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This study rigorously explores the intersectional challenges faced by black fat males, emphasizing the amalgamation of anti-fat bias, gender and sexuality and racial discrimination within educational contexts. The purpose of this study is to dissect the complex dynamics of this intersection, shedding light on the nuanced experiences of black men. Central to this exploration is the advocacy for creating inclusive educational sanctuaries, providing a safe space for these individuals to thrive, learn and engage in holistic personal development.

To accomplish our objectives, this paper reviewed existing literature on anti-fatness, intersecting with issues of race, gender and sexuality. Drawing upon qualitative data, this study incorporated personal narratives and experiences to offer a comprehensive perspective. Our research methodology also involved an analysis of metrics like body mass index (BMI) and its impact on health-care practices and policies, particularly concerning the black community.

The research discerns that black fat males encounter multifaceted challenges in educational settings, often rooted in societal prejudices and systemic biases. It highlights the inadequacy of conventional metrics like BMI in capturing the complexity of these experiences. The study identifies the urgent need for safe school spaces, emphasizing the importance of inclusive language, varied seating arrangements and tailored educational content. These findings underscore the imperative for proactive measures in dismantling anti-fatness within academic institutions.

This research contributes significantly to the academic discourse by pioneering an in-depth exploration of the intersectional challenges black fat males face in education. This study offers a novel perspective by focusing on the unique amalgamation of anti-fat bias and racial discrimination. The proposal for educational sanctuaries tailored to the needs of this demographic represents an innovative solution, bridging gaps in the existing literature. Through its nuanced approach and advocacy for inclusivity, this study stands as an original and pioneering contribution to the field, urging educators and policymakers to reevaluate their practices and create equitable learning environments.

This research examines the effect of team diversity on customer behavior (purchase likelihood) associated with sustainable luxury products and further considers the mediating role of customer skepticism and the moderating role of the growth mindset in these relationships.

Study 1 aims to confirm the direct effect of team diversity on purchase intention and the mediating effect of customer skepticism. Featuring a fictitious brand, Study 2 seeks to test the moderating effects of a growth mindset. This research recruits participants located in the USA who have shopping experiences with a luxury product.

The findings support the notion that team diversity can mitigate customers' skepticism while enhancing purchase likelihood. Moreover, this effect is stronger among those with a growth mindset. As such, the findings suggest that communicating the heterogeneous composition of team members can benefit sustainable luxury brands.

Underpinned by the signaling theory and incremental theory, this research examines the effects of team diversity on customer behavior (purchase likelihood) related to sustainable luxury products, as well as the role of customer skepticism (as a mediator) and a growth mindset (as a moderator) in these relationships. Thus, the findings broaden the current diversity research which has predominantly focused on team decision-making and performance.

The COVID-19 pandemic has compelled higher education institutions (HEI) in the United Arab Emirates (UAE) and globally to shift to a new pedagogy that is sustainable and resilient to crises and disruptions. It necessitated the integration of technologies as part of pedagogical innovation and modification of higher education practices – advancing toward a more holistic integration of physical and digital tools and methods to enable more flexible, creative, collaborative and participatory learning. In terms of pedagogy, an open approach to learning is essential, combining in-person teaching with technological tools and online learning.

This paper examines theoretical and empirical literature to define the potential benefits of utilizing open educational practices (OEP) in higher education, including better access, furthering equity and enhancing teaching, learning and assessment.

It proposes a comprehensive framework built on a continuum of open pedagogy (OP) that comprises “Emphasis”, “Essentials” and “Evolution”. Based on this framework, a set of recommendations for using OEP for successful knowledge building is provided.

The research determined the significance of increased OEP involvement for sustainable learning possibilities and the UAE’s initiatives in developing educators to support innovative pedagogies and technology-enabled teaching-learning standards. The study suggests placing more emphasis on faculty and student scaffolding while using OP for better learning experiences and outcomes, as well as more institutional support and the need for policy development to transform the UAE into a global hub for sustainable education.

The growing integration of artificial intelligence (AI) assistants and voice assistants provides a platform for AI to enter consumers’ everyday lives. As these voice assistants become ubiquitous, their widespread adoption underscores the need to understand how to create voice assistants that can naturally interact with and support users. Grounded in the stereotype content model from social psychology, this study aims to investigate the influence of perceived humanness and personality on building trust and continuous usage intentions in voice assistants. Specifically, a fresh perspective examining the determining factors that shape personality trait perceptions of competence and warmth in voice assistants is proposed.

An online survey of 457 participants and structural equation modeling is conducted to validate the research model.

Anthropomorphism, social presence and interactivity drive perceived warmth, whereas performance and effort expectations drive perceived competence. Perceived competence and perceived warmth together positively affect users’ trust in voice assistants, leading to a higher likelihood of continuous usage intentions.

This research provides profound theoretical contributions to the emerging field of human-AI interaction and offer practical implications for marketers aiming to leverage voice assistant personalities to build trusted and long-lasting interactions.

