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The study aimed to assess the digital literacy skills of the students of Sacred Heart College, Chalakudy, to know whether they possess the digital literacy skills to perform well in the digital environment. The study also analyzed how digital literacy skills were affected by various factors.

The study used stratified random sampling technique, and data were collected through a self-assessment survey using an online questionnaire designed based on DigComp 2.1: The Digital Competence Framework by the European Commission.

The results indicated that the college students needed training on digital literacy skills, as the majority students had only moderate to low digital literacy skills. It was proven that exposure to technology and the Internet will not necessarily yield skills to perform well in the digital environment. Also, digital literacy skills were not affected by various factors like age, level of study, etc.

The study helped to identify the digital literacy deficiencies in the students of Sacred Heart College, and it can serve as a valuable model for conducting similar investigations in diverse educational institutions. Conducting such studies offers institutions valuable insights, enabling them to create and implement personalized digital literacy training programs that can enhance students' abilities to navigate the digital landscape with proficiency and effectiveness. The study results can be insightful for educators, policymakers and the Kerala Government to reassess the current approaches and design an effective curriculum for integrating technology in education.

Although there are several studies that evaluated college students’ digital literacy in India and other countries, there are very few studies in the context of Kerala. Therefore, this study is distinctive and will serve as an example for all such studies in the future.

Education has been there for ages. Need of education for sustainable development is stated in Chapter 36 of Agenda 21 (1992) as follows:Education, including formal education, public awareness and training, should be recognized as a process by which human beings and societies can reach their fullest potential. Education is critical for promoting sustainable development and improving the capacity of the people to address environment and development issues. While basic education provides the underpinning for any environment and development education, the latter needs to be incorporated as an essential part of learning. Both formal and non-formal education is indispensable to changing people's attitudes so that they have the capacity to assess and address their sustainable development concerns.

The purpose of this paper is to investigate the role of actual and ideal congruity in predicting the repurchase intentions of young women in relation to inconspicuous fashion items.

The research focussed on a non-luxury intimate apparel brand, typical of daily use and private consumption. Regression analyses were conducted on a sample of 308 young female consumers to identify the effect of actual and ideal congruity in determining repurchase intentions. A cluster analysis based on actual self-concept was employed to develop a typology for consumers.

Unexpectedly, the findings revealed that ideal congruity is a stronger predictor of repurchase intentions than actual congruity. Further, based on actual self-concept, three profiles of young women emerged: active romantics, self-assureds and reliables. The clusters differed in relation to perceptions of brand personality and the effect of self-congruity on repurchase intentions.

This study was conducted using participants from one university in Northern Italy. Thus, the main limitations of this study relate to sample size and selection. Additionally, this study only investigated the perceptions of young women.

This study suggests that non-luxury intimate apparel items, typical of daily use, are not merely functional purchases, but reflect young women’s self-expression motives. Accordingly, fashion marketers should focus on consumers’ ideal self-concepts to develop effective promotion strategies. Further, specific dimensions of brand personality should be considered in relation to the different clusters.

This study shows that repurchase intentions towards inconspicuous non-luxury fashion items are explained more by self-esteem motives (i.e. ideal congruity) than self-consistency motives (i.e. actual congruity).

The purpose of this paper is to provide insight into institutions of higher education (IHE) on how to support faculty in the integration of digital technologies. The research explores faculty interest in types of digital technology information and training, and the types of support faculty are likely to participate in related to digital technology integration. The association of demographic factors of primary teaching method, and experience teaching online or hybrid is provided.

A sample of 247 faculty from 53 institutions in the USA completed an online survey related to information, training and support for digital technology integration. The analysis included exploring the descriptive ratings overall and by demographic variable and conducting the one-way multivariate analysis of variance (MANOVA) with reported effect sizes and Scheffe post-hoc tests.

From a list of digital technologies that included the LMS, Collaboration Tools (social media and online meeting tools), Audio-Visual Tools (video creation and podcasts), and Technology Trends (mobile learning, games and adaptive learning), faculty ranked LMS highest in interest for training and information. Faculty who have taught hybrid are most interested in collaboration tools and trend tools. For support type, faculty ranked web resources slightly higher than other types of support.

IHE units involved in faculty development can use the findings to plan faculty support initiatives for future institutional needs.

This paper gathers insight from faculty on their preferences for information, training, and support for integrating digital technologies.