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Integration of religiosity and positive emotions at workplace sheds light on the intersection of faith and professional well-being where these two factors lead to increased job satisfaction, higher productivity and improved overall mental health. The study examines the relationship between religiosity, positive emotions and work engagement among academics in Algeria.

This research is based on the Conservation of Resources (COR) theory and the job demands-resources (JD-R) model of work engagement. The study uses a cross-sectional self-administered questionnaire with stratified random sampling to collect data from 356 academics at public universities in Algeria. The data were analysed using partial least squares structural equation modelling (PLS-SEM) with Smart PLS 3.

The results indicate that religiosity is positively associated with work engagement, and positive emotions mediate the relationship between religiosity and work engagement. The study also illustrates that job demands (workload) moderate the relationship between positive emotions and work engagement.

The study highlighted that role of religiosity and positive emotions as essential factors in increasing academics' work engagement and contributes to the COR theory and JD-R model of work engagement.

The present research aims to examine the effect of parents, teachers, and peers on university students’ career intentions for STEM jobs and how these relationships are mediated by their career decision self-efficacy (CDSE).

Data were collected using standardised questionnaires administered to 523 final-year university students within STEM disciplines. Partial least squares path modelling (PLS-PM) via SmartPLS 3.0 was used to analyse the data.

The results of this study validate the assertions of social cognitive career theory (SCCT) by demonstrating that consistent information sharing and support from parents, teachers and peers significantly influence university students’ career intentions in STEM fields. Furthermore, the effect of parents, teachers and peers on university students’ STEM career intentions is mediated by their CDSE.

The findings of this study offer practical insights for education policymakers and human resource development practitioners while also providing valuable direction for future research in STEM education and career development.

This research has contributed to the literature on SCCT and career development, providing valuable insights into the impact of parents, peers, teachers and CDSE on fostering university students’ career intentions for STEM jobs, which have received scant attention from educational researchers.