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The primary objective of this study is to understand how gamification elements, perceived teacher support and boredom relate to academic performance and how these relationships are mediated by perceived enjoyment while pointing out such influence on educational outcomes.

A quantitative survey methodology was conducted with 350 Lebanese university students specializing in digital marketing. This study used structural equation modeling (SEM) to analyze the data and provide exciting insights into the complex ties between variables.

The results indicate that well-implemented gamification elements significantly increased perceived enjoyment and positively influenced academic performance. Furthermore, perceived teacher support enhanced the effectiveness of gamification by increasing student engagement and enjoyment. Conversely, boredom negatively affects perceived enjoyment and academic performance, underscoring the need for well-designed gamification strategies that sustain interest and motivation.

Structural equation modeling and other quantitative tools excel at discovering connections but may not reveal the origins of the patterns they uncover. Given the complexity of causation, quantitative studies examining the mediating role of subjective satisfaction may gain more insight using a mixed or qualitative approach. Although the data supplied by the 350 responders were interesting, the sample size was insufficient to make any definitive conclusions. These findings may not be generalizable because Lebanon’s student bodies are diverse. The ability to detect tiny changes in the target variables requires researchers to consider how much time and energy they can dedicate to gathering data while structuring their investigations.

This study contributes to understanding gamification as a powerful tool for innovation in education and reshaping learning into motivating, engaging and sustaining productive experiences to improve educational quality. Therefore, our recommendations shed light on such improvements' impact on society. In this vein, we enrich this path by highlighting the crucial role of teachers and decision-makers in developing new professional programs.

This study demonstrates the importance of perceived enjoyment in the transformative gamification process in education. This study emphasizes the value of effective gamification implementation supported by teachers as a powerful tool for enhancing learning experiences and improving the quality of education.

The research purpose had been to investigate the dominant factors that influenced the success of the development of entrepreneurship courses in cultivating entrepreneurial mindsets and entrepreneurial skills into educational frameworks in universities.

The case study used in-depth interviews with key stakeholders from Indonesian universities, complemented by applying fuzzy logic as a supportive tool to analyse and interpret the complex, often ambiguous data. This method allowed for a comprehensive understanding of the internal and external factors that affected the development and effectiveness of entrepreneurship courses.

The study found that successful entrepreneurship courses in Indonesian universities rely on a well-structured curriculum, strong institutional support, cultural influences and practical experience. Qualitative interviews revealed that integrating theory with hands-on learning, financial and mentorship support, and fostering a supportive entrepreneurial culture was key to fostering entrepreneurial mindsets.

The findings provide valuable insights into enhancing the university entrepreneurship ecosystem in Indonesia. These findings built for a holistic approach that included curriculum development, practical experience and ecosystem support to cultivate future entrepreneurs.

This study provides a unique qualitative perspective on the development of entrepreneurship courses in Indonesian universities. It utilizes in-depth interviews to uncover the nuanced, contextual factors influencing success. By highlighting the roles of curriculum, institutional support, cultural influences and practical experience, this research offers valuable insights into enhancing entrepreneurial education through a comprehensive, qualitative lens.

This systematic literature review aims to investigate the application and integration of Industry 4.0 (I4.0) technologies in transportation infrastructure construction projects focusing on sustainability pillars.

The study employs a systematic literature review approach, combining qualitative review and quantitative analysis of 142 academic articles published between 2011 and March 2023.

The findings reveal the dominance of Building Information Modelling (BIM) as a central tool for sustainability assessment, while other technologies such as blockchain and autonomous robotics have received limited attention. The adoption of I4.0 technologies, including Internet of Things (IoT) sensors, Augmented Reality (AR), and Big Data, has been prevalent for data-driven analyses, while Unmanned Aerial Vehicle (UAVs) and 3D printing are mainly being integrated either with BIM or in synergy with Artificial Intelligence (AI). We pinpoint critical challenges including high adoption costs, technical barriers, lack of interoperability, and the absence of standardized sustainability benchmarks.

This research distinguishes itself by not only mapping the current integration of I4.0 technologies but also by advocating for standardization and a synergistic human-technology collaborative approach. It offers tailored strategic pathways for diverse types of transportation infrastructure and different project phases, aiming to significantly enhance operational efficiency and sustainability. The study sets a new agenda for leveraging cutting-edge technologies to meet ambitious future sustainability and efficiency goals, making a compelling case for rethinking how these technologies are applied in the construction sector.