Satyanarayan Choudhary

Background: The Nepalese online commerce market is undergoing a drastic transformation with the penetration of e-commerce sites and mobile wallets. Identifying what drives the market requires a closer examination of its most dynamic segment: Generation Z. This study investigates the payment behavior and buying habits online of this generation with special interest in examining the impact of age and gender. Objectives: The primary aims were to: 1) trace the frequency, platform, and product preference of Nepali Gen Z for online purchases, 2) assess their adoption and attitude towards mobile wallets, and 3) empirically test for age and gender differences. Methods: Quantitative cross-sectional design was employed. Pre-coded survey was conducted online and a sample of 216 Gen Z respondents (20-25 years) was received. Data was analyzed using SPSS, Independent Samples t-tests for examining gender differences and Pearson Correlation and Chi-Square tests for examining the effect of age. Results: Analysis of the data showed a widespread lack of statistically significant gender variations in online buying frequency, product selection, and problem experience. However, age appeared in a substantive, weak correlation with attitudes towards payment. In addition, choice of platform had a complex, non-linear relationship with age, showing nuanced intra-generational trends. Conclusion: The research concludes that in the case of Generation Z in Nepal, gender is not a fundamental differentiator of overall online shopping behavior, but age remains a salient factor influencing payment and platform choice. This demonstrates a homogenizing effect of digital nativity on gender-based consumption routines. Implication: The findings indicate that platform developers and marketers should be concerned with age and lifestyle segmentation rather than focusing on gender-based solutions for the Gen Z generation. Solution efforts have to be aimed at simplifying payment solutions and platform functionality to cater to the subtle, age-differentiated inclinations of this key audience.

Background: Green marketing is increasingly pivotal in Nepal, particularly in the Kathmandu Valley, as consumer environmental awareness grows. Understanding the perceptions of key demographics like university students is crucial for businesses developing effective sustainability strategies. Objectives: This study aimed to assess university students' perceptions of green marketing in the Kathmandu Valley and to examine the differences in these perceptions based on gender. Methods: A quantitative, descriptive, and comparative research design was employed. Data were collected via a structured questionnaire from 205 randomly selected university students. Analyses were conducted using SPSS, utilizing descriptive statistics and an independent samples t-test to compare male and female responses. Findings: The results revealed overwhelmingly positive perceptions of green marketing among students. A significant majority expressed a preference for eco-friendly brands, acknowledged the influence of green advertisements, trusted sustainability certifications, and were willing to pay a premium for genuine sustainable products. However, skepticism about greenwashing was also prevalent. Crucially, a significant gender difference was found, with female students demonstrating more favorable perceptions of green marketing than their male counterparts (p = 0.033). Conclusion: University students in the Kathmandu Valley are generally receptive to green marketing. The significant gender gap suggests tailored marketing approaches are necessary. Despite positive attitudes, challenges like consumer skepticism toward greenwashing persist. Implication: Marketers should develop transparent, credible green marketing campaigns to build trust and bridge the value-action gap. Strategies should be gender-sensitive, with messaging potentially more focused on platforms and values that resonate with female consumers.

