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In 2021, more than half a million Indian students traveled abroad to pursue Master’s programs. Against this background, we explore why Indian students do not enroll in Master’s programs in Indian higher education (IHE) institutions.

Semi-structured, in-depth online interviews of 30 Indian international students pursuing post-graduation studies in four major host countries were conducted to elicit the required information. The interviews were recorded, transcribed and analyzed using a thematic approach. The attribution theory was used as a theoretical lens to discuss the findings.

The results indicate that the primary reasons for students not choosing Indian institutions are wide-ranging. The need to study abroad, decision influencers and why they did not consider IHE institutes were three significant categories encompassing nine themes. The study revealed that besides other factors, the rigor of admission in premier Indian universities is much higher when compared with other international universities. Also, the perceived rate of return in investing in those developed countries' universities is better when compared with those of premier Indian universities.

The insights will act as marketing intelligence for supporting the business and university administrators of Indian universities in formulating effective tactics to admit more students from this in-demand Indian subgroup.

Most of the existing research papers discuss the motivation and challenges of Indian international students for studying abroad, There is negligible research on their demotivation to join IHE institutions. The present study tries to focus on the aspects that most of them considered but did not join IHE. Also, the attribution theory is a new perspective for understanding their behavior in selecting higher education institutions.

This study aims to understand and analyze the aspects influencing students’ attitudes and behavior toward the use of metaverse in education. The metaverse is currently viewed as technology with immense prospects. However, the practice of the metaverse for educational motives is rarely deliberated.

To assess the effect of the metaverse on students' knowledge and use of resources, general interests and attitudes toward the metaverse in education, a survey was conducted. The collected data were analyzed using a confirmatory factor analysis (CFA) in the first phase to address the various validity parameters. In the second phase, path analysis of the model was performed using structural equation modeling (SEM).

The study investigated how students intended to behave while using the metaverse for learning. The attitude toward adopting metaverse as technology is influenced by perceived utility and simplicity of use. This leads to behavioral intention as well. Studies reveal that the aspect of perceived usefulness is considered to be more significant in assessing the intention of use.

This quantitative study contributes to the literature on metaverse, which is in the growing stage. In the educational sector, the existing studies are scarce; hence, the addition to the literature on metaverse is quite significant in the education domain.

The study benefits the students and the academicians because metaverse is largely considered an integral part of technology platforms, which has to be included in the learning systems eventually. There are few courses where the use of metaverse is already initiated at an introductory level, thus opening a broad spectrum of opportunities at all levels. It can provide scholars access to a massive array of resources, including multimedia presentations, interactive objects that support the delivery of lessons, videos, images and audio recordings.

This study adds to the existing literature by examining the impact of metaverse in education. The research focused on the students pursuing higher education who were mostly aware of metaverse and were open to the idea of learning and understanding through technology inclusion.

The utilization of mobile fitness applications (apps) is on the rise, making user retention and engagement critical factors in the commercial success of these apps. However, research in this area is limited and fragmented. The objective of this study is to conduct a thorough review of the available literature on the effects of digital innovations, gamification, artificial intelligence (AI) and machine learning (ML) on user engagement with fitness mobile apps. The findings reveal the relationships between gamification, the use of AI/ML and technology adoption on user engagement, interaction and intent to use. Additionally, the study highlights the importance of understanding how user experience, customer experience and brand experience impact customer retention and contribute to the overall success of mobile fitness apps. Furthermore, the study also identifies the gaps in the current research and recommends further studies to be conducted in these areas. Future research is encouraged to incorporate elements from the experience domains to provide consumers with engaging interactions and improve retention and commercial success for mobile fitness apps.