The COVID-19 Pandemic has led to social isolation; however, with the help of technology, education can continue through this tough time. Therefore, this research attempts to explore the Unified Theory of Acceptance and Use of Technology (UTAUT) through the expansion of the model. Also, make it relevant to investigate the influence of social isolation, and the moderating role of Corona fear on Behavioral Intention of the Learning Management System and its Use Behavior of Learning Management System among students. The data was analyzed using Partial Least Square (PLS) and Structural Equation Modelling (SEM). The findings show a positive link of Performance Expectancy (PE), Effort Expectancy (EE), Social Influence (SI), and Social Isolation on Behavioral Intention of LMS and, also between Behavioral Intention of LMS and its Use behavior. Moreover, the results of the moderation analysis show that Corona fears only moderates the link of Performance Expectancy and Social influence with Behavioral Intention of LMS. The findings imply the need for improving the LMS experience to increase its Behavioral Intention among students. Finally, the author's recommendation for future researchers is to examine the extended model in other countries and territories to analyze Coronavirus's influence on e-learning acceptance.

PurposeThe earth needs to go green as it clarifies that humans should adopt a sustainable lifestyle that will be friendly to the environment and society. The emerging stream of academic literature on “go green” adds a new perspective to the deep-rooted conception of entrepreneurship. The objective of green entrepreneurship is to follow the traditional concepts of entrepreneurship but also brings the additional potential for society and the environment. The present paper is designed to study the impact of personality traits and university green entrepreneurial support on green entrepreneurial intentions along with the moderating role of environmental values.Design/methodology/approachThe data are collected by using the survey method, and the five-point Likert scale is used for this purpose. The statistical techniques applied to the dataset were confirmatory factor analysis and partial least square structural equation modeling.FindingsThe results revealed that personality traits are positively and significantly associated with green entrepreneurial intention, but risk-averse students depict insignificant results towards green entrepreneurial intention. Also, university green entrepreneurial support results in positive green entrepreneurial intention. Environmental values also strengthen the association.Originality/valuePreviously, researchers emphasized the entrepreneurial intentions for the sake of improving the economy, decreasing unemployment and promoting small ventures, but none focused on the green aspects of entrepreneurship. To date, we still lack knowledge regarding students' green entrepreneurial intentions and how personality traits and green support affect the intention. The focus of the present study is to sustain nature and ecosystems through green entrepreneurship by providing directions and economic and noneconomic gains for investors, entrepreneurs, students, universities and societies.

PurposeSocial media experience a rapid rise in recent years and steep into almost every aspect of people's lives by altering their lifestyles and creating an impact on their wellbeing. The purpose of the present study is to examine the influence of SNSs on life satisfaction among university students by first exploring what are the key gratifications which motivates them to engage in SNSs and then focusing on the psychological outcomes including social overload and social benefit from using SNSs that affects life satisfaction among the university students.Design/methodology/approachTheory of social influence and uses and gratifications theory were used in this study to examine the motivations for using SNSs, and the impact of psychological outcomes associated with SNSs usage, i.e. social benefit and social overload on life satisfaction among university students of Pakistan. Partial least squares-structural equation modeling is used to analyze the data.FindingsThe outcomes indicate that the need for maintaining interpersonal interconnectivity, entertainment value and social enhancement value derives the students' participation in social networking sites through which they encounter social benefit and social overload. The presence of social benefit enhances life satisfaction while social overload results in decreasing life satisfaction of students. Using social networking sites influences life satisfaction in the presence of social overload and social benefit while there is no direct influence of social networking sites on life satisfaction was evidenced.Research limitations/implicationsThe present study investigated the needs that drive the use of social media through the lens of UGT & Social influence approach. The other potential determinants of social media usage intention should be analyzed by employing variables of the other models.In this study social media was examined as a general platform used by the university students of Pakistan. In future researches the driving needs should be examined in the context of specific social networking sites.Practical implicationsThe presented findings embraces the implications for the authorities of higher education institutions and policy makers as it provides the useful insights about student 2019s motivations and participation behavior in SNSs which would help in developing strategies for desirable results.Social implicationsEducational institutions can utilize the research findings by incorporating social media tools in the academic system, student's interaction with their mentors will lead towards enhanced involvement of students and intellectual skills along with upgraded academic performance which will positively influence life satisfaction of the students.Originality/valueThe scarcity of findings was observed in the local environment specifically in the context of SNSs usage and well-being of the higher education students. This study addresses the motivational factors of SNSs usage and their psychological outcomes simultaneously and focused on the investigation of social media usage drivers and its outcomes among the university students of Pakistan.

This study analyzes the influence of Facebook usage on building social capital among university students in Karachi by using a modified framework of technology acceptance model. Important information was gathered utilizing organized questionnaire containing items of Facebook intensity, social self-efficacy, perceived ease of use, perceived usefulness, perceived playfulness (independent variables), intention to continue use (mediating variables), bridging social capital, and bonding social capital (dependent variables), while the specimen size includes 560 university students. Furthermore, the procedures utilized as a part of the study are reliability analysis, confirmatory factor analysis, partial least square-structural equation modeling to check the impact of these factors on the building of social capital. Findings show that Facebook intensity, perceived ease of use, perceived usefulness, perceived playfulness, and social self-efficacy have a positive and significant impact on intention to continue use, while intention to continue use has a positive and significant impact on both dependent variables bridging social capital and bonding social capital concluding that social networking sites (Facebook) are helpful in building and maintaining social capital by creating intention to continue using them. This study provides useful insights about the youth experience of using Facebook and sharing information.

