Qubahan Academic Journal

Disruptive Technology Adoption and Technology Sustainability in Aviation Sector: Multi-Stakeholders Case Study Analysis

Nor Aida Abdul Rahman , Abdelsalam Adam Hamid — Sun, 05 Jul 2026 00:00:00 +0000

The aim of this paper is threefold: to discuss the theoretical underpinning of disruptive technology in the aviation context; to explore technology development in the aviation industry; and to classify the key challenges of technology in the aviation industry by exploring how human factors in the aviation sector react in line with technology development. This study employs an inductive research approach with multiple case study analysis. Cross-case analysis was performed to identify data patterns across aviation types of organizations. This qualitative multiple case study is exploratory in nature, interviewing managers in the aviation sector. The case comes from the airline, cargo, manufacturing, and Maintenance, Repair and Overhaul (MRO) perspectives. One of the interesting findings of this study is that technology in the aviation industry is controlled by aviation regulators globally and locally. The use of new technology in the aviation industry should be tested and approved by the local authorities to ensure airworthiness. Thus, there is a strong contribution to the current literature that offers new insights into the technological role of the aviation industry. This study is regarded as novel because the main data come from the key players in air transport, namely the airline, cargo players, manufacturing, MRO and policy maker. This study is novel as it draws primary insights from key stakeholders across the air transport ecosystem. The findings contribute a conceptual framework and practical implications for understanding technology adoption in the aviation industry. The study introduces the notion of technology stalemate to describe how sustainability-oriented technological initiatives are shaped by regulatory, safety, and security considerations, reflecting a context of cautious and risk-aware decision-making rather than outright resistance.

An Exploratory Study of Graduate Student’s Perceptions of the Role of Human Resources in Diversifying Educational Funding and Enhancing Competitiveness under Saudi Vision 2030

Eman Saleh Alghamdi , Awatif Ali Alsaif Aloufi — Mon, 20 Jul 2026 00:00:00 +0000

Human resources are widely recognized as an important source of competitive advantage and are frequently associated with sustainable development and institutional competitiveness. Under Saudi Vision 2030, higher education institutions are encouraged to invest in human capital and diversify funding sources to enhance financial sustainability and competitiveness. However, limited research has examined graduate students’ perceptions of the relationship between human resource efficiency, educational funding diversification, and competitiveness within the Saudi higher education context. This exploratory cross-sectional study employed a descriptive correlational-comparative research design to examine graduate students’ perceptions of the role of human resources in educational funding diversification and competitiveness under Saudi Vision 2030. Thirty-eight graduate students from Qassim University participated during the second semester of the 2025–2026 academic year. Given the exploratory nature of the study and the modest sample size, findings should be interpreted as preliminary and context-specific. Data were analysed using descriptive statistics, Pearson correlation coefficients, reliability analyses, and group-comparison procedures. Students reported high levels of agreement regarding the perceived importance of human resources for educational funding diversification and competitiveness-related outcomes. Perceptions of human resource competitiveness under Saudi Vision 2030 were relatively high, and organizational, administrative, and professional barriers were identified. A statistically significant positive association was observed between perceived human resource efficiency and educational funding diversification (r = .552, p < .001). No statistically significant association was found between perceived human resource efficiency and human resource competitiveness under Saudi Vision 2030 (r = .256, p = .121). Within the present sample, participants perceived human capital development, professional education and training, and inter-institutional collaboration as important factors associated with educational funding diversification and competitiveness. Given the exploratory nature of the study, these findings should be interpreted as preliminary and context-specific. Future research using larger and more diverse samples is needed to confirm and extend these findings.

