Domingo Verano-Tacoronte

In a real academic context, taking the classroom as a reference, this research analyzes the utility that students on two university degree programs give to a rubric for preparing oral presentations. It also assesses the effect that the rubric utility has on the relationship between confidence as a speaker and self-assessment of oral presentation competence. This research was carried out with a sample of 202 university students of Business Organization subjects from two university degrees: Labour Relations and Human Resource Management and Civil Engineering. In both cases, students were required to give an oral presentation on a topic selected by the teacher. One month before presenting in the classroom, students were asked to complete a questionnaire and were provided with a rubric. Finally, after the oral presentation, each student rated his/her overall performance. To analyse data, component analysis with varimax rotation, correlation analysis and hierarchical regression analysis were applied. The results show the greater the perceived utility of the rubric, the greater the influence of confidence as a speaker on self-assessment of oral presentation performance. The rubric is useful in guiding the preparation of the oral presentation, although it seems that the perception of utility is greater for female students than for male students. From a theoretical perspective, the findings suggest that when students perceive the rubric as a credible and reliable guiding tool, a greater correspondence is observed between their perceived abilities and the grades they assign to themselves. From a practical standpoint, providing opportunities for discussion between students and teachers regarding rubric standards can enhance oral communication skills.

This study investigates the role of technology‐related anxiety in shaping university teachers’ behavioral intention to adopt ChatGPT. Three distinct types of anxiety are examined: (a) anxiety about the future of the academic profession, (b) anxiety regarding the personal misuse of ChatGPT, and (c) anxiety concerning negative impacts on student learning. A structured questionnaire was administered to 249 faculty members from Spanish public universities. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) to assess both the direct effects of each type of anxiety on behavioral intention and the mediating roles of effort expectancy (EE) and performance expectancy (PE). Results indicate that anxiety about student learning exhibits a significant negative direct effect on behavioral intention and an indirect effect through performance expectancy. Similarly, anxiety related to the misuse of ChatGPT is negatively associated with behavioral intention, with significant mediation through both EE and PE. In contrast, anxiety concerning the future of the academic profession does not show a statistically significant relationship with behavioral intention. The findings underscore the importance of addressing specific psychological barriers—particularly those linked to concerns over student learning and technology misuse—to facilitate ChatGPT integration in higher education. The study suggests that effective implementation strategies should combine technical training with targeted interventions aimed at managing technology-related anxiety, enhancing ethical practices, and improving perceptions of the tool’s utility and ease of use.

The emergence of ChatGPT and other AI-based tools has revolutionized the professional and educational world. This paper aims to analyze the factors that may lead university teachers to consider adopting ChatGPT in their work. This study examines how some relevant Unified Theory of Acceptance and Use of Technology (UTAUT) model variables (effort expectancy, facilitating conditions, and performance expectancy), technology-related anxiety and gender influence teachers’ intentions to use ChatGPT. A questionnaire was developed and sent to professors at Spanish public universities, resulting in a sample of 249 valid responses. The results indicate that performance expectancy, facilitating conditions, anxiety related to student learning and gender are the main determinants of the intention to use ChatGPT by teachers. After conducting an exploratory analysis segmented by gender, it was found that men and women analyze the possibility of adopting ChatGPT through different variables. For male teachers, performance expectancy and facilitating conditions are the variables that affect the intention to use ChatGPT. In contrast, female teachers’ intention is influenced by anxiety related to student learning and anxiety related to technology use, in addition to performance expectancy and facilitating conditions. Therefore, these results suggest that it is crucial to consider individual perceptions, gender as well as contextual factors when promoting the adoption of tools such as ChatGPT among university teachers. Educational institutions should provide teachers with the skills needed to create, adapt and use information and communication technologies, especially those based on generative AI. This training should adopt new strategies that take gender differences into account.

Purpose: The strong regulation of the Spanish pharmaceutical sector encourages pharmacies to modify their business model, giving the customer a more relevant role by integrating 2.0 tools. However, the study of the implementation of these tools is still quite limited, especially in terms of a customer-oriented web page design. This paper aims to analyze the online presence of Spanish community pharmacies by studying the profile of their web pages to classify them by their degree of customer orientation. Design/methodology/approach: In total, 710 community pharmacies were analyzed, of which 160 had Web pages. Using items drawn from the literature, content analysis was performed to evaluate the presence of these items on the web pages. Then, after analyzing the scores on the items, a cluster analysis was conducted to classify the pharmacies according to the degree of development of their online customer orientation strategy. Findings: The number of pharmacies with a web page is quite low. The development of these websites is limited, and they have a more informational than relational role. The statistical analysis allows to classify the pharmacies in four groups according to their level of development Practical implications: Pharmacists should make incremental use of their websites to facilitate real two-way communication with customers and other stakeholders to maintain a relationship with them by having incorporated the Web 2.0 and social media (SM) platforms. Originality/value: This study analyses, from a marketing perspective, the degree of Web 2.0 adoption and the characteristics of the websites, in terms of aiding communication and interaction with customers in the Spanish pharmaceutical sector.

The development of a critical spirit as well as the capacity to self-assess and oral presentation competence are essential in relation to students’ future employability. This study examines the influence of confidence, self-efficacy and the existence of incentives on student self-assessments of their oral presentation competence during an educational activity, taking into account the students’ gender. Data from 201 self-assessments was analysed using different statistical techniques. The results show that the existence of rewards is the only variable that has a significant influence on the self-assessment of male students, while those of female students are determined, above all, by their self-efficacy. The results suggest the need to increase student training on self-assessment, taking these differences into account. They also highlight the need to implement initiatives aimed at improving speakers’ confidence in public speaking as well as self-efficacy levels.

Self-assessment activities are increasingly popular in the classrooms. But regarding self-assessment accuracy, mixed results are reported without clear reasons for this. This article addresses the impact of gender and performance on self-assessment accuracy. To evaluate self-assessment accuracy, peer and professor assessments are used as reference. A research project, relating to the assessment of oral presentations using scoring rubrics, is conducted in two university degrees. Data from 155 self-assessments and more than 12,000 peer and professor assessments are gathered. The analysis differentiates by degree, gender and level of performance in the assessed competency. The results show that self-assessment accuracy is low and related to the student’s gender, that men rate themselves higher than women do, and that even using a scoring rubric, students receiving higher marks from professors are more accurate than students receiving lower marks.