This study empirically investigates the psycho-ethical mechanisms driving the continuance intention to use generative artificial intelligence (GenAI) among university students in Vietnam. Departing from dominant theories such as the technology acceptance model (TAM) or the unified theory of acceptance and use of technology (UTAUT), this research applies Rest's (1986) four-component model to suggest ethical factors influencing continuance intention to use GenAI. The study examines a sequential cognitive process from moral awareness (AI literacy and AI responsibility) through moral judgment (critical evaluation) to moral motivation (moral obligation and academic integrity) and its role in shaping continuance intention in using GenAI. Data collected from 448 university students were analyzed using partial least squares structural equation modeling (PLS-SEM). The results validate the sequential ethical decision-making process, identifying critical evaluation as a vital mediator between awareness and motivation. Furthermore, both critical evaluation and academic integrity affect the continuance intention directly and positively. Additionally, the findings reveal a significant negative impact of moral disengagement on AI responsibility, acting as a psychological barrier that disrupts the sustainable and ethical decision-making process. These insights provide a strategic foundation for educational institutions and policymakers to design interventions that foster ethical and sustainable GenAI adoption among university students.
A Conceptual Framework of Strategic Capability Alignment in Smes: Integrating Entrepreneurial Orientation, Market Orientation, and Leadership Qualities Original Research Article Country Malaysia
Small and Medium Enterprises (SMEs) are fundamental drivers of economic growth, innovation, and employment, particularly in emerging economies such as Malaysia. Despite their importance, SME performance remains highly heterogeneous. While Entrepreneurial Orientation (EO) and Market Orientation (MO) are widely recognized as strategic drivers of firm performance, empirical findings increasingly indicate that EO does not exert a uniform direct effect on organizational performance (OP). Instead, its influence is frequently mediated by complementary strategic capabilities and moderated by managerial quality.
Grounded in the Resource-Based View (RBV), this paper develops an integrated strategic capability alignment framework positioning EO as an opportunity-generation capability, MO as a market-alignment capability, and Leadership Qualities (LQ) as a higher-order orchestration capability that moderates the MO–performance relationship. By synthesizing recent empirical findings from Malaysian and international SME research, this study clarifies the indirect mechanism through which EO influences performance and extends RBV by incorporating capability complementarity and managerial orchestration logic. The paper proposes four testable hypotheses and outlines an empirical testing approach using PLS-SEM.
Assessing the Influence of Pre-Service Teachers’ Knowledge and Skills on Their Attitudes Towards Inclusion Original Research Article Country Philippines
This research assessed the knowledge, skills and attitudes of fourth year BSNED students at Cebu Technological University Main campus in Cebu City for school year 2024-2025 as basis for a proposed teacher skills development plan. There were 80 respondents who participated in the study and were identified using the total enumeration technique due to their small population. The respondents were asked to answer a three-part survey questionnaire which measure their knowledge, skills and attitudes towards inclusion. The data gathered were treated using weighted mean, standard deviation, and Pearson’s
r. The results revealed that the respondents were highly knowledgeable about inclusion and highly skilled in handling inclusive classes. Interestingly, the have positive attitudes towards the inclusive education implementation. Moreover, there was a significant strong positive relationship between their knowledge and attitudes towards inclusion. On the other hand, there was a significant moderate positive correlation between the respondents’ skills and attitudes towards inclusion. The results underscore the sufficient trainings that they acquire in the special education program of the university and validate the hypothesis that attitudes of the pre-service teachers are related on their knowledge and skills of inclusion. Thus, it is highly recommended that the proposed teacher skills development plan be adopted.
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