Spatial Analysis and Assessment of the Impact of Critical Imports on the Sustainability of Regional Economic Growth

Leonid Elshin , Alia Dinmukhametova, Dilyara Abdrakhmanova — Sat, 18 Jul 2026 00:00:00 +0000

The study examines import-substitution models under conditions of global economic fragmentation, external trade restrictions, and disruptions in international supply chains. The aim of the article is to develop a methodological approach for identifying critically significant imported goods and assessing their relationship with the sustainability of regional economic growth. The empirical analysis focuses on the regions of the Volga Federal District of the Russian Federation. The study combines a three-stage authentication procedure for identifying critical imports at the HS/FEACN-code level, FEACN–RCPEA matching, and panel-data modeling. The novelty of the study lies in linking commodity-level critical import identification with regional production categories and estimating the economic significance of critical import dependence at the regional level. The results show that 21 groups of goods can be classified as critical imports. The preferred random effects model indicates that a reduction in critical imports by 1 million rubles is associated with a decrease in production volume by approximately 750 thousand rubles. Theoretically, the study connects import dependence with regional resilience and supply-chain transformation. Practically, the findings support selective import-substitution policy, supplier diversification, and targeted regional industrial support.

Professional Self-Care and Professional Quality of Life Among Educational Counselors: The Predictive Roles of Professional Development and Professional Support

Fri, 10 Jul 2026 00:00:00 +0000

This study investigated the relationship between professional quality of life and professional self-care among educational counselors in Amman, with a particular focus on the predictive roles of professional development and professional support. A descriptive correlational design was employed, using a sample of 118 male and female school counselors selected during the 2022–2023 academic year. Data were collected using the Professional Quality of Life Scale (ProQOL) and the Professional Self-Care Scale (PSCS). The findings revealed that there were no statistically significant differences in professional quality of life or professional self-care based on gender or years of experience at either the overall or subscale levels. However, the results indicated a statistically significant positive correlation between professional quality of life and professional self-care, with correlations ranging from moderate to strong across all dimensions. Among the self-care components, professional development demonstrated the strongest association with professional quality of life, followed by professional support. Furthermore, regression analyses showed that professional development and professional support significantly predicted professional quality of life, whereas cognitive strategies, daily balance, and life balance were not significant predictors. These findings highlight the central role of professionally oriented self-care practices in enhancing counselors’ occupational well-being. The study underscores the importance of strengthening institutional support systems and continuous professional development opportunities to improve counselors’ quality of life and sustain effective counseling services in schools.

Implementing Cultural Existentialism Pedagogy in Early Childhood Education: Evidence from Chinese Kindergarten Teachers and Supervisors

YingYing Zhao , Panjanat Vorawattanachai , Yudhi Arifani — Sun, 05 Jul 2026 00:00:00 +0000

A notable gap exists in establishing clear criteria and reliable tools to measure effectiveness, particularly in early childhood education. This mixed-methods study identifies perspectives on beliefs and practices of cultural existentialism pedagogy (CEP) among 500 kindergarten teachers and 252 supervisors in China, with 30 interviewed teachers and 30 supervisors. The Mann-Whitney U test was used for quantitative analysis, revealing no significant differences between the perspectives of teachers and supervisors (p < 0.05). The two groups of participants reported the need for greater confidence, professional development, and institutional support in implementing CEP in Chinese kindergartens. Qualitative interviews identified key barriers, including a lack of resources, insufficient training, and financial constraints. Teachers expressed a desire for training workshops and more accessible teaching resources, while supervisors stressed the importance of policy-level interventions and curriculum integration to promote CEP. Both groups also agreed on the necessity of teacher identity development and reflective practice for successful CEP adoption. The study suggests that comprehensive training programs and policy changes are critical for enhancing CEP integration in early childhood education. These findings highlight the importance of both individual and institutional support in overcoming barriers to effective pedagogical change in kindergarten education.

Instagram Stories and Self-Expression among Nonverbal Individuals with Disabilities in Saudi Arabia: Implications for Inclusion