Background: Mathematical philosophy has evolved as a significant interdisciplinary field linking formal logic, philosophy of science, and foundation mathematics. Despite its growing impact, detailed investigation of its research patterns, collaboration networks, and knowledge structures has been lacking. This piece bridges the gap through examination of the field's evolution from 2015 to 2024, focusing on thematic shifts, intellectual drivers, and scholarly representation imbalances. Objective: This study attempts to examine the constitution and dynamics of research communities in philosophy of science, formal epistemology, and bordering disciplines through the cataloguing of leading researchers, clusters, and potential hierarchies or biases in terms of co-authorship and citation behavior. Methodology: A bibliometric analysis of 645 peer-reviewed articles (downloaded from lens.org) was conducted using VOSviewer and wordsift for visualizing the networks. Co-authorship analysis, citation mapping, keyword co-occurrence, and temporal trend analysis were methods used. Triangulation using qualitative content analysis ensured robustness. Findings: Dominance by strong Europeans existed in citation clusters by authors like Richard Dawid and Stephan Hartmann as hubs. Close-knit groups of co-authors found close-knit communities in Bayesian epistemology and formal logic, while sparse interdisciplinary connections were newly emerging. Keyword analysis suggested a shift to computational tendencies, though traditional subjects persisted. Gender and geographic disparities existed, with non-Western participation understated. Conclusion: The field boasts sound theoretical advancements but is marred by fragmentation and exclusionary gaps. Proposed recommendations include fostering cross-regional networks, addressing biases in citation, and exploring underserved subfields like applied mathematical ethics. Novelty: This contribution is new in presenting a comprehensive bibliometric analysis of mathematical philosophy and merging quantitative network analysis with strict qualitative noting. It offers a reflexive architecture for the assessment of intellectual and social processes in the field.

Background: Parental engagement in education is commonly accepted as an important factor that determines the success of students academically. Although there is wide-ranging research to support such a relationship everywhere in the world, contextual elements such as socioeconomic differences, cultural beliefs, and institutional frameworks might impact its dynamics. In Nepal, specifically the Kathmandu Valley with its blend of public, private, and international schools, how parental engagement affects academic outcomes is not well studied. This study addresses this gap by examining the association between different parental involvement constructs and student outcomes in this unique school setting. Objective: This study aims to establish the connection between parental involvement and the academic performance of students in schools around Kathmandu Valley. Specifically, it examines the impact of parental expectations, direct academic help, family communication, and difficulty perceptions on academic achievement while controlling for socioeconomic moderators. Methods: A correlational study design consisting of 200 parents was utilized with a quantitative design, where data were collected from standardized questionnaires. Parental involvement, expectations, family interaction, and perceived difficulties were variables assessed on a 5-point Likert scale. School performance was collected from self-reported grades. Data analysis was conducted using SPSS with Pearson correlation and hypothesis testing (α = 0.01) for statistical significance. Findings: The findings revealed significant positive correlations between parental challenges (r = -0.021, p = 0.771), parental engagement (r = 0.326, p < 0.01), parental expectations (r = 0.292, p < 0.01), and family interaction (r = 0.240, p < 0.01) with academic achievement. Parental challenges were found to have no significant correlation (r = -0.021, p = 0.771). Demographic analysis found that younger parents who were more educated had greater engagement rates. Conclusion: The study confirms that active parental participation leads to better academic achievement in Kathmandu Valley schools, while socioeconomic and institutional mediators may intervene. Policymakers must ensure that interventions guarantee parental participation, particularly in public schools, via workshops, online forums, and community-based projects. Novelty: This research provides new insights into parental participation in Nepal's diverse educational landscape, as opposed to foreign studies that propose a wide proportion of parental difficulties. It also provides empirical data for building localized education policy.

The hotel industry, characterized by its labor-intensive nature and dynamic operational environment, has witnessed increasing female participation in recent decades; however, women’s progression into leadership and executive positions remains disproportionately limited. This study investigates the factors influencing women's career advancement within the hotel sector, focusing on both structural barriers and enabling mechanisms. Utilizing a quantitative research design, data were collected in 2024 through a structured online questionnaire distributed via email and social media platforms to a purposive sample of hospitality professionals across multiple organizational levels. Key variables examined include organizational culture, work-life balance, mentorship access, gender bias, and professional development opportunities. Data analysis revealed significant constraints impeding women's career growth, notably systemic gender biases, limited access to strategic networking opportunities, and insufficient flexible work arrangements. In contrast, critical enablers identified include the presence of equitable workplace policies, access to mentorship and sponsorship programs, and the availability of structured leadership development initiatives. The study’s findings underscore the complex interplay of institutional and cultural dynamics that shape women's career trajectories in the hospitality industry. It highlights the urgent need for targeted policy reforms, inclusive human resource practices, and sustained organizational commitment to diversity and equity. These results offer actionable insights for hospitality leaders and policymakers aiming to foster more inclusive career progression frameworks and strengthen gender equity in leadership within the sector.

