Issue #2 (Volume 8 2024)

Studying public-private partnership practices in textbook publishing and distribution in Nepal offers insights into effective strategies for improving education quality through collaboration between government and private sectors. The objective of the study is to assess the effectiveness of public-private partnerships (PPPs) in enhancing education quality through improved textbook publishing and distribution mechanisms. The methodology employed in this study integrates descriptive and explanatory research approaches. It utilizes a structured questionnaire comprising 40 items rated on a 5-point Likert scale to evaluate different dimensions of PPPs concerning school textbook publication and distribution in Nepal. In this study, representatives from private organizations involved in textbook publishing and distribution in Nepal were interviewed. Sampling is conducted through random selection from a pool of 390 private organizations, aiming to ensure representation across various sectors. The model developed from this analysis had a strong explanatory power, with the identified independent variables explaining up to 48% of the variability in improving education quality through PPPs. The study concludes that emphasizing transparency, accountability, and effective communication within public-private partnerships significantly contributes to enhancing education quality through improved textbook publishing and distribution mechanisms, supported by strong correlations between these factors and overall education quality, as revealed by advanced statistical methods.

This study aims to explore past research trends and identify key future directions at the intersection of artificial intelligence and legal education. The study’s data were gathered from the Scopus database, comprising 68 selected documents spanning from 1999 to 2024. The research methodology involves the use of VOSviewer software for bibliometric analysis. The results reveal that research on artificial intelligence and legal education, while still limited, has been undertaken in various countries, focusing on five primary research directions, including: (1) Improving technical education systems in colleges and universities through educational technology and modern legal learning systems; (2) Application of artificial intelligence and algorithms in the legal field; (3) Applying computational theory and e-learning technology in legal education; (4) Legal education and legal knowledge; (5) Digital transformation in the field of legal training. Based on the research results, five future research directions on this topic are also proposed, including: (1) Application of artificial intelligence in analyzing and predicting legal trends; (2) Artificial intelligence in personalizing the legal learning experience; (3) Artificial intelligence and legal professional ethics; (4) Development of artificial intelligence tools supporting legal teaching and research; and (5) Integration of artificial intelligence into online learning systems for legal education.

The study aims to investigate how artificial intelligence (AI) influences women-led startups in Saudi Arabia, aiming to understand their unique experiences, challenges, and opportunities within the AI technology landscape. This study used a qualitative method, conducting 16 in-depth interviews with women entrepreneurs operating businesses in Saudi Arabia. The analysis was performed using thematic analysis with NVivo 12, uncovering key themes and insights. The findings reveal that cultural norms, societal expectations, limited awareness, and financial constraints are directly associated with women’s involvement in AI-driven businesses. Cultural biases emerged as impediments, underscoring the need for targeted interventions such as awareness campaigns and educational initiatives to dismantle ingrained biases and foster an environment that recognizes and celebrates the contributions of women in the tech and AI sectors. Educational programs, collaborations between academia and industry, and mentorship initiatives were identified as pivotal components to prepare women entrepreneurs to navigate the intricate landscape of AI adoption. Financial inclusion emerged as a critical pillar, advocating for equitable access to funding and resources tailored specifically for women-led AI startups. The study further emphasizes the importance of fostering supportive ecosystems that extend beyond financial aid. Creating networks for mentorship, guidance, and collaboration provides women entrepreneurs with platforms to share experiences and resources, enhancing resilience and the potential for success in the AI landscape.

Acknowledgment
The authors extend their appreciation to the Arab Open University for funding this work through research fund No. AOUKSA-524008.

This study aims to test and evaluate various pedagogical strategies that can improve students’ comprehension of Maritime English course materials and help them confidently participate in English-based assessments. A comparative research methodology was employed, focusing on integrating specific strategies and tools into the curricula of maritime programs. The study focused on the Norwegian case at NTNU in Ålesund, featuring a 3-year Shipping Management program (Bachelor’s degree) with 45-60 students. The findings from the Norwegian case demonstrate a significant improvement in students’ willingness and ability to engage in English-language assessments, highlighting the effectiveness of the pedagogical approaches implemented. The study results align with existing literature, highlighting the need for continuous innovation in pedagogical approaches to Maritime English education. By the end of the course, 72.2% of students felt comfortable taking the exam in English, compared to only 25.8% at the beginning of the semester. Weekly lectures in English with presentations were identified as the most helpful tool, followed by group work, homework, and vocabulary lists. The use of digital interaction and software tools received a high score – 8.0 out of 10.0. The significant improvement in students’ confidence in English, along with their strong overall ratings of teaching tools, demonstrates the effectiveness of these methods in overcoming initial language barriers. Further recommendations include combining traditional teaching methods with modern digital tools to enhance learning outcomes. By focusing on student-centered approaches and integrating both traditional techniques and technological tools, institutions can foster the development of a more proficient maritime workforce.

The increasing integration of Artificial Intelligence (AI) into education requires studying the motives for its use among students. This study aims to identify the key motivations for economics students to use AI and compare these motivations by grade level and gender. The study examines satisfaction with the use of AI and analyzes the number of AI tools used.

An anonymous empirical study was conducted among 264 students from the Faculty of Economics at Taras Shevchenko National University of Kyiv, Ukraine. Data analysis included descriptive statistical methods, non-parametric statistical methods, and exploratory factor analysis.

The study found that students’ main motivations for using AI are the automation of routine tasks (34.2%) and the need to save time (21.5%), while 18.7% use AI to compensate for lack of experience. Among Bachelor’s students, motivations such as automating routine tasks and saving time increased from 53% to 58% over the course of their studies, while lack of experience decreased from 22% to 15%. In contrast, Master’s students showed a decrease in routine automation (from 36% to 28%) but an increase in the need to compensate for lack of experience (from 15% to 28%) and to save time (from 18% to 25%). In terms of gender, men are more likely to use AI for learning and personal development, while women are slightly more likely to use AI for work. More than 38% of respondents say they need to use at least 2 AIs to achieve their goals.

Acknowledgment
This publication is based upon work from 24-PKVV-UM-002, ‘Strengthening the Resilience of Universities: Czech-Ukrainian Partnership for Digital Education, Research Cooperation, and Diversity Management,’ supported by the Czech Development Agency and the Ministry of Foreign Affairs under the initiative ‘Capacity Building of Public Universities in Ukraine 2024.’