and Coping, the findings show that digital stress is a multidimensional phenomenon shaped by academic demands, technological environments, and coping resources. Universities should develop student-centred digital learning systems that reduce technology-induced stress and promote psychological well-being.

Background: Young adults' extensive use of smartphones has resulted in several health concerns and one of which is Text Neck Syndrome. Prolonged neck flexion during smartphone use can lead to neck pain, disability and functional limitations. The study focused on determining the prevalence and knowledge regarding Text Neck Syndrome and identify predicting factors associated with the condition. Methods: A cross-sectional study was carried out among 240 undergraduate students selected using convenience method of sampling from four colleges in East Khasi Hills, Meghalaya. A standardized questionnaire with questions on demographics, participant behaviour and understanding of text neck syndrome was used to gather data. Two standardized tools neck disability index and the smartphone addiction scale-short version were used with prior permission to assess neck disability and smartphone addiction.8,9 Results: The results demonstrated that, prevalence of Text Neck Syndrome among the participants discovered to be 35.8% (95% CI:29.8%–42.3%) and 41.0% participants had smartphone addiction. Majority (71.7%) participants had adequate knowledge regarding Text Neck Syndrome and smartphone addiction was identified as a significant independent predictor of Text Neck Syndrome, with 2.2 times higher odds of developing the condition. Additionally, there was a significant positive correlation found between smartphone addiction and neck disability. Conclusions: Text Neck Syndrome is a prevalent health issue among undergraduate students in Meghalaya, affecting more than one-third of the study population. Although most of the participants had adequate knowledge regarding text neck syndrome, the occurrence of the syndrome suggests the need of targeted educational, ergonomic and behavioural interventions among young adults.

Background Insomnia and poor sleep are highly prevalent among university students and are linked to impaired mental and physical health, reduced cognitive functioning, and lower academic performance. Existing interventions for insomnia include cognitive behavioural therapy for insomnia (CBT-I), mindfulness, and sleep hygiene. CBT-I is widely recognised as effective but remains difficult to access for the general population and lack scalability, long-term follow-up, and feasibility in non-clinical settings. Pragmatic, group-based approaches that can be delivered within the university and are tailored to help students develop self-endorsed routines and competencies for better sleep, creating sustainable changes that extend beyond the program period, is needed. Methods This study is a pragmatic, two-arm randomised controlled trial evaluating the effectiveness of a group-based sleep program for university students with insomnia symptoms. A total of 118 full-time students aged 18–30 meeting diagnostic criteria for chronic insomnia disorder will be randomized (1:1) to either the intervention or a wait-list control group. The intervention comprises 12 weekly 90-minute group sessions followed by nine monthly follow-up meetings, facilitated by trained coaches. The program integrates core elements of CBT-I with motivational and coping strategies, delivered in an interactive and peer-supported format. The primary outcome is change in insomnia severity measured by the Bergen Insomnia Scale. Secondary outcomes include subjective and objective sleep measures, mental health, cognitive performance, academic attainment, health behaviours, physical fitness, and biological markers. Assessments will be conducted at baseline, post-program (12 weeks), and 12 months. A mixed methods process evaluation will assess fidelity, acceptability, mechanisms of impact, and contextual influences. Discussion This trial will be among the first pragmatic evaluations of a structured, group-based sleep intervention tailored to university students with insomnia. Key strengths include the randomised controlled design, comprehensive outcome assessment, 12-month follow-up, and embedded process evaluation. If effective, the program could provide a feasible, scalable, and cost-effective model to improve sleep and therein health, and academic performance in young adults in higher education.

The rapid growth of social media has transformed communication and information sharing; however, excessive use can promote procrastination and avoidance of academic tasks, contributing to increased test anxiety among students. This study explores how social media use and procrastination contribute to test anxiety among the said population. A cross-sectional design was employed with sample of 284 university students (M = 110, F = 160) with a mean X age=20.8 years selected through convenience. Social media was measured through Social Media Use Questionnaire (Xanidis and Brignell, 2016), procrastination was assessed using the Lay Procrastination Scale (Lay, 1986) and test anxiety was evaluated by Westside Test Anxiety Scale (Driscoll, 2004). Data was analyzed using correlation and regression analysis. The results revealed significant positive correlation between social media use, procrastination, and test anxiety. Regression analysis showed that both the use of social media and procrastination significantly forecasted test anxiety, indicating that an increased occurrence of problematic digital engagement and reduced self-control leads to academic stress. These findings highlight the fact that university-level interventions encourage healthier digital habits and stronger individual control of students. Also, it emphasizes the need for parents and educators to promote effective study habits and self-regulation, as excessive social media use limits students’ available study time.

Background: Examinations can trigger stress related to performance expectations, uncertainty, and the consequences of receiving a particular grade. Stress may be especially salient for students seeking the highest grade and for students who need a minimum passing grade to complete a course. Objective: To outline a comparative investigation of pre-examination stress among students at Gori State University and European University, with particular attention to students aiming for an A (91–100 points) and students for whom an E-range result (51–60 points) may be sufficient to complete the subject. Methods: The proposed cross-sectional study includes 50 students, 25 from each university. A brief questionnaire should record perceived stress before the examination, grade-related expectations, perceived consequences of the result, and basic demographic/academic variables. Results: The numerical example in this draft is illustrative only and does not represent verified participant data. It demonstrates a reporting structure in which stress scores are compared by university and by grade-related concern. Conclusion: Grade-related expectations and fear of failing may represent different pathways to examination stress. Actual conclusions require analysis of the completed dataset.