Background: Green Education (GE) and Education for Sustainable Development (ESD) have gained prominence as critical frameworks for addressing global sustainability challenges. Despite growing academic interest, the field remains fragmented, with uneven research focus across disciplines, regions, and themes. A systematic analysis of its evolution, key contributors, and knowledge gaps is essential to guide future scholarship and policy. Objective: This study conducts a comprehensive bibliometric analysis to map the GE/ESD research landscape from 2020 to 2024, identifying publication trends, collaboration networks, thematic priorities, and underexplored areas. Methods: Using Lens.org, 1,214 journal articles were extracted and analyzed through VOSviewer (co-authorship, keyword co-occurrence) and WordSift (textual mining). Data were filtered by publication year (2020–2024), document type (articles), and DOI availability. Descriptive statistics, network visualizations, and temporal mappings were employed to assess growth, geographic contributions, and disciplinary intersections. Findings: The analysis revealed four key findings about GE/ESD research from 2020-2024: publication trends showed fluctuating growth with an 18% overall increase, including a pandemic-related 17% decline in 2021 followed by a 26% post-COP28 surge in 2024; geographic distribution was uneven, with China (119 publications), Germany (78), and the U.S. (64) dominating research output while Global South contributions remained limited; thematic analysis identified strong foci on ecology (438 occurrences) and policy (509) but notable gaps in climate change education (65) and health-ESD connections (53); and collaboration patterns appeared fragmented, with underdeveloped international networks and persistent data-quality issues such as misspelled author and journal names compromising analytical precision. These findings collectively highlight both the field's growth potential and critical areas needing attention to advance comprehensive, inclusive sustainability education research. Conclusion: The study underscores GE/ESD’s interdisciplinary potential but highlights disparities in thematic focus, geographic representation, and collaborative rigor. Addressing these gaps requires standardized terminology, inclusive partnerships, and targeted funding for underrepresented regions and topics. Novelty: This study is among the first to integrate Lens.org data with VOSviewer and WordSift for a dual-method analysis of GE/ESD, offering both macro-level trend mapping and micro-level textual insights. It uniquely identifies missed opportunities in climate education and health-ESD synergies while proposing a roadmap for cohesive field development.

Background: The proliferation of digital learning platforms has positioned YouTube as a dominant resource in student learning ecosystems, particularly for exam preparation and conceptual understanding. While studies acknowledge its widespread use, questions persist regarding its actual educational efficacy and relationship to academic performance. Objective: This study examines the predictive relationship between YouTube usage frequency for exam preparation and students' perceived academic improvement, while addressing gaps in existing literature regarding platform-specific learning impacts. Methods: A quantitative cross-sectional design was employed, collecting data from 390 university students via a validated survey instrument. Reliability analysis confirmed strong internal consistency (α=0.866). Statistical analyses included Pearson correlation and simple linear regression to assess the relationship between usage frequency and perceived academic benefits. Findings: Results revealed a significant positive relationship (β=0.811, p<0.001), with YouTube usage frequency explaining 65.8% of variance in perceived academic improvement (R²=0.658). The strong predictive power suggests YouTube plays a substantial role in students' learning strategies. Conclusion: While YouTube demonstrates significant potential as an academic resource, its effectiveness depends on usage patterns and content quality. The findings advocate for structured integration of YouTube in educational contexts alongside media literacy training. Novelty: This study provides empirical evidence quantifying YouTube's specific contribution to perceived academic performance, advancing beyond general technology-use studies. It introduces a validated measurement approach for platform-specific educational impact assessment.