Sun, 05 Jul 2026 00:00:00 +0000

This qualitative case study examines how nonverbal individuals with disabilities in Saudi Arabia use INSTAGRAM stories to express themselves, maintain social presence, and participate in online communities. Drawing on platform affordance theory, multimodality, and critical digital inclusion perspectives, the study addresses a gap in research on how ephemeral and multimodal social media features support communication for users who encounter substantial barriers to spoken interaction. Data were collected from twelve adult participants through semi-structured interviews and a three-month review of consented Instagram Stories artifacts. The data were examined using a hybrid thematic analysis that combined deductive coding aligned with the research questions and inductive coding of emergent patterns across interview accounts and story artifacts. findings show that stories functioned as a low-pressure daily diary, a multimodal communication space, and a means of confidence-building and peer connection. participants used images, short videos, music, emojis, stickers, captions, and interactive tools not as decorative features but as communicative resources for expressing emotion, achievement, frustration, and identity. However, participation was constrained by device and connectivity inequalities, limited compatibility with AAC and assistive technologies, interface complexity, privacy concerns, and fear of ableist harassment. the study contributes to educational technology and inclusive design by showing that digital inclusion for nonverbal users depends not only on access to platforms but also on meaningful, safe, and user-controlled participation. The article concludes with user-informed recommendations for accessible Story authoring, stronger moderation, assistive-technology compatibility, and collaboration with disability organizations.

The Mediating Role of Academic Stress in the Effect of Problem- and Project-Based Learning on Student Innovation: Evidence from Art and Design Education

Li Tan , Tassanee Laknapichonachat , Junaidi Junaidi — Sun, 05 Jul 2026 00:00:00 +0000

This research investigates how problem- and project-based learning (PPBL) enhances students’ learning innovation and reduces academic stress. Data were collected from 587 students who participated in PPBL activities as part of their academic curriculum. Structural equation modeling (SEM) and Hayes’s mediation analysis were employed to test the proposed hypotheses. The findings reveal that the integration of PPBL into liberal arts and design courses positively influences students’ learning innovation while reducing their academic stress. Furthermore, academic stress plays a significant mediating role in the relationship between PPBL and students’ innovative performance. These results suggest that art and design courses can effectively foster students’ creativity and innovation through the application of PPBL. The findings also indicate the importance of developing attractive and industry-relevant curricula that enhance students’ innovative capabilities and equip them with skills and knowledge aligned with evolving educational and labor market demands. This research contributes to constructivist learning theory by demonstrating the role of PPBL in promoting innovation and reducing academic stress among students. The study offers practical implications for educators and policymakers in designing curricula that support creativity, innovation, and competitiveness while incorporating skills that are increasingly valued by employers, particularly in the tourism and creative industries.

Determinants of Exclusive Breastfeeding Among Mothers in Al-Kharj Governorate, Saudi Arabia: A Logistic Regression Analysis

Afrah Yahya Al Rezami — Wed, 15 Jul 2026 00:00:00 +0000

Exclusive breastfeeding (EBF) remains below the WHO target in many settings, including Saudi Arabia. This study aimed to identify modifiable determinants of EBF in Al-Kharj region and examine their broader public health implications in similar socio-cultural contexts. A cross-sectional study was conducted among 573 infants aged 6–12 months at the Maternity and Children’s Hospital. Data were collected through structured interviews and analyzed using multivariable logistic regression to identify independent predictors across socio-demographic, breastfeeding practice, and cultural domains. The outcomes were presented as adjusted odds ratios (AOR). The prevalence of EBF was 38%. Factors associated with a higher probability of EBF in the domain-specific multivariable models included more than three antenatal care visits (AOR = 11.94), frequent breastfeeding (>8 times/day) (AOR = 7.44), and colostrum feeding (AOR = 4.99). Conversely, cultural traditions discouraging breastfeeding were associated with a lower probability of EBF (AOR = 0.07), along with perceived insufficient milk (AOR = 0.22) and work or study pressures (AOR = 0.30). A fully adjusted sensitivity analysis confirmed the stability of these key predictors. To improve EBF rates, public health policies should prioritize intensive prenatal counseling and community-based programs that specifically engage husbands and address deeply ingrained cultural misconceptions. Adopting Baby-Friendly Hospital Initiative (BFHI) practices across regional primary care centers is essential.

