Advancing smart production systems for green production remains a crucial priority for manufacturers, while the vision to achieve green supply chain management process (GSCMP) remains obstructed due to using less fuel-efficient technologies. This study suggested an intelligent logistics design that infused technological indicators with logistics performance indices (LPIs) to minimize carbon damages in a panel of 102 countries. The study used patent applications and trademark applications to analyze the technological progress, whereas LPIs—i.e., LPI-1 for assessing quality and competence services, and LPI-2 for trade and transport infrastructure—are used to determine supply chain management process across countries. The results show that carbon damages follow a U-shaped structure with technology-induced LPIs (TI-LPIs) and GDP per capita. The country’s GDP per capita and TI-LPIs decrease carbon damages up to US$15,000,000, while the moderation of patents application (and trademark applications) with LPI1 and LPI2 substantially decreases carbon damages up to US$13,800,000 (US$34,100,000) and US$6,100,000 (US$20,200,000), respectively. The causality estimates confirmed the growth-led carbon damages, technology-led carbon damages, growth-led logistics indices, and technology-led growth across countries. The results emphasized the need to move forward by adopting fuel-efficient technologies to minimize carbon damages across countries.

This review aims to provide an insight into human learning processes by examining the role of cognitive and emotional unconscious processing in mentally integrating visual and verbal instructional materials. Reviewed literature shows that conscious mental integration does not happen all the time, nor does it necessarily result in optimal learning. Students of all ages and levels of experience cannot always have conscious awareness, control, and the intention to learn or promptly and continually organize perceptual, cognitive, and emotional processes of learning. This review suggests considering the role of unconscious learning processes to enhance the understanding of how students form or activate mental associations between verbal and pictorial information. The understanding would assist in presenting students with spatially-integrated verbal and pictorial instructional materials as a way of facilitating mental integration and improving teaching and learning performance.

Procrastination behaviour is a common phenomenon among people. In educational setting it always related to the student academic performance. Past studies have shown that the tendency of student to procrastinate could affect their academic life. For example, studying in the last minute is a procrastination behaviour committed by the students. This study is conducted to explore the association between academic procrastination, self-efficacy and academic performance among university students in Malaysia. The finding showed that most students are prone to procrastinate in their academic life. However in most cases it appears that the procrastination behaviour does not affect the student's academic performance. A similar situation also recorded where the self-efficacy does not affect the tendency for student to procrastinate in their academic activities. It is suggested that in improving the student performance at the university the direct and indirect factors should be addressed including the academic procrastination behaviours. It was concluded that the student's academic performance is influenced not directly by procrastination behaviour but by other factors. Several suggestions and recommendations are also presented.

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Conceptions of learning determine students' ways to learn, motivations and expectations in schools. Conceptions have potential to understand and mold their learning behaviors at schools. Certain types of conceptions of learning appear obvious feature of students performing poorly in schools. Literature suggests that students' conceptions of learning are affected by students' social and cultural backgrounds. Students in underdeveloped, minority and Asian social and cultures have quite different conceptions than the students in developed countries. In Pakistani public school, most students are from the lower socio-economic background. Available literature reports drill, memorization, and external regulation of learning and lack of adequate motivation to learn in students of these schools, which signpost undesired conceptions of learning. The current study deals with the students studying in Pakistani schools to determine and understand their conception of learning. A qualitative data collection approach was used to collect the data from the respondents. An approach of applied thematic analysis used reduced qualitative data into themes, sub-themes and into sub-sub-themes. The thematic analysis corroborated Pakistani secondary school science students' intake of knowledge and cooperation conceptions of learning. The findings were in line to various studies on Asian students. The high failing rate at secondary school level in science education in Pakistani schools is congruent to presence of intake of knowledge and cooperation conceptions of learning.