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Artificial intelligence (AI)-driven marketing has transformed the landscape of consumer interactions, but it also raises ethical concerns regarding perceived manipulation and subsequent unethical young consumer behavior. This study aims to investigate the direct and indirect effects of AI-driven marketing on unethical young consumer behavior, with digital literacy as a moderating variable. The authors introduce and conceptualize a digital literacy construct that influences how young consumers perceive and react to manipulative AI-driven marketing tactics.

Using the Elaboration Likelihood Model (ELM) and the Persuasion Knowledge Model (PKM), this research explores how digital literacy influences the reception of AI-driven marketing and moderates the effects of perceived manipulative tactics. This study adopts a three-wave, time-lagged survey method among young consumers in urban Pakistan, integrating measures of AI-driven marketing techniques, perceived manipulation, digital literacy and unethical consumer behavior.

The results reveal that perceived manipulation mediates the relationship between AI-driven marketing and unethical young consumer behavior. Digital literacy significantly moderates this effect, indicating that higher digital literacy levels can mitigate the negative impacts of perceived manipulation. Conversely, lower digital literacy amplifies the negative impacts of perceived manipulation.

The findings underscore the need for marketers to foster transparency and ethical practices in AI-driven strategies. Enhancing consumer digital literacy can serve as a protective factor against unethical marketing practices.

This study contributes to the understanding of digital literacy’s protective role against unethical AI-driven marketing practices. It extends existing models of persuasion and consumer response by demonstrating how digital literacy reshapes traditional consumer response frameworks in the context of AI-driven environments.

This study aims to examine the relationship between information and communication technology (ICT) and economic growth in all organization for economic co-operation and development (OECD) countries.

This paper employs annual panel data together with fixed-effects (FE), random effects (RE), fully modified ordinary least squares (FMOLS), dynamic ordinary least squares (DOLS) and generalized method of moments (GMM) estimators for production function estimation.

The results indicate that ICTs, non-ICT (NICT) capital services and employment significantly and positively affect economic growth.

Information is an important driving force behind economic growth and productivity, and communication technologies have made it more accessable. Also, many countries aimed to invest in ICT to improve their economic growth and productivity. However, these investments failed to produce the expected outcome for some years and countries.

To our knowledge, no study examines the ICT and growth relation in all OECD countries for 2000–2018 period. We intend to fill this gap by examining whether or not the expected returns from ICT investment are achieved in all OECD countries between 2000 and 2018.

The purpose of this paper is to evaluate undergraduate student perceptions about the application of immersive technologies for enhancing the student learning experience. This study assesses the viewpoints of students from varying multidisciplinary backgrounds about whether immersive technologies can enhance their learning experience and increase their level of engagement in the context of higher educational delivery.

The research used a case study methodology adopting a questionnaire-based research mixed methods approach. In total, 83 participants completed the questionnaire. The purpose of the research was to evaluate and interpret students’ perspectives at higher educational level about the use of immersive technologies towards enhancing their learning experience. There was also a focus on remote educational delivery due to the legacy of COVID-19.

The findings suggest that there is still more empirical work to be undertaken regarding the application of immersive technologies in higher education. The study revealed that there are immersive benefits though preference for face-to-face teaching remains popular. The negative connotations associated with immersive technology use in higher education, (e.g. virtual reality), such as cost of equipment and motion sickness, substantiates the themes identified in the academic literature.

The study explores a diversity of immersive technologies and their application in higher education (HE) contexts. Findings indicate that although there are acknowledged pedagogical benefits of immersive technology use in HE prevalent barriers remain that require further empirical research if immersive technology use is to be universally used in the sector.