The tourism industry was one of the world's greatest markets; until the world met a pandemic in the 21st century, COVID-19. This study aims to present the reactions of travelers during the pandemic trends outlined by adopting text mining techniques. Between December 30, 2019–March 15, 2020, approximately 75,000 comments are retrieved from the TripAdvisor forums, and 23,515 cases from the US, Europe, and Asia forums are employed for analyses. The results reveal that the tourism sector is easily affected by global crises. It is almost the same day that travelers decide to cancel or delay their trips, with the spread of the news. More in-depth analyses uncovered several topics consisted of comments on benefiting from travel insurance and refund due to the travel cancellations. Travel insurance has become a hot topic, which may be a way of reanimating the industry by offering travel packages, including travel insurance services.

With the expansion of the technology, people -especially the students-have a vast array of e-communication tools at their fingertips and feel as appertained to them. Current researches have estimated that 100% of university students have their own mobile phones and all of them bring their devices to the courses. Minority of the students use their smartphones to enhance learning, such as to look up pertaining information about the lesson, take pictures of information on the blackboard; however majority of them use smartphones for personal affairs during courses. Keeping in touch during lesson hinders students' learning experience and, it also occurs during examinations, although it is illegal. The purpose of this study is to explore some of the challenges associated with mobile phones in college classrooms. A sample of students from different departments was surveyed to assess the extent to which the technology is considered a serious source of distraction in the classroom and also during the exams. We examined and enlightened several social aspects of this multi-faceted larger societal theoretical concept of technological connectivity; namely phubbing, cheating during courses and students' opinions towards cell phone regulations and instructor behaviors. According to the results, the pattern of percentages within genders reveals the intention of students. Male students seem calmer, whereas female participants appear more sensitive about disturbing their classmates. The size of the classroom also has a big impact. As the class becomes larger, students behave more uninhibited and phub without being noticed. Majority of the students are distracted by their classmates and also confess that they can cheat with the help of their phones.

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Technology has changed the way people live, from use of the Internet to the way they communicate with text messages and e-mails. This change is also evident in the education system. This study traced how principals' leadership roles have changed in the school setting because digital natives and society, in general, have become technologically savvy. The findings for this study were generated from interviews and observations of high school principals. This qualitative research study revealed that administrators are apprehensive about social media in the classroom and that they need to become more familiar with it to better implement technology effectively in the classroom. To ease their apprehension, principals need to change their ways of thinking about social media's use. Professional development in technology skills needs to be more available and flexible for principals to become a more visionary technology leader in the 21 st digital educational environment.

The increasing use of digital technology by young people has become a major concern in the 21st century. This access to technology has led to hot-button arguments surrounding the place of these technologies in our lives and the implications that they have for the future. The incorporation of multimodal and digital technologies in courses has been increasing, with documentaries, social media posts, and blogs host significant spaces for learning and coursework. These forms of knowledge and communication have started to become legitimized in the classroom setting, in addition to the traditional educational technologies such as lectures and textbooks. This paper explores the assumptions by instructors and students concerning why and how multimodal and digital technologies are incorporated into undergraduate classes by qualitative approach. Also, the actual experiences that students and instructors have in using these forms of media in an educational context are investigated via participant observation, in-depth review and open-ended questionnaire techniques along the research