The pandemic era has caused changes in the learning system. The situation demanded online learning and triggered students to have learning difficulties. The research aims to examine the impact of social media, social environment, and student learning potential on student learning difficulties. This study utilizes a quantitative approach. The respondents were university students experiencing online learning in West Java, Indonesia. A questionnaire validated by four experts was distributed to 539 of them. Accommodating structural equation modeling (SEM) by evaluating the measurement and structural models was used in data analysis. This study revealed that the instrument had good construct validity and reliability. A good instrument will produce a good measurement process so that the instrument can get the data needed. Hypothesis testing shows that high media activity can inhibit students from learning. However, social media activity directly influences learning difficulties. Meanwhile, the variables of learning potential and social environment positively influence student learning difficulties directly or indirectly. There are a few things to note on learning potential, social environment, and social media to delve into their influences on students' learning difficulties.

The increasing sophisticated learning technology and COVID-19 have pushed the teaching-learning process to use pedagogy, andragogy, and cybergogy approaches. The current research aims to investigate the relationship between the practices of these three approaches and student self-regulated learning. The structural equation model used indicates that pedagogy practices may affect the andragogy practices in teaching-learning process. Pedagogy approach shows no direct effect but has an indirect effect on students’ self-regulated learning. The indirect effect comes from the pedagogy-andragogy continuum and the impact of pedagogy instruction on cybergogy practices. Andragogy practices also gives a significant impact on students’ self-regulated learning and how the students use learning technology in cybergogy approach. Andragogy and the continuum of cybergogy promote students’ self-regulated learning. These results indicate that pedagogy-andragogy continuum can have an interplay with cybergogy. The interplay of these approaches may encourage students’ self-regulated learning. The current research can be a baseline to construct a new approach in teaching-learning process and its instructions in the classroom.

In the future, vocational students will face all changes and developments in technology and information. In this context, students' digital literacy skills need to be trained to adapt to the demands of the world of work. This article aims to present the results of a study on factors that can improve the digital literacy practice for vocational students as a roadmap for digital learning in the current era. The sampling technique used purposive random sampling of 8 Vocational Schools in East Java Province, Indonesia. The number of respondents in this study amounted to 355 second-year students. The study has found that online learning, motivation, and technology introduction are influenced by students' digital literacy practices, while teacher readiness and infrastructure must be mediated by online learning. The findings in this study indicate that collaboration from various parties is needed from teachers, school administrators, and policymakers in planning learning that focuses on students' digital abilities.

One of the ways to enhance and improve the quality of learning delivery is through the use of technology, particularly the Internet, which facilitates faster and easier access to information. This research aims to explore the degree to which factors such as digital literacy, metacognitive awareness, meaningful learning, habits of using smartphones, and personal learning competence are related to one another. Both the relationship between metacognitive awareness and personal learning competence, as well as the relationship between smartphone habits and personal learning competence, are moderated by a moderating variable known as the fear of missing out. Fear of missing out is a moderating variable. Structural equation modeling, specifically partial least squares, was employed to analyze data from 597 engineering students. SmartPLS version 4 was the tool used for this analysis. The study found that the moderating variable, fear of missing out, significantly impacts metacognitive awareness, learning personal competence, and smartphone habits, making it a crucial factor to investigate. This result is significant because it is a variable that influences the learning that students go through for their education and because it is an extremely important thing to investigate.

This study aims to develop and validate a green behavior instrument based on local potential using structural equation modeling (SEM) with smart partial least squares (SmartPLS). The instrument consists of 40 statements covering five main indicators: environmental maintenance, waste reduction, saving natural resources, sustainable mobility and consumption, and community education. This study addresses a gap in existing research by creating a context-specific tool for assessing green behavior, incorporating local cultural and ecological factors. While prior studies emphasize global sustainability principles, they often overlook the significance of local practices and values, which are essential for effective environmental education. By integrating local potential, this instrument bridges global sustainability goals with regional contexts, enabling meaningful and practical student engagement. The instrument was validated through content validity testing, exploratory and confirmatory factor analyses, and construct validity and reliability testing using SEM with SmartPLS. The results indicate strong content validity, with content validity index (CVI) values ranging from .80 to .90. After analysis, 34 valid items were retained from the initial 40. This study contributes to the literature by developing an instrument that aligns with global sustainability goals while integrating local cultural practices and ecological contexts. It offers insights into how local knowledge enhances sustainability education, providing a holistic framework for assessing green behavior across diverse regions.