This study intends to analyze the influence of behavioral and psychosocial factors of higher education students of Karachi on acceptance of m-learning as a mode of getting education. The Theory of Planned Behavior and Technology Acceptance Model have provided the basic frameworks to formulate the hypotheses for this study. The analyses of the study reveal that attitudinal beliefs and subjective norms have significant and positive impact on m-learning. Additionally, control influences on Perceived Behavioral Control also make significant contributions in the adoption of m-learning methodologies. Collectively, all of these factors converge to form greater intent of the students to assimilate this new learning environment. It was also found that the characteristics and features of the mobile gadgets such as greater familiarity of the students with them, handiness and ease of use, influences them to utilize these devices in completing their academic tasks, hence, influencing their intention toward the adoption of m-learning. Also seamless learning experience, students get through m-learning, reduces their mental resistance toward it and encourages them to adopt it. Information pertaining to the defined criteria was gathered through a specimen of

Purpose This study aims to examine university students’ acceptance of e-learning systems in Pakistan. A Web-based learning system is a new form of utilizing technological features. Although, developed countries have initiated and established the concept for e-learning, developing countries require empirical support to implement e-learning. Design/methodology/approach This paper further explains a conceptual model that is based on the technology acceptance model (TAM). Earlier theories such as the theory of reasoned action (TRA), theory of planned behaviour (TPB) and decomposed theory of planned behaviour (DTPB) have been conducted on user behavioural intention (BI). TAM is considered as the most relevant framework in a Web-based context. To analyse the present study’s hypothesized model, structural equation modelling (SEM) has been used to statistically analyse self-reported sample data from 424 university students. Findings The results revealed that TAM, with the combination of new constructs, explains university students’ acceptance of the e-learning system reasonably well. Additionally, work life quality (WLQ) and facilitating conditions (FC) have a greater influence on the BI and the actual use (AU) of the e-learning system, respectively. Originality/value The study has also provided valuable implications for academics and practitioners for ways to enhance the acceptance of the e-learning system in the higher education of Pakistan.

Purpose The purpose of this paper is to examine the impact of case study-based learning on student’s engagement, learning motivation and learning performance among university students of Pakistan. Design/methodology/approach The research model is analyzed with structural equation modeling. The analysis is done with the application of the measurement model and the structural model. Findings The findings revealed that case study-based learning enhances student engagement, and a significant and positive relationship between case-based learning and all four aspects of engagement, i.e. behavioral, emotional, cognitive and agentic engagement, was observed statistically. According to the findings, case-based learning leads toward an understanding of concepts learned in class and the development of skills among students and results in the enhancement of learning motivation. Furthermore, it is suggested by the results that the impact of student engagement on learning performance varies with respect to its different aspects. As among all the four aspects, only agentic engagement was found to be statistically significant in establishing the link with the learning performance of the students. Research limitations/implications The mixed findings pertaining to the impact of student engagement’s aspects on learning performance of the students pave the way for future research. The future researchers should incorporate individual traits and the specific context to analyze the relationships between the proposed constructs because students vary in their responses to learning activities. Practical implications The present study holds significance for the field of educational research and emphasizes the importance of incorporating case-based teaching in the higher education curriculum in order to ensure the implementation of effective learning strategies. Also, this research will be beneficial for future researchers in understanding the phenomenon of student learning and engagement. Originality/value In view of the limited academic literature in the Asian context, the present study extends the findings and examined the impact of case-based learning on student’s engagement, student’s learning motivation and the role of such engagement in enhancing learning performance of university students.

PurposeAcademic adjustment is an important indicator which represents the students' academic achievements. The purpose of this investigation is to examine the fundamental role of academic adjustment for the success of student's by considering the influence of several psychological, motivational and behavioral factors that affect the academic adjustment of students in the university which then influences the students' academic achievements.Design/methodology/approachData were gathered through self-administered questionnaires from 409 students enrolled in a Business degree program in an academic institution by using a convenience sampling technique. Structural equation modeling (SEM) technique has been applied for analyzing the data and the proposed hypothesis.FindingsResults obtained from partial least square (PLS)-SEM analysis indicated that academic adjustment is affected by psychological, motivational and behavioral factors and in turn influences the outcomes of success. Moreover, the findings also showed that psychological and motivational factors, directly and indirectly via partial mediation of adjustment, and behavioral factors via full mediation of academic adjustment influences the outcomes of success.Practical implicationsThe study implies that it is important for university policymakers that they should give great priority to fully exploiting its potential to facilitate student's effective adjustment to academic life. Universities should pay attention to enhancing the academic study skills of students which leads to gains in academic achievement. Furthermore, universities should integrate self-regulated skills and provides motivation to students which is the biggest contributor toward adjustment as well as this study broadens the understanding of psychological capital as a resource that enhances academic adjustment.Originality/valueVery little attention has been given to examining the role of academic adjustment in the success of students. Therefore, the present study makes two contributions to this research. First, the study broadens the understanding of psychological capital with the potential to strengthen adjustment with academic life in domains, i.e. academic achievement and institutional adjustment. Second, the study identifies which motivational and behavioral factors affect academic adjustment and achievement.