Perceived Employability Under Digital Transformation: A Multilevel Systematic Review of Antecedents and Contextual Influences

Febby Chika Putri Mulfag , Idris , Rino — Tue, 14 Jul 2026 00:00:00 +0000

Digital transformation, together with the rapid growth of artificial intelligence (AI) and the increasing instability of the labor market, continues to have a significant influence on the way jobs are structured and has created greater uncertainty about long-term career sustainability. In this constantly changing environment, perceived employability (PE) has come to play a crucial role, as it represents how individuals perceive their capacity to secure and maintain employment, as well as the opportunities available to them in the job market. It also reflects expectations about future career prospects, including whether suitable opportunities exist in relation to their qualifications. However, a notable gap still exists in current theories explaining how PE is formed, particularly regarding how rapid technological change reshapes its core components and frame of reference. To address this gap, a systematic literature review (SLR) was conducted to provide a clearer understanding of the multilevel antecedents of perceived employability in the digital era. Following the PRISMA Guidelines, 106 Scopus-indexed articles published between 2005 and 2025 were analyzed. The findings demonstrated that perceived employability is shaped by a complex and interrelated set of antecedents operating at the individual, organizational, and external levels. At the individual level, key antecedents included career attitudes, psychological resources, competencies, and learning experiences. At the organizational level, important factors involved career management practices, access to training and development, job characteristics, and workplace support systems. External antecedents included labor market dynamics, broader socioeconomic conditions, and institutional reputation. Across these levels, digital transformation functioned as a cross-cutting contextual force shaping how these antecedents interact and evolve through digital skills, digital literacy, attitudes toward technology, and technology-related stress. Overall, this review provides an integrative foundation for future research while offering practical insights for organizations, universities, and policymakers seeking to strengthen employability in an increasingly digitalized labor market.

Developing and Validating an Islamic Financial Literacy Index: A Shariah-Based Assessment of Malaysian Generation Y

Thu, 09 Jul 2026 00:00:00 +0000

The global emphasis on financial literacy has led to the development of numerous institutional frameworks; however, most existing measures are grounded in conventional financial paradigms and do not adequately reflect the Shariah principles underpinning Islamic finance. Addressing this gap, the present study develops an Islamic Financial Literacy (IFL) framework and index tailored to the Malaysian Y generation. Specifically, the study aims to: (1) identify the conceptual basis of IFL from the Qur’an and Hadith, (2) develop and validate an IFL construct, (3) examine the determinants of IFL, and (4) construct an index to assess the level of IFL. A mixed-methods triangulation design was employed, combining qualitative interviews with Shariah scholars and industry experts and a quantitative survey of 800 respondents from Malaysian public universities. The qualitative phase used thematic analysis to derive the core IFL dimensions, namely moderation in spending, priority-based spending, compulsory and voluntary spending, saving and investment, and prudent debt usage. In the quantitative phase, the construct was validated using exploratory factor analysis, supported by Kaiser–Meyer–Olkin and Bartlett’s tests, factor loadings, eigenvalues, and reliability assessment. Ten of the eleven items were retained as a valid and reliable single-factor measure. The IFL index was then constructed from 20 knowledge-based items derived from the validated themes and scored based on the proportion of correct responses. Correlation and multiple regression analyses showed that Underlying Principles and Financial Education Exposure significantly predicted IFL, while Social Influence was not a significant predictor in the regression model. The index results revealed a moderate level of IFL, with an average correct response rate of 60%. Higher IFL scores were associated with higher income, academic occupation, and a greater number of dependents. The findings contribute a Shariah-grounded and empirically validated measure of financial literacy that may support policy, education, and future Islamic finance research.

THE The Challenges Facing the Vocational and Technical Education (BTEC) Program in Jordanian Vocational Schools from the Teachers’ Perspective

Sun, 19 Jul 2026 00:00:00 +0000

The main objectives of the current study were to explore the problems facing the implementation of the BTEC curriculum in vocational schools in Jordan from the teachers' perspective. A descriptive survey research design was used, and data were collected from 301 vocational education teachers who responded to a validated questionnaire. The results showed that the implementation challenges were at a moderate level overall. The most challenging issues were related to the students, the second most challenging issues were related to the curriculum and assessment, and the least challenging issues were related to teachers. The findings showed that there were no significant differences in teachers' perceptions regarding gender, academic qualification, specialization, and place of teaching, while there was a significant difference regarding their years of experience. The results revealed the need for specific professional development programs, more support in schools, and more uniform evaluation schemes to support the effective implementation of competency-based vocational education. This study makes a unique and important contribution to the field of vocational education in terms of providing empirical evidence on the multidimensional nature of implementing BTEC programs in a developing educational context and highlighting educational implications for policymakers, curriculum designers, and vocational education stakeholders.

