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This study aims to explore the impact of bring your own device (BYOD) practices on teleworkers’ job performance, work–life conflict and their implications for environmental sustainability, with a particular focus on Green IT in the post-pandemic remote work context. Drawing on the job demands–resources (JD-R) model, it examines the relationships between private technology adoption, job demands, job resources, job performance and work–life conflict, while also assessing how BYOD impacts environmental outcomes such as electronic waste reduction and carbon emissions.

The study used confirmatory factor analysis and structural equation modelling (SEM) using AMOS version 22 to evaluate seven hypotheses among 424 full-time teleworkers from various occupational sectors in Mauritius, a developing country.

SEM results confirm that BYOD enhances job performance and work–life conflict through increased job autonomy, workload and work pressure. BYOD and teleworking also contribute to Green IT and environmental sustainability by reducing energy consumption and electronic waste, indirectly supporting broader sustainability goals through reduced corporate device demand and lower commuting-related emissions.

Organisations should leverage BYOD policies to advance Green IT practices and improve work performance in remote settings, focusing on balancing job demands with resources like work autonomy to enhance productivity and well-being.

The findings strongly support the JD-R model in the context of remote work and BYOD, particularly in developing economies with limited infrastructure, offering insights for policies that enhance both employee well-being, Green IT and environmental sustainability.

As employees’ adoption of Bring Your Own Device (BYOD) has increased, so has research interest into the impact of BYOD on human resources outcomes. The present study aims at understanding the relationship between BYOD and human resources outcomes.

The study employs the inductive data-driven content analysis approach to analyze the data collected through qualitative semi-structured interviews with a sample of 28 knowledge workers from different occupational sectors in Mauritius.

The results show the double-edged sword brought about by BYOD implementation. This trend is associated with perceived job performance, job satisfaction, organizational commitment and work motivation while also having an effect on work-life conflict and stress.

This study has implications for organizations that are concerned about formulating guidelines and policies in relation to workers' adoption of BYOD in the workplace. This trend permits employees to continue to communicate and work irrespective of new working conditions and social distancing since the Covid-19 pandemic has changed the way organizations operate around the globe.

Driven by the JD-R theory, themes and sub-themes were linked by the emerging relationships to present a conceptual framework to understanding employees' well-being since this is a pertinent research area for scholars and practitioners, as well as a topic of growing prominence for modern organizations.

This study aims to understand and analyse the financial independence of women in small island developing states, with a focus on Mauritius. Factors such as employer choice, domestic violence, sociological factors, lack of opportunities and empowerment and the legal framework have been identified as potential influencers of the financial independence of women.

A survey was conducted where residents of Mauritius were targeted to have a more generic overview of the subject matter. A response rate of 347 was received. The partial least square structural equation modeling was used to analyse the proposed framework.

A total of 12 hypotheses were proposed and only 2 hypotheses were confirmed. The sociological factors, lack of opportunities, domestic violence and employer choice appeared not to have a significant influence on the financial independence of women. The legal system had a significant influence on the financial independence of women.

It must be acknowledged that the literature is rich with studies on financial independence. Nevertheless, not much has been prescribed in the literature from the perspective of small developing economies and having women at the centre of the debate. The theory of gender and power and the social learning theory were used as the theoretical foundation.

Technology acceptance research in the L&T contexts has a necessity for enabling the significant inclusion of technology in educational settings (Scherer et al., 2019). Despite the propensity for information communication and technology to enhance the teaching and learning process, the acceptance or rejection of learning technology is essential. Technological acceptance model (TAM) has evolved to become a key model to depict the predictors of human behaviour towards prospective rejection or acceptance of technology (Granic and Marangunic, 2019). In their recent systematic review of the extensive literature on TAM, Granic and Marangunic (2019) found that most of TAM research originate from Asia (Taiwan, Malaysia, South Korea and China), Europe, North America, Middle East and Africa. To the best of the authors’ knowledge, research on TAM has been very scarce in small island economies. This study aims to guide the empirical model of Al-Fraihat et al. (2020), which wants to uncover the quality of learning by understanding the intentions and satisfaction of tertiary education learners on the acceptance and use of information technology (IT) for e-learning, during the confinement period.

This study adopted a quantitative approach. The proposed framework was borrowed from Al-Fraihat et al. (2020) and amended based on the contextual aspect of the study. The model proposed by Al-Fraihat et al. (2020) takes into consideration the quality of e-learning through technical system quality, information quality, service quality, educational system quality, support system quality, learner quality and instructor quality. The framework has as the basis the TAM where the perceived satisfaction, perceived usefulness, use and benefits of E-learning have been evaluated. This current study evaluated the quality of the e-learning platform from the students’ perspective in the confinement period. The service quality construct has been broken into three different dimensions, namely, service quality from an IT perspective, service quality from an administration perspective and service quality from the faculty represented by the Head of Departments. Another dimension has been added so as to evaluate the learner’s point of view when studying during confinement, namely, confinement and learning quality.

The findings of this study did not support H25, that is the hypothesis that perceived usefulness has a positive relationship with perceived satisfaction, in contradiction to similar previous studies that confirmed the relationship (Al-Sabawy et al., 2011; Al-Fraihat et al., 2020). However, interestingly, the findings of this research supported the relationship between perceived satisfaction and benefits (H26). This means that the greater the satisfaction of the learner, the greater the benefits on students. The results of this study further supported that there is a positive relationship between perceived usefulness and benefits (H27); there is a positive relationship between perceived usefulness and use (H28); and finally, there is a positive relationship between use and benefits (H29). Such relationships were also found in the existing literature (Al-Sabawy et al., 2011; Cidral et al., 2018; Al-Fraihat et al., 2020). The perception of the usefulness of the e-learning system determines the benefits, usefulness and system use. When the learners feel that the system is enhancing their learning, learning activities and performance, hence learning more effectively, they tend to see the e-learning system as useful and they are more likely to use the e-learning system/tool. The use of the tool/system, thus positively impacts the benefits that the learners derived from the system.

The COVID-19 and overnight decision for a country-wide lockdown drastically changed the education sector. School and all teaching institutions were closed. However, most universities had to review their teaching and learning models to introduce e-learning to ensure the semester’s progress. Hence, the use of the various LMS tools became a necessity overnight. This study on e-learning in Mauritius uses the TAM as the theoretical foundation because the theory has long been extensively used to investigate the quality of learning eg. Davis (1989), Scherer et al. (2019), Al-Fraihat et al. (2020).