This study critically examines the evolving landscape of statistical literacy research from 2015 to 2024 through bibliometric analysis of publication trends, co-authorship networks, co-citation patterns, and keyword clusters. Findings reveal a field marked by dynamic growth but persistent fragmentation, with publication output rebounding after early fluctuations to peak in 2024. While interdisciplinary connections between statistical literacy, healthcare, and education demonstrate strength, the analysis uncovers significant gaps in equity-focused research, representation of emerging scholars, and integration with modern data science paradigms. Co-citation networks highlight the dominance of established figures, suggesting systemic barriers to broader recognition, while keyword analysis reveals tensions between methodological rigor and practical application. The study identifies three key recommendations: fostering inclusive collaboration to amplify underrepresented voices, bridging theory and practice through innovative educational tools, and systematizing research agendas through standardized frameworks. These findings underscore the need for intentional strategies to ensure statistical literacy research remains relevant, equitable, and impactful in addressing contemporary data-driven challenges.

Background: The integration of artificial intelligence (AI) in education has transformed learning through tools like chatbots, automated grading, and personalized tutoring. However, student acceptance varies based on demographic and academic factors, necessitating a deeper understanding of AI perception in learning environments. Objective: This study investigates how gender, age, and field of study influence students’ perceptions of AI in education, aiming to identify key factors that shape trust and adoption. Methods: A quantitative cross-sectional survey was conducted with 200 university students using a 5-item Likert scale (α = 0.809). Data were analyzed via regression and ANOVA to assess the impact of gender, age, and academic discipline on AI perception. Findings: Field of study was the only significant predictor of AI perception (*p* = 0.038), with technical disciplines showing more favorable attitudes. Gender and age had no statistically significant effect. The model’s low explanatory power (R² = 0.035) suggests other unmeasured factors influence AI perception. Conclusion: Academic discipline plays a critical role in shaping students' attitudes toward AI, while demographic factors like gender and age show minimal impact. Future research should explore additional variables such as prior AI exposure and cultural influences. Novelty: This study contributes to the Technology Acceptance Model (TAM) by highlighting discipline-specific differences in AI perception, offering insights for tailored AI integration strategies in education.

Background: Artificial Intelligence (AI) and emerging technologies are reshaping modern society, with profound implications for education and workforce readiness. Despite the increasing integration of AI across various sectors, higher education has struggled to keep pace, leaving students inadequately prepared for a technology-driven future. Gender disparities in technology engagement and AI knowledge further exacerbate this issue, as societal norms and cultural expectations often influence students' attitudes and comfort levels with technology. Addressing these disparities is essential for fostering inclusivity and ensuring equitable access to technology education. Objective: This study examines gender differences in affinity toward technology among undergraduate students, focusing on their knowledge of AI, attitudes, and comfort levels with technology. The study aims to identify gaps in technology literacy and propose strategies to address gender-based disparities in technology-related education. Methods: A quantitative research approach was employed, utilizing a structured questionnaire administered to 200 undergraduate students from Pokhara University. The questionnaire measured students' affinity for technology using a 7-point Likert scale and assessed their knowledge of AI. Data were analyzed using descriptive statistics, Independent Samples t-tests, and Bootstrap Analysis to compare gender differences and validate the findings. Findings: The results revealed significant gender differences in both AI knowledge and technology affinity. Male students reported higher levels of AI knowledge and greater affinity for technology compared to female students. Female students were overrepresented in lower knowledge categories and reported lower confidence and engagement with technology. These findings were statistically significant, highlighting the need for targeted interventions to address gender disparities. Conclusion: The study emphasizes the importance of addressing gender disparities in technology education to promote inclusivity and equity. Male students demonstrated higher affinity and knowledge, while female students faced barriers such as lower confidence and limited exposure to technology. Educational institutions must implement targeted interventions, adopt inclusive teaching practices, and enhance access to technology resources to bridge these gaps. Novelty: This study contributes to the growing body of research on gender disparities in technology education by providing empirical evidence of differences in AI knowledge and technology affinity among undergraduate students. It also highlights the value of robust statistical methods, such as bootstrapping, to validate findings in gender-related research. The recommendations offered in this study provide actionable strategies for educators and policymakers to promote gender equity in technology-related fields.