The widespread use of video conferencing tools like Zoom has led to discussions on "Zoom fatigue" (ZF), a condition of exhaustion and burnout (BO) from prolonged platform use. While ZF is often viewed as a result, this study examines it as a potential cause of BO. Surveying 303 educators, we explore predictors of Zoom fatigue (ZF) and burnout (BO), focusing on workload, boredom proneness, and TechnoStress. Analysis using Partial Least Squares Structural Equation Modeling (PLS-SEM) showed that WL, BP, and TS contribute to ZF. However, 10 and NT showed no significant impact, likely due to educators' professional nature. While ZF was linked to BO, TS had no direct connection, suggesting certain aspects of TS may not lead to BO. This opens new avenues for exploring the relationship between TS and BO.

This study explores the sociotechnical challenges faced by silver teachers in teaching medicine, focusing on integrating technology in educational settings from the perspective of older educators in the field of medicine. Utilizing the Sociotechnical System (STS) theory, the research highlights the interplay between social and technical elements in education, emphasizing the need for solutions beyond technology to equip older educators with the necessary skillset in teaching medicine online. Key challenges identified include the fluidity of achieving a digital social presence, and siloed training, particularly pronounced in low-resource settings. The study utilized thematic analysis based on the results of interviews with twelve older adult educators in the Philippines who teach medicine. The findings underscore the barriers to adopting LMS, e-learning, and other technological methods of delivering medical education due to unfamiliarity with emerging technologies and resistance to changing traditional teaching

This study examines the integration of artificial intelligence (AI), specifically ChatGPT, in enhancing the educational experiences of returning adult learners in a developing economy through the lens of Self-Determination Theory (SDT). The research aims to understand how AI tools can support the unique needs of non- traditional students by fostering autonomy, competence, and relatedness, critical components of SDT. Utilizing a qualitative inquiry approach, the study involved in-depth, semi-structured interviews with 11 returning adult learners who have adopted ChatGPT for academic writing. The participants, non-traditional students typically over 25, provided insights into their experiences with AI in their learning processes. The thematic analysis of the data revealed three key themes: Learning Partner, Writing Proficiency, and Academic Collaboration. As a Learning Partner, ChatGPT was found to facilitate idea generation, enhance writing tasks, and support independent learning, promoting learner autonomy. Regarding Writing Proficiency, AI tools contributed to expanding vocabulary, improving writing clarity, and boosting confidence, aligning with the competence component of SDT. The theme of Academic Collaboration highlighted the role of peer influence and academic support in adopting AI tools, fostering a collaborative and supportive learning environment, which addresses the relatedness component of SDT. The findings suggest that AI tools like ChatGPT have significant potential to improve the educational experiences of returning adult learners by addressing their diverse needs and motivations. The study recommends the integration of AI into academic curricula, supported by policies and training, to maximize its benefits for non-traditional students.

The widespread adoption of support tools, such as artificial intelligence, is evident across various fields, including the academic community. Students' attitudes towards using Al tools like ChatGPT significantly impact their utilization. The research employs the Theory of Reasoned Action (TRA) framework, incorporating academic stress and risk propensity as additional constructs to examine students' attitudes toward ChatGPT. The study focuses on college students using Al tools for academic purposes. A survey was conducted across educational institutions, yielding 413 responses. Analysis using the Partial Least Squares — Structural Equation Model revealed that academic stress and peer influence do not positively affect the intention to use ChatGPT. However, academic stress and risk propensity positively impact students' attitudes toward ChatGPT, influencing the intention to use the tool. The study recommends expanding research to include teachers and other professionals, considering diverse cultural settings and employing various research methods. The findings also provide insights for academia to enhance the adoption and integration of Al tools.

Hybrid flexible learning facilitates simultaneous instruction for in-person and remote students through technology. Students benefit from enhanced flexibility in class delivery beyond the limits of the physical classroom. However, post-pandemic, the adoption of Hyflex learning decreased due to cost, complexity, and training requirements. This research integrates the Theory of Planned Behavior and the Technology Acceptance Model, alongside monetary incentives, to examine factors influencing Hyflex adoption among 161 Philippine teachers. Our analysis indicates that social influence significantly impacts the intention to utilize Hyflex flexible learning. In contrast, attitude, usability, and perceived usefulness do not significantly affect adoption intention. Additionally, the construct of monetary incentives was found to have no impact on the acceptance of the Hyflex model within the context of this study.

The Internet is intricately embedded in our everyday lives and has become a valuable source of information to support learning due to its accessibility and decreasing costs. However, the rising costs of healthcare resulted in students seeking medical information from online health websites contributing unnecessary stress to their academic lives. In developing economies, however, the overloaded information from the Internet brings forth severe risks to these individuals by exposing themselves to inaccurate and inappropriate information in addressing their perceived conditions and symptoms. Cyberchondria is the speculative escalation of anxieties about common health issues which is grounded on the assessment of online information to satisfy medical curiosity. The personality traits of nursing students in higher education are utilized to identify which among these traits can lead to cyberchondria by examining 207 responses through a structural equation model technique. Analysis of data reveals that the individual personality traits of conscientiousness and neuroticism are positively associated with cyberchondria. Practical and academic implications are discussed in relation to the role of technology in nursing education.

The ubiquity and mobility of mobile technologies have led to the proliferation of instant messaging apps, which have become a primary choice of communication mode among students. This trajectory gives birth to various affordances which presents opportunities for research on how these tools can support learning beyond the walls of traditional classrooms by facilitating group collaboration. While prior studies focused on examining the technological factors in the use of collaboration tools, other researches revealed that social factors are equally important. In this paper, we contribute to the dearth of research in exploring social dimensions as antecedents of usage continuance of collaboration tools. A total of 168 students participated in an empirical study which revealed social influence and social presence as predictors of positive attitude towards instant messaging tools for collaboration. Further analysis of data establishes social influence as the strongest indicator of usage continuance. However, contrary to prior research, social influence does not predict social presence. Future research, implications for the academe and limitations of the study are also discussed.

The rising technology sector in the Philippines has called for a holistic structural reform in its educational system through the implementation of the K-12 program. As such, higher educational institutions are in constant quest to look for strategies to increase enrollment in their Information Technology programs. To be effective, educational institutions must understand individual perceptions towards pursuing an IT degree in higher education. This paper presents the results of a study among senior high school student, who are one of the first recipients of the newly implemented system of education. Using additional constructs to the established Theory of Reasoned Action, a survey instrument was deployed in two higher educational institutions and gathered a total of 431 responses. Using Partial Least Squares – Structural Equation Model, results revealed that computer self-efficacy and job availability does not positively influence the attitude towards an IT degree at a significant level. The study also confirmed prior research that job salary and social image are primary factors that positively influence the attitude of students. Aligned with the findings of other research, attitude and social norms are strong predictors of the behavioral intention of students to pursue an IT degree. The paper concludes by suggesting theoretical, educational and social implications of the study and acknowledging its limitations.