The contribution of this study is two-fold. First, we draw on attribution theory to develop a model for predicting how the knowledge, emotions, and satisfaction that consumers have regarding halal cosmetics can influence their willingness to pay more and recommend the products to others.

Survey data from 278 Indonesian and 163 Malaysian female consumers were analyzed by means of structural equation modeling. Second, we test the moderation role of sign value using metric invariance across the two different source markets.

The results obtained confirm that consumers exhibit positive emotions when they possess knowledge about halal cosmetics and their quality. Testing the double moderation further reveals that consumers with a high sign value behave differently from those with a low sign value.

These findings present practical insights that can be used by retailers and marketers in their strategies to boost the sale of halal cosmetics.

Usability is one of the key concerns in the development of mobile learning applications. The aim of this paper is to design and validate a usability evaluation questionnaire (UEQ) for mobile learning applications.

The UEQ was developed in four stages: selecting primary studies and extracting usability problems, thematic analysis, creating UEQ items and validation and reliability using confirmatory factor analysis (CFA).

CFA to derive the model fit was computed using AMOS to test the construct validity. The model-fit values were within their respective expected acceptance levels. To assess the reliability of the instrument item loadings, the internal consistency coefficients such as Cronbach’s alpha, McDonald’s Omega and composite reliability were considered. Indicator loadings ranged between 0.735 and 0.933, fulfilling the threshold of above 0.7.

The study provides a novel UEQ for mobile learning applications, which can be used by developers and in academic research to assess mobile learning applications.

The study aims to explore dynamic capabilities such as innovation, entrepreneurial leadership, absorptive capability, and the dimension of entrepreneurial orientation in the handicraft sector to enhance supply chain resilience and innovation during unprecedented times. This study also used innovation as a mediating construct and supply chain orientation as a moderating construct.

We gathered data from the handicraft sector in the Uttar Pradesh (UP) in India using a pretested questionnaire. We used variance-based partial least squares structural equation modelling (PLS-SEM) to test our research hypotheses.

Our study indicates that to enhance innovation and improve supply chain resilience, firms should focus on developing dynamic capabilities such as entrepreneurial leadership, absorptive capacity, artificial intelligence (AI), innovativeness, risk-taking ability, and protectiveness. The study highlights the significant role of dynamic capabilities in the handicraft sector during times of crisis, enabling innovation and resilience to risk.

The study highlights the significant role of dynamic capabilities in the handicraft sector during times of crisis, enabling innovation and resilience to risk.

This study provides significant insights into the current understanding of dynamic capability theory and supply chain orientation and expands upon the existing literature in this field. It comprehensively analyses the latest research and advances knowledge in this area.

This study investigates the effect of digital multimodal composing (DMC) on student motivation and literacy in English as a Foreign Language (EFL) contexts. It explores how students engaged in creating digital animations to respond to literary texts and the implications for integrating DMC into traditional literacy practices. Grounded in social semiotic theory and Self-Determination Theory, this study aims to understand how digital composing influences student engagement, motivation and literacy development.

Qualitative data were gathered over a six-month period using a combination of student surveys, semi-structured interviews, reflection logs and student-produced scripts/animations. This study focused on two university students who engaged in multimodal projects as part of their extracurricular EFL activities, examining their processes and reflections.

Students demonstrated strong intrinsic motivation during DMC processes, largely due to the social affordances provided by digital multimodal composing. By combining traditional literacy skills with digital practices, students experienced enhanced creative expression, enhanced meaning-making and a deeper understanding of literary texts through the production and sharing of animated videos. This process promoted both emotional and cognitive engagement, emphasizing the importance of teacher guidance and digital tools in creating a more dynamic and supportive learning environment.

This study outlines a practical approach to DMC through a structured process: selecting and reading a book, proposing a change as if requesting it from the author, creating and sharing a video on YouTube to explain the change and reflecting on the experience. This approach can guide educators in designing activities that deepen student engagement, enhance critical thinking and integrate digital tools with traditional learning methods.

This study contributes to the understanding of how digital technologies can transform traditional literacy practices, offering insights into the benefits of multimodal composition for language learning and motivation in EFL contexts. It provides practical examples of how students and teachers can leverage digital tools to enhance literacy education and prepare students for 21st-century challenges.

The aim of this work is to enhance workplace diversity and inclusion by exploring and addressing unique barriers faced by veterans during their transition from military service to civilian occupations.

Building on existing expatriate theory, we introduce the Veteran Employment Transition (VET) model. Drawing parallels between veterans and expatriates, the model illustrates key antecedents crucial for a successful transitional adjustment.

The proposed VET model outlines essential factors contributing to successful veteran transitions. These factors include individual factors such as language skills, job and organization factors such as role clarity and nonwork factors.

The VET model establishes a foundation for future research on veteran transition and answers the call for theory development in the field.

The insights derived from the VET model offer practical recommendations for designing interventions and transition support programs tailored to the unique needs of returning veterans.

The contribution of this paper lies in the development of the VET model, offering a novel perspective for understanding and addressing the distinctive challenges faced by returning United States (US) military veterans.