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The problem of misinformation is one that has been well-explored in the literature. While researchers often study tertiary student behaviors, they do not distinguish between student groups – such as those who have lived in a country their whole lives versus those who moved to the country. Further, literature tends to focus broadly on misinformation, and malinformation is an understudied area. The study aims to address these gaps.

Data was gathered using a survey instrument deployed as part of a larger study. Students were presented with two posts: one containing malinformation and one containing misinformation. They were asked how they would evaluate the posts. There were 193 respondents. Responses were analyzed using general inductive analysis. In completing the analysis, we differentiated between migrant and sedentary student groups.

Findings indicate that there are qualitative differences in how different groups evaluate suspect information and qualitative differences in how students approach misinformation and malinformation. Students are more accepting of malinformation than misinformation. Migrant students are less prone to making trust/distrust decisions and instead more prone to ambivalence. They are also more likely to seek out additional information in the face of misinformation compared to sedentary counterparts.

Findings enhance our understanding of differences in migrant and sedentary students’ experiences with suspect information and provide insights on malinformation experiences which is an underexplored area of research.

This study aims to provide a qualitative framework for satisfactory sustainable education for international accounting students using a meta-synthetic approach.

To determine the components and indicators of satisfactory sustainable education for international accounting students, a meta-synthesis allows for the attainment of the objectives of study. In the first phase of study, international related literature was reviewed (n = 2,176). After several screenings for measuring the quality of the related literature including Critical Appraisals Skills Program (CASP), the total number of selected papers was 48, and 2,128 were excluded.

The present research proposed a comprehensive conceptual model for sustainable education and international accounting students’ satisfaction, with seven components and 63 indicators. To assess the credibility of phases, the indicators were presented to five experts independently. The reliability of the proposed conceptual model was tested using Cohen’s Kappa coefficient and analyzed in SPSS. Kappa’s coefficient showed that the agreement level was high and the reliability was high too.

Sustainable education and student satisfaction are crucial for maintaining a competitive international education market. There are ongoing debates about accounting education, particularly accreditation challenges and the need for clear regulations on academic interaction with practice. Accounting education has also been criticized for being outdated, promoting surface-level learning and neglecting the development of broader skills in university graduates. Therefore, it is important to understand sustainable education for international accounting students. The present study aims to identify the aspects of accounting educational services that international accounting students perceive important for increasing satisfaction. This research provides empirical evidence and suggests potential avenues for future research in other countries.

This study aims to analyze research trends in civil engineering education accreditation, focusing on influential authors, top journals, leading institutions and countries and frequently cited articles. It also explores key research themes and proposes potential directions for future research in civil engineering education accreditation domain.

Data were retrieved from the Scopus database for the period 1985–2024, targeting articles referencing accreditation in civil engineering education. Performance analysis was conducted using Microsoft Excel, OpenRefine and biblioMagika, while science mapping was performed with the Bibliometrix R Package and VOSviewer.

The analysis demonstrates a consistent growth in publications on civil engineering education accreditation since 2000, with the United States leading contributions and Malaysia emerging as a notable contributor among developing countries. Contributions from 226 authors across worldwide institutions were identified. Six key research clusters were uncovered: (1) curricula and accreditation, (2) analytical and problem-solving skills, (3) construction practices and safety engineering, (4) undergraduate civil engineering programs, (5) professional standards in civil engineering and (6) research activities and development.

The findings provide valuable insights for institutions offering civil engineering programs, highlighting the need to align curricula with accreditation frameworks to ensure educational quality. Emphasis is placed on integrating elements such as outcome-based education, competency development and continuous quality improvement to prepare graduates for industry demands and global professional standards.

By offering a foundational framework for understanding the evolving landscape of accreditation, this study provides valuable guidance for institutions aiming to enhance educational quality and achieve alignment with international standards.