Financial Reporting Challenges in Hybrid Systems and Platform-Based Accounting Disclosure: Evidence for Emerging Markets

Osama Wagdi , Amira Hasaneen — Mon, 13 Jul 2026 00:00:00 +0000

Ecosystem-platform hybrids challenge industrial-era financial reporting architectures through strategic orchestration coordinating external value creation without formal ownership. Drawing on semi-structured interviews with 21 senior financial executives, audit partners, and former standard-setters across seven emerging markets (2022–2024), this qualitative inquiry documents practitioner-perceived reporting discontinuities during telecommunications platform transitions. Thematic saturation indicated that cross-firm comparability is systematically eroded, with practitioners estimating this impairment at approximately 5–12% relative to traditional infrastructure peers, reflecting professional judgment rather than statistical measurement. Revenue recognition complexity emerged as a potential mediator between platform governance maturity and earnings quality, although this relationship requires quantitative validation. Most participants observed that capital markets increasingly interpret sophisticated ecosystem governance as a value signal, partially offsetting conventional information asymmetry concerns. Complementor concentration was identified as generating substantial off-balance-sheet dependency risks, with practitioner estimates suggesting economic exposure that may exceed recognized financial leverage by ratios of 15:1 to 20:1. All numerical estimates are explicitly framed as context-bound practitioner perceptions rather than empirically validated metrics. The findings indicate that traditional peer benchmarking loses decision-usefulness when platform-mediated revenue exceeds 70% of value creation. The study makes three contributions. First, it extends transaction cost economics to the platform accounting domain by demonstrating that the 'orchestrate-or-automate' boundary decision creates recognition discontinuities not anticipated by existing measurement frameworks. Second, it introduces the theoretical hypothesis of a 'reputation-transparency substitution effect,' whereby governance reputation may partially substitute for accounting recognition at high orchestration intensity, requiring future quantitative validation. Third, it identifies a previously undocumented 'concentration risk visibility gap,' in which IAS 37's present-obligation threshold and IAS 1's undefined significance criterion fail to capture economically material ecosystem dependencies. These exploratory insights have implications for audit materiality, contingent liability disclosure, and the development of ecosystem-specific reporting standards.

The Role of Research Activity in the Formation of the Methodological Culture of Future Teachers of Primary Education

Sun, 05 Jul 2026 00:00:00 +0000

This study examined the role of research activity in the development of the methodological culture of master’s students preparing to become primary education teachers. In this study, methodological culture was operationalised as a composite of methodological knowledge, analytical–reflective skills, and evidence-informed justification of pedagogical decisions. The research used a quasi-experimental two-site nonequivalent-groups design within a sequential explanatory mixed-methods framework, with two measurement points (T0–T1) and without a no-treatment control group. The sample included 120 master’s students from two Kazakhstani universities: Abai Kazakh National Pedagogical University (n = 55) and Zh. A. Tashenov University (n = 65). The intervention consisted of a 16-week research activity programme embedded in coursework and supported by tutoring, seminars on data visualisation, academic writing, and research ethics. Quantitative change was assessed using a 25-item diagnostic test (0–100; Cronbach’s α = 0.84). In the Abai sample, scores increased from 44.2 to 65.4 (Δ = 21.2, p < .001, d_z = 1.57); in the Tashenov sample, scores increased from 32.6 to 52.1 (Δ = 19.5, p < .001, d_z = 1.30). Baseline-adjusted ANCOVA showed a significant site effect at post-test, F(1,117) = 62.5, p < .001, ηp² = 0.35, with an adjusted mean difference of 10.2 points in favour of the Abai sample. Qualitative data from interviews, reflective essays, and observation protocols were used to explain the mechanisms of change and implementation conditions. The results suggest that systematic research activity, when supported by explicit quality criteria and mentoring, is associated with stronger evidence-informed reasoning, more confident data interpretation, and greater reflective regulation of professional decisions.

