Local Christmas sellers of Parol, Puto Bumbong, and Bibingka play a pivotal role in Pampanga’s economy and culture, yet face challenges from sharp sales and demand fluctuations as they cyclically transition to and from peak and off seasons. This study employed a descriptive qualitative research design that specifically aimed to describe, support, and enhance these sellers’ sustainability through a descriptive analysis of their off-season financial management strategies. While a growing body of literature addressed the importance of proper financial management in seasonal businesses, a notable gap remains in understanding the distinct characteristics of the financial strategies employed by these local businesses. Data were gathered through semi-structured, in-person interviews with 12 sellers. Findings revealed significant revenue disparities between peak and off-seasons, particularly pronounced for Parol sellers, and identified their key adaptation strategies, including cost control (seasonal workforce adjustments, scaled production), revenue diversification (exportation, product expansion), and reliance on inter-generational knowledge and business succession. However, the study underscored the critical necessity of obtaining formal education to strengthen their skills and management strategies. Ultimately, this research contributed to preserving these vital cultural and economic pillars by providing actionable insights to reinforce their resilience by proposing further contextual research, practical, and local government policy recommendations for improved financial management practices.

The study aimed at assessing the impact of bootcamps on self-reported entrepreneurial skills development among selected undergraduate students at Africa Nazarene university, Kenya. The students had participated in three different bootcamps facilitated by diverse teams from Handong Global university, Korea. The study adopted an action research approach, where a semi-structured survey was administered to 71 students, with 14 responses analysed using descriptive statistics and thematic analysis. Findings indicated a high satisfaction (92.9%), with students acquiring critical skills such as pitching, prototyping, and business planning (85%). However, challenges such as time constraints, technical difficulties, and lack of mentorship were noted as a hinderance to project continuity. The participants emphasized the need for financial support (35.7%), networking (28.6%), and mentorship (21.4%) as essential in sustaining their projects post-camp. Peer-led ESG camp was noted for its interactivity, while the professor-led camps were valued for structural support. The study contributes to theory building and decision-making process on the importance of innovation camps in fostering entrepreneurial mindsets. It informs future role of institutional mechanisms such as incubation hubs, extended mentorship, and funding; to enhance startups sustainability. Recommendations include integrating the camps program into the university curriculum and fostering partnerships to bolster the startup ecosystem. Limitations included a small sample size and unassessed entrepreneurial intentions amongst the students.

Technology integration enhances task performance in ways that would otherwise be challenging. However, the reception of certain technologies, such as artificial intelligence (AI), often comes with reservations and ethical concerns. This study, conducted in Tanzanian universities, surveyed student teachers’ beliefs about the usefulness of ChatGPT in academic settings, examining how its actual use influences study outcomes, satisfaction, attitudes, awareness of ethical issues, and perceived capabilities. Despite limitations in technological infrastructure in Tanzanian universities, ChatGPT is used by students to enhance their learning. Using a quantitative approach, 446 students completed a survey. Data were analysed using descriptive statistics, t-test, Pearson correlation, one-way analysis of variance, and structural equation modelling. The findings provide insights into university students’ perspectives about ChatGPT. They highlight differences across demographic factors and explain how the usage, perception of capabilities, and concerns influence learning through a structural model. These results have important implications for integrating AI in education, particularly in contexts with technological limitations, and in addressing the diverse needs of university students.