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This paper examines the financial challenges of single mothers in Brunei, illustrating how single parenting affects their lifestyle choices and the coping mechanisms these mothers employ to grapple with their financial hardships.

This study adopts a qualitative approach, utilizing semi-structured interviews with five single mothers living in the Brunei-Muara district. The collected data were analyzed using thematic analysis.

Results revealed participants described operating with a single income, covering bills alone, the high cost of living in Brunei and the absence of alimony contributed to their financial challenges. Financial stress caused them to change their spending habits, switch to cheaper alternatives, make sacrifices and struggle to meet the needs of their children. Coping mechanisms adopted by single mothers utilized social support, generating side income, and the unique roles of children played a significant role in cushioning the impact of their financial difficulties.

Single mothers are on the rise in Brunei. There is an acute lack of studies emphasizing the financial hardships experienced by single mothers in Brunei. This study attempts to narrow the missing gap and seek avenues of justice for single mothers in a progressive, equitable society.

Programming education is being rapidly transformed by generative AI tools and educators must determine how best to support students in this context. This study aims to explore the experiences of programming educators and students to inform future education provision.

Twelve students and six members of faculty in a small technology-focused university were interviewed. Thematic analysis of the interview data was combined with data collected from a survey of 44 students at the same university. Self-determination theory was applied as an analytical framework.

Three themes were identified – bespoke learning, affect and support – that significantly impact motivation and learning outcomes in programming education. It was also found that students are already making extensive use of large language models (LLMs). LLMs can significantly improve learner autonomy and sense of competence by improving the options for bespoke learning; fostering emotions that are conducive to engendering and maintaining motivation; and inhibiting the negative affective states that discourage learning. However, current LLMs cannot adequately provide or replace social support, which is still a key factor in learner motivation.

Integrating the use of LLMs into curricula can improve learning motivation and outcomes. It can also free educators from certain tasks, leaving them with more time and capacity to focus their attention on developing social learning opportunities to further enhance learner motivation.

To the best of the authors’ knowledge, this is the first attempt to explore the relationship between motivation and LLM use in programming education.

The purpose of this paper is to add to the small but growing body of research examining the influence of founder gender on new venture access to venture development programs.

Hypotheses were tested utilizing a sample of 482 nascent technology ventures which applied for admittance into a venture development organization headquartered in the southern region of the United States from March 2004 through February 2016.

Findings suggest that female-founded applicant ventures experience a higher likelihood of acceptance into venture development programs than male-founded applicant ventures. Results further suggest that social attention to gender equality reduces this effect for female-founded applicant ventures. Findings extend the understanding of the gendered nature of high-technology venturing and venture development organizations.

The findings of this study may not generalize to new ventures operating in other contexts (e.g., non-U.S., low-tech, and other venture development programs). Additionally, this study's design and data limitations do not allow for the establishment of causality or address founder motivations to apply for acceptance into venture development programs.

This study adds to empirical findings regarding the influence of founder gender on new venture acceptance into venture development programs by developing and testing competing hypotheses. This study also extends extant research by examining the moderating effect of social attention to gender equality on the hypothesized relationships between founder gender and acceptance into venture development programs.