Background: Examination periods can coincide with psychological stress, sleep difficulties, and uncertainty about academic performance. Students may continue to feel tense while waiting for results or further assessment, particularly when they are unsure how well they answered the examination questions. Objective: To describe students’ reported stress and sleep difficulties before and after examinations at Gori State University and European University, and to explore themes appearing in anonymous open-ended questionnaire responses. Methods: The study is described as a comparative questionnaire study involving 50 students, with 25 participants from each university. Anonymous questionnaires were administered before and after an examination. The questionnaire asked about stress, sleep, feeling tired or sleepless, waiting for further assessment or results, and students’ perceptions of how they had answered the test. Results: The preliminary account supplied for this draft indicates that sleep difficulty associated with stress and concern while waiting for further assessment were recurring concerns in open-ended responses. The initial estimate was approximately 5% of students reporting satisfaction with their answers. With 50 participants, the closest possible whole-person counts are 2 students (4%) or 3 students (6%); the original questionnaires must be checked to establish which count is correct. No further frequency estimates or statistical tests are reported because participant-level data were not provided for analysis. Conclusion: Anonymous pre- and post-examination questionnaires may help educators identify students’ concerns about sleep, stress, and uncertainty. Findings should be interpreted as preliminary until response counts, scoring procedures, ethics information, and the exact number of students reporting satisfaction are verified.

Student retention, graduation, and employment are major outcomes in higher education. They reflect the effectiveness of the institution in shaping the future workforce. Thus, this study examined undergraduate retention, graduation, and employment in 2020-2024. The Divisions of Academic Affairs, Registration, and Planning provided secondary data on 9 issues: admission plans, enrolment reporting, course registration, leave of absence, academic results, loss of student status, retention, graduation, and employment status. The study found that most students who lost status were from large northeastern institutions and were reported for portfolio round enrolment. They had low entrance academic performance. Most students in this cohort had GPAXs between 0.00 and 0.99 in 2024, with the lowest being 1.19. The Faculty of Environment and Resource Studies lost the most students. Mahasarakham Business School had the most, mostly first-year students. Many retained students came from big northeastern schools and reported for enrolment in the Portfolio round, followed by the Quota round. The mean entrance GPAX was 3.27, and the mean current GPAX was 2.34. The Faculty of Nursing had the greatest retention rates in the second and third years. Pharmacy and veterinary sciences had the highest retention rates in the fifth year and above. Most students who graduated within the curriculum's timeframe came from major northeastern schools and reported for portfolio round enrolment. Most students graduated on schedule, usually in the second semester. Large-school graduates worked largely in the northeast. The Faculty of Environment and Resource Studies had the greatest employment rate, whereas Mahasarakham Business School had the most employed graduates. Overall, 94.92% of graduates found work within a year. At 100.00%, the Faculty of Medicine achieved the greatest employment rate in its field.

Academic achievement in higher education is associated not only with individual and instructional factors but also with students' social environment. However, evidence on peer environments among Social Studies Education students in Indonesia remains limited, particularly regarding how peer interactions are experienced in academic contexts. This study examines the relationship between peer environment and academic achievement among pre-service Social Studies teachers at the Social Studies Education Study Program, Faculty of Education and Teacher Training, State Islamic University of Maulana Malik Ibrahim Malang. A sequential explanatory mixed-methods design was used. The quantitative phase involved 220 students from a population of 488 students in the 2023, 2024, and 2025 cohorts and was analyzed using PLS-SEM. The qualitative phase involved semi-structured interviews with 15 students selected purposively from the quantitative phase. The quantitative results indicated a positive and statistically significant association between peer environment and academic achievement (β = 0.145; t = 2.123; p = 0.034), although the effect size was small (f² = 0.014) and the model explained 1.5% of the variance in academic achievement (R² = 0.015). The qualitative findings identified four themes: academic behavior modeling, socio-academic support, group learning norms, and positive competitive drive. Together, the findings suggest that peer environment is a contextual factor associated with academic achievement through students' academic behaviors and interactions, rather than a dominant determinant of GPA. The study extends the application of Peer Influence Theory to pre-service Social Studies teacher education by highlighting the academic orientation and quality of peer interactions.

Introduction Translating complex research into public and K-12 curricula comprises a significant component of science education and outreach. This paper examines the topics and experiences that are the focus of marine science education outreach. Methods Surveys were administered to marine science institutions (25 institutions responded) and undergraduate students (290 students responded). Results Institutional data from 25 organizations showed that 88% of respondents target 3rd–5th grade but only 68% reported serving PreK–2nd grade. Findings show 58% of STEM major respondents to the undergraduate survey identified elementary as their earliest exposure. For the STEM major respondents, 7% of respondents identify PreK, 18% identify middle school, 16% identify high school, and 2% as NA. Discussion Findings highlight the prevalence of early recalled science experiences among surveyed undergraduates and differences in the grade levels served by participating marine science outreach institutions. Expanding opportunities for PreK–2nd grade ocean education may help institutions engage younger audiences and support the development of ocean literacy. Further research using larger, more representative samples is needed to investigate relationships between early science education and later academic interests.