This study was conducted to investigate the perspectives of sports science students on factors affecting distance learning in the setting of Indonesian higher education institutions (HEIs). This study proposed an extended technology acceptance model (TAM) with eight variables; experience, enjoyment, self-efficacy, perceived ease of use, perceived usefulness, attitude, intention to use, and actual use. An online survey was used to collect data from 1291 respondents. The structural model was examined through the partial least square structural equation modeling (PLS-SEM). The multi-group analysis (MGA) was conducted to understand the role of geographical areas in moderating all hypothetical relationships. The findings show that the respondents were not excited about online learning due to weak means (below 3) for most items of five variables; enjoyment, perceived ease of use, perceived usefulness, attitude, and intention to use. All relationships were supported except the relationship between experience and perceived usefulness. The strongest significant relationship emerged between intention to use and actual use. Meanwhile, the least significant relationship was found between self-efficacy and perceived usefulness. Three out of 12 hypotheses were confirmed regarding the differences of geographical areas (rural and urban) regarding all relationship paths. The findings add to a deeper understanding of the acceptability of distance learning during pandemics like COVID-19.

The COVID-19 restrictions have impacted people’s lifestyles in all spheres (social, psychological, political, economic, and others). This study explored which factors affected the level of anxiety during the time of the first wave of COVID-19 and subsequent quarantine in a substantial proportion of 23 countries, included in this study. The data was collected from May to August 2020 (5 June 2020). The sample included 15,375 participants from 23 countries: (seven from Europe: Belarus, Bulgaria, Croatia, Hungary, Italy, Romania, Russia; 11 from West, South and Southeast Asia: Armenia, India, Indonesia, Iran, Iraq, Jordan, Malaysia, Pakistan, Saudi Arabia, Thailand, Turkey; two African: Nigeria and Tanzania; and three from North, South, and Central America: Brazil, Canada, United States). Level of anxiety was measured by means of the 7-item Generalized Anxiety Disorder Scale (GAD-7) and the 20-item first part of The State-Trait Anxiety Inventory (STAI)—State Anxiety Inventory (SAI). Respondents were also asked about their personal experiences with COVID-19, attitudes toward measures introduced by governments, changes in attitudes toward migrants during a pandemic, family income, isolation conditions, etc. The factor analysis revealed that four factors explained 45.08% of variance in increase of anxiety, and these components were interpreted as follows: (1) personal awareness of the threat of COVID-19, (2) personal reaction toward officially undertaken measures and attitudes to foreigners, (3) personal trust in official sources, (4) personal experience with COVID-19. Three out of four factors demonstrated strong associations with both scales of anxiety: high level of anxiety was significantly correlated with high level of personal awareness of the threat of COVID-19, low level of personal reaction toward officially undertaken measures and attitudes to foreigners, and high level of presence of personal experience with COVID-19. Our study revealed significant main effects of sex, country, and all four factors on the level of anxiety. It was demonstrated that countries with higher levels of anxiety assessed the real danger of a pandemic as higher, and had more personal experience with COVID-19. Respondents who trusted the government demonstrated lower levels of anxiety. Finally, foreigners were perceived as the cause of epidemic spread.

Competition to ensure sustainable conditions for graduates’ knowledge, skills, and competencies (KSC) and employability for sustainable development of human resources has long been present in higher education institutions (HEIs). The purpose of this study is to examine the roles of educational processes, practical activities, and research activities as key determinants to predict KSC and employability in the context of medical education in Indonesian HEIs. Moreover, this study also reports the role of facilities in predicting educational processes, practical activities, and research activities. This survey study obtained data from 1086 respondents, who are students of two medical schools. The data were analyzed by assessing the measurement and structural model in the partial least square structural equation model (PLS-SEM). Overall, all hypotheses were supported; the strongest relationship emerged between facilities and research activities, while the lowest relationship was present between practical activities and employability. From a theoretical perspective, the findings offer a conceptual framework related to HEIs’ quality management factors. Highlighting the significant relationships, appropriate policies can be produced for more quality institutions in improving graduates’ KSC and employability for the labor market.

<p class="HRPUB-Abstract">Even though listening comprehension is an important language skill in second language learning, it is considered to be the most difficult skill to learn. Besides, the teaching of listening comprehension among primary pupils is often neglected even though the role of listening comprehension in language teaching has been repeatedly emphasized. Using an action research design, this study explores the teaching of listening comprehension utilizing YouTube and Video-Podcast involving 40 Primary Year 4 pupils from one of the cluster schools of excellence in the northern region of Malaysia. This study attempts to investigate to what extent did the use of YouTube and Video-Podcast enhance Primary Year 4 pupils’ listening comprehension. This study adopted multiple data collection methods including pre-post tests, reflection, observation, and focused group interviews. However, the data analysis section was mostly pre and post tests data and observation. Only these data collection and analysis tools will be expanded in this study, and not the reflection and focus group interviews. The quantitative data were analyzed statistically using paired sample t-test while thematic analysis was used for analyzing the qualitative data. The findings revealed that YouTube and Video-Podcast yielded positive significant impact on listening comprehension skills among Primary ESL pupils. There was statistically significant increase in listening comprehension scores from pre-test and post-test. Four themes emerged from the observation data. It<em> </em>increased learners’ participation and understanding, developed team spirit as well as enhanced interest and motivation of the young learners.</p>

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<span lang="EN-US">School is an important organizational unit in a country. School is also the foundation of every country’s education system. A harmonious working environment and a healthy relationship are very vital to ensure the high quality of teachers’ work. Issues in the workplace can lead to low performance, job dissatisfaction, loss of happiness, stress, and many other mental health issues. Teachers’ well-being is greatly influenced by comfortable, healthy, and happy conditions. Hence, this study aims to examine well-being among teachers in National Secondary Schools (SMK) and Government Funded Religious Schools (SABK) based on the quality of teachers’ working life such as psychological, social, political, and economic needs. This was quantitative research with a survey method using questionnaires as the instrument. The respondents of the study comprised 300 teachers in a district in Kelantan, Malaysia. The respondents were chosen based on a random sampling technique. The results of the study showed that the level of teachers’ well-being is high. There were no differences regarding the level of teachers’ well-being between SMK and SABK.</span>

PurposeThe current study aimed to develop and validate a scale to model factors affecting digital technology access for instructional use. The scale was mainly used to assess the structural model. Besides, tests of difference were addressed regarding digital technology access for instructional use based on gender, teaching experience and school location.Design/methodology/approachThe authors implemented a survey design in this study. A scale based on prior studies was developed, validated and piloted. The pilot study data were computed for an exploratory factor analysis. Further, partial least squares structural equation modeling (PLS-SEM) and t-test procedures were used for the main data analysis (n.2677). The authors also included the importance-performance map analysis to extend of the results of the PLS-SEM.FindingsThe findings of the study successfully assessed the validity and reliability of the scale. All hypothetical relationships in the structural model were positively significant. The t-test results show that teaching experience and school location were significantly different regarding instructional use access; however, an insignificant difference emerged based on gender.Practical implicationsFailure in technology integration is possible if policies have not been carefully prepared. Therefore, users' perception is an essential factor in determining technology integration, including access to digital technology.Originality/valueThis research has the potential to enhance the understanding of access to digital technology in the context of developing countries by the elaboration of the proposed model's instrument development and validation, path analysis assessment and difference test examination with a large sample size. Also, the current study emphasizes the importance of raising awareness about digital technology access that the model can facilitate a valid and reliable foundation for future researchers interested in conducting similar types of research.