Agricultural Modeling Under Climate Change: Mapping the Transition from Crop Simulation to Artificial Intelligence-Based Decision Systems

Sun, 05 Jul 2026 00:00:00 +0000

This study examines the knowledge evolution of agricultural modeling under climate change through a bibliometric science mapping approach. The analysis is performed based on 860 documents published between the years 1992-2025 and indexed in the Scopus database, which are processed with the Bibliometrix package in R. A PRISMA-based screening procedure was applied to ensure thematic relevance and transparency. The study identifies publication dynamics, the leading sources, productive authors, country level contributions, collaboration patterns, as well as thematic development. The results show a sharp increase in research activity after 2020, indicating that this domain has moved from a limited technical niche to a rapidly expanding interdisciplinary field. The most active publication outlets are concentrated in environmental, agricultural, water management, and digital technology-oriented journals, with Science of the Total Environment emerging as the most productive source. Thematic mapping shows four large conceptually defined directions: climate change; agriculture; crops; and learning systems. These clusters show that the field is moving from process-based crop and resource models toward spatial, data-driven, and AI-assisted systems. The findings also reveal an important imbalance. Environmental, crop-oriented, and digital themes are expanding quickly, while their economic interpretation remains less developed. For agricultural economists this would be beneficial for future research to directly link the knowledge and understanding of the climate and ecosystem needs of agriculture with the contribution of food security and market resilience to scarcity, adaptation costs, investment priorities, and risks related to agri-food supply-chains.

The Role of Augmented Reality and Virtual Reality in Enhancing Student Motivation and Performance: Evidence from Vocational Education in China Using Self-Determination Theory

Lixiang Zhang , Padet Kakham — Sun, 05 Jul 2026 00:00:00 +0000

The integration of emerging technologies such as Augmented Reality (AR) and Virtual Reality (VR) has reshaped contemporary vocational education by offering immersive and interactive learning environments. This study investigates how AR/VR-based learning environments influence students’ motivation and academic performance within vocational education settings in Guizhou, China, grounded in Self-Determination Theory (SDT). A quantitative research design was employed using purposive sampling, with data collected from 626 vocational students. Covariance-based Structural Equation Modeling (CB-SEM) was applied to test the proposed hypotheses. The results reveal that teachers’ autonomy support and relatedness significantly enhance students’ motivation, whereas perceived teacher competence does not exhibit a significant effect on motivation in AR/VR-assisted learning contexts. Furthermore, students’ motivation is found to be a strong predictor of academic performance and acts as a mediating mechanism between SDT-related teaching factors and student performance outcomes. The findings extend SDT into the context of immersive learning technologies, demonstrating that AR and VR environments amplify the importance of socio-emotional dimensions of teaching over technical competence alone. This study provides practical implications for vocational educators, curriculum developers, and policymakers in optimizing teacher training, instructional design, and technology integration strategies to enhance student engagement and learning outcomes.

Reconceptualizing Critical Thinking in Academic Writing: A Rasch Model Investigation of Cognitive, Linguistic, and Cultural Dimensions in Higher Education

Sun, 05 Jul 2026 00:00:00 +0000

This study aims to (1) validate a measurement instrument for assessing critical thinking in academic writing using the Rasch model and (2) develop a theoretical understanding of critical thinking as a multidimensional construct shaped by the interaction between cognitive reasoning, linguistic mediation, and cultural interpretation. The study involved 257 undergraduate students in an Indonesian higher education context, using a 36-item Likert-scale instrument. Rasch analysis was employed to evaluate measurement reliability, item functioning, dimensionality, and person–item targeting. The results indicate moderate empirical reliability alongside stronger model-based reliability, suggesting stable latent estimation within the probabilistic framework. Item fit analysis revealed several misfitting items, while residual Principal Component Analysis (PCA) indicated the presence of secondary dimensions beyond the primary construct. These findings support the interpretation that critical thinking in academic writing is not strictly unidimensional. Theoretically, this study contributes by proposing an integrative measurement perspective that reconceptualizes critical thinking as a construct emerging from the interaction of cognitive, linguistic, and sociocultural dimensions within academic discourse. Pedagogically, the findings highlight the need for instructional approaches that integrate language proficiency and cultural awareness in developing critical thinking in writing. However, the findings are limited to the specific sample and context studied, and further validation across diverse populations is required.